Upper School Course of Study

Moses Brown Upper School Course of Study

2014-2015

Moses Brown School 2014-2015 Course of Study

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Introduction In planning a course of study, students should consult with their advisors, speak with current teachers for placement recommendations, review the course of study guide for updated requirements, and complete a four-year academic planning guide. Rising seniors should also consult with their college counselor. In general, each course of study should

• meet all graduation requirements; • create a well-rounded, balanced experience; • match strengths with appropriate challenges, and develop less confident areas; and • provide opportunities and enthusiasm for growth, exploration, and risk taking.

Yearly course selections should be made with a four-year program of courses in mind. Graduation Requirements: To receive a Moses Brown diploma, a student must complete these requirements:

1. Earn a minimum of 34 credits. 2. Satisfy these departmental requirements:

• ARTS…………………………………2 Credits (Visual, Drama, Music) • ENGLISH……………………………..8 Credits • HUMANITIES………………………..6 Credits (5 credits from Topics in

World History, Modern World History & U.S. History and 1 Credit from Religion & Society or World Religions)

• MATHEMATICS…………………….6 Credits (must include Algebra 1, Geometry, Algebra 2)

• SCIENCE…………………………….4 Credits (laboratory science) • WORLD LANGUAGES……………..6 Credits (sequential in one language)

3. Meet the school’s co-curricular requirements. 4. Complete these additional academic requirements:

• Freshman Studies • Service Learning • Senior Project

Credits: Yearlong courses earn 2 credits and semester courses earn 1 credit. Only coursework completed in the Upper School counts toward graduation credit; no credit is given for work done during eighth grade or at a summer school. Students normally enroll in 5 or more semester or yearlong courses in addition to any technology, or visual or performing arts classes. Exemptions require support of the Academic Dean and /or College Counselors with approval of the Academic Meeting.


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Co-curriculum Requirements The Co-curricular Program helps foster connections among students beyond the classroom and creates a sense of community between students and faculty. At the same time, the Co-Curricular Program strives to recognize students’ passions and the diversity of talent each student brings to Moses Brown; the program recognizes that the educational experience at MB includes more than our academic offerings. Similarly, the Co-Curricular Program aims to cultivate leaders, develop lifelong passions, build resiliency, and strengthen collaborative spirit, all leading to a stronger and more cohesive school community. See the Co-curricular Planning sheet for all requirements. Service Learning Service is an essential component of a Moses Brown education. MB students are expected to perform at least 40 hours of service learning during their time in the Upper School. This service, coordinated by the Director of Service Learning, must be completed by January of the senior year. A service project must include the following in order to be eligible for graduation credit:

• occur off campus • be sponsored by a recognized nonprofit agency • be a single project for the full 40-hour time requirement • be completed after the student’s freshmen year

Freshmen Studies Freshmen Studies is a program designed to expose first year Moses Brown students to a wide variety of topics to help them better acclimate to the campus community. Every ninth grader takes Freshmen Studies. Topics include Friends Education, Service Learning, Health Education, Leadership, Stress Management, and Naviance training. Each year new topics are integrated into the curriculum. Senior Projects The Senior Project Program gives twelfth graders the chance to create an experience away from the classroom setting with a focus on independent inquiry and personal growth. Whether the focus is on sampling a potential career, finding an opportunity to participate in an extended community service project, or exploring a personal interest, seniors challenge themselves through this process. Seniors are required to share their studies and experiences with the school community at an exhibition in early June.


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Transcripts All requests for student records and/or official transcripts should be emailed to [email protected]. The following information is required in order to begin processing a request for an official transcript: student name while at Moses Brown (i.e. maiden name), graduation year, grade and year of withdrawal/transfer from Moses Brown, and address of where to mail official transcript. Please allow 7-10 business days for completion of your request. An email confirmation will be sent. The school does not fax official transcripts, and any documents handed directly to students or parents are marked “unofficial” unless in a sealed envelope. A current student’s unofficial transcript can be accessed through MyMB, under the Performance link. Study Abroad/Off-‐Campus Study The number of spaces reserved for off-campus study is limited; students should register their interest with the Head of the Upper School. Preference is given to juniors and seniors. For a semester off campus, students must meet all graduation requirements and complete major department expectations (E-Search, I-Search, Humanities research paper). Grades earned during off-campus study will not appear on the Moses Brown transcripts or contribute to the MB GPA.


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Course Registration Guidelines

• Registration for Courses: Registration should be completed with the intent of taking all courses selected. All elective selections must list two alternates. All course offerings and registrations are subject to change depending on availability, section size, facilities, and staffing.

• Registration for Electives: Students registering for departmental electives should note: first preference is given to seniors; juniors may enroll in departmental electives if space is available; and the lowest priority is given to students registering for a second departmental offering.

• Adding, Dropping, and Changing Courses: All adds, drops, and changes must be made through the Academic Dean or Registrar. Students may make course changes during the drop/add period at the beginning of each semester. It is the student’s responsibility to be aware of the final date for course changes, typically one week after the start of classes. Courses dropped after the drop/add period appear on the student’s official transcript as withdrawn.

Course change forms are obtained from the Academic Dean or Registrar and require the approval of the advisor, teacher, and parent(s). Seniors making a course change must also consult their college counselor. Course or section changes may be granted for a variety of compelling reasons. Teacher preference is not a valid reason for a course or section change.

• Waivers: A student who seeks a waiver of a graduation requirement should submit a

written petition to the Academic Dean and the Academic Meeting. Until the student and parents receive official written notice from Moses Brown approving the waiver, the student will remain enrolled in the course that satisfies the requirement.

• Substitutions: In exceptional circumstances, a course may be substituted for one of the

requirements upon recommendation by the Academic Dean and the appropriate department chairperson.

• New students: Students entering Moses Brown in the tenth, eleventh, or twelfth grade will

have their graduation requirements established at the discretion of the Academic Dean. They will meet all requirements (or the equivalent) of our four year program.

• Summer school: Summer school courses may not be used to satisfy a graduation

requirement. The grade of the course taken will not be incorporated into the Moses Brown Grade Point Average. Students may request that a summer school record be attached to the Moses Brown transcript for the purposes of college applications.

• Generally, students will be required to make up a failed course in a pre-approved summer

school or repeat the course the following year at MB.


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Grading System • Grades: Moses Brown School does not rank students or have an honor roll system. Grades are

issued as letters: A (superior) through E (failure) in the Upper School. There are plus and minus grades for each category except E.

• Attendance: The Dean of Students and/or the Upper School Head, in consultation with a

student’s advisor and teacher(s), will contact families with significant concerns about attendance, credit, and graduation. In each case, we endeavor to balance individual issues (health, family situation, etc.) with academic expectations. A 90% attendance rate for excused and unexcused absences will act as the primary guideline; normally, students who miss 20% or more of classes will not receive credit.

• Senior Attendance: Seniors who miss approximately 15% or more of classes during second

semester will be required to take the final exam in the class in which total excused and/or unexcused attendance is in question. With regard to college visits, please take advantage of special opportunities for seniors identified in College Counseling communications.

• Grade Reports: The school year is divided into two semesters; students receive letter grades

four times a year with narrative comments written for yearlong and semester courses for each mid-semester report. (Teachers may submit a comment at the end of a semester to note an inadequate effort, an unsatisfactory grade, or a positive change in performance.) Advisors and parents access grades and comments through MyMB.

The mid-semester grades and comments are intended to serve as indicators of a student's progress; they are not recorded on student transcripts. Semester and year-end grades are entered on a student's transcript.

• Academic Warning: Students who are not meeting the academic and attendance expectations

of the school will be reviewed by the faculty and may be placed on Academic Review or Warning.

• Semester Exams: Cumulative exams are given twice a year at the end of each semester

(January and June) in most academic disciplines. These two-hour exams account for 20-25% of the semester grade.

• Transcripts & GPA: The Grade Point Average (GPA) is cumulative, unweighted, and

represents the average of semester grades in all courses. Transcripts show semester grades for semester courses, semester and final grades for yearlong courses. The GPA is automatically calculated and recorded on transcripts.

• Senior Grades: Seniors must pass all second semester courses in order to graduate from Moses

Brown School.


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• Incompletes: When a student's work is incomplete at the end of a term, the teacher may assign a failing grade at that time or grant the student an extension of up to ten academic class days. An extension is normally granted only when a severe medical or family issue exists. In any event, the school will not grant credit for a course unless all major assignments have been completed.

• Pass/Fail: Students have an option of taking a course for credit on a pass/fail basis if it is not a

requirement for graduation. This option exists to encourage students to explore academic areas that might not fall within their strength or stretches their programs. Students must request this option through the Academic Dean or Registrar during course sign ups or the drop/add period. Final approval rests with the department head and the Academic Dean.

• Independent Study: This opportunity allows a student to pursue an interest that goes beyond

the curriculum offered in the Course of Study. The independent study must be the student’s sixth course and taken pass/fail; an independent study does not receive graduation course credit. To apply for an independent study, the student must find both a faculty and department sponsor and write up a description of the academic study. The proposal must be approved by the Academic Dean.


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INFORMATION FOR FIRST-YEAR STUDENTS The transition to the Upper School at Moses Brown presents many challenges for first-year students. For many, the expectations of our rigorous college preparatory program are intense, and the work becomes much more analytical. It is important, therefore, for first-year students to recognize faculty expectations, establish healthy and productive study habits, manage time successfully, and make responsible choices that will contribute to a productive, enjoyable experience. Here are a few helpful hints: q Get to know your advisor, the Dean of Students, the Class Dean, the Registrar, and the Head of

Upper School as soon as possible. These adults will prove to be helpful advocates. q Seek out your teachers for extra assistance and, if needed, establish a regular meeting time.

Getting extra assistance is not a sign of ignorance but, rather, signals to the teacher your earnest desire to learn. Visit the Learning Center after school.

q Ask questions in class. If you don't know or understand something or if you need help finding a solution to a problem, ask your advisor or a teacher. Only by asking can you discern answers to suit your individual needs.

q Homework and daily preparation for classes are the keys to success in the Upper School.

Preparing for class means following up on materials covered in class, reviewing class notes, outlining and taking notes on reading, and mapping out strategies for longer term assignments.

q Do not let work pile up. If you find yourself falling behind, seek out your teacher or advisor

right away to develop a strategy for correcting the problem. You do not have to feel overwhelmed.

q Take time to review the many academic, extracurricular and co-curricular offerings in the Upper

School, and take advantage of at least one activity.

q It is important early in the year to establish good habits and time management skills, so allow some time to relax, but make sure to use time during the day effectively by studying, seeing teachers for extra help, or completing homework.


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PERFORMING ARTS: DRAMA

The drama program aims to provide a variety of opportunities for students to build performance and writing skills in theater, film, and public speaking. Drama is an expressive art that requires careful analysis and observation of the self -- alone and in relation to others. To study drama is to study human beings in a creative way -- our motives, emotions, behaviors, language, ideas, and attitudes. To study drama is also to study culture and history. This holds true when students perform or write a play or film, improvise, read the work of a playwright, or tell a story. Fall Semester Electives Spring Semester Electives Writing the Play Performance Studies: Public Speaking and Acting FALL SEMESTER ELECTIVES (1 credit) WRITING THE PLAY (open to 11th & 12th graders) This class will study the craft of playwriting by creating dialogues, scenes, and monologues. Students will read and study one another’s work, as well as the work of other young playwrights. As a final project each student will write a one-act play and enter it in the Young Playwriting Competition. This course may be taken for either Arts or English credit.

