2012-2013 Curriculum Guide

curriculum GUIDE

2012–2013

statement of phIlosophy

The Derryfield School’s purpose is two-fold: to guide a student’s academic growth through the acquisition of sound study habits and the development of analytical, independent thinking skills; and to foster each child’s social, emotional, and ethical growth.

We value our distinctive role as a day school, providing a rigorous program in academics, athletics, and the arts to children whose families want them to live at home during their middle and high school years. Dedicated to providing individual attention to every student, we strive to create an informal, yet structured environment offering challenge and support where students can develop their unique qualities of mind, body, and spirit.

We respect diverse ideas, beliefs, and cultures, and are committed to personal integrity and fairness. We value tradition as well as the willingness to institute thoughtful change. recognizing that academic achievement without compassion and concern for others is meaningless, we are committed to purposeful involvement in the world outside our school in both the local and the global community.

table of contEnts

overvieW of ProgramS The Middle School Program

2

The Upper School Program

7

Upper School Program of Studies

7

The Independent Senior Project Program

8

The uPPer School courSe offeringS Academic Support

8

Creative Arts Department

8

English Department

11

History Department

15

Mathematics Department

16

Science Department

18

Technology Department

21

World Language Department

21

Physical Education, Health & Wellness, and Athletics

23

Key I.S. Independent Study F

Fall Trimester Elective

W

Winter Trimester Elective

S

Spring Trimester Elective

Note: If a course is designated as (F, W, S), it is offered three times a year. A student may take it during any term, and in some cases all three terms. If two terms are joined with an ampersand (&), the course’s duration is two terms.

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curriculum

thE MIDDlE school proGraM MIDDlE school coUrsE rEqUIrEMEnts The curriculum for the Middle School is designed to provide a firm background in basic discipline areas and learning skills in preparation for Upper School courses. All sixth, seventh, and eighth graders take English, mathematics, science, history, a world language, and a physical activity.

In addition, all middle school students will take drama, music, wellness, physical education, and art.

graDe 6 – all courSeS requireD • English I • Geography • Investigating Mathematics • Science as Inquiry • Latin IA • Physical Education, Health and Wellness • Creative Arts sequence: Drama, Music, and Art

graDe 8 – all courSeS requireD • English III • Justice • Prealgebra, Algebra I, or Geometry • The Web of Change • Chinese IB, Spanish IB, or Latin IC (cont. from Grade 7) • Physical Education, Health and Wellness • Art

graDe 7 – all courSeS requireD • English II • Civics • Interactive Mathematics or Algebra I • Understanding Connections in Science • Chinese IA, Spanish IA, or Latin IB (cont. from Grade 6) • Physical Education, Health and Wellness • Creative Arts sequence: Music, Drama

miDDle School Performance BlocK All middle school students also have a regular class block in which they may choose to participate in middle school chorus, instrumental ensemble, and/or keyboard ensemble. When not involved in their performance block activity, all students are assigned a supervised study hall. Seventh and eighth graders may also choose to participate in the middle school musical in the fall.

crEatIvE arts

Drama (Grade 6) Sixth-grade Drama focuses on introducing the students to the many aspects of theatre and performance including improvisation, playwriting, theatre games, music, costumes, and character development, as well as all the elements that go into creating a theatrical production. As an end-of-the-term class project, students will perform scenes from various Broadway musical and plays.

The PhiloSoPhy Self-discovery through artistic expression is fundamental to a liberal arts education. Active participation in the arts promotes positive intellectual, emotional, spiritual, and aesthetic development. A challenging, yet caring, environment allows students to develop their talent and skills to their fullest potential. Middle school arts courses build confidence, self-esteem, self-discipline, and encourage an appreciation of the artistic contributions of others.

Drama (Grade 7) Seventh-grade Drama explores the history of theatre dating back to the Greeks in the fifth and fourth centuries B.C. through modern theatre. Through various theatre games and techniques, students will discover how drama has developed in the world. Other aspects of theatre such as concentration and focus, pantomime, improvisation, stage movement, emotion, memorization, character and script interpretation, stage combat, and special effects will be studied. The culminating project is an individual creative presentation of a Broadway musical.

The Program art (Grade 6) Students are introduced to a variety of different media and techniques. We explore the invention of culture and how the original arts reflected human intelligence and civilization. We will learn about art and artists from many cultures from prehistory up to the early Middle Ages in Europe. Hands-on experiences in drawing, painting, printmaking, ceramics, and sculpture will encourage selfexpression and develop creative problem-solving skills.

music (Grade 6) This class uses a hands-on, instrument-based format as a means of teaching musical concepts. After an introductory week, every student will be assigned a school-owned wind instrument. If a student already plays an instrument, they will be asked to try another, thus leveling the “playing” field. This beginner band format will allow students to review, or learn for the first time, many musical terms and concepts, and to begin to experience the art of ensemble playing.

We will also be using the SmartMusic technology system which will allow each student, while practicing at home, to have live accompaniment and evaluative feedback of their work. There will be a book fee for this class.

art (Grade 8) The eighth-grade arts curriculum encourages an understanding of the interaction among technology, history, and society. Emphasis is placed on self-expression through exercises in drawing, sculpture, painting, design, and printmaking. Class discussions examine the arts of other cultures and how the arts are a reflection of a society.

Art historical references will explore art interpretation through modern art to the present day.

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english ii (Grade 7) Seventh-grade students learn how to communicate effectively, to think creatively, and to express themselves with clarity. Through a wide variety of literature, students investigate each author’s style of writing, as well as the significance of stories in their lives and how those stories reflect the world in which they were written. Texts include Nothing But the Truth, 21 Great Stories, Angel on the Square, and A Midsummer Night’s Dream. Students continue to discover new authors and genres through the independent reading program as well, reflecting on what they have read in their reading journals. The seventh-grade writing curriculum focuses on both analytical and creative writing. Students hone their essay-writing skills while also finding their voices through the writing of short stories, skits, and poems. The study of language is incorporated into all aspects of seventh-grade English, including intensive instruction on the fundamentals of grammar, vocabulary, and literary devices.

music (Grade 7) The rich heritage of American music will be the focus of seventh grade music. We will use keyboards, percussion instruments, technology, and our own voices to explore the musical elements which combined to create the unique styles of America’s music through the decades. middle School Performance Block Performance Block is a time dedicated each day for active participation in musical ensembles, theatre rehearsals, and art projects beyond the classroom. Students may choose to participate in the following three middle school musical ensembles, which meet during this period on a rotating schedule: • middle School chorus All middle school students are welcome and encouraged to join chorus, which meets three times per week. Music specifically composed for middle school voices, interests, and talents will be presented publicly at winter and spring concerts. Our goal is to nurture a life-long love of music, while teaching healthy vocal techniques.

english iii (Grade 8) Eighth-grade students focus on various literary genres and are challenged to move beyond the literal level of interpretation and analysis as assignments become increasingly abstract during the school year.

Using such works as To Kill a Mockingbird, Touching Spirit Bear, The Crucible, and Romeo and Juliet, students are encouraged—through discussion and analytical writing exercises—to develop their ideas effectively. Reading journals and literary essays give students more practice using concrete and textual information to support their thinking. The main focus of the eighth grade writing curriculum is the autobiography, a yearlong family history project, through which students explore their own literary voices and immerse themselves in the writing process. Throughout the year, students use The Essential Guide to Language, Writing, and Literature Handbook to help them understand grammar usage and punctuation. Discussion activities, persuasive speeches, project presentations, and literature discussions will allow students opportunities to demonstrate their verbal skills, too. Vocabulary skills are taught through literature and Vocabulary Workshop exercises.

• middle School instrumental ensemble All middle school students with one year or more of experience on their instruments are encouraged to join the Middle School Instrumental Ensemble, which meets on opposite days of Middle School Chorus. A variety of musical genres will be studied and performed at winter and spring concerts.

• Keyboard ensemble Interested piano students are grouped according to skill and experience. Students learn the art of ensemble performance through the playing of duets and pieces arranged specially for multiple keyboard instruments. Keyboard ensemble meets on non-Chorus days, opposite rehearsals for Middle School Instrumental Ensemble.

EnGlIsh The PhiloSoPhy The study of English in the Middle School concerns itself as much with process as with products; teachers help students develop and deepen their skills in language arts. Building on students’ earlier experiences in elementary school, middle school English teachers provide opportunities for students to explore the call of stories, discover ideas, appreciate language, and find their voices. The Upper School then builds upon this foundation through a wide variety of literature and cultivates students’ personal and intellectual growth while also deepening their appreciation of and skill with the English language.

hIstory The PhiloSoPhy The middle school history curriculum seeks to begin a journey that will enable young people to be educated and responsible citizens.

Beginning with an exploration of the physical world in the sixth grade, the program then moves to the American political system, and then to a global examination of justice. The progression acknowledges a sixth grader's more concrete view of the world (Geography), a seventh grader's emerging understanding of the abstract concepts of government (Civics), and an eighth grader's increasingly sophisticated view of justice (Justice). The sequence gives students not only an appreciation of the world around them, but also an awareness of civic responsibility, and the moral responsibilities associated with justice in a free society. These courses challenge students to think creatively, become fully involved in their own education, and explore the world around them. Lastly, each middle school history course has an integrated service learning opportunity embedded in its curriculum.

The Program english i (Grade 6) Sixth-grade English students become active explorers of spoken and written language. Students investigate and analyze the basic components of a story—plot, character, setting, and theme—through works such as D’Aulaires’ Book of Greek Myths; The Miracle Worker; Roll of Thunder, Hear My Cry; and King of Shadows. Students explore these ideas further through an independent reading program using reading journals to react, relate, quote, question, and predict.

One aspect of the sixth-grade writing curriculum is the effective composition of essays and the literary skills necessary to provide textual evidence. In addition, students engage in creative writing activities, which include myths, skits, poetry, and stories. Throughout the year, a variety of activities and lessons reinforce grammar skills and precision in language.

The Program geography (Grade 6) As their first experience in the Derryfield History Department, students in Geography gain an understanding of and an appreciation for the significance of an individual's relationship to his or her physi-

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understanding of concepts and applying them. A variety of methods is used, such as hands-on activities, cooperative learning tasks, problem-solving, projects, technology, and integration with science.

cal and cultural world while also developing the basic skills of organization, reading, writing, and research. Focus begins with the familiar (New Hampshire, New England, the United States) and then moves to the less familiar. In recent years, topics have varied from Australia, Canada, Central America, Africa, South America, the former Soviet Union to Asia. Much of the later focus depends on student interest and current events. In the middle of the year, students participate in a project that connects them with new immigrants to Manchester. This program is coordinated by Southern New Hampshire Services and is a high point of the year. The year finishes with a project focusing on a world challenge. Topics may include energy challenges, overpopulation, pollution, or fresh water resources. It is a year that lays the foundation in both skills and content for further historical studies.

The Program investigating mathematics (Grade 6) The Investigating Mathematics curriculum is designed to build students' number sense and facility with problem solving. Students deepen and expand their understanding of whole numbers, fractions and decimals while exploring and applying the concepts of ratio, rate, percent, integers, and the order of operations. A journey into the world of algebra begins, focusing on writing, interpreting, and using variable expressions and equations. Two- and three-dimensional geometry is explored to create an appreciation of geometry as a way to describe the physical world. Students develop an understanding of statistical thinking through collecting, displaying, and analyzing data.

civics (Grade 7) Civics introduces seventh graders to the organization of the American government and their potential involvement. Students learn about the origins of this nation’s government as well as its evolution. By year's end, students will understand the role of citizens within our democracy, have a working knowledge of the three branches of government, and be familiar with current influential policy makers within our system. The 2012 Election will provide an opportunity to study how the general election works, learn how party politics impact the election, and gain an understanding of the Electoral College.

During the year, particular emphasis is placed on organizational skills and clear, concise writing. Notes from the textbook, class discussions, lectures, and research lead to familiarity in writing structured paragraphs and essays. Also, MLA documentation of sources is emphasized. Students through class discussions, oral/written reports, debates, and class presentations will develop the skills to make critical/analytic connections. The year ends with a non-government organization (NGO) project which shows the students how they can make a difference in the world.

interactive mathematics (Grade 7) The Interactive Mathematics curriculum is designed to develop and extend the concepts presented in the sixth grade while also applying algebraic ideas to new areas. Students apply proportional reasoning to a variety of topics including percent, scale, linear functions, and geometric similarity. Fluency with integers, exponents, and fractions is expected as students work with multi-step algebraic equations and two- and three-dimensional geometric figures. Students’ study of statistics includes drawing inferences from random sampling and evaluating probability models. Interwoven throughout all topics is an examination of patterns and the challenge of problem solving.

Prealgebra (Grade 8) This course has three main objectives. The first is to provide more time for students to deepen their understanding of pre-algebra concepts. The second is to provide an opportunity to begin the study of algebra at an appropriate pace. Many of the concepts covered in the first part of an Algebra I course will be presented: variables, evaluating expressions, factoring, laws of exponents, and solving equations, as well as analyzing patterns, tables, and graphs to identify properties and relationships. Students work with linear functions and simple quadratic functions. The TI-83 graphing calculator will be used. The third objective is to further understanding and knowledge of geometry. The concepts of two- and three-dimensional geometry will be expanded upon and applied to real-life problems.

