MS/US Curriculum & General Information Guide 2021-2022

B B B MIDDLE & UPPER SCHOOL

Curriculum and General Information Guide 2021-2022

TABLE OF CONTENTS

middle school curriculum 2 Distinctive Academic and Signature Programs

4

Grade 6

6

Grade 7

8

Grade 8

9

upper school curriculum 12 Distinctive Academic and Signature Programs

14

Creative Arts

21

Humanities 28 STEAM 34 Mathematics 35 Science

37

Technology 40 World Languages

41

Health 45 College Counseling Information

45

Athletics 48 Facilities 50 General Information

c

52

LETTER FROM THE HEAD OF SCHOOL

Dear Students and Families, challenges became opportunities and have been incorporated into our program accordingly.

This Curriculum Guide offers several new courses and programs for the 20212022 academic year. Our courses aptly reflect the many societal changes while complementing the established curriculum essential for success.

Teachers at Brimmer equip students with the content, skills, and understanding they will need as competent and contributing members of a global society.

The teachers who offer this rich and carefully developed curriculum do so in a small classroom environment. An average class size of 12 allows for personalized instruction and student-centered learning.

With 79% of the faculty holding advanced degrees, the quality of instruction and the teachers’ ability to engage students make learning meaningful. Since the start of the global pandemic in the spring of 2020, faculty adjusted their pedagogies and implemented innovative ways to deliver an effective and personalized education. Many of those

Our wireless campus provides ease with connectivity and access to the myriad of electronic resources for learning and researching.

Whether the students use the School’s library collection or access information available to them through our extensive online resources, skilled and supportive teachers and librarians guide their thinking. In addition, the STEAM Lab, Makerspace, and Innovation Space offer our students a learning environment where they engage in innovative projects and problems that need solving. The School’s Digital Media Center provides a state-of-the-art newsroom and journalism center for video production, writing, and editing. This provides students with a learning environment where they can experiment with their ideas and develop their voice.

This robust technology serves the School well in both remote and local situations.

Our vibrant arts program infuses the curriculum, and students explore and develop their creativity not only in their arts courses and programs but also throughout the general curriculum. Teachers encourage students to explore unique ways to demonstrate their understanding of the content being taught. This results in many of our students winning multiple local and national awards for their work.

Programs enrich students’ global competence. Students experience the perspectives of other people and learn how culture, new technologies, and standards of living impact viewpoints. Using what they have learned from an interdisciplinary-focused curriculum helps them understand the world from various points of view.

Likewise, the School’s commitment to diversity, equity, and belonging is reflected in the courses taught and resources used. We take an active approach to using an antibias, anti-racist lens to select the texts, content, and materials we use.

I hope you enjoy reading about the curriculum and programs. Our objective is to develop informed, engaged, and ethical citizens and leaders for the global community of the 21st century.

Sincerely,

Judith Guild Head of School

Several of the programs expand learning beyond the classrooms, and our curriculum continuously evolves to meet the School’s mission. The co-curricular experiential learning programs and the Global Studies and STEAM

1

MIDDLE SCHOOL CURRICULUM

MIDDLE SCHOOL CURRICULUM

With Growth in Mind The sixth, seventh, and eighth grade years are a time of transition; more importantly, these years are a time of significant growth. It is in these crucial years that students experience a broadening of their intellectual powers as they learn to think abstractly and to synthesize information and ideas.

Brimmer’s Middle School Curriculum provides students with knowledge of historical contexts and literary works, an appreciation

of ancient and modern cultures, skills in computation and communication, techniques in problem-solving and reporting on scientific topics, proficiency in English grammar and writing skills, a solid foundation in a modern world language, and exposure to the arts. In addition, students participate in physical education or interscholastic sports, creative arts productions, and an Outdoor Education Program.

MIDDLE SCHOOL CURRICULUM

Distinctive Academic and Signature Programs Activities On Monday afternoons from 3:30 to 4:15 p.m. in the fall and winter, students have an opportunity to participate in activities such as creative technology, math and science clubs, Makerspace Club, photography, dance, knitting, book clubs, culture clubs, and others. Faculty leaders advise these groups, but students are encouraged to develop activities from among their interests, assume leadership roles, pursue personal interests, and explore new areas.

Students have the opportunity to change their activity selection for each activity period. Participation in activities and clubs is optional.

Middle School Camp Each year following the opening days, grades 6–8 spend two days at camp. Students are housed in cabins and spend the days getting to know their peers and their teachers as they participate in a variety of activities, including outdoor initiatives, ropes course elements, sporting events, field games, collaborative challenges, and class meetings. This is a time for individuals and classes to set goals for the upcoming year and to gain a level of comfort and familiarity with risk-taking and collaborative learning. Middle School faculty members chaperone the trip and the camp provides staffing.

The Middle School camp trip has several specific goals: • To

begin to build healthy, safe, and trusting relationships among students and between students and faculty;

4

• To

provide students with an opportunity to take risks and challenge themselves in a supportive environment;

• To

provide individual students and class groups with an opportunity to reflect upon their previous experiences and their hopes and expectations in order to set goals for the coming school year;

• To

enjoy an active, fun, and unanxious start to the new school year for all Middle School students;

• To

celebrate the eighth grade’s culmination of Middle School and to promote a sense of leadership, responsibility, and reflection in individuals and within the class.

Community Service In an effort to nurture a sense of social responsibility and promote a commitment to others through service, Brimmer’s Middle School has Community Service Days throughout the academic year. The goal is to have students experience the joy and satisfaction of moving beyond their own personal, immediate needs to meeting the needs of others in their community and the world.

Providing our students with structured opportunities to be global citizens is essential in creating and maintaining a community service program in the School—one with depth and meaning is of utmost importance.

Students work with organizations including Cradles to Crayons and Birthday Wishes.

The eighth grade embarks on a yearlong, eight-hour independent community service initiative, which culminates in a Service Fair in May. Their objective is to serve the community, reflect on their experiences in writing, and then share their projects with the community.

Grade 8 Independent Service Project Each eighth grader is responsible and accountable for completing this project during the school year with enthusiasm and pride.

The students showcase the true Brimmer spirit by displaying its very essence beyond our Brimmer community through service projects. The goal of the service project is to nurture a sense of social responsibility and promote a commitment to others.

The eighth graders’ objective is to serve the community outside of Brimmer, reflect on their experiences in writing, and then share their projects with the community.

Each eighth grade student is required to complete eight hours of community service. Students choose an organization, contact the organization to schedule times to complete the service, perform their service, keep a journal and a log of their service, and, finally, prepare a presentation for community members. Faculty firmly believe eighth graders are ready and eager for this type of challenge. All students have a faculty member who acts as their “service advisor.” The faculty member oversees all aspects of the service project from start to finish and meets with their “service advisee” periodically to ensure all deadlines are met.

Exploration Week Each year, during the week before Spring Break, when grade 7 is in Washington, D.C., the Middle School conducts Exploration Week for students in grades 6 and 8.

Class time during this week may be dedicated to projects, workshops, interdisciplinary work, field trips, outdoor education, reading, and writing. Full school days may be scheduled for math, science, fine and performing arts, humanities,

or language study. The goal of Exploration Week is to expose students to a variety of learning opportunities and experiences to enhance their understanding and enjoyment of their studies across disciplines.

Grade 7 Trip to Washington, D.C. Each year, students in grade 7 Humanities study U.S. history and American literature. To augment their studies and provide them with an experiential learning opportunity, the School plans a four-day trip to Washington, D.C. Students explore the historical, cultural, and social aspects of our nation’s capital in order to highlight many of the themes of the seventh grade humanities program. All students in the class attend this wonderful learning and social experience. In addition, four teacher chaperones accompany the students, and a tour guide provides insight into the city’s historical sites. The group flies from Boston to Baltimore, and the tour company provides a bus for transportation on the ground, as well as evening security guards at the hotel where the students and faculty stay. On recent trips students have visited the White House; the Senate; the House of Representatives; the Library of Congress; the Lincoln, Jefferson, FDR, World War II, Vietnam War, and Korean War Memorials; the National Archives; the Smithsonian Institute museums; Ford’s Theater; the National Cathedral; the Newseum; the Kennedy Center; Arlington National Cemetery; Mount Vernon; Gettysburg; and the National Zoo. The trip presents students with an opportunity to learn about U.S. government and culture and to develop self-confidence and self-discipline during this unique group experience.

Inspirations

Social and Cultural Programs

Inspirations is a presentation by every eighth grade student of a topic or person that inspires the student and creates passion in his or her life. Inspirations is a chance to come together as a community to celebrate the lives of the eighth graders, support the commitment to character education, and to interact with the core values that we teach. Inspirations is a special experience for eighth graders as they move toward a more developed sense of identity. It allows for creativity, reflection on what is important to the individual, a structured public-speaking exercise, and an opportunity to showcase technology integration skills. Family members and the subject of the Inspiration often attend. The supportive atmosphere created by the audience is uplifting and another example of how a sense of community is built in the Middle School.

Social and cultural programs are an integral part of the school year.

Whether an activity takes place at Brimmer or is held elsewhere, students are expected to comply with the standards of Brimmer at all times. The Middle School Head, with the help of the class deans, promotes and schedules appropriate social activities for Middle School students. The School provides chaperones for School-sponsored events. The Middle School Parents Committee, a sub-committee of the Parents Association, also organizes and supports social activities for Middle School students. Some activities offered include, but are not limited to, open gym nights, cultural events nights, astronomy nights, and dances.

Outdoor Education The Middle School Outdoor Education Program has several goals: to provide students with personal and group challenges outside the classroom, to integrate fitness and problem-solving with outdoor educational experience, to provide students an alternate arena for appropriate and safe risk-taking, and to develop student leadership skills. The Outdoor Education Program commences with the trip to camp at the beginning of the year and continues throughout the year.

One full school day three times a year is dedicated to activities that encompass either individual grades or the entire Middle School.

Activities include, but are not limited to, camping, canoeing, cycling (on and off road), hiking, orienteering, rafting, rock climbing, snowshoeing, and cross-country skiing.

Creative Arts Program The Middle School Creative Arts Program provides students with hands-on experience in the visual and performing arts.

Students focus on developing basic skills in music, studio art, and drama. Students engage in interdisciplinary projects, which vary from year to year. In the past, collaborations have involved library research, English, history, computer, math, science, and digital cinema.

May Chorale May Chorale is a mixed chorus, open to singers in grades 6 through 8. This ensemble is an elective course that has a yearlong commitment. May Chorale rehearses two to three times per week as an entire group and primarily performs threepart works. Singers develop vocal technique and study sightreading, solfege, and music theory. Performances include the Thanksgiving, Holiday, and Spring Concerts, and appearances at several School functions.

Attendance at all rehearsals and

5

MIDDLE SCHOOL CURRICULUM

concerts is required.

Students in grades 6 and 7 must participate in either May Chorale or the Middle School Instrumental Band. See Middle School Band prerequisites below.

Middle School Band Prerequisite: Students must be able to read music or currently be taking private instrument lessons.

The Middle School Band focuses on developing ensemble skills for those students committed to learning an instrument. Students learn and perform a wide range of pieces taken from the classical, jazz, and pop repertoires. The Band performs a concert at the end of each semester, as well as occasional in-School performances during the academic year.

After-School Creative Arts Program During the fall and spring (concurrently with the athletic seasons), Middle School students can participate in creative arts offerings on Monday afternoons.

