2013 2014 allendale columbia upper school curriculum guide by Allendale Columbia School

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UPPER SCHOOL ACADEMIC OVERVIEW !

The Upper School, grades nine through twelve, challenges students to perform at the highest level, while providing support vital to academic and personal achievement. Designed to prepare students for college, the Upper School develops students’ independence and motivation to excel. Upper School faculty members teach a broad curriculum and the breadth and depth they cover sets Allendale Columbia School’s program apart from other schools. Students experience a variety of teaching styles including seminarstyle classrooms, lectures, discussions, projects, writing workshops, and collaborative learning. Over the course of the four years students will also participate in a broad range of assessments that will prepare them for the variety they will face at the collegiate level. Upper School students take both required and elective courses. Scheduling is handled on an individual basis, and each coming year’s course offering is explained during the spring. Graduation Requirements While attending Allendale Columbia School, students generally enroll in five “program” courses per year or the equivalent. Enrollment in one or more AP courses during the senior year may lead to a four-course load. Twenty credits are required for graduation if no AP courses are selected in the senior year. If a student is enrolled in an AP course in the senior year and is taking a four course load, the requirement for graduation is nineteen credits. Seniors must pass all full year courses to meet graduation requirements. In order to build a stronger transcript and explore subjects that interest them, students may choose to exceed the minimum requirements and credits.! Course Requirements! Subject

Minimum Credits

English (required every year)

Mathematics (successful completion of three consecutive years of Mathematics beyond the eighth grade)

History (U.S. History in eleventh or twelfth grade)

World Language (two consecutive years beyond eighth grade)

Science (three* years of science, one year of which must be biology)

Visual Art or Music (may be a combination of the two)

Four additional credits (1/2 credit courses may be combined with 1 credit courses)

4 ___ 20

Additional Requirements Computer Literacy, Health, and May Term are required for graduation. Allendale Columbia Middle School students have the opportunity to fulfill the Computer Literacy requirement during eighth grade. Health can be taken as a class in tenth grade or, based on approval, as an independent online course in the summer between ninth and tenth grade. May Term is required every year; seniors may choose to do an off-campus Senior Study Project in lieu of May Term with permission. Physical Education, independent study, or interscholastic athletics are offered during each sports season. During both the ninth and tenth grades students must participate in one season of an interscholastic sport (totaling two seasons). All students must participate in Physical Education, independent study, or interscholastic athletics during each season. *Physics is a prerequisite to all Upper School science courses. The class of 2014 may use eighth grade Physics toward the three year requirement. Starting with the class of 2015, students will be required to complete three years of Upper School science courses in addition to the Physics in eighth grade. Allendale Columbia Upper School Curriculum Guide - 2

UPPER SCHOOL ACADEMIC OVERVIEW ! Upper School Sequence of Courses By Department DEPARTMENT Computer Science

GRADE 9 Computer Applications Intro Computer Science

GRADE 10 Intro Computer Science AP Computer Science

GRADE 11 Intro Computer Science AP Computer Science Discrete Math (alt yrs)

GRADE 12 AP Computer Science Discrete Math (alt yrs) nand2tetris (alt yrs)

English 4 year requirement

English I

English II

English Electives AP Literature & Comp.

History 3 year requirement (4 years recommended)

World History I

World History II

Languages 2 year requirement (3-4 sequential years recommended)

Latin I, II

Latin I, II, III

English III AP Lang. & Comp. English Electives US History Topics in US History AP US History AP European History Electives Latin I, II, III, AP, IV

Spanish I, II/IIE

Spanish I, II/IIE, III/IIIE

Spanish I, II/IIE, III/IIIE, IVE, IV/V

Spanish I, II/IIE, III/IIIE, IVE, IV/V, AP

French I, II

French I, II, III

French III, IV/IVE, AP

Mathematics 3 year requirement (4 years recommended)

Algebra I Geometry Geometry E

Geometry Algebra II Algebra IIE Adv. Alg. II

Science 3 year requirement (4 years recommended)

Physics (alt yrs) Earth & Space Chemistry

Chemistry Chemistry Biology

Math Electives AP Statistics AP Calculus AB AP Calculus BC AP Statistics Science Electives AP Environmental AP Biology AP Chemistry AP Physics C: E & M

Music 1 year Arts requirement (2 years recommended)

Choir Voice Girls Ensemble Jazz Ensemble Wind Ensemble Band

Algebra II Math Electives PreCalculus AP Calculus AB AP Statistics Biology Biology AP Biology AP Chemistry AP Physics C: Mechanics AP Environmental Science Electives Choir Voice Girls Ensemble Jazz Ensemble Wind Ensemble Band Intro to Music Theory

Introduction to 2-D Art Introduction to 3-D Art Photographic Art* Digital Art: Photo/Design/ Illustration*

Intermediate 2-D Art Intermediate 3-D Art

Advanced 2-D Art Advanced 3-D Art

Senior Studio 2-D Art Senior Studio 3-D Art AP Studio Art 2-D AP Studio Art Drawing

(Computer Applications fulfills the literacy requirement)

Please note: Level I can begin any year and two languages can be taken at the same time.

1 year Arts requirement can be fulfilled with a combination of Visual Arts and Music.

Visual Arts 1 year Arts requirement (2 years recommended) 1 year Arts requirement can be fulfilled with a combination of Visual Arts and Music.

US History Topics in US History AP US History AP European History Electives Latin I, II, III, AP, IV

Choir Voice Girls Ensemble Jazz Ensemble Wind Ensemble Band Music Theory I

*Please note: These courses can be taken anytime between 9th and 12th grade. Please note: Students who transfer to AC after 9th grade will work with the Head of Upper School on an individualized plan. This is a general guide; please refer to the course descriptions for information on prerequisites. Faculty members work individually with students each year in planning their courses for each grade. Some courses may not be offered each year, based on student interest.!

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UPPER SCHOOL ACADEMIC OVERVIEW ! Grading System The academic year is divided into two semesters, and each semester is split into two marking periods. Grade reports are sent to parents at the end of each marking period. Students in the Upper School receive letter grades ranging from A+ to F, reporting academic achievement, as well as written comments from teachers offering specific suggestions for improvement. In addition to academic marks, students receive grades for their attitude, preparation for class, and participation. These grades may be E (excellent), S+, S, S- (varying degrees of satisfactory), or U (unsatisfactory).

Advanced Placement The Upper School offers 18 different AP courses, which are typically offered to juniors and seniors. Students are recommended for AP courses by their teachers based upon a variety of factors including, but not limited to: academic performance, effort and interest in subject area, skills in subject area, and potential and expected performance. Department recommendation for AP courses is based upon teacher recommendations. All students enrolled in AP classes are expected to take the corresponding examinations in May to earn credit for the class.

Honors Academic honors include Honors, which represents a B or higher average with no grade below B- and no effort grade below S, and High Honors, which represents an A- or higher average with no grade below B and no effort grade below S.

Privileges Students in the Upper School earn “privileges” (exemption from supervised study hall) based on their performance the preceding marking period, according to the following criteria: Grades 9 and 10: Students earning Honors or High Honors recognition Grade 11: No grade below C and no U effort grades Grade 12: No grade lower than C- and no U effort grades An E effort grade in any course can override that course’s achievement grade in qualifying a student for privileges, but not honors. Enrolling students are awarded privileges at the discretion of the Head of Upper School.

May Term May Term at Allendale Columbia School exists to provide educational opportunities outside of the normal structure of the school year to support intellectual discovery, encourage collaboration, and foster community involvement. Embodying Allendale Columbia School’s core values, May Term provides authentic learning experiences through courses that emphasize global awareness, interdisciplinary content, and/or service learning. All students must complete a May Term at the end of each of their four years in the Upper School. Allendale Columbia Upper School Curriculum Guide - 4

COLLEGE ADVISING !

!!!!!!!

College Advising at Allendale Columbia School is an excellent resource for every student. In addition to our vibrant liberal arts programming, college-like school atmosphere, and highly engaged faculty, College Advising is a critical aspect of our graduates’ preparation for higher education. The College Advising experience is meant to be informative, supportive, and exciting for students and parents alike. Kristin Merriman, our College Advisor, works with all Upper School students. Ninth and tenth graders and parents attend a “Knowledge for College” event and can access Ms. Merriman for guidance and answers to questions. Eleventh and twelfth graders and their parents work directly with her, through a formal process that involves individual and family college advising appointments, as well as evening group meetings with college admission counselors as guest speakers. A successful college application process is not just about knowing where you want to go – it’s also about academic preparation and making intelligent choices to get there. Needless to say, the strength of each student’s academic record is the most important part of her or his college application. Mrs. Gleeson, Head of Upper School, oversees the course selection process for grades 9 – 11 to ensure students are building a strong and unique transcript. Ms. Merriman works with rising seniors, offering guidance as they select courses that will help them make the best use of their senior year at Allendale Columbia School. Ms. Merriman organizes a number of evening programs and workshops and meets individually with students and their families, helping them make the most of the Upper School experience and the college search. Topics of conversation center on students’ personal preferences and goals. Together with Ms. Merriman and their families, students will explore what they want in a college or university, discussing size, location, setting, and other important criteria. Ms. Merriman will also offer support and practice for college visits, interviews, essay writing, and individualized suggestions for preparation for standardized testing. During the four-day Summer College Workshop, held after completion of the junior year, students will work on preparing their college essay and other components of the college application. The goal is to arrive at a manageable and balanced list of potential colleges and universities (the “college list”) that are good matches for the student’s individual interests and preferences so that each student’s college application process results in desirable college options.

College Visits to our Campus Every year, more than 70 colleges and universities visit the Allendale Columbia campus. These visits are a great way for students to get a sense of different colleges and universities and meet with admission counselors who will likely review their applications. Upcoming visits are announced during lunch, posted in the junior and senior lounges, and listed in Family Connection. Ms. Merriman regularly emails students and parents directly with college information through the Family Connection system. Juniors and seniors are free to visit with college or university representatives during class, provided they consult with their teachers in advance.

College Advising is essential to Allendale Columbia. Our Advisor works with every Upper School student, making sure the college application and selection process is as successful as possible. !

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COLLEGE ADVISING ! Letters of Recommendation Students are encouraged to ask two teachers to write letters of recommendation supporting their college applications. Students will request these letters in the beginning of the senior year. In addition to teacher recommendations, Ms. Merriman also writes a comprehensive letter of recommendation for each student, sharing the pertinent details of each studentâ&#x20AC;&#x2122;s academic, extra-curricular, and personal experiences, which accompanies the transcript and Allendale Columbia School profile sent with each college application. Standardized Testing Standardized testing is an important component of the college application process. All Allendale Columbia sophomores and juniors take the PSAT in October, giving them important insight into individual testing strengths and development areas, which in turn, educates students on how to prepare for the SAT. Ms. Merriman recommends that students take the SAT for the first time during the spring of the junior year. In addition, she recommends that students take the ACT exam at least once in either the spring of the junior year or fall of the senior year. Taking both the SAT and ACT tests allows students to determine which test best showcases their strengths; students should then re-take their preferred test in the fall of the senior year. SAT Subject Tests are one-hour-long exams that give students the opportunity to highlight their achievement in a specific subject area. SAT Subject Tests are often required for admission at highly selective colleges. Students create standardized testing timelines with Ms. Merriman during their individual college meetings in the spring of the junior year. It is each studentâ&#x20AC;&#x2122;s responsibility to determine testing requirements at the colleges to which she or he is applying. On the next page is a suggested timeline for SAT Subject Tests, and students are encouraged to discuss SAT Subject Test preparation with faculty members in the appropriate subject area. School Discipline Policy and the College Application Process Allendale Columbia School is a community of both scholars and citizens. The school maintains the right to remove students from our community who do not uphold our core values. The school deals with minor infractions on an individual basis within the school community and such infractions will not be disclosed during the college application process. However, should a student commit a serious academic or social infraction that results in a suspension from school, such an infraction will be reported to colleges by the College Advisor, and the student is expected to answer the discipline question on college applications truthfully. This disclosure policy also includes any suspensions that occur in the senior year after college applications have been filed. Students who earn the Allendale Columbia School diploma have the full support of the school in their college application process, but please note that the school upholds the importance of honesty and self-reflection in the college application process.