Justice (Grade 8) Justice is an eighth grade course designed to introduce students to the concept of justice as it has been, and continues to be, applied through various and different cultural perspectives. The course is divided into five units. Each unit focuses on a particular aspect of justice. Units may include: “Introduction of World Justice and its General Applications;” “American Civil Rights through the Study of the Integration of Central High School in Little Rock, Arkansas;” “Apartheid in South Africa;” “The Holocaust;” and “The Study of Women’s Rights throughout the World.” By engaging students in this process, they will have a greater understanding of how to process diverse and often conflicting information in an increasingly integrated world.

Throughout the course students build and develop important academic skills through the writing of a paper, note-taking, public speaking, and analyzing documents. Students often work in groups on projects and activities that include designing visual aids and creating learning tools that assist in the understanding and integrating of these related issues.

algebra i (Grade 7 or 8) This course follows the upper school algebra course in both scope and pacing. It is designed for advanced math students who have consistently demonstrated the ability to work with abstract concepts in a relatively independent manner. They have also mastered basic mathematical skills and can easily apply those skills across a variety of topics. Topics include a review of variables, real number axioms, linear equations/inequalities in one and two variables, graphing in a plane, operations with polynomials, factoring, laws of exponents (including negative exponents), rational expressions, linear and quadratic functions, irrational numbers, and the quadratic formula. geometry (Grade 8) This course is designed to cover the same fundamental topics of geometry as the upper school course, but will employ an inquirybased approach appropriate for middle school students and will balance the use of inductive and deductive proof. It is for advanced math students who have completed Algebra I in seventh grade and have consistently demonstrated the ability to work with abstract concepts in a relatively independent manner. Course topics include angles in the plane, parallel and perpendicular relationships, congruent triangles, quadrilaterals and regular polygons, similar triangles,

MathEMatIcs The PhiloSoPhy The design of the middle school mathematics program is to help students learn to value mathematics, become more confident in their abilities to do mathematics, become better problem solvers, learn to communicate mathematically, and to reason mathematically.

Knowledge and skills throughout the grades are presented in a spiral-based curriculum. The emphasis is on developing a solid 4

WorlD lanGUaGE

special triangles, circles and angles in circles, constructions (both by hand and using technology), coordinate geometry, areas of polygons and circles, trigonometry of right triangles, and laws of sines and cosines.

The PhiloSoPhy The purpose of the World Language Department is to teach students the necessary skills to communicate and to interact effectively in an increasingly smaller world. The study of language develops the student’s ability to compare and connect his or her own way of life to the global community. Learning languages enables students to use their skills beyond the classroom within our diverse community. The World Language Department believes that the study of another language at the secondary school level is a vital part of a student’s education.

All middle school students will take Latin in the sixth grade. In the seventh grade, students may either continue in Latin or study Spanish I or Chinese I.

scIEncE The PhiloSoPhy The middle school science program focuses on science process skills while introducing students to science concepts. Scientific skills are presented and practiced throughout the entire middle school curriculum. The curriculum is presented in a hands-on approach and is appropriate to the developmental level of the middle school student. The goal of the curriculum is to encourage and develop an appreciation of science and an enjoyment for learning. The skills and knowledge gained throughout the middle school years will allow students to be successful in their future scientific endeavors.

The Program latin ia (Grade 6) This introductory course acquaints students with the basic elements of the Latin language. Students begin reading Latin stories immediately and through these stories learn about the Roman family, house, and daily life. Small projects and an historical film enhance the students’ understanding of ancient Rome.

Students learn a variety of skills for acquiring most languages.

The skills taught will include vocabulary acquisition, subject-verb agreement, and the concept of conjugation. Through the discussion of derivatives, the influence of the Latin language on English and the Romance languages will be explored.

The oBJecTiveS The middle school science curriculum will: • give students an understanding of major scientific ideas that will lead to scientific literacy; • allow students to develop and practice study skills such as organization, writing, critical thinking, and time management; • develop the students’ scientific process skills as they work both independently and cooperatively with others to solve problems; • encourage ethical and moral thinking by understanding the connections between the environment and human activity.

The Program

latin iB (Grade 7) In this continuation of sixth-grade Latin, students master more grammar and syntax and continue to acquire new vocabulary by reading Latin stories. Students will concentrate on Greco-Roman myths, the Roman city, and the expansion of Roman civilization.

The students’ experience continues to be enhanced by film and small projects.

Science as inquiry (Grade 6) Scientific inquiry approaches learning science as an active process.

Learning science is something that students do, not something that is done to the student. In this course students will explore a variety of topics in an inquiry-based study of science. Some of the topics students will investigate are; motion and energy, density, weather, flight, genetics, recycling, and water. Students will learn safe laboratory procedures and utilize the steps of the scientific process to solve problems as they actively engage in scientific investigations.

Students will participate in this hands-on classroom as they are asked to become the “scientists.”

latin ic (Grade 8) After a thorough review of sixth- and seventh-grade Latin, students explore more complex grammar and syntax. They examine the role of gods, games, and baths in Roman life and begin to delve more deeply into the history and legends of Rome.

understanding connections in Science (Grade 7) Students will be asked to think insightfully as they make connections between topics involving both life science and physical science. We will begin the year learning about the diversity of life on Earth. We will investigate such topics as classification, biodiversity, evolution, and ecological concepts. During the second half of the year, our interest will turn to the realms of chemistry and physics. Students will conduct and design experiments to understand that, using both logic and imagination, scientific ideas are understandable.

graDeS 7 anD 8 Spanish i a/B The objectives of this course are to familiarize the learner with the basic communicative patterns and skills of Spanish and to expose students to the Hispanic culture. Vocabulary and grammar are presented and reinforced in thematic units, while a rich culture is experienced through a colorful text, Buen Viaje, films, and music. chinese i a/B This course is an introduction to modern Mandarin conversation and written Chinese, which primarily includes two parts: Chinese pronunciation (pinyin) and Chinese characters. Students will be involved in a systematic study of pinyin, Chinese characters, and the basic elements of grammar and sentence structure. Students practice the four basic language skills through frequent oral drills and a series of communicative activities. In addition, students will be introduced to the history and customs of Chinese culture.

The Web of change (Grade 8) Students in The Web of Change will learn about the physical processes that control the Earth’s systems. During the first half of the year students will examine processes and topics relating to the lithosphere, hydrosphere, atmosphere, and biosphere. During the second half of the year students will use the knowledge gained in these areas to investigate and make informed decisions on current environmental topics such as acid rain, climate change, ozone depletion, and pollution (land, air, and water). Principles of biology, ecology, earth science, and chemistry will be taught and used during lab experiments.

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physIcal EDUcatIon, hEalth & WEllnEss, anD athlEtIcs

• to enable students to make informed and responsible choices regarding sexuality and the use of alcohol, tobacco, and other drugs; • to encourage students to articulate their personal convictions and to incorporate those values into their decisions and relationships.

PhySical eDucaTion

The Program In the Middle School, sixth-grade students will participate in a daily year-round Wellness Program that includes a study skills component.

Seventh-grade students will participate in four weeks of classes, and the eighth grade will have a full trimester of wellness education.

Grading is on a pass/fail basis. Students will also participate in school-wide wellness-related events such as topical seminars and wellness fairs.

The PhiloSoPhy Derryfield recognizes the vital role that healthy students are able to play in the life of the school. Our physical education program’s primary goal is to develop physically, mentally, and emotionally sound students through active experiences and intellectual opportunities that help them gain an appreciation of physical activity as a lifelong pursuit.

Students come to Derryfield from varied elementary physical education backgrounds. Therefore, it is important that they are competent in the basic motor skills before moving on to sportspecific skills in later grades.

aThleTicS The PhiloSoPhy In the Middle School, each seventh- and eighth-grade student is required to participate in two (2) seasons of physical activity each year. Only one independent activity per school year is permitted.

Sixth-grade students will not participate in interscholastic competition on teams with seventh- and eighth-grade students.

Sixth-grade students are involved in a yearlong daily physical education/health program using a skill-based curriculum.

The Program grade 6 In the “Acquiring Movement Skills through Cooperation” curriculum, the focus is on student performance outcomes, not the activities themselves. The activities now become the means through which the students can practice, refine, and develop competence in the skills, and build confidence. Appropriate social and personal behavior, respect for others, enjoyment, challenge, and self-expression in a physical setting are emphasized.

The Program The middle school sports program offers the following competitive and non-competitive sports options:

grade 7 This course is an activity-based approach with the theme of “Taking Acceptable Risks through Problem Solving.” In this adventure education unit, students will participate in cooperative and trustbuilding activities in preparation for challenging themselves on our high and low ropes course.

Fall — competitive boys’ and girls’ cross-country running, boys’ and girls’ soccer, and field hockey for girls Winter — competitive basketball teams for boys and girls, an introduction to strength training class, alpine skiing, and nordic skiing

grade 8 This course builds on the seventh-grade curriculum, with an introduction to rock-climbing. Students will add to their knowledge of knot tying, belaying, and rappelling in preparation for a hands-on, outdoors rock climbing experience.

Spring — competitive boys’ and girls’ lacrosse, boys’ baseball, girls’ softball, and a non-competitive introduction to tennis.

For eighth graders interested in upper school sports, there is the possibility of playing for an upper school team. Participation at the upper school level is dependent on a number of factors, primarily if there are not enough upper school students to sustain the program.

Also required are the middle school faculty’s permission, coach’s permission, and NHIAA approval. Interested students should present a letter of request to the Head of the Middle School at least one month prior to the start of the season. Seventh graders may not participate in upper school sports under any circumstances.

healTh & WellneSS The PhiloSoPhy The Wellness Program is committed to the belief that health effects and is affected by all aspects of one’s life. The curriculum is based on The National Commission’s recommendations and the most current research in health education. The goals are to provide the students with accurate information and to help develop healthy individuals.

The oBJecTiveS The objectives of the health and wellness curriculum are as follows: • to foster cooperation, open communication, and a respect for individual differences, including gender, race, sexual orientation, and culture; • to provide an opportunity for open, informed dialogue among students, faculty, staff, and parents addressing personal, social, and ethical issues; • to enhance a student’s ability to think independently and take active responsibility for his or her own development and well-being;

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curriculum

thE UppEr school proGraM Students entering the Upper School (grades 9–12) should plan their course of study in the context of graduation requirements, college plans, and interest. A well-balanced program that expands perspectives and deepens experiences in interest areas is desirable. All students must take a minimum of five (5) academic courses each term.

• English: 4 credits (electives in grade 12) • History: 2 credits (Asia: East and West and U.S. History) • Mathematics: 3 credits (Algebra I, Geometry, Algebra II) • World Language: 3 credits (must successfully complete level three of one language; two levels must be completed in the Upper School) • Science: 2 1/3 credits (Biology and Chemistry, plus one trimester elective) • Creative Arts: 1 credit (3 trimesters) • Athletics: All students must satisfactorily participate in either a team sport, an independent sport, or a noncompetitive sport two (2) out of three (3) trimesters each year.

graduation requirements Students must successfully complete a fundamental liberal arts course of study, develop essential physical skills, and expand interests and competence in creative arts and co-curricular activities. A total of eighteen (18) academic credits is required with the following departmental distribution:

thE UppEr school proGraM of stUDIEs grade 9 Required: • English IV • Algebra I (Geometry, Algebra II offered to qualified students) • Biology (Honors Biology offered to qualified students) • World Language • Asia: East and West Suggested: • Creative Arts electives Note: A student need not take six courses during grade nine in order to fulfill requirements for graduation. Students who express interest in art electives should pay attention to the prerequisites. Academic Skills Development is available for credit for one year. grade 10 Required: • English V • Geometry (Honors Algebra II or Precalculus offered to qualified students) • Chemistry (Honors Chemistry offered to qualified students) • World Language

Suggested: • Modern European History • Technology electives (F, W, or S) • Creative Arts electives Note: Beginning in their sophomore year, students can vary their course load according to their extracurricular or athletic needs by taking an elective one term and not another. grade 11 Required: • American Literature and Composition or Advanced Placement (A.P.) English Language and Composition • Algebra II (Honors Algebra II, Precalculus, or A.P. classes offered to qualified students) • World Language • U.S. History (A.P. U.S. History offered to qualified students) Suggested: • Physics (Honors Physics offered to qualified students) • Technology electives • Creative Arts electives

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grade 12 Required: • English each term with proper distribution (A.P. English Literature offered to qualified students) • World Language (if language requirement has not been met) Suggested: • Precalculus, Calculus, A.P. Calculus, A.P. Statistics, or Math electives • Science electives, Senior Honors Biology, A.P. Physics, A.P. Chemistry, or Anatomy & Physiology • History electives • Technology electives • Creative Arts electives Note: The only Graduation requirement not automatically fulfilled is the Creative Arts credit. Advisors should note whether these requirements have been met.

thE InDEpEnDEnt sEnIor projEct (Isp) proGraM

ramifications of withdrawing from Calculus or Precalculus.* During the project period, a maximum of two academic courses or one course and one sport may be taken. Details are outlined in the preliminary packet distributed in November of senior year; however, it is not too soon for juniors to plan ahead, given that their course selection will be influenced by the decision to do an ISP. In planning spring term of senior year, for example, a student would not want to be required to complete more than a sports credit and a departmental requirement; certain spring electives cannot be taken given the six-week absence during the ISP. Contact a member of the ISP Committee for further details.

If an ISP is elected, successful completion is a graduation requirement.

