The Stanwich SchoolGreenwich’s coeducational PreK-12 independent school www.stanwichschool.org

Upper School Course Catalog 2015-2016

Our CURRICULUM Grades 7 — 12

Introduction — 2

Courses Overview — 3

English — 4

Mathematics — 5

History — 7

Science — 8

World Language — 9

Visual and Performing Arts — 11

Technology — 11

Semester and Year Long Electives — 12

Values and Service Learning — 14

Field-based Experiences — 15

Stanwich’s Upper School promotes a safe and nurtur ing environment designed to help each student be the best he or she can be, help others be the best they can be, and make God’s world a better place. Character education, an integral part of the school’s mission, is woven throughout our curriculum, in addition to being taught through a va-riety of values based programs, including service learning projects, advisory discussions, arts, athletics, and events at assemblies. Our attention to developing a student’s character is further reinforced through our commit ment to educating students about the school’s “Stanwich Seven”— commitment, compassion, wisdom, courage, honesty, forgiveness, joy — and how those values apply in their lives.

The Upper School offers a rigorous academic program that strives to meet each student’s abilities and needs. The combination of a well-balanced curriculum, a small student-teacher ratio, and a devoted faculty all facilitate the students’ ability to achieve their academic potential. In the classroom, students will encounter an environment conducive to taking healthy risks and one that consistently challenges their critical thinking skills. Because of our small class sizes, teachers develop meaningful relationships with their students, and as a result, an important trust develops between faculty and students; a trust which engenders invested learners.

Recognizing the important role the arts play in a well-balanced curriculum, the Upper School provides opportunities for its students at all levels to be involved in fine and performing arts programs. Similar to the student friendly environment created in the classroom, our performing arts programs allow our students to take healthy risks and shine on stage as singers, musicians, and actors, and to develop and hone their visual art skills through a variety of art programs in the studio.

Our athletic program, made up of a variety of interscholastic teams participating in the Fairchester league, provides every student with the opportunity to grow in differ ent ways and succeed on the playing fields. At the end of an athletic season, students will have more confidence in themselves physically, mentally, and socially. Athletics at Stanwich also serves to reinforce our commitment to values, as seen through our expe rienced coaches who consistently teach their athletes the importance of commitment, good sportsmanship, and what it means to be a good teammate.

On behalf of the faculty and staff of Stanwich’s Upper School, we welcome you and we look forward to having the opportunity to be a part of your child’s won derful journey through the middle and high school years.

Sincerely,

Upper School INTRODUCTION

Jerome Murphy, Head of Upper School

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Courses OVERVIEWEn

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GRADE 7 ENGLISH

GRADE 8 ENGLISH

GRADE 9 ENGLISH (WORLD LITERATURE)/ HONORS

GRADE 10 ENGLISH EUROPEAN LITERATURE/HONORS

GRADE 11 ENGLISH (AMERICAN LITERATURE)

GRADE 12 ENGLISH (PERSUASIVE

WRITING & SCIENCE FICTION)

AP ENGLISH LITERATURE/COMPOSITION

AP ENGLISH LANGUAGE/COMPOSITION

CREATIVE WRITING

GRADE 7 MATH

GRADE 7 MATH (HONORS)

ALGEBRA I

ALGEBRA I (HONORS)

GEOMETRY

GEOMETRY (HONORS)

ALGEBRA II

ALGEBRA II (HONORS)

PRECALCULUS

PRECALCULUS (HONORS)

CALCULUS

AP CALCULUS AB

AP CALCULUS BC

PROBABILITY AND STATISTICS

GRADE 7 HISTORY

GRADE 8 HISTORY

GRADE 9 WORLD HISTORY/HONORS

GRADE 10 EUROPEAN HISTORY/HONORS

GRADE 11 UNITED STATES HISTORY

GRADE 12 MODERN WORLD AND AMERICAN HISTORY

AP UNITED STATES HISTORY

AP UNITED STATES GOVERNMENT AND POLITICS

GRADE 7 SCIENCE

GRADE 8 SCIENCE

GRADE 9 SCIENCE/BIOLOGY

CHEMISTRY

ENVIRONMENTAL SCIENCE

PHYSICS

AP BIOLOGY

FRENCH IA

FRENCH IB

FRENCH II

FRENCH III

FRENCH IV

FRENCH V

AP FRENCH LANGUAGE AND CULTURE

SPANISH IA

SPANISH IB

SPANISH I

SPANISH II

SPANISH III

SPANISH IV

SPANISH V

AP SPANISH LANGUAGE AND CULTURE

LATIN IA

LATIN IB

LATIN I

LATIN II

LATIN III

LATIN IV

LATIN V

AP LATIN

Visu

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Perfo

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rts GRADE 7 ART

GRADE 8 ART

AP STUDIO ART

CERAMICS

MUSIC (INSTRUMENT & VOCAL)

SENIOR HOUSE PERFORMING ARTS

DRAMA

Valu

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Serv

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Lear

ning GRADE 7 VALUES AND

SERVICE LEARNING

GRADE 8 VALUES AND SERVICE LEARNING

GRADE 9 INTRODUCTION TO MORAL LEADERSHIP

GRADE 10 MORAL LEADERSHIP PROJECT: PROPOSAL

GRADE 11 MORAL LEADERSHIP PROJECT: IMPLEMENTATION

GRADE 12 MORAL LEADERSHIP PROJECT: EXECUTION AND REFLECTION

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20TH CENTURY AMERICAN DRAMA

BAND

CERAMICS

CHORUS

COMPUTER SCIENCE

CULTURAL ANTHROPOLOGY

DIGITAL PHOTOGRAPHY

DRAMA

ECONOMICS

ENGINEERING

ESPIONAGE & COVERT OPERATIONS

EXPLORATION AND ADVENTURE THROUGH THE AGES: EXTENDING THEIR REACH

FASHION DESIGN

HISTORY AND FILM

INDEPENDENT STUDY PROJECT

INTRODUCTION TO FINANCE

JOURNALISM

LIFE SKILLS

MARINE SCIENCE

MODEL UN

MYTHOLOGY

OPEN ART STUDIO

ORCHESTRA

PEACEKEEPING, WAR AND CONFLICT IN MODERN WORLD

PSYCHOLOGY

ROBOTICS

STUDENT AMBASSADORS

STUDIO ART/AP PORTFOLIO

WORLD RELIGIONS AND PHILOSOPHY (GLOBAL SPIRITUALITY)

YEARBOOK

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ENGLISHThe mastery of English forms the heart of a strong liberal arts curriculum and college preparatory program. And so, the highest goals of the Stanwich School English curriculum are to inspire in students a love of literature as thoughtful, perceptive read-ers and to help students become skillful, versatile writers.

In the classroom, we help sharpen stu-dents’ critical-thinking skills and encourage them to become engaged, incisive speakers and active, sensitive listeners.

The English curriculum is structured in such a way that an increasingly sharpened critical awareness—in reading skills, in writ-ing, and in oration—builds incrementally. By studying a broad range of ancient and modern works, including novels, poems, plays, films, and essays by canonical and non-canonical authors, students come to understand the historical growth of literary genres and the multicultural richness of world literature.

Each course is designed to help students read such works for their distinctive portrayals of the human character with an increasingly sharp eye for how authors bring human experience to life. Students respond to literature in personal, imagina-tive, and analytical writings, as well as by participating in oral work—discussions, dramatic readings, and presentations.

While deepening their study of charac-ters’ successes and failings, students become more aware of the complexities inherent in becoming compassionate, responsible, and ethical human beings. Our program also seeks to enable students to become more thoughtful about themselves in relation to their local and global communities.

At every level, the English curriculum encourages critical thinking and rewards clear expression of that thinking. In addi-tion, students learn basic concepts of gram-mar and rhetoric and how to apply them in their own writing, ultimately providing the groundwork for university study in writing and literature.

GRADE 7 ENGLISHGrade 7 English is focused on developing students’ abilities to become active readers within a dynamic discussion-based com-munity. Reading instruction emphasizes note-taking strategies, annotation skills, and identification of literary terms and devices. Individual reflection, group discussion, and even independent book reviews are all intended to create an interactive read-ing atmosphere. In addition, this course provides the opportunity for students to develop their voices as writers. Analytical essays, creative assignments, and journal responses focus on developing a thesis, building an outline, revising, and integrat-

ing direct quotes and other textual references. Works studied may include: The Outsiders, Flowers for Algernon, The Pearl, Twelfth Night, and various short stories. The study of vocabulary and gram-mar will be continual throughout the year.

GRADE 8 ENGLISHIn this course students will continue the study of important plays, poetry, and novels by American and English writers. Students learn to recognize and appreciate various literary devices and will be encouraged to identify, compare, and contrast the themes addressed by the works studied. Honing the students’ written expression will be a principal focus of the course. Students will be required to rewrite submitted essays pursuant to the teacher’s sug-gestions, then meet with the teacher to jointly assess the final draft. Grammar and vocabulary units spread throughout the year will further aid in the development of the students’ writing. Works studied may include: The Adventures of Huckleberry Finn, To Kill a Mockingbird, Inherit the Wind, The Merchant of Venice, Animal Farm, The Crucible, Lord of the Flies, selected poems including Shakespearean sonnets, and short stories. The study of vocabulary and grammar will be continual throughout the year.

GRADE 9 ENGLISH (WORLD LITERATURE)/HONORSIn Grade 9 English, students will read, analyze, and discuss literature drawn from the works of authors from around the world. The selected literary works will allow students to broaden their understanding, in conjunction with the 9th grade history curriculum, of historical and cultural trends from around the globe while exploring universal themes throughout the literature. Through the vehicles of reading, writing, and oral expression, students will continue to develop their critical thinking skills. Works studied may include: 1984, Macbeth, Things Fall Apart, The Good Earth, The Great Gatsby, A Raisin in the Sun, and selected poems. The study of vocabulary and grammar will be continual throughout the year.

