Program of Studies, 2015-2016

THE HUN SCHOOL

OF PRINCETON Program of Studies

2015-2016

2 [THE HUN SCHOOL OF PRINCETON PROGRAM OF STUDIES 2015-2016]

Science English Modern/Lang/Classics* Visual/ArtsBiology/ English/1/ French/1 Introduction*to*Media*ArtsBiology/ESL English/1/Honors French/2 Ceramics*1AP/Biology English/2 French/3 Ceramics*2Chemistry English/2/Honors French/3/Honors Introduction*to*Visual*ArtsChemistry/Honors English/3 Advanced//French/Topics Video/Production/1AP/Chemistry English/3/Honors French/4/Honors Video*Production*2Physics English/4///(2/semesters/required) AP/French Advanced*Video*ProductionPhysics/Honors ****8English*4A8Global*Literature Spanish/1 Intro*to*AnimationAP/Physics ****8English*4B8*Monsters,*Madness Spanish/2 Advanced/Studio/Art/HonorsHuman/Anatomy/&/Physiology ****8English*4C8*Holocaust*Literature Spanish/3 Architectural*DrawingEnvironmental/Science ****8English*4D8*Literary*Theory Spanish/3/Honors CAD*Design*1Marine/Science ****8English*4E8*Lit*and*Social*Change Adv/Spanish/and/LA/Topics CAD*Design*2Chemicals,*Brains,*and*Behavior ****8English*4F8*Shakespeare's*Visions Spanish/4/Honors Drawing*1Robotics*Engineering AP/EnglishJLiterature AP/Spanish/Language Drawing*2Biotechnology English/5 AP/Spanish/Literature Painting*1* Creative*Writing*1* Chinese/1 Painting*2* Creative*Writing*2 Chinese/2 Sculpture

Public*Speaking*&*Debate Chinese/3 Photography*1

Technology Journalism Chinese/4/ Photography*2

&/Engineering * Chinese/5 Photography*3

Programming*1 History/Global/Studies Latin/1 Photography*4Programming*2 World/Studies Latin/2 Intro*to*Woodworking

World/Studies/ESL Latin/3 Advanced*Woodworking

Math United/States/History Latin/3/Honors AP/Studio/Art

Algebra/1 United/States/History/Honors Advanced/Latin/Topics

Algebra/1/Honors American/Studies/ESL AP/Latin Performing/ArtsGeometry AP/United/States/History Arabic/1 Introduction*to*DramaGeometry/Honors AP*US*Government*and*Politics Arabic/2 Introduction*to*MusicAlgebra/2 AP/European/History / ChorusAlgebra/2/Honors AP/Psychology *Two/sequential/years/in/any Jazz/BandPreJCalculus AP/Economics Language/required Advanced/Jazz/BandAlgebra/2///PreJCalc/Honors American*Government / OrchestraPreJCalculus/Honors Psychology ESL ActingCalculus Economics*18*Micro ESL/Grammar/High/and/Low Advanced*Acting*EnsembleAP/Calculus/AB Economics*28*Macro ESL/Reading/High/and/Low Technical*TheatreAP/Calculus/BC East*Asian*Studies*8*China Advanced/ESL Music8*Instrument*ExplorationMultiJvariable/Calculus Art*History Dance

Probability/and/Statistics Cultural*Anthropology Interdisciplinary AP/Music/TheoryAP/Statistics History*and*Culture*of*Greece* Seminar*9Advanced/Algebra Global*Issues Seminar*10Entrepreneurial*Studies*I* Human*Rights Bioethics*(#)Entrepreneurial*Studies*II* Con*Law*and*Society Case*StudiesEngineering*Design Society*and*Sustenance Moral*PhilosophyAdvanced*Math*Logic*and*Reasoning African*Americans*Since*Reconstruction *

!

The/Hun/School/of/Princeton/Program/of/Studies/

24/Credits/Recommended/for/Graduation://7/STEM/+/9/Humanities/+/2/Arts/+/6/Choice

2015J2016

STEM7/credits/required

20!Credits!Required!for!Graduation24!Credits!Recommended!for!Graduation:!!7!STEM!+!9!Humanities!+!2!Arts!+!6!Choice

ARTS2/credits/required

HUMANITIES9/credits/required

Curriculum Key Bold = 1 credit, year-long class

Italics =1/2 credit, semester-long class Red = Required class for graduation

Green= International Students Only (#) = Course may qualify as STEM or Humanities

[THE HUN SCHOOL OF PRINCETON PROGRAM OF STUDIES 2015-2016] 3

!

The$Hun$School$of$Princeton$Scholars$Program$In!the!spirit!of!John!Gale!Hun’s!vision!for!meeting!students’!differing!talents,!interests,!and!academic!needs!so!that!they!might!meet!their!full!potential,!The!Hun!School!offers!three!distinct!tracks!leading!

to!Honors!distinction!as!a!STEM,!Global,!or!Arts!Scholar.!

General$Requirements:!Students!may!declare!intention!for!one!of!the!three!Scholar!Tracks!in!the!spring!of!their!Sophomore!year.!!In!the!spring!of!Junior!year!the!Scholars!Committee!will!determine!those!students!still!eligible!

for!Scholars!designation.!!!A!minimum!average!of!90!is!required!in!all!Scholars!track!coursework.!

!!!!!!!!!!!!!!!!!!!!!!!Course!!!

!!!!!!!!!!!!!!!!!requirements!!!!!!!!!!!!!!!!!!!!!!!and!options:!

!

Full!Credit!Courses!=!Bold$Semester!Courses!=!Italics(

!

Science$• Biology!and!• Chemistry!and!• Physics!and!• At!least!1!AP!Science!

Technology$• Programming(1!and!• Programming(2!or!• Robotics(Engineering!or!• Adv.(Logic(and(Reasoning(Engineering$(2!of!following)!• Engineering(Design!or!• Biotech(Research!or!• CAD(and(3D(Design!or!• Robotics(Engineering(Math$• Algebra$1!and!• Geometry!and!• Algebra$2!and!• PreCalculus!and!• Calculus!and!• Statistics$and!• At!least!1!AP!Math!

!!!!!!!!!!!!!!!!!!!!!!!Course!!!

!!!!!!!!!!!!!!!!!requirements!!!!!

!!!!!!!!!!!!!!!!!!and!options:!!

Full!Credit!Courses!=!Bold$Semester!Courses!=!Italics(

!

Required$Courses:$• World$Studies$and$• Global(Issues(and!• World$Language!through!

Level!4!

$Optional$Courses:$$

(2!full!credits!required)!

• AP$European$History$• Art(History(• East(Asian(StudiesD(China(• Human(Rights(• Cultural(Anthropology(• Foundations(of(Sustenance(• History(of(Greece(• History(of(Rome(• World(War(2(• World(Religions(• English(4D(Global(Literature(• English(4D(Holocaust(Lit(• InterDiscD(Moral(Philosophy(

!!!!!!!!!!!!!!!!!!!!!!!Course!!!

!!!!!!!!!!!!!!!!!requirements!!!!!!!!!!!!!!!!!!!!!!!and!options:!

!!Students!must!complete!

3.5!credits!in!Performing!or!Visual!Arts!classes.!!Students!may!choose!to!

specialize!in!one!area!of!

the!arts!or!take!courses!in!both!the!Performing!or!

Visual!Arts!fields.(

!!!!!!!!!!!!!!Creation!of!!

!!!!!!!!!!!!!!Community!!!!Leadership!Portfolio!in!!

STEM!extraScurricular!

activities!and!events.!

!!!!!!!!!!!!!!Creation!of!!

!!!!!!!!!!!!!!Community!!!!!!!!!!!!!!!!!!Leadership!!

Portfolio!in!Global!Studies!

related!extraScurricular!activities!and!events.!

!!!!!!!!!!!!!!!Creation!of!!

!!!!!!!!!!!!!!!Substantive!!!!!!!!!!!!!!!!!Community!!!!

!!Leadership!Portfolio!in!Arts!related!extraS

curricular!activities!and!

events!that!may!include:!• Outside!exhibits!or!

performances!

• Participation!and!leadership!in!Hun!arts!related!extraS

curricular!activities!and!

clubs!

• Additional!courses!outside!the!core!3.5!credit!

requirement!

• Participation!and!leadership!in!Hun!related!student!

publications,!ensembles,!

productions,!or!broadcasts!

!!!!!!!!!!!!!!!CAPSTONE$Design,!proposal,!and!

execution!of!a!Senior!

!Capstone!in!!!

STEM!!

!

!!!!!!!!!!!!!CAPSTONE$Design,!proposal,!and!


Capstone!with!a!

global!!

focus!

!!!!!!!!!!!!!CAPSTONE$Design,!proposal,!and!


Capstone!in!the!!

Arts!


Good literature, because of its thematic richness and levels of meaning, as well as the moral and ethical ambiguities it often expresses, is the ideal medium through which students can learn to analyze and synthesize complex information and form meaningful intellectual decisions and opinions. Justifying those findings effectively and succinctly, as well as manifesting depth of learning through a variety of well crafted presentations, both written and oral, is the primary goal of the English curriculum. A natural progression of this pedagogical philosophy is to have students gain genuine appreciation for great literature as well as the associated humanities and, ideally, to promote within the students a desire to emulate the literary masters. This disciplined approach to study prepares students for the rigors of college level reading and writing.

English 1 What can discussion and writing about literature teach us about human identity and culture?

Students in this literature-based course move beyond the literal, comprehensive, and interpretive skill levels of English to the critical and creative. Students form opinions about the literature and justify their ideas both orally and in writing. Emphasis is placed on the clear, logical presentation of well-formed, intellectual conclusions. In addition to a formal study of vocabulary, the curriculum includes a carefully designed grammar and writing development program that stresses the writing process by requiring outlines, drafts, and revisions for each formal composition. Students study The Odyssey, Romeo and Juliet, To Kill a Mockingbird, and Black Boy, as well as selected short stories and poetry. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

English 1 Honors What meaning does literature convey through connections within it and outside of it? While the focus and aims of this course are similar to those of regular English 1, students in English 1 Honors read two additional novels, My Antonia and All Quiet on the Western Front, and write significantly more and longer essays. Students in this advanced English 1 program are expected to be proficient readers and writers when entering this course as the requirements are significantly more challenging than those of English 1. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

1

English Department • 4 Credits Required • English 1-4

Required • 1 Credit • Required course for

Grade 9 • 1 Credit • Prerequisite:

Grade of 93 in Middle School English course or placement test

• Fulfills English 1 requirement for Grade 9


English 2 How can we engage with text to derive meaning, to form an understanding of literary devices, and to effectively articulate and expose the variances between genres?

Building upon the foundation of writing mechanics in English 1, students in English 2 approach analytical writing as a process of investing themselves in arguments. Rewriting fosters the ability to incorporate feedback and self-assessment in order to shape convincing interpretations. Students focus on organization and clarity by progressing from assignments that require revision to those that afford more independent practice. The scope of the syllabus is broad, introducing students to various literary forms: tragedy, short fiction, epic, formal poetry, free verse, and novel. Readings include 1984, Macbeth, The Inferno, Their Eyes Were Watching God, and The Catcher in the Rye. The course also includes a program of vocabulary, grammar, and standardized test exercises. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

English 2 Honors How can we critically interpret literary texts to develop more sophisticated, analytical essays?

Similar to those in English 2, students in English 2 Honors practice the structure of the traditional thesis-driven essay, but read more texts and are expected to produce more sophisticated interpretations. The course develops critical imagination through various modes of interpretive writing and the belief that writing is a process of discovery—textual, intellectual, and personal. Students will come to see themselves as apprentices learning a craft. Readings cover a broad scope of literary forms and include 1984, Macbeth, The Tempest, The Inferno, The Catcher in the Rye, Pygmalion, selected short stories, and The Making of a Poem. The course also includes a program of vocabulary, grammar, and standardized test exercises. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

English 3 Does an American Dream exist and, if so, how does traditional and contemporary American literature reflect that Dream and what it means to be American?

Students in English 3 undertake a comprehensive study of American literature to achieve a broad understanding of what being American means, how the American Dream has changed, and what each specific text means.

2

• 1 credit • Required course for

Grade 10 • Prerequisite:

English 1 or English 1 Honors

• 1 credit • Prerequisite: Grade

of 93 in English 1 or 80 in English 1 Honors

• Fulfills English 2 requirement


Grade 11 • Prerequisite:

English 2 or English 2 Honors


Students form opinions about the literature and justify their original conclusions in expository essays and research papers. In addition to a formal program of vocabulary development, open class discussions perpetuate their critical and analytical evaluation of the texts. Readings include The Adventures of Huckleberry Finn, The Great Gatsby, Into the Wild, selected American poetry, short stories, essays, and dramas.

