SSFS Upper School Course Curriculum Guide, 2012-2013

Sandy Spring Friends SchoolUpper SchoolCurriculum Guide

2012-2013 School Year

Table of Contents

General InformationUS Statement of Philosophy ..................................... 1US Faculty and Staff .................................................. 2Requirements for Graduation ................................... 5Course Load ............................................................... 6Community Service Requirement ............................. 6Intersession ............................................................... 6Academic Records ..................................................... 6Student Support Services ............................................ 7Ninth Grade Program ................................................ 8Advisory Program ...................................................... 8College Counseling ................................................... 9

EnglishNinth Grade English ................................................ 10Tenth Grade English ................................................ 11Dramatic Literature (Eng. Lit. & Comp. AP) .......... 11Russian Literature (Eng. Lit. & Comp. AP) ........... 12English Language & Composition (AP) ................. 12Critical Writing I & II .............................................. 13Psychology and Literature ....................................... 13Banned Books .......................................................... 13Comedy and Humor ............................................... 13American Literature I & II ....................................... 14Native American Literature ..................................... 14Literature and Film ................................................ 14 Visual Texts ............................................................ 15 Satire ......................................................................... 15Literature of the American West ............................. 15English as a Second Language .................................. 16Intermediate Academic English (ESL) ...................... 16Composition and Literature (ESL) .......................... 16Adv. Composition & Literature (ESL) ..................... 16Expository Writing I & II (ISP) ................................ 17

HistoryNinth Grade Cultural Geography ........................... 18Tenth Grade Western Civilization ............................ 18World History (AP) – 10th grade ............................ 19 American History and Government ........................... 19American History (U.S. History AP) ......................... 19U.S. Gov’t & Politics (AP) ........................................ 20Islamic Studies .......................................................... 20Native American History ......................................... 20Imperial Russian History ...................................... 20History and Cinema ........................................... 21Soviet and Modern Russian History ........................ 21ESL U.S. History ..................................................... 21ESL World History ................................................ 21

MathematicsAlgebra I ......................................................... 22Algebra II ....................................................... 23Algebra II/Trigonometry ................................. 23Geometry A .................................................... 23Geometry B ..................................................... 23Pre-Calculus ................................................... 24Advanced Pre-Calculus ...................................... 24Calculus ............................................................ 24Calculus AB (AP) .............................................. 24Calculus BC (AP) ............................................. 24Statistics (AP) .................................................... 25Calc.BC & Multi.Topics (BC Calculus AP) ...... 25Finance ........................................................... 25Probability and Statistics ................................. 25 ScienceBiology ............................................................. 26Advanced Biology ............................................ 27Chemistry ......................................................... 27Advanced Chemistry (AP) ................................ 27Environmental Science (AP) ........................... 27Conceptual Physics ........................................... 28Physics .............................................................. 28Physics (AP) .................................................... 28Adv. Projects in Science and Engineering ......... 28Bioethics ........................................................... 29Physical Geology I & II ................................... 29ESL Science I & II ........................................... 30

Global LanguagesChinese I (Mandarin) ........................................ 31Chinese II (Mandarin) ..................................... 31French I ........................................................... 31French I I ......................................................... 31French I II ........................................................ 32French I V ........................................................ 32French AP ......................................................... 32Spanish I .......................................................... 31Spanish II .......................................................... 31Spanish III ........................................................ 32Spanish IV ....................................................... 32Spanish AP .................................................... 32

Table of Contents

ArtsYearbook .............................................................. 33Music Theory (AP) ............................................. 33Ceramics ............................................................ 34Handbells .......................................................... 34Instrumental Music .............................................. 34Modern Dance .................................................... 34Advanced Modern Dance .................................... 34Photography ........................................................ 34Weaving and Fibers ............................................. 35Woodworking ...................................................... 35Stagecraft ............................................................ 35Arts and Ideas I & II .......................................... 35Chorus ................................................................ 35Drama-Video Production/One Acts ................... 35Studio Art I ......................................................... 36Drama-Play Production ...................................... 36Musical Production .............................................. 36Studio Art II ........................................................ 36

ElectivesGrammar Writing Workshop ............................... 37Select Seminar on Global Peace & Justice I & II ... 37Model U.N. I & II .............................................. 38Quakerism ........................................................... 38American Culture I & II ..................................... 38Newspaper I & II ............................................... 38Introduction to Computer Programming .......... 39Introduction to Java ............................................. 39Academic Technology .......................................... 39

Religion/ServiceQuakerism .......................................................... 40Community Service/Stewardship ........................ 40

International Student ProgramEnglish as a Second Language (ESL) .................... 41Intermediate Academic English (ESL) ................. 41Composition and Literature (ESL) ....................... 42Adv. Composition and Literature (ESL) .............. 42U.S. History (ESL) ............................................... 42World History (ESL) ........................................... 42Science I (ESL) ..................................................... 43Science II (ESL) ................................................... 43American Culture I ............................................. 43Grammar Writing Workshop I ............................. 43Grammar Writing Workshop II ........................... 43American Culture II ............................................ 44Expository Writing I & II (post-ESL) .................... 17

Physical Activities & SportsAthletic Conditioning ........................................ 45Field Games ........................................................ 45Modern Dance ................................................. 34Walking for Fitness .......................................... 46Yoga .................................................................... 46 Outdoor Leadership ........................................... 46Rock Climbing ................................................... 46Baseball - Boys .................................................... 47Basketball – Boys and Girls .................................. 47Cross-country Running –Boys and Girls .............. 47Lacrosse – Boys and Girls ..................................... 47Wrestling .............................................................. 47Golf ..................................................................... 47Soccer – Boys and Girls ....................................... 47Tennis – Boys and Girls ....................................... 47Track – Boys and Girls ......................................... 47Volleyball – Girls ................................................. 47Softball – Girls .................................................... 47

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General Information

UPPER SCHOOL STATEMENT OF PHILOSOPHY

The Sandy Spring Friends Upper School is an independent, college-preparatory high school program under the guidance of the Religious Society of Friends (Quakers). Our community is designed to support and engage learners from diverse cultures and backgrounds as they partake in challenging educational activities. Faculty and students work to maintain a setting of trust and respect in which all members act with integrity and responsibility. Together we represent a dynamic, interactive community focused on academic, artistic, athletic, social, and spiritual education.

The Sandy Spring Friends Upper School provides an academically rigorous, supportive, and accepting community character-ized by close relationships among students and faculty. Quaker testimonies guide our policies and procedures, with emphasis on recognition and respect for individuals’ perspectives and differences. Within this environment, students are able to fully explore talents and interests. They become critical thinkers through a demanding academic curriculum, enriched arts program, inclusive athletics, service opportunities, clubs, and after school social gatherings. Student leadership and decision-making are encouraged and valued. The importance of diversity is supported by vibrant international and boarding programs which pro-vide opportunities for students and faculty from a variety of cultures and backgrounds to interact both during and after school hours. Underlying all that we do in the Upper School is a commitment to the Quaker values of simplicity, equality, honesty, respect, peaceful resolution of conflict, and community involvement.

When Sandy Spring Friends School students graduate from the Upper School, they move on to higher education and the world at large as confident, responsible, and thoughtful citizens. Graduates understand their interdependence with communi-ties, both local and global, as well as with the natural environment. They are open-minded, experimental, skilled, and curious. They have an understanding of practices in simplicity, tolerance, and non-violence. From the foundation of a strong and caring community, challenging intellectual pursuits, and enriching life activities, Sandy Spring Friends School students are prepared to become fully active, contributing members of the world.

Adopted by the Upper School Faculty May 2003

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General Information

ADMINISTRATIVE STAFFThomas GibianHead of SchoolB.A. College of Wooster, OHM.B.A. Wharton School, University of PA

David HicksonAssistant Head of School for Academic InnovationB.A. Oberlin College, OHM.Ed. Arcadia University, PA

Karen CumberbatchHead of Upper SchoolB.A. Cornell University, NYM.A. University of California at Los AngelesEd.Cert. Johns Hopkins University, MD

Jerome ColeAssistant Head of US for College CounselingB.A. Catholic University, Washington, DCM.A. George Washington Univ., Washington, DC

Ben McClellanDean of StudentsB.A. Hamilton College

Frances LambrechtRegistrarB.A. University of Maryland, Baltimore County

Shinae ByhouwerUpper School Administrative AssistantB.A. Wilmington College, OH

ADMISSIONS

Yasmin McGinnisB.A., College of the Holy CrossM.A., Boston CollegeDirector of Enrollment Management

Bill MenaDirector of International and Boarding AdmissionB.A. Stony Brook University, NYM.A. Gonzaga University, WA

RESIDENTIAL STAFF

Ken FishbackDirector of the Residential Life B.A. Duke University, NCM.Ed. East Tennessee State University

UPPER SCHOOL FACULTY & STAFF, 2012-2013

Justin LeakAssistant Director of Residential LifeB.A. Pennsylvania State UniversityM.A. Lewis and Clark College, OR

Julie BorsettiResidential Staff, Upper School Arts, Community ServiceB.A. Towson University, MDM.A. University of Portland, OR

Elizabeth ChannerResidential Staff, Health Center & Athletics Admin Assist.Teaching Certificate, Univ. of the West Indies School of Ed.M.Ed. Western Carolina University, NC

Aimee FarleyResidential Staff, Middle School Social StudiesB.S. Illinois State University

Megan HooverResidential Counselor & Assist. Dir. of College CounselingB.A. Elon University, NC M.A. Ed. Catholic University, Washington, DC

Brian WilkinsonResidential Staff, TechnologyB.S. University of New HampshireM.S. Johns Hopkins University, MD

Kexin ZhangResidential Staff, Global Languages, Homestay CoordinatorB.A. Sun-yet Sen University, China

TEACHING FACULTY

Julie BorsettiArts, Community ServiceB.A. Towson University, MDM.A. University of Portland, OR

Lorraine BreedonMathematicsB.S. University of Leicester, EnglandPh.D. University of Leicester, England

Karen ByrneHistory, 11th Grade DeanB.A. American University, Washington, DCM.A. American University, Washington, DC

Scott CarnealEnglish, Department Chair, 10th Grade Dean B.A. Bowdoin College, MEEd. M. Harvard University, MA

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General Information


Aaron ChanHistory, ESLB.A. University of California at San DiegoM.Ed. George Mason University, VAM.Div. Pacific School of Religion, CA

Heather EngleMathematicsB.S. University of MassachusettsEd.M. Temple University, PA

Bruce EvansFine and Performing Arts, Department ChairB.A. Earlham College, IN

Laurel FlyerScienceB.S., Penn State University, PAM.S. Wilkes University, PA

Michele GrimmEnglish, 9th Grade ProgramB. A. Williams College, MA

Gwen HandlerFine and Performing ArtsB.F.A. George Washington University, Washington, DC

Cathy HarrisonFrenchB.A. Smith College, MAM.A. Middlebury College, VT

Tom HarrisonScience, Department ChairB.A. Bowdoin College, MEM.S. University of Maine

David HicksonAssistant Head of School for Academic Innovation, QuakerismB.A. Oberlin College, OHM.ED. Arcadia University, PA

Bob HochHistoryB.S. Frostburg University, MDM.A. Hood College, MD

David Jones ’03SpanishB.A. Bowdoin College, ME

Aldona JosephAssistant LibrarianB.A. Kenyon College, OH

David KahnEnglishB.A. Carleton College, MNM. Div. Earlham School of Religion, IN

Adam KellerScienceB.A. Earlham College, INM.A. Earlham College, IN

Hannah Kerr ’95Fine and Performing Arts, 9th Grade ProgramB.F.A. Virginia Commonwealth University