GRADE 10 ENGLISH (EUROPEAN LITERATURE)/HONORSEnglish 10 builds upon the analytic and expres-sive skills introduced and developed in English 9. These important basic skills include read-ing closely and critically, composing sustained written arguments that develop and support a sophisticated thesis, researching and synthesiz-ing a diverse body of materials, and expressing oneself persuasively in oral communication. In conjunction with the Grade 10 history cur-riculum, the literature selections now focus on the enduring themes of the Western humanities tradition. What systems define society? What is the individual’s role as a member of society? How does an individual maintain integrity in a society characterized by rapid, sweeping change? Reading representative classics from the ancient world to the present, students not only develop their abilities to read and respond to subtle and complex works of literature and philosophy, but

they also begin to develop a shared cultural frame of reference essential for participation in the intellectual life of an educated com-munity. Sample works include: The Odyssey, Henry IV, parts i and ii; Candide, A Tale of Two Cities; Maksim Gorky, The Lower Depths, A Doll’s House, Songs of Innocence and Experience, Wuthering Heights, The Foutainhead, and The Inheritance of Loss.

GRADE 11 ENGLISH (AMERICAN LITERATURE)Nations define themselves by the stories they tell. America is a land of many stories — so many, in fact, that self-definition is elusive. Just as there is no single American experience or definitive American identity, there is no one story that represents this nation. In this required course, students explore what it means to be American as they encounter a variety of storytellers who reveal themselves in novels, plays, essays, poems, and short stories. Readings typically include a range from the Puritans to Thomas Jefferson, from the Transcendentalists to Mark Twain, and from 20th century masters such as Robert Frost, Langston Hughes, Willa Cather, and F. Scott Fitzgerald to more contem-porary voices. Students learn to engage critically with different literary genres while refining their understanding of themselves in the context of their culture. Above all, the course aims to help students—through close reading, persuasive writ-ing, and class seminars and discussion—honor their own ideas, state them clearly, correctly, and thoughtfully, and share their discoveries with a sense of accomplishment. This study of American literature serves as the basis for regularly assigned critical papers and personal essays. Teachers assign a variety of topics, and as the year progresses, students are given greater freedom of choice in their topics and their approaches.

GRADE 12 ENGLISH: PERSUASIVE WRITING & SCIENCE FICTION

PERSUASIVE WRITING (one semester)Focusing on the ways their writing can affect others, students in this course will learn to identify the elements of persuasive writing in articles, editiorials, opinion pieces, and essays. Using the textbook The Aims of Argument as a springboard, the course will address such questions as “What is a mature reasoner?” “What is the context for the piece I am read-ing, and how does it influence the message?” and “How does my audience change how I write?” In identifying topics for their own writing, students will focus on personal and local issues found in the textbook, newspa-pers, and other periodicals.

SCIENCE FICTION (one semester)This class will focus on the science fiction genre, which typically involves stories and novels about the influence of science and technology on individ-uals and society. Authors may include Jules Verne, Isaac Asimov, Ray Bradbury, Margaret Atwood,

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Ayn Rand, and Ursula K. Le Guin. A comparison of styles and philosophies will be made with a spe-cial emphasis on dystopian and utopian themes.

AP ENGLISHLITERATURE/COMPOSITIONThis course is designed to enrich motivated and successful English students’ understanding of and appreciation for literature. The literature in this college-level course is organized into the genres of novel and poetry. Extensive reading of novels focuses on theme, style, and diction. The students also learn to analyze poetry by recog-nizing both literal and figurative meanings and by exploring elements such as tone, imagery, allusion, and sound devices. Frequent writing assignments emphasize the exposition of major themes and techniques of the works studied in class. All students are required to take the Advanced Placement examination in May.

AP ENGLISHLANGUAGE/COMPOSITIONAdvanced Placement English Language is taught in the context of the American litera-ture course. Students will read texts of various genres by American writers, but the emphasis will be on rhetorical styles and strategies. Students will read a substantial number of non-fiction texts. Because fiction, poetry, and drama also have rhetorical purposes and are stylisti-cally rich, students will read and study literary texts as well. The primary concern will always be rhetorical and stylistic analysis. Students will examine the words, the phrases, the clauses, the logic, the audience, and the writer’s purpose and persona to see as clearly as possible what is going on in a piece of writing before interpret-ing it. Thus the AP English Language course requires a very disciplined way of reading that studies the language in its complex content. The course will require students to become effective readers who are deeply sensitive to the nuances of the language. From this kind of reading, stu-dents will learn to write with clarity and force while developing their own voice. The rhetori-cal and literary authors whom students study will in effect become their writing mentors. The course work is geared toward preparing stu-dents for the Advanced Placement examination that all students in this course will take in May.

CREATIVE WRITINGThis course will allow students to develop their creative voices through the writing of poetry, prose fiction, drama, and narrative non-fiction. Students must possess the ability to work indepen-dently and to cultivate effective time-management skills. They will be expected at all times to exhibit maturity and to respect their peers and their work. Throughout the semester, students will assemble a writing portfolio which will represent a collation of all assigned writing tasks as well as individu-ally selected writing projects. The portfolio will have strict requirements that will go beyond the mere assemblage of work completed. At the end of each semester, students will submit their com-pleted writing portfolios as their exam equivalent.

MATHEMATICSThe experience of mathematics at Stanwich is designed for the student to raise his or her appreciation of the language’s ability to signifi-cantly transform our world, to become robust problem solvers who can communicate their investigations, and, through mastery of math’s internal processes, to instill the confidence to pursue quantitatively rigorous interests which elicit their passion.

The mathematics curriculum endorses and incorporates the National Council of Teachers of Mathematics standards and philosophies regarding math instruction. The learning of mathematics is centered on the integration of visual, oral, and symbolic exposure to fully develop the depth and breadth of a student’s cognitive abilities, and so through the course of a Stanwich math education, a student will be exposed to many different ways of defining and framing problems, as well as solving them.

Direct instruction is complemented by independent and cooperative problem solving activities with unique investigations into the applications of the language to science, the arts, business, and the home, enabling the student to synthesize seemingly diverse concepts. This part-whole methodology utilizes technology to enhance a student’s understanding through extensions heretofore unreachable. Technology is prudently assimilated into the curriculum to assist the student’s growth, careful to avoid dependence on the technology as a substitute for authentic understanding of the language.

Traditional concerns about organizing students’ work and knowledge motivate us to encourage the neatness, thoroughness, and clarity of thought and expression necessary for success in math and across the disciplines. We believe that math is not just a cornerstone of intellectual development but also essential to effective participation as citizens in our democ-racy and in the world.

GRADE 7 MATHThe focus of this course is to provide students with a solid foundation in both algebra and geometry. Concepts include integer operations; powers; order of operations; problem solving with fractions, decimals, and percents; explor-ing ratios, rates, and proportions, probability; solving algebraic equations; and measurements in geometry.Text: McDougal Littell: Math Course 3

GRADE 7 MATH (HONORS)This course reviews all basic arithmetic and geometry concepts. It extends these topics by introducing algebraic concepts and integrat-ing them within various topics. These topics include integer operations; powers; order of operations; problem solving with integers, fractions, decimals, and percents; exploring rates, ratios, and proportions; probability; solving advanced multi-step algebraic equa-tions; and inequalities. Students will also

learn to recognize real-world applications and to make connections among the differ-ent branches of mathematics. This under-standing of the topics given creates a strong foundation for those advancing into Acceler-ated Algebra I.

ALGEBRA I The Algebra I course focuses on developing algebraic fluency by providing comprehensive content and varied real world applications. Emphasis is placed on the importance of showing sequential steps and using algebra to model and solve word problems. Concepts include simplifying linear and exponential ex-pressions; solving, graphing and writing linear equations and inequalities; solving systems of equations; adding, subtracting and multiplying polynomials; factoring quadratics; simplify-ing radical expressions; and solving quadratic equations. The goal of this course is to prepare students for success in Geometry and Algebra 2 by providing them with a solid foundation upon which they can build. The TI-84 Plus graphing calculator has been implemented as our primary technological tool. Text: McDougal Littell: Algebra I

ALGEBRA I (HONORS)The Accelerated Algebra I course focuses on developing algebraic fluency by providing com-prehensive content and varied real world appli-cations. Emphasis is placed on the importance of showing sequential steps and using algebra to model and solve word problems. Concepts include simplifying algebraic expressions, solv-ing, graphing and writing linear equations and inequalities, linear and exponential functions, solving and graphing systems of equations and inequalities, polynomials and factoring, simpli-fying radical expressions, solving and graphing quadratic equations and simplifying rational expressions. Strong emphasis is placed on mak-ing connections between topics and solving multi-step, multi-process problems, as students are required to synthesize a significant amount of material on cumulative assessments. The goal of this course is to provide students with a strong foundation on which to build as they transition into higher level mathematics. The TI-84 Plus graphing calculator has been imple-mented as our primary technological tool. Text: McDougal Littell: Algebra I

GEOMETRYThis course in Euclidean geometry provides a comprehensive coverage of points, lines and planes; triangles, quadrilaterals and polygons; similarity and proportionality; right-angle trigo-nometry; circles; area; and volume. Emphasis is placed on problem solving, as students learn to make observations, form conjectures, and use deductive and inductive reasoning to cre-ate and support logical arguments. Coordinate and transformational geometry are employed to provide students with multiple perspectives with which to analyze geometric problems, and extensive use is made of Geometer’s Sketch-

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pad, a laptop application that enables the con-struction, manipulation, and measurement of geometric figures. Algebraic skills are reviewed throughout the year and integrated thoroughly into the study of geometry.