No athletic practices are held so that students can, if they choose, participate in a variety of offerings that typically include acting (in the Middle School play, which is a drama or comedy in the fall and a musical in the spring), technical theatre, costume design, photography, and music. Other electives, including music, dance, costume design, and studio art, may be offered when available.

Grade 6 Course Listings Humanities 6 In history, sixth graders study ancient civilizations of China, Africa, Egypt, and Mesopotamia and the origins of the major world religions. Parallel themes

6

across the different civilizations are emphasized throughout the year. The year culminates with an in-depth unit on Ancient Greece.

Throughout the course, students explore government structure, religion, and culture. Students also examine how ancient civilizations have influenced modern society.

Geography and map skills are emphasized throughout the year.

Certain units of this class are integrated with English reading assignments, creative arts projects, science, and math. Throughout the year, students have opportunities to participate in a variety of exhibitions to demonstrate their mastery of content and skills.

In sixth grade, students begin to transform from passive readers enjoying a text into active, analytical readers who understand how writers create meaning in their work. Students explore texts across cultures and genres to appreciate not only the differences between styles of writing and the perspectives of authors but also what similarities unite them.

Students read poetry, prose, and graphic novels whose authors reflect Brimmer’s commitment to diversity, equity, and inclusion.

To promote agency, sixth grade scholars select independent reading books for creative and analytical assignments. To build a strong foundation for later grades and beyond, classes also continue to develop their understanding of grammar and expand their vocabularies.

Global Perspectives and Strategies All sixth grade students take multidisciplinary courses, which are designed to help them become successful learners as they enter the Middle School.

Students focus on cultural literacy and collaborative learning environments, and they engage in the life skills needed for social and personal growth. Students also

refine their decision-making skills related to important health topics.

Growth Education 6l All students in grade 6 take this course, which is designed to help with the transition to Middle School. Taught by the Director of Academic Services, the course focuses on topics including using technology efficiently as a tool for learning, mastering organizational skills, practicing effective study strategies, and writing for better understanding.

Math 6 Students in Math 6 use the Envisions Math Curriculum and the Connected Mathematics program, which develop a deep understanding of important ideas and help students grow in their ability to reason effectively. Math 6 provides ongoing practice and assessment of important concepts, skills, and algorithms. The major topics developed are operations with fractions, decimals, and percents; factors and multiples; two-dimensional geometry and measurement; and pre-algebra.

Collaboration and group work are highly emphasized.

Integrated Science 6 Science 6 explores the theme of rivers from the perspectives of earth, physical, and life sciences.

The course begins with a geology unit on soil formation, erosion, and the geomorphology of rivers.

The geology unit culminates with a STEAM project, which requires students to design an erosion control system that they then build and test in a stream table model that replicates the complex processes of river erosion in the laboratory classroom.

The second unit focuses on the physics and engineering of bridges and includes a STEAM project where students design, build, and stress test a bridge. The final unit of the year explores river

ecosystems, including microscopic aquatic organisms and the other animals that make rivers their home. Throughout the course, students learn how to collect data using various laboratory and field techniques, explore data through charts and graphs, and make effective written and verbal evidence-based arguments.

Middle School World Languages Middle School students have three choices for modern language study: French, Spanish, or Mandarin. Students are placed in course levels and sections based on their assessed ability through placement testing and/ or previous study at Brimmer or another school. Within the first month of the academic year, students may be moved among the levels dependent upon their demonstrated ability within a course.

6th Grade French: Topics in Culture and Communication This course engages the student in the study of the language and Francophone cultures.

The emphasis of the course is on developing listening, oral communication, reading, and writing skills. Students acquire the skills and knowledge crucial to understanding and making themselves understood at an elementary level. Current events and cultural topics of interest in the target regions are introduced, explored, and reinforced throughout the year. The course serves as a precursor to a more formalized study of the language, which fosters the development of writing skills in the following year.

6th Grade Mandarin: Topics in Culture and Communication This course engages the student in the study of the language and

Chinese culture. The emphasis of the course is on developing listening and oral communication skills at a novice level of proficiency. Language and culture are introduced via music, video, movies, and arts and crafts, as well as research-based history projects.

The course serves as a precursor to a more formalized study of the language, which fosters the development of writing skills in the following year.

classroom becomes a place for enrichment—where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill-building, and grammar are stressed alongside active participation in discussions and the development of presentation skills.

Students are strongly encouraged to use the Writing Center.

6th Grade Spanish: Topics in Culture and Communication This course engages the student in the study of the language and cultures of the Spanish-speaking world. The emphasis of the course is on developing listening, oral communication, reading, and writing skills. Students acquire the skills and knowledge crucial to understanding and making themselves understood at an elementary level. Current events and cultural topics of interest in the target regions are introduced, explored, and reinforced throughout the year. The course serves as a precursor to a more formalized study of the language, which fosters the development of writing skills in the following year.

Physical Education/Sports 6 Students in grade 6 participate in a PE class that meets twice a week during the school day.

Students are required to change into appropriate attire consisting of sneakers and the issued Brimmer shirt. Students in grade 6 also have the option but are not required to participate in the Middle School sports program for each of the three seasons (fall, winter, and spring). If students choose to participate in the Middle School sports program, they are required to attend practices and games.

Practices are from 2:30 to 4:15 p.m., Tuesday through Friday throughout the season. Games are scheduled Tuesday through Friday, have various start and end times, and are played at a variety of locations.

English Language Support

2021–2022 Athletic Offerings for Grade 6

This course provides students with a strong foundation for success in a mainstream classroom setting: writing, reading, speaking, and listening. The ELS teacher works closely with humanities teachers in particular to provide ELS students with the support to best understand, organize, and follow through on assignments in the subject areas that are most difficult for nonnative speakers of English­— history and English classes. As students become acclimated to approaching and successfully completing projects, the ELS

Fall soccer, cross-country, field hockey, recreational tennis, fitness, and spinning Winter basketball, yoga, recreational skiing/snowboarding, and fitness Spring softball (girls) and baseball (boys), recreational lacrosse, recreational golf, recreational running, and fitness Students participating in interscholastic sports must

7

MIDDLE SCHOOL CURRICULUM

commit to attend all practices and games and maintain good academic standing. Students must provide appropriate equipment (cleats, softball or baseball glove, basketball sneakers, etc.) for each interscholastic sport. Students may choose, but are not required to participate in, one, two, or three seasons of interscholastic sports.

Grade 7 Course Listings Humanities 7 Students in English 7 work to develop the ability to access layers of meaning in texts across different genres and mediums. English is a living language, and the meanings of words, style of literature, and conventions of communication change dramatically over time and vary greatly by context.

With this understanding in mind, students explore texts collectively in class and through independent reading to understand the techniques writers use to affect their audiences. They also develop their voices as both analytical and creative writers.

In addition to creative writing assignments, students work on crafting thesis statements and incorporating textual evidence in analytical essays.

Texts include: Brown Girl Dreaming by Jacqueline Woodson, Inside Out & Back Again by Thanhha Lai, Coraline by Neil Gaiman, American Born Chinese by Gene Luen Yang, Nimona by Noelle Stevenson Students in History 7 explore the themes of democracy, citizenship and civics, freedom and oppression, justice and injustice, race and racism, individual and group identity, and activism through a series of case studies from American history. Students

8

act as historians, analyzing primary and secondary sources, developing guiding research questions, and forming their own thesis statements, which they back up with textual evidence and cogent reasoning. They examine a variety of historical texts, working to hone their reading comprehension, active reading, annotating, research, and writing skills. Students keep a writing portfolio throughout the year, as they practice skills that will enable them to compose their own written, original historical analyses.

They share their findings through different types of class discussions, individual and group projects, structured historical simulations, exhibitions, interdisciplinary work, and formal essays. Throughout the year, students explore the myriad links between history and other academic subjects, as they seek to understand how the world they live in has been and continues to be shaped. These connections help students think critically about the way they read and write history and the importance of considering multiple perspectives, and voices left out of traditional narratives in order to improve our understanding of the past and strive for a better future.

Growth Education 7 Growth Education 7 focuses on the ongoing transition from child to adolescent. The theme for the year is “Taking Sensible Action,” and students build upon problemsolving techniques to help them choose sensible actions. These problem-solving skills provide a context for the study of such topics as mental health and selfesteem; interpersonal and family relationships; personal hygiene; community service; reproduction and sexuality; tobacco, alcohol, and drug use; abuse prevention; and first aid.

Math 7 Students in Math 7 continue with the Connected Mathematics program and utilize Glencoe Pre-Algebra materials to prepare them for Algebra in grade 8. They explore various mathematical concepts, including patterns and functions, representing ideas in various ways, working with variables, and graphing. After an extensive review of integers, students develop their skills at solving multi-step algebraic equations. Throughout the entire year, students are taught the skills to approach work in a disciplined manner and to collaborate effectively with peers.

Integrated Science 7 The seventh grade science course is the second of a three-year sequence that integrates physical, life, and earth sciences. This course takes an inquiry-based approach to learning about the natural world. Through a combination of hands-on experimentation and project-based learning, students study topics such as the hydrologic cycle, groundwater, oceans, the definition of life, evolution, animal behavior, and plants, while learning about the scientific method, lab techniques, and report writing.

A STEM unit explores the engineering design cycle and robotics with a student-designed EV3 Lego Mindstorm robot.

Middle School World Languages Middle School students have three choices for modern language study: French, Mandarin, or Spanish. Students are placed in course levels and sections based on their assessed ability through placement testing and/ or previous study at Brimmer or another school. Within the first month of the academic year,

students may be moved among the levels dependent upon their demonstrated ability within a course.

English Language Support

Middle School French 1A MS French 1A serves as a formal introduction to the French language and Francophone cultures. Students learn to conjugate regular and irregular verbs, use more advanced vocabulary in a wide range of activities, and increase their listening and reading comprehension. Students also begin to learn helpful rules for pronunciation in French, to create sentences verbally and in written format, and to have simple conversations in French.

This course provides students with a strong foundation for success in a mainstream classroom setting: writing, reading, speaking, and listening. The ELS teacher works closely with humanities teachers in particular to provide ELS students with the support to best understand, organize, and follow through on assignments in the subject areas that are most difficult for nonnative speakers of English— history and English classes. As students become acclimated to approaching and successfully completing projects, the ELS classroom becomes a place for enrichment, where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill-building, and grammar are stressed alongside active participation in discussions and the development of presentation skills.

Students are strongly encouraged to use the Writing Center.

Middle School Mandarin 1A Students enrolled in this course have already acquired a basic knowledge of Chinese language and culture. Students are exposed to new lexical fields such as countries and nationalities, food, clothes, daily routines, sports, and personal introductions. Through a range of activities, students use more advanced vocabulary to start forming complex sentences and improve their comprehension.

Middle School Spanish 1A This course serves as a formal introduction to the study of the language and cultures of the Spanish-speaking world. Students build on basic structures, using more complicated grammar structures and developing an understanding of the natural rhythm of Spanish. Students expand their vocabulary and enhance their skills through daily oral and written interactive communicative activities.

Team Sports for Grades 7 and 8 The sports requirement for seventh and eighth grade is a minimum of one season of a team sport. If students play only one season of a team sport, they must choose an activity for the other two seasons. If they play two seasons of a team sport, they may take one season off.