English 3 Honors By tracing the arc of the American Dream in the American literary canon can we answer the question: What does it mean to be American?

Students in English 3 Honors undertake a comprehensive survey of American literature and move beyond the regular analysis and discussion to explore philosophical issues like the canon, literary merit, and lenses of literary interpretation. Students participate in textually based class discussions, delving into specific works, while considering important developments that shape the American literary tradition. Students are expected to craft original, thoughtful, and eloquent compositions, demonstrating close textual analysis and synthesis of challenging concepts in formal expository writing. Readings include a drama sequence, poetry, selected essays by Thoreau, The Adventures of Huckleberry Finn, The Great Gatsby, and The Bluest Eye.

English 4 Senior Seminars Can we sharpen and strengthen our analytical skills by applying literary theory to texts and gain insight into the essence of the human experience by communicating our interpretive arguments in scholarly, sophisticated theses?

Students in these college-preparatory seminars study the historical, philosophical, political, biographical, and psychological ideas in Western and World literature. They formulate argumentative, articulate theses in research papers and formal compositions and also develop their ability to speak knowledgeably, confidently, and persuasively through class discussion. Seniors are required to choose two of the following Senior Seminars:

English 4A - Multicultural/Global Literature Students in this course gain an understanding and appreciation of culture, cultural values, and perspectives (our own and those of others) by reading literature written by authors from a variety of cultural backgrounds. The literature selections include works from African-American, African, Asian, Latin/South American, Native-American and European writers. The selections include the works of authors who are often neglected in the traditional canon. This course offers a unique opportunity to delve into non-traditional literature and explore themes such as alienation, displacement, family and

3


of 93 in English 2 or 80 in English 2 Honors


• ½ credit each,

1 credit required • Required course for

graduation • Prerequisite: English

3 or English 3 Honors • ½ credit


tradition, the shaping of identity, coming of age, justice and fairness, and personal freedom and social responsibility. English 4B - Power, Perfection, Monsters, and Madness More than a century has passed since the death of Queen Victoria, yet contemporary culture copes still with her standards of perfection with regard to gender, class, wealth and success, and with ethical issues that her reign birthed. British Victorians lived in a time like ours, a time of rapid advancement with regard to knowledge and technology, resulting in a changing culture with shifting definitions of morality. For example, men and women sought then, as they do now, to create life in a lab and to forestall death. Their stories of these experiments resonate now in hit shows such as Showtime’s Penny Dreadful or novels such as Stephen King’s Revival. Other Victorian stories reflect attempts at achieving “perfection” in appearance, business, and family life. These “books of manners” reveal lifestyle standards with which we struggle still! As their literature reflects, their advancements came often with steep personal cost. What lessons can we learn from the Victorians as we engage in our era? This course will serve as a broad introduction to Victorian literature and, after making close scrutiny of the ways in which the standards of Victorian perfection remain today, help us to recognize in our culture the echoes of theirs. English 4C - Remembering the Holocaust Students in this course analyze twentieth and twenty-first century accounts of the meaning of the Holocaust: how it has been remembered, processed, packaged, witnessed, and silenced. Through this course, students will gain a greater knowledge of the Holocaust, especially by learning how film, literature, memoirs, museums, and other kinds of cultural representations enter debates about the Holocaust’s meanings and shape those meanings in different ways. Students will study poetry, short fiction, a graphic novel, and non-fiction essays as well as clips from various Holocaust movies. English 4D - Where The Classroom Ends: Reading Fiction Through Literary Theory As the website, Where the Classroom Ends, argues that if students are to become literary scholars, they must engage with texts meaningfully and authentically, this course will ask students to evaluate literary elements beyond the pages of great fictional works. Through the survey and application of post-structural, gender, psychoanalytic, Marxist, and feminist theories, students will learn to read the fiction of the 20th and 21st centuries for meaning that reflects the world around them and study the art of textual deconstruction, learning to draw significant conclusions about literature and the contexts in which that literature was written. Additionally, coursework will strengthen student writing as they become more comfortable with generating, expressing, and defending original analysis through theoretical application. This course provides a wonderful opportunity for students interested in the Humanities at the college level, as many of the theories presented in this class are relevant to coursework in both English and the social sciences.

• ½ credit • ½ credit • ½ credit


English 4E - Literature, Ethics and Social Change The study of literature has always helped us understand the tough philosophical questions of life, such as “what does it mean to be human?” and “what is the right thing to do?” This course will study fiction, nonfiction, drama, short stories, film and articles that interpret social and cultural change in the world, forcing us to reflect and interpret how change is created. We will study ethical problems and moral dilemmas raised by the works we study, paying attention to issues of social, gender, race and class conflicts. English 4F - Shakespeare’s Tragic and Comic Visions “This world is a comedy to those that think, a tragedy to those that feel.” --Horace Walpole Through this course, students will explore the meaning of this common saying as it manifests in various Shakespearean tragedies and comedies. Students will explore the Shakespearean comedy as it celebrates the individual's participation and education in a community as the most important part of life. Students will learn, by contrast, that Shakespeare’s tragedies involve something much more complex: the individual's sense of his own desire to confront the world on his own terms, to get the world to answer to his conceptions of himself, if necessary at the expense of customary social bonds and his own life. The common realm of Tragedy and Comedy, therefore, is the ethical world and its collision. Their essential difference lies in how differently the leading characters relate to this ethical world.

Advanced Placement English Literature What constitutes masterpieces of literature and what truths can they reveal about their authors, their cultural context, the human psyche, and most importantly, the timeless human condition?

Students in this college-level course analyze imaginative literature that is stylistically, structurally, and conceptually challenging. The course requires more effort, gives greater opportunity for individual accomplishment, and penetrates deeper into the content of literature than the English 4 course does. It also involves extensive expository writing. Assessments include in-class writings, reading quizzes, practice AP examinations, oral presentations, and compositions. The course culminates with an independent project which students work on throughout the year. Readings include Crime and Punishment, Don Quixote, Heart of Darkness, The Poisonwood Bible, Hamlet, Oedipus Rex, Antigone, A Portrait of The Artist as a Young Man, and a selection of poetry and short stories.

• ½ credit • ½ credit • 1 credit • Prerequisite:

Grade of 93 in English 3 or 80 in English 3 Honors and recommendation of current instructor



English 5 To what extent has human evolution complicated our primal yearning for survival? How does this basic animal quality inform us about the current physical and psychological state of humanity as it relates to the way in which we interact with our universe?

Students in this college-level English course complete a comprehensive survey of world literature and literary theory that underlies the interpretive discussion of the works’ historical, philosophical, political, biographical, and psychological ideas. Students experience a geographical and temporal variety of works by studying plays, prose, and poetry from writers including, but not limited to, Sophocles, Shakespeare, Hemingway, Vonnegut, Williams, Martel, Joyce, Eliot, Yeats, and Thomas. Students are expected to formulate argumentative, articulate theses in at least one research paper during the year and three formal compositions each semester. Students also deliver periodic formal oral presentations throughout the year to develop their ability to speak knowledgeably, confidently, and persuasively. A final project, designed by the instructor, will reinforce the content and skills stressed during the year.

Creative Writing 1 What are the tools we can use to take readers on an irresistible journey to a destination that does not disappoint?

Students in this workshop course have the opportunity to develop their writing skills and demonstrate their ability to create narrative prose and poetry. They examine the building blocks of fiction, experiment with a range of literary techniques, and compose diverse pieces of writing to acquire a basic set of tools with which to practice their craft. The writing process entails pre-writing, revision, and peer editing skills. Students are evaluated on their poetry portfolios and a final short story.

Creative Writing 2 How do we refine our creative voice so that it will distinguish us as confident and authentic creative writers whose words resonate in the hearts and minds of readers?

Students in this semester course extend prose to include memoir writing, creative non-fiction, fan fiction, and screenplays. Students compose a culminating project in one of the genres of their choice, including poetry, which will replace a final exam. Those who wish to do so are encouraged and mentored to submit their work for publication. Creative Writing 2 is a course for serious readers and writers who seek out the challenge of a rigorous writing routine and who enjoy the stimulating environment of giving and receiving critiques.

4


PGs • ½ credit • Grades 11, 12, PG

only • ½ credit • Grades 11, 12, PG

only • Prerequisite:

Creative Writing 1


Public Speaking and Debate

Can true learning occur in the absence of argument? The Public Speaking and Debate course asks students to stretch themselves in the art of oration. Students in this elective become confident speakers, writers, researchers, and thinkers both by examining the teachings of historical orators and writers, such as Pericles, Shakespeare, and Martin Luther King, Jr., and by applying time-tested practices as persuaders in their own right. Students will also study modern rhetorical expression as embodied in TED talks on a wide range of topics. As writers, students will demonstrate audience awareness and learn to use occasion- appropriate rhetorical devices while crafting arguments on modern controversial issues. Students will wield these arguments during standard cross-examination or Lincoln-Douglas style debates. Students will also learn the importance of organization, credibility, and poise in the face of an audience on such an occasion. Finally, students will evaluate information in terms of its bias, its logical flaw or its objectivity. The class will equip students with skills needed to influence those around them in high school, college, and beyond. Journalism What are the responsibilities and skills of a successful journalist? Students in this course cover the basics of journalistic writing, beginning with pre-writing skills such as making coverage decisions, formulating interview questions, and performing interviews. Students would then move on to converting interviews into stories, with an emphasis on clarity, structure, accuracy, and the editing process. The class will focus on the basics of news, features, sports, opinion and editorial writing, and design basics. Students will also learn about the history of journalism, the first amendment, and the ethical decisions that all publications face.

5

• ½ credit • ½ credit


History and Global Studies expose students to a broad framework of historic, geographic, social, and cultural perspectives, encompassing Western and non-Western experiences. The department presents history as a means of exploring vital questions of both historic and contemporary relevance. Students learn both independently and cooperatively, developing skills in problem solving and decision-making. Varied classroom activities give students opportunities to develop critical thinking and writing skills. Research and discussion are further enhanced by the use of materials made available through computer technology.

World Studies What does it mean to be a member of the human community? Students will develop an overview of human events from the origins of humans to the present. Emphasis is placed on major events and key ideas from each of the inhabited continents. Several key questions are followed throughout the course, including: How have humans interacted with the environment? How have humans measured a good life? How has technology affected our humanity? And how have humans dealt with change? Texts, supplemented with short readings, are used to illustrate historic interpretation. Finding and using evidence to support or attack opinions and hypotheses are practiced through discussions, debates, essays, and research projects, including at least one formal paper. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

World Studies ESL How does a perspective on world history change based upon cultural perspective? Students of either Low-Intermediate or High-Intermediate English as a Second Language will develop a global perspective of historical and contemporary issues. The content is equivalent to that of the World Studies course, with texts chosen that are suitable for students who are learning English. While studying World History ESL, students also improve their skills in reading, writing, and speaking English. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

6

History and Global Studies Department • 3 Credits Required • World Studies and

US History required • 1 credit • Required course for Grade 9

• 1 credit • International students only • Fulfills World Studies

requirement


United States History How has America’s history shaped its modern political, social, and economic climate? Students will trace the history of the United States from the European colonization of North America to the present, with a focus on the events and trends in the nation’s 500-year history that are the foundation of its modern society. Students will critically examine past events and trends and draw conclusions about their causes and impacts. Students will collaborate on primary source research, using diaries, letters, reports, speeches, and official documents. Students will combine writing and reading skills with research, presentation technologies, and analysis of film and video resources. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

United States History Honors How close has America come to the vision of its founders? Designed to prepare students for AP U.S. History, students in U.S. History Honors will examine the story of America focusing on the individuals and events that have shaped the nation. They will attempt to trace the evolution of America’s national identity as they examine the complex nature of democracy and the constant struggle to make the promise of the U.S. Constitution a reality. Students will focus on analytical reading and writing skills, discussion, document-based questions, effective note taking, and cooperative learning. Primary source readings, maps, secondary source readings, and video will be incorporated to enhance understanding of various periods. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

American Studies ESL How does the world perceive the impact of American culture? International students will develop an understanding of the main events, ideas, and conflicts in the history of the United States, and connect their understanding to contemporary culture. The main text is supplemented by newspapers and newsmagazines, as well as videos that complement the text and current events. The assignments will combine writing and reading skills with new research and presentation technologies. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

7


Grade 10 • 1 credit • Prerequisite: Grade of

93 in World Studies • Fulfills U.S. History

requirement • 1 credit • International students

only • Fulfills U.S. History

requirement


Advanced Placement United States History How did the American past shape the American present? Students will trace the chronological history of the United States in this college-level course designed to prepare them for the AP U.S. History Examination in May. The course covers the full range of American History, with emphasis on the major themes, such as the evolution of government and politics, the role of the U.S. in the wider world, regional developments and distinctions, and diversity: race, class, and gender. The course uses an advanced text and substantial supplemental materials with an emphasis on discussion, analysis of primary sources, and differing interpretations of major issues and events. Students will further develop their research, writing, and analytical skills through independent and collaborative work. Finally, students will practice skills particular to the national exam, including Document-Based Question essays, multiple choice questions, and Free Response Question essays.