GEOMETRY (HONORS)This advanced course in Euclidean geom-etry provides a comprehensive coverage of points, lines and planes; triangles, right angle trigonometry, quadrilaterals and polygons; similarity and proportionality; circles; area; and volume. Also covered are topics in trigonom-etry, including the law of sines, the law of cosines, and conic sections. Emphasis is placed on problem solving, as students learn to make observations, form conjectures, and use deduc-tive and inductive reasoning to create and sup-port logical arguments. Coordinate and trans-formational geometry are covered in depth and used extensively to provide students with multiple perspectives with which to analyze geometric problems and to forge solid links to algebra. Extensive use is made of Geometer’s Sketchpad, a laptop application that enables the construction, manipulation, and measure-ment of geometric figures. Algebraic skills are reviewed throughout the year and integrated thoroughly into the study of geometry.

ALGEBRA IIAlgebra II complements and expands the math-ematical content and concepts covered in both Algebra I and Geometry. It emphasizes finding solutions for and graphing linear functions, inequalities, systems of equations, exponential and logarithmic functions, basic trigonometric functions, and conic sections. The course also explores matrices, the complex number system and trigonometric relationships. Real world applications and problem solving are incorpo-rated within each unit. Successful completion of Algebra II will prepare the student for entry into Precalculus. Text: Prentice Hall: Algebra II With Trigonometry

ALGEBRA II (HONORS)Accelerated Algebra II is a fast-paced course that both complements and expands the math-ematical content and concepts covered in both Algebra 1 and Geometry. It emphasizes finding solutions for and graphing linear functions, inequalities, systems of equations, exponential and logarithmic functions, polynomial functions, rational functions, trigonometric functions, and conic sections. The course also explores matri-ces, the complex number system and trigono-metric relationships. Real world applications and problem solving are incorporated within each unit. Successful completion of Algebra II will prepare the student for entry into Precalculus. Text: Prentice Hall: Algebra II With Trigonometry

PRECALCULUSThis course dedicates approximately two thirds of the year to precalculus concepts and the remaining time to the study of trigonom-

etry. Students are expected to work at a rigor-ous pace and to spend a significant amount of time on homework assignments and related activities. Precalculus topics include composi-tions of functions, inverse functions, synthetic substitution, complex zeros, partial frac-tions, exponential and logarithmic functions, sequences and series, and introductory prob-ability concepts. Trigonometry is explored with the emphasis on the circular functions. Extensive work on graphing identities is included along with the solutions of right and oblique triangles. Inverse functions and their graphs are examined, leading to solutions of open sentences in one and two functions. Students also study proofs, polar functions, and complex numbers. Abstract mathematical concepts are used to model and solve word problems. Text: Holt McDougal Precalculus: A Graphing Approach, by Boyer

PRE-CALCULUS (HONORS)This course is the last step before a student enters a college level, or Advanced Placement Calculus course. Throughout the year the stu-dents will use algebraic expressions, equations and a variety of types of functions to solve problems. The students will learn to recognize, describe in words, and sketch the graphs of a variety of functions. Students will learn to select and use the most appropriate math-ematical technique or formula for a specific situation and explain why they made that selection. At the end of the course students should be able to communicate mathematical ideas using standard written English. Through-out the year the concepts covered will include quadratics functions, polynomial functions, rational functions, exponential functions, loga-rithmic functions, analytic trigonometry, conic sections, sequences, series and an introduction to vectors.

CALCULUSCalculus is a full-year course for the non-AP student. Students explore and master topics in differential and integral calculus as they simultaneously strengthen skills involving alge-braic, precalculus, and trigonometric concepts. While many of the topics from the Calculus AB syllabus are covered in this course, the focus is on method, process, and application rather than on theory. Topics include limits, continuity, velocity and other rates of change; differentiation of polynomial, rational, radical, and transcendental functions; implicit differ-entiation, linear approximations; chain rule, logarithmic differentiation; Newton’s Method; related rates; problems of optimization; Mean Value Theorem; curve sketching; applications of derivatives; Reimann sums; the Fundamen-tal Theorem of Calculus, definite and indefinite integrals; areas in the coordinate plane; vol-umes of solids; and applications of integration. Text: Calculus, Early Transcendental Functions, Larson, Hostetler, and Edwards

AP CALCULUS ABThis is a full-year course equivalent to the first semester of a rigorous college-level calculus course. The syllabus includes all of the topics and techniques specified by The College Board including the use of the graphing calculator (TI-89) to explore and reinforce the analyti-cal methods of solution for these topics. The theory of calculus, understanding why and how techniques work and when to use them, is a central focus each time a new topic is presented. The differential calculus topics include limits, continuity, derivatives of polynomial functions, exponential/logarithmic functions, trigonomet-ric and inverse trigonometric functions, and optimization and related rates applications. The integral calculus topics include Riemann sums, the Fundamental Theorem of Calculus, methods of integration, area under a curve, volumes of revolution, differential equations, slope fields, and applications (such as exponential growth and decay). In lieu of a final exam, students are required to take the AP Calculus AB exam of-fered in May. Students must achieve a minimum grade of “C” at the end of the first semester to remain in this course. Text: Calculus, Early Transcendental Functions by Larson, Hostetler, and Edwards

AP CALCULUS BCAfter a quick review of differential calculus, this year-long course proceeds through more advanced topics in preparation for the Calculus BC level exam. The course follows closely but is not limited to the topics and techniques specified by The College Board. Topics include areas and volumes of revolution, transcen-dental functions, L’Hopital’s Rule, methods of integration, improper integrals, the calculus of polar functions, infinite sequences and series, Taylor and power series, vector functions, and first order differential equations and slope fields. In lieu of a final exam, students are required to take the AP Calculus BC exam offered in May. Text: Calculus, Early Transcendental Functions by Larson, Hostetler, and Edwards

PROBABILITY AND STATISTICSProbability and Statistics is an upper level course for students who intend to pursue a major in college such as business, finance, environmental or a social science. This course contains material dealing with techniques of data gathering and analysis, methods of measuring dispersion and clustering about the mean, evaluating uni-variate, bi-variate, and multi-variate data, correlation, and spe-cific tests of data such as the P-test and the Chi-square test. Students learn mathematical skepticism and rigorously controlled ex-perimental design and analysis. Modeling real world problems, statistical programming on the graphing calculator and the use of a statistical tool kit will be emphasized. Text: Stats: Modeling the World, Bock, Velleman, DeVeaux (Addison Wesley)

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HISTORYThe primary mission of the social studies and history curriculum is to teach an intentional program of history, culture, and heritage that will enable students to know themselves more fully as developing individuals in a changing historical context and as active participants in their local, national, and world communi-ties. In essence, we desire that each student comes to an understanding of his and her own humanity through an understanding of the humanity of others. We seek to expose students to western and nonwestern historical traditions while also grounding students in the history of the United States.

We seek to use and study the past to understand the present. Woven throughout our approach to understanding both past and present is intentional presentation of issues, individuals, and events from multiple perspectives and examining global human experiences in light of such unifying themes as the process of change over time and the interrelationships among societies. History is a process of discussion, interpretation, and continuing revelation in both evidence and understanding. Our curricular challenge is to provide students with the tools to under-stand the multiple factors that shape history: social, economic, cultural, political, personal, religious, geographic, and structural.

We seek to foster students’ abilities to think and write critically, to assist them in establishing a knowledge base which allows a better under-standing of today’s increasingly interconnected world, and to further their capacity to recognize and respond to long-term causal sequences. Each course works to embody the values and mission of Stanwich School through fostering in students a deepening sense of civic understand-ing, involvement, and activism.

GRADE 7 HISTORYAmerican History Part I: This course offers students an introduction to American History through the study of people and events from the first encounter between Europeans and Native Americans to the events leading to the American Civil War. This course will serve as an introduction to historical events and the diverse groups of people who have shaped our country. Students will develop and hone their note-taking, outlining, and mapping skills, and learn to differentiate between fact and opinion. They will become adept at reading and inter-preting primary sources and political cartoons, and they will learn to approach events from different perspectives. By developing their own thesis statements and organizing information thematically, students will work on writing cohesive and substantial historical essays. Class participation, public speaking, and rudimentary debating practices will be emphasized. Text: McDougal Littell: Creating America. Related readings: I Am Regina and Fever 1793

GRADE 8 HISTORYAmerican History Part II: The study of America is continued from the Civil War to present day, with greater emphasis placed on research tech-niques, bibliographic citation, and basic economic principles. Students learn how to incorporate primary sources within their essays by complet-ing document-based questions. By periodically taking a closer look at current events, students will make connections between past and present. Class participation and discussion continue to be cornerstones of the curriculum. Text: McDougal Littell: Creating America. Related readings: Red Moon over Sharpsburg, Night, and The Things They Carried

GRADE 9 WORLD HISTORY/HONORSWorld History: This course is designed to introduce students to the history, geography, and cultures of the Middle East, Africa, Asia, and Latin America. A principal goal of this study is an understanding of the political, economic, and social structures and the basic tenets of the major religions of each region. Students will make extensive use of current news sources including the New York Times and The Economist, not only to study the issues currently facing each region, but also to gain an appreciation for how contemporary news is inexorably linked to the past. This course aims to give students the needed skills and content knowledge for future studies in history, while stressing the relevance of the studied mate-rial. Emphasis will be placed on essay writing, research techniques, and public speaking.Text: Prentice Hall: World Cultures: A Global Mosaic. Related readings: primary and secondary sources related to each region, and short stories and novels from various culturesSpecial Activities: Debates, historical simulations, in-depth reports on individual countries and issues, and a comprehensive research paper and presentation

GRADE 10 EUROPEAN HISTORY/HONORSBuilding upon the skills and material covered in the Grade 9 World History course, this course provides historical perspective on the contemporary world and devotes special at-tention to the engine of change: Europe. The course is, by design, a survey of the major developments in European History from the Renaissance to the present day. Europe and Modern World History constructs a narrative for students, but it also exposes them to the forces that have shaped the world in which we live. The key themes of inquiry are the creation of identity, power and resistance, net-works of economic exchange, the development of science and technology, the environment, human rights, and progress. This examination will include momentous events and move-ments of history: the development of interna-tional humanitarian law, major conflicts (wars, revolutions, and contemporary resistance) of the 20th century, the Cold War, and global-ization. In conjunction with the Grade 10

English curriculum, the thematic content will focus on the enduring themes of the Western humanities tradition. What systems define society? What is the individual’s role as a member of society? How does an individual maintain integrity in a society characterized by rapid, sweeping change? Questions will be raised around leadership, motivation for change, ideology, and the challenges of global cooperation. The development of inferential and analytical thinking, writing and discussion skills, seminar and research techniques, and appropriate study strategies is an important part of the students’ daily experience. The course combines primary and secondary source readings with pertinent literature to provide an overview of historical events and insights into patterns of civilization.