The Middle School sports program requires practice from 2:30 to 4:15 p.m. Tuesday through Friday throughout the season, and participation in interscholastic games. Games are scheduled Tuesday through Friday, have various start and end times, and are played at a variety of locations.

Students participating in interscholastic sports must commit to attend all practices and games and maintain good academic standing. Students must provide appropriate equipment (cleats, softball or baseball glove, basketball sneakers, etc.) for each interscholastic sport.

2021–2022 Athletic Offerings for Grades 7 and 8 Fall field hockey (girls), soccer (girls and boys), and cross-country (coed) Activities: recreational tennis, fitness, and spinning Winter basketball (girls and boys) and curling for Grade 8 (coed) Activities: recreational skiing/ snowboarding, yoga, and fitness Spring lacrosse (girls and boys), softball (girls), baseball (boys), and tennis (coed­­—tryouts are held in the fall) Activities: recreational golf, recreational running*, and fitness *Programs must meet minimum enrollment to run.

Grade 8 Course Listings Humanities 8 The Humanities 8 curriculum focuses on essential questions concerning identity, othering, leadership, responsibility, and power dynamics. Using these questions as a guide, students explore the Holocaust, the Cultural Revolution in China, and the British Raj in India in both English and history. Through these lenses, students examine how leaders of these events in history obtained,

9

MIDDLE SCHOOL CURRICULUM

abused, and lost power; how the people in these societies reconciled who they were as individuals with the sociopolitical context in which they lived; and how power dynamics have impacted and continue to impact culture and history.

In English, students read texts such as Night (Wiesel) and Red Scarf Girl (Jiang) along with other pertinent novels, poems, and primary-source texts from Facing History and Ourselves. In addition, students further their growing awareness of language through contextual study of grammar and mechanics drawn from the editing of their own writing assignments and vocabulary pulled from the literature they read. Students also undertake various writing assignments that address the form and function of both expository and creative writing pursuits.

Students in History 8 use various resources to explore these historical time periods and make connections between present-day events and those that happened decades ago. Assessments, thesis-driven essays, and various discussion formats allow for opportunities to practice the process of extracting pertinent themes from history and making connections between the events discussed.

The year’s culminating assessment is a multi-genre project in which students demonstrate skills gleaned from their year’s work to highlight an important social changemaker.

Growth Education 8: In this course, students examine the challenges of their adolescence through the lens of ethical decision-making. Using the frameworks of the Ethical Literacy curriculum designed by the Institute for Global Ethics, students become familiar with the concept

10

of universal values and how they inform the process of making good decisions. In addition, students learn the four ethical dilemma paradigms established by the Institute in order to develop a common vocabulary for addressing difficult decisions. Students use their ethical training to explore the standard components of a health curriculum, including units on adolescent group dynamics, nutrition, substance abuse education, and the use of technology in the adolescent world.

Algebra I Algebra I is the heart of the sequence of the School’s secondary mathematics curriculum.

The curriculum follows a traditional course sequence of Algebra I, Geometry, Algebra II, Precalculus, and Calculus. The topics covered in Algebra I include solving equations and inequalities; graphing lines and inequalities; solving systems of equations; adding, subtracting and multiplying polynomials; and finding zeros of quadratic equations by factoring and using the quadratic formula. Problemsolving techniques are also emphasized throughout the course through real-life applications and projects.

Integrated Science 8 Science 8 is the final year in a three-year sequence that integrates physical, life, and earth sciences. Students explore matter and energy, examining how these two phenomena help explain the universe across a range of scales from subatomic particles to the structure of planets and stars and build on previous years through laboratory experiments, report writing, and STEAM projects. The year begins with a physical science unit that is a laboratory-based introduction to chemistry, in which students learn about the atomic theory of matter. The unit on

physics explores different types of energy and culminates in a STEAM project that requires students to generate and measure renewable energy. The earth science unit builds on the material from the previous two units to examine how matter and energy help explain the composition of stars, the formation and internal structure of the earth, and plate tectonics.

The unit includes a STEAM project in which students design, build, and test structures to withstand earthquakes. In each of the three units, students learn how to use laboratory equipment to conduct experiments and collect data that they analyze through graphs, charts, and written lab reports.

Innovation Hour Eighth grade students spend regular time learning how to design for and use tools in the Makerspace. Students get an overview of how to design for the different tools, as well as create their projects. This includes using computer aided design (CAD) software to create designs for 3-D printing and laser cutting. Students are given an opportunity to cater their designs to their own interests or relevant class projects.

Middle School World Languages Middle School students have three choices for modern language study: French, Mandarin, or Spanish. Students are placed in course levels and sections based on their assessed ability through placement testing and/ or previous study at Brimmer or another school. Within the first month of the academic year, students may be moved among the levels dependent upon their demonstrated ability within a course.

Middle School French 1B Students continue to hone and expand their knowledge of grammar and vocabulary. Proficiency

Spanish novel. Students who complete this course continue to Upper School Spanish II.

in speaking and writing is emphasized, and reading comprehension is further developed through dialogues and short cultural readings. Students who complete this course continue with Upper School French II.

English Language Support

Middle School Mandarin 1B Students continue to hone and expand their knowledge of grammar and vocabulary. Students learn how to ask the date, tell time, describe the position of things, and discuss clothing and shopping. Proficiency in speaking and writing is emphasized, and reading comprehension is further developed through dialogue and short cultural readings. Students who complete this course continue with Upper School Mandarin II. The MS Mandarin 1B Honors Program is designed for students who are seeking to expand their knowledge of Chinese language and culture. The Honors Program provides students with creative problem-solving, independent thinking, and extended research skills. Students are required to finish both class work and additional extra work outside of class. Keynote® presentations, translations, research projects, reading summaries, essays, and oral presentations are completed mainly in the target language.

Middle School Spanish 1B Students deepen and strengthen their knowledge of the language, working to make their speech and writing more fluid. Exposed to a Spanish language environment in the classroom, students further develop their listening comprehension. Students expand their knowledge of grammar and vocabulary and work to improve their proficiency with speaking and writing. Reading comprehension skills are developed via a short

This course provides students with a strong foundation for success in a mainstream classroom setting: writing, reading, speaking, and listening. The ELS teacher works closely with humanities teachers in particular to provide ELS students with the support to best understand, organize, and follow through on assignments in the subject areas that are most difficult for nonnative speakers of English–– history and English classes. As students become acclimated to approaching and successfully completing projects, the ELS classroom becomes a place for enrichment—where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill-building, and grammar are stressed alongside active participation in discussions and honing presentation skills. Students are strongly encouraged to use the Writing Center.

Team Sports for Grades 7 and 8 Please see listing at the end of the Grade 7 section.

11

Our Upper School program presents a challenging and engaging curriculum that balances specific course requirements with a wide range of electives and international travel experiences, which give students increasing choices as they prepare for post-secondary study. The program offers ways for students to grow intellectually, focuses on local and global issues, and supports student growth as adolescents through Wellness offerings. Student are given an opportunity to pursue their interests and passions through courses, clubs and activities, and after-school programming such as athletics and theater productions.

12

UPPER SCHOOL CURRICULUM

Fundamentals + Flexibility Upper School students are expected to take the equivalent of five fullcredit academic courses each year.

A total of 22 credits is required for graduation, although most students earn more.

The four-year course of study for students in grades 9 through 12 must include the following credits: • English (4 credits) • History (3 credits) • Mathematics (3 credits) • Science (3 credits) • World Languages (3 consecutive credits) • Creative Arts (2 credits) • Technology (1 credit) • Community Service (40 hours)* • Athletics/Physical Education (4 years) *Due to COVID-19, students graduating in 2022 and 2023 are required to complete 25 hours.

Students graduating in 2024 are required to complete 30 hours.

An additional 3 credits are obtained by enrolling in classes (offered in various departments) that are above and beyond the required course of study.

A minimum number of students may be necessary for a course to be offered. Some courses have limited enrollment. Courses are subject to change by departmental decisions.

In the event that a course cannot be offered due to student enrollment, students may have the option to take a similar course through One Schoolhouse (refer to the OneSchoolhouse section for more information).

Students who transfer into the Upper School after grade 9 may meet the requirements with comparable courses or may have proportionately reduced elective requirements.

13

MIDDLE SCHOOL CURRICULUM

Distinctive Academic and Signature Programs CREATIVE ARTS DIPLOMA PROGRAM (CAP)

The Creative Arts Diploma Program provides students who demonstrate a determined interest in the arts with the opportunity to focus on a chosen art form, the tools to create a portfolio documenting their work, cultural connections to the Boston arts community, and a venue for participants to share their talents with the larger community. A minimum two-year commitment is required, including participation in the 12th Grade Seminar. There is a field trip fee for this course.

The Creative Arts Diploma Program is comprised of students in grades 10–12 who have a deep commitment to visual arts, music, dance, theatre, video, or creative writing; have already developed considerable skill in that area (called a “concentration”); and have a strong inner drive to pursue further study.

Each Diploma student works out a personal program on a yearly basis with the Creative Arts Chair and a mentor teacher from the Creative Arts Department. These plans vary widely and are tailored to each student’s interests and needs; they are open to revision, but each program has these five features in common: 1.

2.

14

A minimum of 7–10 hours a week of work in the chosen concentration, beyond school time. This can be made up of lessons, practice time, rehearsal, studio time, research, viewing, reading, meeting with a mentor, journal keeping, etc.

A commitment to sharing their work with the School community with increasing

frequency and complexity as students move through the program. Eventually, the graduating Diploma students plan and participate in the CAP 12th Grade Exhibition.

3.

Participation in all the master classes and field trips arranged for the Diploma students, unless excused due to other school commitments. This is usually about 12 events per year, distributed across all concentrations, both at Brimmer and in the Boston metropolitan area.

4.

Participation in the yearlong 12th Grade CAP Seminar.

5.

Documentation of both process and product throughout the program in a journal and portfolio.

Once accepted into the program, each student is assigned a Creative Arts Department advisor who provides guidance and monitors student progress throughout the program.

Application Process Upper School students may apply for admission to the CAP Program towards the end of their ninth or tenth grade year. The application materials are released shortly after winter break each year. Completed applications are due on the first Monday after spring break.

Application materials are reviewed by the CAP Diploma Supervisory Board, which is composed of the Director of the CAP Diploma Program and members of the Creative Arts Department. Upon review, applicants are interviewed by the Director and appropriate concentration members of the Creative Arts Department.

Program Requirements Students must: • maintain

a B average in all CAPrelated courses

• enroll

in the 12th Grade CAP Seminar taken during twelfth grade

• attend

after-school performances and master classes unless excused due to other School commitments

• participate

in the annual CAP Expo at the fall Open House.

Students with a concentration in the performing arts must: • enroll

in a Digital Cinema class (1 semester)

• enroll

in US Ensemble or Greenline for two years (4 semesters)

• enroll

in concentrationappropriate arts electives in both semesters of eleventh grade

• participate

in all music concerts and/or theatre productions throughout the year.