Advanced Placement US Government and Politics What defines the political culture of the United States? Students in this college-level, semester long class will be introduced to the various theoretical and conceptual frameworks related to political science, governmental institutions, and politics and parties in the American governmental and political system. Students will have the chance to analyze and examine the issues surrounding such topics as voter behavior and voting trends, the changing role of parties in politics, the constitutional aspects of governing, the role of media in politics, and the many stakeholders involved in the complex policymaking process.

Advanced Placement European History Does the development of European society create the foundation for the modern world? Students will review the key political, social, intellectual, and cultural changes by which Europe evolved into a modern industrial society as well as the increasingly interdependent group of nations that have become major players on the world stage. Topics covered include the Renaissance and Reformation, the Scientific and Industrial Revolutions, and the growth of democracy and nationalism: all themes required of the AP European History Examination in May. Students are expected to show strong analytic and interpretive skills as well as a sound command of a large factual content.

8

• 1 credit • Prerequisite: Grade of

93 in U.S. History or 80 in U.S. History Honors and recommendation of current instructor

• ½ credit • Prerequisite: Grade of





Advanced Placement Psychology What can we learn about the behavior and mental process of human beings and other animals?

Students in this course will be introduced to the systematic and scientific study of behavior and mental processes of human beings and other animals in order to prepare them for the AP Psychology Examination in May. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology, including but not limited to, cognition, personality, and social psychology. They also learn about the ethics and methods psychologists use in their science and practice.

Advanced Placement Economics How does an advanced study of Micro and Macro Economics better inform our understanding of the world economy?

The purpose of this AP course is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers- both consumers and producers- within the economic system and also develop students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. The course places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy with particular emphasis on the study of national income and price-level determination.

American Government Does the Democratic Republic founded in the Constitution still function in 21st century society?

Students will develop an understanding of the forces that interact to make our government function. In addition to learning about the Constitution and the unique system of federalism by which the American political system operates, students also examine the dynamics of political participation, campaigns, elections, interest groups, political parties, and the media. Class discussions and research on current events are major components of the course. Guest speakers add an integral component and the class will travel to the State Capital, the Federal District Court, and points of local interest in Princeton.

9




93 in Economics 2 or permission of Department Chair

• ½ credit • Grades 11, 12, PG only


Psychology What can psychology tell us about ourselves, our interactions with others, and our society?

Students in this course review the scientific study of human behavior and mental processes as well as an introduction to the general concepts and theories of the overall field of psychology. They will explore the topics that they find most interesting in greater depth as well as make connections regarding how these concepts can be applicable to their own lives and across other academic disciplines. Some of the concepts examined include the historical origins of psychology, the biological perspectives of psychology, disorders and their treatment, theories of human development, and theories of cognition and intelligence.

Economics 1-Microeconomics What are the primary components of the free market system? Students will develop an understanding of basic economic concepts such as supply and demand, as well as the ways they function in the real world. Students learn to use basic economic tools and analyze real-life situations and the effects on their daily lives. Written assignments are required, with emphasis on the value of critical thinking and research.

Economics 2-Macroeconomics What are the real world implications of free enterprise?

Students will investigate more advanced economic concepts as they affect the modern world economy. Students will also develop an understanding of the U.S. economic system including taxation, the money supply, the Federal Reserve System, the role of wages, etc. Written assignments are required, with emphasis on the value of critical thinking and research.

World War II in the Global Context How did the events of World War II shape the modern world? Students will develop a focused theme related to World War II within its broader historical, international, and strategic contexts. World War II was truly a global conflict fought on the oceans and in the skies, the deserts of Africa, the frozen steppes of Russia, as well as tropical islands of the Pacific. Common citizens were targets as much as opposing troops. Students will be expected to develop and complete original research as a requirement of the course.

10

• ½ credit • Grades 11, 12, PG only • ½ credit • Grades 11, 12, PG only • ½ credit • Grades 11, 12, PG only • Prerequisite: Economics 1

• ½ credit • Grades 11, 12, PG only • Not offered 2015-2016


East Asian Studies-China How have events in China over the past 100 years shaped China’s position in the world today? Students will trace early Chinese history and the Chinese dynasties building to contemporary times and China’s move into the global spotlight including its economic growth. Students will explore these and other topics through timelines and maps, required readings, films, library and online materials, locally accessible natives of the region, and other available resources. Students will also enhance important academic and life skills such as critical thinking, analysis, project design, and oral and written communication. Art History How does art tell humanity’s story? Students in this rapidly paced chronological overview of 300 key works of art will focus on a wide array of artistic depictions of the human body in western, Indian, Asian, African and Meso-American cultures. Examining sacred sites across the globe and the religious paintings and figurines venerated by the world’s cultures, the course will examine how cultures honor and remember their dead and use artwork to project their political power. The course will use The Annotated Mona Lisa as a condensed text with digital images to accompany all the art work in the book. Museum visits to Princeton University and the Metropolitan Museum of Art are important aspects of the course. Photo-based projects and worksheets will require visits to area sculpture collections and important architectural sites.

Cultural Anthropology for Global Understanding What is culture and how do humans use it to adapt and survive?

Students are introduced to the discipline of Anthropology with an emphasis on its Cultural Anthropology sub-discipline. Through readings and hands-on exercises they will become familiar with the anthropological perspective on understanding humans and our use of culture to adapt and survive, and will practice techniques of anthropological fieldwork such as participant-observation for enhanced understanding of these concepts. There is a heavy emphasis on experiential and project-based learning.

11

• ½ credit • Grades 11, 12, PG only

• ½ credit • Grades 11, 12, PG only • ½ credit • Grades 11, 12, PG only


World Religions How do world religions define and help their adherents achieve ultimate meaning?

Students in this course are introduced to the background and concepts of five of the world's major religious traditions: Hinduism, Buddhism, Judaism, Christianity, and Islam. The objective of this semester course is for students to use the writings and teachings of these traditions to explore and come to understand the impact of these five religious traditions along multiple dimensions. The impact of each of these religious traditions on modern society will be pursued. Sources will include original texts when appropriate, as well as current academic analysis.

History and Culture of Classical Greece What aspects of Classical Greece built our modern Western culture?

Students will examine the culture of ancient Greece that provided much of the foundation of Western civilization. Beginning with the formation of Greek culture around 6,000 BCE, and moving forward to the rise of the polis, democracy, and the Persian and Peloponnesian Wars, students will also study government, religion, art, philosophy, theatre, and athletics. Special attention will be paid to mythology as offering insight into the mindsets of Greek culture. Plays and poetry will be included among assignments, so students can hear the voices of the Greeks themselves.

History and Culture of Classical Rome What aspects of Classical Rome built our modern Western culture?

Students will examine the culture of ancient Rome that built the cornerstones of Western civilization. Beginning with the formation of the Roman Republic, and moving forward to the rise of the Empire, Caesar, and Rome’s ultimate decline, students will also study government, religion, art, philosophy, theatre, and athletics. Special attention will be paid to primary accounts of Roman life and culture in order for students to appreciate Roman civilization as those who lived it.

12

• ½ credit • Grades 11, 12, PG only • Not offered 2015-2016 • ½ credit • Grades 11, 12, PG only • ½ credit • Grades 11, 12, PG only • Not offered 2015-2016


Global Issues How does global interconnectedness today affect complex issues and our ability to solve them? Students will explore, within a global framework, some of the most pressing issues of the modern world, such as poverty, population, technology, environmental sustainability, war and conflict, human rights, and infectious diseases. Students will sharpen their critical thinking and collaborative skills as they focus on the interconnectedness of today’s world and how it affects complex issues and the ability to solve them. By examining primary and secondary sources, documentaries, news releases, Ted Talks, and other information resources Hun students and their partners in schools from other countries will analyze and suggest solutions to world problems. Through such collaboration, students will acquire an appreciation for cultural differences and understand and consider multiple perspectives. Human Rights- Why Should We Care? Why should the well-being of the world’s less fortunate matter to me? Given that countries mired in poverty and riven by fundamentalism and terrorism are those in which children are disproportionally uneducated and women marginalized, students in this inter-disciplinary course will examine the rights of women and children in poverty throughout the world. A focus on the right to education and health care, as well as issues related to forced conscription and prostitution will be examined. The course also includes a required community service component in addition to classroom instruction. Constitutional Law and American Society Does the Supreme Court shape American society or reflect it?

This advanced course allows students a focused study of the United States Constitution and the Supreme Court decisions that have subsequently shaped American society. Emphasis is placed on the history of the Supreme Court to provide an understanding of the current Roberts’ Court and its impact on contemporary social issues. Students are expected to read and be prepared to argue Supreme Court case briefs with an emphasis on discussion and analytical writing skills.

13

• ½ credit • Grades 11, 12, PG only • Required for Global

Scholars Track • ½ credit • Grades 11, 12, PG only • Community Service

requirement • ½ credit • Grades 11, 12, PG only


Society and Sustenance How do culinary traditions tell the tale of human culture and history?

Students in this survey of human history and culture through the lens of food and the culture of food production, trade, eating, meal preparation, and gathering from the Neolithic Revolution through the present will study agriculture and food (or lack thereof) and its impact on power structures, social inequalities, economics and trade networks, and cultural exchange. Some topics covered will be the political and social impact of staple crops of wheat, maize, and rice; sugar and the Columbian Exchange; and the impact of spices on the global economy. As the students move through the course, they will produce an annotated cookbook that details recipes for meals that tell the tale of the socio-economic and cultural factors that led to culinary traditions.

Modern American Women Why is the fight for women’s equality central to the American story? Students in this course examine the social and political evolution of American women from the “civilly dead” wives of the 19th century to the political and economic leaders of the 21st. The class analyzes the fight for suffrage and the Equal Rights Amendment, the battles over birth control and reproductive rights, violence against women, the role of race, and images of women in popular culture. The course will search for connections between these movements and current issues in the lives of American women.

African Americans Since Reconstruction How have African-Americans shaped American Ideals and the American Dream? Students in this survey of the developments in African-American history beginning with emancipation and concluding with contemporary, and often controversial, issues will study the rise of Jim Crow and the various ways in which Black Americans worked to dismantle the system, including political activism, economic progress, and cultural innovations. Students will examine closely such watershed eras as the Harlem Renaissance and the Civil Rights Movement and debate issues such as Affirmative Action, police brutality, and the role of militancy in the quest for equality.

• ½ credit • Grades 11, 12, PG

only • ½ credit • Grades 11, 12, PG

only • Not offered 2015-2016 • ½ credit • Grades 11, 12, PG

only


The Mathematics Department at The Hun School of Princeton creates an atmosphere that fosters active student participation in the learning process. Students are encouraged to think creatively while constructing ideas and solving problems. Incorporating the latest technology, students become critical thinkers and collaborate in small and large groups as they learn to think logically and critically.

Algebra 1 How can math be used as a language? How can algebraic properties be used to manipulate expressions and solve equations?

Students will learn the language of mathematics – algebra. The mastery of this language is necessary for problem solving and decision-making in all math courses. The course content includes: the solving and graphing of linear equations, inequalities, exponents, quadratic equations, polynomials, and factoring. In studying these concepts, students develop problem solving, reasoning, and communication skills while applying math to real world situations. Students are introduced to technology via many features of TI-84 Plus graphing calculators. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

Algebra 1 Honors How can math be used as a language? How can mathematical models be used to represent and understand quantitative relationships?

Students will learn all the aspects of algebra – as a symbolic language, as generalized arithmetic, as a study of patterns and functions, as reasoning about quantities, and as a powerful tool for solving problems. Students will move at a faster pace and will be expected to work with more rigorous problems than the problems found in the Algebra 1 course. The course content includes: expressing and solving one and two variable equations, linear functions, quadratic functions, and mathematical modeling. Students are introduced to technology via many features of TI-84 Plus graphing calculators. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

14

Mathematics Department • 3 Credits Required • Algebra 1,

Geometry, and Algebra 2 required


graduation • 1 credit • Prerequisite: 93 in Middle

School Algebra and Placement test

• Fulfills Algebra 1 requirement


Geometry How can geometric theorems and postulates be used to think logically and to solve problems? What purposes do measurements serve?