SPRING SEMESTER ELECTIVES (1 credit) PERFORMANCE STUDIES: Public Speaking and Acting The purpose of this class is to build skills as an actor and as a public speaker. Using theater games and exercises, students will practice fundamental skills of concentration, imagination, sensory recall and improvisation. Students will learn how to create characters from stories, plays, and their own experiences. In addition, students will tell stories, deliver impromptu and prepared speeches, and analyze the speeches of successful public speakers. This course is designed for students who are comfortable speaking and performing, as well as for the shy student interested in improving confidence and communication skills.


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PERFORMING ARTS: MUSIC The Upper School music program offers a variety of courses and performing ensembles that cater to non-musicians, the beginning musician, and the more advanced student of music. The program emphasizes the practical/performance aspect of music and at the same time provides for academic development within the subject. Yearlong Courses Fall Semester Elective Spring Semester Elective Wind Ensemble Music & Computers Introduction to Guitar String Orchestra String Orchestra with String Orchestra with Chorus Chamber Music Chamber Music The Pianist as Accompanist YEARLONG COURSES (2 credits) WIND ENSEMBLE This ensemble is open to brass, woodwind, and percussion players. Repertoire will consist of current, contemporary concert band music that will include themes and traditional compositions from American composers, as well as transcribed classics. The Wind Ensemble will give several performances, both on and off campus, including Open House, a winter and spring concert, special assemblies, and a festival competition or adjudication. An audition is not required; however, a student must have reasonable instrumental skills. STRING ORCHESTRA The String Orchestra is offered to any orchestral string instrumentalist. An audition is not required. Repertoire consists of literature written and arranged for 5-part string orchestra. The orchestra will give several performances, both on and off campus, including Open House, a winter and a spring concert, and special assemblies. In addition, class time will be spent improving sight-reading skills, intonation, blending and ensemble playing. At various times throughout the orchestra may be broken up into smaller groups to explore chamber music literature. Students not enrolled in String Orchestra with Chamber Music will have one class a rotation dedicated to practicing their ensemble music, either individually or by section. CHORUS Chorus is open to any student who expresses an interest in singing. An audition is not required, but blind auditions will take place at the beginning of the year for voice placement. Repertoire will consist of classical, sacred, secular, world music and jazz. In addition, class time will be spent concentrating on music theory, vocal and sight reading skills. The chorus will give several performances, both on and off campus, including Open Houses, winter and spring concerts, special assemblies, and occasional festival competitions or adjudications.


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THE PIANIST AS ACCOMPANIST This class will be scheduled concurrently with the Chorus and will provide training and practical experience in piano accompaniment. Accompanists from the class will work as rehearsal and performance pianists for the Chorus throughout the year. There may also be opportunities to work with instrumental soloists and small ensembles. Enrollment will be by permission of the Choral Director based on previous playing experience and ability. SELECT ENSEMBLES – NO ACADEMIC CREDIT JAZZ ENSEMBLE This ensemble is open to those students who play saxophone, trumpet, trombone, piano, guitar, bass or drums. Placement is by audition or by invitation of the Director. Repertoire will consist of big band, jazz, jazz rock, rock, blues, and funk. The Jazz Ensemble will give several performances, both on and off campus, including Open House, winter and spring concerts, special assemblies, MB Rocks (a fund raising concert), and a festival adjudication. There are two jazz ensembles; one meets Monday and Thursday, and the other meets Tuesday and Friday both at 7:15 – 8:00am. (Participants may receive one term of co-curricular credit.) PERCUSSION ENSEMBLE This ensemble is offered to any student who can read rhythms and is interested in exploring the world of percussion. Repertoire includes standard percussion ensemble literature, world music, and improvisational exploration. The Percussion Ensemble will give several performances throughout the year, which may be on or off campus, including special assemblies and a winter and spring concert. In addition, class time will be spent improving sight-reading skills, blending, and ensemble playing. It meets on Wednesday mornings, 7:15 – 8:00am. (Participants may receive one term of co-curricular credit.) FALL SEMESTER ELECTIVE (1 credit) MUSIC AND COMPUTERS This course combines the teaching of musical concepts, basic music theory and compositional technique in an electronic setting. The course introduces music composition through a self-paced, hands-on experience using various computer software packages. Students will have the opportunity to create several original pieces or arrange existing music for various ensembles. No musical experience is necessary.


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STRING ORCHESTRA WITH CHAMBER MUSIC This course is for students who are enrolled in String Orchestra. Students who opt to participate in chamber music will sign up for “String Orchestra with Chamber Music” in the fall. They will participate in the regular string orchestra class and, in addition, they will be assigned to a chamber ensemble. One day out of the class rotation chamber ensembles will rehearse their chamber music with a coach. Chamber groups will be expected to rehearse together outside of class, without a coach, once a rotation as well. Musicians must practice their chamber music and come to their coaching session with their music fully prepared. Students will present their work at a semester end concert, as well as perform off campus in service related venues (nursing homes, senior centers, public schools). SPRING SEMESTER ELECTIVE (1 credit) INTRODUCTION TO GUITAR This is an introductory course designed for beginning students with little or no prior guitar skills. The course will contain an overview of basic chord construction, power chords, 12 bar blues, note and rhythm reading, single note melodies, strumming, and reading tablature. This class will use classical or acoustic guitars only. Guitars will be provided but students are encouraged to bring their own if they choose. STRING ORCHESTRA WITH CHAMBER MUSIC Same description as fall semester


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VISUAL ARTS

Artistic expression can take many forms, and the Visual Arts faculty offer classes in a variety of media, from foundation level to more advanced courses. Students are encouraged to build technical skills and creative awareness, as well as to develop a vocabulary to discuss and critique work. Students engage in semester-long coursework that broadens creative thinking while recognizing different learning styles. Process-oriented instruction, evaluation through participation, critique, and exhibition are all part of the learning environment. Fall Semester Classes Spring Semester Classes Drawing / Painting Studio* Drawing / Painting Studio* Design Thinking/Design Thinking-Directed Study Drawing / Printmaking* Adv. Studio/Portfolio Preparation Introduction to B&W Photography* Studio Art * Introduction to Ceramics Textile Arts and Construction* Tinker, Tailor, Maker Introduction to B&W Photography* Foundations of Hand Building* The Digital Image* Foundations of Wheel Throwing* Introduction to Ceramics Art and Culture Foundations of Hand Building* Studio Art* Foundations of Wheel Throwing* *These courses are taught from beginner level through intermediate and advanced within each semester offering. See course listing details below. FALL SEMESTER ELECTIVES (1 credit) DRAWING / PAINTING STUDIO Using the elements of art and principles of design as a foundation, this course explores drawing and painting techniques. Students are also exposed to and encouraged to reflect upon various contemporary and historical styles. Original artwork will be created in a variety of media such as pencil, charcoal, pastels, ink, watercolor, and acrylic paint. DRAWING / PAINTING STUDIO II This course, offered sequentially, builds upon skills previously acquired in Drawing/Painting I and offers students an opportunity to continue in-depth study through new sets of projects and media. Prerequisite: Drawing/Painting I


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ADVANCED DRAWING / PAINTING STUDIO This course builds upon skills previously learned in Drawing/Painting I, II and offers students an opportunity to continue in-depth study through a more individualized program. Prerequisite: Drawing/Painting I, II DESIGN THINKING In this creative, process-driven class, students will be presented with relevant, real-world problems and will be challenged to find strategies, explore alternative approaches, and make recommendations toward solutions. The challenges may range from locally inspired issues here at school, within our local community of Providence, our state of Rhode Island, or more global problems facing the world today. Students will learn how innovation and creativity contribute to products, services, and processes in business today. They will be introduced to new ways of thinking collaboratively, working in small teams. Through this process, students will develop enhanced oral and written communication skills and gain confidence in finding their own voice as part of the group. Hasbro, the toy company, is a local business partner for this class. Prerequisite: Junior or senior level, unless by permission of instructor DESIGN THINKING – DIRECTED STUDY Individuals, who found success in the Design Thinking class as juniors, may apply to continue to explore application of the Design Thinking process across a broad sample of fields. This course of study will allow students to further develop their thinking intuition and build confidence in their own power to lead others on a team through a brand new set of real world challenges, including field work and deep collaboration. Students will actively use the skills they have acquired – engaging in the design thinking process as well as teaching and leading others. Prerequisite: Design Thinking and permission of instructor ADVANCED STUDIO / PORTFOLIO PREPARATION This course is designed for the serious senior art student looking to produce a strong body of work. Self-motivation, dedication, and a willingness to challenge existing skills are among the course expectations. Instruction will include organization and assessment of work in order to build and refine a cohesive portfolio. Prerequisite: Senior level, previous visual arts course work, and permission of instructor STUDIO ART This course enables students to explore the fundamentals of art and design through both two-dimensional and three-dimensional formats. Students use a broad array of materials such as paint, charcoal, wood, and wire through different techniques that include drawing, painting, printmaking, sculpture and design. Contemporary and historical traditions and styles are introduced as students develop and evaluate their own visual ideas.


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STUDIO ART II Building on skills developed in Studio Art, students work to create a cohesive body of work that explores a self-selected area of study. Development of thematic ideas, in-depth exploration of a specific technique, documentary story-telling, and research into past and contemporary artists will be encouraged. Prerequisite: Studio Art or permission of instructor TEXTILE ARTS AND CONSTRUCTION In this course students will explore how two-dimensional forms can be transformed into three-dimensional structures. Students will learn basic pattern making methods, traditional clothing design and construction techniques and apply them to create garments and sculptural forms. Students will use a variety of materials in constructions, including, but not limited to, fabrics, recycled materials, household products, and natural materials. TEXTILES II This course builds upon skills and concepts covered in Textile Arts and Construction. Students are encouraged to develop an in-depth course of study focusing on particular techniques and concepts. Introduction to more complex construction technques, experimentation, and inquiry are components of this course. Prerequisite: Textile Arts and Construction INTRODUCTION TO B&W PHOTOGRAPHY This introductory course will help students gain a working knowledge of their cameras while exploring black and white photographic technique including film developing, printing, and mounting. Composition, the Zone System, and presentation will be stressed through group and individual critiques. (A 35mm manual camera is required.) B&W PHOTOGRAPHY II Building on skills developed in Introduction to B&W Photography, students work to develop a cohesive body of work that explores a self-selected area of study. Development of thematic ideas, documentary storytelling, and research into past and contemporary photographic artists will be encouraged through individual weekly critiques. (A 35mm manual camera is required.) Prerequisite: Intro to B&W Photography THE DIGITAL IMAGE This course guides students in creating original photographic compositions. Using current media programs such as Adobe Photoshop, students move through each stage of image creation from original conception, exploring different methods of capture, to producing the final print. Students will combine working with text, images, and technological media to explore such topics as family, community, social commentary, and the human condition.