The ISP is an option for seniors during the final six weeks of spring term. When thinking about an ISP, a student should consider whether his or her skills and interests can best be developed in the classroom or by practical experience outside the classroom. The nature of the project is completely up to the student. The Community Service Coordinator and Alumni Coordinator, serving as liaisons with alumni and the Derryfield community at large, can suggest possibilities for internships and apprenticing.

Interested seniors can also refer to the documentation of earlier projects undertaken since the program’s inception in 1985. These projects have been as diverse as the individuals who participate: interning in hospitals and law firms, acting as teachers’ aides, constructing musical instruments, doing site work in archeology, studying ecology in Costa Rica, interning at radio and TV stations, creating and producing a video or a comic revue, to mention just a few. Students have also selected independent projects in art and writing.

To be eligible, a senior must be in good standing in all senior courses and have consistent attendance throughout the year prior to the start of the project. Courses required for graduation may not be dropped. If enrolled in math, the senior must understand the

*from the math Department: The Precalculus course serves as a prerequisite for college calculus. Dropping this course for the final half-term will make the transition to first-year college calculus difficult. Dropping Calculus for the final half-term will make it very difficult to begin a second-level calculus course next year. Finally, dropping Calculus will have an adverse effect on the Calculus AP exam in May. If the A.P. exam is an issue, the school suggests continuing the math course until the exam.

coUrsE offErInGs

talent and skills to their fullest potential. Our program builds confidence, self-esteem, and discipline in students, and encourages appreciation for the artistic contributions of others.

acaDEMIc sUpport

The oBJecTiveS The department seeks to: • introduce students to the world of the creative arts; • encourage self-expression through participation in classroom and extracurricular activities in the creative arts; • promote a positive self-image; • promote the ability to listen and perceive, not just to hear and see.

academic Skills Development (F, W, S) This course is designed for students who wish to sharpen the basic reading, writing, and study skills necessary for success in the upper school curriculum. Students learn and practice techniques that require them to take an active role in their learning. Topics include understanding individual learning styles, organizing materials, planning and using time efficiently, note taking, listening, active reading, test taking, and self-advocacy. Writing process and self-editing skills are also addressed.

Students keep a journal in which they set weekly goals and regularly evaluate their progress. The student planner, course texts, and class notebooks also serve as important materials for applying various learning strategies and developing sound study habits.

Visual Arts: to include the creation of art toward the realization of self-expression through drawing, painting, sculpture, printmaking, and design, as well as the study of art history in order to understand, interpret, and appreciate the value of creativity and expression.

Music: to include performance opportunities, the development of technical facility, and musicianship in disciplined rehearsal, and an understanding of the history and broad perspectives of musical expression.

academic Support ii (F, W, S) This course is designed for the student who has completed Academic Skills Development, has been introduced to a variety of study techniques, and is seeking a program tailored to meet his or her individual academic needs. Each student works with the instructor to develop a plan and practice the specific skills and strategies needed to achieve personal goals. The objective of the course is for the student to gain an understanding of how he or she learns, to adapt study strategies to support learning, and to develop sound study habits.

• Prerequisite: Academic Skills Development

Drama: to include opportunities for active participation in acting, directing, production, management, and technical aspects (lights, sound, set design, costuming, makeup, and choreography).

The Program

viSual arTS Drawing i (F, W) Drawing is the foundation of all visual art. This class is designed to refine skills and discover how fun and easy it is to draw both accurately and expressively. In this concentrated study of drawing we will learn to use pencils, pen and ink, markers, graphite, charcoal, colored pencils and other media to define what we see. Drawing from life, the human figure, interior settings, and landscapes, this course will introduce the fundamental elements of a good drawing: accurate

crEatIvE arts The PhiloSoPhy Self-discovery through artistic expression is fundamental to a liberal arts education. Active participation in the arts promotes positive intellectual, emotional, spiritual, and aesthetic development. A challenging, yet caring, environment allows students to develop their 8

advanced Studio art ii Students who have excelled in Advanced Studio Art I may continue developing their personal vocabulary and expand their portfolio term by term. Paralleling the Advanced Studio Art I curriculum (Drawing (F), Sculpture (W), Painting (S)), students will take part in classroom exercises, discussions, and critiques, but they will be entirely responsible for developing project concepts and setting long-term goals.

• Prerequisite: Advanced Studio Art I

perspective, interesting composition, varied values, rich textures, and intriguing space. This class is recommended for all painters, designers, and interested art students.

Drawing ii (F, W) This class is for the student who just can’t get enough drawing! The expectation is that students who join this class already have a solid skill foundation. This class is an opportunity for students with a passion for art and especially drawing to continue building a portfolio.

This class is recommended for students who wish to take Advanced Studio Art. Upon completion of this class a portfolio will be submitted for evaluation.

• Prerequisite: Drawing I

Digital Photography (F, W, S) This course serves as an introduction to digital photography.

Students will learn the features of a digital camera, the aesthetics of photography, and the manipulation and printing of digital images.

Permission required by Mr. Fogg.

Painting i (F, S) This course is an introduction to color theory and practice. The elements of design and the unique characteristics of colors are explored using watercolor and acrylic paints on paper and canvas.

Painting from life, students will solve the creative challenge of representing the world they see. The thrill of putting paint on a surface will be experienced daily. There are no prerequisites for this class, but it is recommended that students take Drawing first.

fundamentals of carving: Stone and Plaster (F) In this studio art class students will learn to carve. The class will first carve plaster as a medium, and then complete the term carving alabaster, a soft and richly colored stone. Designing ideas in clay, students will create models of sculptures that are later made into larger-scale works. They will become familiar with how sculptors work from small-scale models as they realize their ambitions. This class will explore many of the tools, aesthetics, and vocabulary terms of sculpture. Readings and discussions will examine the work of important sculptors.

Painting ii (F, S) This class is for the student who just can’t get enough painting! The expectation is that students who join this class have a solid foundation in color theory and design. This class is an opportunity for students with a passion for art and especially painting to continue their studies.

Upon completion of this class a portfolio will be submitted for evaluation. This class is recommended for students who wish to take Advanced Studio Art. • Prerequisite: Painting I

Theatrical Set Design and Painting (W) In conjunction with the performance schedule of the Upper School, the class will be centered on the creative vision of the director. The class will create proposal drawings and submit sketches of their designs. Upon approval, the class will learn how to execute the decorative painting aspects of the final set design. Students will learn how to faux paint using latex water-based medium and acrylics in order to complete a stage set for an actual performance. (This may require limited weekend hours at the studio and/or in the Auditorium.)

ceramics i (W, S) This course will cover the expressive and creative aspects of clay.

Students will learn the fundamentals of hand building—from coiled vessels to slab-built sculptures. Mold-making, stamping, glazing, and painting techniques will all be explored as students create decorative, sculptural, and functional objects. Students will develop a proficiency in working with clay. Assignments will explore sculptural form, surface marking, and color aspects of ceramic art. Readings and discussions will examine the history of ceramic art.

Sculpture: outdoors and monumental (S) Outdoors and Monumental is an opportunity to create full-scale art for the Derryfield Sculpture Garden. You will make models and explore possibilities in clay, plywood, cement, plaster, wood, or even natural materials such as sticks, rocks, and straw. Your best ideas will be realized life-size or larger. The resulting sculptures will be put on display in the Sculpture Garden. Readings and discussions will examine the work of important outdoor sculptors.

ceramics ii (W, S) This class is for the student who just can’t get enough clay! The expectation is that students who join this class have a solid foundation in ceramics and are ambitious workers. This class is an opportunity for students with a passion for art and especially ceramics to continue their studies. Upon completion of this class a portfolio will be submitted for evaluation.

• Prerequisite: Ceramics I

illustration of Short Stories (S) Do you love to write? Are you a doodler? This class is designed for the story telling adventurer. If you love graphic novels and manga, comics and classic illustrations, you will find this class exciting. We will experiment with a wide range of traditional and new media. The course will allow students to try a variety of approaches to design.

Assignments will experiment with inks and wash, colored pencil, collage, and photographic and digital media. Individual interests will be encouraged. You will write and illustrate several short vignettes then complete one longer book design that will be fully realized and bound for a final project. Enthusiasm and a willingness to learn are the only requirements, but expect to write and draw daily.

advanced Studio art i This course is designed for students wishing to pursue advanced work in art. The curriculum is based on individually directed goals and requires a high level of student investment. Each term, we focus on one of the fundamentals of art-making: Drawing (F), Sculpture (W), Painting (S). Outside readings, sketchbook assignments, and visits to view artwork at regional galleries are required. In-studio efforts beyond the scheduled class time are required to meet the expectations of this class. Juniors who wish to develop a portfolio for college applications will find this class especially useful. Three weekend museum trips are a required educational component of this class.

• Prerequisite: A drawing class, a painting class, and a sculpture class

independent Studies in art (I.S.) (F, W, S) This course is available to motivated students who have taken all related classes offered and who wish to explore a specific interest in depth. Students are required to submit a written proposal of the project goals for pre-approval, and are expected to prepare a concluding written evaluation of their studies. Some successful

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independent studies projects include advanced architectural design, jewelry making, photojournalism, set design, and mural painting.

• Admission: By departmental permission

Theatre Technical arts (F) This class will introduce students to the technical, “behind the scenes” skills necessary for the success of every performance.

Students will study lighting design, sound design, set design and construction, and stage management. Students who show interest and aptitude will be asked to utilize their new skills in future Derryfield productions and assemblies.

muSic The Derryfield concert choir This choral ensemble, which rehearses daily, performs two major concerts annually and sings for various school and civic events. All Concert Choir members learn the basic techniques of choral singing: breathing, intonation, diction, phrasing, blend, tone, and articulation.

Repertoire is chosen from all periods and differing styles. While there is not regular homework, students have responsibilities for work outside of rehearsal that enriches their understanding of music in general and choral music in particular. This work is a factor in their grade for the course.

Selected members of the group will also audition for All-State Chorus and other regional select choruses. All may audition for Derryfield’s select chorus, Encore.

Public Speaking: The art of Persuasion (F, W) Designed for those seeking to improve their abilities in speaking before formal and informal audiences, the course focuses on the basics of voice and body control (breathing, intonation, volume, articulation, gesture, posture). In this writing-intensive course, students will learn various forms of public speaking: original oratory, humor, drama, and oral and extemporaneous speech. Students will experience writing original speeches and examine different styles of famous historical speeches.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

upper School instrumental ensemble This course is open to anyone with two or more years of experience on their instrument, or with approval of the instructor. Musical genres ranging from classical to jazz will be studied and performed, determined by the instrumentation of the class. Both large- and small-group playing will be emphasized. Individual attention will be given to students in preparation for festivals such as All-State, Jazz All-State, and All-Eastern. We will prepare music for two concerts, one in December and one in May. Other performances will be announced as scheduled.

The composition of film (F, W) Watching a movie is like watching an illusion, an unreal image that appears to be real. In this course, students study techniques that filmmakers use to tell their stories—camera angles, lighting, music and sound, plot, costumes, and special effects—in an attempt to better understand how movies express basic human behavior and ideas. As a final project, students will create movies of their own to demonstrate their knowledge of the art of film.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

introduction to Piano (F) This is a beginning piano class in which students will receive group and individual instruction on the keyboard. Students will be taught music notation and correct playing technique. Fundamentals of melody, harmony, articulation, phrasing, and musical structure will be introduced. This course is recommended for students who have had less than one year of piano lessons. It is highly recommended for inexperienced keyboard players who plan to take Music Theory.

improvisation (W,S) This course looks at the art of improvisation in the theatre with an emphasis on confidence-building and acting technique. Theatre games, creative scene scenarios, role-playing, as well as soliloquy and monologue training, are just some of the methods explored.

Students design and create characters that change and evolve during the term as they interact with one another on the stage without the use of scripts. The total impact of the course is designed to achieve a better understanding of natural stage presence through experience and creativity.

green Beats: a Syncopated Study in Sonic Sustainability (F) In the model of “Recycled Percussion,” the Green Beats class will craft their own instruments, learn how to play them with rhythmic precision, and create a final performance that will be not only exciting, but also environmentally friendly. music Theory (W) Music Theory is the study of the language and structure of music.

For the experienced musician who wishes to understand music on a deeper level, this course will cover the fundamentals of written music: notation, scales, keys, modes, intervals, chords, and transposition. This course is highly recommended for the collegebound music student.

Shakespeare for Performance (S) The primary goal of this course is to show that academic study of Shakespeare illuminates performance, and that bringing the characters to life on stage clarifies the meaning on the page. Initial focus will be on what can be derived from the page—elements such as character and theme, supplemented by considering the material as something to be acted out. Gradually the ratio will be reversed, until preparation for performance takes up most of the class time. Writing about the plays and characters will involve both literary and acting slants. An assembly performance is likely to be part of the class.

This class is designed for students interested in acting and/or taking some risks and expanding horizons.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

music history: a Survey of Western music from the medieval to the Present (S) Art forms are uniquely related within time periods and can be better analyzed and understood within the context of the social and historical climate of the day. In this course, the distinctive characteristics that define musical eras will be studied and analyzed. Through listening and the study of scores, students will gain an appreciation of masterpieces from each era. Music will be seen in relationship to art, architecture, literature, and history.

• This course may be applied to either Creative Arts or History departmental graduation requirements.