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COLLEGE ADVISING ! Suggested Timeline for SAT Subject Tests Biology E/M (Ecological and Molecular)

Take after completion of AP Biology or, in rare cases, for top Biology students, at the completion of Biology. Students who have taken Biology at Allendale Columbia should take the Molecular test.

Chemistry

Take after completion of AP Chemistry.

French (with preference for the November administration that contains the Reading and Listening portion)

Students will have covered the content of this test after completion of French IV. However, continued study of the language will benefit student performance on this test, so testing during enrollment in French V or AP French is ideal.

Latin

Take during spring semester of Latin III or during either semester of Latin IV or AP Latin.

Literature

Juniors should consult with their English teacher about individual preparedness for this test. In general, AP students are more likely to be advised to take the test than students in English III.

Math Level 1 & Math Level 2

Students should consult a Math Department member to determine the level best suited for each studentâ&#x20AC;&#x2122;s abilities and testing objectives. The Math Level 2 exam covers through PreCalculus, but some math students may be better prepared for Math Level 1.

Physics

Take at the conclusion of AP Physics C I or during the next fall if continuing on to AP Physics C II. Students should expect to prepare for this exam well in advance, since they will have covered only 40 - 50% of the material in class.

Spanish (with preference for the November administration that contains the Reading and Listening portion)

Students will have covered the content of this test after completion of Spanish IV. However, continued study of the language will benefit student performance on this test, so testing during enrollment in Spanish V or AP Spanish is ideal.

United States History

Take at the completion of United States History or AP United States History course.

World History

Students with strengths and interests in the study of history could consider taking this test at the completion of World History II. Students are encouraged to work closely with a test preparation book to cover the additional material covered on the SAT Subject Test in World History.

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ENGLISH ! The Upper School English program challenges students to read with discernment, write with grace and clarity, and think analytically. As they read, write, and study literature from multiple genres and eras, our students become active thinkers who can articulate their own ideas and understand the subtleties of the written word. During their four years in Upper School, students study essay writing in great depth, learning how to write descriptive, persuasive, narrative, and expository essays, as well as major research papers and critical analyses. Students explore creative writing and have ample opportunity to write poetry with our poet-in-residence, Kathleen Wakefield. They give frequent oral reports and participate in daily class discussions, developing important speaking and presentation skills. Our small class sizes assure students the opportunity to have a voice in all class discussions. Teachers give each student personal attention, commenting on written work extensively, and requiring corrections and revision when needed. When our students leave for college, they will be able to understand culture, participate in debates, think critically, and present wellformed ideas – due in large part to what they learned in English class.

English I: Allegory and Symbol

1 credit

Ninth grade English covers a diverse selection of American and European works in multiple literary genres: novels, allegories, dramas, short stories, and poetry. Literary works studied include Harper Lee’s To Kill a Mockingbird, Richard Wright’s Rite of Passage, and George Orwell’s allegory Animal Farm. Students study literary terminology and write their own allegory based on a historical event of their choice, learning and applying the progressive stages of a plot line as they develop creative writing skills and a knowledge of fiction. The drama unit begins with Anton Chekhov’s The Cherry Orchard, which is studied in conjunction with Animal Farm to tie in the historical context that both pieces share. We also study two plays by William Shakespeare: A Midsummer Night’s Dream and Othello. In the spring, students read Art Spiegelman’s Maus I and Maus II for our Holocaust unit, examining the historical context of Germany and Eastern Europe in the 30s and 40s. Our fourth unit focuses on selected short stories by William Faulkner, Alice Munro, Grace Stone Coates, Alice Walker, and other internationally known authors that represent specific sub-genre story types like mystery, initiation, etc. The year ends with a researched persuasive essay assignment that runs concurrently with Freshman Forum. This final unit is designed as a writing workshop, during which students review and edit their work from the outline stage to the final draft stage. Students study SAT vocabulary and grammar throughout the year. !

English students take a tour of American and European literature, reading everything from graphic novels to Shakespeare. !

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ENGLISH ! English II: The Quest for the Human

1 credit

The hero of a quest searches for, and sometimes finds, an object of great worth. However, in literature the real purpose of a quest is self-discovery. Faced with physical, psychological, and moral challenges, the hero becomes him or herself and so shows us the possibilities of the human. In English II: The Quest for the Human, students read a diverse selection of traditional and modern literature through the lens of the quest, exploring themes such as the individual’s place within society, masculinity and femininity, conscience, and contentment. Along the way, students develop important communication and critical thinking skills through discussions, projects, creative writing, analytical essays, and a major research paper. Works read may include the following: Shakespeare’s Macbeth and The Tempest, Sophocles’ Oedipus the King, Thomas More’s Utopia, Voltaire’s Candide, Aldous Huxley’s Brave New World, Robert Bolt’s A Man for All Seasons, August Wilson’s The Piano Lesson, Rita Dove’s Darker Face of the Earth, and Mark Haddon’s The Curious Incident of the Dog in the Night-Time. Prerequisite: English I

English III: Psychological Journeys through English and American Literature

1 credit

Eleventh grade English is a survey of English and American Literature. The course offers a solid foundation in literature from medieval times through the twentieth century. Students’ work in literary analysis will help prepare them for senior English courses and college level study. During the fall semester, students study Chaucer’s Canterbury Tales; Shakespeare’s Hamlet; the Romantic poetry of Blake, Wordsworth, and Keats; Jane Austen’s Pride and Prejudice; Conrad’s The Secret Sharer; Wilde’s The Importance of Being Earnest; and Woolf’s A Room of One’s Own. During the spring, students focus on American literature, including Hawthorne’s Scarlet Letter; Miller’s The Crucible; Emerson’s transcendentalist essays; Thoreau’s Walden; Whitman’s poetry; Twain’s essays; Faulkner’s short stories; the poetry of the Harlem Renaissance; the poetry of Dickinson, Frost, Stevens and Williams; and Hurston’s novel Their Eyes Were Watching God. Throughout the year, students complete a variety of writing assignments (usually one per week), with a heavy emphasis on literary analysis, essays, and poetry. They also study vocabulary in preparation for the SATs. Frequent grammar assignments are also given. Prerequisite: English II! ! !

Learning what it means to be human. That’s Upper School English.

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ENGLISH ! Advanced Placement English III: Language and Composition

1 credit

Advanced Placement English III: Language and Composition is a college-level course that focuses primarily on non-fiction works and a few select novels. The class studies short readings drawn from writers such as George Orwell, Jonathan Swift, Jamaica Kincaid, Frederick Douglass, Annie Dillard, Martin Luther King, Virginia Wolff, Caryl Phillips, and others. Students also read and analyze a wide range of essays, from classic to contemporary, examining the structure of effective arguments. Assignments include in-class presentations and several essays. Revisions, informal writing, peer reviews, reading responses, and self-assessments play an important role in the development of each essay. Texts: Cohen’s 50 Essays: A Portable Anthology, Di Yanni’s 25 Great Essays, The Norton Reader, Rottenberg’s Elements of Argument, and Corbett’s Classical Rhetoric for the Modern Student Prerequisite: Department recommendation!

Advanced Placement English IV: Literature and Composition

1 credit

Advanced Placement English is a college-level course with appropriately demanding requirements. The class studies poetry, short fiction, drama, and novels. Each student’s progress is evaluated through timed in-class essays on AP prompts, in-class assignments on AP exam content, out-of-class critical and creative writing assignments, and reader response journal entries. At the end of the spring semester, students have the opportunity to earn college credit by taking the Advanced Placement Examination in English Literature and Composition. Texts: May include Hansberry’s A Raisin in the Sun, Faulkner’s As I Lay Dying, Hellman’s The Children’s Hour, Walker’s The Color Purple, Shelley’s Frankenstein, Conrad’s Heart of Darkness, Ellison’s Invisible Man, Sartre’s No Exit, Kesey’s One Flew Over the Cuckoo’s Nest, Stoppard’s Rosencrantz and Guildenstern are Dead, Pirandello’s Six Characters in Search of an Author, O’Brien’s The Things They Carried, Wright’s Native Son, Terkel’s Hard Times, Garcia Marquez’s One Hundred Years of Solitude, O’Neill’s The Hairy Ape, Dostoevsky’s Crime and Punishment, Kafka’s The Trial, and a Shakespearian play! Prerequisite: Open to juniors and seniors with department recommendation

The Novel

! credit

This course is a one semester elective open to juniors and seniors. Readings for the course typically include works concerned with racism, feminism, alienation, identity, and contemporary values. Authors most often read are Richard Wright, Kate Chopin, F. Scott Fitzgerald, Earnest Hemingway, Franz Kafka, and Toni Morrison. Students write papers ranging across genres at least once per week. Additionally, they write a college-level research paper based on their readings by one author. Classes are run as seminars, with an emphasis on student participation and an opportunity to present oral reports during the term. Prerequisite: Open to juniors and seniors (in addition to their required English class)

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ENGLISH ! Multi-Cultural Literature and Poetry

! credit

Open to both juniors and seniors, this course is a celebration of culture in literature. During the semester, students read Amy Tan’s Joy Luck Club, Khaled Hosseini’s The Kite Runner, Alice Walker’s The Color Purple, and Laura Esquivel’s Like Water for Chocolate. They also study a variety of poets, including Octavio Paz, Pablo Neruda, Frederico Garcia Lorca, Naomi Shihab Nye, and Maya Angelou. Students write their own prose and poetry inspired by the authors studied. During the semester, they also have an opportunity to present oral reports on their chosen authors and write several analytical papers. Prerequisite: Open to juniors and seniors

Journalism

! credit

The main goal of this course is for students to become more sophisticated consumers and producers of journalism. In addition to the more traditional academic components, students will collaborate to produce two issues (one at the end of each quarter) of an online newspaper that utilize the multimedia possibilities of internet publishing. This collaboration will be supported by class readings and writing assignments. Students will develop a technical and conceptual vocabulary, which they will use to describe and critique examples of journalism, both anthologized and current. In addition to reading, students will produce several pieces, including news stories, feature articles, and profiles. At the end of the semester, students will submit portfolios of their best work, along with reflections on their collaborative work. Prerequisite: Open to juniors and seniors

Creative Writing

! credit

This course is designed for students interested in experiencing the artistic side of writing. Students explore several genres – poetry, short fiction, drama, and creative non-fiction – using contemporary readings as models for their work. Students will be expected to work toward mastery of the fundamentals of good writing, from correct grammar and punctuation to figurative language and graceful style. Students write several times each week – often daily – and produce a body of polished work by semester’s end, which they then compile into a portfolio. Students must be willing to experiment in different literary forms and share their exercises aloud. The objective of the class is to develop students’ creative voices, helping them gain confidence as writers, become more insightful readers, refine existing skills, and express themselves. Open to juniors and seniors. Prerequisite: Open to juniors and seniors !

Graduate from Allendale Columbia knowing exactly what it’s like to study English in college. !

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WORLD LANGUAGES ! The study of world languages sets the stage for new experiences, informs cultural exploration, and illuminates the nature of language itself. It also enhances cognitive skills, improving logic, evaluation, memory, intuition, and mental agility. We teach both ancient and modern languages to help our students learn from the past, participate in the future, and experience the joy of communication. The Upper School world language program emphasizes the four major language skills – speaking, listening, reading, and writing – teaching students through immersion in the target language. As students develop core skills and achieve fluency, their worlds will expand. They will have more freedom to exchange ideas, express themselves, and learn from both timetested and contemporary thought. Students will become more adaptable and open to new perspectives, valuable characteristics in the increasingly global landscape.