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DIGITAL IMAGE II This course builds upon skills and concepts covered in The Digital Image. Students are encouraged to develop an in-depth course of study focusing on particular techniques and concepts exploring their interests in greater depth. Prerequisite: The Digital Image or permission of instructor INTRODUCTION TO CERAMICS This class is for the beginning clay student. It will investigate both hand building and wheel throwing. A taste of pinch, coil, slab, solid built, and the rudiments of throwing on the wheel will all be explored. FOUNDATIONS OF HAND BUILDING This introductory class is for the student who would like to explore the hand building process in clay. The four pillars of hand building will serve as a springboard for investigation. These include pinch, coil, slab and solid building. Function, form, and sculpture will be explored. We will take the opportunity to look at ceramic artists who specifically hand build either functional or sculptural forms. HAND BUILDING II This class is for the student who would like to further examine hand building techniques. Here an exploration of one or two hand building methods can be focused on. The sky is the limit (and as long as it fits into the kiln)! Prerequisite: Foundations of Hand Building or Intro to Ceramics FOUNDATIONS OF WHEEL THROWING This class is an introductory exploration of throwing on the wheel. Both functional and sculptural ideas will be investigated. Students will learn the process of wedging and centering the clay as well as raising the walls. Function and form will be addressed as we inquire into what makes mugs, bowls, and vases usable items of the everyday household. What is the fine line between sculpture and a functional form? What makes a functional piece pleasing to the eye? Historical and cultural perspectives of the wheel will be brought to light throughout the course. Who made the first wheel? Why do the Japanese throw off center? Limit 14 Students. Prerequisite: Introduction to Ceramics or Foundations of Hand Building WHEEL THROWING II, ADVANCED This class is for the student who would like to explore the wheel further, either sculpturally or functionally as well as learning how to raise the walls to “new heights and forms.” This may include creating pitchers, teapots, vase forms or place sets. The possibility of incorporating hand built elements with wheel work may be explored. We will cover the historical and cultural perspectives that sent clay into the modern age of art, no longer to be thought of as simply craft. Limit 14 Students. Prerequisite: Foundations of Wheel Throwing


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SPRING SEMESTER COURSES DRAWING/PAINTING STUDIO I, II, ADVANCED Same descriptions as fall semester DRAWING / PRINTMAKING In this process-oriented course students develop a personal style as they explore a variety of different printmaking techniques, such as intaglio / dry point, etching, relief / woodcut, linoleum, polycarbonate plate, monotype, pronto plate and silkscreen. Students are exposed to and encouraged to reflect upon various contemporary and historical styles as they create their designs. Drawing is an integral part of the creation of original artwork. DRAWING / PRINTMAKING II This course builds upon skills and concepts covered in Drawing / Printmaking. Students are encouraged to develop an in-depth course of study focusing on particular techniques and concepts. Introduction to fabric silkscreen printing, experimentation and inquiry are components of this course. Prerequisite: Drawing / Printmaking TINKER, TAILOR, MAKER Tinkering typically blends the high and low-tech tools of science along with a strong aesthetic and artistic dimension supporting self-expression. This course will focus on tinkering activities involving Arduinos, puppetry, creating gadgets, electricity, magnetism, wearable technology, force and motion, as well as repurposing toys and other materials. If you want to take things apart, explore tools and materials, build wondrous, wild art that’s part science and part technology then this is the class for you. No Prerequisites. ART AND CULTURE Students will take a virtual trip around the world examining different cultures continent by continent. Using their discoveries as a springboard, students will have the opportunity to use a variety of media, which may include clay, paper mache, ink, pencil, printmaking and paint. This is a hands-on class where both two and three-dimensional formats will be explored. STUDIO ART I, II Same descriptions as fall semester INTRODUCTION TO B&W PHOTOGRAPHY I, II Same descriptions as fall semester


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INTRODUCTION TO CERAMICS Same description as fall semester FOUNDATIONS OF HAND BUILDING, II, ADVANCED Same descriptions as fall semester FOUNDATIONS OF WHEEL THROWING, II, ADVANCED Same descriptions as fall semester


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ENGLISH

The English curriculum develops and enhances the skills of close reading, thoughtful writing, and respectful speaking and listening. Students practice their critical thinking skills in seminar-like classes, which encourage them to interact in collaboration with their teachers and each other. Harkness discussions (text-based, student driven dialogues) occur regularly in all classes and require participation by all. Over the course of four years, students encounter a wide range of increasingly challenging literature which, combined with their personal experiences, provide a rich mine of shared experience – the subject matter for the extensive writing they do in each of the rhetorical modes. In a multi-layered process, beginning in the ninth grade with complex thesis construction and culminating with the research and organization associated with the I-Search in the eleventh grade, students develop independence of judgment, mastery in the art of persuasion, and familiarity with effective research techniques.

Moses Brown requires students to take four years of English. In the first three years, students enroll in the yearlong course appropriate to their grade level. In the senior year, students may choose among various semester electives or apply for admission to the yearlong Advanced Placement course. With guidance from their teachers, students may elect to take the AP exam in either Language and Composition or Literature and Composition in May of either their junior or senior year—or both. Yearlong Courses English 1, 2, 3 AP English Fall Senior Electives Spring Senior Electives Expository Writing Fiction into Film Poetry of Science Reading & Writing Poetry Shakespeare Creative Writing Philosophy: “The Big Questions” Detective Fiction Writing the Play Literature of the Mind Literature of War Seminar on Scientific Thought


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YEARLONG COURSES (2 credits) ENGLISH 1 This full-year course is required of all ninth graders and seeks to create a shared literary and rhetorical experience aimed at establishing a foundation of critical thinking, reading and writing. Students write in a variety of modes with an eye to developing an analytical voice. As they continue to build linguistic awareness and thematic focus, they encounter a wide range of genres in world literature, including Macbeth, Sophocles’ Antigone, and various collections of poems, personal essays and short stories. In the spring, ninth and twelfth graders traditionally collaborate on an exercise connected to the performance and school visitation of a poet of national distinction. ENGLISH 2 This full-year course is required of all tenth graders. Students concentrate on various modes of composition with emphasis on critical analysis and writing in response to setting or place. Works to be studied include a Shakespearean comedy, Mark Twain’s Adventures of Huckleberry Finn, a contemporary novel of place, essays related to appreciation of place, and the department’s collections of short stories and poems. The Enviro-Search Paper, central to the course, explores a location of significance to each student and introduces students to writing as a way to appreciate place. Throughout the process of writing this paper, students learn research and interviewing techniques, the structure of the research paper, and the use of secondary sources in their writing.

ENGLISH 3 This full-year course is required of all eleventh graders. American writers provide the primary focus for an examination of the American experience. Attention is given to the cultural and historical contexts of the works studied, which might include Toni Morrison’s Song of Solomon, Nathaniel Hawthorne’s The Scarlet Letter, F. Scott Fitzgerald’s The Great Gatsby, Walt Whitman’s Leaves of Grass and Emily Dickinson’s poetry. Students focus primarily on writing critical papers, which emphasize original, literary analysis. The I-Search Paper, central to the course, explores some aspect of each student’s personal interests and focuses on interviewing techniques, the conventions and structure of the research paper, and the use of secondary sources. With encouragement from their teachers juniors may elect to take an Advanced Placement examination in May, usually the Language and Composition exam. Some test familiarization sessions are required.


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ADVANCED PLACEMENT ENGLISH For seniors who have demonstrated a committed and earnest approach to the study of English, this full-year course involves frequent writing exercises and intensive reading in poetry, fiction, drama, and non-fiction prose. Works might include Homer’s The Odyssey, Sophocles’ Oedipus Cycle, Dante’s Inferno, Milton’s Paradise Lost, Shakespeare’s Hamlet, Morrison’s Beloved, Woolf’s To the Lighthouse, Ellison’s Invisible Man, and McCarthy’s The Road. AP candidates must exhibit both a high level of interest in reading and writing about challenging literature and a willingness to engage actively in frequent discussions. AP students must be motivated to do consistent, honors level work. All students enrolled must take the AP Literature & Composition exam in May, 2015. While the English Department considers all students who express a desire to take AP English, the strongest candidates will have attained grades of B+ or higher in both English 2 and English 3, as well as the final approval, by consensus, of the English Department. Students admitted to AP English are required to read one extra book over the summer ENGLISH 4: SENIOR ELECTIVES (1 credit) Senior electives in the twelfth grade continue to emphasize the reading and writing skills taught in English 1, 2 and 3. Frequent writing assignments make up a major portion of every elective. Seniors must take a fall and spring elective unless enrolled in AP English, and may elect to take the Advanced Placement exam in either Language and Composition or Literature and Composition, for which some test familiarization sessions are required. For seniors with a special interest in English, taking a second elective in either semester is possible if space is available. Juniors may take a second English course as an elective, also on a space available basis and with permission of the Academic Dean or Registrar. ENGLISH 4: FALL SEMESTER ELECTIVES (1 credit) EXPOSITORY WRITING This course will take an intensive approach to the writing process. Students will write frequent short essays as they learn various composition strategies and aspects of style. Students will generate personal essays, descriptive pieces, editorials, and a final analytical essay, in addition to more frequent journal reflections on the texts. Students will also read essays by such writers as Virginia Woolf, George Orwell, E. B. White, James Baldwin, Joan Didion, Alice Walker, Edward Hoagland, Richard Rodriguez, Maxine Hong Kingston, as well as selections from contemporary periodicals. They will examine and apply to their own work what published writers have to say about the art of the essay.


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SHAKESPEARE According to scholar Harold Bloom, Shakespeare's plays are our "secular Scripture, or more simply the fixed center of the Western canon"; Hamlet, for example, "is the [second] most cited figure in Western consciousness." But what is it that makes the Bard of Avon so timeless, so universally acclaimed and applicable, reflecting his time but still speaking to our own? How did he compose such vital characters with such diverse voices, from beggars to kings? How did his theatrical innovations revolutionize the nature of playwriting and stage performance? Addressing these questions, we will engage Shakespeare’s plays as theatrical texts through traditional analysis as well as performance, exploring their remarkable depth of meaning as well as how they work onstage. We will study Shakespeare’s sonnets and two or more of his plays (possibilities include Othello, The Taming of the Shrew, King Lear, and Henry IV, Part I), approaching them as actors, designers, directors, and members of an audience, investigating how the playwright "hold[s], as 'twere, the mirror up to nature." THE POETRY OF SCIENCE The course will focus on the commonality between scientific discovery and literary analysis in an effort to dissolve the boundaries we draw between humanities and what we consider to be more linear disciplines. We will utilize scientific essays, poetry, cinematic and artistic works to examine the patterns by which the world functions, how we see it and the most effective manner to disseminate patterns and solve problems. Class discussions and written assignments will follow the class's guiding principle: that all things in the world – people, chemicals, actions, art - are more similar than dissimilar and inspire both creative and intellectual discourse. SEMINAR IN PHILOSOPHY: “The Big Questions” (open to 11th & 12th graders) This seminar-style course is an introduction to philosophy and the “art of wondering.” The course aims to introduce the student to the formative texts and thinkers from the Greek philosophers to Eastern sages and modern Existentialists. It encourages an open-minded, rigorous, creative, and critical-thinking and writing approach to some of life’s “big questions.” We will read a variety of works including E.F. Schumacher’s A Guide for the Perplexed and Jostein Gaarder’s Sophie’s World. Numerous “primary texts” of many of the world’s great philosophers—from Plato to Sartre and Marx—will be studied, all with an emphasis on exploring metaphysical and spiritual truth and the implications of different philosophical “world views” on our living actions. This course is run on an alternating yearly schedule with the “Seminar in Philosophy: Literature of the Existentialists.” This course may be taken for either Humanities or English credit.