Students with a concentration in the visual arts must: • enroll

in Graphic Art class (1 semester) • enroll in AP® 2-D or AP® Visual Art, as appropriate

• participate

in Art Exhibitions and creating production posters throughout the year

CAP Concentrations Students must select a concentration when applying to CAP. A concentration is focus of study that can be individually tailored to suit specific student interests. Typical concentrations are below: Required Coursework in Visual Arts Concentration • Graphic

Art (1/2 credit)

• Drawing

or Painting (1/2 credit)

• Advanced

Drawing and Painting (1/2 credit) • AP® Visual Art (11/2 credits)

Required Coursework in Photography Concentration • Graphic

Art (1/2 credit)

• Drawing

or Painting (1/2 credit)

• Photography

I and II (1 credit)

• Consistent

grade of A in each grading period

• Proof

of consistent leadership in the Creative Arts Department

• Participation

above and beyond the program requirements

• Advanced

Photography (1/2 credit) • AP® 2-D (11/2 credits)

• Demonstration

Required Coursework in Music Performance Concentration

• Creative

• Digital

GLOBAL STUDIES DIPLOMA PROGRAM

Cinema (1/2 credit)

• US

Ensemble or Greenline (2 credits)

• Music

Theory (1/2 credit)

• Music

History (1/2 credit)

Required Coursework in Theater Concentration • Digital

Cinema (1/2 credit)

• Acting

or Improvisation (1/2

credit)

• Stagecraft

credit)

• Theatre

or Production (1/2

Studies (1/2 credit)

• Participation

in three US productions yearly (after-school/ weekend activity)

Required Coursework in Musical Theater Concentration • Digital

Cinema (1/2 credit)

• Greenline • Music

Theory (1/2 credit)

• Acting

credit)

(2 credits)

or Improvisation (1/2

• Participation

in US Musical and US choral concerts (after-school/ weekend activity)

Requirements for Earning a Creative Arts Diploma with Distinction In addition to completing the coursework required, students who seek to graduate from the program with distinction must demonstrate:

of excellence in both performance/execution and scholarship in chosen concentration Arts Department vote of earned distinction

The Global Studies Program at Brimmer is specifically designed to prepare students to be informed, involved, and ethical citizens in a global society. The program entails concentrated and advanced coursework in world languages, history, geography, international relations, economics, culture, media, and science. Completion of the program leads to a special diploma in Global Studies, and students may work to earn this diploma with distinction.

Application Process Upper School students may apply for admission to the Global Studies Program at the end of their ninth or tenth grade year. At this time, they will submit an application form and a plan of study for their tenth, eleventh, and twelfth grade years. Applications are reviewed by the Global Studies Program Supervisory Board, which is composed of the Assistant Head of Academic Affairs, Director of Global Studies, and members of the Science, World Languages, and Humanities Departments.

The Supervisory Board will review student status in the program at the end of each semester.

Program Requirements Students must complete the following courses: • World

History I (1 credit)

• World

History II (1 credit)

• Geographic

(1/2 credit)

Information Science

• Global

Social Justice or Global Diplomacy (1/2 credit)

• 4

years of study in one world language: Spanish, French, or Mandarin (4 credits) Exceptions may be made for international students who study English as a second language and take an additional language. Options for diversified coursework may be made for students who reach the AP® level of a language by eleventh grade and students who are languageexempt.

Students must select a concentration in either economics, political science/history, science, or world languages. Students must complete at least 2 credits in their area of concentration.

Students must earn grades of B or higher or a score of 3 or higher in AP® exams in all Global Studies courses and must maintain an overall GPA of at least a 3.0 to be accepted and remain in the program.

Coursework in Economics Concentration • Principles

of Economics (1/2 credit) • AP® Macroeconomics (1 credit) • AP®

Microeconomics (1 credit)

• Statistics

or Calculus (recommended, not required)

Coursework in Political Science/ History Concentration: • 20th

Century: Resistance and Imprisonment (1 credit)

• Archaeology

(1/2 credit)

• The

Cold War: Rivalries, Alliances, and the Quest for Global Dominance (1/2 credit)

• Cultural

Intelligence in the Global Context (1/2 credit)

15

UPPER SCHOOL CURRICULUM

Sample Schedules for Global Studies Diploma Program ECONOMICS GRADE 10

16

GRADE 11 Elective/AP®

GRADE 12

English II

English

Modern World History

U.S. History

AP® Economics

Physics/Science Electives

Chemistry/Science Electives

Science Electives

Math

Math

Statistics or Math Elective

World Language

World Language

World Language

Geographic Information Science

AP® Economics

Humanities Elective

Principles of Economics

Art or Tech Electives

Art or Tech Electives

Art or Tech Electives

Global Social Justice

POLITICAL

GRADE 10

GRADE 11

GRADE 12

Elective/AP®

English

English Elective/AP® English

English Elective/AP® English

SCIENCE

English II

English

Modern World History

U.S. History

Global Studies Pol. Electives

Physics/Science Electives

Chemistry/Science Electives

Science Electives

Math

Math

Math Electives

World Language

World Language

World Language

Geographic Information Science

Global Studies Pol. Electives

Art or Tech Electives

Global Social Justice

Art or Tech Electives

SCIENCE

GRADE 10

GRADE 11

GRADE 12

English II

English Elective/AP® English

English Elective/AP® English

Modern World History

U.S. History

Global Studies Pol. Electives

Physics/Science Electives

Chemistry/Science Electives

Global Studies Science Course

Math

Math

Math

World Language

World Language

World Language

Geographic Information Science

Global Studies Science Course

Art or Tech Electives

Art or Tech Electives

Global Social Justice

WORLD

GRADE 10

GRADE 11

GRADE 12

Elective/AP®

English

English Elective/AP® English

LANGUAGES English II

English

Modern World History

U.S. History

Elective Course

Physics/Science Electives

Chemistry/Science Electives

Geographic Information Science

Math

Math

Math Elective

World Language 1

World Language 1

World Language 1

World Language 2

World Language 2

World Language 2

Global Social Justice

Art or Tech Electives

English

• Current

Events: Americans in the World (1/2 credit)

• Global

Diplomacy (1/2 credit)

• Government

(1 credit)

• International

Relations (1 credit)

• Latin

American History (1 credit)

• The

Middle East and North Africa: Cultures and Viewpoints (1/2 credit)

• Popular

Culture in American History (1 credit)

• Women’s

Studies: A Global Perspective (1/2 credit)

Coursework in Science Concentration: • Marine Science (1 credit) • Advanced

Topics in Biotechnology (1 credit) • AP® Environmental Science (1 credit) • AP® Statistics or Calculus

(recommended, not required)

• Marine

Science (1 credit)

Coursework in World Languages Concentration • Three years in a second world language (3 credits) or two years (2 credits) and a summer course or immersion program Additional Requirements In addition to coursework, students must earn 650 credit points toward the Global Studies Diploma once accepted into the program. Credit points will be required in the following categories: • Global

Action­—200 credit points—global travel, service learning either abroad or domestic with a global focus, or other global activities (may include Winterim travel abroad, participation in Model UN, taking part in international exchange programs, volunteering with the local chapter of a global-based NGO, etc.)

• Cultural

Engagement—200 credit points—experiences that are

not service- or travel-related but that contain a global focus (may include activities such as movies, museum exhibits, plays, etc.)

• Student

Choice—200 credit points—may include community activities such as planning a trip, taking a leadership role in planning and running an assembly, taking Global Studies courses above and beyond their concentration requirements, etc.

• 12th

Grade Reflection Project—50 credit points

Point values earned for activities within the Global Action, Cultural Engagement, and Student Choice categories will vary depending on the length of time involved, degree of student preparedness, and overall commitment level. Point values will be determined and approved by the Global Studies Director and/or Global Studies Program Supervisory Board.

Requirements for Earning a Global Studies Diploma with Distinction In addition to completing the required coursework, students who seek to graduate from the program with distinction will be required to earn at least 850 credit points.

Distinction will be considered for, but not limited to, the following options: • Grade

of B+ or higher or a score of 4 or higher on AP® Exams in all Global Studies Program coursework

• Proof

of consistent leadership in the Global Studies Program

• Participation

above and beyond the program requirements

• Global

Studies Program Supervisory Board vote of earned distinction

Once accepted into the program, students are assigned a Global Studies Program advisor who provides guidance and monitors progress throughout the program.

SCIENCE TECHNOLOGY ENGINEERING ART MATHEMATICS (STEAM) DIPLOMA PROGRAM

The STEAM Diploma Program provides students with the opportunity to participate in interdisciplinary coursework, drawing together its five core subject areas. The primary objective of the program is to inspire students and prepare them for the rigor of following a demanding program in a STEAM field in college. Students will be challenged to draw on their knowledge of all core disciplines and to synthesize innovative solutions to problems. Completion of the program leads to a special STEAM Diploma.

Application Process Upper School students may apply for admission into the STEAM Program at the end of their ninth or tenth grade year. The application materials are released prior to March break each year.

Applications are reviewed by the STEAM Diploma Supervisory Board, which is composed of the Director of the STEAM Diploma Program, the Director of Innovation and Design, and members of the Science, Technology, and Math Departments. The Supervisory Board will review student status in the program at the end of each semester, Program Requirements Students must: • maintain

a B average in all STEAM-related courses.

• complete at least two AP®

courses in science, technology, art, or mathematics.

• complete

and math.

four years of science

• achieve

Honors or take an additional AP® class within these disciplines.

• complete

at least one engineering course.

17

UPPER SCHOOL CURRICULUM

• take

STEAM Lab during twelfth grade.

• Computer

• select

• VEX

a concentration in either Biomedical and Life Sciences, Architectural and Industrial Design, Technology and Robotics, or Engineering and Physical Sciences and complete at least 3 credits in their area of concentration.

Coursework in Biomedical and Life Sciences Concentration (at least 3 credits required) • AP®

Biology (1 credit)

• AP®

Environmental Science (1 credit)

• Anatomy

credit)

and Physiology (1

• Biotechnology • Chemistry • Marine

(1 credit)

(1 credit)

Science (1 credit)

• Neuropsychology • Statistics

credit)

(1 credit)

or AP® Statistics (1

Coursework in Architectural and Industrial Design Concentration (at least 3 credits required) • AP®

2-D Design (1 credit)

• AP®

Studio Art (1 credit)

• Architectural

credit)

• Digital

CAD Modeling (1/2

Fabrication (1/2 credit)

Robotics (1/2 credit) (afterschool/weekend activity)

Coursework in Engineering and Physical Sciences Concentration (at least 3 credits required) • AP®

Calculus (1 credit) ® • AP Physics 2 (1 credit) • Architectural

credit)

• Chemistry • Digital

CAD Modeling (1/2

(1 credit)

Fabrication (1/2 credit)

• Principles

credit)

of Engineering (1/2

Additional Requirements • Students

must complete one college-level online course within their STEAM concentration.

It must be approved by the Director of the STEAM Diploma Program.

• Students

must complete one internship (40 hours minimum) in a STEAM field. It is strongly recommended that students do an internship in the summer prior to their twelfth grade. It must be approved by the Director of the STEAM Diploma Program.

• Students

must participate in the annual STEAM Expo at the fall Open House.

• Fashion

Design (1/2 credit)

HONORS PROGRAM

• Graphic

Art (1/2 credit)

The Honors Program is designed to offer students an intellectual extension to the required class work with additional focus on creative problem-solving, independent thinking, extended research skills, and application of learned content and skills. By definition, the teachers offering this program will not offer one-onone instructional support and will expect students not to engage a tutor to complete the work assigned.