Steff Kerr ’89Mathematics, Head of the 9th Grade ProgramB.A. Wesleyan University, CT

Kathy LaughlinHistory, Department ChairB.A. University of Alberta, CanadaM.A. McGill University, CanadaM.Ed. Loyola University, MD

Lisa LodoviciAthletic Conditioning, TrainerB.S. Salisbury University, MDM.S. Towson University, MD

Barry MerrittMathematicsB.S. Florida Southern College

Josh Moffatt ’02History, 9th Grade ProgramB.A. Wheaton College, MAM.A.T. University of Maryland

Leah NiepoldSpanish, 12th Grade DeanB.A. Hamilton College, NYM.A. Middlebury College, VT

Lyn OstovFine and Performing ArtsB.F.A. Maryland Institute of ArtM.F.A. Maryland Institute of Art

Eduardo PolónSpanish, Global Languages Department ChairB.A. Western Michigan UniversityM.A. University of Maryland

Steve PowersAthletic DirectorB.A. University of Maryland

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General Information

Takisha ReeceScienceB.S. Farleigh Dickinson University, NJ

Paummi SarrazinCo-Director International Student Program, ESLB.A. Union College, NYM.A.T. School for International Training, VT

Bryan SeithMusicB.M. Westminster Choir College, NJ

Elisa ShapiroScienceB.S. University of MarylandM.S. University of Rochester, NY

Bim SchaufflerDirector of the International Program, ESL B.A. University of DelawareM.A. American University, Washington, DC

Alyssa Vain-CallahanEnglishB.A. Duke University, NC

Ariel VoorheesEnglish, Writing CenterB.A. University of PennsylvaniaM.A. Middlebury College Bread Loaf School of English, VT

Nate WhitmanMath, Outdoor EducationB.A. University of Richmond, VAM.A. St. John’s College, MD

Francis ZellPhysical EducationB.A. St. Mary’s College, MD

Kexin ZhangMandarin, Homestay Coordinator B.A. Sun Yat-sen University, China

TECHNOLOGY

Martha CunninghamDirector of TechnologyB.A. University of Maryland

Rex RileyTechnologyB.A. University of MarylandM.Ed. University of Virginia

Brian WilkinsonTechnologyB.S. University of New HampshireM.S. Johns Hopkins University, MD

STUDENT SUPPORT SERVICES

Robin BruckLearning SpecialistB.S. University of VirginiaM.Ed. Johns Hopkins University, MD

Mary K. FryRegistered Nurse and Nurse PractitionerB.S.N. Pennsylvania State UniversityM.S.N. University of Maryland

Megan HooverDorm Counselor and Assist. Dir. of College CounselingB.A. Elon University, NC M.A. Ed. Catholic University, Washington, DC

Ilene Lees, LCSW-CUpper School CounselorB.A. University of DelawareM.S.W. University of Maryland

Gail WillieRegistered NurseB.S.N. University of Maryland


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REQUIREMENTS FOR GRADUATION

To be eligible for graduation from Sandy Spring Friends School, a student must meet all of the following requirements in the Upper School:

• Successful completion of four (4) years of English, with English taken each semester. 9th grade English 10th grade English 11th and 12th – elective courses

• Successful completion of three (3) years of History, including one year of U.S. History. 9th grade Cultural Geography 10th grade Western Civilization or AP World History 11th or 12th grade – U.S. History required

• Successful completion of three (3) years of Mathematics in the Upper School. 9th grade Algebra I 9th grade Geometry 10th grade Geometry or 10th grade Algebra II 11th grade Algebra II 11th grade Mathematics elective Students must receive a grade of C- or better to advance to the next level of study in mathematics.

• Successful completion of three (3) years of Science of which one year must be a biological science and one year a physical science. Recommended sequences: 9th grade Foundations of Science 9th grade Biology 10th grade Biology or 10th grade Chemistry 11th grade Chemistry or Physics topics courses 11th, 12th grades Physics and other science electives 12th grade Science electives

• Successful completion of three (3) years in any one Global Language during high school. Student placement is made by the Global Languages Department. Permission to advance to the next level of a foreign language is not normally granted to students achieving less that a C- (70%) average, unless proof of additional satisfactory work (e.g. summer school) is submitted for validation.

• Successful completion of three (3) years of Arts, including Arts and Ideas I and II are required for graduation. Arts and Ideas is to be taken in 11th or 12th grade.

• Successful completion of at least one (1) year of other courses from the above areas or other electives, in addition to the requirements described above.

• Successful completion of one (1) semester of Quakerism or its equivalent for non-ISP students entering in the 10th – 12th grades. For students entering the Upper School in ninth grade, the Quakerism requirement is fulfilled as part of the 9th Grade Program.

• Successful completion of at least two (2) physical activities - Physical Education or Athletics - each year, in the Upper School.

General Information

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General Information

COURSE LOAD

• Each student is to carry a minimum load of six scheduling commitments (including academic classes, arts classes, and physical education requirements) each semester. It is strongly recommended that a student take five academic classes each semester.

• A student must have approval from the appropriate Department Head in order to take more than one course in the same department during the same semester.

• A student must have approval from the Head of the Upper School in order to take six or more courses in the same semester from among the following departments: English, History, Mathematics, French and Spanish, Science.

• A student must have approval from the Head of the Upper School in order to take more than three AP courses in the same school year.

COMMUNITY SERVICE REQUIREMENT

Every student at Sandy Spring Friends School is expected to perform a combination of community service to those outside the community and stewardship to the Sandy Spring Friends School community. For students entering in 9th grade, the gradu-ation requirement is at least 50 hours of community service and at least 30 hours of stewardship. Students entering after 9th grade have a reduced requirement. The community service requirement must be completed by the end of the first semester of a student’s senior year. Additional details about community service may be found in the Community Handbook. In addition, one service Intersession must be completed prior to graduation.

INTERSESSION

Intersession is a one to two-week period in the spring in which the School’s normal routine is interrupted so that all students and faculty can participate in special projects. All Upper School students are required to participate each year. Intersession projects might involve community service, physical activity, arts activity, cultural or informational trips. Costs are not included in the tuition and range from $100 to more than $1,000. Students must participate in at least one Service Intersession during their enrollment.

ACADEMIC RECORDS

For students entering Sandy Spring Friends School (SSFS) after 9th grade, course titles and credit earned, but not grades, from their previous school (s) are recorded on their SSFS transcript. An original transcript(s) from their previous school(s) is at-tached to their SSFS transcript. Copies of all high school transcripts are forwarded to transfer schools, colleges, and universi-ties.

Students may earn a maximum of two (2) credits at an accredited educational institution outside SSFS after matriculating at SSFS. An original transcript (s) of courses taken outside SSFS is attached to the student’s SSFS transcript.

The cumulative Grade Point Average (GPA) is calculated based on grades earned in courses taken at SSFS. Grades earned out-side SSFS are not calculated into the cumulative GPA.

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General Information

STUDENT SUPPORT SERVICES

CounselorsInformal counseling for a student or his or her family is available through the Upper School Counselor and the Dorm Coun-selor. A student or group of students can choose to meet with the Counselor or can be referred by a teacher, parents or the Head of Upper School. Parents are asked to contact the counselor as soon as concerns arise. A family will be contacted if their child needs to be referred to an outside professional or if there are concerns for the student’s personal safety.

Ilene Lees, Upper School CounselorMegan Hoover, Dorm Counselor

Learning SpecialistA learning specialist is available to assist both teachers and students in developing strategies to meet the individual learning styles of students. Parents are asked to contact the classroom teacher as soon as concerns arise and then notify the Learning Specialist as needed. The Learning Specialist is available to do a preliminary screening and follow-up conference with parents and faculty. To obtain additional information about a student experiencing learning difficulty, the student may be referred for testing from an outside evaluator after consultation with the parents. When intensive individual instruction is recommended, the learning specialist will work with the parent, tutor, and classroom teacher to coordinate the remediation.

Marjorie Kramer, Upper School Learning SpecialistBev DiTusa, Upper School Learning Specialist Gail Willie, School Nurse

Student Resource TeamThe Upper School Student Resource Team (SRT) meets weekly and works in an interdisciplinary manner to coordinate aca-demic and socio-emotional resources, supports, and services for students. Parents and faculty may consult with members of SRT. Specific recommendations from this group may include: suggestions for classroom strategies, accommodations, social supports, behavior modification systems, and outside professional support. Members of the SRT:• KarenCumberbatch,HeadofUpperSchool• JCole,AssistantHeadoftheUpperSchoolforCollegeCounseling• BenMcClellan.USDeanofStudents• IleneLees,UpperSchoolCounselor• MeganHoover,DormCounselor/AsstDirectorofCollegeCounseling• MarjorieKramer,USLearningSpecialist(part-time)• BevDiTusa,USLearningSpecialist(part-time)• GailWillie,SchoolNurse• SteffKerr,Directorofthe9thgradeProgram• KatyBaytosh,DirectoroftheResidentialProgram• BimSchauffler,DirectoroftheInternationalStudentProgram

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General Information

ADVISORY

Upper School advisors have numerous roles in the lives of their advisees. They are responsible for serving as student advocates, supporting their advisees in school endeavors and helping them to achieve an appropriate balance between academic and extra-curricular activities. Specifically, the advisor role includes the following: • Develop an effective mentoring relationship with advisees• Serve as liaison between the school and parents• Review and monitor advisees’ academic and social progress; including assisting students in determining appropriate courses

for upcoming semesters• Develop the advisor group as a supportive and positive experience for students• Facilitate advisory group activities developed by the Upper School Advisory Committee.• Facilitate efforts to support advisees having academic or social difficulty • Assist in coordinating efforts to best meet the needs of students, including work with the school counselor, the learning

specialist, SRT, and others• Counsel students concerning disciplinary matters• Serve as advocate for students in disciplinary processes

NINTH GRADE PROGRAM

Sandy Spring Friends School offers a rich transitional experience for ninth grade students linking the middle school years with the more intensive demands of the upper school program. The program is sensitive to the particular intellectual, social and emotional needs of 13 to 14-year olds as they enter late adolescence.

Most of the ninth grade classrooms and the ninth grade office are located in the Ninth Grade Building (Hartshorne). This cen-tral location allows the students to maintain closer contact with their teachers, their peers, and their supplies. Other classes are held in Moore Hall and in the Science Center. The academic program encourages integration across the four basic subject areas of English, history, science, and mathematics. In addition, ninth graders participate in a required seminar class that includes study of: Quakerism; interpersonal relationships; leadership & teamwork; diversity appreciation, nutrition and body image; drugs, alcohol and tobacco.

The program also includes several experiential elements – pre-school camping trip, field trips, 9th grade play in November (100% participation), community service, team building exercises and Intersession. Every aspect of the program is required and built into the ninth grade schedule. Each experiential element is an important educational growth experience and extends and enriches the core academic program. The ninth grade Intersession in recent years has traveled to the Florida Keys. It is primarily a curriculum-based trip with extensive amounts of community service.

Pre-school camping trip: There is a ninth grade camping trip that is a required part of the ninth grade program. This five-day trip occurs in late August. The trip includes hiking, canoeing and whole group activities at Catoctin Quaker Camp. There is no additional fee for this trip.