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LITERATURE OF WAR This course will explore the ways war has been captured in American poetry and prose and expressed to a public who lacks the experience of combat. It traces the differing perspectives from nationalistic pride and heroism through the disappointment and devastation that war creates. Possible texts include poetry representing conflicts throughout history, David Rabe’s play Streamers, and longer works like Tim O’Brien’s The Things They Carried, Linda van Devanter’s Home Before Morning: The Story of an Army Nurse in Vietnam, Kevin Powers’ The Yellow Birds and Ben Fountain’s Billy Lynn’s Long Haftime Walk. WRITING THE PLAY (open to 11th & 12th graders) This class will study the craft of playwriting by creating dialogues, scenes, and monologues. Students will read and study one another’s work, as well as the work of other young playwrights. As a final project each student will write a one-act play and enter it in the Young Playwriting Competition. This course may be taken for either Arts or English credit. ENGLISH 4: SPRING SEMESTER ELECTIVES (1 credit) FICTION INTO FILM In an age of mass consumption, literary works are eagerly transformed into feasts for the eyes and, sometimes, the intellect as well. But what makes a successful adaptation? We will look at the tools of writing - narrative voice, structure, setting, and vocabulary - juxtaposed with cinematic approaches to those same stories. Film, in a sense, has many authors: screenwriters, directors and actors bring the work to life and all are responsible for the achievement or failure of the adaptation. Students will have the opportunity to examine both viewpoints and analyze what determines success. Works may include The Virgin Suicides, Million Dollar Baby, No Country for Old Men, and Slumdog Millionaire. READING AND WRITING POETRY This course will expose students to a wide range of poets, styles, and sensibilities in a workshop format, which will involve frequent writing both of and about poetry. Each student will compile a collection of original, thematically focused work and participate in the creation of a class anthology. The primary text will likely be Strand and Boland’s The Making of a Poem. Other texts may include poetry by Sharon Olds, Billy Collins, Naomi Shihab Nye, Lucille Clifton, Coleman Barks, and other prominent poets who have read at Moses Brown. Students will be encouraged to attend two or three poetry readings during the semester.


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CREATIVE WRITING This course will focus on writing other than analytic papers: poetry, narrative exploration, short stories and beyond. Using weekly readings as inspiration and instruction, students will explore an array of what we deem "creative writing," developing narrative voice, poetic imagery and form, as well as a longer work that considers arc, character development and plot. Ultimately, student-authors will give literary shape, not only to what they know but what they believe in the deeper recesses of the mind: life not as it already is but how it may be. LITERATURE OF THE MIND: PERCEPTION VERSUS REALITY This course uses fiction to discuss the way the human brain can be challenged and altered based on perceptions of reality. It uses literature in which memory and mystery play a large role in how reality is created and embraced. Possible texts include SJ Watson’s Before I Go to Sleep, Liane Moriarty’s What Alice Forgot, Michael Levigne’s Not Me, Kazuo Ishiguro’s Never Let Me Go, Mark Hadon’s The Curious Incident of the Dog in the Nighttime, and short stories by Julio Cortàzar, Luisa Valenzuela, Jorge Luis Borges, and Fyodor Dostoevsky. DETECTIVE FICTION: HISTORY, CONVENTIONS AND CONTEXT The course will explore the roots and evolution of the genre of detective stories through short stories, novels and film. From the Sherlock stories to the new Sherlock series, we will examine the necessary features which make a private detective and the authors who set the rules and the ones who broke them. Possible texts include short stories by Arthur Conan Doyle, G.K. Chesterton and Edgar Allan Poe, works by Agatha Christie and Dorothy Sayers, The Maltese Falcon by Dashiell Hammett, and short works of criticism and philosophy. SEMINAR ON SCIENTIFIC THOUGHT In this interdisciplinary course, comprehensive readings and discussion will explore some of the philosophical, religious, and intellectual implications of modern scientific thought. The course will examine developments in astronomy, evolution, quantum mechanics, relativity, geology, biochemistry, and computer science. This course may be taken for either Science, Humanities, or English credit.


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HUMANITIES: HISTORY & SOCIAL SCIENCES These course offerings are designed to provide students with an understanding of history and its legacy for current national and world affairs. In 9th grade, students begin their inquiry with an exploration of world civilizations. In 10th grade, students continue with an examination of twentieth century global conflicts and struggles for human rights, followed by a study of United States history during their junior year. Beyond those requirements, students are encouraged to pursue advanced study through electives. All courses help students further develop the skills of critical reading, historical thinking, thoughtful discussion, and effective writing. Yearlong Required Courses Semester Required Course Why Europe? Modern World History US History (College Prep, Honors) Yearlong Elective Course AP Comparative Government and Politics Fall Semester Electives Spring Semester Electives Art History The Art of Social Change Human Geography Human Geography Civics in Action Women’s History YEARLONG REQUIRED COURSES (2 credits) WHY EUROPE? The Story of Europe’s Rise to Power - Required for 9th graders This course spans from the 14th century to the end of World War I and the signing of the Treaty of Versailles in 1919. These centuries were marked by a significant increase in global activity that connected peoples across continents as never before. This time period also resulted in the rise of European dominance around the world, which marked the dawn of modern society. While Europe's ascent created the mold of how to become an industrialized, militarized and imperialist power, some historians argue that there was nothing inevitable or predestined about Europe's global power. Students will explore how and why Europe emerged as the leading economic, political and military power by the dawn of the 20th century. In addition, students will examine the consequences of Europe's rise to dominance for the peoples of the Americas, Africa, Asia and Europe. A variety of original documents supplement the texts and aid students in developing the essential skills of careful reading, analytical thinking, research, and writing.


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UNITED STATES HISTORY – Required for 11th graders Students will examine the conflicts, events, and persons important to the expansion of democracy in the United States. Assignments include debates, seminar discussions, essays, research, creative projects, and document-based questions. We will utilize a variety of primary sources to help students engage the diverse experiences of people past and present. In addition to further developing the skills of analytical writing and critical thinking, students will become more adept at demonstrating the significance of an event by showing how it is connected to enduring issues, contextualizing primary sources and making inferences from them, and identifying patterns of continuity and change. Prerequisite: Modern World History UNITED STATES HISTORY HONORS We invite students who want an additional challenge in U.S. history to earn the distinction of Honors. Throughout the year, students will engage in a long-term project that extends and enhances the required coursework in U.S. History. As a result, students will gain a more in-depth understanding of critical issues and cultivate their independent thinking and research skills. Prerequisite: Modern World History SEMESTER REQUIRED COURSES (1 credit) MODERN WORLD HISTORY – Required for 10th graders (offered both semesters) This semester-long course will explore the major issues and turning points of world history by examining events from the end of WWI through the Cold War era to the present. By reading a variety of primary and secondary sources, students will examine historical concepts and events of the 20th century including world war, holocaust and genocide, nationalism, fascism, communism, human rights, and movements of independence. An emphasis will be placed on enhancing students’ analytical skills and understanding of world history through discussion, debate, research, and writing. Prerequisite: Topics in World History (offered during the 2013 - 2014 academic year)


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YEARLONG ELECTIVE COURSE (2 credits) AP COMPARATIVE GOVERNMENT AND POLITICS (open to 12th graders) This course is about political change – its causes and consequences – in six countries: Great Britain, Russia, China, Iran, Mexico, and Nigeria. Major themes of the course include globalization and democratization. This course combines history, current events, and political science. Students will understand the underlying social, economic, and political issues that are behind the news stories we see from around the world. While our own country is not a focus of this course, by the end of our time together, students will be better equipped to understand and evaluate the issues facing the U.S. Lastly, the course will prepare students for the advanced placement exam in May. Taking this exam is a requirement for all students enrolled in the course. Our coursework will be consistent with an introductory college course. Prerequisite: permission of the department chair FALL SEMESTER ELECTIVES (1 credit) HUMAN GEOGRAPHY (open to 10th & 11th graders; priority given to 10th graders) How have the characteristics of places shaped human activity? How has human activity shaped the characteristics of places? This course will introduce students to the study of geography as means to better understand a changing world and its environmental consequences. It will focus on concepts and theories of spatial organization to help students make sense of the patterns and processes that have shaped human understanding, use and alteration of the earth’s surface. Key topics include: population and migration, the spatial and place dimensions of culture, political geography, agricultural production and rural land use, industrialization and economic development, and cities and urban land use. Prerequisite: none ART HISTORY (open to 11th & 12th graders) This course will consider world history through a visual lens. Students will explore art and architecture to understand the political and social climate of a given time period and to become familiar with themes represented in art, including, power, gender, and race. Through our investigation of art from ancient to contemporary times, students will develop a vocabulary to talk about art, as well as sharpen their analytical writing skills. The goal of this course is for students to emerge from the class with an appreciation of art and an ease and fluency in discussing visual culture and its history. Students will be asked to do an assignment at the RISD Museum and attend a field trip to Boston. Prerequisite: none


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CIVICS IN ACTION: Empowering Students to Shape Public Policy (open to 12th graders) Civic engagement is at the heart of our mission at Moses Brown as we seek to prepare students to be active citizens in the world into which they graduate. In the Humanities in particular, we educate our students about the history of the United States and the expansion of democracy—which is still taking place today. Created using the tenets of Project-Based Learning, this course provides students with the opportunity to work in teams to identify, research and draft public policy initiatives for a local/state need or issue. This course also utilizes the flipped classroom model, which exposes students to various types of educational technology and gives them an online learning experience similar to those that they will encounter in college. SPRING SEMESTER ELECTIVES (1 credit) HUMAN GEOGRAPHY (open to 10th & 11th graders; priority given to 10th graders) How have the characteristics of places shaped human activity? How has human activity shaped the characteristics of places? This course will introduce students to the study of geography as means to better understand a changing world and its environmental consequences. It will focus on concepts and theories of spatial organization to help students make sense of the patterns and processes that have shaped human understanding, use and alteration of the earth’s surface. Key topics include: population and migration, the spatial and place dimensions of culture, political geography, agricultural production and rural land use, industrialization and economic development, and cities and urban land use. Prerequisite: none WOMEN’S HISTORY (open to 11th & 12th graders) This course will examine women throughout the history of the United States. The course will include an examination of American media in the 1950s and classic films, including the female iconic images of Lucille Ball and Marilyn Monroe. This course is designed to provide students with the analytical skills and factual knowledge to deal critically with the historic and ever-changing roles of women. Students will be asked to convey their knowledge and understanding of the material through writing, oral presentations, and projects focusing on art and film. Prerequisite: none


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THE ART OF SOCIAL CHANGE (open to 12th graders) This twentieth century U.S. History course examines the relationship between movements for social change, mass culture, and the performing arts. We will explore the lives of individual artists and the work they produced to grapple with questions such as: How have activist-artists expressed their views through plays, film, song, television, or spoken word? How do artists influence social movements and how we understand and remember them? What is the power and shortcomings of creative work as vehicles for learning about U.S. history? The goal of this course is to deepen students understanding of the social movements to which they were introduced in U.S. History. This course will focus on analytical writing and discussion; students will complete a major project that will ask them to produce and/or perform their own creative work as a means to explore a particular social, economic, or political problem in U.S. society.