MODERN LANGUAGES The department offers a comprehensive and well-balanced study of French and Spanish language and culture. Beginning with the first course, students are immersed in the target language, developing their speaking and listening skills. Reading and writing are treated with increasing sophistication and complexity at each subsequent level of study. Educational media such as software, magazines, newspapers, tapes, the internet, and audiovisual aids are integrated into curricula (often via our digital language lab, laptops, and iPads), encouraging students to understand various global cultures. As needed, we offer enriched sections where students work at a faster pace, delve deeper into study, and complete additional reading and writing tasks.

French I

1 credit

French I is designed for students who have little or no previous exposure to the language. The course emphasizes comprehension, understanding basic structures and everyday vocabulary, and active communication. Students will finish the class knowing how to ask and answer questions, and feeling comfortable using the present, past, and future tenses. The text teaches fundamentals, and students practice self-expression through the creative use of situations, dialogues, and authentic French audio-visual materials, including CD-ROMs and French feature films. Text: Discovering French, Bleu, Valette et Valette

The best way to learn a language is to dive right in. That’s exactly what Upper School students do. ! Allendale Columbia Upper School Curriculum Guide - 12

WORLD LANGUAGES ! French II

1 credit

Students who have completed French I or the equivalent Middle School sequence enter French II, which introduces students to more complex conversational situations as they work through the second book in the Discovering French series. While oral communication remains very important, this course emphasizes reading and writing of a more complex nature. Using activities similar to those in French I, students gradually move from sentence level dialogues to paragraph level conversations. A variety of reading material teaches the importance of the perfect and imperfect tenses in writing and storytelling while providing topics for conversation, essays, and creative writing. Students study the future tense and the conditional mood, and are introduced to the subjunctive mood. The class employs a variety of audio-visual materials, including feature films, CD-ROMs, CDs, and DVDs. Text: Discovering French, Blanc, Valette et Valette; various graded readers; a selection of short adventure stories based on a variety of Francophone countries; and selected French feature films Prerequisite: French I or Middle School sequence

French III

1 credit

French III students learn to express their thoughts more naturally and effectively in two ways. First, students complete their study of French grammatical concepts and fine-tune their ability to use all verb tenses and moods. Second, students make the transition from situation-based activities to more sophisticated conversations. Essay writing and comprehension become more advanced as students read and analyze well known examples of French literature and participate in internet exploration projects. The class explores French and Francophone culture through a variety of French films, music, and art. Text: Discovering French, Rouge, Valette et Valette! Prerequisite: French II

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WORLD LANGUAGES ! French IV

1 credit

The aim of this course is to make students more comfortable using French as a means of communication. Students will complete a thorough review of grammar, working through the first six lessons of a wonderfully comprehensive and detailed book, Une Fois Pour Toutes. They practice all four language skills through reading and discussion, writing essays, and listening to professional renderings of Le Petit Prince, a selection of short stories, and audio adventure stories (Poursuite Inattendue and Drole de Mission). All of these materials are accompanied by a variety of speaking, grammar, and writing exercises. The focus is on strengthening communicative skills while expanding appreciation of French and Francophone cultures. This course is not offered every year. Text: Une Fois Pour Toutes, Sturges et al; Le Petit Prince, St. Exupéry; A la Découverte du Petit Prince, Anne G. Brown; Contes et légendes du monde francophone, Vary et Brouillet; various supplemental audiovisual and written materials Prerequisite: French III/IIIE and department approval

French IVE 1 credit The aim of this course is to expose students to France and her culture in a more thorough manner. Through the study of literature from the Middle Ages to the twentieth century, students gain insight into French geography, history, art, music, and contemporary social and political institutions. Although this course includes a comprehensive review of all grammar (lessons 1-12 of Une Fois Pour Toutes), it assumes that students are already equipped with the tools necessary for communication. Traitement de Textes is used to improve creative written expression. Through the use of selected novels, films, newspaper articles, and adventure stories students improve their comprehension skills and develop their ability to produce creative and original work both in oral and in written form. Text: Traitement de Textes, New and Scott; Une Fois Pour Toutes, Sturges et al; Le Petit Prince, St. Exupéry; La France Contemporaire, Edmiston, Duménil Prerequisite: French III and department approval

French V

1 credit

This course is designed for students who want to continue with French through their senior year, but not at the Advanced Placement level. It is not offered every year. French V is an exploration of 20th Century poetry, literature, films, plays, and art. Reading, discussion, and writing are emphasized, as well as creative expression through personal performance using various media. This course is responsive to student interest. Text: Une Fois Pour Toutes, Starges et al and a variety of literature and poetry Prerequisite: French IV and department approval

Reading original texts such as Le Petit Prince illuminates French, sparks discussion, and challenges students not just to read, write, and speak the language, but to use it to express original ideas. ! Allendale Columbia Upper School Curriculum Guide - 14

WORLD LANGUAGES ! Advanced Placement French Language and Culture

1 credit

Advanced Placement French fine-tunes students’ communication skills. A review of grammatical areas of difficulty, the acquisition of extensive new vocabulary, weekly essays, and classroom discussion and conversation lead to increased depth and confidence in all language skills. A wide variety of readings, films, articles, and audio-visual materials reflect a balance between student interests and current French and Francophone societal, cultural, and literary topics. The course culminates in the AP French Language and Culture exam in May. Texts: Authentik, Allons au-dela, Ladd; AP French; Ladd Prerequisite: French IV and department recommendation

Spanish I: Jumping In

1 credit

Spanish I is designed for students who have little or no prior exposure to the language. The class introduces language skills that allow students to communicate simply and effectively in Spanish from the very beginning. Basic vocabulary, verb tenses, and grammatical structures serve to lay the foundation for this communication-based course. Materials are selected from a variety of sources supplemented by the use of CDs, DVDs, films, websites, readers, and realia. Cultural topics provide an introduction to various countries in the Spanish-speaking world.

Spanish II/IIE: Communicative Confidence

1 credit

At this level, students are now internalizing Spanish. They are identifying with it, creatively playing with grammatical structures, and are beginning to develop a feel for the language. After a concise review of material covered in Spanish I, this course focuses on the past and future tenses of verbs. Students are able to talk about their experiences and their plans. More advanced vocabulary is presented through literature, realia, interactive media, and the use of the Language Lab. Supplemental reading sources may include El Diario de Cristóbal Colón and La Catrina. Featured films include La Misma Luna and El Minero Del Diablo. The cultural and geographic focus is on Spain.!! !

Prerequisite: Spanish I or the equivalent Middle School sequence

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WORLD LANGUAGES ! Spanish III/IIIE: Thinking in Spanish

1 credit

At this level, many students experience their first dream in Spanish. The exposure to more sophisticated literature and films helps students to develop more complex and abstract thinking and communication. The “leap” occurs this year, when students progress from being someone who is studying Spanish to an emerging Spanish speaker. The progression to more advanced grammatical structures and idiomatic expressions allows for more detailed insight into culture and literature. Students now use all verb tenses and moods, including the subjunctive. Con Ganas de Triunfar and Las Lloronas are typical films viewed in this course. Leer y Charlar is often used for supplemental readings. The geographic and cultural focus is on Central America, the Caribbean, and Mexico. Prerequisite: Spanish II and department recommendation

Spanish IVE: Through the Lens of Literature

1 credit

In this course, students read and analyze more complex selections of prose and poetry by authors such as Lorca, Borges, Neruda, and Allende, representing literature from Spain, Latin America, and the Caribbean. The class is Spanish-only, as students strive to develop more sophisticated and natural communication skills. Vocabulary and geographic and cultural enrichment is tied to the works and authors studied. Through the course of the year, students finish all Spanish grammar and compile an extensive portfolio of their written work. Films, videos, several author studies, and other authentic sources serve to reinforce students’ command of Spanish grammar. Como Agua para Chocolate, and Diarios de Motocicleta are typical movies viewed in this course. Leer y Charlar is often used to supplement the text. Spanish IVE is the course intended to prepare students for the Advanced Placement course. Text: Encuentros Maravillosos, Katner, Scott-Foresman Prerequisite: Spanish III and department recommendation

Studying Spanish means learning about culture and daily life in Spanish-speaking nations across the world. !

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WORLD LANGUAGES ! Spanish IV/V: Enjoying Spanish and Making Connections With Other Cultures

1 credit

This course is designed for those students who may wish to continue their study of Spanish, but not at the AP level. Students read and discuss a variety of literary works, are exposed to current events and popular materials, and view Latin American films (often movie adaptations of works read). This course is intended to expose students to the cultures of many Spanish speaking countries. It is, however, a project based course that is open and responsive to changes due to student interest and may be taken for one or two years. Text: Nuevas Vistas! Prerequisite: Spanish III and department recommendation

Advanced Placement: Mastering Spanish

1 credit

This Advanced Placement course is intended for students who have demonstrated proficiency in Spanish composition, conversation, and grammar. Students read and analyze works by modern Spanish and Latin American authors, refining their pronunciation, listening skills, practical applications of grammar, use of idiomatic expressions, and expository writing skills. Students further develop their ability to formulate formal and informal expression, both orally and in written form. Use is made of the Language Lab, where students see, hear, and react creatively to authentic auditory and visual sources. Text: Abriendo Paso Prerequisite: Spanish IVE and department recommendation

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WORLD LANGUAGES ! LATIN Studying Latin exposes students to valuable concepts about language, providing fascinating insight into the ancient world while building lifelong speaking, reading, writing and listening skills. Our Latin curriculum also provides knowledge of the Roman empire and its mores, mythology, literature, and history â&#x20AC;&#x201C; important contextual information that also deepens studentsâ&#x20AC;&#x2122; understanding of the contemporary world.

Latin I: Introduction to the Ancient World

1 credit

This course serves as an introduction to the Latin language. Students master basic Latin grammar, syntax, and vocabulary, working toward fluent reading skills while receiving an introduction to Roman culture, history, and civilization. The class studies the language through readings and discussions that encourage clear thought, precise expression, and cultural awareness. Text: First Year Latin, Jenny, Prentice Hall, 1990 or Ecce Romani, Longman, 1995 or Latin for the New Millennium, BolchazyCarducci Inc., 2008

Latin II: Mythology and Warfare

1 credit

The second-year course completes the introduction to the essential principles of Latin grammar and syntax. Material covered includes the use of pronouns, participles, gerunds, and the subjunctive in subordinate clauses. Comparisons to English and to Romance language structures are made frequently. Students read literature and myth (i.e. Hercules) that provoke discussions of timeless issues: human nature, warfare, slavery, citizen and state, etc. Texts: Second Year Latin, Jenny, Allyn & Bacon, 1984; Readings from Livy, Eutropius, Caesar, Martial, Plautus, Ovid, and others Prerequisite: Latin I or Middle School sequence

Latin III: Inside the Roman Mind

1 credit

The course acquaints students with the full panorama of Latin literary style, leading to thoughtful reading and discussion. Topics of study include analysis of history and law, comedy and satire, personal letters, poetry, and myth. Advanced grammar is reviewed as needed. Text: Readings from Cicero, Plautus, Martial, Pliny, Ovid, Sallust et aliis. Prerequisite: Latin II and department recommendation

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WORLD LANGUAGES ! Latin IV

1 credit

This course is designed for those students who wish to continue their study of Latin instead of or in addition to the Advanced Placement curriculum. Students read and discuss a wide variety of works of interest to the class. These may include Horace, Virgil, Ovid, Livy, Cicero, Caesar, Catullus, et al. This course is not offered every year. Prerequisite: Latin III and department recommendation

Advanced Placement Latin Virgil

1 credit

This course follows the Advanced Placement curriculum. Students closely read the Aeneid and Bellum Gallicum in a seminar setting, using developed Latin skills to respond with sensitivity to the works as part of a literary tradition and as commentary on timeless aspects of humanity. Students also develop the skills needed for writing organized and effective critical essays. All students take the AP exam. Text: Virgil Aeneid; Julius Caesar, Bellum Gallicum Prerequisite: Latin III and department recommendation !

"##$%!&'())*!!"#$%!"#&'() !

Latin is a gateway to fascinating insight about history, philosophy and all other Romance languages. !