Students will learn to think logically by examining concepts and topics involving plane Euclidean geometry. Students investigate, make conjectures, and form conclusions. The course content includes: the study and use of proofs, parallelism, proving polygons congruent and similar, right triangle properties, circles, area, and volume. Students will construct their understanding through logical reasoning, problem solving, and communication. The course incorporates the use of technology in the form of the TI-84 Plus graphing calculator and the computer software, The Geometer’s Sketchpad. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

Geometry Honors How is being able to think logically and reach conclusions a useful life tool? When does geometry help us understand algebra and when does algebra help us understand geometry?

Students will develop their analytical thinking skills while learning the geometric principles of Euclidean geometry through proof and problem solving. The course content includes: parallel lines, polygons, congruence, similarity, right triangle trigonometry, area, and volume. Honors students are required to do more challenging proofs and apply their knowledge to more rigorous applications. Students are expected to be able to do so with minimal guidance. TI-84 Plus and GeoGebra software are used to supplement the text. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

Algebra 2 How can algebraic and graphical representations be constructed, interpreted, and manipulated?

Students will extend the language and operations of algebra they first explored in Algebra 1, to evaluate, analyze, and solve problems. Students will identify and analyze relationships among functions. The course content includes: linear and quadratic functions, complex numbers, rational exponents, and rational equations, systems of equations, matrices, sequences, and series. Students will broaden their problem solving skills and techniques. They will learn the more advanced features of their TI-84 Plus graphing calculators. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

15

• 1 credit • Prerequisite: Algebra 1 • Required course for

graduation • Placement test

required for students new to The Hun School


93 in Algebra 1 or 80 in Algebra 1 Honors

• Fulfills Geometry requirement

• 1 credit • Prerequisites: Algebra

1 and Geometry • Required course for

graduation


Algebra 2 Honors How can algebraic equations and inequalities be used as tools to model and explain real-life scenarios and problems?

Students will learn to represent functions algebraically, numerically, and graphically, and analyze function behavior. The types of functions include: linear, quadratic, polynomial, exponential, and logarithmic. Students are expected to have mastered the symbolic language of algebra they learned in Algebra 1. The workload is very demanding, not only in the quantity of homework but also in the depth of thinking required. Students will be challenged with applications involving mathematical modeling and non-trivial problem solving. The TI-84 Plus calculator is essential for this course. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

Pre-Calculus What are the practical applications of algebraic, exponential, and trigonometric functions?

Students will continue to build upon their foundation of Algebra 1 and Algebra 2. Students will learn to represent, analyze, manipulate, and evaluate polynomial, exponential, logarithmic, and trigonometric functions. Students will also study radian measures, trigonometric equations and identities, and applications to the real world with the laws of sine and cosine. The TI-84 Plus calculator is essential for this course.

Algebra 2 – Pre-Calculus Honors How are functions used to represent and communicate mathematical ideas precisely and accurately? How are the algebraic, numeric, and graphic representations of functions related?

Students will participate in a highly accelerated course that covers the entire Algebra 2 Honors and Pre-Calculus Honors curriculums in one year. This course is intended for only the most mathematically proficient students. The pace is quick, the material is rigorous, and the content is thorough. Students will learn how to analyze and solve problems numerically, algebraically, and graphically. The course content includes: polynomials, rational functions, radical functions, matrices, exponential and logarithmic functions, conic sections, trigonometry, vectors, parametric equations, polar equations, and limits. The TI-84 Plus calculator is essential for this course.

16

• 1 credit • Prerequisites: Grade of 93

in Algebra 1 and Geometry or 80 in Algebra 1 Honors and Geometry Honors

• Fulfills Algebra 2 requirement

• 1 credit • Prerequisite: Grade of 80

in Algebra 2 or grade of 80 in Advanced Algebra

• 1 credit • This high-level math

course is designed only for the most capable math students. Enrollment application is required.


Pre-Calculus Honors

How do functions help us describe data and physical phenomena and solve a variety of problems? How are the algebraic, numerical, and graphical representations of functions related?

Students will learn to think like mathematicians through mathematical modeling and problem solving. Students will prepare for calculus by engaging in a challenging course of study that includes many non-trivial problems. Students will conceptualize, analyze, and identify relationships among functions. The course content includes: rational, polynomial, exponential and logarithmic functions, trigonometry and its applications, parametric and polar equations, sequences and series, and limits and derivatives. The TI-84 Plus calculator is essential for this course.

Calculus How are the patterns of change related to the behavior of functions? What role do limits and derivatives play as a foundation for calculus and in practical applications?

Students will transition from Pre-Calculus into Calculus, by first reinforcing skill development, and then progressing to more rigorous problems. Students will be introduced to the concepts of calculus by examining the rates of change of the algebraic, exponential, logarithmic, and trigonometric functions they studied in Pre-Calculus. Although this is not an Advanced Placement course, the course content includes limits, differentiation, and integration. The TI-84 Plus is essential for this class.

Advanced Placement Calculus AB How can change be described mathematically? Why is calculus the study of change?

Students will receive a comprehensive introduction to differential and integral calculus and follow the curriculum as prescribed by the College Board. Students will work with functions represented in a variety of ways: graphical, numerical, analytical, and verbal. Students will learn rates of change in differential calculus and the area and volume of shapes in integral calculus. Students will model a written description of a physical situation with a function, a differential equation of an integral. Students will use technology to help solve problems, determine reasonableness of solutions, interpret results, and verify conclusions. The TI-84 Plus is essential for this class.

17

• 1 credit • Prerequisite: Grade of 93 in

Algebra 2 or 80 in Algebra 2 Honors


Pre-Calculus or Pre-Calculus Honors


Pre-Calculus or 80 in Pre-Calculus Honors


Advanced Placement Calculus BC

How can change be described mathematically? Why is calculus the study of change? How do you determine error in mathematics?

Students will learn differential and integral calculus in a curriculum prescribed by the College Board. Students will study all of the topics covered in Calculus AB plus additional topics. Students will work with functions represented in a variety of ways: graphical, numerical, analytical, and verbal. Students will learn the relationship between the derivative and the definite integral. Students will learn how to use calculus to solve problems that algebra and geometry cannot solve. Applications of differentiation and integration to biology, physics, and the social sciences receive special attention, as does the study of parametric and polar functions, and infinite series. The TI-84 Plus is essential for this class.

Multi-variable Calculus and Advanced Topics in Math How can calculus be used on planes and surfaces? How can power series be used to solve differential equations?

Students will receive a rigorous introduction to multi-variable calculus. Students will learn multi-variable functions represented in rectangular, cylindrical, and spherical graphic systems. This course is intended for only the most mathematically proficient students who have successfully completed Advanced Placement Calculus BC. Course content includes: Taylor Polynomials, differential equations, vectors, functions of several variables, partial derivatives, and multiple integrals. The TI-84 Plus, Autograph, and Winplot are used in this class.

Probability and Statistics How can collecting, organizing, and displaying data help us analyze information and make reasonable predictions and informed decisions?

Students will be introduced to probabilistic and statistical thinking and interpretation of data. The course connects statistics to the real world through investigations. Students build basic skills and vocabulary, use and interpret concepts, and perform simulations, while an increased technology-focus guides students in exploring the internet, newspapers, and other sources of data. Course content includes: probability concepts, computer aided probabilistic and statistical modeling of real problems, estimation, and tests of statistical hypotheses. The TI-84 Plus and Excel are used to enhance the analysis of data.

18


of 80 in AP Calculus AB and 4 or better on AP Calculus AB Exam or grade of 93 in Pre-Calculus Honors

• 1 credit • Prerequisites: Grade

of 80 in AP Calculus BC and 4 or better on AP Calculus BC examination

• 1 credit • Prerequisite: Pre-

Calculus


Advanced Placement Statistics How can collection, organization, interpretation and display of data be used to answer questions? How can patterns be observed through data?

Students will be introduced to statistics and probability while following the curriculum as prescribed by the College Board. Students will collect, analyze, and draw conclusions from data. Students will learn the basics of experimental design and proper sampling techniques, followed by data collection and summary. Students will explore random phenomena using probability and simulation. Techniques of descriptive statistics are covered in detail, followed by a comprehensive overview of probability. The course also covers the major aspects of inferential statistics, including inference with confidence, and hypothesis testing. The TI-84 Plus and Excel are used to enhance the analysis of data.

Advanced Algebra How do algebraic concepts interconnect and build on each other? How can algebra be used as a scaffold for problem solving?

Students will reinforce and expand their knowledge of algebraic concepts from Algebra 1 and Algebra 2 while strengthening their problem solving skills. The course will prepare students to study Pre-Calculus. Included in the course of study are sets of and operations on real numbers, functions and graphs, matrices, sequences and series, and systems of equations. Mathematical modeling is an inherent component of the course. Students will learn how to integrate technology strategically by using the iPad and TI-84 Plus graphing calculator. Entrepreneurial Studies 1 - Small Business Simulation What communication, problem solving, and decision-making skills are necessary to establish and run a successful business?

Students will learn how to begin and manage a small business by actually starting and operating a business on campus. Students will work cooperatively to operate the class business for one semester. The course concepts include: learning about different types of small businesses, drawing up a business plan, raising capital, investigating small business loans, creating a company brochure and a plan for advertising the product, creating a budget, calculating sales and profit, as well as making projections, and learning about employee benefits. As each new class enters the course their charge will be to sell the business, liquidate equipment, and create a new business.

19


80 in AP Calculus or concurrent enrollment in AP Calculus

• 1 credit • Prerequisite: Algebra 2 • ½ credit • Prerequisite: Algebra 2


Entrepreneurial Studies 2 How does the long-term management of a business differ from start-up skills?

This semester course is specifically designed for those students who completed Entrepreneurial Studies – A Small Business Simulation. Entrepreneurial Studies II allows students to design their own business to operate on campus. Using the skills developed in the prerequisite course, students will conduct the day-to-day operation of their business. In addition to operating their business, the primary focus of this course will be marketing, managing inventory, making purchases, working with budgets, writing financial reports, conducting business meetings, and bookkeeping. Engineering Design Why is “how” essential to problem solving?

Students in this semester course will be introduced to engineering design and process. This class is geared toward students interested in going further with engineering and interested in a hands-on application of engineering design, problem solving, critical thinking, ethics, and management. Engineering is concerned with the implementation of a solution to a practical problem. A scientist may ask "why?" and proceed to research the answer to the question. By contrast, engineers want to know how to solve a problem and how to implement that solution. Students will work individually and together to solve problems in creative ways.

Advanced Math Logic and Reasoning What does it mean to solve a real world problem?

For most students, it is unlikely that their future bosses will require them to recall the quadratic formula. However, it can be assured that at some point in their lives students will be asked to come up with a solution to a problem. Students will learn how to be better problem solvers through the use of logic and reasoning. This will include traditional logic exercises and the skills they learn from these exercises will be applied to real life problems involving optimization, finding unknown quantities, and developing mathematical models for business, finance, sports, etc. Course content will include fractions, decimals, proportions, percentages, writing and solving equations, exponents, scientific notation, probability, graphing, and basic geometry.

20

• ½ credit • Prerequisite:

Entrepreneurial Studies 1


Algebra 2 • ½ credit • Prerequisite:

Algebra 2


Science, the study of the natural world, provides a sense of order and wonder in the universe. It relies on creativity, curiosity, and healthy skepticism. Developments in science and technology, such as nuclear energy, genetic engineering, and organ transplants, result in complex social issues that must be intelligently addressed. As a result, students need to have a clear understanding of science and its methods. Laboratory investigations are included in all science courses in order to engage students in the exploration of questions about the natural world. Guest speakers, fieldwork, and experiential learning enrich the curriculum and encourage development of critical thinking skills that allow students to assess the benefits and risks inherent in modern technology.

Biology How does the environment shape organisms and their behaviors?

Students will study life in the biosphere and the various interactions that occur between living things by engaging in experience-based instructional activities such as laboratory investigations, fieldwork, projects, and inquiry discussions. Ecological relationships and evolution are the two main concepts around which major biological themes are investigated. Among these themes are science as inquiry, the similarities and differences of all living things, evolution by natural selection, genetics, human systems, and science and society. Students will develop skills that include collaboration with others, graphical representation of information, using data to draw logical conclusions, and effective oral and written communication. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

Biology ESL How does the environment shape organisms and their behaviors?