• Problem

Solving through Design I & II (1/2 credit each)

• Production

(1/2 credit)

Coursework in Technology and Robotics Concentration • AP®

Computer Science (1 credit)

• Computer

Science: Data Science (1/2 credit)

• Computer

Science: Web Design (1/2 credit)

• Computer

Science: Advanced Web Design (1/2 credit)

• Computer

Science: App Development (1/2 credit)

18

Science: Advanced App Design (1/2 credit)

Each teacher participating in the Honors Program requires quarterly

projects and additional material for the students to learn. Some of this material might be designed to complete work needed for the SAT® II Subject Exams. The School recommends that students who desire an additional academic challenge focus on an area of strength or interest when pursuing the Honors Program. Few students will be able to balance the work of more than three Honors courses at one time. Students should recognize that each course is an additional commitment of time with a considerable level of independent learning required.

Qualifications A student must have earned a grade of B or higher in the previous year’s course or gained the permission of the instructor in order to enroll in the Honors Program for a chosen discipline.

In addition, the student must demonstrate a high level of independence in accomplishing assignments and class work outside of the scheduled class time.

Throughout the year, the student must achieve a B or above in the required coursework and a B or above in the Honors work for the semester. Semester grades that meet this grading standard are required in order to receive Honors distinction for the course.

Honors status will be indicated on a student’s transcript at the conclusion of the school year.

Withdrawing from the Honors Program will incur no penalty at any time; no partial distinction will be conferred. Several courses offer the Honors Program for students who would like to study beyond the required coursework and pursue the subject in greater depth. These courses are shared with students in September.

Program Supervision The Honors Program is overseen by the Head of Upper School.

Sample Schedules for STEAM Diploma Program BIOMEDICAL GRADE 10

GRADE 11

GRADE 12

& LIFE SCIENCE English II

English Elective/AP® English

English Elective/AP® English

Modern World History

U.S. History

Marine Science

Physics

Chemistry (Honors)

AP® Biology

Algebra II (Honors)

Precalculus

AP® Statistics

World Language

World Language

World Language

Digital Fabrication

Anatomy and Physiology

Art or Tech Electives

Art or Tech Electives

STEAM Lab

ARCHITECTURE GRADE 10

GRADE 11

GRADE 12

INDUSTRIAL

English II

English Elective/AP® English

English Elective/AP® English

DESIGN

Modern World History

U.S. History

AP® 2-D Design

Physics

Chemistry/Science Electives

Science Electives

Algebra II (Honors)

Precalculus

AP® Calculus

World Language

World Language

World Language

Digital Fabrication

Problem Solving I & II

STEAM Lab

Architectural CAD Modeling GRADE 11

GRADE 12

TECHNOLOGY GRADE 10

Elective/AP®

English Elective/AP® English

ROBOTICS

English II

English

Modern World History

U.S. History

Elective Course

Physics (Advanced)

Chemistry/Science Electives

AP® Physics 2

Algebra II (Honors)

Precalculus

AP® Calculus

World Language

World Language

World Language

Web Design

App Development

Advanced Web Design

STEAM Lab

GRADE 11

GRADE 12

AP®

Computer Science

Art Elective

ENGINEERING GRADE 10

Elective/AP®

English

English Elective/AP® English

PHYSICAL

English II

English

SCIENCES

Modern World History

U.S. History

Elective Course

Physics (Advanced)

Chemistry (Honors)

AP® Physics 2

Algebra II (Honors)

Precalculus

AP® Calculus

World Language

World Language

World Language

Digital Fabrication

Principles of Engineering

STEAM Lab

Art or Tech Elective

Art or Tech Elective

English

19

UPPER SCHOOL CURRICULUM

SCHOLAR SOCIETY

The Scholar Society comprises eleventh and twelfth graders who have maintained a high academic average (3.5 cumulative weighted GPA or higher) and are actively involved in the life of the School. Students who apply to the Scholar Society are evaluated on their academic achievement, their contributions to the School, and how they embody Brimmer’s Core Values. Members are determined by a vote of the Scholar Committee, which is made up of faculty and administrators.

Academically eligible students are identified by the evaluating committee and are invited to apply in February of eleventh grade and/ or September of twelfth grade.

Students who transfer to Brimmer in eleventh grade are eligible to apply during September of twelfth grade.

AWARDS AND RECOGNITION

Each year Brimmer recognizes exceptional student work in the academic program, athletic program, and creative arts program. Faculty nominate and determine academic and community involvement honors to be awarded at Honors Convocation and Commencement.

These include endowed scholarships; University and College Book Awards such as the Harvard, Yale, Columbia, and Wellesley Book Awards; and Brimmer Departmental Awards.

Student-athletes are recognized during end-of-season and end-ofyear Athletics Awards Assembly.

Athletic awards are determined by coaches, faculty, and the Athletics Department. Creative Arts awardees are nominated by the Creative Arts Department and honored during the annual Brimmer Academy Awards.

Student awards are determined by members of the Brimmer Academy, which comprises faculty, staff, parents, and students who

20

have attended the specified performances.

INDEPENDENT STUDY 1/2 CREDIT PER SEMESTER

Independent Study is available to qualified eleventh and twelfth graders in specific subject areas.

A student who is interested in pursuing such a project should discuss the proposal with the appropriate member of the faculty and then present a written proposal of the overall plan to the Head of Upper School for consideration. Students with GPAs of 3.33 or higher and a B+ average in the discipline of the proposed independent study will be given greatest consideration in their applications. Students may choose to do an online class for a course that is not offered at Brimmer.

This must be approved by the department chair and Head of Upper School.

One Schoolhouse/Online Course Opportunities Brimmer has developed a relationship with an online school One Schoolhouse.

One Schoolhouse provides asynchronous classes. Students may enroll in a One Schoolhouse course through Brimmer in the following ways: • Interest

in an additional course that is not offered at Brimmer.

There is a course fee associated with this option.

• A

Brimmer course is unable to run due to low enrollment and the One Schoolhouse course is provided as an option for students who require the course for specific diploma program or graduation requirement.

Depending on the circumstances, the School may cover the cost of the course in this case.

If a student drops a course that has been paid for by the School, they may be required to pay for course

fees that cannot be refunded.

Completion of a One Schoolhouse course will be reflected on a student’s Brimmer transcript.

COURSE-LOAD RESTRICTIONS

The goal of our program is to support students in their academic pursuit. ​Students have a significant amount of choice in their courses of study, and the advisor program helps students determine which courses will meet their needs during their Brimmer academic career.

In order to promote student success, the School has established certain requirements to ensure that students are fully focused on their courses while supporting their overall wellness. For this reason, students may not take more than a total of seven academic and elective courses in any given semester. For students pursuing AP® coursework, the School recommends that students take five or fewer over the course of their eleventh and twelfth grade years combined. The college counselors provide this information to colleges to provide a clear understanding of the School’s objectives and policies which seek to reduce student pressure to take on too much academically.

Additionally, the number of academic courses a student takes may be restricted based on the number of AP® courses they are enrolled in in a given year.

12TH GRADE THESIS DEFENSE

In the late winter and early spring, twelfth graders not in the Global Studies Program research an author’s writing in English electives and AP® English classes.

Students form their own theses based on individual research and write papers in which they present evidence for their theses from both primary and secondary sources. Students in the Global Studies Program will focus on a

topic, complete research, and present theses in their areas of concentration in Global Studies.

After completing their research papers, all twelfth grade students present their semester’s work to four faculty members and two students, each of whom will have read the paper. During a 20-minute presentation period, the panel will assess each student’s thesis defense according to a preestablished rubric. In this time, students explain their theses, support their arguments with the evidence found during the research process, and leave time for questions from the panel. Students are graded in their respective courses for their work on both the written and oral portions of this task.

12TH GRADE PROJECT

During the final four weeks of the second semester, twelfth graders participate in an internship program that allows them to explore occupational fields of interest. They work off campus for 24 to 30 hours a week under the direction of an on-site supervisor.

The 12th Grade Projects are also monitored by faculty advisors and the 12th Grade Project Director.

Students return to campus regularly for meetings with their advisors, and they are required to share their work experiences at a special exhibition at the end of the project period.

WINTERIM

Winterim is an Upper School program that takes place every other year (odd years) during March and gives students the opportunity to travel both abroad and domestically and learn about people, cultures, customs, history, language, science, and the environment. Students may choose to participate in School programs to places such as Belize, China, Dominican Republic,

England, France, Germany, Greece, India, Italy, and Spain.

Domestic program offerings have included visits to New York City, the American Southwest, and Washington, D.C.; a week of local day trips in Boston is always offered as well. All programs offer a variety of activities that enhance students’ learning from several angles, whether they be from a multidisciplinary examination of a theme, a service-learning program, or an opportunity to help them attain goals toward graduation or Diploma program requirements.

All Upper School students are required to participate in a Winterim program.

UPPER SCHOOL CAMP

Upper School students spend two days at the beginning of each academic year at an outdoor camp.

This overnight trip allows Upper School students and faculty to get to know each other, to learn how to work together effectively, and to have some fun. The School trips provide an excellent introduction to the school year. The programming for camp is designed by student leaders with the support of the Dean of Students and Head of Upper School. The camp experience is a tradition at Brimmer and is designed to facilitate community building.

(In years when religious or other holidays fall during the annual camp trip, alternate programming may be scheduled.) The Upper School goes to Camp Wingate-Kirkland on Cape Cod, where students will spend time bicycling, kayaking, swimming, exploring the beach, playing field games, paddle boarding, etc.

All Upper School students are required to attend camp.

WELLNESS PROGRAM

Upper School students participate in wellness programs geared to support their social, emotional, and physical well-being. As a school,

we strive to develop students who go on to be successful in the world and educate them in areas that allow them to be prepared to make informed decisions when faced with challenging situations. Each grade has weeklong workshops on sexual health education (ninth and eleventh grades) and stress management and substance use and abuse. When possible, the School offers a parent workshop as well. Ninth and tenth graders have a weekly Wellness Period to cover general topics.

Upper School Creative Arts Students in grades 9 through 12 are required to complete four semesters of creative arts. The creative arts include the visual arts, theatre arts, digital cinema, and music.

Creative Arts Diploma Program (CAP) GRADES 10, 11, AND 12, FULL YEAR, 1 CREDIT

Permission of the Director.

The Creative Arts Diploma Program provides students who demonstrate a determined interest in the arts with the opportunity to focus on a chosen art form, the tools to create a portfolio documenting their work, cultural connections to the Boston arts community, and a venue for participants to share their talents with the larger community.

Interested students should apply directly to the Creative Arts Chair and Program Director. Upon acceptance, a minimum two-year commitment is required, including participation in the Twelfth Grade Seminar. When applicable, CAP students should be enrolled in AP®-level and/or upper-level arts classes pertaining to their concentration. There is a field trip fee for this course.

21

UPPER SCHOOL CURRICULUM

PROGRAM REQUIREMENTS

Students must: • maintain

a B average in all CAPrelated courses

• take

the 12th Grade CAP Seminar taken during twelfth grade

• attend

after-school performances and master classes unless excused due to other School commitments

• participate

in the annual CAP Expo at the fall Open House.