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MATHEMATICS MATHEMATICS

At Allendale Columbia School, we believe it is important for students to creatively investigate mathematical ideas, discovering connections with topics beyond the classroom. We integrate numerical and graphical methods with traditional analytical techniques to improve students’ understanding of math concepts, and make wide use of computers and graphing calculators. Geometry classes often center on laboratory exercises in which students “discover” geometric theorems for themselves, then prove these theorems using traditional deductive logic. We offer mathematics courses for three distinct ability groups, providing options for students with diverse needs. The mathematics curriculum at Allendale Columbia School is designed to prepare students for college. Students who pursue college-level math will be ready for the challenge. All students, whether or not they take a college math course, will have analytical skills necessary for problem solving in any field.

Algebra I

1 credit

This course introduces students to basic algebra skills and techniques. In the beginning of the year, students work with numbers more often than variables, learning to simplify and evaluate increasingly complex numerical expressions. The course starts with basic equation solution techniques, advancing to increasingly complex techniques as the year progresses. Whenever possible, visual interpretations of concepts are used in addition to the traditional symbolic ones. The course covers topics such as linear and quadratic equations, literal equations, systems of equations, graphing on the Cartesian plane, and inequalities. Problem solving is part of every class; students learn a variety of methods that can be used to tackle any problem they encounter. Students use computer software and programmable graphing calculators as they study the behavior of equations and investigate word problems. Throughout the course, students are encouraged to take intellectual risks and develop analytical skills. Text: Algebra I, Holt, 2008

Geometry

1 credit

Geometry is a course in argument, both inductive and deductive. The aim of the class is to prepare students to think critically about nature and mathematics while they learn the vocabulary and skills required to articulate those thoughts. Objects in the Euclidean plane provide the basis for the investigations, although objects in three-dimensional space are also studied from time to time. The class uses the computer program Geometer’s Sketchpad to discover invariant properties of geometric objects and relationships between them. Students then defend their conjectures. Formal deduction and proof are integral to the course. Text: Geometry, Jurgensen, Brown, Houghton Mifflin, 2000 Software: Geometer’s Sketchpad 5.01 – Key Curriculum Press, 2010 Prerequisite: Algebra I or equivalent course

“Mathematics is not simply a formal discipline. It is, like poetry, a mode of human thought; it is a way in which we view our universe.” -Craig McGarvey

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MATHEMATICS MATHEMATICS

Geometry E

1 credit

This is an enriched course in geometry similar in content to Geometry (q.v.). In addition, students in this course study inductive reasoning and indirect proof. The class addresses the conceptual, intellectual, and motivational issues often encountered by accelerated mathematics students, preparing them for continued study. Class materials discuss the nature of mathematics and geometry from multiple viewpoints, requiring students to develop clear, organized, and cogent arguments supporting claims they are asked to make. Students often work in small groups, comparing and contrasting solutions and approaches to problems and questions. Text: Geometry, Jurgensen, Brown, Houghton Mifflin, 2000 Software: Geometer’s Sketchpad 5.01, Key Curriculum Press, 2010 Prerequisite: Algebra I or equivalent course and department recommendation

Algebra II

1 credit

This course is an analytical, graphical and numerical study of functions. The topics covered include linear equations and inequalities, systems of equations and inequalities, radicals, complex numbers, absolute value, polynomials including quadratic equations, rational expressions, logarithmic and exponential function and trigonometry. A Texas Instruments Nspire handheld is issued to each student. Text: Algebra 2, Larson, McDougal Littell, 2007 Prerequisite: Geometry or equivalent course

Algebra IIE

1 credit

This course is a continuation of Algebra I. The year begins with an introduction to functions, including domain, range, composition, and inverse. Students then study each classification by examining the “parent” function and the transformations of the function. We begin looking at each classification graphically, then proceed to study the algebra of the function, including solving equations involving the specific function. The function groups include linear, absolute value, quadratic, radical, rational, polynomial, logarithmic, and exponential. A study of the complex number system, solving systems of equations, and triangle and analytic trigonometry, conic sections, and sequences and series complete the curriculum. A Texas Instruments Nspire handheld is issued to each student. Text: Intermediate Algebra, Bittinger, Pearson, 2006 Prerequisite: Geometry E or equivalent course and department recommendation

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MATHEMATICS MATHEMATICS

Advanced Algebra

1 credit

This accelerated course prepares students with a high aptitude in mathematics for the study of calculus. Course topics include analysis of functions and relations, logarithmic and exponential functions, circular and trigonometric functions, complex numbers, theory of polynomials, and systems of equations including matrices and determinants. Most topics are approached from three points of view: graphically (a picture), numerically (a table of values), and analytically (a formula). Thus, computers and graphing calculators are used extensively. Upon successful completion of this course, students may be recommended for Calculus I/AB. A Texas Instruments Nspire handheld is issued to each student. Text: Precalculus: A Graphing Approach; Hungerford, Holt, Rinehart and Winston, 2002 Software: Excel v.X, Microsoft Incorporated, 2001; Maple 11, Waterloo Maple Software, 2007 Prerequisite: Geometry E or equivalent course and department recommendation

PreCalculus

1 credit

This course prepares students for calculus by engaging them in the deeper logic of problem-solving, challenging the most basic levels of their thought strategies. Students learn to answer questions such as: Which procedures are valid? What are the pitfalls of a particular approach? When might such a program fail? By bringing such questions to the fore, students gain more confidence in their analytical skills, learn to distinguish good questions from bad, and develop sound problem-solving strategies appropriate to the topics being investigated. Course topics include analysis of functions and relations, logarithmic and exponential functions, circular and trigonometric functions, complex numbers, theory of polynomials, and systems of equations including matrices and determinants. A Texas Instruments Graphing Calculator is required. The TI-Nspire model is recommended. Text: PreCalculus: A Graphing Approach, 4th Edition, Demana and Waits et al., Addison Wesley, 1997 Prerequisite: Algebra IIE and department recommendation

Advanced math students develop perspective, precision and logic as they tackle serious, demanding concepts.

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MATHEMATICS MATHEMATICS

Advanced Placement Calculus AB

1 credit

In preparation for the Advanced Placement examination, this course follows the CEEB AB syllabus in calculus, a study of differential and integral calculus in one variable. This course approaches topics from multiple points of view: numerical, graphical, algebraic, geometric, and verbal. In general, the course focuses on underlying concepts first, followed by in-depth skill development. Initially, topics are studied from the numerical and graphical points of view. These points of view are more concrete, although the associated problem solving techniques are less efficient and often generate imprecise results. Then, the concepts are reexamined from the analytical point of view. Students learn problem-solving techniques which, while more abstract, are much more efficient. The text also presents many word problems, often taken from scientific journals or newspaper articles, which challenge students to recognize the underlying calculus applications. Topics include limits; the formal definitions of the derivative at a point and the derivative function; the rules for differentiating functions; the second derivative and its implications; implicit differentiation; optimization problems; definite integral approximations; applications of the integral such as motion problems, area, volumes of revolution, and average value; the Fundamental Theorem of Calculus; basic integration skills such as integration of exact derivatives, integration by substitution, and integration by parts; and an introduction to slope fields and separable differential equations. A Texas Instruments Graphing Calculator is required. A TI-Nspire is recommended. Text: Calculus, Hughes-Hallett and Gleason, Fourth Edition; John Wiley and Sons. Also numerous teacher-authored materials Software: Maple 11, by Waterloo Maple Software, 2007 Prerequisite: PreCalculus or Advanced Algebra and department recommendation

Advanced Placement Calculus BC

1 credit

In preparation for the Advanced Placement examination, this course covers the CEEB BC syllabus in calculus, a study of differential and integral calculus of one variable with an introduction to topics in multi-variable calculus. Topics in differential calculus include extreme value problems, related rates, implicit differentiation, one, two, and three space motion, partial and directional derivatives, tangent lines and curves in three space, and Lagrange multipliers. Applications of the integral include: average value, areas, volumes, arc length, work, and iterated integrals. Other topics include differential equations, and sequences and series. There is a great emphasis on theory and mathematical rigor. Graphical and numerical methods complement the more traditional analytical approach, enhancing studentsâ&#x20AC;&#x2122; understanding of concepts. A TI-84 plus, TI-Nspire or TI-89 graphing calculator is recommended. Textbook: Teacher-authored materials Software: Excel v.X, Microsoft Incorporated, 2001; Maple 11, Waterloo Maple Software, 2007 Prerequisite: Calculus I and department recommendation

Advanced Placement Statistics

1 credit

This course is a continuation of the fall semester, completing the CEEB curriculum for statistics. Inferential statistics topics include sample means, test of significance, comparing means, and proportions. Chi-square testing and two-way tables are investigated. Many projects and experiments are performed as students learn to design and implement an experiment or study, and then draw conclusions based on statistical testing. A TI-Nspire handheld is required. Textbook: The Practice of Statistics, 2nd edition, Yates, Moore and Starnes; Freeman, 2002 Prerequisite: Algebra II and department recommendation Allendale Columbia Upper School Curriculum Guide - 23

MATHEMATICS MATHEMATICS

Probability and Statistics

! credit

This course enables students to interpret and analyze statistics that they encounter in daily life. Through interpreting graphical representations, examining the meaning of measures of central tendency and spread, looking for patterns in data, and performing regression analysis, students will begin to compare and analyze sets of data. Techniques of designing samples and experiments, interpreting bias, and simulations allow students to survey published studies. The course concludes with an introduction to randomization, counting methods, binomial distributions, and basic probability theory. A TI-Nspire handheld is required. Textbook: The Practice of Statistics, 2nd edition, Yates, Moore and Starnes; Freeman, 2002 Software: Excel v.X, Microsoft Incorporated, 2001 Prerequisite: Algebra II

Advanced Topics in Mathematics

! credit

This course is driven by three essential questions: How is math related to daily life? In what way does understanding mathematics help people examine major events? Is math really more than numbers? Topics vary and may include finance, voting methods, forensics, cryptography, climate change, and applications of functions to scientific and economic trends. Problem solving and writing mathematically will be emphasized. Projects and collaborative work are essential. Textbook: Teacher-authored materials Prerequisite: Algebra II

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SCIENCE ! The Allendale Columbia School Science Program is rooted in the major disciplines of physics, chemistry, and biology. The curriculum emphasizes fundamental concepts and addresses common misconceptions, giving students an understanding and appreciation of the world around them. Our students are thoroughly trained in laboratory procedures and writing technical reports, giving them an advantage when they take science courses at the university level. We deliver a superior general science education to all of our students by providing straightforward and intellectually demanding courses. Our required course sequence follows a logical but non-traditional â&#x20AC;&#x153;Physics Firstâ&#x20AC;? order, beginning with 8th grade Physics for students who attended our Middle School. Students transferring into Upper School will find that the science curriculum accommodates itself to the programs they have begun in other schools. To accommodate students interested in an in-depth study of science, we offer Advanced Placement courses in four disciplines: biology, physics, chemistry, and environmental science. We encourage qualified students to accept the challenge of the AP programs, but emphasize the need for a balance across all disciplines. Some students have an interest in continuing with science, but not at the AP level. For these students, we have developed a set of one-semester elective courses. There are five electives offered this year. In future years, different electives may be offered. Science courses at Allendale Columbia School are taught by people with degrees in science, whose dedication to their disciplines is equal to their passion for teaching. The standard curriculum represents only a small portion of the knowledge of our teachers, who are ready to offer enrichment when student interest and circumstances dictate.