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HUMANITIES: RELIGION AND HUMAN VALUES

The Religion and Human Values curriculum reflects the school's Quaker heritage. The faculty seeks to raise issues of spiritual, ethical, and philosophical significance in accord with the mission of the school without imposing moralistic or dogmatic solutions. Consistent with this central purpose is the following set of goals:

· To enable students to examine their deepest values and beliefs · To enhance students’ critical ability in moral and religious thinking · To alert students to current social concerns and ethical issues · To validate each student’s search for the spiritual dimension of life · To help promote a school-wide sense of community responsive to the school’s Quaker

heritage For the 2014 – 2015 academic year, students may select “Religion and Society” or “World Religions” to fulfill the requirement of an introductory Religion and Human Values course in the tenth grade. Each year, we offer a variety of electives for students in 11th and 12th grades (with an option for sophomores with permission of the instructor). Semester Required Courses Religion & Society or World Religions Fall Semester Electives Spring Semester Electives Philosophy: “The Big Questions” Media, Culture and Values Global Medical Ethics Contemporary Problems in Ethics Peer Leadership SEMESTER COURSES (1 credit) RELIGION AND SOCIETY: An Introduction to Religious Thought – Meets the 10th grade requirement (offered both semesters) The course will explore religious experience and its impact on the individual, culture, and society. It will expose students to the spiritual dimension of life while affirming their own experiences and inner search. A common vocabulary will be built and applied as we explore various spiritual biographies. These discussions will serve as a springboard for understanding the plurality of faiths and cultural expressions enriching our world. Critical thinking skills will be accented, as questions related to the “spiritual journey” and “faith and doubt” are struggled with – encouraging students to seek and develop a greater awareness of themselves, others, and the world. Students will relate their learning to films and the current events of the world through journaling, discussion, and reflective essay.


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WORLD RELIGIONS: Exploring Essential Questions - Meets the 10th grade requirement (offered both semesters) What are common elements of religions of the world? What questions do religions seek to answer? What do people practicing various religions believe? What can their stories and experiences teach us about ourselves and our world? We will study the ideas and practices of five of the world’s major wisdom traditions: Hinduism, Buddhism, Judaism, Christianity, and Islam. This material will come to life through reading sacred texts, viewing various forms of media, meeting with practitioners, and visiting places of worship. FALL SEMESTER ELECTIVES (1 credit) GLOBAL MEDICAL ETHICS (open to 11th & 12th graders) Modern science and technology have brought with them a whole new set of ethical dilemmas that impact us all. For example, last year a young woman had an aneurysm and was pronounced brain dead, she was also 14 weeks pregnant. Should she be taken off a ventilator? Who should make this decision - the hospital, her husband, her parents? This course will use case studies like this one to develop students’ critical and analytical thinking skills, so they too can understand and discuss these dilemmas and offer their own opinions. Cases we will examine will include drug enhancement, organ transplantations, vaccine policies and distributions, end of life decision making as well as others. An integral part of this course will be learning from community members - doctors, nurses, chaplains, social workers, psychiatrists - who share with us about their experience with medical ethics, and present dilemmas they have encountered. Students will have a chance to shape their learning through independent reading selections, and a final research project. SEMINAR IN PHILOSOPHY: “The Big Questions” (open to 11th & 12th graders) This seminar-style course is an introduction to philosophy and the “art of wondering.” The course aims to introduce the student to the formative texts and thinkers from the Greek philosophers to Eastern sages and modern Existentialists. It encourages an open-minded, rigorous, creative, and critical-thinking and writing approach to some of life’s “big questions.” We will read a variety of works including E.F. Schumacher’s A Guide for the Perplexed and Jostein Gaarder’s Sophie’s World. Numerous “primary texts” of many of the world’s great philosophers—from Plato to Sartre and Marx—will be studied, all with an emphasis on exploring metaphysical and spiritual truth and the implications of different philosophical “world views” on our living actions. This course is run on an alternating yearly schedule with the “Seminar in Philosophy: Literature of the Existentialists.” This course may be taken for either Humanities or English credit.


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PEER LEADERSHIP: BRIDGING THEORY & PRACTICE (open to 12th graders) The transition to high school is a formative time in students’ lives. As the oldest members of the student body, seniors can play a significant role in welcoming ninth graders to the upper school and imparting the philosophy and culture of the Moses Brown community. But how does one become an effective leader? What are the qualities of a good leader? What types of actions do good leaders take? Students of this course will discuss these essential questions and work to hone the following skills: active listening, asking open-ended questions, including all members of a group, giving clear directions, and fostering discussions. Additionally, students will examine leadership theories and case studies of effective leaders. Working in pairs, students will practice the activities that they will present to the ninth graders, which will center on topics such as culture, diversity, communication, collaboration and decision-making. After leading an activity with their freshmen class, students will reflect on their practice as a group and develop skills for improving as leaders. Together, students will maintain a class blog to document their ideas and share best practices. Through their work with ninth graders, peer leaders will model the qualities expected of all Moses Brown students: respect, integrity, tolerance and kindness. Ultimately, peer leaders will serve as positive role models in the school whose work with freshmen will aid in fostering a cohesive, tolerant, and collaborative student body. SPRING SEMESTER ELECTIVES MEDIA, CULTURE AND VALUES (open to 11th & 12th graders) “Mud sometimes gives the illusion of depth,” wrote Marshall McLuhan, professor, cultural critic and pioneer of media studies. In this course we will wade through and analyze the messages that inform, entertain, and entice us each day. We will seek to develop a critical awareness of media and technology and how they impact, shape and increasingly control our personal, cultural and global interactions. TV, music video, advertising, film viewing, and computer web interaction will be explored. Through vigorous discussion and essential questioning we will assess and debate the values that our media-saturated culture purveys. CONTEMPORARY PROBLEMS IN ETHICS (open to 10th, 11th & 12th graders) This course will explore practical and moral problems as a way to help students develop skills of judgment and ethical argumentation. Ethical theories can compete; they may focus on consequences, virtue, rights, duties, justice, and/or caring and empathy—and students will be asked to think critically to recognize the strengths and weaknesses of decision-making regarding various issues. Contemporary examples from business, government, citizenship, technology, biology, diversity, and the environment may be discussed. Ultimately, we will develop skills of moral leadership as a way of developing a just society. This course will also ask students to consider the role of service in creating community. Reading drawn from classical and contemporary sources, regular journal writing, critical essays, and experiential projects will comprise the assessments. All students will complete a final project in which students identify, apply, and attempt to further develop their moral leadership skill in an independent, service-based project.


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HUMANITIES: PSYCHOLOGY

FALL SEMESTER ELECTIVE (1 credit- open to 11th & 12th graders; however, priority given to seniors) THEORIES OF PERSONALITY This course explores research methods in Psychology and specific examples of studies conducted on obedience and conformity. It presents different theories of personality and behavior, including psychoanalytic, social learning, humanistic, and social-cognitive perspectives. Assessment and therapy associated with each one are also discussed. Students will also study the brain and nervous system in order to understand the connection between biology and behavior. StudentS may enroll in either or both Theories of Personality and Topics in Psychology. SPRING SEMESTER ELECTIVE (1 credit- open to 11th & 12th graders; however, priority given to seniors) TOPICS IN PSYCHOLOGY Students will explore theories of cognitive, psychosocial and moral development and theories of emotion. Additional topics may include sensation and perception, psychological disorders, intelligence, motivation and work, and memory. Students will study famous experiments conducted in Psychology and their implications. Student may enroll in either or both Theories of Personality and Topics in Psychology.


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MATHEMATICS The mathematics program is designed to fulfill these goals: • To develop in students an appreciation for the essential character of mathematics as an

intellectual discipline • To foster development of logical reasoning skills, both inductive and deductive, and the

ability to use these skills in general problem solving tasks beyond the mathematics classroom.

• To give students a mathematical foundation that is sufficient for all levels of further study • To help students master technical skills that will be needed in their future studies After Algebra 1, Moses Brown offers three levels of full year courses. The only exception to this is AP Statistics. All students are placed in a level based on the recommendation of his/her current math teacher. All upper school math courses, except Geometry (all levels) and Algebra I, require a TI-83 or TI-84 series graphing calculator. Moses Brown does not provide calculators to students. Yearlong Courses (2 credits) Fall Semester Electives (1 credit) Algebra 1 Statistics and Data Analysis Geometry (Regular, Accelerated, Honors) Macroeconomics Algebra 2 (Regular, Accelerated, Honors) Precalculus (Regular, Accelerated, Honors) Spring Semester Electives (1 credit) Calculus (Regular, *AB, *BC) Discrete Mathematics *AP Statistics Microeconomics

* Calculus AB, Calculus BC, and AP Statistics are Advanced Placement courses. Students placed

in those courses are required to take the appropriate AP exam in May. YEARLONG COURSES (2 credits) ALGEBRA 1 This first year course reviews number systems and covers fundamental operations, including fractions, exponents, square roots, functions, solving linear and quadratic equations, polynomials, factoring, graphing, and general problem solving skills. Students are placed in Algebra 1 based on grades and teacher recommendations.