Students with a concentration in the performing arts must: • enroll

in a Digital Cinema class (1 semester)

• enroll

in US Ensemble or Greenline for two years

• enroll

in concentrationappropriate arts electives in both semesters of eleventh grade

• participate

in all music concerts and/or theatre productions throughout the year

Students with a concentration in the visual arts must: • enroll

in Graphic Art (1 semester) • enroll in AP® 2-D or AP® Visual Art, as appropriate

• participate

in art exhibitions and creating production posters throughout the year

VISUAL ARTS

Students new to the School wishing to pursue the visual arts are encouraged to take one semester of either Drawing or Painting in their ninth grade year, as it is a prerequisite for many visual arts classes.

Serious students of visual arts should consider the following course path: • Drawing,

Painting, Advanced Drawing and Painting, AP® Studio Art

22

Serious students of photography should consider the following course path: • Photo

I, Photo II, Advanced Photo, AP® 2-D Design: Photography

Drawing SEMESTER I, 1/2 CREDIT

This course is designed for students who want to explore personal vision through the medium of drawing. The course explores various tools and processes of drawing and encourages students to experiment with how to convey ideas through mark-making and drawing applications. Projects emphasize the importance of observation, expression, and imagination through a series of skill-building projects. In addition, students are introduced to the skills of foreshortening, portraiture, value, and perspective. Students also study relevant art history and learn and practice art criticism techniques.

Painting SEMESTER II, 1/2 CREDIT

This course is designed for students who want to explore personal vision through the medium of painting. The course explores the theory of color and encourages students to experiment with how to convey ideas through mark-making and the processes of painting. Projects emphasize the importance of observation, expression, and imagination through a series of skill-building projects. In addition, students are introduced to the skills of foreshortening, portraiture, value, and perspective. Students also study relevant art history and learn and practice art criticism techniques.

Advanced Drawing and Painting SEMESTER II, 1/2 CREDIT

Prerequisite: Drawing or Painting or permission of the department.

This course is designed for students who would like to further develop their drawing and painting skills. Students refine their understanding of working through observation, expression, and imagination. Building on foundation skills, projects are designed with expanded creative choice and expression, as students develop their skills of foreshortening, portraiture, value, perspective, and color theory.

Various ways of seeing the subject are introduced as well as thematic development of a visual subject.

Students also study relevant art history and practice art criticism techniques. Students may also repeat this course to continue their study of the studio arts.

AP® Studio Art GRADES 11 AND 12 (BEGINS IN SEMESTER II OF ELEVENTH GRADE), 1 1/2 CREDITS (3 CONSECUTIVE SEMESTERS)

Prerequisites: Drawing, Painting, and Advanced Drawing and Painting, as well as permission of the department.

This three-semester course is designed for eleventh and twelfth graders who wish to focus on their art and develop their technique for post-secondary study. Following the guidelines for assignments set by the College Board, students create an extensive portfolio of 24 pieces of art. Students explore different materials and techniques to develop their individual artistic voice. In the spring semester of twelfth grade, a digital portfolio is produced and submitted to the College Board for Advanced Placement® credit.

Photography I SEMESTER I, 1/2 CREDIT

Students use the camera as a tool to increase their observational skills and work toward developing

personal imagery in their photographs. They study blackand-white photography by developing and printing their own film. Camera orientation and darkroom techniques are introduced. Regular class critiques and written assignments help further develop students’ critical observations and photographic vision.

critiques. The class is intended as a full-year course to build on skills and create a finished portfolio at the end of Semester II. Students may elect to move to the AP® Studio Art: 2-D Design course in the spring semester of their eleventh grade year.

Photography II

GRADES 11 AND 12 (BEGINS IN SEMESTER II OF ELEVENTH GRADE), 1 1/2 CREDITS (3 CONSECUTIVE SEMESTERS)

SEMESTER II, 1/2 CREDIT

Prerequisite: Photography I or permission of the instructor.

Students further develop the skills and techniques acquired in Photography I. They continue to work with black-and-white film and manual cameras through a series of projects addressing a variety of photographic topics. Projects emphasize the conceptualization of their own personal vision, while continuing to explore camera manipulations, darkroom techniques, and alternative print processing. Regular class critiques, readings, and written assignments help further develop students’ critical observations and photographic vision.

AP® Studio Art: 2-D Design Concentration in Photography

Prerequisites: Photography I and II and one semester of Advanced Photography, as well as permission of the department.

This three-semester course is designed for eleventh and twelfth graders who wish to focus on their photography and develop their craft for post-secondary study. Following the guidelines for assignments set by the College Board, students create an extensive portfolio of 24 pieces of art. In the spring semester of twelfth grade, a digital portfolio is produced and submitted to the College Board for Advanced Placement® credit.

Architectural CAD Modeling

Advanced Photography

SEMESTER I, 1/2 CREDIT

FULL YEAR, 1 CREDIT OR PER SEMESTER, 1/2 CREDIT

This course moves students through a full design sequence that concludes with the creation of a functional, architectural space.

Drawing inspiration from a global location, students follow the design process to conceptualize and digitally construct architectural forms in new and innovative ways.

Through this process, students acquire 3-D modeling skills through the use of computer aided design (CAD). While the emphasis of this course is on digital modeling, traditional practices of sketching on paper and hand fabrication are included.

Prerequisites: Photography I and II or permission of the instructor.

This course is designed for students to advance skills developed in Photography I and II. Students further explore advanced photographic processes, with an emphasis on advanced digital manipulation in Adobe Photoshop®. Darkroom demonstrations also enhance printing and developing practices, and readings are assigned to build students’ base knowledge of photographers and photographic techniques. Students build on their observational skills and concepts of compositions through in-class

Fashion Design I SEMESTER II, 1/2 CREDIT

Prerequisite: Drawing or Painting.

Credit: Art.

This course applies the concepts of the design process to the exploration of fashion and textile construction. The course covers sewing and fabrication techniques, which include patterning and the use of sewing machines, laser cutting, and embroidery machines. Students work both individually and in small groups to design original garments and collections and then execute their vision through the variety of fabrication methods within the Makerspace.

Drawing and design skills are emphasized throughout the course in the form of sketches and vision boards. Exploration of notable fashion designers and iconic designs are woven into the curriculum as sources of inspiration.

Fashion Design II SEMESTER II, 1/2 CREDIT

Prerequisite: Fashion Design I. Credit: Art.

This course continues to develop the design skills and sewing techniques introduced in Fashion Design I. Students develop a deeper understanding of their own artistic vision as well as more sophisticated fabrication methods, as they work to create a collection of garments. Drawing and design skills continue to be emphasized throughout the course in the form of sketches and vision boards.

Exploration of notable fashion designers and iconic designs is woven into the curriculum as sources of inspiration.

Graphic Art SEMESTER II, 1/2 CREDIT

Prerequisite: Drawing or Painting or permission of the department.

This course explores the concepts of graphic design, advertising, and digital illustration. The elements

23

UPPER SCHOOL CURRICULUM

of design are emphasized through the use of Adobe Photoshop® and Adobe Illustrator® as the primary means of creating original digital graphics. Additional focus is placed on the power of visual messaging in terms of sharing information, telling stories, and influencing society, for better or for worse.

Problem Solving Through Design I SEMESTER I, 1/2 CREDIT

Prerequisites: Drawing or Painting and Tech 9.

Credit: Art or Tech.

This course explores the concepts of design and innovation by helping to find creative solutions to real-life problems and needs.

The class aims to create a joblike environment where project solutions are often the result of collaborative brainstorming and research, experimentation, design, and fabrication. Projects bridge technology and creative thinking through the use of 3-D rendering software and various methods of construction, including 3-D printing. Concepts of industrial design and product design are also incorporated into the curriculum.

Problem Solving Through Design II SEMESTER I, 1/2 CREDIT

Prerequisite: Problem Solving Through Design I. Credit: Art or Tech.

This course continues to develop the design habits of mind introduced in Problem Solving Through Design I. Students develop a deeper understanding of their design solutions with an emphasis on marketing across a variety of mediums, ranging from print material to web design.

Topics are not limited to physical products, but also include the creation of intangible designs.

Sculpture SEMESTER I, 1/2 CREDIT

This course explores the principles of design through the construction of three-dimensional sculptures. Projects explore the physical properties of various materials in the construction of assembled, modeled, or shaped artworks. Students are introduced to different techniques and tools of sculptural art-making, including the processes of addition or subtraction of visual space. The course also addresses installation and the ways in which the placement and context of an object affect its meaning. Projects emphasize creative problemsolving as the foundation for exploring students’ own creative vision. Regular discussions and critiques help further develop spatial understandings and critical observations.

FUTURE VISUAL ARTS COURSES

THEATRE ARTS

Advanced Theater Studies: Directing SEMESTER II, 1/2 CREDIT

Prerequisites: Acting and Scene Study, Musical Theater, and/or permission of the department.

This course explores the various methods of creating functional and sculptural ceramic pieces through hand-building and wheelthrowing techniques. Students also become well acquainted with the ceramics equipment and materials ranging from the properties of clay itself to the decorative applications of glaze and texture.

Regular class discussions and critiques help further develop students’ understanding of threedimensional design and help fuel each student’s personal exploration.

Students hone the skills required to direct a piece of theatre. The semester begins by adding a number of tools to students’ artistic tool belts, using several short directing exercises in which students take turns directing one another. Students explore how to analyze a script as a director, how to create dynamic and evocative stage pictures, how to use sound and lights to create and change mood and atmosphere, and how to come up with motivated and meaningful movement. During the second half of the semester, students select and direct a 10-minute play. The class ends with a showcase of these short scenes.

Students who take this course are well prepared to propose a student-directed show in the spring semester.

Global Art History

Production

OFFERED IN 2022-2023

SEMESTER II, 1/2 CREDIT

SEMESTER II, 1/2 CREDIT

The Production class works on two projects. First, the students produce the Upper School Musical

The following courses are offered in alternating years.

Ceramics OFFERED IN 2022-2023 SEMESTER I, 1/2 CREDIT

How has art changed the course of history, and how have individuals

24

and culture influenced art? What does art reveal about historical reality and the human condition?

This survey of art throughout the ages explores art through the lenses of history, culture, and global exchange. Students become well versed with the major movements of art throughout history and conversant in the media, methods, and modes of global art. Essential questions include: How does better understanding the history of the times enable us to understand art in each time period and what does the art of the times reveal to us about humanity?

in March. They research the play and where it fits in the genre of the American musical. Working with guest artists in costuming, lighting, set design, set construction, and choreography, students experience the production process as both dramaturges and technicians. In the second portion of the class, students work from a script and design a play production of their own.

Stagecraft SEMESTER I, 1/2 CREDIT

This hands-on course explores the basics of theatre technology and the process of creating the physical environment of a play. The course focuses on scenery construction and theatrical lighting. Costumes, sound, props, and other aspects of technical theatre are discussed.

The course includes a practicum in which students are assigned responsibilities for the Theatre’s fall season.

Theatre Studies I NEW IN 2021-2022 SEMESTER I, 1/2 CREDIT

This course is a general survey of theater including the exploration of dramatic literature, theory, and theater history from 500 BC to the 1900s. Course activities encourage students to move beyond readings and lectures to an active participation in the learning process through the individual research presentations and class discussions. As a result, the course requires good reading and writing skills, and a willingness to tap into one’s own creative instincts.

Students are expected to attend school, local, and virtual theater performances to experience the professional execution of concepts introduced through the class.

FUTURE THEATRE ARTS COURSES The following courses are offered in alternating years.