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modern Theatre: analysis and Performance (S) (Offered in alternate years. Next offered in Spring 2014) The primary goal of this course is to show that academic study of modern theatre illuminates performance, and that bringing the characters to life on stage clarifies the meaning on the page. Initial focus will be on what can be derived from the page—elements such as character and theme, supplemented by considering the material as something to be acted out. Gradually the ratio will be reversed, until preparation for performance takes up most of the class time. Writing about the plays and characters will involve both literary and acting slants. An assembly performance is likely to be part of the class. This class is designed for students interested in acting, and/or taking some risks and expanding horizons.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

The Program The English program builds incrementally through yearlong courses until the senior year, when students select from a rich offering of diverse electives. English I-V, grades 6-10, include common reading and writing experiences at each level that are built upon in each succeeding year. In grade 11, students may select from two yearlong courses, American Literature with an Honors option or Advanced Placement Language and Composition. In grade 12, students may take either the yearlong Advanced Placement Literature course or trimester courses in literature and writing. Derryfield students are required to take a full year of English courses every year (or three trimesters at the senior year). english iv (Grade 9) Daily reading, discussion, and writing to interpret texts are the heart of English IV. Through individual study, feedback, and collaboration, this course moves ninth graders into deeper levels of interpretive reading and writing. Students practice writing analytical essays, short fiction, and poetry. We challenge students to develop flexibility in their writing process and control over structure and mechanics through frequent analytical essays, a poetry chapbook, short stories, and a culminating writing portfolio. We emphasize active reading of challenging texts and require students to take responsive notes while reading. Our texts include Henry IV, Antigone, foundational stories and legends from Greek, Roman, and Biblical sources, and contemporary poems, novels, and short fiction. Through individual reading and shared inquiry, we push students to make meaning of texts through social and historical connections, intertextuality, and reflections on personal experience. To help them in this process, students practice integrating S.A.T. vocabulary into their working vocabularies and recognizing the grammatical underpinnings of their own powerful sentences.

EnGlIsh The PhiloSoPhy In our English classes, we cultivate students’ personal and intellectual growth through extensive reading, writing, listening, and speaking. At the same time, we strive to develop students’ appreciation of and skill with the English language. All this begins with the close examination of literature—the artful expressions of our language which touch on the universal questions of the human condition. In a natural circle, this study of literature helps students’ writing, while their writing deepens their appreciation of literature and life. We promote personal growth through deep thinking about moral and ethical questions raised in reading and explored in discussion and writing. We pursue a way of thinking more than a set of moral answers, pushing students to develop their own independent beliefs. Similarly, we pursue students’ individual writing processes, rather than strict writing formulas, preparing them to formulate deep critical questions and conceptual frameworks as they approach increasingly challenging material.

To promote further independence, we provide students with a variety of teaching styles and writing expectations, balancing this with common goals for our work with the language and literature.

To encourage wider perspectives, we study diverse texts from various cultures and eras. In sum, we hope to instill a love of words and books—and the depth of thinking and feeling that one experiences in this lifelong pursuit.

english v (Grade 10) Tenth-grade English encourages students to develop connections between global citizenship and the power of the journey or quest in literature. Built on the theme of “Travel and Transformation,” the course invites students to consider the potentially transformative experience of the hero as he or she leaves the world of the familiar to face the unknown. Reading Siddhartha, The Odyssey, and Frankenstein as well as literature from India and Africa, students are encouraged to participate actively in a seminar classroom, and to develop their thinking, speaking, and writing skills in response to literature. The course concentrates on the writing process as students write both expository and creative pieces. Students do extensive work on revision and editing, through individual and group processes.

Weekly vocabulary work continues throughout this year. Students will be asked to read closely, examining words, sentences, and scenes to develop meaningful interpretation through cultural and historical connections, intertextuality, and personal experience.

The oBJecTiveS The department will provide opportunities for students to: • develop study skills, including strategies for reading, note-taking, and notebook organization; • practice close reading in a variety of literary genres; • sharpen critical and analytical skills with sophisticated literature; • write literary essays and formulate a thesis from evidence in a text; • enhance skills of oral expression through discussion and presentations; • acquire composing skills from sentence to paragraph to essay; • write and rewrite extensively to develop a mature writing style and to build confidence in their own writing process; • experiment with writing fiction, poetry, and personal essays; • master the fundamentals and terminology of English grammar; • enrich vocabulary.

engliSh for graDe 11 In the junior year, students may select one of the following courses: American Literature and Composition (with an Honors option) or Advanced Placement Language and Composition. In addition to the primary required yearlong course, each term juniors may select one senior elective for additional credit. american literature and composition (with honors option) American Literature and Composition focuses on building skill, confidence, and independence in reading and writing. This yearlong course introduces juniors to keystone texts in American literature that reflect the development of unique American literary voices while students build their knowledge of SAT vocabulary, grammar, and economy of style. Students develop their unique writing voices through frequent drafting, deep revision, and careful editing.

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Our reading progresses historically from post-colonial short fiction and poetry to nineteenth century Transcendentalists (Emerson, Douglass, Hawthorn, Whitman, Dickinson), who lay the groundwork for Twain’s Huckleberry Finn; Fitzgerald’s The Great Gatsby; Anderson’s Winesburg, Ohio; and eventually, the Beats. The literature suggests how our nation’s distinctive demographics; intellectual, social, and political history; and geography have all inspired writers to address individuality, race, liberty, and our sense of place.

Students concurrently studying American history will find exciting connections between American literature and social and political trends.

Our writing focuses on developing a clear, consistent narrative voice and engaging the reader using exposition, description, and narration. Students practice analytical and personal (college) essays, experiment with short fiction and poetry, and write two non-fiction investigative articles and a culminating eight-page profile. Students who wish to pursue the course for an Honors distinction will declare their intention to the instructor during the first two weeks. The Honors option requires students to write longer papers and to pursue individual writing and presentation topics.

advanced Placement english literature (Group A) This course is for seniors only. Discussion is crucial to this course.

Students will examine challenging literature of different types, from different eras, from various countries. Through discussion and writing, students will be exposed to different literary theories and angles. One of the most important aspects of our work will be the use of The Hero with a Thousand Faces, a book that uses mythology and psychology (seen as closely related) as a way to shape understanding and express opinions. Written work will mostly be literary essays—analysis—including experimentation with various literary approaches. There will also be a few creative pieces tied to the reading. Almost all of our reading will be fiction, ranging from novels to shorter prose works. There will also be at least one play (plus another reading of Hamlet) and a fair amount of time spent on poetry.

At first, the goal with poetry will be to increase student comfort by providing a framework, a system, for getting meaning. The biggest difference between this class and other English literature courses is probably the considerable time spent on examining word choice and how that affects what an author is trying to say. The A.P. test is not required.

advanced Placement english language and composition This yearlong course trains juniors as readers and writers in methods of rhetorical analysis, the creation of effective nonfiction for various audiences, and understanding of prose style. Drawing on texts such as The Narrative of the Life of Frederick Douglass, Barbara Ehrenreich’s Nickel and Dimed, The Great Gatsby, and The Things They Carried as well as visual media, students explore two overarching questions: 1) “What does it mean to be American?” and 2) “How do the arts and media influence the American experience?”

Students write essays of analysis, argument, and synthesis, as well as personal essays. The culminating project is a researched essay addressing the question: “What is the greatest challenge or greatest hope of the next fifty years?” Students who have demonstrated success in secondary English classes and are eager to participate in a college-level rhetoric course are encouraged to enroll in this course, subject to the English Department’s permission. Students will prepare for the A.P. exam.

Senior honors humanities Seminar (Group A) This sequential series of electives is an exciting introduction and examination of the origins and evolution of western civilization. This cross-disciplinary exploration will combine history, literature, art, and philosophy as vehicles to understand the vibrancy and impact of the western historical experience from Homer to 9/11. Students will grapple with essential questions regarding the political and social order of societies as well as more abstract topics ranging from the nature of beauty to the existence of an afterlife. Our explorations will range far and wide within the western tradition, from tracing the changes to the concept of honor to studying the evolution of classical music to watching the emergence of the novel as a form. Students will be prepared for the rigors of college-level seminar work, from analytical papers to in-class examinations that demonstrate their understanding of the answers different eras have given to these issues—and their own.

• The following selections can be taken as a full-year course or as individual electives and may be applied to either English or History departmental requirements. This course is open only to seniors.

engliSh for graDe 12 In the senior year, students may select the yearlong Advanced Placement English Literature or the new, yearlong “strand” of electives. A strand is a series of three trimester electives (which progress through the fall, winter and spring terms) that connect by theme or genre. When selecting the yearlong elective path, students will be committing themselves to one strand for the year and will follow that series of prescribed courses; however, over the course of the year, students may move into different trimester electives or elective strands as their schedules allow.

Students may also earn English credit when taking the following two courses offered by the History department: Senior Honors Humanities Seminar and Global Humanitarian Issues. If a student’s schedule does not align with an English or history offering, students may earn one English credit by taking a Creative Arts course, such as Shakespeare for Performance; to do so requires written permission from the head of the English Department.

Please note that most of the English and history courses are categorized as Group A courses. Creative Writing is a Group B. Electives taken in the Creative Arts for English credit are classified as Group C. In one year, students may take no more than one Group B and one Group C course for English credit.

ShhS: antiquity (F) In the fall term, we will study the rise and fall of Ancient Greece and the successor culture of Ancient Rome, culminating in understanding the emergence of Christian culture as the religious and intellectual paradigm for the West.

ShhS: revolution (W) In the winter term, we will investigate the return of classicism in the Renaissance, the reaction generated by the Protestant Reformation, and the rise of empiricism and rationality in the form of the Scientific and French Revolutions and the romantic reaction to them.

ShhS: modernity (S) In the spring term, we will look at the emergence of realism in the arts and evolution as a central paradigm for understanding the world, and end with a cross-cultural appreciation of the crisis occasioned by modernity.

STranD 1: literature of the individual freaks and outcasts in literature (Group A) (F) Though we will mention Charles Manson and the Elephant Man, they will not be the focus of this course. The focus will be on different sorts of outsiders and their depiction in literature. They might range from characters who resemble us but find themselves in bizarre 12

epic and adventure in literature (Group A) (S) There is an element of a chronological reversal here, moving from what one might have in a video game back to the form of fairly serious literature. While all stories are or have some kind of adventure—or else, who would read them—in some tales the adventure is more obvious, more the center of the piece, and simply more exciting. The tenth-grade year offered examples like the Iliad and Frankenstein. Readings in this class could include an obvious epic like Beowulf to a supernatural work like Dracula to much more modern works of courage and peril. We won’t be reading Tolkien, but his kind of writing is a likely possibility. Viewing a movie together as part of this course is a definite option. There will be some creative writing in this class, if only to get students to come up with their own action heroes and heroines and put them into some sort of danger.

Interested students can go farther with this idea.

settings and situations, to the alienated and the disaffected, to freaks, oddballs, or the remotely supernatural. We will explore television, movies, current events, and anything else that helps us understand this topic and its implications in literature. Student writing, both fiction and non-fiction, will expand our treatment of the topic. Reading selections have included works such as Kafka’s The Metamorphosis; Gogol’s short stories; Barabbas, a re-telling of the story of the crucifixion with that minor character as the protagonist; and the stories of Richard Wright. literature of the imagination (Group A) (W) Every work of fiction is, by definition of that word, created from the imagination of the writer. This course focuses on works where the authors have gone beyond what we normally think of as creativity and have made invention a core of their stories. In such works we see new and provocative worlds, plots and characters that seem to take us away from the familiar but still end up teaching us about ourselves. Readings will be quite varied. In the past, for example, the list has included works such as A Clockwork Orange, 1984, Hard-Boiled Wonderland and the End of the World, and The Picture of Dorian Gray.

STranD 3: literature of good and evil The question of evil in literature (Group A) (F) From the earliest stories in our culture to the news we hear every day, we know that people do terrible things to each other. In a variety of readings, mostly fictional, we will look at fairly moral characters doing wicked deeds and villains fulfilling their sinful natures. In discussions that will use the reading but also go beyond it, we will examine the response various groups and individuals have made to questions like these: What is the origin of evil? What is its meaning?

Is there such a thing as evil, and does it exist outside of us? Is evil an inevitable part of life? Are some people born evil, or at least predisposed to it, or do we learn wickedness? Discussions will range from pop culture to organized religion, with the inescapable mention of the Garden of Eden.

Short Stories (Group A) (S) This course presents a specific genre of literature, one that shares elements with other genres—it might be seen as the union of the novel and the poem—but has its own unique traits. Readings will consist of a variety of authors. Possibilities include Poe, Gordimer, Hemingway, and Le Guin. In addition to the body of work read by the class, each student will focus on an author who piques his or her interest. There will be writing of short stories as a way to understand the form from the creative angle; this writing can expand to match a student’s interest.

The Bible and literature (Group A) (W) Greek literature is wonderful, but there is one book that has influenced European and American literature more than any other. The patterns that writers have used for much of our culture’s history are seen quite clearly in the Bible, a book that has been and continues to be the staple of a vast number of people of every sort, of every class, of every level of education. Even the most illiterate people in the darkest of ages have known the Bible, so its characters and events have continued as archetypes for everything from our everyday stories to the most exalted literature. In fact, this book has always helped mold the thinking of many of those who have run our government. This course is aimed at people with some acquaintance with the Bible, as well as those who think they know almost nothing.