9th Grade TeamSteff Kerr Program Director, Mathematics Hannah Kerr Arts, Dance, Assistant 9th Grade Program Director Kathy Laughlin Upper School History, World Cultural Geography, ESL World History, AP US Government and Politics Takisha Reece Science Michele Grimm English Josh Moffatt History

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General Information

COLLEGE COUNSELING

In keeping with the words and spirit of the SSFS Mission Statement, the SSFS College Counseling program believes that it is especially important to “cherish the worth and dignity of each individual” during the college selection process, particularly the student, parents, and SSFS faculty and staff. By following a sensible and effective approach to college guidance and by working together, the college application process can be an exciting and rewarding time. For the student, it is one of the most signifi-cant steps toward independence and adulthood. However, for both parent and student, it can be a period of great uncertainty, anxiety, and sometimes frustration. To facilitate with the college selection process, the School uses the Family Connection , a web-based program by Naviance, to help students and families investigate, research, track, and plan for the college admission process.

College Counseling Program Goals:• To counsel and support all SSFS students as they navigate their way through the college selection process.• To create an environment in which the student, parents, and the School are working together as a team and where the

student feels empowered to play the central role in the college application process.• To follow, at all times, the Principles of Good Practice as set forth by the National Association for College Admission

Counseling (NACAC).

College Counseling Program Staff: Jerome Cole, Assistant Head for College CounselingMegan Hoover, Assistant Director of College CounselingFrances Lambrecht, Registrar and College Counseling Coordinator

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ENGLISH COURSES

Ninth Grade English is required of all 9th grade students, and Tenth Grade English is required of all 10th grade students. Courses for juniors and seniors are semester-length courses, except AP courses. English is required during each of the four years of high school.

FULL-YEAR ENGLISH COURSES

Course TitleCourse Summary

NINTH GRADE ENGLISHThe theme of ninth grade English is “unmasking identity.” Self-discovery through literature in-spires students to ask questions of themselves as they read about characters searching for who they are and what they stand for. We explore this theme through the study of different literary genres (novels, short stories, essays, drama and poetry). Group discussions are an important component of this course. We focus on developing strong paragraphs and on the process of writing and revis-ing the 5-paragraph essay, personal narratives, poetry, research papers, and play adaptations.Texts studied in the past have included: • The Bean Trees – Barbara Kingsolver• Brighton Beach Memoirs – Neil Simon• Miriam’s Song – Miriam Mathabane• Romeo and Juliet – William Shakespeare• Water for Elephants – Sara Gruen• A Long Way Gone: Memoirs of a Boy Soldier – Ishmael Beah• The Picture of Dorian Gray – Oscar Wilde• Great Expectations – Charles Dickens• Selected short stories/essays/poetry

English

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TENTH GRADE ENGLISH - FOUNDATIONS OF WESTERN CULTURE This is a course in World Literature emphasizing the archetypal characters and themes that have preoccupied writers from all cultures and historical periods up to the present. Special emphasis is given to the Bible, Greek drama and philosophy, Medieval literature, and to modern variations on the heroic, allegorical, apocalyptic, and utopian forms of the past. The reading list is chosen to complement the work being done in Western Civilization. Composition instruction is focused on the development of writing skills in exposition, interpretation, and argument.Texts studied in the past have included: • The Bible• The Epic of Gilgamesh• Three tragedies of Sophocles• Sir Gawain and the Green Knight• Hamlet - William Shakespeare• Dandelion Wine – Ray Bradbury• The Odyssey (Fagels translation)


DRAMATIC LITERATURE (AP English Literature and Composition)The class will read many of the great classic and contemporary playwrights; there will be an em-phasis on realism and tragedy early in the year, and then we will focus on playwrights who make us laugh. The curriculum may include plays by Tennessee Williams, Peter Shaffer, Anton Chek-hov, William Shakespeare, August Wilson, Paula Vogel, Edward Albee, Tarrell Alvin McCraney, Oscar Wilde, Jean Baptiste Moliere, David Mamet, Larry Shue, Eugene Ionesco, Alan Bennett, Wendy Wasserstein, A.R. Gurney, Neil Simon, Thornton Wilder, and Arthur Miller. Students will write many essays, including analytical and personal reaction papers. Drama is a creative venture; each student will write a one-act play, perform in-class scenes, and attend two or three plays and write follow-up reviews. Students should be prepared to write several critical essays, to produce creative responses and play dialogue, and to perform in-class scene work. When appropriate, we will attend professional play productions. Students will also take time to prepare for the Advanced Placement examination in English Literature given in the spring. Students who are eligible for this course should be excellent students in English and have an outstanding work ethic. Also, they will need to be recommended by their previous English teacher and the department head.

English

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English


RUSSIAN LITERATURE (AP English Literature and Composition) The first semester of this full-year course is a survey of Russian literature from the earliest sagas and folktales to the great novels of the 1800s. Second semester picks up where Russian Literature I left off - with the novels of the late 1800s. The course covers the literature of pre- and post-rev-olutionary Russia, with a focus on the “underground” literature of the 20th century. Students are expected to take both semesters of Russian Literature AP. Students will also take time throughout the year to prepare for the Advanced Placement examination in English Literature given in the spring. Students who are eligible for this course should be excellent students in English and have an outstanding work ethic. Also, they will need to be recommended by their previous English teacher and the department head. Texts include:• Collected Poems - Pushkin• A Hero of our Time - Lermontov• Diary of Madman and Other Stories - Gogol• Fathers and Sons - Turgenev• Crime and Punishment - Dostoevsky• The Sebastapol Sketches - Tolstoy• Selected Plays - Chekov• We - Zamyatin• Heart of a Dog - Bulgakov• Darkness at Noon - Koestler


ENGLISH LANGUAGE AND COMPOSITION (AP)From advertisements to traffic signs, editorials to songs, we are surrounded by arguments. The focus of this course is on those arguments, or rhetoric, at work in classic and contemporary texts. Students will learn to recognize the variety of rhetorical modes and persuasive strategies used in visual and language-based texts, to evaluate the effectiveness of these rhetorical moves, and to master and employ those strategies in their own writing.

This course’s expectations, pace, and subject matter are equivalent to a first-year college composi-tion class, and students will be expected to take the College Board’s Advanced Placement test in English Language and Composition in May. Students considering this course should be prepared for frequent and challenging reading and writing assignments, independent reading and research projects, and focused work in refining elements of writing such as organization, clarity, style, and mechanics. Students who are eligible for this course should be excellent students in English and have an outstanding work ethic. Also, they will need to be recommended by their previous Eng-lish teacher and the department head.

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1ST SEMESTER ENGLISH COURSES: GRADES 11 AND 12


CRITICAL WRITING IThe purpose of this course is to teach students how to write expository prose, to read and ana-lyze critically, and to think constructively. In addition, expository prose conveys information and explains things to the reader; it is the kind of prose needed for papers and essay examinations throughout high school and beyond. The course emphasizes and develops skills in critical read-ing and academic writing as preparation for college-level composition. In addition, the course explores the relationship between reading and the writing process, distinguishing between revising and editing, and making appropriate grammar choices.


PSYCHOLOGY AND LITERATUREIn this course, students will study excerpts from major psychologists and theorists and apply psy-chological theories to classic works of literature. Students will begin with a brief study of Sigmund Freud before tackling more modern theorists. Students will study novels, short stories, and a select number of films. Authors may include Sigmund Freud, B.F. Skinner, William Shakespeare, Edgar Allen Poe, and J.D. Salinger. The psychological texts in the course are challenging, and students should be prepared to tackle difficult primary source material. The course will include frequent theory quizzes and daily class discussion. Students will also write many essays, including in-class reaction papers, research papers, and analytical papers.


BANNED BOOKSAt the same time that J.K. Rowling’s Harry Potter series was breaking sales records and boost-ing readership, copies were removed from the shelves of libraries around the world amid claims that Rowling promoted heathenism and witchcraft. Why do certain books become the focus of so much controversy? This course will examine books that have been banned or censored and the cultural currents that prompted such a reaction. Potential examples include 1984, A Clock-work Orange, The Catcher in the Rye, The Color Purple, and The Jungle. We’ll also explore the First Amendment and the politics of literature. And yes, we’ll return to Harry Potter and other beloved books that have generated controversy throughout the years.


COMEDY AND HUMORThis course will focus on the comic’s perspective by tracing the evolution of the humorous voice from Greek plays to more contemporary novels such as Mark Haddon’s The Curious Incident of the Dog in the Night-Time. We hope to better our understanding of the human condition and culture by reading comic works. The students will read short stories, novels, plays, autobiographies, letters, diaries, memoirs, and journals. The author list may include Haven Kimmel, Elizabeth Warner, Dave Barry, Wendy Wasserstein, Neil Simon, David Sedaris, and Larry Shue. Students will write many essays, including analytical and personal reflection papers. There will also be an opportunity to write a humorous short story or essay.

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AMERICAN LITERATURE IAmerican Literature I is a survey course in American literature, covering the earliest Puritan writ-ings up through the Age of Romanticism in the mid-1800s. The course will look at the Puritan beginnings of American literature and the influences Puritanism still holds, the Age of Reason in the 1700s and how that age was reflected in the literature of the time, and finally the development of Romanticism and the early 1800s. Texts include:• The Scarlet Letter – Nathaniel Hawthorne• Leaves of Grass – Walt Whitman• Huckleberry Finn – Mark Twain• Copious handouts


NATIVE AMERICAN LITERATUREThis course will look at texts from a few Native American writers. To think that we can get a clear picture of native traditions, values, and practices based on these few texts would be presumptious, but we will try to get a start. We will look at some origin myths, autobiography, poetry, and es-says from the hands (and voices) of Native American writers. Texts will probably include:• Diné Bahane’, the Navajo creation story, selections• The Way to Rainy Mountain - N. Scott Momaday• Storyteller - Leslie Marmon Silko• Indian Killer - Sherman Alexie• Selected poetry handouts

2ND SEMESTER ENGLISH COURSES: GRADES 11 AND 12


CRITICAL WRITING IICritical Writing II is a continuation of Critical Writing I. The course teaches students how to write expository prose, to read and analyze critically, and to think constructively. Expository prose also conveys information and explains things to the reader; it is the kind of prose needed for papers and essay examinations throughout high school and beyond. The course emphasizes and develops skills in critical reading and academic writing in preparation for college-level composi-tion. In addition, the course explores the relationship between reading and the writing process, distinguishing between revising and editing, and making appropriate grammar choices. Students will continue to be assigned a variety of formal and informal writing assignments throughout the remainder of the year. Grammar and writing conventions will be highly important; students will also explore the ideas and creativity expressed in various samples of literature. Students should be ready to try different forms of writing.


LITERATURE AND FILMIn this course, students will extend the study of psychological theory to tackle additional works of literature and film. Students will begin with a brief introduction to several classical and modern theorists before tackling the course literature. Students will also view films from lauded direc-tors such as Alfred Hitchcock. The course will require students to view one film every one or two weeks, and may require evening viewing outside of class time. The theoretical works in the course are challenging, and students should be prepared to tackle difficult primary source material. Stu-dents will write frequent short and longer papers, including film reviews, analytical papers, and a research paper.