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GEOMETRY This course studies traditional Euclidean geometry in two and three dimensions with emphasis on the concept of the formal proof. Topics include lines and planes, congruency, polygons, similarity, Pythagorean relationships, circles, triangle trigonometry, area, and volume. Levels: Regular, Accelerated, Honors Prerequisite: Algebra 1 and department permission ALGEBRA 2 This course is a continuation of first year Algebra and emphasizes skill development and critical thinking. Topics include factoring and operations with rational, irrational and polynomial expressions, graphing of relations and various functions, solutions of linear and quadratic equations, inequalities and systems, rational and real exponents, logarithms, and an introduction to triangle trigonometry. The honors course will include an introduction to circle trigonometry and conics. Levels: Regular, Accelerated, Honors Prerequisite: Algebra 1, Geometry, and department permission PRECALCULUS (open to 11th and 12th graders only) This course is an in-depth survey of the fundamental mathematical functions used to model real phenomena, including polynomial, rational, exponential and trigonometric functions and their applications. It will also include an introduction to probability and statistics. The course is designed to enhance inferential thinking skills. Teachers of this course encourage creativity and risk-taking in solving complex problems. Students enrolling in Precalculus Honors can expect little to no review of linear and quadratic functions, a faster pace that covers more material such as polar coordinates, math on the complex plane, sequences and series, and the derivative, as well as a more in-depth treatment of all function types. Levels: Regular, Accelerated, Honors Prerequisite: Algebra 2 and department permission CALCULUS The main topics covered in this course include limits, derivatives, and integrals. Students learn to compute derivatives of a variety of functions, and apply them to solve problems, including those involving optimization and motion. Students also learn methods of computing integrals as well as their applications. Regular Calculus begins with further development of selected Precalculus topics. Levels: Regular, AP Calculus AB, AP Calculus BC Prerequisite: Precalculus Accelerated or Precalculus Honors, and department permission


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AP STATISTICS This course follows the curriculum for the Advanced Placement exam given in May. It is generally equivalent to a half year of college statistics. Major topics include exploratory data analysis, experimental design, probability, and statistical inference. Technology used includes TI-84 calculators and Minitab computer software. All students enrolled must take the AP exam. This a required course for sophomores who have completed Geometry and Algebra 2 Honors by the end of their freshman year. Prerequisite: Precalculus Accelerated, Precalculus Honors, or Algebra 2 Honors and department permission FALL SEMESTER ELECTIVES (1 credit) STATISTICS AND DATA ANALYSIS This introductory statistics course provides a conceptual overview of research study design, descriptive and inferential statistics. Students will conduct their own studies and apply the methods learned in class to analyze their data and make conclusions about their research question. Analyses will be done via calculator (TI-83/84 graphing calculator) and computer (Minitab statistical software). By the end of the course, students will [1] be educated and critical consumers of statistical information. For example, what does it mean when a study is published stating that vitamins don’t prevent chronic health problems? Is this study to be taken at face value (i.e. should we all stop taking vitamins?) or is there bias in their design or lurking/confounding variables that could be driving the finding? Could the reverse actually be true?, [2] be able to create and interpret graphs and summary statistics appropriate to qualitative and quantitative data, and [3] have the tools necessary to form an interesting research question, design a study to answer that question, collect and analyze study data to answer that question. Prerequisite: Algebra II or Precalculus and department permission. MACROECONOMICS (open to 11th & 12th graders only) Using a college level text, the course focuses on national economic issues such as growth, unemployment and inflation. Students will study topics such as gross domestic product, the cost of living, investment and the financial system, the monetary system including the Federal Reserve, aggregate demand and aggregate supply and various macroeconomic schools of thought. Macroeconomics asks questions such as, “If the interest rate goes up, how is national saving affected?” Prerequisite: Algebra 2


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SPRING SEMESTER ELECTIVES (1 credit) DISCRETE MATH This course may be taken in conjunction with or independently from Statistics and Data Analysis. This course looks at mathematical structures and computations that are discrete or finite (countable sets) rather than continuous functions. Topics include simple and more complicated probability calculations; special probability models for binary data; social decision making through election theory and fair division; matrix applications with Markov chains and population growth models; graph theory with traveling salesman or shortest route algorithms; and counting techniques of permutations and combinations with an introduction to game theory. Students will address real-world issues of efficiency route planning for snowplow trucks and telecommunications circuits, the level of security of passwords, and the process for selecting the next host city for the Olympics. Prerequisite: Algebra 2 or Precalculus and department permission MICROECONOMICS (open to 11th & 12th graders only) Using a college level text, students will study the economic principles that apply to small groups such as households and firms. Students are introduced to topics such as scarcity, efficiency, supply and demand, and production possibility frontiers. Students will then investigate more advanced topics such as elasticity, the cost of production, earnings and discrimination, and consumer choice. Microeconomics asks questions such as, “Why do consumers buy both insurance and lottery tickets?” Prerequisite: Algebra 2


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SCIENCE

The Science Department strives to nurture a spirit of inquiry as we guide students in the study of the natural and physical sciences. Engaging in field and laboratory work and studying scientific literature enriches their study of the natural world. We explore the history of science and consider the implications of science in modern life. Students develop their analytical thinking skills as they learn to apply the scientific method.

Students typically enroll in Biology (Integrated, General or Honors) in 9th grade and Chemistry (Integrated, General or Honors) in 10th grade. Many students take Physics (General or Honors) in 11th grade. In cases where students may not feel confident about their level of mathematics preparation, Chemistry or Physics may be deferred for a year. Science electives and AP classes are available to 12th graders who would like the opportunity to continue their studies in science. These courses are also available to 11th grade students who have satisfied the necessary prerequisites and are recommended by the science department faculty. Year Introductory Courses Year Electives Integrated Biology AP Biology General Biology AP Chemistry Biology Honors AP Environmental Science Integrated Chemistry AP Physics General Chemistry Chemistry Honors General Physics Physics Honors Fall Semester Electives Spring Semester Electives Astronomy Computer Programming Evolution Human Anatomy and Physiology Genetics Introduction to Robotics Global Ecology Local Ecology Engineering Design Marine Biology Robotics and Programming Meteorology Seminar on Scientific Thought

FULL YEAR INTRODUCTORY COURSES (2 credits) INTEGRATED BIOLOGY (open to 9th graders) Study in this course begins to show students the connection between chemistry and biology. The year starts with an introduction to science followed by the properties of matter and atomic theory. This background then leads to the study of the chemical origin of life, and the anatomy and physiology of the working cell. The year ends with a study of the diversity of living organisms. There is a strong laboratory component that exposes students to a wide range of techniques. Study skills related to science will be stressed. Placement is by recommendation only.


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GENERAL BIOLOGY (open to 9th and 10th graders) The general biology course covers a broad range of biological topics. Darwin’s Theory of Evolution is the foundation of the course and the tie that binds topics in biochemistry, cellular biology, molecular biology, genetics, anatomy and physiology, biodiversity, and ecology. In addition to these concepts, there is a strong study skills component as it applies to the study of science. Both semesters end with a non-cumulative semester exam. Learning to take notes, use the textbook effectively, and write scientifically are stressed. BIOLOGY HONORS (open to 9th and 10th graders) The honors biology course is designed for students with a strong background in laboratory-based science and an interest in the natural world. Topics covered are similar to general biology (biochemistry, cellular biology, molecular biology, genetics, anatomy and physiology, biodiversity, and ecology), but are introduced in greater depth and with more analytical detail. Along with a strong background in science, students should have good reading, analytical, and mathematical skills. Both semesters end with a cumulative semester exam. Placement in this class is dependent upon recommendations from middle school science teachers in consult with the Freshman Class Dean.

INTEGRATED CHEMISTRY (open to 10th graders)

This course is designed to follow Integrated Biology, and continues to make connections between chemistry and biology. The topics of study will include genetics, the periodic table, chemical reactions, and energy as it relates to cellular respiration and photosynthesis. The year ends with evolution, ecology, and the study of acids and bases. Laboratory work and study skills are an integral part of the curriculum. Prerequisite: Integrated Biology or permission of department chair. GENERAL CHEMISTRY (open to 10th, 11th and 12th graders)

This year-long course is an introduction to the science of chemistry. Inorganic and physical chemistry topics are the primary focus of the course. Examples include acid and base chemistry, chemical nomenclature, stoichiometry, solutions and states of matter. Organic, nuclear and environmental chemistry is covered on a smaller scale. A significant portion of time is spent in the lab where students learn how to problem solve, draw conclusions from experimental data and, apply principles learned in class and in their reading. The use of computers and probe-ware is an integral part of the lab curriculum. Prerequisite: Biology or permission of department chair, Algebra 1


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CHEMISTRY HONORS (open to 10th, 11th and 12th graders) This year-long course, for students with a strong background and interest in science and mathematics, covers a syllabus similar to Chemistry, but in greater depth and more mathematical detail. Additional topics such as electrochemistry, organic chemistry, nuclear chemistry, and mathematical treatments of equilibrium and acid-base chemistry are covered. This course involves a significant amount of laboratory work. Students are expected to collect, analyze, and interpret scientific data and use their mathematical skills to understand the underlying chemical principles. Prerequisite: Biology and/or department chair permission. Co-requisite: Algebra II. GENERAL PHYSICS (open to 11th and 12th graders) This is year-long course designed to help students develop an understanding of how physical laws and concepts apply to everyday phenomena, and acquire the skills needed to analyze and solve basic problems. This course covers motion, energy, momentum, electricity, and magnetism. Other topics, such as waves, sound, light, optics, thermodynamics, and nuclear physics, will be covered if time permits. The material is presented through lectures, discussions, activities, and laboratory work. Excel software is used to process and analyze data. Co-requisite: Algebra II. PHYSICS HONORS (open to 11th and 12th graders) This year-long course is an algebra- and trigonometry-based general physics course. The first semester emphasizes the study of linear and circular motion and develops concepts of force, energy, and momentum. Much of the second semester is devoted to the study of electricity and magnetism, including both electric circuits and electromagnetic fields. Other topics covered vary at the instructor's discretion and may include solid and fluid mechanics, thermodynamics, wave motion, optics, and introductions to relativity, quantum theory, and nuclear physics. Students also learn skills for analysis and presentation of quantitative laboratory data. An explicit aim of this course is to help students develop problem-solving skills that require sophisticated algebraic reasoning and manipulation of equations with several variables simultaneously. Co-requisite: Honors Pre-calculus or recommendation from math department chair.


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FULL YEAR ELECTIVES (2 credits) AP BIOLOGY (open to 11th and 12th graders) This advanced-level biology course investigates the ways chemical and physical laws govern the form and function of living things. The first semester includes exploration of cellular and molecular biology, reproduction, the nature of DNA, molecular synthesis, gene theory, and inheritance. Gel electrophoresis, photosynthesis, modern genetics, and enzyme studies are just a few of the many laboratory investigations undertaken. In the second semester, the emphasis shifts to organismal biology, evolutionary theory, population biology, and ecology. Laboratory work complements all the major topics investigated throughout the year. This course prepares students for the Advanced Placement Exam in Biology. All students enrolled must take the AP exam. Prerequisites: Biology and Chemistry and permission of department chair are required; Prerequisite or Co-requisite: Physics AP CHEMISTRY (open to 11th and 12th graders) This second-year course provides an in-depth study of the topics covered in college general chemistry: elements, compounds, and chemical reactions; properties of gases, liquids, solids, and solutions; chemical equilibrium (including acid-base chemistry); thermodynamics; electrochemistry and oxidation/reduction reactions; chemical kinetics; and an introduction to modern theories of atomic and molecular structure. In this course, students are taught the foundations of chemistry from a mathematical framework, including the important relationships between kinetics, thermodynamics, and equilibrium. This course prepares students for the Advanced Placement Exam in Chemistry. All students enrolled must take the AP exam. Prerequisites: Chemistry and Physics and permission of the department chair are required. Prerequisite or Co-requisite: Physics. AP ENVIRONMENTAL SCIENCE (open to 11th and 12th graders) This course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. Topics include land use, biodiversity, ecosystem management, agriculture, energy resources, pollution, and climate change. Students will identify and analyze environmental problems both natural and human-made to evaluate the relative risks associated with these problems. Ethics and economics will be considered while seeking solutions for resolving and/or preventing these problems. This course prepares students for the Advanced Placement Exam in Environmental Science. All students enrolled must take the AP exam. Prerequisites: Biology and Chemistry and permission of department chair are required; Prerequisite or Co-requisite: Physics