Acting and Scene Study NEW IN 2023-2024 SEMESTER II, 1/2 CREDIT

In Acting and Scene Study, students gain the tools to analyze, rehearse, and present scenes while exploring an eclectic variety of characters. Students begin the semester building trust with one another and learning to feel comfortable with risk-taking within our ensemble through improv games. Students then segue into exploring contemporary realistic scenes. After being assigned scenes from full-length plays, students use techniques adapted from Stanislavski, Meisner, and other schools of naturalistic acting to build the psychological and physical world of their characters.

Students present their scenes to the class three times for feedback, and the class offers supportive and critical comments. In the second half of the semester, students tackle characters and situations more removed from their own experiences, either studying and performing contemporary farce or classic scenes from Shakespeare’s plays. Either of those units is prefaced with a brief “style boot camp” where they do exercises that address the intricacies and specific difficulties of performing in these heightened theatrical forms.

Improvisation OFFERED IN 2022-2023 SEMESTER II, 1/2 CREDIT

Students in this class explore the key ingredients to successful improvisational comedy. Students begin the year by getting to know one another as performers and collaborators while they learn the basic rules of improv, as well as the challenge of quickly and clearly establishing the who, what, where, and when in an improvised

scene. Students then segue into specifically exploring Short Form improv, consisting of hilarious and quick games and scene prompts focused on achieving immediate goals. Finally, they dive into the world of Long Form, a more advanced and open-ended brand of improv comedy.

Musical Theater: History, Repertoire, and Performance OFFERED IN 2023-2024 SEMESTER I, 1/2 CREDIT

In this course, students explore the history and evolution of American musical theatre, while concurrently acquiring tools to analyze, rehearse, and perform pieces from contemporary and classic musicals.

By tackling and discussing texts and primary sources, students examine not only the history of the art form, but also the significant cultural contributions of the works to the world at large. Students are assigned solos, duets, and group numbers, and are coached through rehearsal exercises to develop a deeper understanding of their assigned songs and of the ways actors must balance musicianship, movement and spatial awareness, and the psychological motivations of their characters. Furthermore, students analyze the work of their peers and receive feedback from not only the instructor but also other students and guest artists.

The course culminates in a public exhibition of student work from the semester.

Theatre Studies II NEW IN 2022-2023 SEMESTER I, 1/2 CREDIT

This course is a general survey of theater including the exploration of dramatic literature, theory, and theater history from the 1900s to the present. Course activities encourage students to move beyond readings and lectures to an active participation in the learning process through the individual

25

UPPER SCHOOL CURRICULUM

research presentations and class discussions. As a result, the course requires good reading and writing skills, and a willingness to tap into one’s own creative instincts.

Students are expected to attend school, local, and virtual theater performances to experience the professional execution of concepts introduced through the class.

course of one semester, students refine their skills in Final Cut Pro®, learning key editing techniques.

Students also create or continue with original video projects, short film screenwriting, and work in small groups to collaborate and produce fictional narratives, documentaries, and experimental works.

MEDIA ARTS

Advanced Digital Cinema

Digital Cinema I SEMESTER I, 1/2 CREDIT

Credit: Art or Tech.

This course begins with a practical series of class activities and starter assignments designed to introduce students to cameras, sound recording systems, and editing software in Brimmer’s Media Lab. Students also view an eclectic selection of screened materials and are tasked with learning the vocabulary and basic techniques that filmmakers use in practice.

Over the course of one semester, students learn to use Final Cut Pro®. They may also create an original video project, write a short screenplay, or work in small groups to experiment with the creation of fictional narratives, documentaries, and experimental works. Digital Cinema may be taken as a technology credit based on the prior approval of the Creative Arts and Technology Departments.

Digital Cinema II SEMESTER II, 1/2 CREDIT

Credit: Art or Tech.

The second semester of Digital Cinema builds on class activities and starter assignments designed to introduce students to cameras, sound recording systems, and editing software. Each of these areas becomes more sophisticated as students take on an intermediate level of complexity in both production practice and their criticism of an eclectic selection of screened materials. Over the

26

SEMESTERS I AND II, 1/2 CREDIT

Prerequisites: Digital Cinema I or II or permission of the department.

This project-based course assumes successful completion of both Digital Cinema courses. It is an opportunity for students to produce their own short films, with an emphasis on process, beginning with pitching and screenwriting and ending with editing, color correction, and sound design.

This course functions much like an independent study, as students are expected to work independently and bring progress reports to weekly workshop meetings. Films created in this class are screened for the Brimmer community and may be submitted to competitions and festivals.

MUSIC

Upper School Instrumental Ensemble (Band) SEMESTERS I AND II, 1/2 CREDIT PER SEMESTER

OFFERED WITH HONORS Prerequisite: Students must be able to read music and play an instrument at an intermediate or advanced level.

The Upper School Instrumental Ensemble offers an opportunity to student instrumentalists to develop their musical skills as members of a band. The Ensemble meets three times per week to rehearse and perform music drawn from a variety of styles, including classical, jazz, rock, and pop. Ensemble members are expected to play from sheet music and by ear. In

addition, students are challenged to improvise, to work together as a team, and to develop their instrumental technique. Students have severa opportunities to perform over the course of the year, including appearances in formal concerts and at School events.

Students may enroll in Honors as part of their participation in the Ensemble. Any student wishing to receive Honors credit must pursue an independent project under the guidance of the course instructor. Sample topics may include developing instrumental technique, composition and arranging, and music production and management.

Greenline (Choral Ensemble) SEMESTERS I AND II, 1/2 CREDIT PER SEMESTER

OFFERED WITH HONORS

Greenline, Brimmer’s Upper School choral ensemble, teaches music literacy, healthy singing technique, and choral ensemble etiquette through daily vocal warm-ups, aural skills training, and rehearsal of repertoire. Musical selections span a variety of styles, from renaissance polyphony to contemporary arrangements, while being vocally appropriate and musically fulfilling. Greenline performs at several School programs and concerts throughout the year in which participation is required.

Although Greenline is offered as a semester course, students are strongly encouraged to participate in both semesters. No prior musical experience is necessary.

Advanced Harmony SEMESTER II, 1/2 CREDIT

In this course, students explore functional harmony by building on foundational musical skills and exploring a multitude of chord progressions, chorales, augmented sixth chords, and secondary function chords. Students compose

in species counterpoint, four-part harmony, imitation, invention, and practice melodic and harmonic dictation. Students apply these concepts to their instruments and play them on guitar or piano.

Prospective students should have an understanding of basic music literacy and/or have basic instrumental or vocal experience.

History of Hip-Hop SEMESTER I, 1/2 CREDIT

This class examines the phenomenon of hip-hop music in contemporary American culture, from its roots in 1970s New York City to the present day. Students explore the development of the DJ and the MC as artistic and cultural figures, the advent of rap and its influences on popular music across the globe, the role of graffiti and breakdance within hip-hop culture, and intersections between art and politics within the field of hip-hop and rap. Using primary and secondary sources, students consider rap and hip-hop in its complex cultural context.

Students listen to music, observe dance performances, watch and listen to recorded interviews, and read firsthand accounts, as well as trying their hand at creative self-expression inspired by their observations. No prior knowledge or experience with music, musical notation, or music history is required.

Music Theory SEMESTER I, 1/2 CREDIT

How does music work? In this course, students explore the basic principles of music theory, including pitch, rhythm, harmony, and form. Examples are drawn from many musical styles. Students develop proficiency in standard Western notation and develop aural skills, learning to identify and analyze musical elements by ear.

Class units include diatonic and chromatic harmony, part-writing, counterpoint, and chordal analysis.

No prior musical experience or knowledge is necessary.

Independent Study/Special Topics in Music

history of music across the globe, including units on India, China, Korea, West Africa, and Europe.

No prior musical experience or knowledge is necessary.

By permission of the department and Head of Upper School.

Piano

Students may elect to pursue independent study in a musical topic of their choice. Sample topics include music composition and arranging, music theory and analysis, audio production and recording, or music history.

Students must complete an Independent Study application.

Berklee College of Music Offerings SEMESTERS I AND II, 1/2 CREDIT PER COURSE

Prerequisite: Permission of the department required. Berklee courses entail an additional fee.

Brimmer is pleased to join with the Berklee College of Music in offering online courses at a discounted rate to Brimmer students. Course offerings include classes in guitar, bass, drums, and voice, as well as arranging, music theory, harmony, and ear training, among others. Consult the Berklee online catalog for more details: https://online.berklee.edu/ .To register for courses, speak to the Creative Arts Department Chair.

FUTURE MUSIC COURSES The following courses are offered in alternating years.

A History of Popular Music OFFERED IN 2023-2024 SEMESTER II, 1/2 CREDIT

From the bards to Beyoncé, this course offers a broad survey of the history of music from the Middle Ages to the present day. It is designed for students who have wondered what music sounded like 2,000 years ago and those who want to better understand pop music. Students learn about the

OFFERED IN 2022-2023 SEMESTER I, 1/2 CREDIT

Students engage in group and individualized piano lessons that are tailored to each student’s familiarity with the keyboard.

Students gain healthy piano technique by learning essential scales and chords, as well as classical and popular repertoire.

No prior musical experience or knowledge is necessary; experienced pianists at any ability level are encouraged to take this course.

Songwriting and Composition OFFERED IN 2023-2024 SEMESTER I, 1/2 CREDIT

In this course, students learn the fundamentals of songwriting and musical composition. Students learn basic principles of music theory, including pitch, rhythm, form, and harmony, and apply these principles to create original compositions. Alongside weekly “lab” projects, which allow students to hone their skills as composers, students study songs in a variety of styles and idioms in order to identify characteristics of compelling musical works. The course aims to provide students with the basic skills needed to create music, with the ultimate goal of developing a unique creative voice. No prior musical experience is necessary.

27

UPPER SCHOOL CURRICULUM

Upper School Humanities

assignments and generally occur five to six times a year.

English II: World Literature GRADE 10, REQUIRED, FULL YEAR, 1 CREDIT

ENGLISH

English I: European Literature GRADE 9, REQUIRED, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

In ninth grade, students study several works of European literature in conjunction with their European history class.

The readings include Beowulf, Dante’s Inferno, excerpts from The Canterbury Tales, Romeo and Juliet, Cyrano de Bergerac, and A Tale of Two Cities. As students read, discuss, and write about each work, they also take into consideration the role and influence of the text’s historical background and setting.

Students approach their many writing assignments—which include journals, book reviews, analytical essays, reflective essays, and assorted creative writing assignments—as a process involving pre-writing, drafting, revising, evaluating, and peerediting. Students are expected to develop listening skills and leadership ability in discussions.

Students also participate in an intense vocabulary and grammar study in an effort to build a stronger foundation for their high school years.

Students wishing to explore more works from the Western canon may opt into the Honors Program for English I. Typically each Honors unit includes reading another piece of literature from that time period or literary genre. For example, for the regular English I Shakespeare unit, Honors Program students read John Webster’s The Duchess of Malfi while researching Elizabethan England and how each dramatist reflects upon the time period. Assessments vary from analytical essays to creative writing

28

OFFERED WITH HONORS

In this course, students ask essential questions—What is education? What should I be learning in school? Why do we have both reason and imagination?

Why do our imaginations sometimes conflict with our reason? How do we learn to do the right thing? Students consider answers to these questions as they appear in works by William Shakespeare, Margaret Atwood, Chinua Achebe, Henrik Ibsen, and a variety of poets and essayists.