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VISUAL TEXTSEven before the Roman poet Horace wrote “as is painting, so is poetry” in 13 BCE, the worlds of literature and the visual arts have conversed and collaborated with one another. In this course, we will investigate the areas of intersection between literature and visual art. This includes fiction and poetry inspired by art, artwork that responds to literature, graphic novels and illustrated texts, and visual rhetorical arguments. Students will enhance their critical analysis skills in both linguistic and visual modes through interpretive class discussion, presentations, and writing assignments. Possible texts include: Girl with a Pearl Earring, Maus, American Born Chinese, a wealth of short stories and poetry, and classic and contemporary advertisements. This course is recommended for students who are enrolled in Arts and Ideas or who have a particular passion for art.


SATIREThis course will focus on the satirist’s perspective. We will trace the evolution of satire and social commentary from classic Greek philosophers up to more contemporary novels such as John Irving’s The World According to Garp. We hope to gain a better understanding of the human as a social and political animal. Many essays, poems, short stories, and novels will be studied. The reading list may include Mark Twain, Aristophanes, Joseph Heller, Shakespeare, and George Or-well. Furthermore, we will be studying contemporary satire as revealed in the media (The Onion and “The Colbert Report”). Students will write many essays, including analytical and personal reaction papers. Furthermore, there will be an opportunity to write a satirical short story, play, or essay.


AMERICAN LITERATURE IIAmerican Literature II will begin with the Romanticism of the mid-1800s and investigate “what happened?” to that idealistic outlook. We will look at the realism of the late 19th century, and investigate closely the literature of the 20th century. Alienation and estrangement are two themes we will look at most closely. Texts include: • The Blue Hotel and Other Stories – Stephen Crane• Winesburg, Ohio – Sherwood Anderson• The Great Gatsby – F. Scott Fitzgerald• Their Eyes Were Watching God – Zora Neale Hurston• Poetry handouts


LITERATURE OF THE AMERICAN WESTFrom the beginning of American history, settlers and the already-settled have had in their minds a picture of “the West” that has helped to define America and Americans in general. We will look at some texts that helped to create this picture, and that has, in many ways, come to represent “America” to many others around the globe. Texts include:• The Last of the Mohicans -James F. Cooper• All the Pretty Horses - Cormac McCarthy• The Ox-bow Incident - W. V. T. Clark• A dime novel• Others to be announced

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ESL ENGLISH COURSES OFFERED EACH SEMESTER


ENGLISH AS A SECOND LANGUAGEThis course is an integrated-skills course focusing on listening, speaking, reading, and writing at the novice-high to intermediate-low level. The class emphasizes grammar and vocabulary devel-opment as well as writing at the sentence-to-paragraph level. Students also work extensively on the organization and delivery of basic oral presentations. The class involves short reading and summary exercises and TOEFL/SAT I practice activities. Students attending this course will move on to either Intermediate Academic English or Composition and Literature depending on their overall proficiency level when they complete the course.


INTERMEDIATE ACADEMIC ENGLISH (ESL)This course is an integrated-skills course focusing on listening, speaking, reading and writing at the intermediate-mid to intermediate-high level. The class emphasizes complex grammar and higher-level vocabulary development as well as writing at the paragraph level. This class also introduces basic essay formats and composition strategies. Students also work extensively on the organization and delivery of formal oral presentations. The class also involves reading, note taking and summary exercises as well as TOEFL/SAT I practice activities. The class is for students that have a good command of basic English skills, but need further work on grammar and complex sentence structures as well as the reading and composition skills introduced in English as a Sec-ond Language.


COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare high-intermediate to advanced level ESL students either for mainstream academic courses at Sandy Spring Friends School, or, in the case of seniors, for mainstream academic courses at American colleges and universities. The class focuses on paragraph development skills and formal composition with a focus on the writing pro-cess. The students will also be exposed to both contemporary literature and exposé. The course seeks to develop students’ ability to read, analyze, and share, both in writing and orally, their perceptions of the works read. Students mastering this course are eligible to enroll in non-ESL English and History courses.


ADVANCED COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare advanced level ESL students either for mainstream academic courses at Sandy Spring Friends School, or, in the case of seniors, for mainstream academic courses at American colleges and universities. The class continues the development of formal composition with a focus on the writing process. The students will also be exposed both to contemporary American literature and exposé. The course seeks to develop students’ ability to read, analyze, and share, both in writing and orally, their perceptions of the works read. Students who successfully complete this course will enroll in non-ESL English and History courses.

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INTERNATIONAL (POST-ESL) COURSES


Prerequisite: Completion of Composition and Lit-erature (teacher recom-mendation required) or Advanced Composition and Literature

EXPOSITORY WRITING IThis writing course is designed to develop analytical and writing skills and is reserved for students who have completed Composition and Literature (teacher recommendation required) or Ad-vanced Composition and Literature. Students read and analyze complex texts. They also focus on deepening their writing processes with particular attention to the first and final steps. They learn various methods for exploring ideas in the pre-writing step, and they continue to develop deep revision skills and careful attention to editing. Students will write often in various forms, from analytical to narrative. Self-editing, teacher editing, peer editing and conferencing will play a large role in this class. Students will be assigned a variety of writing assignments, both formally and in-formally, throughout the year. There will be times when grammar and conventions will be highly important; at other times the ideas and creativity expressed in a piece will be emphasized.


Prerequisite: Completion of Composition and Lit-erature (teacher recom-mendation required) or Advanced Composition and Literature

EXPOSITORY WRITING IIThis writing course is a continuation of Expository Writing I in that the course is designed to develop analytical and writing skills and is reserved for students who have completed Composi-tion and Literature (teacher recommendation is required) or Advanced Composition and Litera-ture. Students do not need to take Expository Writing I to enroll in this course. Students read and analyze complex texts. They also focus on deepening their writing processes with particular atten-tion to the first and final steps. They learn various methods for exploring ideas in the pre-writing step, and they continue to develop deep revision skills and careful attention to editing. Students will write often in various forms, from analytical to narrative. Self-editing, teacher editing, peer editing and conferencing will play a large role in this class. Students will continue to be assigned a variety of writing assignments, both formally and informally, throughout the year. Subsequently, students will continue to analyze and synthesize what they have read, focusing on the language used and other literary devices, cultivating a stockpile of ideas to use in their own writing.

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HISTORY COURSES

Ninth grade students are required to take Cultural Geography, and 10th grade students are required to take Western Civiliza-tion or AP World History. All students must take American History, or AP American History, for graduation. Juniors and seniors may choose from a range of additional semester and year-long courses. Upper-level elective courses are not necessarily offered every year.

FULL-YEAR HISTORY COURSES: GRADES 9 and 10


CULTURAL GEOGRAPHYWorld Cultural Geography will cover the fundamental skills and tools of geography and apply them to the study of the regions of the world. Students will learn to find and identify locations on maps, understand and identify components of culture, and study history to understand the cause of today’s current events. Each unit will focus on a specific region and explore its physical and cultural geography. Students will acquire the skills to effectively analyze resources, conduct research, and communicate ideas and information through written and oral arguments.


WESTERN CIVILIZATIONAll sophomores, except students selected to take AP World History, take Western Civilization, a full-year course designed to acquaint them with the most important concepts, characters and cultural events from early Mesopotamian societies to Italian Renaissance and the Reformation. Emphasis is put on acquiring appropriate vocabulary, perfecting essay writing and getting a good grasp of each geographic area. Each student composes a myth using Jung’s Path of the Hero as a thematic guideline.

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WORLD HISTORY (AP)AP World History emphasizes the evolution of global processes and contacts, in interaction with different types of human societies. The course builds on an understanding of cultural, institution-al, and technological precedents that, along with geography, focuses primarily on the past thou-sand years of the global experience. This course highlights the nature of change and continuity in international frameworks, their causes and consequences. Students use critical-thinking skills to demonstrate an understanding of major ideas, eras, themes, developments, and turning points in world history. The course emphasizes and develops close reading, writing, and research skills that are necessary for success in the class. This class is only open to sophomores and replaces the Western Civilization requirement.

FULL YEAR HISTORY COURSES: GRADES 11 and 12


AMERICAN HISTORY AND GOVERNMENT SURVEYThis is a full-year course that fulfills the graduation requirement. It traces the history and gov-ernment of the United States from Columbus to the first Gulf War, and the development of the American Government system from its English origins to present-day governmental problems. Social, cultural and political history will all be discussed in the course. This course is designed to prepare students for the American History Achievement test. Not open to students who have credit for American History AP.


Prerequisite: Students must earn at least a B+ average for the year in Western Civilization or AP World History. The History Department Chair has final determi-nation of all placements.

AMERICAN HISTORY (AP)This is a full-year course that fulfills the graduation requirement and is designed to prepare students for the Advanced Placement examination given in May. It traces the history and govern-ment of the United States from Columbus to the present and the development of the American Government system from its English origins to present-day governmental problems. Social, cul-tural and political history will be discussed in this course. Students who are eligible for this course should be excellent students in history, have an outstanding work ethic, do well on standardized tests, or be recommended by their previous history teacher. Students unable to keep up with the workload may be moved into the regular class. Not open to students who have credit for U.S. History and Government.Note: In order to be admitted to Advanced Placement United States History a student must successfully satisfy the following expectations. Students must earn at least a B+ average for the year in Western Civi-lization or AP World History. Students must have an established pattern of completing work on time. In addition, students must demonstrate that they are consistently prepared for class by arriving on time and bringing the expected materials (notebook, pencil, readings, etc.) and conducting themselves with a degree of professionalism. The History Department Chair has final determination of all placements.

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ISLAMIC STUDIES (Politics and Religion of the Middle East)This full-year course will survey the strategically important region of the Middle East in the con-text of history, religion, culture, geography, politics, and contemporary issues. We will begin with a brief examination of Middle East history, from pre-Islamic Arabia, through the rise and spread of Islam, and the glories of the scientific and philosophical achievements of the Golden Age. The course will then focus on the region since the discovery of oil, and the role that has played in con-temporary history. Issues such as pan-nationalism, the Arab-Israeli conflict, 9/11 and the wars in Iraq and Afghanistan, religious extremism, the politics and economics of oil, U.S. foreign policy, and issues of democratization and human rights, particularly in light of the Arab Spring, will be studied. Arabic language will also be infused into the course where relevant and necessary, and outside speakers and field trips will be included. Finally, there is the possibility of intersession or summer travel to the Middle East associated with the course.


U.S. GOVERNMENT AND POLITICS (AP) The Advanced Placement Government and Politics class is a comprehensive survey of the form, function and philosophy of the government institutions and political parties of the United States. Students will study the political philosophies and physical structure of the Federal government as articulated in the Constitution. This will be applied to understanding the contemporary political process, current and historical issues, and the behavior and consequences of developing public policies within this framework. The impact of political parties, mass media and interest groups on political behavior will also be assessed to determine their influence on the legislative and govern-ing process. Preference will be given to students that have successfully completed Advanced Place-ment U.S. History or U.S. History and Government.

1st SEMESTER HISTORY COURSES: GRADES 11 and 12


Prerequisite: Successful completion of American History

NATIVE AMERICAN HISTORYThis is a one-semester course that will examine the history and culture of the Native American people of North America and South America. It will cover the pre-Columbian period up to the present day. Students must have completed American History before taking this course. The class will follow the Five Hundred Nations concept and geographic clusters. Traditions, creation myths, gender roles, art and language groups will be among the cultural topics covered. Tribal interactions, interaction with the European settlers, western movement, removal and reserva-tion systems will be among the historical topics covered. There will be a standard print text and the traditional classroom lecture and discussion. A research project will be required. The class is designed as a history elective for seniors.