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SCIENCE ! Physics

1 credit

This course is an introduction to the core concepts of classical and modern physics. The class surveys the traditional fields of physics: mechanics, matter and energy, waves, sound, optics, and electricity and magnetism. Throughout the course, logical argument and unambiguous expression of ideas are emphasized, and verbal descriptions take precedence over mathematical formulations. A regular laboratory focuses the more quantitative aspect of the subject. This course is intended for students who have not received credit for the parallel course taken by all students in Grade 8. Students who have received credit for physics in eighth grade need only take chemistry, biology and one credit of science electives in Upper School to meet the graduation requirement. This course will not be offered in 2013-2014. Text: Conceptual Physics. 9th edition, Hewitt, Prentice Hall 2002

Earth and Space Science

1 credit

This main-sequence science course is open to students from 9th grade to 12th grade who have completed Physics. The Earth and Space Sciences option is useful for students who wish to delay Chemistry by a year, especially if they have not already completed Algebra I. It is also recommended for students who plan to take 0-1 AP science electives, ensuring that they take a lab science during the critical junior year. Students who do not take this course will be required to take an equivalent of 1 year of science electives. Earth and Space Sciences presents an introduction to the processes that shape Earth and other planets, with an emphasis on physical geology. In the first half of the course, volcanic features, glacial landforms and processes, and natural hazards such as earthquakes and tsunamis will be discussed in detail. Students will learn the properties of rocks and minerals, and identify them by color, hardness, and microstructure. Since many geologists go on to work in the petroleum industry, we will discuss oil and gas exploration, particularly the controversial technique known as hydrofracking. Students will then participate in activities related to alternative energy, such as fuel cells and solar power. The second part of the course will be devoted to an understanding of the solar system, star formation, and the universe itself. Students will engage in experiments using optics equipment, so that they have a detailed understanding of how telescopes work. We will discuss the formation of the solar system, NASA missions to planets in our solar system, and solar astronomy. Toward the end of the course, we will explore exotic features such as black holes, neutron stars and millisecond pulsars, in the context of stellar evolution. Students will work with a software package called Starry Night, which allows them to find and explore celestial objects by zooming into particular regions of space. By the end of the course, students will have developed critical reading skills in scientific literature, and will have a greater understanding of the world in which they live. Texts: Essentials of Geology. 9th edition, Lutgens and Tarbuck, Pearson, 2006; Astronomy: A Beginnerâ&#x20AC;&#x2122;s Guide to the Universe. Chaisson and McMillan, 6th edition, Pearson, 2010

Chemistry

1 credit

This introductory course presents both conceptual and quantitative approaches to the chemical sciences. The course builds on the general science knowledge and provides a foundation for Biology, the next course in the sequence. Topics include atomic structure and bonding, the periodic table, chemical reactions, thermodynamics, acid-base theory, equilibria, and an introduction to organic chemistry and polymers. The laboratory program is designed to reinforce the concepts presented in class. Students develop laboratory skills by following structured lab exercises, solving problems and designing experiments on their own. Students write detailed laboratory reports, establishing technical writing skills. Typically, ninth grade students who have satisfied the physics requirement will be enrolled in this course. Text: Prentice Hall Chemistry. Wilbraham et al., Prentice Hall 2008 Allendale Columbia Upper School Curriculum Guide - 26

SCIENCE ! Biology

1 credit

Biology is an introductory course that surveys basic topics and engages students in current events and research in the biological sciences. For example, students will first learn about the structure and replication of viruses, and then they will apply their knowledge to recent advances in the treatment of HIV. Students learn to articulate their comprehension of biological concepts clearly in written and spoken form. Topics include biochemistry, cell biology, transformation of energy, genetics, evolution, microorganisms, and plant and animal structure and function. The course includes a regular laboratory with a wide variety of activities that reinforce concepts the class is discussing. Text: Biology, Miller and Levine 2010 Prerequisite:!Open to all students who have fulfilled the program course requirement! !

SCIENCE ELECTIVES While we hope to offer all the science electives each year, the decision is based on teacher course loads and student interests.

Astronomy ! credit Astronomy is a survey of our current understanding of the universe beyond the Earth. This is a descriptive course that focuses on the processes that lead to planetary and star formation. Topics include the solar system and its planets, star classifications and evolution, galactic structures, and cosmology. Since this is a rapidly developing field, the course will also consider new puzzles, theories, and speculations. A working understanding of the concepts of physics and chemistry is essential for success in this course, but students do not need to be advanced in mathematics. Text: Astronomy: A Beginnerâ&#x20AC;&#x2122;s Guide to the Universe: 6th Edition, Chaisson and McMillan, Pearson, 2010

Bioethics

! credit

This semester-long science elective challenges students to explore both sides of ethical issues related to biology. The class begins with a basic overview of ethics, then delves into discussions of complex moral issues related to the practice of medicine. Students examine topics such as the Hippocratic Oath, informed consent, family interests vs. patient interest, ethics in a disaster situation, physician-assisted suicide, children in medicine, and animal experimentation. The last half of the quarter focuses on genetics and human cloning, introduced by reading The Birthmark by Nathaniel Hawthorne and concluded by reading essays by James Wilson and Leon Kass. Throughout the course, students will be challenged to see and respect both sides of each issue, then form their own conclusions. Current events are incorporated into class, adding dimension to the curriculum. Class discussion, debates, collaborative work and oral presentations are essential to the class. Text: Taking Sides: Clashing Views on Bioethical Issues. 13th Edition, Carol Levine, McGraw-Hill, 2009!

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SCIENCE ! Forensics

! credit

Forensic science involves the application of science to analyze and solve legal problems. Because of the varied nature of legal issues, forensics is a multifaceted field requiring knowledge in a wide variety of academic disciplines. Thus, this course will explore a diverse array of techniques used by forensic scientists, including evidence collection, blood spatter analysis, fiber analysis, fingerprinting, DNA technology, toxicology, forensic anthropology, entomology, and more! In addition to learning the basics, students will explore current events in forensic science. A selection of hands-on activities will reinforce studentsâ&#x20AC;&#x2122; laboratory, math, and data analysis skills. Prerequisites:!Algebra II, Biology, Chemistry

Genetics

! credit

This elective is an introduction to fundamental concepts of genetics and modern genetic techniques. Traditional topics like Mendelian inheritance, DNA structure and function, gene regulation, and evolutionary genetics will be reviewed. In addition, the genetics of aging and disease, genetic technology, and genomics are covered. Students will read When a Gene Makes You Smell Like a Fish... and Other Tales About the Genes in Your Body to explore some of the interesting and peculiar things about the human genome. The course will also emphasize current events. For example, scientists recently engineered a mouse that has two genetic fathers. Advances in this field of biology continue to present exciting possibilities for the future, and students will be encouraged to consider both the health and ethical implications of modern genetic technology. Prerequisites: Biology, Chemistry

Geology

! credit

This introductory elective focuses on the description of natural events occurring on the surface and in the interior of the earth. Class topics include the formation and structure of the Earth, Plate Tectonics, rock and mineral properties, volcanic eruption, desert landscapes, glacial features, and sedimentary landforms. The course places special emphasis on issues relating to global warming. A laboratory component of the class covers rock and mineral identification, topographic map exercises, and stereo maps of Earth landscapes. Text: Essentials of Geology, 8th Edition, Lutgens, Tarbuck and Tasa American Geological Institute, 2002.

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SCIENCE ! Science Film Production

! credit

The natural world is filled with processes that are too slow to be observed in real time or too quick to be perceived by the human eye. Videography and time-lapse photography represent ways to capture scientific phenomena such as ballistic impacts, plant growth, and astrophotography in a visually striking manner. Students will be expected to direct and produce several educational videos in which they demonstrate scientific concepts by filming them directly. They will learn how to use Final Cut Pro X to create and edit projects, to create transitions and effects, add keyframes, perform color balance and use SMPTE time code to combine video and audio. Students will also learn audio recording techniques, and they will learn how to use Logic Pro to create a soundtrack using keyboard and MIDI input. They will be expected to master the operation of a highdefinition video camera, to learn how to control depth of field, and to use a histogram to determine light exposure. The course will be project-based and will not feature written tests. Science Film Production is designed to blur the boundaries between science, art, and music and to foster student creativity by encouraging participants to find scientific applications in their immediate surroundings.

ADVANCED PLACEMENT COURSES Advanced Placement classes are open to students who have fulfilled the program course requirements and received department recommendation, based on success in the program courses and expected benefit to the student.! Advanced Placement Biology !

!!!!

1 credit!

This class is a college-level introductory course in biology. Topics covered include biochemistry, cell structure and function, energetics, genetics (classical Mendelian and molecular), biology of organisms (with emphasis on plants and humans), evolution, animal behavior, and ecology. In addition, there is a laboratory portion of the course. Studentsâ&#x20AC;&#x2122; ability to write clearly, logically and thoroughly is essential to the class. All students enrolled in this course will take the AP Examination. Text: Biology: 8th edition, Campbell and Reece, Pearson Benjamin Cummings 2008 Prerequisites: Program course requirements and department recommendation!

Advanced Placement Chemistry 1 credit Advanced Placement Chemistry is the equivalent of a first year college course in general chemistry. The fast-paced course is designed for students who have demonstrated strength in biology and quantitative problem-solving in other courses. The laboratory program is rigorous, involving pre- and post-laboratory assignments in addition to experimental work. Data analysis using computers is a major part of the course. Students write formal and detailed laboratory reports, which are compiled into a notebook that may be used for college credit in some institutions. Students qualifying for the course are expected to start with a solid understanding of the basics of chemistry, derived from a strong performance in a high school chemistry course. The curriculum follows the topics recommended by the College Board. This is a challenging course requiring significant study time outside of class. Text: Chemistry. Brown, Lemay, Bursten et al., 12th edition, Prentice-Hall, 2012 Prerequisites: Program course requirements and department recommendation! Corequisite: PreCalculus or equivalent! Allendale Columbia Upper School Curriculum Guide - 29

SCIENCE ! Advanced Placement Environmental Science

1 credit

The Advanced Placement Environmental Science course is a fact-based interdisciplinary science course, which will lead students towards a deeper understanding of the issues facing human populations living in a fragile environment today. There is an emphasis on how human behaviors intersect with the Earth's natural systems. The course has been audited by the College Board, and includes a suite of labs, projects, activities, and field trips. Guided inquiry activities encourage critical thinking and data analysis. Topics include Earth's natural systems, ecology, populations, the atmosphere, management of natural resources, water, pollution, energy, waste management, toxicology, and an introduction to environmental laws. Success in General Chemistry and General Biology are pre-requisites for the course. The primary text is Environmental Science for AP by Friedland, Relyea, and Courard-Hauri, 2011 edition, published by W.H. Freeman ISBN 978-0716738497. Prerequisites: Program course requirements and department recommendation

Advanced Placement Physics C: Mechanics

1 credit

This class is the first of a two-year sequence, with each class corresponding to approximately a semester of college work. This demanding course is designed for talented and highly motivated students who can benefit from a rigorous mathematical treatment of physics. It is equivalent to a calculus-based physics course covering similar material at most colleges or universities. Topics include kinematics, Newton's laws of motion, work, energy and power, systems of particles and linear momentum, circular motion and rotation, and oscillations and gravitation. This course prepares students to take the AP Physics C: Mechanics exam, which students are required to take in May. Students are expected to participate in hands-on laboratory activities, just as they would in a college physics course. The laboratory component, which accounts for 20% of the course, involves designing experiments, organizing, analyzing and graphing experimental data, determining sources of error and measurement uncertainty, and producing written laboratory reports as part of a group. Much use is made of computer data acquisition systems and sensors to collect and analyze experimental data. Text: Fundamentals of Physics. Halliday, Resnick and Walker, 9th edition, Vol. 1, Wiley, 2010! Prerequisites: Program course requirements and department recommendation Corequisite: AP Calculus I!