In the course we will examine forty or fifty of the most important stories. There will be individual work on other parts of the Bible. We will also read a few novels to practice finding and applying Biblical material. While most of our discussions will be connected to the Bible, the bulk of our reading will be other books. For consistency, we will all use the King James version, though we hope that students will bring in other translations so that we can explore the significance of some differences.

STranD 2: literature of the unknown mythology (Group A) (F) The hidden and common patterns that lie hidden in all literature— the conquest of death, renewal, the ultimate quest, the response to adventure’s call, the lure of the unknown, the heroic journey mirrored by the vital inner journey, and more—can be found ever so clearly in mythology. In fact, a good look at mythology will show us that there are no new stories, situations, or characters, just variations and adaptations (clever and engaging, if the author is good). This course will center on trying to identify these early sources—and on seeing the various ways myths were crucial to early peoples—in order to make all literature clearer. Readings will focus on Greek and Norse myths, but will certainly touch on others. Students will also read some modern works to practice using the patterns we will be discovering. A significant part of the course will involve having students write their own myths or making up their own mythological systems.

The class is aimed at those conversant with the topic and those with very little knowledge of the material. literary giants of Science fiction (Group A) (W) Serious science fiction writes about tomorrow but talks about today.

It uses hard science to create worlds and situations that can’t happen just yet—and might never be able to happen—but deal with the world we live in. This course is designed for those who are already fans of this genre as well as those who might want to find out what all the fuss is about. There will be opportunities for creative as well as analytical work. For interested students, that creative work can grow to meet their desire to create their own vision on paper.

Readings could range from the obvious masters such as Asimov, Bradbury, Clarke, and Heinlein to more recent forays into this alluring but often threatening world. Watching a movie as a class activity is certainly a possibility.

literature of love and Death (Group A) (S) “Two things that occur once in a man’s life—the only difference is that after death you don’t feel nauseous (sic)” is actually, more or less, a Woody Allen line, and not the gist of this class, which will examine how a range of writers and characters tries to deal with what seem to be the most pressing issues in life. Students will learn how to analyze literature by studying authors’ views of these two major themes. We will also explore why the two themes/events are so strongly related. The depiction of these ideas in pop culture will also be part of the course. The relationship between love and death

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american Theater from the Thirties to the fifties (Group A) (W) Before widespread access to “The Movies,” before the advent of television, people in the middle of the century went to the theater to learn “what was happening.” The events that unfolded on the stage mirrored the shifting political, moral, and social landscape. Reading plays such as Clifford Odette’s Awake and Sing, Arthur Miller’s Death of a Salesman, Tennesee Williams’ A Streetcar Named Desire, Lorraine Hansbury’s Raisin in the Sun, and Kaufman and Hart’s comedy You Can’t Take It with You, we will explore the role of drama in the three decades that began with the voice of the people and ended with McCarthy and the Red Scare. Students will examine elements of the craft through close reading, creative work, and analytical writing.

will also be explored in student writing, both fiction and non-fiction.

Reading selections have included works such as The Visit, a German play; Graham Greene’s The End of the Affair; and E. M. Forster’s Where Angels Fear to Tread.

STranD 4: utopian Desires and Dystopic realitites in Philosophy, fiction, and creative Writing Dystopian literature (Group A) (F) In this course, students will consider how authors handle the ideas of possibility and confront the tension between utopian desires and dystopian realities. We will examine works from a variety of genres, including elements from cinema and pop culture, but the focus of the work will lie in substantial reading every night. Possible texts include Orwell’s 1984, Lewis’s It Can’t Happen Here, Burgess’s A Clockwork Orange, Atwood’s The Handmaid’s Tale, and McCarthy’s The Road. Students will be expected to keep a reading journal and will respond to literature through several analytical and personal essays and short stories.

gender and Society: from Lysistrata to contemporary comedy (Group A) (S) Throughout time, the stage has served as a safe testing ground for new ideas about gender roles. In these plays, the characters explore the limits of the power traditionally given to men as well as the boundaries of newfound liberties. Will the actions of Aristophanes’ women seem quaint to us now? Will the behaviors of Restoration Comedy—bursting from the restraints of Puritanism— still seem daring? The course will end with a contemporary drama, including a brief look at television. Students will examine elements of the craft through close reading, creative work, and analytical writing.

happiness in literature and Philosophy (Group A) (W) This elective focuses on an essential question about the human condition: What do we need to be fully human and fully who we are?

We will read classic texts and portions of texts drawn from literature, history, and philosophy including Aristotle, Shakespeare, de Tocqueville, Mill, Dewey, Woolf; then students will work together to apply the wisdom of the texts to their own lives. Students will practice close reading, Socratic discussion, and analytical and personal essay writing. Students will build their vocabulary and rhetorical writing strategies in short assignments and write a culminating paper, posing their thoughts on one of the key questions of the course.

STranD 6: modernity genesis of the modern: literature of the romantic era (Group A) (F) To understand modernity, one needs both to study its seeds in the artistic movement of the Romantics in nineteenth century Europe and to see its intellectual flowering there and then. Studying both poetry and novels from this period, we will find in this elective the value of a distinctive personal experience of the world. Authors may include Austen, the Brontes, Byron, Emerson, Goethe, Keats, Thoreau, and Wordsworth.

creative Writing (Group B) (S) Creative Writing allows students to enrich their writing skills, while exploring the world of the imagination. Students will write across genres, building a portfolio of poetry, short stories, and a one-act play. Each week, we will read published material, as models of craft for our projects, and students will write, discuss their work in workshops, and revise. Students will keep writing notebooks as a place to explore and develop ideas. The course will culminate in a public reading.

Goodbye to All That: literature of the modern mind (Group A) (W) Influenced by Darwin and Freud, mankind craved a new definition of itself, and Literary Modernists sought, in the words of Ezra Pound, to “make it new.” This trimester elective will examine the high art of the Modernists, paying particular attention to the influence that mechanized warfare in Europe exerted over a group that would call itself “A Lost Generation.” Stylistic analysis of Modern experimentation and innovation will be central to our study. Authors may include Brecht, Conrad, T.S. Eliot, Faulkner, Forster, Joyce, and Woolf.

STranD 5: “all the World’s a Stage” The fall term History elective, global humanitarian issues, may be used to fulfil the fall credit for Strand 5. global humanitarian issues (Group A) (F) The purpose of this class is to understand some of the major humanitarian and social justice issues that affect the world today; and to experience how we as individuals can effect change related to these issues from both a global and a local perspective. Topics we will study include hunger, homelessness and poverty, health care, women's rights, and education. We will examine these issues from varying perspectives using books, websites, magazines, and newspapers. Assessments for this course will include periodic quizzes on the readings, short analytical papers, and a term-long service learning project chosen by the student. Some work will be individual and some will be in groups. Students in this class will be expected to take on the roles of learner, teacher, and facilitator. They will be asked to reflect upon their own experiences and beliefs, and will need to keep an open mind toward varying perspectives in studying these global issues. Students will need to work well in group settings, and will have to use research and writing skills, including MLA and Derryfield guidelines, to complete certain assignments.

• This course may be applied to either English or History departmental requirements.

experiments of form: literature of the Post modern movement (Group A) (S) The rise of subjectivity and relativism that began with the Romantics, continuing with the Modernists, finds fuller expression with the dawn of Aquarius in the 1960s and continues to this day. Experiments with form and function of narrative, not to say narration, distinguish the Postmodern literary movement. We will taste what poet Allen Ginsburg calls “the animal soup of time” and speculate on what will succeed the postmodern—a circular and self-referential topic perfectly suited to a Postmodern sensibility. Authors will be contemporary, from 1950 onward, and may include Michael Chabon, Don Delillo, Joan Didion, Mark Helprin, Ted Mooney, and David Foster Wallace.

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hIstory

primary sources, and other materials to study multiple views of issues, students are asked to draw their own conclusions. The class is designed to encourage student interaction, and students are asked to take sides and defend their opinions on significant historical questions. Specific areas of inquiry may include the Founding Fathers and the Constitution, the Civil War: its origins and ramifications, the evolution of American foreign policy, the transformation of the federal government’s role in American life, the Civil Rights movement, the Vietnam experience and the current state of U.S. domestic and foreign policy. Analytic writing, debating, and electronic presentations are skills objectives of this course.

The PhiloSoPhy Knowledge of the past provides students the essential foundation for democratic participation and global citizenship in a rapidly changing and interrelated world. Our students graduate with a strong grasp of American, western, and non-western history, the abilities to learn independently and to see issues from a variety of perspectives, which all lead to a clearer understanding of the present. While we expect the core skills of analytical reading, writing, debating, and researching to be consistently taught, we encourage creativity and flexibility in the classroom so as to enhance individual learning and to develop within each student a love for historical inquiry.

advanced Placement united States history (Grades 11–12) A.P. U.S. History is a comprehensive chronological examination of the significant issues and events that have defined the American experience from the colonial era up to through the Reagan presidency.

Major figures, ideas, and historical events are explored in depth through the use of primary and secondary sources, with emphasis on the beliefs and ideologies that shaped the development of America. Through extensive reading and writing as well as one-on-one, small group, and seminar discussion, students study the relationship between ideas and institutions, rhetoric and reality, and various historiographical interpretations of the American experience. The class is recommended to those students with who have done outstanding work in the tenth grade history course and are personally motivated by their interest in history. These students enjoy class participation by actively contributing to the give-and-take of seminars and have demonstrated a responsibility for their own learning. While students will acquire an in-depth acquaintance with the various features of the A.P. exam, the course is a college-level seminar and therefore not exclusively geared towards preparing students for the College Board examination.

The oBJecTiveS The department expects students to: • develop close reading skills for primary and secondary sources; • construct and articulate arguments both orally and in writing; • write essays and formal papers using a variety of evidence; • take effective notes from reading, discussion, and lecture; • improve research skills using print and online resources; • display knowledge and understanding in public settings; • develop an awareness of world cultures and geography; • pursue areas of individual interest; • cite sources properly.

The Program asia: east and West (Grade 9) (Required for graduation) This course introduces students to the cultures and histories of the Asian continent. Students will examine China, the Middle East, India, and/or Japan and as case studies. Confucianism, the Abrahamic traditions, and twenty-first century global concerns will comprise areas of focus within the course. Readings will include primary sources, historical fiction, and analytical texts. The readings will engage students’ intellectual interests and immerse them within the cultures of these areas. Artwork, music, and film will also provide insight into the many experiences of living in Asia, from the eighteenth century to modern times. This course will build a foundation for the analytic writing, note-taking, presentation, and research skills that will be utilized in history courses throughout the next three years at Derryfield.

Senior honors humanities Seminar (Grade 12) This sequential series of electives is an exciting introduction and examination of the origins and evolution of western civilization. This cross-disciplinary exploration will combine history, literature, art, and philosophy as vehicles to understand the vibrancy and impact of the western historical experience from Homer to 9/11. Students will grapple with essential questions regarding the political and social order of societies as well as more abstract topics ranging from the nature of beauty to the existence of an afterlife. Our explorations will range far and wide within the western tradition, from tracing the changes to the concept of honor to studying the evolution of classical music to watching the emergence of the novel as a form. Students will be prepared for the rigors of college-level seminar work, from analytical papers to in-class examinations that demonstrate their understanding of the answers different eras have given to these issues—and their own.

• The following selections can be taken as a full-year course or as individual electives and may be applied to either English or History departmental requirements. This course is open only to seniors.

modern european history in a World context (Grade 10) For much of the past 500 years, European nations and their western allies have been the dominant force in world history. From the intellectual strength of the Scientific Revolution to the high tension of the Cold War, the rest of the world has either been interested in or controlled by European nations, their ideas, and their economies. Yet other cultures have not passively watched Europe act in the world: from the reaction of the Incas to Pizarro to the response of Africans to European imperialism, the interactions between cultures have been a two-way street. This class will therefore focus on the history of modern Europe as well as the reaction of other cultures to Europe, examining the ideological changes of the early modern period that paved the way for exploration and expansion. We will pay close attention to the Enlightenment, the French Revolution, Industrialization and ideological developments in the ninteenth and twentieth centuries, and we will also examine how locales as far flung as the Congo and South America reacted to European intervention.

ShhS: antiquity (F) In the fall term, we will study the rise and fall of Ancient Greece and the successor culture of Ancient Rome, culminating in understanding the emergence of Christian culture as the religious and intellectual paradigm for the West.

ShhS: revolution (W) In the winter term, we will investigate the return of classicism in the Renaissance, the reaction generated by the Protestant Reformation, and the rise of empiricism and rationality in the form of the Scientific and French Revolutions and the Romantic reaction to them.

united States history (Grades 11–12) (Required for graduation) This study of United States history is accomplished by dividing the American experience into distinct units, each one designed around a key period of American history. After utilizing books, monographs, 15

music history: a Survey of Western music from the medieval to the Present (S) Art forms are uniquely related within time periods and can be better analyzed and understood within the context of the social and historical climate of the day. In this course, the distinctive characteristics that define musical eras will be studied and analyzed. Through listening and the study of scores, students will gain an appreciation of masterpieces from each era. Music will be seen in relationship to art, architecture, literature, and history.

• This course may be applied to either Creative Arts or History departmental requirements.