GRADE 11 UNITED STATES HISTORYThis course complements and continues the study of the history of the United States that was begun in Grades 7 and 8, and coordinates with the English 11 focus on American Litera-ture. Beginning with an overview of the creation of the United States and its government and Constitution, the course places particular em-phasis on governmental, economic, and political and social issues. Constitutional changes and landmark Supreme Court cases are dealt with in detail as are the emergence of foreign policy, world trade, and global war. The first semes-ter covers the period up to World War I; the second semester continues to the present. The course combines primary and secondary source readings with pertinent literature to provide an overview of historical events and insights into patterns of civilization. A research project is required during the year.

GRADE 12 MODERN WORLD & AMERICAN HISTORY (semester or year)This course focuses on the study of 20th Century American History. Students will examine the country’s economic, political, governmental, cultural, and technological growing pains during the 1900s. Topics range from the Industrial Age, imperialism, and the Roaring ‘20s, to the Great Depres-sion, two world wars and the Holocaust. We will study the changing role of the U.S. during the Cold War period and will cover the Civil Rights Movement, including African Ameri-cans, Hispanics, American Indians, and the rise of modern feminism. We will conclude with the study of the Vietnam Era, the era of conservatism (Ford & Bush administrations), and current events.

AP UNITED STATES HISTORYA survey of American history from 1400 CE to the recent past, this course is designed to match the rigors of a first-year college-level course. Intensive reading and regular writing assignments will explore U.S. history, both chronologically and thematically. Attention to issues of race, class, and gender, as well as intel-

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lectual and constitutional issues, will supplement traditional political and economic history in the 19th and 20th centuries. Tests, essays, and a major research project comprise the evaluation tools used in the course. Students will take the Advanced Placement exam in May.

AP UNITED STATES GOVERNMENT AND POLITICSThis advanced course examines the theory, Constitutional background, and implementa-tion of the current United States government and its political process. Much of the class is devoted to the organization of the judicial, legislative, and executive branches of govern-ment, but attention is given to state and local governments, as well. Students learn about the formal and informal rules of political parties, campaigns, elections, and the fourth branch of government, the bureaucracy. Students also learn to analyze and interpret specific data (election returns, for example) regard-ing American politics. The class devotes a significant amount of focus to the history and development of American civil rights and civil liberties. Students will take the Advanced Placement exam in May.

SCIENCEThe science curriculum aids students in their understanding of the natural world and strives to produce graduates who demonstrate a well-developed scientific intellect and who know how to approach problems rationally and methodically. We encourage students to question, to explore their surroundings, to seek answers, and to look at the world from differ-ent perspectives.

Possessing those tools, students can then apply their knowledge to the integration of concepts within the realm of science and across disciplines. We want students to understand that science is an active and ongoing process. We mold active learners who are capable of inde-pendent, cooperative, and collaborative work using the available technology and tools. We emphasize the students’ status as global citizens, including but not limited to the stewardship of their environment, ethical decision making, and possessing comprehensive historical perspective, all of which result in individuals better able to live and guide the world. Students will have first-hand experience with the scientific method: designing experiments, organizing and analyzing data, and interpreting results.

Students do science rather than simply being told about science. When relevant the school’s campus is utilized to explore topics and provide examples. Stanwich School offers a broad range of courses in the areas of biology, chemistry, physics, and environmental sciences. The laboratory experience is an integral component of the science curriculum and is emphasized throughout the program.

GRADE 7 SCIENCELife Science: This hands-on course is designed for students to learn the basic char-acteristics of living things via the investigation and comparison of cellular structure, organi-zation, and adaptation of various organisms. Heavy emphasis is placed on the relationship between organism structure and function as well as the importance of connecting classroom knowledge with life experience and prior knowledge. Through lab activities and investigations, students will expand their abil-ity to ask a salient question, gather evidence, formulate an answer, and communicate the investigative process and results. Students will be asked to do these both verbally and in formal written lab reports. Concepts include the basic characteristics of living things, cel-lular organization, dissection, ecology, the use of microscopes, and an in-depth inquiry of viruses, bacteria, protists, fungi, plants, and invertebrate animals. Students participate in the Trout in the Classroom program, seeing the conception of 800 eggs, raising them, follow-ing their life cycle, and releasing them into the wild. In lieu of a final exam, each student receives an ecosystem to research as an individual project. The ecologically significant places chosen are America’s national parks and wildlife preserves. The map compo-nent of the project helps to enhance their understanding of the geography of our own country as well as instill pride in the gorgeous landscapes we call home. As a cross-curricular project, technology, speech, art, and history are essential components.

GRADE 8 SCIENCEIntroductory Physical Science: This lab-oriented course is designed to develop student labora-tory skills, reasoning skills, and communication skills in the context of science. The theme of the course is the development of evidence for an atomic model of matter. Students will gain a beginning knowledge of physical science and a deeper insight into the means by which scientific knowledge is acquired. All new ideas are based on concrete student experiences in the laboratory, and all new terms are intro-duced after the completion of the labs. Concepts include volume and mass, conservation of mass, characteristic properties, solubility, separation of mixtures, compounds, elements, and the atomic model of matter. During the final project, students will use acquired skills to identify an unknown “sludge.”

GRADE 9 SCIENCE/BIOLOGYBiology is the study of the chemical and structural foundations of life. Topics covered include evolution and population dynamics in ecosystems. Additionally, students examine the structure and function of the cell, includ-ing cellular respiration and photosynthesis. An in-depth study of molecular biology constitutes a significant part of the course, including DNA, RNA, and protein synthesis. Students further

study classical Mendelian genetics including human inheritance, blood types, and chro-mosomal disorders. Finally, in the context of evolutionary theory, students study the major kingdoms of life on Earth. Laboratory work covers a wide range of biological topics, engag-ing students in a host of activities ranging from outdoor observations of ecosystems to micro-scopic investigations of individual organisms. Students use the skills of data collection and hypothesis-building learned in earlier courses to formulate explanations that account for the wide range of observations made in the labora-tory. A variety of supplemental books, essays, and journal articles are used to enhance topics covered in the text.

CHEMISTRYThis course is designed to provide a compre-hensive foundation of chemical principles in preparation for a college chemistry course. Students fully explore the nature and properties of matter and the interactions between matter and energy through chemical reactions, ionic and covalent bonding, states of matter, and thermodynamics. These principles and concepts are supplemented by laboratory experiments exploring different types of chemical reactions, the behavior of gases, and the transfer of energy by heat or electricity. Formal lab reports are required for the lab investigations.

ENVIRONMENTAL SCIENCEThis is a course intended for students who have completed Biology and who are interested in gain-ing a deeper understanding of the environment. Specific issues such as ecology, population dynam-ics, air and water pollution, atmospheric change, natural resource management, biodiversity, and energy sources will be covered using a variety of learning techniques. A major portion of the course will be devoted to a student-designed and driven project tied to the school community and local environment. Intensive fieldwork in an outdoor classroom will help aid the students in their on-going development of a sense of place and respect for the world around them. All of these compo-nents of the course will be combined to improve laboratory, research, seminar and public speaking, writing, and critical thinking skills.

PHYSICSPhysics is the study of nature in its simplest form. Topics include linear motion, projectile motion, Newton’s Laws, energy and momen-tum, gravitation, rotational mechanics, wave motion, electricity, and magnetism. Many of the lab activities involve the Socratic method of teaching in that students are asked ques-tions about basic physical phenomena and, with resources available (lab equipment), they design a probe to investigate the controlling physics laws governing such phenomena. With guidance from the teacher, students conduct experiments to codify and quantify their results. Lab reports require students to analyze results and to present their thoughts (with supporting data) clearly and concisely.

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AP BIOLOGYThe Advanced Placement Biology course is designed to be the equivalent of a college course taken by biology majors during the first year of college. It differs from usual high school biology courses in the level of the textbook used, the range and depth of topics covered, the type of laboratory work, and the time and effort required of students. Laboratory investigations are part of the basic instruction. Students will take the Advanced Placement exam in May.

WORLD LANGUAGEIn an interdependent world, the study of languages promotes communication with and understanding about people of other cultures, a fuller participation in the global community, and the preparation to play an active role in the global economy.

The program creates opportunities for students to experience and acknowledge different patterns of thought and other value systems. Through the department’s interdisci-plinary approach, students better understand their own language and culture and develop a sense of responsibility and commitment as world citizens.

World language courses emphasize the development of communicative competence using a variety of approaches and making frequent use of up-to-date classroom tech-nology. Throughout the program, language teachers work on developing critical thinking and problem-solving skills. Students are called upon to approach second-language acquisition through a deeper understanding of their own language and of language in general. Through careful study of linguistic constructs, students develop a respect for language in and of itself, and for its ability to empower. As students come to express themselves effectively in the target language, they are better prepared to face challenges as leaders in an increasingly international world.