Advanced Placement Physics C: Electricity & Magnetism

1 credit

This class completes the two-year sequence begun with AP Physics C I: Mechanics. It is equivalent to a calculus-based physics course covering similar material at most colleges or universities. Topics include electrostatics, conductors, capacitors and dielectrics, electric circuits, magnetic fields, and electromagnetism. Students are expected to participate in hands-on laboratory activities, which account for 20% of the course. Labs involve the use of Van de Graaff generators, oscilloscopes, function generators, high-current sources and other specialized analog and digital equipment. Electrical safety will be taught and implemented in all experiments and demonstrations. All students enrolled in AP Physics C II will be required to take the Electricity & Magnetism portion of the AP exam. Text: Fundamentals of Physics. Halliday, Resnick and Walker, 9th edition, Vol. 2, Wiley, 2010 Prerequisite: Department recommendation; Advanced Placement Physics C I: Mechanics also recommended ! Corequisite: AP Calculus BC Allendale Columbia Upper School Curriculum Guide - 30

HISTORY ! At Allendale Columbia, the Upper School History Department strives to have our students become global citizens with a sophisticated understanding of our nation and the increasingly interdependent world. To guide and enhance this process, the History Department pursues three sets of goals. First, we teach the ability to analyze and organize information from both primary and secondary sources, clearly distinguishing fact from opinion. Our students learn to research the internet and evaluate the validity of electronic sources, preparing them to be advanced consumers of information. We also teach our students to perceive cause and effect relationships, and compare and contrast different ideas, events, issues and groups. Students synthesize and defend historical judgments both orally and in writing, using sound evidence to prove their points. To best serve the learning process, we teach effective note-taking skills. Our second set of goals centers on the subject matter we teach. Our department uses vigorous, detailed curricula that delve into the complexities of history. We challenge students to take a thoughtful view of challenging topics, gaining an understanding of how the historical experiences of various nations of the world have shaped their societies, and why the roots of current events can be found in the past. Our students emerge with a knowledge of national and world geography, as well as the ability to assemble a sound historical research paper. The third set of goals we pursue focuses on the advanced development of our students’ communication skills and ability to present nuanced ideas. Our students learn in a cooperative environment and discuss historical subjects nearly every day. As they learn from each other, they become confident speakers, capable presenters, and interactive listeners. We also believe that it is important to provide opportunities for students to explore the more “humanistic” side of history. Accordingly, we expose our students to cultural pillars like art and music, and the tenets of world religions.

From ancient civilizations to modern economics, Upper School History students take an informed look at the world’s complexities, !

understanding how the past impacts the present.

Allendale Columbia Upper School Curriculum Guide - 31

HISTORY ! World History I: Our Ancient and Medieval Heritage

1 credit

Students in this course examine civilizations of the ancient and medieval worlds. During the first semester, the course addresses the reasons why civilizations emerge, change, and decline, exploring the contributions of ancient Egypt, the ancient Near East, ancient India and China, and the major world religions. During the second semester, students study ancient Greece, ancient Roman civilization, and the medieval civilizations of Europe, the Middle East, and Asia. Throughout the course, students examine the ways in which current events and modern cultures have roots in the ancient and medieval worlds. This course also teaches the techniques and skills necessary for becoming a better student of history. The study of geography is essential. Students spend time honing their note-taking and study skills, as well as learning proper research methods and developing both oral and written reports. Text: World History: Patterns of Interaction, Beck, et. al., McDougall Littell, 2007 Prerequisite: Generally only open to ninth grade students!

World History II: The Modern World

1 credit

This course covers history from the 15th century European Renaissance through contemporary times. Students closely examine changing artistic and philosophical expressions, religious fragmentation, and development of various political theories in the 19th, 20th, and 21st centuries. Synthesizing their learning, students write numerous papers, deliver several oral reports, complete map work, and get considerable practice taking notes from outside readings, lectures, and texts. Coinciding with the study of the recent past, there will be frequent discussions of current events. Text: World History: Patterns of Interaction, Beck, et. al., McDougal Littell, 2007 Prerequisite: Generally only open to tenth grade students who have taken World History I!

United States History

1 credit

This course traces the path of American history from the colonial period to the present day. Through the use of texts, video, and supplementary materials (many of which are internet-based), the course provides a full and challenging survey of the American experience. By conducting careful historical examination, students come to a more complete understanding of who we are as a nation of the world and as citizens within that nation. Historical writing is essential to the course. With the teacherâ&#x20AC;&#x2122;s guidance, each student produces a major research paper. Text: Give Me Liberty, Foner, Norton, 2011 Prerequisite: Open to eleventh grade students and to twelfth grade students who have not yet fulfilled the U.S. History requirement! ! ! ! ! !

Allendale Columbia Upper School Curriculum Guide - 32

HISTORY ! Topics in U.S. History

1 credit

This course traces the path of American history from the colonial period to the present day, with the goal of introducing international students to the major themes and events of American history. There will be less focus on the mastery of the details of American history; instead the students will be expected to gain an understanding of the major forces that have created the contemporary nation. There will be an emphasis on developing the studentsâ&#x20AC;&#x2122; communication skills, both written and oral. With the teacherâ&#x20AC;&#x2122;s guidance, each student will produce a research paper. Text: U.S. History"!Boorstin and Kelly, Prentice Hall, 2001!! Prerequisite:!Open to international students in the eleventh and twelfth grades! !

Economics

! credit

This half-year elective for juniors and seniors introduces students to the major themes of micro and macroeconomics. During the first half of the course, the class examines the concepts of supply and demand, learning how they function in various types of markets within a free market economy. The second half of the course addresses the banking system, fiscal and monetary policy, and issues such as poverty and the environmental impact of economic policies. This course will run in 2012-2013 if there is sufficient sign-up. Text: Economics: Principles in Action, Oâ&#x20AC;&#x2122;Sullivan and Sheffrin, Prentice Hall, 2001

Modern Middle Eastern History

! credit

This one semester course for juniors and seniors surveys the history and politics of the Middle East, from the fall of the Ottoman Empire to the present day. The curriculum introduces students to the various elements and historical antecedents which comprise the intricate tableau of the modern Middle East, such as Islam and Islamic fundamentalism, European Colonialism, the Arab-Israeli conflict, pan-Arabism, modernization, the role of women, and petroleum politics. Particular emphasis will be placed on U.S. foreign policy within the past half century. This course will run in 2012-2013 if there is sufficient sign-up. Text: A History of the Modern Middle East, William Cleveland. Westview, 2004

Allendale Columbia Upper School Curriculum Guide - 33

HISTORY ! U.S. Since 1945!

! credit!

This half-year elective for juniors and seniors is designed to provide students with a thorough understanding of the political, social, and cultural history of the United States between 1945 and the 21st century. The course has a central text but also makes use of extensive supplementary materials. Classes are run in a seminar style, and significant use is made of video documentary material, most notably the PBS series Eyes on the Prize and Vietnam: A Television History. This course will run in 2012-2013 if there is sufficient sign-up. Text: The Unfinished Journey: America Since World War II"!William Chafe, Oxford University Press, 2009!! !

China and Japan!!

! credit!

This half-year elective for juniors and seniors offers an overview of the history of China and Japan, with special emphasis given to the 19th and 20th centuries. Two themes predominate in this course. First, students examine the ways in which the ancient cultures of these nations affected, and continue to affect, their history. Second, students learn how and why the reactions of China and Japan to 19th century Western imperialism were so different, and how these different reactions affected the modern history of these two East Asian nations. This course will run in 2012-2013 if there is sufficient sign-up. Text: A Brief History of Chinese and Japanese Civilizations, Conrad Shirokaver, et. al., 2006

Greek Philosophical Thought

! credit

This one-semester course for juniors and seniors introduces students to the seminal problems and concepts of ancient thought, issues of lasting interest which underlie Western philosophy. Students develop as thoughtful readers, learning to bring a broader background and perspective to the study of literature in general. This is not a survey course in which students skim through hundreds of pages. Rather, students trace the evolution of key ideas from Homer and the Pre-Socratics to Plato and Aristotle. These ideas include cosmogony, chaos, and order; the problem of being/not being and change; the nature of the soul and learning; goodness and justice; and the individual and the state. This course will run in 2012-2013 if there is sufficient sign-up. Text: Ancilla to the Pre-Socratic Philosophers, Freeman, K., Harvard University Press, and materials supplied by the instructor

Allendale Columbia Upper School Curriculum Guide - 34

HISTORY !

Advanced Placement United States History

1 credit

This course is designed to provide students with a thorough examination of American history while preparing them to take the Advanced Placement Exam in May. Comparable to a full-year college or university introductory course, this class uses a college-level text and supplementary materials to explore the problems, issues, and events of American history from the preColumbian period through the 1980s. Special emphasis is given to the skills and techniques essential to the spring exam: clear and concise writing, establishing and defending historical theses, and the analysis and use of primary documents. Text: American History: A Survey, Alan Brinkley, McGraw Hill, 2009. Prerequisite: Department recommendation. Open only to 11th and 12th graders

Advanced Placement European History

1 credit

This course is designed to provide students with a thorough examination of European history while preparing them to take the Advanced Placement Exam in May. Students study Europe from the Renaissance, starting at approximately 1450, to the present, examining changing political, economic, social, philosophical, and demographic events that occurred over 500-plus years. In addition to understanding, comparing, and analyzing these different changes, students also investigate each major country of Europe, comparing and contrasting its development with that of other European countries. In preparation for the national exam, students write numerous historical essays and document-based questions. Additionally, each student independently researches information for frequent oral reports. Text: The Western Experience, Eighth Edition, Mortimer Chambers, et al, McGraw Hill, 2003. Prerequisite: Department recommendation. Open only to 11th and 12th graders. A rising 10th grader who earns a grade of â&#x20AC;&#x153;Aâ&#x20AC;? in the first semester of World History I and then satisfactorily completes a Document Based test may be considered

Our history courses help students understand the roots of culture, conflict, philosophical thought, and modern life !

across the world.

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COMPUTER SCIENCE ! Throughout the Upper School experience, students consistently use computers to solve problems â&#x20AC;&#x201C; whether they are writing an English paper, tackling a geometry assignment, or completing any number of class-related tasks. The goal of the Computer Science Department is to teach essential computer skills to all students, enabling them to make the best possible use of many types of hardware and software throughout and beyond their education. To graduate, all students must achieve competency with computers, demonstrating a working understanding of word processing and spreadsheets by either taking the Computer Applications course or placing out via the Computer Applications Competency Examination. We also offer introductory through advanced computer science courses if students wish to pursue this field of study.

Computer Applications This hands-on course is designed to help students develop computer literacy by building their awareness and knowledge through interactive activities. Course topics include word processing, keyboarding, spreadsheets, and internet applications. This course is both a graduation requirement and a prerequisite for subsequent computer science courses. Students may place out by taking the Computer Applications Competency Examination.

Introduction to Computer Science: Racket and Java

1 credit

This introductory course teaches the basics of problem solving and solution design using the programming language Racket. The course focuses on functional programming with Racket during the first semester, followed by an introduction to objectoriented programming with Java during the second semester. This class provides students with a firm grounding in the study of computation, preparing them for the Advanced Placement Computer Science course. Text: How to Design Programs, Felleisen, Findler, Flatt and Krishnamurthi, MIT Press, 2001

Technology becomes more important every day. We provide rich opportunities for our students to become fluent in a full range of computer skills, from basic use to advanced programming. !

Allendale Columbia Upper School Curriculum Guide - 36

COMPUTER SCIENCE ! Advanced Placement Computer Science: A

1 credit

This course is designed to give an overview of object-oriented programming and prepare students for the Advanced Placement Computer Science examination. Subject matter covers Java classes, objects, inheritance, and polymorphism. Students also learn the basic data structures and algorithms: stacks, queues, lists, trees, searching, and sorting. Text: Objects First with Java, Barnes and Kölling, Prentice Hall/Pearson Education, 3rd Edition 2008 Prerequisite: Introduction to Computer Science and Department Recommendation

Discrete Mathematics

1 credit

With discrete mathematics, students begin the challenging and fascinating study of the theoretical foundation of computer science. The course concentrates on three major fields of discrete mathematics: combinatorics (the mathematics of counting), elementary number theory, and graph theory. Students will learn through 24+ lectures, accompanying problem sets, and group discussions. Texts: Applied Combinatorics, Tucker, John Wiley & Sons, Inc., 5th Edition 2007 ! Elementary Number Theory, Dudley, Dover, 2nd Edition 2008 Prerequisite: Advanced Placement Computer Science and Department Recommendation

Nand2tetris

1 credit

The course guides “students and self-learners through the construction of a modern, full-scale computer system - hardware and software - from the ground up. In the process, the students practice many major computer science (CS) abstractions studied in typical CS courses and make them concrete through 12 guided implementation projects. The hardware projects can be built on any personal computer using a simple Hardware Description Language (HDL), described in the book, and a supplied Hardware Simulator. The software projects (assembler, virtual machine, and compiler for a simple object-based language) can be developed in any programming language, using the project materials available in this site. A mini-OS is also built, using the high-level language designed in the course.” (Schocken, Shimon, et al. “About the Course and the Book.” http://www.nand2tetris.org/. N.p. Web. 13 May 2013.) Prerequisite: Advanced Placement Computer Science and Department Recommendation ! !