ShhS: modernity (S) In the spring term, we will look at the emergence of realism in the arts and evolution as a central paradigm for understanding the world, and end with a cross-cultural appreciation of the crisis occasioned by modernity. elecTiveS for graDeS 11 anD 12 environmental Studies As humans move into the second decade of the twenty-first century, sustainable solutions to our shared environmental problems are becoming more and more necessary. We all need to become knowledgeable about where our energy, food, and water come from, and where our waste goes. How do we make the invisible visible? How do we maintain hope when environmental problems can seem insurmountable? Where are solutions to be found? Through reading, film, case studies, websites, and podcasts, we will come to understand the competing debates, politics, and solutions surrounding our most pressing environmental challenges, and we will examine these issues in their local, national, and international contexts.

• The three courses that follow can be taken as a full year course or as separate term electives.

MathEMatIcs The PhiloSoPhy The primary concern of the Mathematics Department is the development of a student’s ability to think logically. We believe that even if mathematics is not to be their main area of interest, logical reasoning will be invaluable both in a student’s chosen field and in everyday living. We do not believe, however, that this type of logic must be developed at the expense of a firm knowledge of mathematical facts and concepts, but that instead the thinking process should make the facts and concepts easier to understand.

We are also firmly committed to challenging students to the limits of their capacities. Ideally, we accomplish this by allowing students to progress at their own rate through the system, within the structural limitations of the classes. We emphasize the development of the individual, both as a thinker and one who computes.

Finally, we feel a strong commitment to and take great pride in the number of students who remain in the mathematics program for their entire high school career. We believe that we can be flexible enough with course offerings to fit the needs of a particular group.

This may often require sections of the “same” course moving at quite different speeds, but we are willing to expend the extra effort to make this possible.

environmental Studies i: climate change, energy, and food (F) This course will examine the causes and effects of climate change and the opportunities for addressing this incredibly serious issue.

We will come to understand the role of fossil fuels in our economy and the potential for renewable energy. The second half of the course will connect climate change with our industrial food system and examine the costs and benefits of organic and local alternatives. environmental Studies ii: Water and Waste (W) This course will examine a few of the water crises from around the world, as well as sustainable and unsustainable ways to address a variety of pollution and waste issues. It will explore the concept of ecological footprint and examine the connections between climate change, consumption, food, and water. environmental Studies iii: The economics of happiness (S) This interdisciplinary course will examine both personal and “national” happiness. It will bring together philosophy, psychology, economics, and science to examine our perceived and authentic sources of happiness and how these relate to consumption, economic growth, inequality, community, and environmental sustainability.

The oBJecTiveS To implement our philosophy, we believe that each student should: • understand mathematics as a logical system; • have a knowledge of, and be competent with, basic mathematical processes and concepts; • develop efficiency and accuracy in computation; • acquire the ability to solve problems; • learn the method of deductive proof; • use logical thinking to discover both generalizations and applications; • develop the skills and vocabulary essential to future mathematical study; • develop creativity and curiosity; • understand the relationship between mathematics and the other academic disciplines; • understand and appreciate the role of mathematics in society.

global humanitarian issues (F) The purpose of this class is to understand some of the major humanitarian and social justice issues that affect the world today; and to experience how we as individuals can effect change related to these issues from both a global and a local perspective. Topics we will study include hunger, homelessness and poverty, health care, women's rights, and education. We will examine these issues from varying perspectives using books, websites, magazines, and newspapers. Assessments for this course will include periodic quizzes on the readings, short analytical papers, and a term-long service learning project chosen by the student. Some work will be individual and some will be in groups. Students in this class will be expected to take on the roles of learner, teacher, and facilitator. They will be asked to reflect upon their own experiences and beliefs, and will need to keep an open mind toward varying perspectives in studying these global issues. Students will need to work well in group settings, and will have to use research and writing skills, including MLA and Derryfield guidelines, to complete certain assignments.

• This course may be applied to either English or History departmental requirements.

The Program Below are the topics covered in each of the mathematics courses offered at Derryfield. The ability of a particular class may dictate some variance from the outline, but it would involve only slight changes. A student must have completed at least Algebra II in order to graduate. Students with exceptional interest and ability are urged to proceed through the curriculum at a rate that will qualify them for a year of Calculus.

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logic & Set Theory (W) We humans have an inherent need to find order and meaning in everything around us. We use set theory every day when we classify, label, and categorize things. We use logic every time we make a decision, as we consider the relevant facts and arrive at a reasonable conclusion. The rules of logic are universal, and can provide an important framework for analyzing information in an objective way.

Course topics will include: • Sets and set operations • Boolean logic • Venn diagrams • Inductive vs. deductive reasoning • Statements and truth tables • Syllogisms and analyzing arguments

algebra i • Introduction to variables • Real number axioms • Linear equations and inequalities in one and two variables • Graphing in the plane • Operations with polynomials • Factoring • Laws of exponents including negative exponents • Rational expressions • Linear and quadratic functions • Irrational numbers • Quadratic formula geometry • Angles in the plane • Parallel and perpendicular relationships • Congruent triangles • Quadrilaterals and regular polygons • Similar triangles • Special triangles • Circles and angles in circles • Constructions and loci • Coordinate geometry • Areas of polygons and circles • Deductive proof and applications to three dimensions emphasized throughout • Trigonometry of right triangles • Laws of sines and cosines • Prerequisite: Algebra I

mathematics of finance (S) How long will it take you to pay off your college loans? If you max out your credit card and only make the minimum payment each month, how long will it take to pay off the balance? How do you calculate the amount of interest you pay when you finance the purchase of your first car or home? What is the best way to invest money? What types of investments are there? Financial literacy is a valuable tool in our consumer-based culture. Learn the fundamentals of borrowing, investing, and financial planning.

Precalculus • Functional analysis including composition and inversion • Polynomials with factor theorem and rational roots theorems • Exponential and logarithmic functions • Trigonometric functions and their inverses • Trigonometric identities and proofs • Advanced triangle trigonometry • Sequences and series • Mathematical induction • Prerequisite: Algebra II

algebra ii • Real number axioms • Linear equation and inequalities in 1, 2, and 3 variables • Linear systems • Quadratic equations and functions • Irrational numbers and radical expressions and equations • Complex numbers • Techniques for solving polynomial equations • Exponential functions, equations, and properties • Logarithmic functions, equations, and properties • Rational expressions including negative exponents • Rational expressions and equations • Prerequisite: Geometry

honors Precalculus Honors Precalculus will cover the same topics as the Precalculus course but it will cover the material in greater depth, at a faster pace, and at a greater level of abstraction. Additional topics like polar coordinates, countability, and transfinite sets will be covered to enhance the depth and rigor of study. Honors Precalculus is a rigorous, fast-paced course and is intended for highly motivated students who have demonstrated an enthusiasm for math. The expectations and workload placed on the students are much higher than in Precalculus. From homework assignments to in-class study, students in Honors Precalculus are expected to solve more complex questions and problems. This higher expectation of work, quality, and depth of ideas will directly challenge students’ conceptual understanding of higher level mathematics.

honors algebra ii Honors Algebra II covers the same topics as Algebra II but in greater depth and at an accelerated pace. The course covers a small set of unique topics, including linear programming and conic sections.

Group work is a major component of the course and students are expected to take significant personal responsibility for their own learning.

calculus (Grade 12 Only) • Limits and continuity • Derivatives of algebraic functions • Chain Rule, implicit differentiation • Applications in curve tracing, related rates, and max-min problems • Mean value theorem • Integration • The fundamental theorems of calculus • Applications in areas and volumes • Calculus of circular functions • Methods of integration-substitution • Approximating integrals by rectangles or trapezoids • Analytic solution of variable-separable differential equations • Prerequisite: Precalculus

Probability and Statistics (F) What are the chances that you would win the lottery and get struck by lightning in the same day? How do you know if you are being misled by statistics in advertisements and the media? This course serves as an introduction to counting, probability, and statistics— concepts that are likely to appear on the SAT and ACT exams.

Course topics will include: • Counting methods • Probability applications • Collecting data (surveys and polls) • Organizing data (graphs, plots, and tables) • Analyzing data (interpreting descriptive statistics and probability distributions) 17

scIEncE

advanced Placement calculus (aB) • Limits and continuity • Derivatives of algebraic and transcendental functions • Chain Rule, implicit differentiation • Applications in curve tracing, related rates, and max-min problems • Mean value theorem • Integration • The fundamental theorems of calculus • Applications in areas, volumes, and length of curves • Calculus of circular functions, exponential and logarithmic functions • Methods of integration-substitution • Approximating integrals by rectangles or trapezoids • Analytic solution of variable-separable differential equations • Graphical solution of differential equations by slope fields • Prerequisite: Precalculus

The PhiloSoPhy Science education for our students will provide them with science process skills, scientific concepts, and those resources necessary for the development of scientific literacy. The curriculum is presented in a hands-on approach and is appropriate for the developmental level of all our students. The purpose of the curriculum is to encourage and develop an appreciation of science and the enjoyment of learning.

The oBJecTiveS The scientifically literate person: • uses science concepts, process skills, and values in making everyday decisions; • understands that the generation of scientific knowledge depends upon the inquiry process and the ability to propose hypotheses; • distinguishes between scientific evidence and personal opinion; • identifies the relationship between data and interpretation; • recognizes the limitations as well as the usefulness of science and technology; • recognizes the human origin of science and understands that scientific knowledge is subject to change as evidence accumulates; • has sufficient knowledge and experience to appreciate the scientific work carried out by others; • has a richer and more exciting view of the world as a result of his or her science education; • continues to inquire and increase scientific knowledge throughout life.

advanced Placement calculus (Bc) • Improper integrals • Conic sections and the general second degree equation • Calculus of parametric, polar, and vector functions • L’Hôpital’s rule and its application to convergence of improper integrals and sequences • Integration by parts and partial fractions • Application of integrals to area, volume, length of curve, and surface area • Analytic solution of variable separable and logistic differential equations • Solution of differential equations graphically by slope fields and numerically by Euler’s method • Infinite series of numbers; tests of convergence • Power series, Maclaurin and Taylor series with Lagrange remainder • Prerequisite: A.P. Calculus (AB)

The Program Biology (Grade 9) This course is intended to increase the student’s awareness of the relationships between scientific thought, current knowledge in biology, and everyday living. In addition, there is an emphasis on helping students become biologically literate through encouraging the scientific method and a spirit of inquiry about the living world.

Topics to be covered include basic biological chemistry, cell structure and function, metabolism, Mendelian and molecular genetics, DNA, evolution, systems of the human body, and other related topics. A variety of assignments including laboratory investigations, projects, papers, and reviews of current issues in biology will assist students in understanding the major concepts being covered.

advanced Placement Statistics This course includes three major areas of emphasis: data collection, data description, and data analysis as described below.

Data collection: • Surveys • Comparative experiments Data description: • One-variable statistics: measures of central tendency and variability • Graphs—histogram, box plot, dotplot, normal quantile plot • Two-variable statistics—measures of linearity and transformation to linear graphs • Scatterplot, residual plot Data analysis: • Probability and probability distributions, including binomial and geometric distributions • Normal density curves • Sampling distributions and the Central Limit Theorem • Hypothesis tests and confidence intervals for means and proportions • Chi-squared analysis of categorical data • Inference on slope of a regression line • Power of a test, Type I and Type II errors • Prerequisite: Precalculus

honors Biology (Grade 9) Honors Biology is a yearlong course designed to provide students with a strong biological foundation in scientific principles that will guide future decisions. Through a variety of exercises including oral and written projects and experimentation, students will incorporate the scientific approach to question concepts and solve problems.

Success in this course will be evaluated, in part, by the extent that students apply what they know to solve new problems. Along with learning the fundamentals, there will be emphasis on how they are used by professionals in medicine, biotechnology, pharmacology, and ecology.

This course covers the basic biological concepts as they apply to both plants and animals. Emphasis is given to the major biological themes including: cellular structure and function, molecular biology, genetics, evolution, and human anatomy and physiology. Special attention will be given to the structure and function of cells and to the role genomic variations play in the success of an organism.

As students learn the connection between gene and protein, the technology of gene manipulation will be introduced. Hence, students will appreciate the ongoing struggle to cure genetic disorders.

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conservation of energy to the situation. The course will conclude with electrostatic forces and magnetism. Some of the labs that will be conducted during the year include solving for acceleration due to gravity, projectile motion (cannon) lab, and building and testing DC circuits.

While mathematical relationships will be used throughout the course, the laws of physics and various phenomena will also be described conceptually to help balance the impact of the mathematical component of the class.

• Prerequisite: Geometry • Recommended: Current enrollment in Algebra II or higher

Senior honors Biology (Grade 12) Living things are biological; they are also physical and chemical.

Several of these disciplines come together in this senior-level course for highly motivated students who demonstrate both aptitude and interest in biological science. The course requires a willingness to consider questions bearing on the philosophy and history of biological science and a desire to discover recent developments in the fields of gene regulation and molecular biology. The course can be roughly divided into three major areas of study: general biochemistry (structure and function of organic molecules and molecular genetics), plant and animal physiology, and molecular biology. All of these subjects are closely related. During the year, students will work as a team to complete a poster project that reflects review of published research on an overarching theme that they have chosen. Previous examples of themes include: stem cell therapies, why we dream, and brain disorders. During the third trimester, there is an emphasis on biotechnology in science and students will learn some techniques used to manipulate DNA. In particular, they will use the polymerase chain reaction technology to determine if frog populations in the wetlands on school campus are infected with a fungus. With considerable additional outside work, students may be prepared to take the A.P. exam in May. • Prerequisite: Biology, Chemistry

honors Physics (Grades 11–12) Honors Physics will cover the same topics as Physics course (Newton’s laws of motion, energy, electricity), but it will cover the material in greater depth, both conceptually and mathematically, and go on to cover additional topics like simple harmonic motion and magnetic induction. Some of the labs that will be conducted during the year include projectile motion (cannon) lab, two-dimensional conservation of momentum, and magnetic field testing.