Beyond becoming proficient in a second language and, in some cases a third, students learn understanding and empathy. Apprecia-tion of both diversity and interdependence is fostered through a careful mapping of cultural focuses presented throughout the curricula. The outcome for students is a profound appreciation of other cultures, past and present, as they exist within this country and abroad.

FRENCH IAStudents will become familiar with the conjuga-tion of common verbs and learn about subject/verb agreement. The study of vocabulary and grammar through context, workbook exercises, and sentence translations will be continuous throughout the year. Students will learn a vari-ety of theme-based vocabulary units covering

numbers and time (including, but not limited to, days, weeks, months, seasons, dates, how to tell time, etc.), travel, food/restaurants, life at home, etc. Students will also be introduced to the pres-ent, future, and past verb tenses of regular “er,” “ir,” and “re” verbs, and a select sampling of often used irregular verbs.

FRENCH IBFollowing a general review of work completed during French IA, including present, past, and future verb tenses, common vocabulary, and grammatical structures, students in French IB will broaden their knowledge of those themes and more, including, but not limited to, more com-plex verb tenses and learning the differences in conjugation between regular and irregular verbs. The study of vocabulary and grammar through context, workbook exercises, and sentence transla-tions will be continuous throughout the year.

FRENCH IIFollowing a review of materials covered in French I, students will continue to learn struc-tures related to additional verb tenses including the past conditional and the pluperfect. Students will acquire additional vocabulary and focus on speaking the language in class.

FRENCH IIIThis course builds on skills taught in French II using an advanced grammar text and em-phasizes greater oral and written proficiency in French. Students expand their vocabulary by engaging in conversations - including role playing and problem solving. Though much of their writing is creative, students will also explore various aspects of French and francophone culture, from literature to music, from current affairs to pop culture, from painting to film, and will produce both oral and written reports. Students view at least one French film (recent examples are Kirikou, and Au revoir, les enfants), and read several works of fiction, which in previous years have included stories by Birago Diop and Guy de Maupassant and excerpts from a novel by Romain Gary. Prerequisites: C- or better in French II or equivalent

FRENCH IVThe main goal of this class is to develop ac-curacy and style in speaking and writing. The course utilizes a selection of materials such as literature, art, music, film, journalism, and audio and videotaped language segments that present topics pertinent to the social, political, and historical realities of the francophone world. Students use their French in a variety of activities, which include class discussions, small group conversations, monologues, inter-views, role plays, oral reports, written essays, and multimedia presentations. An example of a special project was to interview a native speaker about their childhood experiences in a francophone country. Examples of read-ings from recent years include excerpts from Chraïbi’s novel Civilisation, ma mère (Moroc-

co), Laye’s L’Enfant noir (Guinea), Rostand’s Cyrano de Bergerac (France), Sartre’s play Huis Clos (France), and the film script of Van Dormael’s Toto le héros (Belgium).Prerequisites: C+ or better in French III

FRENCH VThe culmination of our French program, this course challenges students to communicate with more accuracy, at a more refined level, and with a greater lexical repertoire. Us-ing a variety of authentic materials such as plays, short stories, poetry, films, and articles from the current press or the Internet, the class explores topics of historical and cultural interest. Student productions include leading a discussion, acting out a scene, relating the literature to cultural elements of its era or our own, and creating a multimedia presentation. Student interests guide the selection of materi-als and topics. Recent classes have studied Joseph Joffo’s Un sac de billes (autobiography of a young Jewish boy in France during World War II), Ben Jelloun’s Le racisme expliqué à ma fille (exploring the roots of racism), Faïza Guène’s novel Kiffe kiffe demain (about life in the Parisian suburbs), and films such as Lucie Aubrac and Entre les murs. Prerequisites: B- or better in French IV

AP FRENCH LANGUAGEAND CULTUREThis course is the equivalent of a college pro-gram in advanced French language and culture, stressing listening comprehension, oral expres-sion, reading, and writing. The course seeks to prepare students to reach a degree of proficiency in the French language, enabling them to: un-derstand spoken French in a variety of situations and accents; read with comprehension, at sight, published articles, prose, and verse excerpts of moderate difficulty and mature content; make presentations about varying topics; and express ideas, critical opinions, and judgments accurately and resourcefully with reasonable fluency, both verbally and in writing. Particular attention is devoted to the following interdisciplinary themes: global challenges, science and technology, personal and public identities, contemporary life, families and communities, and beauty and aesthetics. Students also read and analyze one literary work in its entirety. Past reading lists in this cycle have included various plays by Molière, Jean de Florette by Pagnol, L’étranger by Camus, Thérèse Desqueyroux by Mauriac, Candide by Voltaire, and L’homme qui plantait des arbres by Giono. Historical events and cultural phenomena are discussed in the context of the works read. All students will sit for the AP French Language and culture exam in May.Prerequisite: B+ in French IV and permission of the department

SPANISH IASpanish IA is a formal language course that builds upon the introductory course taken in previous years. Students’ work focuses on gram-mar and vocabulary, and is based on speaking,

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listening, reading, and writing. Students are given an introduction to the various cultures of Spanish-speaking countries.

SPANISH IBThis course is a continuation of the formal study of Spanish begun in Spanish IA. This course will further explore grammar structures and build upon student vocabulary. Students continue to learn about the various cultures of Spanish-speaking countries.

SPANISH IThis course is designed as a formal language course for beginners. It emphasizes vocabulary and gram-mar basics. Student work is based on speaking, listening, reading, and writing. Students will expand their cultural knowledge through various projects and presentations, as well as a service-learning trip to Costa Rica.

SPANISH IIStudents will use the basic grammar and vocabulary skills that they learned in Spanish I and expand them through this conversation-based course. Students will extend their cultural knowledge through various projects and pre-sentations, as well as a service learning trip to Costa Rica.

SPANISH IIIGrammatical structures introduced and empha-sized in this course are subjunctive, future tense, conditional tense, and present perfect tense. In addition, previously learned tenses such as present, preterit, and imperfect are reviewed and expanded. Speaking and listening skills are reinforced, and emphasis is placed on communica-tion. Speaking and writing exercises are provided within contextual situations. Compositions are guided but tied to realistic situations and vocabu-lary studies. Most are also open-ended to provide a variety of freedoms of expression. Prerequisite: Completion of Spanish II with a grade of C- or above

SPANISH IVThis course begins with a general review of grammar, reintegrating and expanding known material, and introducing and extensively practicing new concepts. Vocabulary is a major focus, and many new words are introduced and practiced. Students read short stories by Spanish authors and shorter passages for comprehension. Writing skills are emphasized through composition work. Speaking and listening comprehension skills are reinforced daily, both in class and in the language lab. This course will prepare students for entrance into the Advanced Placement Spanish Lan-guage course. Prerequisite: Successful completion of Spanish III with a C+ or above, qualifying exam and teacher recommendations

SPANISH VAs the culmination of our Spanish program, this course continues to challenge students

to communicate with more accuracy, at a more refined level, and with a greater lexical repertoire. At this level, students are expected to hypothesize, express opinions, debate, and formulate original thoughts in a less structured, more free-flowing manner in an open discus-sion context. The course includes analysis of novels, short fiction, poetry, film, critical articles, and historical texts. Specific content will vary from year to year but will include material from Latin American and Peninsular literary traditions. Prerequisites: Completion of Spanish IV with a B- or better.

AP SPANISH LANGUAGEAND CULTUREThis course prepares students to take the Advanced Placement Spanish Language Ex-amination. Students are trained to listen to long texts with relaxed concentration; these texts may be formal or informal spoken Spanish. Students utilize current magazine articles and literary texts to develop good reading comprehension and to develop a broad, general vocabulary and solid knowl-edge of grammatical structures. In both writing and speaking, students learn to com-municate facts, ideas, and personal opinions with a level of fluency and accent that do not impede communication. Extensive training in the organization and writing of compositions is an integral part of the course. Students will sit for the AP exam in May. Prerequisite: B+ Spanish IV Intensive, qualifying exam, and department approval

LATIN IAThis course provides an introduction to the elements of the classical Latin language. The primary focus of Latin IA is to learn how to read the language through careful transla-tion. Students will look at a sentence, break it into component parts, and deduce meaning. Performing this type of analysis reinforces one’s understanding of the basic structure of English grammar. Students will also acquire an extensive vocabulary of Latin words. Since 70% of English words come directly from the classical Latin language, students will gain a better understanding of the meaning of English words. Latin also serves as the foundation language for the five, primary Romance languages: Spanish, French, Italian, Portuguese, and Romanian. Therefore, a study of Latin will prepare students to learn certain foreign languages with greater facility. Finally, students will also develop an awareness of the culture of the Romans, its historical significance, and its contemporary relevance. This course covers chapters 1 – 14 in the textbook, Ecce Romani I.

LATIN IBThis course continues the process begun in Latin 7 of investigating the vocabulary, forms, and syntax of the classical language. Students will gain a deeper understanding of basic

linguistic formulations through the careful art of translation. “Inexorably accurate translation from Latin provides training in observation, analysis, judgment, evaluation, and a sense of linguistic form, clarity, and beauty which is excellent training in the shaping of one’s own English expression,” asserted Frederic Wheelock. Therefore, upon completion of this course, students will be able to personalize the English language in such a way that it will acquire a new and richer meaning for each individual student. This course covers chapters 15 – 27 in the textbook, Ecce Romani I.

LATIN IThis course provides an introduction to the elements of the classical Latin language for students in the ninth grade. The primary focus of Latin I is to learn how to read the language through careful translation. Students will look at a sentence, break it into component parts, and deduce meaning. Performing this type of analysis reinforces one’s understanding of the basic structure of English grammar. Students will also acquire an extensive vocabulary of Latin words. Since 70% of English words come directly from the classical Latin language, students will gain a better understanding of the meaning of English words. Latin also serves as the foundation language for the five, primary Romance languages: Spanish, French, Italian, Portuguese, and Romanian. Therefore, a study of Latin will prepare students to learn certain foreign languages with greater facility. Finally, students will also develop an awareness of the culture of the Romans, its historical significance, and its contemporary relevance. This course covers chapters 1 – 27 in the textbook, Ecce Romani I.