Allendale Columbia Upper School Curriculum Guide - 37

VISUAL ART ! Upper School visual art courses encourage creative self-expression and allow students to make personal aesthetic choices. While building technical skills, students practice working in a variety of media. Open-ended assignments allow art students to experiment and consider creative choices, asking them to generate ideas, be flexible, change perspective, embrace divergent thinking, and consider a variety of possibilities. In every art course, students devote time to studio work while studying historical and contemporary art and examining art history. Students work alone and in groups, and participate in multiple peer critiques and self assessments as they progress. Learning experiences are reinforced with field trips, visiting artists, and exhibitions of student work throughout the year. Students may occasionally have homework in the form of research on an art form or an artist, some sketchbook work, or creating a proposal for independent work. Each art student is welcome to use the art studios during the school day. Introduction to 2-D Art ! or 1 credit This course allows students to work in a variety of hand-held media, through drawing, painting, printmaking, mixed media art, and mural painting. Students will be introduced to the basic principles of two-dimensional art and design. Class members spend time working from observation, learning to discern the qualities of visual forms and spaces. Students also study design concepts and practice visual organization while creating means of personal self-expression. This course is a precursor for AP Studio Art Drawing and may be taken for one semester for ! an elective credit or for a full year for 1 elective credit. There are no prerequisites.

Intermediate 2-D Art ! or 1 credit In this course, students will continue to develop drawing and design skills as they focus on more challenging, sustained projects and consider narrative and expressive themes. The class will continue to investigate the aesthetic possibilities of a variety of media in drawing, painting, printmaking, mixed media, installation work, and digital design. Students collaborate and frequently suggest topics of study and self-directed experiences. This course is a precursor for AP Studio Art Drawing and may be taken either semester for ! an elective credit or both semesters for 1 elective credit. Prerequisite: Two semesters of Introduction to 2-D Art

Advanced 2-D Art ! or 1 credit This class offers students a year of advanced, independent work in drawing, painting, printmaking, design, and mixed media work. Class members will work with the teacher to propose and carry out personally meaningful projects. Students will research and study contemporary art and artists, as well as art history, individually and in groups. Students will be able to use a variety of two-dimensional media, such as drawing, painting, and collage, to create their work. This course is a precursor for AP Studio Art Drawing and may be taken either semester for ! an elective credit or both semesters for 1 elective credit. Prerequisite: Two semesters of Intermediate 2-D Art

Higher level art courses offer chances for students to improve their technique, work in different media, and find greater challenges and inspiration. ! Allendale Columbia Upper School Curriculum Guide - 38

VISUAL ART ! Senior Studio 2-D Art

! or 1 credit

This class offers students a fourth year of advanced, independent work in drawing, painting, printmaking, design, and mixed media work. Class members will work with the teacher to propose and carry out personally meaningful projects and write their own syllabi as they research and study contemporary art and artists, as well as art history, as it applies to their own pursuits. Students will continue to use drawing, painting, printmaking, mixed media, installation work, and digital design to create their work. This course may be taken either semester for ! an elective credit or both semesters for 1 elective credit. Prerequisite: Two semesters of Advanced 2-D Art

Introduction to 3-D Art: Ceramics and Installation

! credit

Students explore a broad range of techniques and practices within the field of ceramics. The class will actively investigate casting, handbuilding, and wheel throwing while making both functional and nonfunctional art. The group will explore installation art and public art as an element of social activism and contemporary art. Students will actively plan, research, make, and fire their own work. The classroom functions as a studio where students self assess, reflect, peer evaluate, and critique.

Introduction to 3-D Art: Additive and Subtractive Sculpture

! credit

Students explore a variety of sculptural techniques and practices. The class will actively investigate plaster casting, wire sculpture, book arts, fiber arts, and paper sculpture. Each material will lend itself to working in an additive or subtractive manner as students create original artwork. Students will actively plan, research, and make their own work. The classroom functions as a studio where students self assess, reflect, peer evaluate, and critique. This course may be taken either semester for ! an elective credit or both semesters for 1 elective credit. There are no prerequisites.

Intermediate 3-D Art

! or 1 credit

Students will work independently within the framework of the 3-D Art class period. Class members will work with the teacher to develop sculpture, ceramics, architecture, design, and building skills as they create more challenging, sustained projects and consider personal themes. The class will continue to investigate the aesthetic implications of a variety of media and processes such as sculpture, installation work, and three-dimensional design. This course may be taken either semester for ! an elective credit or both semesters for 1 elective credit. Prerequisite: Two semesters of Introduction to 3-D Art

Advanced 3-D Art

! or 1 credit

This class offers students a third year of advanced, independent work in three-dimensional art. Class members will work with the teacher to propose and carry out personally meaningful projects as they research and study contemporary art and artists, as well as art history, as it applies to their own pursuits. Students will continue to use ceramics, sculpture, mixed media, and digital design to create their work. This course may be taken either semester for ! an elective credit or both semesters for 1 elective credit. Prerequisite: Two semesters of Intermediate 3-D Art Allendale Columbia Upper School Curriculum Guide - 39

VISUAL ART ! Senior Studio 3-D Art

! or 1 credit

This class offers students a fourth year of advanced, independent work in three-dimensional media such as sculpture, ceramics, and mixed media work. Class work with the teacher and peers to propose and carry out personally meaningful projects and write their own syllabi as they research and study contemporary art and artists, as well as art history, as it applies to their own pursuits. This course may be taken either semester for ! an elective credit or for a full year for 1 elective credit. Prerequisite: Two semesters of Advanced 3-D Art

Photographic Art

! or 1 credit

Film This course introduces students to traditional black and white and film photography, darkroom use, and 35mm camera functions. Students will shoot their own photos, process their own film, and make photographic darkroom prints while considering basic design and composition, thematic issues, and the role of photographic imagery in our society. The class will explore the rich heritage of photography in our city with visits to various museums and galleries, including the George Eastman House and the Visual Studies Workshop. Each student may provide his or her own cameras for the class or check one out from the teacher to complete assignments.

Alternative Processes Students will continue with more advanced darkroom work, making larger prints and exploring a variety of alternative processes such as Polaroid manipulation, cyanotyping, hand coloring, and mixed media work, using photographic imagery. The class will also use fun, hands-on photographic tools such as plastic toy cameras and pinhole photography, and will work with a visiting artist on an extended assignment. Each student may provide his or her own cameras for the class or check one out from the teacher to complete assignments. Students may take the fall semester for ! an elective credit, or both semesters as Photographic Art for 1 elective credit (the fall semester is a prerequisite for the spring semester).

Digital Photography

! credit

In this course, students use a variety of digital cameras for photographic work while researching contemporary photography. The class will explore digital black and white and color work while considering thematic issues and a personal vision. Students work alone and in groups, and participate in multiple peer critiques and self assessments as they progress. Students will also use Photoshop CS6 to edit, alter, and manipulate photographic images and will create a portfolio of work that includes photographic prints. This is a one semester class offering ! an elective credit, and there are no prerequisites.

Allendale Columbia Upper School Curriculum Guide - 40

VISUAL ART ! Digital Design

! credit

In this course, students will utilize Adobe software to develop digital designs. The class will explore print, web, and mobile design. The Digital Art Lab functions as a design studio and the class engages in both individual and group work. Students self assess, reflect, and critique work in progress as well as finished pieces. By combining traditional media with digital tablets, students establish a professional and unique digital portfolio. Students with an interest in interface, information, or computer design will enjoy this course. This is a one semester class offering ! an elective credit and there are no prerequisites.

Digital Illustration

! credit

Students will utilize Adobe Photoshop and Illustrator to cultivate digital drawing and painting techniques. The Digital Art Lab functions as a design studio and the class engages in both individual and group work. Students self assess, reflect, and critique work in progress as well as finished pieces. By combining traditional media with digital tablets, students establish a professional and unique digital portfolio. Students with an interest in computer art or drawing will enjoy this hands-on course. This is a one semester class offering ! an elective credit and there are no prerequisites.

Allendale Columbia Upper School Curriculum Guide - 41

VISUAL ART ! Advanced Placement Studio Art The AP courses in Studio Art allow highly motivated students to pursue college level work while in Upper School. During these courses, students further develop specific technical abilities, commit to an exploration of a personal interest, and participate in the formation and presentation of their own portfolios for the end-of-year AP exam. AP Studio Art courses at Allendale Columbia School include: AP Studio Art: Drawing

1 credit

The AP Drawing course allows students to develop a drawing and painting portfolio for the Advanced Placement exam. In the first semester, students use specific assignments to create a series of work that incorporates the fundamentals of art and the principles of design. While following their own individual paths, students are asked to demonstrate a command of technique and media, and show a range of approaches to the creative process. During the spring, students propose and complete a series of work that shows the exploration and development of a single idea, theme, media, or subject. AP Art courses require a serious commitment, with extensive studio work, frequent critiques, and regular homework. Prerequisite: At least four semesters of art courses and recommendation by the department chair!

AP Studio Art: 2-D Design

1 credit

The AP 2-D Design course allows students to develop a portfolio of images using photography, digital imaging, and graphic design for the AP exam. In the first semester, students use specific assignments to create a series of work that incorporates the fundamentals of art and the principles of design. While following their own individual paths, students are asked to demonstrate a command of technique and media, and show a range of approaches to the creative process. During the spring, students propose and complete a series of work that shows the exploration and development of a single idea, theme, media, or subject. AP Art courses require a serious commitment, with extensive studio work, frequent critiques, and regular homework. !

Prerequisite: Recommendation by the department chair and at least four semesters of art courses, including two semesters of photography or design ! !

Students can pursue college level work while building a portfolio and exploring their passions in our AP Art classes. !

Allendale Columbia Upper School Curriculum Guide - 42

MUSIC ! Music is an integral part of a complete education and a lifelong passion. It's an art, a science, a language, and a basic and universal expression of the human spirit. Across the Upper School Music Department, our mission is to further students' quest for enrichment, nurture beauty, and achieve excellence through the study and experience of music. Our music program provides authentic opportunities for students to perform on our stage as well as beyond our campus. Through the study of a diverse, challenging repertoire, students learn to appreciate music and gain an awareness of its historical and cultural context, becoming critical listeners with informed opinions. Passion for the art of music making is translated best by those who perform it, and the music faculty is an active group of performers and educators. Collectively, we have performance experience in classical, jazz, world, Broadway, and popular music genres. As a department we aim to: • Develop discerning listeners and sensitive performers. • Teach musical competency and literacy. • Broaden students’ knowledge and appreciation of our musical heritage. • Promote understanding upon which to make value judgments about artistic expression, accurate style, and musical integrity. • Instill in students an ability to think and perform independently within a collaborative environment. • Provide group experiences whereby students attain a greater height in performance than might be achieved alone.

All-County and Solo Festivals Allendale Columbia School is a member of the New York State School Music Association and the Monroe County School Music Association. Students from all divisions participate in all state and county-sponsored festivals, including the All County Jazz Festival. Mr. Costanzo registers instrumental students and Mrs. Barnes registers piano and voice students.

Upper School Chorus

! credit

Upper School Chorus is a non-auditioned vocal performance ensemble that meets three times a cycle. Students perform a variety of quality literature, develop vocal technique and literacy skills, and practice sight singing in every rehearsal. Choral concepts studied include unified vowel formation, diction and the power of words, rhythmic interest and forward motion, and balance and blend. Pieces in the repertoire range from the Renaissance Madrigal to works from The Great American Songbook, including a cappella works. Texts include Building Blocks of Sound, by Paul Nesheim and Weston Noble, Patterns of Sound, by Joyce Eilers, and Evoking Sound, by James Jordan. The interactive software program Smart Music is used to provide immediate individualized feedback. Students are required to be active, attentive listeners, and are assessed in small groups at the end of each quarter. The Upper School Chorus performs at the Winter and Spring concerts, Strawberry Breakfast, and at select occasions throughout the year.