International students in Biology ESL follow the curriculum of the Biology course for native speakers with special attention to vocabulary and writing skills. Students use the same text and follow the same curriculum as the standard course. The class provides a comfortable setting for students to learn biology while enhancing their understanding of the English language. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

21

Science Department • 3 Credits Required • Biology and

Chemistry required • 1 credit • Required course for

graduation • 1 credit • International students only • Fulfills Biology requirement


Advanced Placement Biology How did life on Earth develop microscopically, evolutionarily and structurally in the diverse genetic world we know and understand today?

Students in this college level class will follow the biology curriculum outlined by the College Board using a college level textbook and supplementary reading. The three major areas of study include molecules and cells, heredity and evolution, and organisms and populations. The course is a survey designed to help students develop a conceptual framework for modern biology and gain an appreciation for science as a process. The class prepares students for the Advanced Placement Biology Examination in May.

Chemistry How is the basic knowledge of scientific principles, particularly chemistry and matter, not only useful but also crucial in a comprehensive understanding life? Students will seek a more thorough understanding of basic principles of how chemistry touches their everyday lives through the introduction of behavior and functions of matter on a large measureable scale and on the molecular level. Students will develop an increased understanding of mathematical equations relating to areas within chemistry, graph and data interpretation, observational and problem solving skills, and applying their understanding to current trends and discoveries in science. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

Chemistry Honors What is matter composed of, and what principles govern its transformation?

Students will investigate the fundamentals of inorganic and physical chemistry. On the macroscopic level, students will be introduced to the quantitative relationships involved in chemical reactions and physical processes as well as the energy changes that accompany them. Students will also study the behavior of gases and heat changes that occur during chemical and physical processes. On the microscopic scale, students will be introduced to the electron structure of atoms and the influence of this structure on chemical bonding. Extensive laboratory work is required. While most of the topics are similar to those studied in Chemistry, the material is covered in greater depth and with greater mathematical rigor.

22

• 1 credit • Prerequisites: Grade of

93 in Biology or 80 in Biology Honors and completion of Chemistry

• 1 credit • Prerequisite: Biology • Required course for

graduation • 1 credit • Prerequisite: Biology

and grade of 93 in Geometry or 80 in Geometry Honors

• Fulfills Chemistry requirement


The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding.

Advanced Placement Chemistry Why does matter undergo transformations and what principles underlie its behavior? How does a competition between energy stability and reaction rate affect what we observe in chemical reactions?

Students will investigate the fundamentals of inorganic and physical chemistry following the outline of the College Board. Topics include acid-base equilibrium, solubility equilibrium, thermodynamics, electrochemistry, nuclear chemistry, kinetics, and an introduction to organic chemistry. More advanced topics in chemical bonding are also covered, as well as important properties of the solid and liquid phases. Computers are used to perform an extensive investigation in qualitative analysis as well as to construct graphs for data obtained in many of the experiments.

Physics How do the principles of physics power all other scientific disciplines and explain the natural world? Students will be introduced to the underlying principles of mechanics, thermodynamics, wave phenomena, light, electrostatics, magnetism, and nuclear physics. The course also serves to demonstrate the central role physics plays in the other sciences as well as its application to everyday life. Throughout the year, the philosophy, history, and experimental aspects of physics are incorporated into the course. The course uses traditional methods both individually and in small groups and integrates technology to enhance the experience. Physics Honors How can a relatively small collection of principles be used to understand the vast and varied phenomena of the physical Universe? Students will experience a mathematically intense survey covering the discipline of physics across several major topics. Building on student intuition, the course focuses primarily on Newtonian mechanics, followed by classical wave mechanics. The course culminates in modern physics and an introduction to quantum mechanics. The course is presented as a mixture of traditional lectures, hands-on laboratory exercises, and interactive demonstrations. In addition to the course work, students are required to read one article at the Scientific American level and prepare a brief reaction to it. At all points, the focus remains on creative solutions of complex problems, including the appropriate mathematical rigor.

• 1 credit • Prerequisites:

Biology and grade of 93 in Chemistry or 80 in Chemistry Honors

• 1 credit • Prerequisite:

Biology and Chemistry

• 1 credit • Prerequisites:

Biology, Chemistry, and grade of 93 in Algebra 2 class or 80 in Algebra 2 Honors class


Advanced Placement Physics How can rigorous mathematical techniques and structured modeling and problem solving be used to understand the physical universe on a more abstract and penetrating level? Students will closely follow the syllabus of an introductory university-level engineering physics course, focusing on classical mechanics, electricity, and magnetism. This course is extremely mathematics intensive and designed as a second-year course for students of physics who desire more complete training in mathematical and physical problem solving. The class includes traditional lectures, standard and student-designed laboratory work, and extensive problem solving. All tests are drawn from the College Board Advanced Placement Physics C Examination, for which students will be prepared. The class culminates in a semester-long project, designed and executed by the student from conception to completion. Human Anatomy and Physiology What is the morphology of the human body and how is functionality affected by health, injury, and disease?

Students will investigate the structure and function of the human body through classroom presentations, discussions and intensive laboratory work. This course requires students to augment their knowledge of introductory biology as they revisit topics in biochemistry and cellular biology within the context of human systems. Instruction is designed to engage students on a personal level so that they can apply their knowledge to their daily lives and gain the knowledge required to make informed decisions about biomedical issues.

Environmental Science How do we know how humans affect the world around us?

The focus of Environmental Science is the real science behind environmental problems and issues. Topics covered will include matter and energy flow, community interactions and biodiversity, population dynamics, renewable and nonrenewable resources, environmental quality and pollution, environmental justice and society, global change, and choices for the future. Hands-on laboratory work is a major emphasis in this class. Students who are willing to do extra work for the class (including additional reading, homework, and meeting with the instructor outside of class time) can prepare to take the AP Environmental Science exam in May.

• 1 credit • Prerequisite: Biology,

Chemistry, and grade of 93 in Physics or 80 in Physics Honors

• 1 credit • Grades 11, 12, PG only • Prerequisites: Biology

and Chemistry • 1 credit • Grades 11, 12, PG only • Prerequisites: Biology

and Chemistry


Marine Science How does the ocean affect our world, and how do we affect our oceans? How does the scientific method allow us to know more about the marine environment?

Students will expand their investigations of various science disciplines in the marine realm and explore physical, ecological, and biological oceanography through laboratory and fieldwork. Some freshwater stream work is used to augment information about marine systems that are discussed in class. Ecological processes, estuarine and marine habitats, and human impacts comprise integral components of the course. Students take an active role in researching solutions to real scientific problems, and participate in developing and presenting their own experiments.

Forensic Science Why is science uniquely suited to investigating crimes, and what are the ways in which scientific techniques provide investigative information?

Students will be introduced to the concepts and techniques used in modern forensic science. Analytical techniques are combined with problem-solving skills to enable students to apply the practices and concepts of science to solving problems both at the crime scene and in daily life. Hands-on work and investigation are emphasized, and solving mock crimes are a significant portion of the course work. Reading and class discussions round out the student experience of this course. Astrophysics: The End of the World as We Know It How can science help us understand past catastrophes and prepare for future dangers?

Students will explore catastrophe models in science, ranging from the merely human scale (economic collapse from resource scarcity) to the globe spanning (bio-warfare, global warming) to the truly apocalyptic (asteroid impact, gamma flare). Weaving together historical reading, scientific thinking, and mathematical modeling, students will research past and potential disasters and produce a collaborative presentation to communicate their results.

• 1 credit • Grades 11, 12, PG only • Prerequisites: Biology

and Chemistry • ½ credit • Grades 11, 12, PG only • Prerequisites: Biology

and Chemistry • Not Offered 2015-2016 • ½ credit • Grades 11, 12, PG only • Prerequisites: Biology

and Chemistry • Not Offered 2015-2016


Chemicals, Brain, and Behavior How does the chemistry of the human brain affect human behavior?

Students will be introduced to the primary parts and functions of the brain and how the alteration of chemical equilibrium in the system affects behavior and body function. During the semester, the class will study chemical structure and the interference that various legal and illegal substances have within the brain. The substances studied will include, but not be limited to, depressants, stimulants, opiates, barbiturates, and hallucinogens. While learning about the science of addiction, withdrawal, and short and long-term effects of chronic usage, a portion of the class will be spent studying herbal remedies, effects of exercise, and vitamin consumption. Robotics Engineering How can the engineering design process be utilized to produce autonomous, task-oriented robots?

Students will be introduced to the engineering design process. This design process will be used to construct autonomous robots. Students will follow a problem-based curriculum with a team approach. Student teams will design, test, and operate robots that will be able to remotely manipulate objects. Students should have successfully completed the three science core curriculum courses as a prerequisite (one of which can be concurrent). Biotechnology How will the rapidly developing growth at the intersection of biology and engineering shape the development of these fields and society at large?

Students in this course will be introduced to the rapidly changing field of biotechnology. Biotechnology can be defined as the use of organisms to solve problems or produce products. Revolutionary advancements in the field of molecular biology have made it possible to use cells and molecules to address problems like the detection and treatment of HIV, the identification of gene functions, and the production of new antibiotics and new plant varieties. After reviewing the history and basic science behind the technology, students will be introduced to methods of DNA extraction and quantification, sterile technique, DNA cloning, PCR amplification, protein separation, gel electrophoresis, and plant tissue culture. The emphasis will be placed on acquiring lab skills and designing experiments. Students will participate in the Rutgers WSSP program in which they isolate plasmid DNA from a plant and seek to analyze an unknown DNA sequence.

1


only • Prerequisites: Biology

and Chemistry



and Chemistry



and Chemistry


In today’s increasingly global environment, world languages are essential to the intellectual and cultural development of all students. The Modern Language and Classics curriculum is designed to develop students’ modes of communication and acquaint them with other cultures. Toward this goal, the department offers a series of courses, some compulsory and some elective, in French, Spanish, Chinese, Arabic, and Latin. Class time focuses on writing, speaking, and listening skills in conjunction to grammar and culture. At the honors level, an appreciation of literature becomes increasingly important.

French 1 What is it like to communicate in a foreign language and learn about a culture different from one’s own? Students in French 1 focus on building the ability to speak and write in French. Throughout the course, students will learn a number of language skills including: asking questions; expressing actions in the present, past, and near future; describing people; discussing their daily activities; and linking ideas coherently. Students will practice these skills in conversations, reading, and writing. Students will also learn to talk about concrete situations: school life, family and friendships, socializing and leisure activities, holidays, and travel. French is the primary language of class discussions and small group activities. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding. French 2 What can learning the French language teach us about Francophone culture? Students in French 2 will learn to discuss concrete topics such as household chores, la cuisine, daily routines, health, technology, city and country life, and the arts. They will practice a number of communicative skills to guide them in these discussions, including: describing past, present, and future actions; forming hypotheses; expressing wishes and emotions; and linking ideas coherently. Students will practice these skills through speaking, reading and writing activities and through watching cultural clips that reinforce the grammatical structures. French is the primary language of class discussions and small group activities. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding

2

Modern Language and Classics Department • 2 Credits

Required • Two sequential

years of any language required

• All four year sequence world language classes qualify for

• 1 credit • 1 credit • Prerequisite: French 1


French 3 How does one communicate effectively in spoken and written French? What can knowledge of the French language reveal about French-speaking communities and our own? Students are asked to examine these central questions while continuing to build on the foundations of French 2. The grammar base from the first two years is reviewed and expanded to include more sophisticated structures such as compound tenses and relative pronouns. Vocabulary enrichment and reading comprehension are developed through dialogues, newspaper and magazine articles, and selections from French literature. A selection of films and news clips provide authentic listening activities. An appreciation of French culture is cultivated through various speaking and writing projects that require the use of different media and technologies. French is the primary language of class discussions and small group activities. French 3 Honors What can French literature, articles, and films add to our understanding of contemporary Francophone cultures and everyday life? French 3 Honors builds students’ ability to speak, read, write and listen to French while expanding their awareness of Francophone cultures. Students will improve their ability to speak about more abstract topics, to read literature, and to write both creative compositions and analytical essays that deal with our texts. Readings include short stories and excerpts from literature, both contemporary and from past centuries. In the spring, a full-length work is read in its entirety. Students learn to communicate both orally (in discussions and presentations) and in writing with a wide variety of vocabulary and grammatical structures. Listening comprehension is developed through classroom discussions and activities, songs, films, and television clips. Class is conducted entirely in French. Advanced French Topics What makes the Francophone world so unique? How have Francophone cultures and civilizations influenced the world? In this course, students will have the opportunity to explore several aspects of Francophone civilization and culture through media, literature, historical readings, and current affairs discussions. They will discover the main contributions of Francophone culture to the world in topics such as art, politics, philosophy, literature and the sciences. The course is designed for students with an adequate understanding of the French language and a strong interest in Francophone culture and civilization.