LATIN IIThis course continues the study of the Latin language and Greco-Roman culture. Students learn increasingly complex functions of the lan-guage, become familiar with more elements of the culture, and enhance their understanding of English. Emphasis is placed on the develop-ment of skills in reading and comprehension of adapted Latin texts. This course covers chap-ters 28 – 54 in the textbook, Ecce Romani II.

LATIN IIIThis class reinforces and expands a student’s knowledge of the Roman world. Students will increase their understanding of Latin vocabu-lary and grammar with the goal of reading a variety of Roman authors of both prose and poetry. Texts become increasingly sophisti-cated in vocabulary, structure, and depth of meaning. The strong cultural component of the Latin sequence will continue with an empha-sis on elaborating the readings. Students will read adapted selections in the textbook, Ecce Romani III.

LATIN IVThis class reinforces and expands a student’s knowledge of the Roman world. Students will

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increase their understanding of Latin vocabu-lary and grammar with the goal of reading a variety of selections from Caesar’s De Bello Gallico. Emphasis is placed on literary apprecia-tion and interpretation. This course covers half of the material from the AP Latin curriculum.

LATIN VThis class reinforces and expands a student’s knowledge of the Roman world. Students will increase their understanding of Latin vocabu-lary and grammar with the goal of reading a variety of selections from Virgil’s Aeneid. Emphasis is placed on literary appreciation and interpretation. This course covers half of the material from the AP Latin curriculum.

AP LATINThis course prepares students to take the Advanced Placement Latin Exam in May. Students will read several selections from both Virgil’s Aeneid and Caesar’s Gallic Wars. They will develop the ability to analyze text and dis-cuss literature. They also will learn about the historical and political influences on the poetry and prose. The syllabus stresses the reading and understanding of the literature along with the recognition and mastery of literary and rhetorical devices.

VISUAL ANDPERFORMING ARTSAt Stanwich, we believe that the arts are for everyone and are an essential part of a strong liberal arts curriculum. The purpose of the program is to facilitate the student’s need for expression and to help the student develop empathy for and awareness of others. The art curriculum emphasizes the concept that art is a powerful visual language of signs and symbols. Through their studies, students become aware of how this language is at work in the world around them and become skilled in their abil-ity to communicate effectively in it.

Works of art often involve subtle mean-ings and complex systems of expression that go beyond ordinary speaking and writing. The actual practice of making art engages the imagination, fosters flexible ways of thinking, develops disciplined effort, promotes innova-tion, and builds self-confidence. For some students the study of art will lead to careers in the arts. For many others, it will permanently enhance the quality of their lives with a flu-ency in the visual language and an informed appreciation of the arts.

Skills practiced and honed in the arts curric-ulum are critical in the other disciplines, as well: reflection, self-criticism, persistence, vision, and the willingness to experiment and learn from mistakes. Each course offered provides students with a broad survey of contemporary and tra-

ditional art concepts, techniques, and working methods. We strive to instill the courage to face challenges, the skills to solve complex problems, and an understanding and appreciation of the visual and performing arts.

GRADE 7 ARTDrawing and Painting: Pastel drawings of eyes, contour drawings of shoes, Impressionist land-scapes, and mono prints. Computer Graphics: Introduction to Adobe Photoshop: multiple self-portraits in the style of Andy Warhol, Mixed-Media: Wire sculptures in the style of Alexander Calder, papermache creatures, collages in the style of Jasper Johns.Learning to Look: The Whitney Museum of American Art

GRADE 8 ARTDrawing and Painting: Scratch art, self-portraits in an Expressionist style, charcoal still life, architectural designs. Computer Graphics: Extension of Adobe Photoshop: adding color and line to self-portraits, Mixed-Media: Block prints in the style of Edvard Munch, full-size cardboard chairs.Learning to Look: The Museum of Modern Art, Architecture and Design

AP STUDIO ARTAP Studio Art allows highly motivated stu-dents to do intensive, college-level work in the visual arts and is offered to juniors and seniors who have met the prerequisites. Class projects are designed to help students develop their technical competence and to enhance their breadth of artistic knowledge as well as to provide opportunities for creative self-expression. Students in this course will select one of three areas of art in which they will work and create a portfolio. These are draw-ing, 2D design, and 3D design. Each portfolio will contain three required sections: Quality, Concentration, and Breadth, each of which has detailed specifications. Students work in a wide variety of media, from traditional drawing and painting to computer-generated design. Students in this course will have to be able to work independently and must be willing to devote a substantial amount of time outside of class to completing all of the required elements of the portfolio. Senior art students may create portfolios for college admissions, and AP students may design a long-term project for inclusion into their AP portfolio submission. Students will take the AP Exam in May. Prerequisite: Teacher recommendation

CERAMICSIn this course students explore a wide range of creative ceramic endeavors, becoming more critical in their work as they develop these challenging forms and strive to attain higher levels of refinement. Students learn techniques for working in a series, with lidded and closed forms, using plates, and throwing from the mound. They also learn about clay

reclamation, glazing, and firing cycles as they become familiar with the process. Students are expected to assume responsibility for the work-ing environment of the studio.

MUSIC (INSTRUMENTS & VOCAL)Students will choose either Band, Orchestra, Chorus, or Bells Choir. They will study the evolution of popular music using the idea that art and music are mirrors of their times, and they will study several key American music traditions which underlie this genre. In each course, students focus on the major facets of musicianship including performance, tech-nique, aural training, and sight-reading. The performance repertoire for the year is chosen from a wide variety of genres including movie themes, pop, and classical.

SENIOR HOUSE PERFORMING ARTSThis course is for anyone interested in the as-pects of performance including singing, acting, playing instruments, dancing, directing, choreo-graphing, sets, lights, costumes, crew, and pro-duction. This group will meet two to four times a week from 3:00 to 4:00pm and/or 4:00 to 5:00pm and will focus on preparing for and organizing the performances at Stanwich as well as other outside events and competitions. These include but are not limited to Opening Ceremony, the Winter Concert, the Young Musician’s Festivals, the Senior House Musical, the Spring Concert, Upper School Talent Show, and Closing Ceremony. Students may help direct, design, and produce the younger grade performances as well. If there is interest, the class could travel to see performances in NYC for Broadway plays/musicals, the Metropolitan Opera, the NYC ballet, etc.

DRAMAOne Junior House musical and one Senior House musical stage production will be mounted each year. In addition, the Senior House will produce a play each year. As part of the preparation, students will study charac-ter development and research, stagecraft, and acting technique. Different acting methods and concepts will be explored, with an emphasis on projection and clarity of intentions.

TECHNOLOGYStanwich’s goal is to educate students to be independent, responsible, and competent users of information and technology and be able to apply their skills to communicate ideas, solve problems, and pursue personal interests. At the Upper School, students learn to:

• use a wide variety of technological tools to enhance their future success as students and lifelong learners,

• locate, evaluate, and collect information, manipulate data, synthesize concepts, and creatively express ideas to others through skillful and ethical use of technology,

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• view themselves as capable of using their technology skills and knowledge necessary to make future career and social deci-sions in response to a changing world and workplace.

GRADES 7 AND 8The one-to-one Chromebook program is designed to help students utilize technology to prepare and submit daily assignments, while instilling accountability for their own valuable property. Our overarching goal is to support the grade curricula so students are prepared with the tools they need to be educationally successful. We will focus on three things: Academic and Classroom Support, Digital Lit-eracy and Citizenship, and Programming. All of these come under the umbrella of Purposeful Technology Use.

GRADES 9 - 12Each student chooses between a Lenovo ThinkPad or MacBook Pro laptop as their primary device. These are used seamlessly in their classes as one of the available academic tools. The curriculum is built around technol-ogy; technology is not imposed upon the exist-ing curriculum. Computer Science is offered as an elective to all high school students.

SEMESTER AND YEAR LONG ELECTIVES & ENRICHMENT PROGRAMS: GRADES 9 - 12Sample Offerings

20TH CENTURY WAR STORIESBeginning with World War I and ending with 21st century conflicts, this course will focus on stories of individuals and relationships between individuals during wartime. Authors may include Fitzgerald, Hemingway, O’Brien, and other contemporary short stories.

20TH CENTURY AMERICAN DRAMAThis course will focus on reading and analyzing modern plays. We will examine the ways each playwright portrays American life through dra-matic elements and characterization. Playwrights may include Beckett, Brecht, Ionesco, Albee, Marsha Norman, and Wendy Wasserstein.

BAND Students in Band will further develop their musical skills and abilities through private and small group instruction, as well as in a large

ensemble setting. Students will be taught music theory, ear training, proper playing technique, performance practice, and the value of what it means to be a musician. The repertoire will always be both educational and entertaining. Each student will be assessed on their growth in musical skills and knowledge, in-class conduct, preparation and preparedness both in and out of class, participation and contribution to the musical success of the entire ensemble.

CERAMICSThis semester-long class will teach students the basics of hand building experimenting with a variety of clays and glazes. Interested students may also learn basic throwing techniques.

CHORUS In Chorus, students learn to sing with a healthy vocal technique through warm-ups and a variety of styles of songs. The solfeg-gio system with hand symbols is taught in conjunction with scales and intervals. The students learn note-reading skills by singing printed music that will also be memorized and performed at concerts at the end of each semester. Students are given a solid founda-tion for a lifetime of enjoyment of singing. Because some students may continue study-ing music at the college level, students are prepared with the techniques and skills that will give them the confidence to compete.