Honors Physics is an aggressive, in-depth course and is intended for highly motivated students who have demonstrated an enthusiasm for science, particularly in the areas of motion and energy. The expectations and workload placed on the students are much higher than in Physics. From homework assignments to laboratory experiments, students in Honors Physics are expected to solve more complex questions and problems. This higher expectation of work quality and depth of ideas will directly challenge students’ conceptual understanding and mathematical skills. Students contemplating careers in the physical sciences, medicine, engineering, and other related fields of study are encouraged to take Honors Physics.

• Prerequisite: Geometry, Algebra II • Recommended: Current enrollment in Precalculus and strong mathematical skills

chemistry (Grade 10) Chemistry is designed to introduce students to the relationships between the composition and structure of matter and the ways in which matter “behaves.” Students completing Chemistry will be familiar with the language of chemistry, the use of the periodic table, the properties of common substances, the principles governing these properties, and a variety of standard laboratory techniques. Emphasis is placed on understanding reactions both theoretically as well as through classroom demonstration and student laboratory work. honors chemistry (Grade 10) Honors Chemistry will cover the same topics as Chemistry but it will cover the material in greater depth, both conceptually and mathematically. Additional topics of study include rate mechanics, equilibrium systems, more advanced topics in physical chemistry, nuclear chemistry, and electro-chemistry. Though a course unto itself, Honors Chemistry will touch on a number of topics at the A.P. level and is an excellent course to be prepared for A.P. Chemistry.

• Prerequisite: Biology and Algebra I

advanced Placement Physics (Grade 12) A.P. Physics is comparable to a first-year physics course at college.

While many of the topics studied will be the same as those covered in Honors Physics, A.P. Physics returns to the previous topics and applies calculus to solve the more complicated problems. Additional topics like rotational dynamics and magnetism will also be studied.

A.P. Physics will also have a laboratory component that is similar to a freshman college course. The labs will demand extra effort and time to complete and understand. The A.P. Physics C course will prepare students for the A.P. Physics C test, which is administered in May of each year.

• Prerequisite: Precalculus, Honors Physics, current enrollment in Calculus and strong mathematical skills

advanced Placement chemistry (Grades 11–12) This course is comparable to a first year of chemistry at the college level. The course is open to all students who did high quality work in Chemistry or Honors Chemistry and have outstanding motivation and interest in chemistry or the field of science. Successful students in this class will be those who have developed responsibility for their own learning. A.P. Chemistry will cover many of the same topics in Honors Chemistry but with greater depth and detail conceptually and mathematically. Additional topics in reaction systems, organic chemistry, and thermodynamics will be included as well. A.P. Chemistry requires laboratory experiences similar to those in a freshman college course. These experiments and write-ups will be more quantitative in nature and may call for laboratory time outside of regular class time.

• Prerequisite: Honors Chemistry recommended

STem (Grades 11-12) The STEM course aims to develop a combination of abilities such as creativity, resourcefulness, and abstract thinking applied to a formal engineering design process. Students will work in groups and model the procedures of professional design teams as they create products to address various problems. Students will begin with more structured design problems in core technologies such as simple machines, electronics, and computer control systems. Students will progress towards a more open-ended design project in which they identify a real problem, design a solution, and build a prototype of their design. Students will be assessed on their ability to learn and use the fundamentals of the core technologies introduced, on their implementation of the design process, and on their project management skills.

• This course is also open to tenth graders who receive the department chair's written permission to take it as a second science course.

Physics (Grades 11–12) Physics studies the interaction of forces and energy in our every day lives. Physics will focus on mechanics, electrostatics, and magnetism.

The course will begin by learning how to describe the motion of an object and then learn how to apply Newton’s laws of motion and 19

and disease issues play a major role in the course and may influence the direction of the class. Students will be responsible for leading a bioethics discussion and also research a topic of their choice which will culminate in a paper and presentation.

anatomy and Physiology (Grades 11–12) In this course, the structure and function of tissues and how they interact to facilitate organ function is done with a consistent emphasis on the human body. Several organ systems are discussed including muscular, skeletal, cardiovascular, nervous, and immune. In addition, the developmental aspects of selected structural features are studied.

Laboratory sessions complementing classroom discussions of tissues and organs will occur during the first two trimesters. In the third trimester, an appreciation of three-dimensional anatomical architecture is gained through dissection of preserved mammalian organs.

After a general review of biological/chemical principles, students will learn anatomical terminology as it pertains to humans: these terms are fundamental to understanding later concepts. Significant coverage of tissue structure and function will dominate the first half of this course, culminating with student research and presentations of selected tissues and diseases that alter them. To conclude the first trimester, organ systems will be defined by a complete physiological and histological study of skin as an organ. There is a strong emphasis on organ systems in the winter trimester as students learn about the physiology of pain, mechanism of reflexes, stimulation of muscle contraction and the special sense of taste, for example.

Designed to complement and extend the knowledge gained during the previous trimesters, the third trimester of this anatomy course involves anatomical discovery of preserved mammalian structures/organs. An extensive exploration of cat anatomy including musculature, nervous, cardiovascular, and digestive systems is the ultimate goal with lab practicals and written reports as the primary means of assessment.

Disease: The human Body and Diseases (Grades 11–12) (S) This discussion-based course will focus on understanding the systems of the body and specific diseases associated with those systems. In addition, we will explore topics such as cancer, diseases such as obesity and anorexia, sleep and sleep disorders, depression and other psychological disorders, and other topics of interest to the class. Current health and disease issues play a major role in the course and may influence the direction of the class. Students present a particular system of the body and a selection of diseases associated with it and research a topic of their choice, which will culminate in a paper and presentation.

Physics: light, optics, and Waves (with honors option) (Grades 11–12) (W) This course studies light and waves. The course begins by learning about particle-like properties of light through the study of reflection, refraction, and geometric optics. Next the course turns its focus to waves and how energy is transferred through various mediums, including water waves and sound. Finally, the course returns to light and studies the wave-like properties of light. Some of the labs that will be conducted during the course include geometric lens lab and Young’s experiment. honors option: At the beginning of the course students will be presented with criteria to earn honors designation for Physics: Light, Optics, and Waves. Students seeking the honors option should be prepared to work at a higher level and meet an increased work load through higher level assignments and evaluated pieces, as well as through faculty-guided study to present and master advanced topics.

Honors candidates will be required to achieve a deeper understanding of the topics presented in the course.

• Recommended: Current enrollment in Algebra II

organic chemistry (Grades 11–12) (F) Organic Chemistry is the study of carbon-based reactions. It seems simple, but these mind-tingling reactions have an elegance and beauty that are rare in any other branch of chemistry. In this class, much of the math and equations from Chemistry/Honors Chemistry give way to functional groups, mechanisms, and a plethora of new reaction sequences. Students will learn introductory nomenclature, reaction systems, and the laboratory protocol. If you like playing with chemicals theoretically and experimentally, “ORGO” may be the second helping of chemistry that you need.

• Prerequisites: Biology and Chemistry

evolutionary Development (Grades 11–12) (S) The principles of evolution have relationships to embryonic development. Hence, the first half of this course covers vertebrate embryology, with attention given to fish and birds as model organisms that have developmental patterns seen in mammals. Indeed, the embryological development of zebrafish will be witnessed and studentdesigned experiments with these transparent embryos will be performed. Fundamentals learned here will help students understand how skeletal data supports natural selection and why Darwin believed that descent with modification was so instrumental in evolution.

The second half of this spring elective emphasizes the mechanisms of evolution researched and documented by leading naturalists and modern molecular biologists. Several examples of evolutionary changes witnessed in various organisms, and the associated genetic and biochemical explanations, will help us discuss Darwin’s ideas. The arguments supporting natural selection, the unequivocal facts of the fossil record and the ease with which genomes are compared include some of the points that will influence our discussion.

• Prerequisites: Biology and Chemistry

Disease: an historical Perspective—Plagues, Pestilence, and Pathogens (Grades 11–12) (F) This discussion-based course will explore the history of disease and medicine from antiquity to the early twentieth century. The overarching theme is the biological and cultural impact of disease (especially epidemics) on society. We will also examine the interactions and interrelationships of disease, healers, and patients in historical context. Topics covered include: disease causing organisms, the history of pandemics and epidemics, societal understanding or misunderstanding of the cause of disease, and the role of healers in society. Students will do a presentation of a specific epidemic/ pandemic of historical importance and also research a topic of their choice which will culminate in a paper and presentation.

Disease: a modern Perspective—microbes, immunity, and the magic Bullet (Grades 11–12) (W) This discussion-based course is designed to explore disease in today’s world. An understanding of pathogens, primarily viruses and bacteria, basic cell structure, and the immune response will provide the foundation for questions such as: How has our understanding of the human genome affected our approach to disease? With all our modern advances, why do we still experience epidemic, or pandemics? How do we deal with end-of-life issues? Current health 20

tEchnoloGy The PhiloSoPhy Technology needs to be made available to Derryfield students in two ways. Students need access to tools for research, writing, calculation, and presentation. They also need access to technology as a subject of study. The department strives to make technology available in both ways.

robotics (Grades 10–12) (W) This technology elective is a project-based class in which students work towards solving tasks and skill-sets using Lego Mindstorm kits.

In a walk-to-run approach, students will first learn the basics of building and programming in the Lego system. As the term progresses, the complexity will increase. The cumulating keystone for the class will be a robot wars-style “king of the mound” tournament, in which teams will compete to master and stay on the mound.

The oBJecTiveS The objectives of the computer curriculum are as follows: • to make sure all students have basic computer services available, including email, World Wide Web access, word processing, spreadsheet software, and presentation software; • to provide specialized software for classes as needed; • to otherwise facilitate the use of technology in all areas of study; • to allow any student to pursue topics in computer science according to individual interest and ability.

computer lab assistant (Grades 10–12) (I.S.) (F, W, S) This computer elective offers the student a chance to learn about the operation of the Computer Center and to assist in running one of the Center’s areas of responsibility, such as network management.

The student may be asked to supervise the Center, assist in a class, learn and evaluate new software, and assist the Department Head in some administrative duties. This elective also offers the student time to pursue individual areas of interest.

• Admission: By departmental permission computer independent Study (Grades 10–12) (I.S.) (F, W, S) This computer elective offers the student a chance to pursue areas of computer science that are ideal for that student’s individual needs. Students may learn a computer programming language.

Languages studied can include C, C++, Python, and Perl. Enrollment in this course requires a certain amount of self-reliance. The teacher will strive to help the student as needed, but the student will nevertheless be expected to show an ability to solve problems independently. The student must submit a written proposal to the department head outlining the intended course of study.

• Admission: By departmental permission

The Program computational Science i (Grades 9–12) (F, W, S) This elective gets to the heart of technological ideas. Topics include discreet math (formal logic, state machines, recursion), early programming concepts (conditional statements, looping, variables), and computer science history. The course is a mixture of lectures and project work. It will prepare the student for more independent work in either robotics or programming. computational Science ii (Grades 9–12) (F, W, S) This course enables students to delve more deeply into key concepts in technology. The curriculum continues the development of programming concepts and computer science history. It is primarily focused on data types and data structures and their use. The course is a mixture of lectures and project work. It will prepare the student for more independent work in either robotics or programming.

WorlD lanGUaGE The PhiloSoPhy The purpose of the World Language Department is to teach students the necessary skills to communicate and to interact effectively in an increasingly smaller world. The study of language develops the student’s ability to compare and connect his or her own way of life to the global community. Learning languages enables students to use their skills beyond the classroom within our diverse community.

The World Language Department believes that the study of another language at the secondary school level is a vital part of a student’s education.

STem (Grades 11-12) The STEM course aims to develop a combination of abilities such as creativity, resourcefulness, and abstract thinking applied to a formal engineering design process. Students will work in groups and model the procedures of professional design teams as they create products to address various problems. Students will begin with more structured design problems in core technologies such as simple machines, electronics, and computer control systems. Students will progress towards a more open-ended design project in which they identify a real problem, design a solution, and build a prototype of their design. Students will be assessed on their ability to learn and use the fundamentals of the core technologies introduced, on their implementation of the design process, and on their project management skills.

• This course is also open to tenth graders who receive the department chair's written permission to take it as a second science course.

The oBJecTiveS With the National Standards of Communication, Cultures, Connections, Comparisons, and Communities as our foundation, the World Language Department provides students with the skills to: • communicate with confidence utilizing the four essential language skills (listening, speaking, reading, and writing); • think logically as they learn the structure of the language; • be comfortable taking risks in the language; • enrich their vocabulary; • enhance their understanding of the culture, language, and literature; • prepare them for college-level material; • enable them to adapt within a foreign environment using skills learned.

computer aided Drafting and Design (caDD) (Grades 10–12) (F) This elective introduces the student to drawing and drafting on the computer. Both architectural and engineering drawings are addressed: technical drawings dealing with front, side, and top views, as well as floor plans and elevated views of rooms are covered. As a final project, each student will design and furnish a home. hTml: Web Design and Protocols (Grades 10–12) (S) This technology elective introduces students to basic web design and work with HTML code. Students will learn how to create basic webpages and upload pages to a server. This course will prepare students for more advanced work in web design and dynamic sites.