Allendale Columbia Upper School Curriculum Guide - 43

MUSIC ! Wind Ensemble

! credit

The Wind Ensemble is comprised mainly of Upper School students, but is open to highly achieving Middle School students on an as-needed basis. Members of the Wind Ensemble must be proficient on their instruments. Rehearsals occur three times each cycle. Students explore an advanced repertoire of wind band music, developing music literacy and musicianship skills. Working together as an ensemble, students learn to perform musically, with correct phrasing and articulation, a good tone, accurate pitch, appropriate dynamics, and rhythmic precision. The ensemble discusses the connections between music, history, and culture, enhancing our understanding of the repertoire. The group studies composition and arranging techniques in the process of preparing music for performance, and student compositions and arrangements are encouraged. The Wind Ensemble performs in both the Winter and Spring Concerts.

Combined Jazz Ensemble for Instrumentalists and Vocalists

! credit

The Combined Jazz Ensemble is a group of vocal and instrumental students selected after student auditions. Instrumentalists and vocalists learn to work with each other, developing important skills for “real-life” musical participation. Instrumental students, with the exception of rhythm section (bass, guitar, and piano) players, must be enrolled in Wind Ensemble, and vocal students must be enrolled in Chorus. The ensemble meets twice each cycle and performs in the Winter and Spring Concerts, as well as other occasions throughout the year. Course content includes the performance and study of jazz and pop standards, new jazz compositions and arrangements, show tunes, purely instrumental pieces, and purely vocal pieces. Through the performance of this repertoire, students develop the vast array of techniques applicable to such musical styles, learn about the history of American popular music, study music theory and its application in reading chord symbols, and learn to improvise with their voices (scat) and instruments. Students benefit from the knowledge and expertise of two teachers. Prerequisite: Enrolled concurrently in Wind Ensemble and Upper School Chorus

Girls’ Ensemble

! credit

The Girls’ Ensemble is a high profile vocal performance ensemble that explores a variety of classical styles and repertoire, including a cappella material. This group is designed to challenge the most serious vocal students who possess an advanced level of vocal technique and music reading skills. Students who audition for this group must be able to demonstrate sightreading proficiency, knowledge of music fundamentals and accurate intonation. Membership in Upper School Chorus is prerequisite to audition. The ensemble performs at the Winter and Spring Concerts, the Valentine’s Banquet, the Great Lakes Arts Festivals, and at a variety of venues throughout the greater Rochester community. Prerequisite: Enrolled concurrently in Upper School Chorus

Students sing, play instruments, and explore a wide variety of !

musical styles and genres in our student ensembles. Allendale Columbia Upper School Curriculum Guide - 44

MUSIC ! Voice Class Voice class is designed to develop specific vocal technique as well as an understanding of song in music history. Each class will focus on a different aspect of vocal production, including sight singing. The class meets once per cycle and each student receives a private lesson as well. Grading is based upon the performance of pre-assigned repertoire within the class period. The art song is used throughout the year as well as single units that study vocal jazz, show, and American popular music. All students are required to complete and perform three pieces of solo literature each semester. Students are encouraged to participate in the Monroe County School Music Association (MCSMA) Solo Festival held each January, and the New York State School Music Association (NYSSMA) Solo Festival held each May. Students may choose from regular voice or vocal jazz auditions. Based upon their solo festival ratings, students may be selected to participate in All-County and Area All-State Ensemble Festivals.

Music Theory Semester Courses Introduction to Music Theory

! credit

Introduction to Music Theory will be offered to students who have little or no music literacy background. Beginning instrumental students, choral students, students who play by ear, or students who wish to have a basic knowledge of both theory and music history would benefit from this course. The course will encompass theory, ear training, notation, composition, sight singing, as well as an overview of the musical periods of history, from Renaissance to 20th Century music. Using the series Excellence in Theory as a guide, the course begins with the musical staff, culminating with the major scale. Orff instruments, a SMART Board, iPods, and a student workbook will be used in the classroom. Online resources will be available for home ear training practice and composition. Students who successfully complete Introduction to Music Theory will be eligible to enroll in Music Theory I.

! Music Theory I

! credit! !

The Music Theory I course will be open to students who have demonstrated a working level of music literacy. Students who play in instrumental ensembles and those who have taken the Intro to Theory course will be eligible, as well as any other student who can demonstrate music literacy. The purpose of Music Theory I will be to build a basic understanding of the musical elements and how they function in a piece of music. Students will gain the ability to discern pitch intervals, chord qualities, cadence types, key relationships, and harmonic patterns. Comprehension will be developed and demonstrated through analysis of musical works, studentsâ&#x20AC;&#x2122; own music compositions and part-writing exercises, aural dictation, and sight singing. Students who have completed this course should be able to speak intelligently about the various aspects of a piece of music; demonstrating understanding of how the material is generated in a unified, organic form; identifying the techniques by which composers create the expressive or emotive properties of music; and expressing insight into what the common listener might call the "mystery" or "magic" of a musical work.

Allendale Columbia Upper School Curriculum Guide - 45

PHYSICAL EDUCATION — INTERSCHOLASTIC SPORTS, HEALTH !

! Physical Education Upper School students select physical education, an interscholastic sport, or an independent study each of the three seasons. Students in ninth and tenth grade are required to select one team sport each year. Physical education classes are coeducational and meet three times every cycle. Classes emphasize participation, fitness, and a lifetime appreciation of sports. Independent Study requires a student proposal for each season. If the proposal is accepted, students must complete a minimum of two activity sessions a week for a total of at least three hours.

Harley-Allendale Columbia Interscholastic Sports Interscholastic sports are available in grades 9-12. Allendale Columbia School athletics are merged with the Harley School. We are permanent members of the Finger Lakes West League. Fall

Winter

Spring!

Boys’ Cross Country

Boys’ Basketball

Baseball

Girls’ Cross Country

Girls’ Basketball

Boys’ Tennis

Boys’ Soccer

Boys’ Bowling

Boys’ Track

Girls’ Soccer

Girls’ Bowling

Girls’ Track

Girls’ Tennis

Boys’ Swimming

Softball

Girls’ Volleyball

Girls’ Swimming

Golf

Upper School Health Health is a required course, generally scheduled for the sophomore year. The class meets two days a cycle for the school year. The curriculum is structured to address health concerns relevant to the students. The topics include but are not limited to: value clarification, psychological health, stress and stress management, preventing drug abuse, human sexuality, dangerous dieting and eating disorders, and AIDS and other sexually transmitted diseases. Through supplemental materials and class discussions the students are given the opportunity to explore the topics presented, and consider their current attitudes in order to make informed decisions. Students who are enrolled in six courses sophomore year have the option to take Health as a summer independent study course. !

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CLUBS ! Clubs at Allendale Columbia School consist of programs run primarily by students, allowing them to share their interests, concerns, and/or talents beyond the scope of academics and athletics. Clubs provide both leadership and participation opportunities for students. Clubs are as diverse as our students’ interests and contribute to the life of the Upper School community. Each club is run by elected student officers and sponsored by at least one faculty member. While each club has its own faculty advisor, Ms. Merriman facilitates the administrative responsibilities of all Upper School Clubs. The list below is a sampling of some of the active clubs in the Upper School. An Upper School Club Fair is held annually at the beginning of school where students may sign up for clubs of interest to them and new clubs may be formed each year by students or faculty, providing sponsorship and membership can be secured. Community Service Club The Community Service Club is open to all Upper School students, and all Upper School students are encouraged to participate in the many projects and activities facilitated by the Community Service Club. Projects range from food drives and walk-a-thons to direct contact with local charities in our community. Annual projects include a blood drive, Foodlink, and volunteering at School 25. Drama Club In Drama Club, students learn the basics of the art of acting and the technical aspects of putting on a production. In addition to attending local performances, the group supports the Upper School productions in a variety of ways from set design and acting to ticket sales and marketing.

! Environmental Club The purpose of the Environmental Club is to raise environmental awareness at Allendale Columbia School and educate students about new developments in sciences related to global warming and environmental protection. The club also directly aids the school’s environmental friendliness through direct action, such as recycling drives and composting. French Club The French Club explores and experiences French culture, expanding members’ knowledge of and fluency in the language through use in practical environments and situations. The club also seeks opportunities to help our community through philanthropy and volunteerism. Overall, the French Club is a fun and cultural experience. International Club The International Club provides a chance for our international students and their American friends to participate in cultural and social activities together. Recent events have included going to restaurants, musicals, shows, and baseball games, and celebrating Chinese and Korean New Year by preparing food for the whole Upper School. Math Team The Upper School Math Team joins with students from the Harley School to form the Harley Allendale Columbia Math Team. The Math Team competes in regional meets against other high school math teams, and pending results, may have the opportunity to compete at state and/or regional levels. !

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CLUBS ! Mock Trial Mock Trial is a terrific way to learn about our legal system. Two teams of students try specific cases using stipulated facts, written statements, summaries of applicable law and appropriate rules of evidence, which are distributed to all participants. The Mock Trial team benefits from the guidance of both a faculty advisor and a local professional lawyer. Teams compete in at least two trials, one on each side of the case. The best team will represent Monroe County in regional competition.

! Model United Nations Model United Nations is a great way to learn more about world affairs, investigate international politics, and meet people from other schools and countries. Members of the AC Model U.N. choose a country to represent, research it, and then act as delegates of the nation in debating current issues with other nations. Students attend at least two Model U.N. conferences a year.

! Muse Muse is the schoolâ&#x20AC;&#x2122;s literary arts magazine. It publishes student-written work, drawings, and photographs from nursery school through twelfth grade. Members meet regularly throughout the year to read, select, edit, and layout text and artwork in preparation for spring production.

! Social Committee The Social Committee is an elected group of eight students, with two members representing each class. The group designs and modifies events to build community and enthusiasm within individual classes and among students, faculty, and administration. The committee plans and organizes events such as Spirit Week, the Holiday Dance, the Junior and Senior Prom, and Siesta Fiesta. The committee typically meets independently during lunch as needed, consulting with advisors on a monthly basis.

! Spanish Club The Spanish Club provides a forum for discussion and exploration of Spanish culture as well as speaking the Spanish language. The club is geared toward students who have studied or are currently studying Spanish. Outings and activities have included Latin dance, dinner, museum visits, movies, and local cultural events.

! Student Life Committee The Student Life Committee is an elected group of students charged with working for the improvement of the student experience by voicing the ideas and concerns of the student body to school leadership.

! Synergy Synergy is the schoolâ&#x20AC;&#x2122;s yearbook. Senior editors plan its theme and format, schedule production, and take responsibility for the contents, photography, layout, financing, and distribution of the book. Yearbook staff members from all Upper School grades are welcome. After school and weekend work is often necessary. TEDx Club The TEDx Club is responsible for producing TEDxAllendaleColumbiaSchool every year. Dedicated to technology, education, and design, the TEDx Club is run by students, for students.

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!"#$%&'(#()&%'(*&+*,-'(#(. 2.3(4&&+56(!#++7(89:*(( |((89%;+6<+#=(>?(.1@.A(( |((2A2B/A.B12@-(( |((AllendaleColumbia.org Now well into its second century, Allendale Columbia is a leading independent co-ed college prep school for students in nursery through grade 12. Here, learning goes far beyond books and tests. We have the freedom to dig deeper so students can question more, discuss, debate, and question again. As a result, our students develop critical thinking skills and become effective problem solvers. Our faculty members use their independence and experience to connect knowledge to real life so our students can make more sense of the worldâ&#x20AC;&#x201C;and their place in it. It all adds up to a different school of thought: high expectations and relevant experiences that prepare students to succeed in a global community.