IMPERIAL RUSSIAN HISTORYThis course will discuss the history of Russia from the fall of Ivan the Terrible to the Communist Revolution. (This is 300 years of the Romanov family.) Political, cultural and social issues will be covered. Peter the Great, the Decembrist Movement, the Liberator Czar, Nicholas II and the fall of the monarchy are among the topics covered in this course. A research paper is required.

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2nd SEMESTER HISTORY COURSES: GRADES 11 and 12


Prerequisite: Successful completion of American History

HISTORY AND CINEMAThis course will examine the complex and often troubling relationship between American history and film. Students must have completed American History before taking this course. Movies are also powerful “shapers” of the way we imagine history by their portrayal of historical events – do they always tell the truth? Movies such as Amistad, Aguirre, Wrath of God, Last of the Mohicans, Citizen Kane, Birth of a Nation, Thirteen Days and We Were Soldiers will be examined in order to attempt to frame a way of approaching such movies and the difficult questions they raise, such as race, gender issues, stereotypes and war.


SOVIET AND MODERN RUSSIAN HISTORYThis course will follow the rise and fall of the Soviet Union from the October Revolution to the election of Boris Yeltsin. Lenin, Stalin and the Cold War will be discussed. Détente, Gorbachev and the failure of communism and the rise of the modern Russian state will make up the final part of this class.

ESL HISTORY COURSES OFFERED EACH SEMESTER


ESL U.S. HISTORYThis course focuses on both the content of U.S. History from the Colonial period through the Second World War and the English language structures and functions related to the study of his-tory. Special emphasis is placed on the history of the United States as it relates to the cultures of students represented in the class. In addition to the various periods of American history covered, students will develop reading strategies as well as basic research, note-taking, and writing skills necessary for work in subsequent non-ESL history classes.


ESL WORLD HISTORYThis course focuses on both the content of world history including the study of European, Middle Eastern and Asian civilizations and the English language structures and functions related to the study of history. In addition to the various great civilizations covered, students will develop vocabulary and reading strategies as well as basic research, note-taking and writing skills necessary for work in subsequent non-ESL history classes.

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MATHEMATICS COURSES

Students are required to take three years of mathematics while in the Upper School. We strongly encourage, but do not require, a fourth year of mathematics. A student’s math sequence will build on the courses taken prior to 9th grade (and as determined by placement testing, the recommendation of the Middle School mathematics teacher, and prerequisites indicated below), following the sequence of Algebra I, Geometry, and Algebra II. After Algebra II, students may choose to take Pre-Calculus, followed by Advanced Placement (AP) Calculus AB or Advanced Placement (AP) Statistics. Alternatively, students may take Fi-nance and/or Probability and Statistics, followed, if desired, by Pre-Calculus or AP Statistics. Calculus BC will be offered in the fall, and Multivariable Calculus will be offered in the spring for students who complete AP Calculus AB in their junior year.

FULL-YEAR MATHEMATICS COURSES Course TitleCourse Summary

Prerequisite: Successful completion of a pre-Algebra course which covers formulas for perimeter, area and volume, units of measurement, the concept of a variable, order of opera-tions, scientific notation, solving simple equations and proportions, graphing in the coordinate plane and problem solving skills.

ALGEBRA I The primary goal of Algebra I is to master the linear function: graphing lines and solving linear equations. In reaching this goal, students acquire skills in simplify-ing algebraic expressions, using formulas, and problem solving. Students are given a foundation for more advanced work in mathematics by learning how to perform basic operations on polynomials and doing some elementary probability and statistics. Required: A scientific calculator required; TI-84 Plus graphing calculator is recom-mended. Prerequisite: Mastery of operations with decimals, fractions, percents, and signed numbers. Successful completion of a pre-Algebra course which covers formulas for perimeter, area and volume, units of measurement, the concept of a variable, order of operations, scientific notation, solving simple equations and proportions, graphing in the coordinate plane and problem solving skills.

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Prerequisite: A grade of C+ or higher in Algebra I and permission of the Mathematics Department.

GEOMETRY AStudents will study the following topics: perpendicular and parallel lines and planes, angles, triangles, quadrilaterals, polygons, circles, geometric solids and coordinate geometry in two and three dimensions. Students will review finding area, surface area, volume and the Pythagorean Theorem. The relationships of congruence and similar-ity will be studied extensively. Formal deductive proofs of geometric theorems are discussed but with less emphasis than in Geometry B. Algebra will be integrated into the homework problems as a preparation for Algebra II. Required: A scientific calculator required; TI-84 Plus graphing calculator is recom-mended.


Prerequisite: A grade of B or higher in Algebra I and permission of the Mathematics Department.

GEOMETRY BStudents will study the following topics: perpendicular and parallel lines and planes, angles, triangles, quadrilaterals, polygons, circles, geometric solids and coordinate geometry in two and three dimensions. Students will review finding area, surface area, volume and the Pythagorean Theorem. The relationships of congruence and similarity will be studied extensively. Students will be required to write formal deductive proofs of geometric theorems. Algebra will be integrated into the homework problems as a preparation for Algebra II and Pre-Calculus. Required: A scientific calculator required; TI-84 Plus graphing calculator is recom-mended.


Prerequisite: a passing grade in Geometry A or B, and permission of the Mathematics Department.

ALGEBRA IIAlgebra II continues and solidifies the topics introduced in Algebra I. In addition, the following topics will be studied: direct and inverse variation, linear equations and systems, quadratics, exponential, logarithmic, polynomial, and rational functions, and matrices.Required: TI-84 Plus graphing calculator.


Prerequisite: A grade of A- or higher in Algebra I or a grade of B or higher in Advanced Algebra I, a grade of B or higher in Geometry B, and per-mission of the Mathematics Depart-ment.

ALGEBRA II/TRIGONOMETRYThe Algebra II/Trigonometry course will cover all the topics of the Algebra II course as well as several areas of Trigonometry, including right triangle trigonometry, laws of sines and cosines, graphing, and periodic motion. This course is intended to be a rigorous and comprehensive study of Algebra II and its related topics. Required: TI-84 Plus graphing calculator is required.

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Prerequisite: A grade of B- or bet-ter in Algebra II/Trigonometry or a grade of 85% or better in Algebra II or a grade of A- or better in Math Topics and permission of the Math-ematics Department.

PRE-CALCULUSThis course includes the study of polynomial, rational, exponential, logarithmic, and trigonometric functions and their use as mathematical models. Transformation of functions is a major focus of this course. Other topics include writing proofs for trigonometric identities and complex numbers. If time permits, additional topics such as sequences and series, probability and matrices will be studied. Required: TI-84 Plus graphing calculator is required.


Prerequisite: A grade of B+ or better in Algebra II/Trigonometry and permis-sion of the Mathematics Department.

ADVANCED PRE-CALCULUSThis course includes the study of polynomial, rational, exponential, logarithmic, and trigonometric functions and their graphs. Other topics include the study of trigono-metric identities, vectors, polar coordinates, sequences, series, and limits. This course is intended to be a rigorous and comprehensive study of Pre-Calculus and prepares students for Advanced Placement Calculus.


Prerequisite: B- grade in Pre-Calculus or advanced Pre-Calculus and teacher recommendation.

CALCULUS This is a one year, non-AP Calculus course that covers approximately 70% of an AP AB curriculum. The course focuses on applications of the first and second derivatives with applications in biology, social sciences and economics using a graphical ap-proach. A one-semester college textbook has been chosen for this two-semester high school course, along with a reading book to be chosen for class discussion on concepts and the development of Calculus. Students will review fundamentals of equations and function and conceptual limits in the first quarter; differentiation in the second quar-ter; anti-differentiation and differential equations in the third quarter; and integral Calculus in the fourth quarter. Required: TI-84 or TI-85 calculator


Prerequisite: A grade of A- or better in Pre-Calculus and permission of the Mathematics Department.

CALCULUS AB (AP)This course follows the Advanced Placement (AP) Calculus AB syllabus: a study of limits, differentiation and integration of polynomial, exponential, logarithmic, and trigonometric functions, and their application to maxima-minima problems, related rates, and calculating areas and volumes. Students completing this course will be expected to take the AP Calculus AB examination. Required: TI-84 Plus graphing calculator.


Prerequisite: A grade of B+ or better in Advanced Pre-Calculus and per-mission of the Mathematics Depart-ment.

CALCULUS BC (AP)This course follows the Advanced Placement Calculus BC syllabus: a study of lim-its, differentiation and integration of polynomial, exponential, logarithmic, and trigonometric functions, and their application to maxima-minima problems, related rates, calculating areas and volumes, techniques of integration, indeterminate forms, improper integrals, infinite series, parametric equations, polar coordinates, and their applications. This course covers the same concepts as the AP Calculus AB and the semester Calculus BC courses, but in a single school year. Students completing this course will be expected to take the AP Calculus BC examination.

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Prerequisite: A grade of B or better in Calculus AB (AP) and permission of the Mathematics Department

CALCULUS BC and MULTIVARIABLE TOPICSThis course builds upon the material learned in Advanced Placement (AP) Calculus AB. The students will learn the remaining material in the AP Calculus BC curriculum, which includes techniques of integration, indeterminate forms, improper integrals, infinite series, and the calculus of parametric, polar, and vector functions. Additional topics may include surfaces in three dimensions, partial differentiation, and multiple integrals. Students completing this course will be expected to take the AP Calculus BC examination.


Prerequisite: A grade of B or better in Finance or Probability and Statis-tics OR a grade of B- or better in Pre-Calculus. A grade of C or better in the student’s most recent English course and permission of the math department. Additionally, ISP stu-dents who sign up for AP Statistics must be in mainstream English and must have the recommendation of the ISP program head.

STATISTICS (AP)This course is a non-Calculus-based introductory course in statistics. Students plan-ning collegiate studies in the physical or social sciences should consider taking this course. The course focuses on four conceptual themes: exploring data, planning a study, anticipating patterns, and inference. Students will also be introduced to selected topics in discrete mathematics. Students who take this course will be expected to take the Advanced Placement Statistics examination. Required: TI-84 Plus graphing calculator.

1ST SEMESTER MATHEMATICS COURSES


FINANCEThis course is an introduction to financial planning and management. Topics include savings and investment, loans and mortgages, taxes, insurance, and credit manage-ment with emphasis on practical applications. Financial decision-making will be highlighted via projects exploring the concepts introduced in class.

2ND SEMESTER MATHEMATICS COURSES


PROBABILITY AND STATISTICSThis course is an introduction to the concepts and methods of statistics and prob-ability for students who want to continue their study of mathematics, but not at the Advanced Placement level. Topics include data analysis, correlation and regression, sampling, confidence intervals, the Law of Large Numbers, gambler’s fallacy, and the Central Limit Theorem.

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SCIENCE COURSES

Three years of science are required for graduation, at least one year of which must be a physical science and one year a biologi-cal science. A fourth year of science is recommended, particularly for students considering selective colleges and/or a college major in science, engineering, medicine, or related fields. Many science courses have mathematics prerequisites, and some have science prerequisites as well.

FULL-YEAR SCIENCE COURSES


BIOLOGYThis course covers learning and the brain, neuro-anatomy, methods of biology, chem-istry of life, cell structure and processes, energetics, genetics, DNA science, molecular biology, botany, evolution, organism diversity and ecological relationships. Students develop observational and analytical skills through regular inquiry. Students use biotechnology and other modern methods to investigate problems in Biology. Stu-dents have the opportunity to conduct several long-term projects or research studies throughout the year. This course meets the biological science requirement.

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Prerequisites: Open to Juniors and Seniors who have successfully com-pleted both Biology and Chemistry.