3


French 2 • 1 credit • Prerequisite: Grade

of 93 in French 2 • 1 credit • Prerequisite:

French 3 or French 3 Honors


French 4 Honors How do Francophone texts address the question of identity? How is the self defined in relation to the ‘other’? Students will consider the question of identity as they explore novels, poems, plays, screenplays, and short stories in which authors encounter ‘otherness’ in foreign lands and within them. This course introduces students to some of the most significant Francophone literary texts and movements from the 18th to the 21st centuries. Students will read texts such as Montesquieu’s Lettres Persanes, Guy de Maupassant’s Le Horla, Marguerite Duras’ Hiroshima Mon Amour and Azouz Begag’s Le Gone du Chaaba. This course focuses on expanding students’ knowledge of Francophone culture, history, and literature while focusing on improving reading, speaking, writing and listening skills. During the year, students will complete compositions, participate in class discussions, and complete presentations and listening comprehension activities on a wide variety of topics related to the readings. Advanced Placement French What are some of the most pertinent issues and debates taking place in Francophone countries today? How are we addressing these issues in our own society?

Students in AP French will focus on six themes related to the Francophone world: contemporary life, global challenges, public and private identity, science and technology, aesthetics, and family and community. Each theme will focus on a particular issue or question such as immigration (global challenges) or how technology facilitates life (science and technology). Students will explore these themes through articles, novels, videos, music, and films. Additionally, each student adopts a region in the Francophone world that will form the focus of in-class presentations. In conjunction to discussions in class, students will write papers and complete in-class comprehension exercises, and record speaking exercises. Vocabulary and grammar continue to be refined to raise the level of sophistication of both speaking and writing in preparation for the Advanced Placement examination.

Spanish 1 What is it like to communicate in a foreign language and learn about a culture different from one’s own?

Students in Spanish 1 focus on building the ability to speak and write in Spanish. Throughout the course, students will learn a number of language skills including: asking questions; expressing actions in the present, past, and near future; describing people; discussing their daily activities; and linking ideas coherently. Students will practice these skills in conversations, reading,

4


of 93 in French 3 or 80 in French 3 Honors


of 93 in French 4 or 80 in French 4 Honors

• 1 credit


and writing. Students will also learn to talk about concrete situations: school life, family and friendships, socializing and leisure activities, holidays, and travel. Spanish is the primary language of class discussions and small group activities. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding. Spanish 2 When the vast majority of Spanish speaking people in the world live outside of Spain, what does it mean to be “Hispanohablante”? After a review of the vocabulary and grammar learned in Spanish I, students will be introduced to more sophisticated structures and verb tenses. Emphasis is also placed on increasing the students’ vocabulary while developing the four basic skills of reading, writing, speaking, and listening. Students will learn to discuss topics such as homes and household chores, food, daily routines, health, technology, the environment, and the arts. Reading selections and writing assignments improve proficiency and allow students to investigate cultural topics. Spanish is the primary language of class discussions and small group activities. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding. Spanish 3 How does one interact effectively in Spanish? What are the essential differences and similarities of different Hispanic cultures? How do these cultures compare to our culture in the United States? Students will develop language skills with more sophisticated structures and go into greater depth with grammatical concepts covered in the first two years. The vocabulary introduced deals with more complex themes. Longer readings are used to enhance the students' exposure to the language and to Hispanic culture. Students react to these works through the creation of short essays, skits, and dialogues. Oral drills, class discussions, and essays are used to apply the new skills learned in this course. Students continue to focus on developing the four basic language skills: reading, writing, speaking, and listening. Spanish is the primary language of class discussions and small group activities.

• 1 credit • Prerequisite: Spanish 1 • 1 credit • Prerequisite: Spanish 2


Spanish 3 Honors How does the study of Spanish-language literature, music, and culture add to our understanding of other cultures? Students continue to study Spanish through themed units that integrate grammar, vocabulary, reading comprehension and oral proficiency. Short stories, drama, poetry, and film are all used to integrate concepts studied in class. When reading literature, students will begin literary analysis in Spanish. Music and popular culture are also an important part of the course. Students in Spanish 3 Honors should achieve a fluency in the language that will allow them to utilize the target language using a variety of vocabulary and grammatical structures. Advanced Spanish and Latin American Topics How can various media, authentic resources, and an understanding of the Spanish language help us appreciate the influence of Latin American Society on the US and the rest of the world? Using Spain and Latin America as a base, students in this course explore the influence of music, film, literature, art, and history on their respective societies. Students will use various media and authentic material to understand the impact of other cultures on our own. This course is designed for students with a continuing interest in the Spanish language, as grammatical, oral, aural, and written skills will be enhanced. Spanish 4 Honors What universal questions about human nature and culture are raised when studying the literature and culture of Spanish speaking countries? Students study Spanish through literature, film, cultural readings and current affairs. Oral and written communications, both formal and informal, are emphasized. Classroom discussion and written assignments allow students to learn to comprehend and communicate effectively in Spanish. Through their studies of works by Hispanic authors, playwrights, poets, and artists, students will be able to compare and contrast both modern and historical differences between many cultures. This course is also a preparatory course for AP level Spanish.


of 93 in Spanish 2 • 1 credit • Prerequisite:

Spanish 3 or Spanish 3 Honors


of 93 in Spanish 3 or 80 in Spanish 3 Honors


Advanced Placement Spanish Language How does one communicate with native speakers effectively at all levels of the Spanish experience?

Students in this college-level class will take a broad approach that continues to reinforce all four language skills: reading, writing, speaking, and listening. The required readings are of a literary, journalistic, and cultural nature. AP Language students will explore the effect of culture on and by language. Grammar presentations take into account exceptions to the rules as well as complex grammar. The class prepares students for the Advanced Placement Spanish examination in May.

Advanced Placement Spanish Literature How does the literature of Spanish culture shape our understanding of its contributions to humanity?

Students in AP Spanish Literature examine the literary traditions of Spanish speaking peoples (both Spanish peninsular and Latin American literature) that would be encountered in a college-level curriculum. Students will read and discuss the literature of Spain from early medieval poetry to the present, post Spanish Civil War era. In Latin America, the range includes early colonial works to the literatures of mixed gender. The Hispanic culture and its effect on and by the literature are closely studied. The course prepares students for the Advanced Placement Spanish Literature examination given every May by the College Board.

Chinese 1 What is it like to learn the Mandarin Chinese language that is spoken by over 1 billion people around the world, about one fifth of the global population?

Students in Chinese 1 focus on the Chinese Pinyin Romanization system, Chinese simplified characters that provide instruction in all four language skills: listening, speaking, reading, and writing. Communicative themes focus on greetings, self-descriptions, family members, friends, and the calendar. The first year is focused on accurate pronunciation, listening comprehension, and fluency in short sentences through listening, speaking, and reading. Writing is aimed at understanding the composition of characters. Technology is part of the learning experience with select texts and applications used to enhance student engagement and understanding.


80 in Spanish 4 Honors


80 in Spanish 4 Honors

• 1 credit


Chinese 2 What communicative skills in Chinese can help you understand Chinese culture?

Students in Chinese 2 begin to build more substantive communicative technique. While the learning of sentence patterns is a major component of the course, efforts will be made to help students handle simple tasks such as discussing daily routines, weather, talking on the phone, and shopping. In addition, intensive drills on vocabulary and sentence patterns in meaningful contexts will be used to help students develop comprehension and verbal fluency.

Chinese 3 What are the differences between Chinese and American culture?

Students in this course further develop fluency in speaking, listening, reading, and writing in Chinese. Students will extend their ability to communicate effectively and properly in various real-life situations, such as talking about their hometown, school campus, asking for and giving directions, cooking, and making plans for a trip. The students will also create dialogues using the learned vocabulary, idioms, and topics, and describe realistic aspects of life in China using complex sentences.

Chinese 4 What can we better understand about modern China through an advanced study of its language?

Students in Chinese 4 consolidate their knowledge of Chinese through reading and narrative writing. Materials include modern stories and essays on Chinese culture. Discussions of the reading materials will be conducted regularly to develop students' skills in modern Chinese at a professional level. Independent writing projects are required in this class. At the functional level, this course aims to help students solidify their ability to comprehend, speak, and produce paragraph-level Chinese.

Chinese 5

How can the advanced study of both modern and classical Chinese language and literature benefit us in learning about the role that China plays globally? Students in Chinese 5 will continue developing and polishing their skills in speaking, listening, reading, and writing. Materials used include both modern and classical Chinese journal articles, stories, and essays. Class will be


Chinese 1


Chinese 2


Chinese 3


Chinese 4


conducted in the manner of discussion. Individual presentations and writing projects allow students to explore China’s role in our global community. Latin 1 How does one learn to read another language that is constructed so differently from English? First year Latin is a sequential program, with the emphasis evenly distributed among three areas: development of a basic vocabulary, knowledge of inflection, and understanding of syntax. Students will use the text: Romane Memento. Through the continued narrative presented in the text, students will learn about the Trojan War, the flight of Aeneas, and the early foundation stories of Rome.

Latin 2 How does reading text written in the original form two millennia ago inform our understanding of ancient and modern culture? Students in Latin 2 will complete their exploration of Latin grammar. This includes constructions like the subjunctive, which are not directly analogous to English and thus further develop the students understanding of the abstract underpinnings of Latin syntax. Students will use the text: Romane Memento II. Latin 2 students will complete the year by translating abridged works of Livy and selections of Caesar, Catullus, and Martial. They also continue to explore Roman history and culture through Ancient texts in translation and constantly look for comparison with the world in which they live.

Latin 3 How do we create a dialogue with ancient literary, historical and material culture and learn to recognize their dialogue with one another? In their third year, students consolidate their understanding of the minutiae of Latin grammar with continuous review of syntax and forms. They use the analytical skills that they have learned in the previous levels to read Caesar, Sallust, Cicero, and Ovid with an eye to understanding complicated grammar and beginning to develop their own textually supported critical approach. They complete projects on Roman history, topography, and myth.


Latin 1 • 1 credit • Prerequisite:

Latin 2


Latin 3 Honors How do we create a dialogue with ancient literary, historical and material

culture and learn to recognize their dialogue with one another? In their third year, students consolidate their understanding of the minutiae of Latin grammar with continuous review of syntax and forms. They use the analytical skills that they have learned in the previous levels to read Caesar, Cicero, Vergil, Ovid, and Catullus with an eye to understanding complicated grammar and beginning to develop their own textually supported critical approach. They complete projects on Roman history, topography, and myth, and present to the class primary sources and scholarly articles.

Advanced Latin Topics

What modern perceptions are shaped or influenced by our understanding of the ancient world? This seminar-style course will focus on authors of both the Golden and Silver Ages of Latin literature. Students will translate the original Latin and also engage with the literary, historical, and cultural characteristics that make it a work of enduring worth and a source of enjoyment. AP Latin How do the genres of history and epic express Roman values and visions of leadership? The course material follows the syllabus for the Advanced Placement examination on Caesar and Vergil. Scansion of dactylic hexameter, reading selections from the Gallic Wars and the Aeneid in English, translating selections from both texts, gaining competence in literary devices and theory, and making critical arguments using the text for support are the main goals of this class. Arabic 1 What are the linguistic and cultural differences of Arabic speaking countries? What are the basic vocabulary words and grammatical structures needed to interact with Arabic speakers and authentic materials? The goal of this course is to develop students’ reading, listening, writing and speaking skills in both Modern Standard Arabic (MSA) and colloquial Arabic in conjunction to learning about the Arabic speaking world. While learning how to read and write during the first few weeks, students also learn how to


of 93 in Latin 2

• 1 credit • Prerequisite: Latin

3 or Latin 3 Honors • 1 credit • Prerequisite: Grade

of 93 in Latin 3 or 80 in Latin 3 Honors

• 1 credit


greet Arabic speakers and introduce themselves. By the end of the year, students expand their knowledge of vocabulary and grammar, acquiring the skills to speak about their studies, families, activities and plans in the present, past, and future tenses. They will have an understanding of the root and pattern system and use skimming and scanning techniques to understand short texts. Students also learn about Middle Eastern history, current events, and culture including films, songs, and literature. Arabic 2 How can the structure of the language help Arabic speakers encounter and understand new words and ideas in interactions with other Arabic speakers and authentic materials? This second year Arabic course builds on the skills and materials presented in Arabic I. It takes a four-skills approach with emphasis on listening, speaking, reading, and writing. During the year, students continue to expand their knowledge of grammatical concepts and vocabulary in order to be able to speak, write, and read about more complex political, historical, and cultural subjects. Students are introduced to more challenging authentic materials and will learn how to use the root and pattern system to understand unfamiliar vocabulary. Additionally, students complete a cultural portfolio in which they write and present on various cultural, political, religious, and historical topics related to the Arabic speaking world.