COMPUTER SCIENCEThe course covers a basic understanding of computer science theory including a study of algorithms and other problem solving tech-niques and current computer science research topics. Possible other topics include introduc-tion to digital electronics; robotics; 3D design; video game design; web page HTML; mobile app development; network access methods; and the development of computers in today’s society. The students will learn to use the C, Java, and/or Python programming languages. Further studies may include HTML and mobile-device programming. Second year students will advance into further topics and will be based on broader projects. We will look into supporting the AP exams in Comp Sci. This course is useful to all students: those who will study or work with computers in col-lege, those who desire a general knowledge of computer science, or those who are interested in the application of computer science to other fields.

CULTURAL ANTHROPOLOGYAnthropologists define culture as the learned behaviors, beliefs, attitudes, values, and ideals characteristic of a particular society or population, and cultural anthropologists study these various attributes within popula-tion groups throughout the world, seeking not only to understand each culture but to understand why cultures might have differ-ent traits or customs. In this course, students will learn about the ways in which cultures

approach language and communication, learning, social organization, gender roles and marriage, psychology, religion and spiritual beliefs, art, body decoration/adornment, music, and folklore. Additionally, students will learn about how cultures change and about the value of anthropology for increasing toler-ance, understanding, and acceptance of other cultures and differences. Finally, students will be able to see how applied anthropology can help solve problems such as AIDS, disasters, crime, family violence, and war, thus helping to “make God’s world a better place.”

DIGITAL PHOTOGRAPHYThis year-long elective will address both the technical and artistic fundamentals of digital photography. Students will learn the basics of camera operation and computer image editing while at the same time exploring the elements and principles of design. Students will be encouraged to discover their own photographic vision and style, combining a mix of aesthet-ics and technology, creativity and technique to solve visual problems and make their own artistic statements. Requirements: Access to a digital camera. While the camera does not need to be a digital SLR, it does have to have some manual functions (iPhones and basic point and shoot cameras will not work).

DRAMAThe theater program at Stanwich School exposes students to all aspects of theater arts, and allows each student to delve deeply into his or her chosen area of study. This requires our program to be both broad and deep. Given the desire of Upper School students to perform in a drama, the program would culminate with a performance in the spring. The play will be open to other students who are not involved in this elective. The elective will be divided into three to four one month “blocks.” Each “block” will be devoted to one aspect of theater. Possibilities include acting, improvisation, lighting, set construction, directing, make-up.

ECONOMICSEconomics is the study of how the goods and services we want get produced, and how they are distributed among us. This part we call eco-nomic analysis. Economics is also the study of how we can make the system of production and distribution work better. This part we call eco-nomic policy. Economic analysis is the neces-sary foundation for sound economic policy. This course will prepare students for both practical and theoretical elements of economics. Econom-ics is at the heart of most of the decisions made daily. Students will be expected to display an understating of basic economic concepts and terms associated with (but not limited to) eco-nomic systems, microeconomics, macroeconom-ics, international trade, and personal finance.

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ENGINEERINGThis course provides an overview of engineer-ing and engineering technology. Students devel-op problem-solving skills by tackling real-world engineering problems. Through Engineering Innovation, students put engineering concepts to the test. Applying their knowledge of math and science to labs and hands-on projects, concepts are linked to real-world practice. Students may have an opportunity to design and build catapults, wind turbines, expansion bridges, tall structures, and more.

ESPIONAGE AND COVERT OPERATIONSSecret operations by intelligence agents and SEALs have been in the news given the wars in Iraq and Afghanistan, but they are hardly new. Spying and “covert ops” have a long history going back to antiquity, if not before. The course will look at how these secretive acts have developed, what techniques are used and to what degree they are successful. We will span ancient history to the present and look to the future of spying and secret missions in a world with unmanned drones, powerful satellites, and the increasing use of digital technology and Special Forces.

EXPLORATION AND ADVENTURE THROUGH THE AGES: EXTENDING THEIR REACHThe course will examine the reasons for and results of exploration by people all over the world throughout history from antiquity to the present. Topics will include Marco Polo, the great Chinese treasure fleets, European Age of Exploration, polar expeditions, space voyages and current deep sea expeditions. Discussions and presentations will be complemented with readings, films, presentations, and activities. Text: Perfect Storm, Endurance, Into Thin Air

FASHION DESIGN This course is intended to provide an overview of fashion design. Students will study fashion trends and the marketing successes (and fail-ures) of various brands over time. Students will be expected to develop their own fashion label and concept and develop a marketing plan for their line. As an example, consider the House of Chanel and its remarkable branding history. Stu-dents will learn a variety of fashion illustration techniques which they will incorporate into a final semester project.

HISTORY AND FILMA look at films as primary source documents and an examination of how accurately historic events have been depicted, and from which perspectives. Films often represent the popular culture at the time, but also serve as perhaps the only knowledge people have of a given topic or event. What responsibility do filmmak-ers have in creating films of historic events?

INDEPENDENT STUDY PROJECT All ISP’s are ½ credit projects (per semester) and graded on a Pass/Fail basis. Students

submitting a proposal to pursue an ISP will seek a faculty sponsor as well as another designated faculty member who will serve as a mentor for the content/skill development aspect of the project. The proposal for an ISP will detail the following:

Nature of the Project: Summary of the project and an explanation of why the student is pursuing the endeavor. Students will specify learning goals, a description of the end prod-uct, and an explanation of how the project will accomplish these goals and/or lead to the desired goal.

Plan for the Project: Description of the timeline for the project, including necessary materials, contacts, and other resources to be used.Final Project and Presentation: Explanation of what written material will be submitted and a de-scription of the presentation to a larger audience.

INTRODUCTION TO FINANCEThis elective will focus on the principles of personal finance and financial management, including an introduction to investing, financial institutions and markets. We will study the time value of money and its applications (how to use money to make money). We will also spend time learning about financial planning, forecasting and management (what to do with your money once you’ve earned it). Finally we will spend time on the basics of investing with an introduction to financial products (stocks, bonds, and mutual funds) and analysis (when to invest and why).

JOURNALISMThis high school-level elective focuses on interviewing, reporting, writing, and broadcast-ing school news and human interest stories. The class serves as the editorial staff for the school’s electronic newspaper, The Stanwich Post. Students conceive, investigate and write original news stories with weekly deadlines, and submit them to the editor, post them on-line, and photograph as needed. Students will be responsible for writing introductions and sign-offs, as well as directing and hosting the live broadcast each week.

LIFE SKILLSThis course prepares students for not only a wide range of careers, but for life in general once they leave “the nest.” The course covers a variety of challenging fields in diverse subject areas that are constantly evolving due to the changing global economy. The course provides students with employability skills, from job-related skills to workplace ethics, and career pathways that link secondary and postsecondary education. The course provides students with academic subject matter taught with relevance to the real world.

MARINE SCIENCE Lessons within the classroom of Marine Sci-ence would focus on marine ecology and local research initiatives taking place on the Long Island Sound. Once a month there would be a

Friday trip to Greenwich Point in which students would explore the sandy beach, rocky shore, and salt marsh habitats of the Long Island Sound. Using scientific equipment such as microscopes, elevation meters, plankton nets, underwater cameras, and turbidity tubes, students would assume the role of researchers studying the Long Island Sound’s coastal environment. Activities would include hands-on animal investigations, plant and animal identification, sea star dissec-tion, microscopic investigations, seining, sieving, sand sampling, shell collecting, marine habitat comparisons, water quality monitoring, and even some special seashore crafts such as seaweed presses. Trips, which will often include outings on the school’s marine research vessel, would be weather dependent.

MODEL UN Model United Nations is an authentic simula-tion of the international body for students interested in global issues of peace, security, and human rights. This is for students who are familiar with or interested in learning about the following: debate, public speak-ing, international affairs and politics, cur-rent events, negotiation, conflict resolution, writing, plotting strategy, communications, and UN rules and procedures. Meeting one to two times per week, the team will attend a series of conferences with other high schools nationally and internationally. Off-site training will be a part of the program. This is a serious program for young adults ready to tackle important world issues.

MYTHOLOGY This course will provide an introduction to the fundamental elements of mythology via a careful reading of primary texts from Greek mythology. Students will explore stories about the creation of the universe, gods and goddesses, heroes, and human beings. After learning about the basic components of mythology, students will analyze modern myths such as Lord of The Rings, Star Wars, The DC Universe, and The Marvel Universe. The final project of this course will be for stu-dents to create their own story or mythology.

OPEN ART STUDIOIn Open Art Studio, students will have the op-portunity to pursue the visual arts at the end of the academic day in a relaxed environment. Students will be encouraged to further explore their interests in drawing, painting and/or sculpture with the only requirement being that they see each project through to completion. The program is an excellent opportunity to not only experiment in the visual arts, but allow interested students to explore the possibility of pursuing an AP portfolio in drawing or 2D design.

ORCHESTRA Student in Orchestra will develop individual musicianship and the ability to play as an en-semble by practicing and performing selected repertoire. Students will work on numerous

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fundamentals such as instrument technique, sight-reading, music theory, ear training, and critical listening skills. Their work is assessed on the basis of the growth of their musical skills and knowledge, their attention, participa-tion, and contribution to the musical success of the whole ensemble.

PEACEKEEPING, WAR AND CONFLICT IN THE MODERN WORLDFollowing the devastation of World War II, the international community was committed to pre-venting future conflicts. Though no war on that scale has occurred, there are dozens of smaller conflicts at any given time. This course will look at efforts through nations, the United Nations, nongovernmental organizations, and individuals looking to prevent, cope with, and end conflicts.

PSYCHOLOGYThe course provides an introduction to the study of the behavior of individuals. It examines major areas of interest such as experimental research, the biological basis of behavior, learning, development, personality, abnormal behavior, states of consciousness, therapy, and social interaction.