ADVANCED BIOLOGY: Anatomy and PhysiologyThe Advanced Biology course is an investigation into the anatomy and physiology of the human body, with an emphasis on homeostasis. Students conduct a variety of laboratory investigations into the organization of the human body, the cell and molecular basis of life, and the structure and function of each of the body systems. Laboratory work includes a few dissections, including the sheep brain, the pig heart, the cow eye, and either a cat or fetal pig. This course meets the biological science requirement.


Prerequisite: A grade of B in Algebra I or concurrent enrollment in Algebra II.

CHEMISTRYChemistry includes studies of the atom, elements, compounds, and theories explain-ing their behavior. After studying the foundational aspects of Chemistry, investiga-tion of various topics of Chemistry is undertaken, such as Kinetics, Equilibrium and Acids and Bases. Laboratory work is an integral part of the course. This course meets the physical science requirement.


Prerequisites: Successful completion of both Biology and Chemistry, or permission of instructor.

ENVIRONMENTAL SCIENCE (AP)This Junior/Senior level course is designed to be the equivalent of a one-semester introductory college course in environmental science. The goals of this course are to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world; to identify and analyze both natural and human-made environmental problems; and to examine alternative solutions for resolving and/or preventing them. This rigorous course involves class-room instruction as well as laboratory and field investigation and an independent project. This course meets the biological science requirement.


Prerequisites: Successful completion of Chemistry, Algebra II (current enroll-ment in Pre-Calculus preferred), or the permission of the instructor.

ADVANCED CHEMISTRY (AP)This course is an advanced level Chemistry course with the purpose of preparing students for taking the AP Chemistry examination. As such, the course is fast-paced and challenging, covering material covered in the first year Chemistry course (but in greater depth, and with more mathematical sophistication), as well as material not covered in the first year. In addition to regular class days and labs, there are four required AP Lab Saturdays during the year, where the class meets for three hours during the day and does experiments. The course will be offered if there is sufficient demand. This course meets the physical science requirement.

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Prerequisite/co-requisite: Pre-Calculus.

PHYSICSThis conceptually and mathematically rigorous course focuses on the fundamentals of classical mechanics, electromagnetism, optics, and light. Students will study motion, forces, projectile motion, energy, and momentum in the fall term. The spring term focuses on rotational motion, gravitation, electricity and magnetism, light and optics. Physics is an appropriate course for those with strong problem-solving skills and a comfort with trigonometry, formulating algebraic expressions and solving for un-knowns. The class also involves precision writing of explanations of physical phenom-ena. Laboratory activities, demonstrations, word problems, and short essay writing are integral parts of the class. Before taking this class students must either know basic trigonometry, or be willing to do the extra work to learn it in the first few weeks of school. This course meets the physical science requirement.


CONCEPTUAL PHYSICSThis course focuses on physical science in a broad sense by undertaking a series of projects in basic physics (e.g. rockets and propulsion systems) and engineering (struc-tures and bridge building). The curriculum is heavily oriented toward a series of labs or projects supplemented by lecture, discussion, and reference work. The goal of the class is to provide students with a firm conceptual foundation in scientific processes and content and is a preparation for any higher-level classes in the Science Depart-ment. Conceptual Physics is not open to students who have received credit for Phys-ics. This course meets the physical science requirement.


Prerequisite/co-requisite: AP Calculus AB.

AP PHYSICSThis conceptually and mathematically rigorous course focuses on the fundamentals of classical mechanics, and as a one-year course, will prepare students for the AP Physics C Mechanics test. Students will study motion, forces, projectile motion, energy, mo-mentum, rotational motion, gravitation and oscillation and waves. AP Physics is an appropriate course for those students with strong problem solving skills and at least concurrent enrollment in AP Calculus AB or higher. The class also involves precision writing of explanations of physical phenomena. Laboratory activities, demonstra-tions, word problems, and short essay writing are integral parts of the class. This course meets the physical science requirement.


Prerequisites: Successful completion or co-enrollment in three years of Upper School science that must include a Biology, Chemistry, and Physics class (Conceptual Physics or AP Physics) with a grade of at least B in the most recent course and/or approval of the Science Department.

ADVANCED PROJECTS IN SCIENCE AND ENGINEERINGThis is a largely self-directed and interdisciplinary class aimed at teaching students the skills necessary to successfully complete a project for a national science fair or competition, while giving them time and access to work on their chosen project. The class would introduce students to system level project design, teach them the skills required to manage a project, including time management, budgeting, and task delegation. The class would also teach specific skills useful in these projects, such as CAD, Intro Level Programming, and presentation design. The class would be aimed at upperclassmen interested in completing projects. Grading would be based on successfully meeting class and project requirements, on successfully completing the chosen project, and on competing in a local, state, or national competition.

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1ST SEMESTER SCIENCE COURSES


BIOETHICSThis semester-long course explores a wide range of topics related to ethical issues in medical sciences and technology. Topics may include cloning, genetic screening, organ transplantation, new reproductive technologies, The Human Genome Project, gene therapy, fetal tissue transplantation, AIDS, euthanasia, health care issues and en-vironmental issues. Students have input into which particular topics are considered. Course curricula may include case studies, debate, panel discussions, writing position papers, role-play, journal writing and student-led seminars. This science elective is open to students in grades 11-12.


Prerequisites: Completion of 1 full year of Upper School science, and either completion of or concurrently enrolled in Geometry.

PHYSICAL GEOLOGY IThis course is the first semester of a year-long sequence. It is recommended that students take the two semesters in the same year, but this semester may be taken in the fall of one year, and then the second semester taken in the spring of the follow-ing academic year. Students will study the origin of the Earth and basic Chemistry (structure of the atom, elements and crystal lattice). This followed by detailed study of minerals and rocks (igneous, sedimentary, and metamorphic) at the microscopic, hand sample and outcrop scales, and their petrogenesis. Physical Geology I and Physical Geology II together meet the physical science requirement.

2ND SEMESTER SCIENCE COURSES


Prerequisites: Successful completion of Physical Geology I and another full year of Upper School science, and either completion of or concurrently enrolled in Geometry.

PHYSICAL GEOLOGY IIThis course is the second semester of a year-long sequence. It is recommended that students take the two semesters in the same year. Students will study surface processes and geomorphology (landforms), groundwater, rivers, wind, glaciations and seismol-ogy (earthquakes) in the third quarter. Students will study the topics in astronomy in the fourth quarter, including the origin and composition of our solar system, meth-ods in observational astronomy, and various theories about the origin of the Uni-verse. Physical Geology I and Physical Geology II together meet the physical science requirement.

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1ST SEMESTER ESL SCIENCE COURSE


ESL SCIENCE IThis course focuses on both the content of physical and biological sciences and the English language structures and functions related to the study of science. Science concepts and relationships serve as a vehicle for students to learn the language of observation, identification, description, definition, and experimental investigation. Through scientific inquiry, students learn the language of classification, comparison, measurement, inference, and hypothesizing necessary for work in subsequent non-ESL science classes. ESL Science I and ESL Science II together meet the biological science requirement.

2ND SEMESTER ESL SCIENCE COURSE


ESL SCIENCE IIThis course is a continuation of ESL Science I. ESL Science I and ESL Science II together meet the biological science requirement.

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GLOBAL LANGUAGE COURSES

Students are required to take at least three years (levels) of the same global language throughout high school for graduation. Where applicable, typically students enter the language sequence in 9th grade at the level indicated by middle school instruc-tion, placement testing and interviews, as well as the recommendation of the middle school teacher. Students must dem-onstrate a minimum satisfactory proficiency (C- or better) in order to advance to the next level course. The global language requirement is waived for ESL students. All global language courses are year-long courses.


FIRST YEAR GLOBAL LANGUAGE: Chinese (Mandarin), French or SpanishThe first year course provides an introduction to the basics of grammar and vocabu-lary, with an emphasis on developing proficiency in speaking and listening as well as reading and writing. Activities include: simple conversations, compositions, games, interviews, oral presentations and skits. Students develop cultural awareness through authentic materials, including video and audio recordings, as well as websites, maga-zines and newspapers.


SECOND YEAR GLOBAL LANGUAGE: Chinese (Mandarin), French or SpanishThe second level continues to expand upon grammatical concepts and build vocabu-lary and develop communicative skills via approaches similar to those used at the first level. The student should develop greater competence in listening and speaking skills through increased exposure to and involvement in everyday situations in the language. Additionally, students acquire increased proficiency in reading by the study of un-complicated but challenging texts. They also work on developing writing skills in the language by completion of various writing (and occasionally translation) assignments.

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THIRD YEAR GLOBAL LANGUAGE: French or SpanishLevel III combines a review of essential grammatical structures, especially verb tenses, with an introduction to the finer points of the language. Reading matter is more so-phisticated and may include short stories, novellas, essays, and articles. These provide the basis for class discussion and conversation in the target language. More fluent expression is encouraged through discussion, debate, assigned composition topics, and comparison of resulting texts.


FOURTH YEAR GLOBAL LANGUAGE: French or SpanishThis comprehensive course addresses the needs of those students who may or may not plan to pursue Advanced Placement programs by means of a literary systematic approach to history, philosophies, social behavior and political thought. Students are encouraged to explore, enjoy and discuss many works considered to be masterpieces of world literature in their original language. Literary genres presented include poetry, short stories, drama and essays. Selections are complemented with comprehension and grammar exercises, pertinent vocabulary, presentations, film studies and composition activities.


ADVANCED PLACEMENT GLOBAL LANGUAGE: French or SpanishThe basis of this course is preparation for the College Board’s national standard Ad-vanced Placement exam taken in May each year, which students are expected to take. Preparation includes reading and discussion of contemporary and classic literature, as well as current events, in the target language. The examination of novels, essays, films, and newspaper articles form the foundation of critical classroom discussions and com-positions. A review of grammar, with emphasis on the subtleties of advanced concepts, exercised orally, aurally, and via written exercises, as well as a heightening of thematic vocabulary, forms additional preparation for the Advanced Placement examination.

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ARTS COURSES

Students are required to take three years (six semesters) of arts for graduation, including Arts and Ideas I and II. Students are encouraged to take arts courses in both performing arts and studio arts. Students may take the same art course in multiple years to gain additional mastery. The graduation requirement for students entering the school in their junior or senior year will be determined based on the arts credits that transfer from their previous school. Any junior or senior entering the school with no transferable arts credit will be required to take a minimum of two arts credits (4 semesters including Arts and Ideas I & II for juniors and Arts and Ideas I & II for seniors).

FULL-YEAR ARTS COURSES


YEARBOOKStudents will learn the basics of page layout and design and apply these skills in the creation of the school’s yearbook. Along with the Jostens YearTech plug-ins, we will be using Photoshop to digitally enhance electronic photos and images that will be placed on the pages. We will cover design, typography, and layout skills, as well as digital photography and optimizing high-resolu-tion images for print publication. Students must have the maturity to work independently and responsibly.


MUSIC THEORY (AP)This course will introduce the students to the craft of harmonic music writing and analysis on a rigorous, individualized level. While the primary goal is to cover instructional material in prepa-ration for the AP Music Theory examination given in May, there are no prerequisites for enroll-ment; beginners as well as accomplished music students alike are welcome to take this course. Taking the AP examination will be optional, and students will work at their own pace and prog-ress as mastery of material is accomplished.