• 1 credit • Prerequisite: Arabic 1


The English as a Second Language Department provides international students practice and fluency in English grammar and reading from the basics to more advanced usage. Courses not only allow practice in an immersive experience but also provide a better understanding of American culture and norms through discussion-based seminars and field trips.

ESL Low Intermediate Reading, Grammar and Writing What vocabulary, structures, and expressions do students need to talk to native speakers about events in daily life? In these classes, students will gain confidence in their English ability as they participate in discussions with their multicultural peers. They will review basic tenses and structures that they will use in developing their written work from paragraphs to short essays. Students will read a variety of genres, such as short stories and magazine articles, and then use integrated skills to discuss and write about the content. Students will learn basic vocabulary necessary for daily life. ESL High Intermediate Reading, Grammar and Writing How do students go beyond survival English to gain greater fluency in English? Students will expand their working knowledge of compound verb tenses, clauses, and sentence construction so that they can develop the flow and effectiveness of their written work. They will read short novels and plays that they will discuss and write about in well-developed three to five paragraph essays. Students will work with the vocabulary necessary for reading more advanced novels and textbooks.

ESL Advanced What linguistic competencies do students need to move beyond an ESL- based class and to be successful in mainstream curriculum? Students will learn to read critically and work to increase their reading speed and comprehension. In class discussions, students will explore the existential themes in literature that cross all cultures. They will learn to use contextual support to develop three two to four page papers of literary analysis. To strengthen their overall skills, they will learn vocabulary in context and review grammatical patterns.

ESL Department • Required of

international students

• Placement test required

• 1 credit each • Both classes required

concurrently

• 1 credit • Prerequisite: ESL Low

Reading and Grammar or Department approval

• Both classes required concurrently

• 1 credit • Prerequisite: ESL High

Reading and Grammar or Department approval


The Visual Arts classes at The Hun School teach students to think like artists: how to explore the world with curiosity, adapt solutions to fit a variety of problems, and foster the passion to express themselves visually. Lessons offer technical skill building as well as knowledge of artists throughout history and cultures that relate to the specific coursework. Visual Art teachers work to present multiple strategies for encouraging creative expression from students. Each student is prompted to find their own creative voice both through their artwork and in speaking about art in class critiques. The Visual Art Department hopes students come away from each class inspired to create and with an appreciation of a wide range of artistic approaches that will last a lifetime.

Introduction to Media Arts How does art reflect our media-saturated world?

Students will consider the concept and definition of “media” in our modern world and explore, discuss, experience, and ultimately use media as a tool to visually express themselves through a number of project-based exercises. The course embraces disparate methods of investigations in special topics related to media and arts. Study will focus on relevant histories, themes, and uses of newspapers, radio, television, and film technologies and their convergence into today’s digital existence online. Ultimately, the students will design art projects that reflect their understanding of the concepts covered and create personally meaningful examples of media art.

Ceramics 1 What does a box of clay have to do with being thoughtful? Students will be introduced to ceramics, including a variety of forming techniques, design, decoration, and glazing and will create both sculptural and utilitarian pieces. Form and function will be a part of the continuing conversation throughout the term. Emphasis will be placed on both areas of the conversation. Students will look at numerous historically significant artists working in clay and look at significant contributions to recorded human history within the ceramic tradition. Throughout the term emphasis will be placed on personal creativity and establishing a solid foundation for future explorations within the arts.

Visual Arts Department • 2 credits

required between Visual and Performing Arts

• Intro Arts semester required in either Visual or Performing Arts

• All Arts courses qualify for

• ½ credit • Fulfills Intro Arts

requirement


requirement


Ceramics 2 What makes a lump of clay art? Students continue to explore hand-building techniques, expanding upon what the introductory class provided. Students are asked to take a greater responsibility in choosing projects that pique their interests and thus have more personal investment in finding answers to the challenges that their choices have presented. Students are evaluated on their pursuit of creativity as well as greater mastery of craftsmanship. Introduction to Visual Art

How well will I be able to accept new ideas about Modern Art? If I don’t draw well, will I still be able to find value in taking Introduction to Art?

Students will develop an understanding of how to think, read, and write about art. Working in sketchbooks, students participate in drawing and painting and, by doing so, learn to be more aware of what artists do and how they create. Art vocabulary, art history, and student-created artwork is emphasized to provide an increased and more realized ability to articulate ideas in reacting to observation. Students engage in spirited discussions about the value of Modern Art; why some people say it is great and others dismiss it.

Video Production 1 How can I become visually literate?

Students will develop both creative and technical skills in a production environment as they explore the four classic storytelling genres of video and film: narrative, documentary, experimental, and animation. Over the course of this full year class, students will produce their own digital video projects as they perfect their techniques in scriptwriting, camera shooting, post-production editing, and graphic design.

Video Production 2 How can I become even more visually literate? Students in the semester-long Video Production 2 focus on selected areas of exploration and project-based work that interests each individual. Collaborative group experiences will be gained as students produce the semester's offering of live HUN TV student news coverage.

• ½ credit • Prerequisite: Ceramics 1


requirement

• 1 credit • Fulfills Intro Arts

requirement

• ½ credit • Prerequisite: Video

Production 1


Advanced Video Production What is the right mix between driving curiosity, dedicated passion, and the digital media creativity needed to master the making of more mature memorable video experiences?

Students in this advanced section of video production will continue their studies of this digital medium with a more independent focus. Student designed themes will guide individual production work during each marking period of the course. Structured coursework can take any number of forms: from creating independent video art exhibitions, to students teaching specific, introductory video production classes, to working with teachers of other disciplines in developing video-related coursework. It's up to the student, working with the video teacher, to design his or her own course. This project-based class will allow deeper independent study for the individual while at the same time provide opportunities for collaboration across campus.

Introduction to Animation How does the art of animation impact humanity? Students in this course will be immersed in the art, science, and history of animation by showcasing generations of artists, inventors, and entrepreneurs who defined and continue to develop this creative industry. Topics will highlight the rich and diverse cultures that continue to push the creative limits of this visual medium. From the pre-cinema techniques of the 19th century in U.S., Europe, and Asia, through to the birth of the Hollywood studio system, up to today’s web-based productions, students will gain an understanding of the impact of animation on human creativity.

Advanced Studio Art Honors What more am I capable of with my art? How can I broaden the scope of my creative ability? Students will be asked to expand their notions of what art is and what they are capable of as they become experimenters and discoverers. Working towards developing ideas rather than carrying out predetermined assignments is emphasized. Students learn their own process of formulating and developing thoughts and how to best manifest those ideas. Advanced Studio Art Honors students learn to recognize the artwork of over seventy artists and learn to be cognizant of style and not merely the memorization of specific images. Students create a final project for show at the end of the year.

• ½ credit • Prerequisite: Video

Production 2 • ½ credit • Fulfills Intro Arts

requirement


93 in prior Visual Arts course


Architectural Drawing Can a house be “art?”

Students in Architectural Drawing learn the drafting and design process by creating their own set of traditional architectural blueprints for a house. Students also collaborate in selecting the ideal site for their “home.”

CAD Design 1 - Architecture in the 21st Century How does the CAD system and rapid prototyping change our understanding of architecture? Students in Computer Aided Design learn the CAD system of architecture and study commercial design to experience working on group solutions. Students also work with physical 3D designs in various materials from raw product and pre-determined manufactured dimensions. They will look at various major influences in contemporary architecture and complete hand drawings and computer generated architectural designs.

CAD Design 2 - The Personal Object With CAD and rapid prototyping, how is the personal object changing in our society?

We have surrounded ourselves with personal objects. These objects can be tools that make our lives more efficient, mobile, and productive. They help us with our personal hygiene. They keep us organized and connected with others. Smart phones, toothbrushes, pens, and eyeglasses are some examples of these objects. In this class, students will work the Computer Aided Design and rapid prototyping to invent the next generation of the personal object.

Drawing 1 Why is drawing a skill that can be learned?

A common belief is that artistic talent is innate. In Drawing 1class students learn techniques to strengthen their observational drawing skills and improve their expressive ability. Projects focus on strategies to help refine technique and visual awareness of their subjects. The class progresses from contour line work to shape building and value studies. Students learn how different artists around the world approach drawing and how to identify different styles of work.

• ½ credit • Prerequisite: Intro

Arts


Arts

• ½ credit • Prerequisite: CAD

Design 1


Arts


Drawing 2 Is scratching drawing? Can an art piece be created by taking away form?

Students in this class build on a variety of construction methods and are introduced to techniques such as subtractive drawing with erasers and scratchboard, mixed media pieces with watercolor, and working off different toned papers. Conceptually students learn to solve visual problems including perspective, transparency, and designing posters. A level of independence and willingness to experiment with technique is desired from students. With each project, examples from art history are covered to reinforce conceptual points.

Painting 1 How can a painting be constructed to express ideas?

Students learn how paintings are made from the basics of stretching a canvas to more complicated palette knife work. The process of creating a painting is broken down into simple steps with techniques covered that will help students make expressive paintings. Students learn how color choices, brush stroke method, and arrangement of space can effect how someone reacts to and reads a painting. Study of painters throughout the world help illustrate concepts covered and inspire students to create strong paintings.

Painting 2 How can artists use the human form to create complex paintings?

Students in this class focus on the technical approaches to working the painting surface and cover techniques such as impasto painting, palette knife work, and surface glazes. Students study facial and body proportions to create accurate portraits of the face as well as the full-length figure. Perspective and spatial depth are introduced to help students create the illusion of deep space. Narrative, expressive lighting, interior, and exterior scenes are explored. Painters the world over are studied and analyzed.

Sculpture Can a simple piece of wire screen help me be more thoughtful about the world? Students will learn how to physically manipulate materials in order to present them in three dimensions. Working sculpture is quite different than

• ½ credit • Prerequisite: Drawing

1

• ½ credit • Prerequisite: Intro Arts • ½ credit • Prerequisite: Painting 1

• ½ credit • Prerequisite: Intro Arts • May be repeated for

credit


drawing and painting and students might be surprised at what they are capable of creating. Students will learn to not only produce a very precise skill-oriented project like producing a likeness of the human figure, but also improvise upon a theme-based project using very limited materials. They will learn to recognize the styles of many different sculptors. Discussion is a prominent aspect of the class and students will be expected to present confidently their ideas as they become more knowledgeable and comfortable with the vocabulary of art.

Photography 1 How can a photographer control the camera and editing to reflect personal ideas?

Students are introduced to digital photography through the use of a digital single lens reflex camera. Projects are designed to help students master basic controls like the shutter and aperture to create clear visual statements with their photographs. Through class critiques and homework assignments, students learn to creatively analyze both their own photographs and the work of professional photographers. This work helps strengthen their own shooting methods and inspire them to create strong photographs. Basic Photoshop editing is also introduced, and students learn dry mounting to present their work professionally.

Photography 2 Why is light critical to the success of photography?

Beyond the basics of exposure, students study the subtleties of light and shadow. Photographers use light like painters use color and skilled photographers can enhance their work by being intentional with light. Techniques covered include directional light to create mood and ways to flatter subjects with diffused lamps and reflectors. Students also learn how to create light at night with long exposures and flash photography or painting with the existing exposure in the scene. Students continue to analyze their work and study photographers to help inspire their own production.

Photography 3 How can photography be used to make a living after school? Students in Photo 3 focus on career specialties in photography. Popular projects include the study of fashion, advertising, documentary photography, fine art photography, and post production processing in Photoshop. Students learn the techniques involved and tools needed for each specialty, including training in lenses and advanced lighting techniques. Photographers working in each area are introduced, and students learn to read expressive differences in style.


Intro Arts


Photo 1


Photo 2


Photography 4 What are advanced techniques that can push the creative potential of photographic images?

Students in Photo 4 create their own personal style as a photographer and use processing techniques to expand their skills with photographic manipulation. Some processes covered are long exposures, painting with gels or light, Bokeh, and creative stencils. Both darkroom and advanced Photoshop editing skills are covered. The class works as a whole to collaborate on the annual calendar which students select the theme, shoot, and model the months. The process of submitting work for shows and galleries is also covered.