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AP PHYSICS (open to 12th graders) The Advanced Placement Physics C course provides one year of college physics at the level normally required of students who are majoring in science or engineering. This is a calculus-based course. The year is divided into two parts: mechanics and electricity/magnetism. Strong emphasis is placed on solving a variety of challenging problems, many which require calculus. This course prepares students for the Physics C Advanced Placement Exams. All students enrolled must take the AP exams. Prerequisite: Physics, Co-requisite: Calculus. Permission of department chair is required. FALL SEMESTER ELECTIVES (1 credit) ASTRONOMY (open to 11th and 12th graders) This one-semester elective explores the history of our understanding of the cosmos and the evidence that leads to that understanding. Specific topics include the apparent changes in the night sky, including explanations; the properties of the Moon, the Sun and the other planets in the solar system; the properties, life cycles, and distribution of stars in our galaxy (the Milky Way); other galaxies and their distribution in space; Big Bang cosmology and the past, present, and future of the universe. Prerequisite: Chemistry; Physics is helpful, but is not required. EVOLUTION (open to 11th and 12th graders) This seminar examines the central role of Darwin’s theory of evolution by natural selection in the scientific understanding of both life as it exists now and how it came to be. Topics include the molecular basis for evolution, the history and diversification of life on Earth, the evolution of humans, and current issues involving evolutionary theory in biology, medicine, and the broader culture. The course emphasizes discussion and reflective writing, but allows for a variety of creative responses to the issues that are raised. Prerequisite: Biology GENETICS (open to 11th and 12th graders) To understand the physical nature of DNA and its importance in inheritance as well as learn to approach genetic issues in society with a critical mind and educated perspective. Topics of this course include meiosis and mitosis, protein synthesis, Mendelian and non-Mendelian inheritance patterns, mutation and repair, gene regulation, and cancer. The laboratory portion of the class will be very independent and will encourage students to analyze data gained from experiments of their own design. The final project will consist of a formal lab write up and a defense of key results. Prerequisite: Biology and Chemistry


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GLOBAL ECOLOGY (open to 11th and 12th graders) In order to understand Environmental issues, it is imperative that one knows the ecology of the planet. This course focuses on the ecology of the planet: the anatomy of soil, abiotic cycles, population dynamics, biomes and succession. This information is then used to tie global issues together. Students are asked to present what they have learned for each unit and the exam. Prerequisite: Biology and Chemistry

ENGINEERING DESIGN (open to 10th, 11th, and 12th graders)

This semester course focuses on essential math and science concepts in the information age and teaches students how engineers create and design new technologies. Exploring various technology systems and manufacturing processes students learn how engineers and technicians use math, science and technology within an engineering problem solving process to design and create beneficial solutions to a variety of real-world applications. The course is designed to help students understand the real-world relevance of engineering. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges.). ROBOTICS & PROGRAMMING (open to 11th and 12th graders) Students will be introduced to programming with the ROBOTC language, based on the C programming family of languages. Using the "Building Robots with LEGO Mindstorms NXT" text, students will employ math, physics and engineering concepts in the design and construction of their own robots. The class will also engage in competitions and challenges drawn from the CS2N curriculum developed by Carnegie-Mellon University and the Defense Advanced Research Projects Agency (DARPA). No prerequisite required. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges.). SPRING SEMESTER ELECTIVES (1 credit) LOCAL ECOLOGY (open to 11th and 12th graders) This course will focus on the ecology and environmental issues facing R.I. Students will delve into what it means to be sustainable, learn about Rhode Island’s natural history and think about how the state can be better off in the future. Topics include: energy, agriculture, eating local, composting and recycling. Prerequisites: Biology and Chemistry.


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COMPUTER PROGRAMMING WITH THE ARDUINOTM ( open to all grade levels) This semester course introduces students to programming, electronic circuitry, and engineering design through hands-on experimentation with the Arduino™, an open-source electronics prototyping platform. The Arduino™ board promotes physical computing – commands and syntax that light and color LEDS, activate sensors, and control motors. Students will learn the Arduino™ programming language, which is based on C/C+ language; student code will enables the Arduino microcontroller to interact with the real world. No previous programming experience necessary. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges.). METEOROLOGY (open to 11th and 12th graders) In this laboratory course we discuss the causes and effects of various phenomena observed in the Earth’s atmosphere. We start by studying the composition of our atmosphere and the variables that describe it, such as temperature, pressure, and water vapor. After understanding the basic principles that govern the atmosphere we examine events that occur within it, including hurricanes, tornadoes, nor’easters, monsoons, and El Nino. Prerequisites: Chemistry; Physics is helpful, but not required. HUMAN ANATOMY and PHYSIOLOGY (open to 11th and 12th graders) This course examines the structure and function of the human body. We study the complexity of and interactions among major organ systems in order to gain a complete understanding of human physiological systems. We will also investigate basic pharmacology affecting each of the organ systems. Systems of study include the musculo-skeletal, cardiovascular, respiratory, nervous, endocrine, reproductive, excretory, and immune. Laboratory investigations, including exercise physiology experiments and extensive dissections of the fetal pig, cow eye, and cow heart, comprise a significant part of the course. Interested students should possess good laboratory techniques, strong reading skills and an interest in and enthusiasm for biology. Prerequisites: Biology and Chemistry. MARINE BIOLOGY (1 credit - open to 11th and 12th graders) This course examines the relationships and interactions between marine organisms and their environment. We first learn about the physical characteristics of the oceans and then conduct a detailed survey of the specific organisms (from sponges to whales) of the New England rocky shore. We also study the organisms and ecology of intertidal, coral reefs, salt marshes/estuaries, deep sea and hydrothermal vent communities. There will be opportunities for field trips to locations such as salt marshes, rocky coast tidal pools, and the New England Aquarium. Hands-on labs (such as dissection) supplement our study of marine plants, invertebrates, fish, and marine mammals. Interested students should possess good laboratory techniques, strong reading skills, and an interest in and enthusiasm for biology. Prerequisites: Biology and Chemistry


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INTRODUCTION TO ROBOTICS (open to 10th, 11th, and 12th graders)

In this course, students will be introduced to the basics of the Mindstorms NXT robot and learn the fundamentals of computer programming using both Scratch 2.0 and the NXT-G programming environments. Students will build a robot, study its characteristics, and program it to navigate in various environments and perform a variety of missions. This course is project-based, collaborative, and is designed for students from a wide range of backgrounds. Field trips and guest presentations will help provide context for understanding the possible applications of robotics. No prerequisite required. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges.). SEMINAR ON SCIENTIFIC THOUGHT (open to 11th and 12th graders) In this interdisciplinary course, through readings and discussions, students will explore some of the philosophical, religious, and intellectual implications of scientific thought, as well as the impact of scientific developments on the larger social, religious, and political culture. The course looks at the physical sciences, cosmology, geology, and evolution, both historically and in the modern world. During the term, a number of outside experts either will make presentations or come to be part of the discussions. This course may be taken for English credit.


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WORLD LANGUAGES The World Language Department offers full programs in French, Mandarin Chinese, Spanish, Italian, and Latin. The primary goal of language study is to prepare each student to communicate and to comprehend cultural differences more effectively in today's complex and inter-connected world. Modern language instruction puts equal stress on the language itself and on reading, history, and national culture. Classical language study includes the structure of Latin as well as readings in a variety of literary selections. The honors program is offered for both French and Spanish. This program is a rigorous course of study in advanced grammar and written and oral expression designed for those students who want to study the language intensively. Students in these classes are expected to take the national language exams in the second semester. Yearlong Courses (2 credits) French 1, 2, 3, 4 (Regular, Honors, AP) Italian 1, 2, 3, 4, (Regular, AP) Latin 1, 2, 3, 4, AP, Advanced Topics in Latin Mandarin Chinese 1, 2, 3, 4 (Regular) Spanish 1, 2, 3, 4, 5, (Regular, Honors, AP, Heritage Speakers)

CLASSICAL LANGUAGES LATIN LATIN 1 Fundamental grammar, syntax, and vocabulary are the foundation for this course, which also includes elementary readings and composition, etymology of English words, and an introduction to ancient Roman civilization. LATIN 2 This course covers grammar, advanced translation (Caesar and The Millionaire's Dinner Party), mythology, etymology of English words, and aspects of Roman civilization. Prerequisites: one year of Upper School Latin or two years of Latin at the Middle School level. Placement will be at the discretion of the department chair, including a possible placement examination. LATIN 3 This course has students study selected readings in Latin literature, including prose (Cicero), poetry (Ovid), and comedy (Plautus). The time period ranges from early Rome through the Middle Ages. Prerequisite: Latin 2


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LATIN 4 Students will read selections from Vergil’s Aeneid as well as from Caesar’s Gallic Wars. Prerequisites: Latin 3 and the permission of the department AP LATIN This course follows the College Board syllabus for the Advanced Placement course with selections from both Vergil’s Aeneid as well as from Caesar’s Gallic Wars. All students enrolled must take the AP exam. Prerequisites: Latin 3 and the permission of the department ADVANCED TOPICS IN LATIN This course has students study the poets Catullus and Horace as well as other authors that the class chooses. The texts will be read as literature, social commentary, and entertainment. Prerequisites: Latin 3 and the permission of the department

MODERN LANGUAGES FRENCH FRENCH 1 This course introduces students to the four language skills: reading, writing, listening, and speaking in French. This course covers elementary grammar with an emphasis on vocabulary and pronunciation. Students are exposed to a range of themes and an overview of French culture, history, and geography. A particular emphasis on oral drills will emphasize the verbal aspect of the French language. This course uses a multimedia approach to learning. Prerequisite: Placement is at the discretion of the department. FRENCH 2 or FRENCH 2 HONORS This course is a continuation of French 1 and reinforces grammatical structures and vocabulary from the beginning level. Intermediate grammar and speaking skills are introduced with various themes that emphasize the study of Francophone culture and history. Students further their listening, speaking, writing, and reading skills with an emphasis on oral and written work. The Honors level works at a quicker pace and takes on more advanced readings. Prerequisite: For French 2: French 1. For French 2H: Placement is at the discretion of the department chair, including a possible placement examination.


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FRENCH 3 or FRENCH 3 HONORS In this course, students solidify previously learned grammatical concepts and increasing vocabulary while continuing to develop reading, writing, speaking, and listening skills. Students are encouraged to use their language skills more actively and at a more sophisticated level. In addition to these skills, students will also familiarize themselves with the geography of the Francophone world, including the provinces, territories and capitals within these countries. The Honors level involves more advanced readings and more frequent writing assignments. Prerequisite: For French 3: French 2. For French 3H: Placement is at the discretion of the department chair, including a possible placement examination. FRENCH 4 or FRENCH HONORS This upper-level course includes an accelerated review of basic grammar with continued emphasis on greater proficiency in the four language skills. Students focus on advanced grammatical structures, syntax, lexicon, and idiomatic expression. The French 4 Honors course is framed by a historical overview of France and the readings and projects reflect that bias. The Honors level works more in-depth and at a quicker pace. Prerequisite: For French 4: French 3. For French 4H: Placement is at the discretion of the department chair, including a possible placement examination. FRENCH 5 This upper-level course includes a consolidation of basic grammar with continued emphasis on greater proficiency in the four language skills. Students focus on idiomatic expression. This course includes a unit on French gastronomy and a unit on France during the Occupation. Prerequisite: French 4 or equivalent. AP FRENCH LANGUAGE This course prepares the student for the College Board AP French Language exam and focuses on the four target-language skills at an advanced level. It is organized around an in-depth look at the Francophone world and the readings reflect this bias. Authentic materials are used extensively in this course, including French newspapers and news programs as well as podcasts and other on-line sources. Prerequisite: A grade of B or better in French 4 Honors and the final approval of the department. All enrolled students take the AP exam.