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ARTS COURSES OFFERED EACH SEMESTER


CERAMICSThis studio course provides an introduction to the potter’s wheel: wedging, centering, opening, throwing, shaping, recentering, trimming, drying, and glazing. Handbuilding and decorating will also be covered.


HANDBELLSHandbell ringing is the ideal medium to develop excellent music reading and performance skills, regardless of past experience. Any student may enroll; classroom rehearsal experience is all that is necessary for success in this course as we work towards several public performances throughout the year.


INSTRUMENTAL MUSIC (Orchestra)Any student with a good playing proficiency on an instrument is encouraged to enroll in In-strumental Music. Whether the interest is jazz, rock, or classical, this class will give students the opportunity to work in small ensembles each day in preparation for several performance opportu-nities throughout the year.


MODERN DANCE (mixed levels)No dance experience is necessary for this co-ed performing arts course. Technique study will draw from various sources including Graham, Cunningham, Limon, and Hawkins. Composition will be solo work or appropriate level. Improvisation elements will be experimental with an emphasis on fun. Participation will require evening and weekend rehearsals as the performance dates approach.


Prerequisite: Modern Dance I and II or con-sent of instructor.

ADVANCED MODERN DANCEThis class will offer students an opportunity to continue dance studies at the next level. Students with an established knowledge of technique will explore more difficult Modern Dance styles, such as Horton and Dunham. There will be a greater emphasis on principles of alignment, transitions, and expression. Class material will also include studying the current Modern Dance scene and level II partnering and choreography. The class will aim to model a dance company and perform repertoire. Participation will require evening and weekend rehearsals as the performance dates ap-proach.


PHOTOGRAPHYThis course offers students the experience to learn photography skills from the darkroom to the digital lab. Working with film and digital media, students will learn the fundamentals of photog-raphy, including film development, photo composition, and darkroom techniques. As the course progresses we will shift our focus to digital development, photo editing, image management, and the use of professional level software tools. The expectation is that students will learn how to de-sign and produce materials for a range of applications. Each student will build a portfolio of work over the term, culminating in an art show at the end of the course.

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WEAVING AND FIBERSThis course will explore the use of the four harness floor loom. Students will warp a loom and weave a sampler, which will expose them to a variety of weaves. Next, they will plan and measure a project of their choice. This class will also explore various fibers, colors, textures and weaving patterns. Students can weave as many projects as time will allow. Students are encouraged to enter their finished projects at the Maryland Sheep and Wool Festival in May.


WOODWORKINGThis class is designed to give students the opportunity to develop good basic woodworking skills and to enjoy the pleasures of creating projects primarily made out of wood. Students will learn to identify and use various traditional hand tools and power tools. Each student will design and construct projects utilizing woodworking techniques covered in the course. No prior woodwork-ing experience is necessary.


STAGECRAFTStudents will develop technical theatre knowledge relating to lighting, sets, sound and costumes through hands-on experience. All students will be required to actively participate in the prepara-tion and running crews of school performances.

1ST SEMESTER ARTS COURSES


ARTS AND IDEAS IThis one-half credit, semester course will explore the development of the arts from the fall of Rome to the dawn of the 19th century. Primary focus will center on the artistic trends and styles of western culture in this survey course. Significant study will also be devoted, however, to the parallels and contrasts found in the arts of various other world cultures including Asia, Africa, the Middle East and the Americas. Successful completion of both Arts and Ideas I and II is required for graduation. This academic course is recommended for Juniors and Seniors only.


CHORUSAny student may take Chorus. Students are expected to participate in performances. However, they need not be accomplished singers; they just need to attend and try their best. The chorus performs at school assemblies, Friends House and other places at various times during the semes-ter, including the holidays.


DRAMA - VIDEO PRODUCTION/ONE ACTSThis course will give students the opportunity to study acting techniques and compare elements of video and theatrical productions. Students will learn about and develop basic acting techniques through monologue work, scene study and improvisation exercises. Students will also work with a student run crew to create and direct a one act play or an original video production. This is a one-semester course.

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STUDIO ART IThis course will focus on helping students to develop a hands-on understanding of the visual lan-guage and to experience the processes of making art. It starts with academic observational drawing and moves through various mediums to conceptual multi-media work based on contemporary art. The assignments are individualized after the in-class observational drawing project. This allows each student to explore aspects of visual art at his or her own pace. The course includes in-class projects, homework, journal, and an at-home semester project in lieu of exam. All students 9th through 12th grade and all levels of ability are welcome.

2ND SEMESTER ARTS COURSES


Prerequisite: Arts and Ideas I

ARTS AND IDEAS IIThis one-half credit, semester course will explore the development of the arts from the 19th cen-tury to the present. Primary focus will center on the artistic trends and styles of western culture in this survey course. Significant study will also be devoted, however, to the parallels and contrast found in the arts of various other world cultures including Asia, Africa, the Middle East and the Americas. Successful completion of both Arts and Ideas I and II is required for graduation. This academic course is recommended for Juniors and Seniors only.


Prerequisite: Only stu-dents who have previous-ly taken Drama-Video Prod./One Acts may sign up for this course, unless otherwise approved by the teacher.

DRAMA - PLAY PRODUCTIONThis course will give students the opportunity to experience the process of developing and producing a theatrical performance. The main focus of this course will be the rehearsal process and performance of the Upper School play. Students will also learn about and develop acting techniques through monologue work, scene study, and improvisation exercises as preparation for the production rehearsal process. Participation will require evening and weekend rehearsals as the performance dates approach.


MUSICAL PRODUCTIONThe annual Sandy Spring musical is a full-length, staged production that culminates several months of musical and dramatic rehearsal. While students have the opportunity to audition for lead roles, the work selected each year clearly focuses on the chorus as the primary dramatic force. No audition is required for participation in the chorus. All are welcome and encouraged to participate. Participation will require evening and weekend rehearsals as the performance dates approach.


Prerequisite: Studio Art I course or consent of instructor.

STUDIO ART IIThis course will continue to build upon skills and ideas developed in the Studio Art I course. Students will be encouraged to express themselves through the visual language, create original so-lutions to projects and to invent projects that help to deepen each student’s abilities and interests. The course includes in-class projects, homework, journal and an at-home semester project in lieu of exam.

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ELECTIVES

Elective courses are those courses which do not fit neatly into a particular academic department, but may be taken for gradua-tion credit. These courses, or any other upper level course in a department, may be used to fulfill the “elective credit” require-ment for graduation.

ELECTIVE COURSES OFFERED EACH SEMESTER


GRAMMAR WRITING WORKSHOPIn this semester-long ESL course, students work with their instructor to design an independent study program focusing primarily on improving their writing skills and increasing their use of English grammar. Students also have the option of using this course for TOEFL/SAT I preparation. Students will keep a daily journal and write several self-evaluations throughout the course. This class is open to all international students and is a concurrent requirement to support the transition of all international students entering non-ESL English or History courses for the first time.


Prerequisite: Students must apply to this program. Acceptance into the program is not guaranteed.

SELECT SEMINAR ON GLOBAL PEACE AND JUSTICEThe Select Seminar on Global Peace and Justice will provide a small, college-like setting for the inspired teaching and learning of historic and contemporary approaches to peaceful social change, conflict resolution and justice initiatives. The Seminar will provide an academically-enriched cross-curricular approach to teach students the role of Quaker faith and practice, as well as other compatible beliefs, in efforts and movements around the world to promote global peace and jus-tice in the pursuit of a more sustainable future. Students in this seminar will not only learn of his-torical and contemporary actions taken by Quakers and others, but they will also be expected to pursue leadership opportunities and plan and participate in their own community service-related initiatives to support the pursuit of global peace and justice. Five themes that will recur through-out the course are: applied Quakerism; inter-cultural communication; globalization in education; critical thinking, reading, writing and speaking; and experiential learning.

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MODEL U.N.This course focuses on preparation for the North American Model United Nations Conference, NAIMUN (http://naimun.modelun.org/) and is open to all students in the Upper School. The conference, which includes a simulation of the United Nations and related organizations, takes place at the Washington Hilton in February 2013. All students enrolled in the course are required to attend this conference, which requires additional expenses. Scholarships are available via NAI-MUN and SSFS. Students prepare for the conference by researching issues and countries, writ-ing and editing briefings, attending mandatory lunch meetings, practicing speeches and debates, and attending guest lectures. Mandatory Model UN meetings will take place weekly during a designated lunch or academic help period. This is a two semester course. Since both semesters are required, students must sign up for both semesters at the same time for the next school year. The first semester will be graded as P/F and the second semester will be graded based on year-long cumulative effort on an A-F scale. Upon successful completion of the course, students will earn one half (0.5) credit.

1ST SEMESTER ELECTIVE COURSES


QUAKERISMRequired for students new to Sandy Spring Friends School in 10th, 11th and 12th grade during the first semester. Open as an elective for 10th, 11th and 12th grade returning students. See description under Religion/Service.


AMERICAN CULTURE IThis semester-long course is open to all students. The course is designed to help international students to better acculturate to life in the United States. It will help American students to bet-ter understand the nature of the American character and how Americans are perceived by other cultures around the world. The class seeks to help students understand what core American values are, where they come from, and how they are realized here at Sandy Spring Friends School and in contemporary American society. Students will explore American culture through assigned readings, film, class discussion, surveys, presentations and several papers. This course, along with American Culture II, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and travel and/or study abroad.


NEWSPAPER IStudents new to this course will learn the fundamentals of journalism and contemporary media. All students will work on articles, take photographs, and design pages for the student newspaper, The Gnus. The Gnus is a student forum, and students interested in telling the stories of their com-munity and making a difference at Sandy Spring Friends School are encouraged to join. All levels of experience are welcome.

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Prerequisite: Successful completion of Algebra I. Grade 10, 11 or 12.

INTRODUCTION TO COMPUTER PROGRAMMINGThis course will introduce students to the fundamentals of computer programming. While study-ing traditional concepts such as object-oriented programming, simulation, and good coding practices, students will also learn to work through and solve problems in a more efficient man-ner. Throughout the semester, students will also be introduced to basic graphics programming. Introduction to Computer Programming is particularly appropriate for those students who enjoy mathematics and logic or are considering further studies in technical or scientific fields. The course will involve projects and problem-solving as significant learning components, so success in the course depends on a student’s ability to successfully manage independent work.

2ND SEMESTER ELECTIVE COURSES


AMERICAN CULTURE IIThis semester-long course is open to all students. The course is designed to help international students better acculturate to life in the United States and at Sandy Spring Friends School. It of-fers American students an opportunity to better understand the nature of their character and how they are perceived by other cultures around the world. American Culture II focuses on the assimi-lation of different groups into American culture and how both Americans and immigrant groups have been affected. It will then explore skills and strategies that individuals can use to smooth the path across cultures. Through exercises and activities similar to those used in American Culture I, this course will focus on learning what acculturation means, how the process of acculturation works, and what strategies can be employed to make crossing cultures a positive, productive and enriching experience. American Culture II, along with American Culture I, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and future travel and/or study abroad.


NEWSPAPER IISee description under NEWSPAPER I.


Prerequisite: Introduction to Computer Program-ming or approval of the Technology Department.

INTRODUCTION TO JAVAThis course introduces students to the fundamentals of Java programming. Students will also learn to work through and solve problems using Java. Throughout the semester, students will also be introduced to more sophisticated graphics programming. Introduction to Java is appropriate for those students considering studying computer science and who enjoy mathematics and logic. The course will involve projects and problem-solving as significant learning components, so suc-cess in the course depends on a student’s ability to successfully manage independent work.