Introduction to Woodworking Can many different woods be used to build one project to form art? Students will be introduced to a variety of softwoods and hardwoods, then design their own unique project using many of these woods. Many hand and power tools will be used to cut, shape, smooth and finish their projects. Students will also gain experience in understanding multi- view drawings, reading blueprints, and calculating a bill of materials for their second project. Students will also study quality furniture design and construction techniques.

Advanced Woodworking How can I use different techniques to form wood into art? Students expand on the concepts covered in the Basic Woods class using more complex joinery to form unique designed projects. A field trip to a sawmill will provide the opportunity to cut their own lumber from hand-selected logs. Each student will also design and turn his/her own unique project on the wood lathe. AP Studio Art How can intense production in the studio push an artist to develop their ideas? This class follows the College Board’s requirements for studio art instruction. Students chose to work on either the Drawing Portfolio or a 2D Design Portfolio. Both classes meet as one and have weekly critiques where students present a new piece. Students choose a concentration of their own interest to explore and create at least 12 pieces within this section. There will be at least 12 completed breadth pieces submitted digitally in early May along with the 12 concentration works and 5 original pieces that are sent in to be reviewed by evaluators from the College Board.


Photo 3 • ½ credit • Fulfills Intro Arts

requirement • ½ credit • Prerequisite:

Intro to Woodworking


Recommendation of the department


Arts education is essential for every student. The mission of the Performing Arts Department at The Hun School is to promote creative expression, communication skills, problem solving, and inventive thinking. Courses and extra-curricular activities are designed to foster lifelong appreciation through active participation in a variety of performing arts activities. It is through personal discovery and experimentation, coupled with consistent involvement in the arts that skills are developed, appreciations are formed, and creativity is encouraged. Musical, dance, and dramatic experiences expand students' horizons, develop creative and inventive thought, and provide unique experiences for self-revelation and reflection.

Introduction to Drama In 2000 years will they read “Snooki” the way we read “Medea”? Students in this course are provided a general overview of the traditions, practices, and history of world drama. There is an emphasis on the more influential eras and artists of Western Drama. From the Ancient Greeks emerging from religious ritual and inventing a religious rite where the Gods talked back all the way to “Spiderman: The Musical” students will explore how every community and culture defines itself with the art that it leaves. What does that mean about Elizabethan England? Worse yet, what does that mean about us?

Introduction to Music What are the elements of music and how do they work together to create musical art?

Introduction to Music offers students the opportunity to explore music history, music theory, and performance practices through the ages. Students will learn to actively listen and discern style and attributes of music from the 1600s to the present day. Units studied will include classical music, world music, jazz, and rock and roll. Theory studies will reinforce reading and writing skills, expanding into harmony and complex rhythmic studies. The course culminates in a composition project, in which students will use their knowledge of theory, form, instruments, and history to create an original musical work.

Chorus What does it mean to be an artist in a group? Students in Chorus participate in a performance ensemble that focuses on the study and performance of vocal music from a variety of musical styles and periods, ranging from Renaissance to musical theatre and world music.

Performing Arts Department • 2 credits

required between Visual and Performing Arts

• Intro Arts semester required in either Visual or Performing Arts

• All Arts courses qualify for


requirement


requirement


requirement • May be repeated for

credit


Students will also learn music reading, theory, and sight singing skills, as well as basic vocal production and technique. The group performs several times throughout the academic year, both on and off campus. The ensemble is open to students of all ability levels.

Jazz Band What makes jazz uniquely American? How can I perform in the jazz style?

Students in the Jazz Band work as a performing group consisting of musicians playing rhythm instruments (guitar, bass, piano, and drums) and melody instruments (brass and woodwinds). This group is open to musicians of all ages who have experience playing their instrument and who have a desire to learn to play music in the jazz style. The band studies and performs a wide variety of jazz and jazz-rock fusion tunes, from blues and bebop to swing and funk. This group performs several times during the academic year both on and off campus. Students in the jazz band will work to improve their individual instrument skills within the context of the big band, while internalizing the sound and stylistic techniques unique to jazz music.

Advanced Jazz Band How can I express myself through jazz improvisation and arrangement? The advanced jazz band is a jazz combo made up of melody and rhythm instruments. This small group builds on the skills learned in jazz band and focuses on students arrangements and improvisation. Students delve more deeply into the music theory used in jazz improvisation and on arranging techniques. This group works closely together to create a unique sound, learning to rehearse effectively, listen and adjust as they perform, and respond musically in the moment as they create musical experiences. The emphasis in this group is on creativity, building a repertoire of tunes from disparate jazz styles, and student leadership. This group performs frequently at school and community events, as well as at concerts during the year. Chamber Orchestra What does it mean to be an orchestral musician? Students in Chamber Orchestra collaborate as a performing group focused on the study and performance of orchestral works. The group, open to woodwind, brass, percussion, and string musicians will perform great music from the Baroque to modern classical music. Students will work on instrument technique, reading complex scores, and developing musicianship. Active listening, blending sounds, playing accurately and expressively, and stage presence will be studied and practiced. This group performs several times during the academic year both on and off campus. The Chamber


requirement • May be repeated

for credit



for credit • Audition Required



for credit


Orchestra is open to musicians who have studied their instrument for at least a year.

Acting

“To be, or not to be”…or… “are you talking to me?” Through the reading of dramatic texts, the performance of solo and group pieces, and the exploration of basic acting and staging techniques this class will provide a common language for The Hun School’s performers. A must for actors, dancers, directors, and stage managers.

Advanced Acting Ensemble What else is there? Using Aristotle’s Poetics and the defining elements of tragedy, students will create seven projects. The participants will learn technique for directing, acting, and design. In addition to the Poetics project each student will prepare monologues for an audition workshop. Technical Theatre

How does a theatre function?

��Students in this course will explore all of the behind-the-scenes aspects of play production: building scenery, producing, scene painting, lighting, and sound design. This course will lend technical support to all productions in the performing arts center by building sets, providing backstage crews, and running sound for plays, concerts, and assemblies. Students have the opportunity to apply classroom learning in tech support for concerts, assemblies, and other productions, giving each student the experience of applying classroom work to live performance situations. Music-Instrument Exploration

How do musical instruments work? Which instrument is right for me?

Students will learn about the characteristics and techniques of woodwind, brass, and string instruments and will have the opportunity to make a basic sound on each of the instruments, as well as choose a primary and secondary instrument on which to focus for the bulk of the semester. Fundamentals of music reading and basic theory will be emphasized through performance on students’ chosen instruments.

• ½ credit • Prerequisite: Intro Arts • ½ credit • Prerequisites: Acting

and audition required • May be repeated for

credit


credit

• ½ credit Prerequisite: Intro Arts


Dance

How is dance one of the original art forms?

Dance will examine, through readings, video viewing, and guest speakers, the many facets of dance, including the evolving forms of ballet, jazz, tap, modern, and musical theatre as well as their methods of choreography and staging. Academic portions of the class include brief papers and quizzes. Studio portions of the class will encompass the practical examination of various dance techniques, student improvisation and choreography, and review of staging to be presented in the fall or spring performances of The Hun Dance Company. Advanced Placement Music Theory How can I look at any piece of music, from Bach to the Red Hot Chili Peppers, and analyze it to show why it sounds so great? AP Music Theory is a full-year credit course for advanced musicians seeking an intensive study of music theory with a focus on content to prepare students for the College Board AP Music Theory Exam. Students will learn the equivalent of one year of college study within the areas of music theory, music analysis, and composition. In addition to class lectures, students will develop ear training and sight-singing skills. While the emphasis is on theory, the course includes content relating to music history, particularly through the use of examples from a wide range of genres, composers, and major works.


credit

• 1 credit • Pre-requisite:

Recommendation of the Department


Because real-world problems are not discipline specific, the Interdisciplinary Studies Department encourages student preparation for an ever-changing world by offering courses that span academic disciplines. Through experiential and team-taught courses, students in Interdisciplinary Studies learn to collaborate across networks to solve problems, become innovative and creative, and access and analyze information in a real-world context.

Seminar 9 What does it mean to belong to a community? Students in this discussion-based seminar will collaborate to examine what it means to seek knowledge and honor at The Hun School of Princeton. Taught in the Harkness method, this class will include a study of ethics and the foundational skills necessary to succeed at The Hun School and beyond. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding. Seminar 10 What does it mean to be a leader? Students in this discussion-based seminar will collaborate to examine what it means to be a leader at The Hun School of Princeton. Taught in the Harkness method, this class will include a study of leadership and ethics as well as a component of public speaking. The iPad is an integrated part of the learning experience with select texts and applications used to enhance student engagement and understanding. Bioethics

How does the intersection of science and morality affect humanity?

Each year our society is faced with new scientific possibilities that challenge traditional norms, ethics, and tolerances for what is right and what is wrong. New technological advancements extend lives, avert diseases, and enrich families, but not without difficult problems and unintended personal and social consequences. This course will prepare students to respectfully and intelligently grapple with some of these advancements and consequences as they investigate some bioethical dilemmas. The course will pull from science, social science, and humanities disciplines and borrow cognitive tools like logic, cultural analysis, legal interpretation, and ethical philosophy to understand the science and social science of biotechnology.

Inter-Disciplinary Studies Department • 1 credit required • ½ credit • Required for Grade 9 • ½ credit • Required for Grade 10 • ½ credit • May be used to meet

STEM or Humanities distribution requirement


Case Studies - Inquiry, Research, and Design How do case studies provide practice in collaborative problem solving?

Selecting cases from The National Center for Case Study Teaching, students in this course will, using discussion format, investigate detailed and complex cases from a range of disciplines including medical, science, historical, and business issues. Students will explore the perspectives introduced in the case in depth and integrate role-playing and debate. Students will choose their own case in a group and will be responsible for the issues involved, preparation of questions and prompts in advance, and anticipate problems classmates may face. The course will culminate with the class writing our own case study to submit to the National Case Studies board at SUNY Buffalo. Moral Philosophy What is justice and how is our idea of it shaped? This course seeks to provide students with the philosophical tools needed to analyze a wide variety of ethical issues. Students are introduced to the development of a personal worldview, addressing questions regarding the imperative to act morally. The course is based, in part, on the wildly popular course taught at Harvard by Dr. Michael Sandel, entitled "Justice" and will use a text written by Dr. Sandel. Additionally, the Harkness method will be used for discussion, exploration, and collaboration. The students will investigate ideas of right and wrong, and what those ideas mean, as well as looking at political philosophy and how societies should be shaped. The students will read selections from such philosophers as John Stuart Mill, John Rawls, and Aristotle. The course will move on to investigate the realm of applied ethics, examining issues such as lying, euthanasia, capital punishment, affirmative action and race, animal rights, environmental ethics, and globalization. Emphasis is placed on identifying logical fallacies in the construction of sound and valid arguments.

• ½ credit • ½ credit


In a world more and more defined by technology and its interface with the liberal arts, mastering the skills necessary to thrive in the 21st century means making technology our tool rather than our master. The Hun School Computer Science Department offers introductory courses that are on the cutting edge of technology programming including web design and application creation. Programming 1 What is the language of the programming world? Students in this course will focus on learning a programming language. Which language will be offered depends on the interest expressed by students prior to the end of the previous academic year or as deemed appropriate in the current industry setting. Typically, this course will be Java Programming, C++ or the like. Programming 2 How can advanced program change the way we view the technological world? This course is a continuation of Programming I and will concentrate on more advanced concepts associated with the language chosen by the Programming I students. In the case of Java programming advanced concepts could include annotation, reflection, threads, GUI, network programming, and development of distributed network applications in Java on the Web.

Computer Science Department • ½ credit • ½ credit • Pre-‐requisite:

Programming 1

Dr. Hun, who believed every student could find their individual path to academic success, and his students in 1930

-Preparing students to thrive in a world of constant change- -Inspiring involvement and a balanced approach to life-

-Engaging community as our vehicle for learning- -Experiencing culutural awareness as citizens of the world-

The Hun School provides a diverse community that places a high value on a creative and rigorous traditional college

preparatory curriculum in a structured environment; develops character, community and values; meets the

students’ differing talents, interests and academic needs through a supportive staff in a variety of programs; and

encourages students to widen their horizons, gain an appreciation for and an excitement about learning and

achieve their full potential.

Leadership Creativity Collaborative Problem Solving

Critical Thinking

Ethical Decision Making

Effective Communication

Cultural Competency

Documents

Program of Studies, 2015-2016