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latin iv Students enrolling in this course must have a good command of Latin grammar and translation. This course will continue the exploration of original Latin texts, with a focus on Latin poets including Horace, Catullus, and Vergil.

The Program chinese i This course is an introduction to modern Mandarin conversation and written Chinese, which primarily includes two parts: Chinese pronunciation (pinyin) and Chinese characters. Students will be involved in a systematic study of pinyin, Chinese characters, and the basic elements of grammar and sentence structure. Students will practice the four basic language skills through frequent oral drills and a series of communicative activities. In addition, students will be introduced to the history and customs of Chinese culture.

latin advanced literature Seminar In this course, we will read important works of Latin literature from several genres, with an emphasis on both translation and interpretation. The larger aim is to deepen student appreciation of Roman culture and its relevance to our world. This course will also include a thorough review of all Latin grammar.

• Prerequisite: Latin IV or A.P. Latin

chinese ii Building upon the materials and skills developed in Chinese I, this course continues to develop the language skills of listening, speaking, reading, and writing. This course emphasizes the acquisition of oral proficiency and functional literacy in modern Mandarin conversation.

The skills of reading and writing will be developed through reading comprehension, increasing the vocabulary of Chinese characters, and combining the characters in short paragraphs. There is some discussion on understanding Chinese culture as well.

advanced Placement latin: vergil This course follows the prescribed College Board curriculum, and consists of passages from six of the twelve books of Vergil’s Aeneid.

The course’s first objective will be to translate the 1,800+ lines of this work. Beyond that, students in the course will seek to understand the importance of this great work, how it for generations defined the identity of Romans, and served to legitimate their vast empire.

chinese iii This course is a continuation beyond Chinese II and will focus more intensely on learning Chinese characters and reading more in the target language. Class will be conducted more in Chinese and students will be expected to use more Chinese in class for their level. Students will work on more challenging aspects of grammar during this year.

Spanish i The objectives of this course are to familiarize the student with the basic communicative skills and patterns of Spanish. Vocabulary and grammar are presented and reinforced in thematic units. Students learn about events in the Hispanic world, including Spain, Hispanic American countries, and Hispanic communities in the U.S., through the use of the textbook and its resources and the internet. Students present projects, brief scenes, and dialogs in Spanish to the class.

Further enrichment is provided by a colorful text, films, and music.

chinese iv This course is oriented around mastery of Chinese vocabulary and meant to be the advanced level of Chinese. Students will work to increase fluency in the language in written and conversational forms.

This level is comparable to a pre-A.P. course. Many presentations and projects will be expected at this level.

Spanish ii With the same objectives and format as Spanish I, this course offers practice in more complicated structures and speech patterns.

Thematic vocabulary is expanded, and more idiomatic expressions are introduced. Fashion, sports, movies, and music are some of the topics discussed. Oral presentations are expected on a routine basis.

latin i Latin I provides an introduction to the fundamentals of the Latin language, with an emphasis on grammar, morphology, and proper pronunciation. Class activities include practice in reading out loud, Latin composition, and Latin-to-English translation, as well as ongoing discussions about various aspects of Ancient Roman culture and history. The course provides a foundation for language learning, including improved facility in English composition and oral expression.

Spanish iii The Level III class will enhance students’ continued progression in the study of Spanish. This intermediate-level course focuses on developing students’ communication skills. Students will review and expand their knowledge of grammatical structures and speech patterns. There is an increased emphasis on speaking and writing, and culture is integrated throughout the curriculum. Vocabulary derives not only from the grammar text, but also from selected readings at the intermediate level. The class will be conducted primarily in Spanish with a strong emphasis on communication.

Oral presentations to the class are expected on a routine basis.

latin ii This course reviews and reinforces Latin fundamentals with readings of increasing complexity and regular written composition. Texts explore various aspects of Roman history, culture, and mythology. latin iii In Latin III, students are introduced to Latin literature through a variety of Classical authors including Cicero, Caesar, Livy, and Ovid.

Readings of Latin texts are supplemented by continued practice in grammar and composition.

Spanish iii honors This course is designed for students who wish to study at a higher level and faster pace than the Spanish III course. Students will be expected to do extra compositions and essays and speak only in Spanish for their level. Students will also complete additional current events studies by reading and listening to current events from Spanish newspapers and television shows. More emphasis will be put on increasing fluidity in both written and spoken work, and augmenting extra vocabulary. Depending on the schedule, this may be a separate class or embedded in Spanish III.

latin iii honors This fast-paced course is designed for students who wish to delve into a deeper level of Latin III. Students are expected to do extra written work and read at a higher level. Emphasis will be placed on fluidity in translation and more advanced vocabulary. Depending on the schedule, this can be a separate class or a class embedded in Latin III. Students who complete this course will receive an honors designation on their transcripts.

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eted and includes social health, emotional health, intellectual health, physical health, spiritual health, and vocational health concepts.

Each of the three components in this category work to assist students in living a healthy life. Each division has its own objectives that work to meet the goal of developing holistically healthy individuals. To help meet this end, students have access to the Wellness Center, which houses a registered nurse/wellness coordinator, athletic trainer, and PE teacher. Services that are available to students include, but are not limited to, treatment for injuries, care for illnesses, prescription and non-prescription medication administration per the medication policy, and counseling related to health, physical activity, and sports.

Spanish iv Students continue to hone their communication skills through readings in Hispanic literature and in the media, class discussions, oral presentations, and fine-tuning writing skills. All work in class is aimed at expanding students’ vocabulary and grasp of advanced grammatical structures. Readings include works by Allende, Borges, Matute, Esquivel, and García Márquez. The class is also designed to improve fluency.

Spanish v: advanced hispanic literature and conversation This course is designed for advanced Spanish students who want to continue in their studies of literature and culture. Students will investigate and analyze the most famous literary works and study universal themes. Works include poetry, short stories and plays by authors ranging from Miguel de Saavedra to Isabel Allende. Cultural studies and projects will be anticipated throughout. This course will be taught in Spanish and students will be expected to discuss and write only in Spanish as well.

• Prerequisite: Spanish IV or special permission of teacher

PhySical eDucaTion Derryfield recognizes the vital role that healthy students are able to play in the life of the school. Our physical education program’s primary goal is to develop physically, mentally, and emotionally sound students through active experiences and intellectual opportunities which help them gain an appreciation of physical activity as a lifelong pursuit.

advanced Placement Spanish language This course is designed for advanced students interested in attaining fluency in Spanish. Course work combines reading in fiction and non-fiction from a variety of contemporary Latin American and Spanish sources, writing essays based on critical analysis and discussion of readings, and intensive review of language structures.

The primary basis is on oral proficiency through class discussions, dialogues, and presentations. Preparation for the A.P. exam remains an essential element of the class. Students are expected to use Spanish for active communication with the objectives outlined in the A.P. course description booklet distributed by the College Board.

healTh & WellneSS The PhiloSoPhy The Wellness Program is committed to the belief that health affects and is affected by all aspects of one’s life. The curriculum is based on The National Commission’s recommendations and the most current research in health education. The goals are to provide the students with accurate information and to help develop healthy individuals.

advanced Placement Spanish literature This course is an intensive, yearlong survey of the masters of Hispanic literature from the medieval period to the present. It assumes a broad range of vocabulary, a high level of proficiency in written and spoken Spanish, and an interest in world literature.

Close readings of poetry, plays, short stories, and novels give rise to class discussions and to written criticism designed to expose students to major themes joining the past to the present in Spanish literature. The readings are from the designated A.P. list and include such notable authors as Cervantes, García Lorca, García Márquez, Matute, and Unamuno; poetry selections are works by de la Vega, Machado, Neruda among others. Although the A.P. Literature Exam in May is optional, preparation for the exam remains an essential element of the class.

• A.P. Spanish Literature will be offered only if numbers allow.

The oBJecTiveS Derryfield’s objectives in developing personal and social responsibility and physical health are reflected throughout its educational programs: • to foster cooperation, open communication, and a respect for individual differences, including gender, race, sexual orientation, and culture; • to provide an opportunity for open, informed dialogue among students, faculty, staff, and parents addressing personal, social, and ethical issues; • to enhance a student’s ability to think independently and take active responsibility for his or her own development and well-being; • to enable students to make informed and responsible choices regarding sexuality and the use of alcohol, tobacco, and other drugs; • to encourage students to articulate their personal convictions and to incorporate those values into their decisions and relationships.

physIcal EDUcatIon, hEalth & WEllnEss, anD athlEtIcs

The Program Students in grades 9–12 participate in topical Health and Wellness seminars throughout the year.

The PhiloSoPhy “A healthy mind in a healthy body” defined the Greek ideal and motivates us to provide a variety of wellness activities throughout a student’s Derryfield career.

We live in extraordinary times. Today’s adolescents face choices and pressures affecting their whole health, the quality of their relationships, and their development as responsible, caring, and educated adults. In keeping with The Derryfield School’s commitment to the development of the whole person, our Physical Education, Health & Wellness, and Athletic programs represent a philosophy that views well-being as a balanced integration of body, mind, and spirit. Health is described as much more than the “absence of disease” and it includes more than being physically fit. It is multifac-

introduction to athletic Training (Grades 11–12) (F) This trimester course will offer interested students an introduction to the field of Athletic Training and also provide an overview of sports medicine. Included in the course will be an overview of anatomy and physiology, medical terminology, injury mechanism and classification, emergency procedures and immediate injury care, upper and lower extremity injury evaluation and management, fitness/physical conditioning, pharmacological considerations, and nutrition.

• This course will serve only as a sixth class for a student.

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(IPA) contract, which allows students to design an activity program under the supervision of the Director of Athletics and their advisor.

The IPA is designed to accommodate the upper school student who is involved in a physical/athletic activity not offered by the school.

Upper school students wishing to pursue an IPA must submit an application for approval to the Director of Athletics. Forms are available in the athletic office. In addition, a trimester of community service or a music/drama commitment in a school production may be substituted for a physical activity once during a student’s upper school career.

Managers and scorekeepers are needed to work with the various teams. A student can complete one season of his or her athletic requirement by working conscientiously with a competitive team as a manager or scorekeeper. This option demands a season-long commitment to the team. There is an exercise component attached to this option.

Some sports, such as golf, skiing, and tennis may require students to pay for some use of practice facilities. The school handles the bookkeeping and billing for these charges. Each year there is usually some used equipment (such as cleats, lacrosse gloves, field hockey/lacrosse sticks, etc.) available at a reduced price. Please see the Director of Athletics for details.

Sports marketing and media (Grades 11–12) (F, W, S) The purpose of this course is to give the student an appreciation for the marketing that occurs in the business of, and the atmosphere surrounding, sport. Never before has sports management and marketing been so important in the overall scheme of business. The student will leave this course with an understanding of the marketing processes and strategies that firms utilize in the sports marketing arena.

• This course will serve only as a sixth class for a student.

aThleTicS The PhiloSoPhy Derryfield offers a comprehensive interscholastic athletic and physical activity program on several levels. The school competes in numerous sports in both the Middle and Upper Schools during all three seasons. There are also opportunities to participate in nonteam activities. While time of involvement may vary from activity to activity, the school’s goal to develop mentally and physically healthy individuals does not. Our main objective is to develop in our students both skill and understanding, as well as an appreciation of maintaining an effective level of fitness. In athletics, we also seek to develop sportsmanship and team attributes such as cooperation, unity, and pride. Physical activity and athletic commitments are firm obligations and must be met as faithfully as all other school appointments.

Each upper school student is required to participate in two seasons of physical activity each year. Only one independent activity per school year is permitted. Missing a practice or a game is considered as serious as missing a class. Failure to complete the physical activity requirement will jeopardize graduation.

The Program Derryfield offers a wide range of physical activities and interscholastic athletic competition.

Varsity teams compete in soccer, golf, basketball, alpine and nordic skiing, swimming, baseball, softball, tennis, crew, cross-country running, lacrosse, and field hockey. Membership on a varsity team requires a moderate level of playing ability and demands a strong commitment of time and effort including some weekends and vacation time. Try-outs are held for a place on a varsity team.

Interscholastic competition is also available at the junior varsity level in field hockey, soccer, crew, tennis, basketball, lacrosse, and baseball for less experienced students. The teams provide experience for developing athletes and an opportunity to participate for any underclassman who is willing to make the commitment.

While recognizing that providing a variety of sports and activity choices is inherent in the concept of requiring participation in two seasons of physical activity, it is not always possible that every student will be able to participate in their first choice activity. Each sport/activity does have a maximum number of participants allowed, some of which are dictated by facility restrictions. For example, only 22 students will be allowed to participate in the golf program and 24 girls and 24 boys only in tennis. Students should have a second choice activity in mind if, after try-outs for both Varsity and JV, the maximum numbers are reached and they are not able to participate in their first choice. Students should contact the coach of the sport in which they wish to participate as early as possible, in order to be included in initial sign-ups. If maximum numbers are not reached, then all interested students will be allowed to participate.

The School also offers noncompetitive activities, which include yoga, fitness/weight training (winter), and aerobics (spring). Another option for upper school students is the Independent Physical Activity

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THE DERRYFIELD SCHOOL 2108 River Road, Manchester, NH 03104 Phone: 603.669.4524, Fax: 603.641.9521 www.derryfield.org