Prerequisite: Students interested in this course must complete an assess-ment prior to registra-tion.

ACADEMIC TECHNOLOGYThis course supports the student’s use of technology in their other academic classes. Instructors work closely with Upper School faculty to determine what topics should be covered. Examples of possible topics include using Inspiration to organize a writing assignment, creating formulas in Microsoft Excel, and delivering an effective presentation using PowerPoint. As projects and assign-ments change over time, the skills and topics covered in this class will also vary.

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RELIGION/SERVICE


QUAKERISMQuakerism is a one-semester course required of students who enter SSFS Upper School after the 9th grade. It is also an elective course open to all Upper School students. This course introduces students to the special history, traditions, practices, and beliefs of Quakers as a foundation for par-ticipation in the life of the SSFS community. The course also explores a range of human religious beliefs and traditions in an accepting and exploratory way, and the class assists students in explor-ing their own religious traditions and beliefs. Quakerism provides students an opportunity to learn more about the religious traditions and beliefs of others, and it helps students understand re-ligion as a historically, culturally, and psychologically significant aspect of human life. This course is not an attempt to convert students to (or from) any particular religious belief or organization, including The Religious Society of Friends (Quakers). There are no prerequisites for this class.


COMMUNITY SERVICE/STEWARDSHIP REQUIREMENTThe purpose of the community service program at Sandy Spring Friends School is to respond to the needs of others and to thereby enrich the school community and the lives of its members. Every Upper School student is expected to perform a combination of community service to those outside the school community and stewardship to the Sandy Spring Friends School community.

The graduation requirement is a minimum of 50 hours of community service, 30 hours of stew-ardship plus completion of a community service intersession involving at least 20 hours of service. This 100-hour requirement is pro-rated for students entering the Upper School after the freshman year. Those entering as a sophomore are required to complete 40 hours of community service and 22.5 hours of stewardship in addition to their community service intersession. Those entering as a junior are required to complete 25 hours of community service and 15 hours of stewardship in addition to their community service intersession. Seniors are not permitted to begin their second semester classes if they have not completed the community service requirement. Stewardship hours may not be used to fulfill the community service requirement. However, any community service that goes beyond 50 hours may be applied to the stewardship requirement.

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INTERNATIONAL STUDENT PROGRAM

Students who come to Sandy Spring Friends School from overseas are part of the International Student Program (ISP). The ISP includes academic and non-academic requirements, including meetings, trips, and other special activities. Students who are developing proficiency in English as non-native speakers are enrolled in English-as-a-Second Language (ESL) courses, based on current proficiency. Students must demonstrate proficiency at each level in order to advance to the next level of ESL class or to be allowed to take “mainstream” classes in that academic department.

ESL ENGLISH COURSES OFFERED EACH SEMESTER Course TitleCourse Summary

ENGLISH AS A SECOND LANGUAGEThis course is an integrated-skills course focusing on listening, speaking, reading and writing at the novice-high to intermediate-low level. The class emphasizes grammar and vocabulary develop-ment as well as writing at the sentence to paragraph level. Students also work extensively on the organization and delivery of basic oral presentations. The class involves short reading and summa-ry exercises and TOEFL/SAT I practice activities. Students attending this course will move on to either Intermediate Academic English, or Composition and Literature depending on their overall proficiency level when they complete the course.


INTERMEDIATE ACADEMIC ENGLISH (ESL)This course is an integrated-skills course focusing on listening, speaking, reading and writing at the intermediate-mid to intermediate-high level. The class emphasizes complex grammar and higher-level vocabulary development as well as writing at the paragraph level. This class also introduces basic essay formats and composition strategies. Students also work extensively on the organization and delivery of formal oral presentations. The class also involves reading, note taking and summary exercises as well as TOEFL/SAT I practice activities. The class is for students that have a good com-mand of basic English skills, but need further work on grammar and complex sentence structures as well as the reading and composition skills introduced in English as a Second Language.

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COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare high-intermediate to advanced level ESL students either for mainstream academic courses at Sandy Spring Friends School, or, in the case of seniors, for mainstream academic courses at American colleges and universities. The class focuses on paragraph development skills and formal composition with a focus on the writing pro-cess. The students will also be exposed to both contemporary literature and exposé. The course seeks to develop students’ ability to read, analyze and share, both in writing and orally, their perceptions of the works read. Students mastering this course are eligible to enroll in non-ESL English and History courses.


ADVANCED COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare advanced level ESL students either for mainstream academic courses at Sandy Spring Friends School, or, in the case of seniors, for mainstream academic courses at American colleges and universities. The class continues the development of formal composition with a focus on the writing process. The students will also be exposed both to contemporary American literature and exposé. The course seeks to develop stu-dents’ ability to read, analyze and share, both in writing and orally, their perceptions of the works read. Students who successfully complete this course will enroll in non-ESL English and History courses.

ESL HISTORY COURSES OFFERED EACH SEMESTER


ESL U.S. HISTORYThis course focuses on both the content of U.S. History from the colonial period through the Second World War and the English language structures and functions related to the study of his-tory. Special emphasis is placed on the history of the United States as it relates to the cultures of students represented in the class. In addition to the various periods of American history covered, students will develop reading strategies as well as basic research, note taking, and writing skills necessary for work in subsequent non-ESL history classes.


ESL WORLD HISTORYThis course focuses on both the content of world history including the study of European, Middle Eastern and Asian civilizations and the English language structures and functions related to the study of history. In addition to the various great civilizations covered, students will develop vocabulary and reading strategies as well as basic research, note taking and writing skills necessary for work in subsequent non-ESL history classes.


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1ST SEMESTER ESL SCIENCE COURSE


ESL SCIENCE IThis course focuses on both the content of physical and biological sciences and the English lan-guage structures and functions related to the study of science. Science concepts and relationships serve as a vehicle for students to learn the language of observation, identification, description, definition, and experimental investigation. Through scientific inquiry, students learn the language of classification, comparison, measurement, inference, and hypothesizing necessary for work in subsequent non-ESL science classes.

2ND SEMESTER ESL SCIENCE COURSE


ESL SCIENCE IIThis course is a continuation of ESL Science I.

ESL COURSES (Required)


GRAMMAR WRITING WORKSHOPIn this semester-long ESL course, students work with their instructor to design an independent study program focusing primarily on improving their writing skills and increasing their use of English grammar. Students also have the option of using this course for TOEFL/SAT I prepara-tion on a limited basis. Students will keep logs of their work and progress, and write several self-evaluations throughout the course. This class is open to all international students and is a concur-rent requirement to support the transition of all international students entering non-ESL English or History courses for the first time.


AMERICAN CULTURE IThis semester-long course is open to all students. The course is designed to help international students to better acculturate to life in the United States. It will help American students to bet-ter understand the nature of the American character and how Americans are perceived by other cultures around the world. The class seeks to help students understand what core American values are, where they come from and how they are realized here at Sandy Spring Friends School and in contemporary American society. Students will explore American culture through assigned readings, film, class discussion, surveys, presentations and several papers. This course, along with American Culture II, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and travel and/or study abroad.


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AMERICAN CULTURE IIThis semester-long course is open to all students. The course is designed to help international students better acculturate to life in the United States and at Sandy Spring Friends School. It of-fers American students an opportunity to better understand the nature of their character and how they are perceived by other cultures around the world. American Culture II focuses on the assimi-lation of different groups into American culture and how both Americans and immigrant groups have been affected. It will then explore skills and strategies that individuals can use to smooth the path across cultures. Through exercises and activities similar to those used in American Culture I, this course will focus on learning what acculturation means, how the process of acculturation works and what strategies can be employed to make crossing cultures a positive, productive and enriching experience. American Culture II, along with American Culture I, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and future travel and/or study abroad.


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PHYSICAL ACTIVITIES

Each Upper School student is required to complete two units of physical activity per year. This requirement can be met through participation on an interscholastic sports team or by taking a Physical Education class offered during the school day or after school. Interscholastic sports teams require after-school commitments, in addition to some evening and weekend com-mitments for games, tournaments, and/or practices.

PHYSICAL EDUCATION CLASSES


MODERN DANCE This arts course may be taken for physical education credit. However, it cannot count for both an arts course and a physical activity at the same time. See full description under Arts courses offered each semester.


ATHLETIC CONDITIONINGStudents will participate in weight training and resistance strength training, aerobic and anaerobic and anaerobic running. The fundamentals of weight training will be taught, as well as nutritional and other health principles.


FIELD GAMESStudents will learn the rules and skills of Frazzlerham and other Morley Games, created by one of the school’s founders and played by all during the early history of the school. Other games such as ultimate frisbee, dodgeball, 4-square, and others will be played according to the interests and skills of the class.

Physical Activities/Sports

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YOGAYoga is a system for achieving radiant health. Yoga practice promotes flexibility and strength and provides support for the serious athlete and dancer to help prevent injuries. Yoga postures reduce stress in the mind and body and can improve one’s mental attitude. Yoga also provides a non-competitive outlet for physical activity.


WALKING FOR FITNESSDo you like walking or are you looking for a non-competitive sport? If so, join the SSFS walking activity. We will explore the woods on our campus and surrounding areas, as well as suburban walking paths in the Olney area. The course will include discussions on the benefits of walking and warm-up/warm-down exercises. All you need is a pair of comfortable shoes – sneakers, walk-ing shoes or light track shoes are fine – and a sense of adventure.


Prerequisite: Students must complete an appli-cation for this course.

OUTDOOR LEADERSHIPOutdoor Leadership is open to all students in the Upper School. The course is offered during each of the sport seasons: fall, winter, and spring. The class meets three times a week after school. The midweek meetings are generally on-campus, and Fridays are generally spent traveling off-campus. Each section of the course culminates in a two-night overnight expedition in the mid-Atlantic.

Outdoor Leadership teaches students wilderness living skills and practical leadership for surviving in the wilderness. Each section of the class teaches a different technical skill set while emphasiz-ing a core leadership and wilderness living skill set. Students may enroll in multiple sections of outdoor leadership during an academic year.

Outdoor Leadership is limited to 12 students per section. Each student must complete an applica-tion to be admitted to the course.


FUNDAMENTALS OF ROCK CLIMBINGFundamentals of Rock Climbing is a semester-length rock climbing class that is offered during the school day. Students will learn knot tying, how to properly use a safety harness, and proper belay technique. Significant time will be spent practicing movement and developing sport specific strength. Students will learn proper spotting technique and how to boulder (unroped climbing). The latter third of the course will be spent teaching advanced technical skill sets like anchor build-ing, how to lead climb, and how to place traditional protection.

Fundamentals of Rock Climbing is limited to 12 students.


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INTERSCHOLASTIC SPORTS (Varsity only unless noted)

Interscholastic teams practice daily, after school, with meets scheduled for weekdays and occasional weekends, sometimes including holiday weekends or vacation days. The interscholastic program emphasizes participation; while varsity placement is not guaranteed, a student wishing to participate in a sport will have a team to join.

FALLGirls Soccer (V) Boys Soccer (V, JV)Girls Volleyball Boys Cross-country RunningGirls Cross-country Running

WINTERGirls Basketball (V) Boys Basketball (V, JV)Wrestling

SPRINGGirls Track and Field Boys Track and FieldGirls Tennis Boys TennisGirls Lacrosse Boys LacrosseGirls Softball Boys BaseballGolf

Junior varsity teams may be added or dropped each year depending on the number of participants in each sport.


Documents

SSFS Upper School Course Curriculum Guide, 2012-2013