ROBOTICSThe Robotics program will meet 2-4 times a week, Monday-Thursday, 3:00-4:00 pm. We will focus on the Botball competition held every year. The Robotics team will also travel to New York City for a 2-day workshop to prepare for the regional tournament in the spring. By February, we will focus most of our attention on the regional tournament. This activity introduces the fundamental concepts of programming and robotics. Programming and building robots applies science, technology, en-gineering, and math (STEM) concepts. We will focus on teamwork, problem solving, ideation, project management, and communications.

STUDENT AMBASSADORSStanwich Student Ambassadors will meet one to two times a week, Monday-Thursday, 3:00-4:00 pm. Student Ambassadors will be responsible for assisting Admissions in several capacities including, but not limited to, research, event preparation, touring families, interviewing stu-dents, general office work, etc. Limited to a few students, days are flexible. Requirements: Strong academic standing, interview, and Senior House extra-application. Students who already filled out an application and interviewed this year do not need to complete that process again,

STUDIO ART/AP PORTFOLIOThis full credit studio art class exposes students to a wide variety of techniques and mediums in drawing and painting. Students with the interest and the willingness to put in the extra work may elect to pursue an AP portfolio. This would entail students committing to a second year of Studio Art, which will be submitted to the Col-lege Board in May.

WORLD RELIGIONS AND PHILOSOPHY (GLOBAL SPIRITUALITY)This course will introduce students to the beliefs and practices of the world’s liv-ing religious traditions. Being an informed global citizen requires that one understands these religions and their effect upon politics, trade, society and conflict. Religions covered would include Islam, Christianity, Judaism, Hinduism, Confucianism, Taoism, and Shinto. Secular philosophy, western and non-western, will also be considered, so that students are equipped to understand the moral and reli-gious underpinning of 21st century events.

YEARBOOKYearbook staff will meet once a week, usually on a day when Stanwich sports teams are in action. Games are normally Tuesday and Wednesday. As part of the yearbook staff, you will attend the event and take photos. Staff meetings will increase when the deadlines for the yearbook are to be met. Students will be required to work with the Parent Associa-tion Chairs of Yearbook and their committee. Students should be organized and have a sense of photography. Staff members will be asked to help with layout of the yearbook, and this will include taking photos of students in Pre-K through Grade 12 if needed. Jostens (the pub-lisher of the yearbook) will provide a tutorial to all those involved with the yearbook and provide the time-lines and other information that they will need.

VALUES AND SERVICE LEARNINGMaking God’s world a better place is built into the fabric of school life at the Upper School. Actively teaching a strong values program as well as instilling a commitment to volunteerism among the students is an integral part of the school’s mission and reminds students they share a common goal of improving the world. The interactions our students have with organizations and causes, locally, nationally, or globally, act as effec-tive vehicles in teaching and modeling the importance of helping others who are less fortunate. By engaging our students with the world around them through discussions in class, assemblies, service learning projects, and field based experiences, to name a few, we help our students understand the Stan-wich 7 – commitment, compassion, wisdom, courage, honesty, forgiveness, and joy – and we provide our students with hands-on op-portunities to identify passions and special interests, develop their unique talents, and improve the lives of others.

GRADE 7 VALUES AND SERVICE LEARNINGFollowing discussions and activities in advisory and in assemblies with the Head of House and Co-Chair of Service Learning about the meaning of service learning and how it relates to the school mission, 7th graders are provided with the opportunity to interact with and serve the needs of different local causes and organizations throughout the year. Whether our students are engaged with a local nature center, senior citizens in an assisted living home, or with a food bank, our students’ awareness of the world around them grows. In broadening our students’ awareness, we help prepare them for their 8th grade year of service learning.

GRADE 8 VALUES AND SERVICE LEARNINGDuring the 8th grade year students spend the first part of the year engaged in conversations within their advisory groups and with our Co-Chair of Service Learning about service learning oppor-tunities. By the end of the first month of school, each advisory group is expected to come up with a cause or organization that they will support as a group for the remainder of the year. Each advi-sory group will submit a form describing the cause or organization and its needs and detailing how they will support it during the school year.

GRADE 9 INTRODUCTION TO MORAL LEADERSHIPDuring the 9th grade year students engage in meaningful lessons of self reflection as part of their journey to learn about leadership and service learn-ing in school mission related ways. Each student strives to accomplish the following goals: demon-strate a commitment to the Stanwich mission and values system, act from a strong self-concept, think critically and creatively, communicate and interact effectively within groups, take risks willingly, exercise power appropriately, and articulate a posi-tive sense of direction and seriousness of purpose. Throughout the 9th grade year, in developing their leadership skills, students will learn about them-selves — their values, their priorities, their strengths and weaknesses. With an international trip as part of the year, 9th graders will challenge their limits or comfort zones and experience new cultures through service learning experiences locally, as well as in Costa Rica and in Rwanda. As students develop a deeper understanding of the challenges in the world we live, our 9th graders are in a better position to make it a better place. By the end of the 9th grade year, a student will be prepared to spend their 10th grade year researching and committing to a moral leadership-related initiative that each student will pursue during their Grade 11 and Grade 12 years, and beyond.

GRADE 10 MORAL LEADERSHIP PROJECT: PROPOSALHaving identified the traits necessary for moral leadership while in Grade 9, students in Grade 10 begin to plan a course of action to implement those traits. Thus, in Grade 10, students focus on creating or selecting a particular cause or organization to commit themselves to, in an effort to make God’s

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world a better place. Under the guidance of the project advisors, each student considers a cause or organization (whether local or global) and develops strategies that will allow him/her to achieve the goals of the chosen initiative. Each 10th grader will submit a formal proposal for their project in writing and defend it to a faculty panel. The content of the Moral Leadership course consists of brainstorming, discussion, and reflection, components designed to enhance the students’ understanding and vision, as related to their project.

GRADE 11 MORAL LEADERSHIP PROJECT: IMPLEMENTATIONWhile a junior year scholar is beginning to think about collegiate life, he or she is also planning for a meaningful and productive life beyond college. At the threshold of adulthood, students will be expected to manage their own scholarship somewhat independently. The student will spend the year beginning to proac-tively engage and interact with the cause and the people associated with his or her cause. The first part of this year may be spent networking, developing a team, identifying and securing contact with related professionals, etc. The second part of the year will be dedicated to the implementation of the project in support of the cause. Students will continue to meet regularly with their project sponsor.

GRADE 12 MORAL LEADERSHIP PROJECT: EXECUTION AND REFLECTION Seniors now are positioned to act and to put their plan to make God’s world a better place opera-tional. Here, the senior will finish the research and prepare for the presentation. The student will con-tinue to execute the project over two semesters. The student will spend the latter part of the year reflecting and assessing what was accomplished. At the end of the year, seniors will be expected to present their project, in its entirety, to a larger population of students and faculty. The student projects will be archived in a Senior House Collec-tion for future students to study and learn from.

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FIELD-BASEDEXPERIENCESStanwich believes that much of a student’s education should occur outside of the class-room. To that end, the Upper School creates opportunities for our students to engage in field based experiences off campus. While many of these experiences make up a part of a teacher’s curriculum, such as when our students take advantage of life science-related educational experiences on Long Island Sound, or when students visit NYC to visit a museum or to see a play, students also leave campus for 3-7 days each year to engage in field-based experiences with our faculty and educational tour guides.

GRADE 7In Grade 7, students visit Boston, MA, for 3 days to engage in experiences that help reinforce and validate the lessons they are learning in science and in history. Prior to leaving on these journeys, students spend time in the classroom preparing for what they will experience in Boston; as a result, the visit to the Boston Museum of Science or the walk on the historic Freedom Trail, to name a few, all help to validate and bring to life the learning that occurs back in the classroom at school.

GRADE 8In Grade 8, students visit Washington, D.C. for 3 days to engage in experiences that help reinforce and validate the lessons they are learning in their American History class. Similar to the Grade 7 model, our history teachers spend time prior to the trip prepar-ing our students for the curricular connec-tions they will experience during their time in the nation’s capitol. The experience of seeing and engaging with the historical and politi-cal sites of Washington D.C. broadens and enlivens the depth of learning that occurs in the classroom.

GRADE 9In Grade 9, students expand their horizons via several field-based experiences. As part of their moral leadership development, students engage in a variety of initiatives. Whether they are interact-ing with the homeless at a shelter in NYC for a weekend or spending time at the Heifer Farm in MA, learning about global food sustainability, or spending a week teaching children from the Bri Bri tribe in Costa Rica, our 9th graders are all intro-duced to experiences that reinforce lessons related to leadership learned in class, help shape their moral compass, and facilitate their understanding of what it takes to be a morally responsible leader.

GRADE 10In Grade 10, students take part in a week-long international studies program in a European country to further broaden their understanding of the world around them. Beyond the benefits related to interacting with foreign cultures and norms and learning to work and interact as a group, our 10th graders will see curricular con-nections with their English and History classes. For example, following their classroom experi-ence engaged with European literary works, stu-dents visiting sites related to the literature or to the author will have a better understanding and appreciation of the literature being discussed in class. Similarly, as students study European His-tory in class, the experience of seeing and engag-ing with the historical and political sites in and around European cities enlivens and strengthens the learning experienced in the classroom.

GRADES 11 & 12In Grades 11 and 12, in the place of off-campus field based experiences, we focus on the college admissions process. This process will include opportunities for our students to visit colleges and universities in the area. Much of a student’s time during their junior and senior years is devoted to their work with our college counsel-ing partners, Howard Greene and Associates. Enrichment day and short-term trips are also offered throughout the school year.

The Stanwich SchoolGreenwich’s coeducational PreK-12

independent school

257 Stanwich RoadGreenwich, CT 06830

203-542-0035

www.stanwichschool.org