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ITALIAN ITALIAN 1 This course introduces students to the development of four skills: reading, writing, listening, and speaking in Italian. This course covers elementary grammar with an emphasis on vocabulary and pronunciation. Students will be exposed to a range of themes and introduced to Italian culture and geography. This course uses a multimedia approach to help students develop an interactive learning style. Prerequisite: Placement will be at the discretion of the department. ITALIAN 2 This course is a continuation of Italian 1 and will review grammar structures and vocabulary learned in the beginning level. Intermediate grammar and conversation are introduced with various themes that emphasize the study of Italian culture and history. Students further their listening, speaking, writing, and reading skills with emphasis on oral and written work. Prerequisite: Italian 1 ITALIAN 3 In this course students concentrate on solidifying previously learned grammar concepts and increasing vocabulary while continuing to develop reading, writing, speaking, and listening skills. It includes a systematic review of Italian grammar and the development of conversational skills (comprehension and speaking), as well as reading literary and cultural materials and writing compositions. Students are encouraged to use their language skills more actively and at a more sophisticated level. Prerequisite: Italian 2 ITALIAN 4 This upper level course includes an accelerated review of basic grammar with continued emphasis on greater proficiency in speaking and listening skills. Students focus on advanced grammatical structures, syntax, and idiomatic expressions, and engage in readings, conversation, and composition writing primarily in the target language. For cultural enrichment, the students discuss current events and aspects of culture, such as Italian music and art. The second semester of the course centers around a specific historical or cultural topic (for example, Fascist Italy, Italian cinema, or Italy in the 1960s), which the students research and present to the class, as well as participate in class discussions. Prerequisite: Italian 3


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AP ITALIAN This course prepares the student for the College Board AP Italian Language and Culture exam and focuses on the four target-language skills at an advanced level. Students who enroll in this course should already have a solid understanding of grammar and considerable competence in listening, reading, speaking and writing in Italian. In AP Italian, students review and refine those skills while learning more vocabulary so as to communicate in Italian with greater depth and fluency. Students are expected to demonstrate an understanding of Italian culture, make connections among interdisciplinary topics, and make comparisons between English and the target language. An emphasis is placed on using the target language in real-life settings. The teacher and students use Italian exclusively in the classroom, and authentic materials are used extensively, including Italian newspapers and news programs, as well as podcasts and other on-line sources. Prerequisite: A grade of A or better in Italian 3 or 4 and the final approval of the department. All enrolled students are required to take the AP exam. MANDARIN CHINESE MANDARIN CHINESE 1

This course is an introduction to standard Chinese (Mandarin). Students will learn vocabulary and basic sentence structures that can be used to introduce themselves, to refer to specific dates and time, to talk about their families, friends, and hobbies, etc. Classroom activities are centered on developing students’ listening/speaking skills by encouraging students to interpret into/out of Chinese or answer questions quickly in Chinese. Character recognition and reading abilities are also an important part of the study. By the end of the 1st year, students should be able to read short Chinese passages within the confines of their vocabulary. Students also gain knowledge of Chinese culture, customs, and history through everyday classroom teaching, documentary/feature films on China, news stories about China in the English language media, and other resources. MANDARIN CHINESE 2 This course builds upon the vocabulary and grammar students have acquired in Chinese I. As in level I, the development of the three critical skills continue to be the focus: listening comprehension, speaking proficiency, and reading abilities. Consistent everyday classroom listening/interpretation/speaking practices and translation homework will further enhance students’ ability to express themselves by using more vocabulary/expressions and advanced grammar structures. Topics covered in year two include school life, shopping, transportation and travel, weather, etc. Students are expected to have the ability to hold short conversations with the instructor around these topics. They should also be able to read and understand longer passages in Chinese. As with the 1st year, language study will be enriched with Chinese history and culture through audio, visual, on-line sources, and classroom visits by guests who have had real life experience studying/working in China. Prerequisite: Mandarin Chinese 1 (2


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MANDARIN CHINESE 3 This course continues to develop students’ listening, speaking and reading abilities. Topics covered during the 3rd year include eating out, asking for directions, seeing a doctor, socializing at parties, etc. Grammar will gradually get more complicated and non-intuitive for an English speaker, and students will have to employ their analytical and other intellectual skills in order to fully master the new structures/expressions. Long complex Chinese passages will be part of classroom reading and their translation part of the homework. Students are expected to be able to hold longer conversations with the instructor. In addition, students will expand their vocabulary by combining familiar characters in new ways, and by reading small chapter books in Chinese. Further understanding of Chinese history and culture will be achieved through the same means as in level 2, as well as active and sophisticated use of the Chinese language. Prerequisite: Mandarin Chinese 2 MANDARIN CHINESE 4 This course is designed for students who wish to continue their study of Mandarin Chinese at an intermediate level. Through almost exclusive use of the Chinese language in class, students will further develop their skills of listening, speaking, and reading. In addition to using the textbook, Integrated Chinese, students will work with selected authentic language materials, such as chapter books, newspaper articles, poems, songs, clips of television series, and movies. Prerequisite: Mandarin Chinese 3 SPANISH SPANISH 1 This course provides an introduction to the Spanish language through the skills of speaking, listening, reading, and writing. Students are taught basic vocabulary, idiomatic expressions, and an essential foundation of grammar structures. Additionally, students learn about the contemporary Spanish speaking world and its culture. Prerequisite: Placement will be at the discretion of the department. SPANISH 2 or SPANISH 2 HONORS This course builds on the elements learned in Spanish 1, developing the student's ability to discuss present, past and future events with emphasis on vocabulary development through written and oral communication. Classes will integrate conversation, listening, reading and writing. Students will be presented with real-life scenarios throughout the year and culture will be integrated in the classroom for full immersion. The Honors level will work at a quicker pace and have more advanced readings and writing. Prerequisites: One year of Upper School Spanish or two years at the Middle School level along with the recommendation of the department.


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SPANISH 3 In this level, topics from Spanish 2 are reinforced and a broad range of new grammar topics are explored including commands, the perfect tenses, an introduction to the subjunctive mood, and more. Students gain new perspectives on the Spanish language through films, music, and literature. Projects include the creation of a student newspaper, movie-making based on various film genres, cooking, and a variety of oral presentations. Prerequisite: Spanish 2 SPANISH 3 HONORS Students in this course strengthen their speaking skills and cultural understanding through reading and discussion of Spanish and Latin American short stories, historical selections and feature films. Grammar and vocabulary study is intensive. Students are expected to write more detailed and accurate essays and to present their ideas regularly in class. There will be different projects related to the content we are studying throughout the year. Prerequisites: Spanish 2 Honors and recommendation of the department. SPANISH 4 This upper level course leads the student to greater proficiency in listening and speaking skills and includes reinforcement and expansion of grammar, vocabulary, and idioms. Students are expected to interpret and analyze short stories, news articles, and two Spanish films. Students also develop their oral communication skills by creating short films in groups and individual presentations. Prerequisite: Spanish 3 SPANISH 4 HONORS This challenging upper level course prepares students for the AP Spanish Language program (see below). Emphasis is placed on mastery of grammar and vocabulary at an advanced level. Students will be asked to do extensive reading, writing, and speaking. In the first semester, each student will present and teach a cultural topic from the Spanish-speaking world for an entire class. The second semester includes the study of the history of Spain, including an in-depth focus on the Spanish Civil War. Students will explore the context for that tumultuous conflict by reading Federico García Lorca’s “La Casa de Bernarda Alba.” Prerequisites: Spanish 3 Honors and recommendation of the department


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SPANISH FOR HERITAGE SPEAKERS I This course is specially designed for heritage speakers of Spanish: learners who have had considerable exposure to Spanish in non-formal, non-academic settings (households, trips, living abroad, etc.). Through this course, students will acquire a deeper knowledge of their heritage language and how it functions, helping them take pride in their unique language skills and cultural roots. As traditional heritage speakers’ oral skills are stronger than that of non-heritage Spanish students, most of the course will focus on developing writing and reading skills while strengthening their grammar foundation so that they may become truly bilingual. This course is organized around a range of contemporary and relevant topics, as well as some aspects of Spanish and Latin American history. We follow a hands-on approach and students will complete different projects, integrating new technologies to produce short movies, multimedia presentations, and websites. * Please note: this course will be followed by Spanish for Heritage Speakers II in the 2015 – 16 academic year, after which students can take either Spanish 5 or AP Spanish Language. SPANISH 5 Fall Semester: Global Issues in the Spanish-Speaking World. This course uses a range of documentary films to shed light on some of the most complex issues facing Latin America: immigration, poverty, the destruction of the environment, child labor, chemical substance addition and the drug trade, war, and terrorism. Students complete detailed study guides, write weekly journals, present creative projects and are expected to speak each day extensively in Spanish. Spring Semester: Surrealism and Suspense in Spanish Cinema. This semester explores the surrealist artistic movement and its representation in a range of Spanish films. The theme of “awakening” is central in the movies we will watch: characters that begin by living inside a reality that later turns out to be based on false assumptions, false pretenses, self-delusions, lies or manipulations. Awakenings can be either joyful or tragic and are pivotal for character growth. The final project is the creation of short films written, produced, and performed by members of the class. Prerequisite: Spanish 4 * Please note: students who enroll in AP Spanish Language can take either semester of Spanish 5 as an additional elective course.


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AP SPANISH LANGUAGE This course focuses on speaking and writing in the target language at an advanced level. Although this course is designed to prepare the student for the College Board AP Spanish Language exam, it does so with the overarching objective of making the student a better communicator in the Spanish language, as well as more culturally conscious. It is organized around a range of contemporary and relevant topics, as well as some aspects of Spanish and Latin American history. Throughout the year advanced grammatical concepts are reviewed while simultaneously building vocabulary. We also work on specific speaking, writing, reading, and listening skills necessary to achieve an advanced level of proficiency in Spanish. Prerequisites: A grade of B or better in Spanish 4 Honors and the final approval of the department. All students enrolled in must take the AP exam. AP SPANISH LITERATURE The AP Spanish Literature course, comparable to a third-year college course, introduces students to notable works from Hispanic literature across the centuries. It is based on a required reading list of contemporary and classic authors. Students will learn about the historical contexts of the works as well as about literary movements, genres, geographic areas, and population groups within the Spanish-speaking world. The objective of the course is to help you interpret and analyze literature in Spanish. Besides reading, students will hear brief lectures, watch relevant films, and participate in daily oral discussions. Prerequisites: A grade of B or better in Spanish 4 Honors and the final approval of the department. All students enrolled in this course must take the AP Literature exam. (not offered during the 2014-15 academic year)


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Documents

Upper School Course of Study