Students in English II continue to develop their academic voices through essays, structured Harkness discussions, and projectbased exploration of the texts.

Students wishing to deepen their learning in tenth grade English may enroll in the Honors Program. Students engage in extra independent thinking and reading on issues that the class is considering and present that thinking in one-on-one discussions with the instructor.

AP® English Language and Composition GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Students must have earned a year grade of B+ or better in English II or have permission of the instructor.

The Advanced Placement® English Language and Composition course approaches English from a rhetorical rather than a literary perspective. Students in AP® English Language read and analyze a wide variety of texts, most of it nonfiction, from a variety of genres and disciplines. The aim of the course is to familiarize students with writing situations and purposes. Students practice

textual analysis using three simple questions: who is writing, to whom, and for what purpose.

Students write regularly and revise intensively, paying strict attention not only to content but to grammar and style. One central focus of the class is developing an effective and authentic voice in, as the College Board describes it, “Standard Written English, the preferred dialect for academic discourse.” All students are expected to take the AP® Exam in May. AP® English Literature and Composition GRADE 12, ELECTIVE, FULL YEAR, 1 CREDIT

AP® English Literature and Composition is an alternative course for all twelfth graders who qualify. Students must have earned a year grade of A- or better or have permission of the instructor.

Advanced Placement® English Literature and Composition is an intensive study of literature and is intended to be the equivalent of a college-level English course.

Students engage in significant amounts of reading, writing, critical thinking, and discussion as they confront important works of fiction, nonfiction, poetry, and drama.

Students should expect the degree of difficulty, the amount of time required for outside preparation, and the workload to be substantial.

In the second semester, students write the Author Study Paper, an independent research paper in which students analyze in depth the work of a particular poet or novelist. All students are expected to take the AP® Exam in May. Foundations of English for Nonnative Speakers FULL YEAR, 1 CREDIT

This course provides students with a strong foundation for success in a mainstream classroom setting by helping students develop their writing, reading, speaking, and listening skills. The ELS teacher works closely with humanities

teachers in particular to provide ELS students with the support to best understand course content, organize their time, and follow through on assignments in these subject areas that are most difficult for nonnative speakers of English–– history and English classes. As students become acclimated to approaching and successfully completing projects, the ELS classroom becomes a place for enrichment––where students read short stories and novels, usually with a cultural focus, and where regular writing practice, vocabulary skill-building, and grammar are stressed alongside active participation in discussions and the development of presentation skills.

Students are strongly encouraged to use the Writing Center.

Academic English for Nonnative Speakers FULL YEAR, 1 CREDIT

This course, for advanced students in ELS, focuses on further developing English language skills to ensure success in the mainstream classroom. It is for students who still need to build upon their developing English language skills to find success in a rigorous mainstream humanities program. Special attention is given to improving academic language in written and oral work and to careful reading of texts.

The teacher works closely with humanities teachers in particular to provide nonnative Englishspeaking students with the support to best understand assignments, organize their time, and follow through on assignments in the subject areas that are most difficult for nonnative speakers of English–– history and English classes.

English Electives In grades 11 and 12, students must take a full-year English elective or AP® English course.

Comedy in Film and Literature GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT OFFERED WITH HONORS

Students often ask why the literature we read in class is so depressing. This class seeks to dispel the gloom by seriously exploring comedy. Students explore questions such as why bodies are so funny, how and why words and language are a source of humor, why comedies are so often of their moment, and whether funny characters make funny incidents or the other way around. Major texts may include Marcovaldo, Italo Calvino; Modern Times, Charlie Chaplin; The Sellout, Paul Beatty; Invisible Man, Ralph Ellison; Much Ado about Nothing, William Shakespeare; Amy Falls Down, Jincy Willett; Seven Chances, Buster Keaton; Project A, Jackie Chan. Essays by David Sedaris, Sloane Crosley, Nora Ephron, James Thurber, and more.

The Destiny of Place: Cities, Suburbs, and the Wilderness GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Is where you live part of who you will become? Would you be the same person whether you were raised in a city, a suburb, or a rural area? Students read literature that considers how these three settings influence the people who live in them, and how humanity is inherently changed by the increasing urbanization of our world. The class first looks at the texts of the wilderness/ rural environments. Students then contrast this study with an examination of literature that uses cities as not only a backdrop

but a character within the story.

The year concludes by looking at the relatively modern setting of the suburbs, and what it means to be in between two worlds.

Possible texts include Little House on the Prairie, Laura Ingalls Wilder; Winter’s Bone, Daniel Woodrell; Wild, Cheryl Strayed; Aya, Marguerite Abouet; Behind the Beautiful Forevers, Katherine Boo; Titus Andronicus, William Shakespeare; The Virgin Suicides, Jeffrey Eugenides; Sag Harbor, Colson Whitehead. Films for the class could include The Cabin in the Woods, Election, and L.A. Story.

Maniacs, Lunatics, and Hysterics: Madness & Obsession in Literature NEW IN 2021-2022 GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

How do different times and societies define sanity, or the lack of sanity, and what do we think should be done with those who are defined as mad? This is the central question in a class that explores our ever-evolving understanding of what madness is and what causes it (the moon, being a woman, illness, and addiction are just some of the historical “causes”).

Possible texts include Othello, Shakespeare; White is for Witching, Helen Oyeyemi; Fight Club, Chuck Palahniuk; and short stories by Christina Rossetti and Jorge Luis Borges. The curriculum may also include films such as Black Swan and Apocalypse Now. The Terrifying Other: Visions of Race and Gender in Horror Fiction GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

This course looks at horror fiction and asks the simple question “What are we afraid of?” As

29

UPPER SCHOOL CURRICULUM

students answer that question, they inevitably run up against interesting questions about imagination and perception: Who is at the center of horror fiction? Who is endangered and who is dangerous? Who counts as a monster? What is an Other?

Why do we create them? How have horror films and horror fiction reinforced and questioned social hierarchies and cultural blindnesses? Major texts may include The Ballad of Black Tom, Victor LaValle; Get Out, dir. Jordan Peele; Beloved, Toni Morrison; The Turn of the Screw, Henry James; Grendel, John Gardner; The Mere Wife, Maria Dahvana Headley; and stories by H.P. Lovecraft, Edgar Allan Poe, Shirley Jackson, Stephen King, and more.

Previous English Electives Power, Justice, and Revenge; Crime and Punishment: Criminality in Literature; Asking the Big Questions; What Is Africa to Me: A Survey of African-American Literature HISTORY

World History I GRADE 9, REQUIRED, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Students in World History I examine the expansion and evolution of civilizations throughout the greater Mediterranean region, beginning with the Roman Republic and continuing into the eighteenth century. The course focuses on the development of communities in modern-day Europe, North Africa, Central Asia, and the Middle East, including the Umayyad, Abbasid, Persian, and Ottoman Empires; the growth of Kievan Rus into the Russian empire; and the exchange of trade throughout the Silk Roads. The course focuses on the interchange of cultures, ideas, languages, religions, and technologies among these civilizations and analyzes how the resultant layering of these elements added to the

30

richness of societies and influenced the modern world. The course incorporates critical thinking and writing, discussion, and the use of films, digital resources, and writings about historical and current events to gain an understanding of the connections between the past, present, and future.

Students wishing to independently learn more about historical topics examined in the curriculum may enroll in the Honors Program.

There are a variety of assignments and projects each marking period, and students who participate in the program create work that requires independent critical thinking outside of the classroom.

World History II GRADE 10, REQUIRED, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Working closely with the tenth grade English curriculum, World History II examines societal power relationships in the postNapoleonic world. The course explores the impact of science and invention on the development of the 20th century. Whether solving problems, enhancing life, or creating nightmares, the work of chemists, physicists, biologists, mathematicians, and computer scientists has created a world unimaginable to those who welcomed New Year’s Day in 1900.

World History II is built around class discussions and debates and is accentuated by student research.

Reading materials include textbook overviews, a wide-ranging array of primary documents, and current newspaper and magazine articles.

Topics covered include mechanized warfare, communications, biology and medicine, rocketry, nuclear power, computers, and the Internet.

United States History GRADE 11, REQUIRED, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

In this course, students explore U.S. history from the Revolutionary War to the Cold War. Students learn to appreciate the complexity of American history and strive to develop their own theories based on historical evidence. Taking a thematic approach, the course invites students to examine the ways in which notions of ethnicity, race, class, gender, nationalism, and progress shaped (and continue to shape) the evolution of the United States’ political, economic, intellectual, and cultural life—as well as the nation’s relationship to other nations. The course places an emphasis on the development of historical thinking, writing, research, and critical thinking skills, as well as primary and secondary source interpretation.

Latin American History GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

This yearlong course provides an overview of the historical, economic, and sociopolitical processes that have shaped Latin America. The first semester covers Ancient America to emancipation from colonial powers; the second semester covers neocolonialism to the present. Focusing in particular on the cases of Mexico, Argentina, Brazil, El Salvador, and Cuba, the class covers such topics as national identity, political instability, populism and military dictatorship, revolution, ethnicity, and religion.

Special emphasis is also placed on the historical relations between the region and the United States— as well as on the political shifts undertaken by many countries to gain geopolitical autonomy from hegemonic powers. Students strengthen their skills in critical reading and analysis through the interpretation of primary and secondary sources and the use of films and documentaries.

20th Century: Resistance and Imprisonment NEW IN 2021-2022 FULL YEAR COURSE, SEMESTER I AND II, ½ CREDIT EACH SEMESTER, 1 CREDIT FOR THE YEAR

Credit: Global Studies, Elective.

The 20th century brought about new political and social movements that led to the rise of both resistance movements and their totalitarian response.

Resistance to Nazism, for example, included many lesser-known German resistance movements first, then other nationalities.

Resistance to totalitarianism, resistance to fascism (focusing especially on Mussolini), and resistance to communism also came to the forefront during this time. This course will explore the relationship between freedom of speech and thought versus political suppression, as well as the concepts both theoretical and actual of resistance and imprisonment. It will touch on major movements and prisons: from the S-21 jail in Phnom Penh during the reign of Pol Pot in Cambodia, to the infamous gulag system in Russia, the “disappeared” in Argentina, and of course the concentration as well as extermination camps of Nazi Germany. The class will avail itself both of documentaries on these important topics, and excerpts of readings from those imprisoned in this time. Far from a focus only on the negative, this course will delve into the heroic acts that permitted not only some to survive, but to make a change after their imprisonment. Student’s choice of independent reading will be integral to our classroom enrichment.

Women’s Studies: A Global Perspective GRADES 10, 11, AND 12, ELECTIVE, SEMESTER I, 1/2 CREDIT

This course focuses on the study of empowering women around

the world. What issues have women faced throughout history and in contemporary society, and how have they differed among women from diverse racial, ethnic, cultural, and socio-economic backgrounds in developing and developed nations? How do common portrayals of gender norms in the media and the world around us affect the ways all people grow up to see their place in society? This course, which welcomes all students, looks at the above questions from a global perspective and examines the cultural roles of women and children in different societies, including issues such as child marriage, education, poverty, health care, intersectionality, and access to resources across the globe.

HUMANITIES ELECTIVES

AP® Microeconomics GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Prerequisite: Algebra II grade of A- or higher, Principles of Economics grade of B+ or higher AND Algebra II grade of B or higher, OR permission of the instructor.

Water, perhaps the single most important resource we have for the sustenance of life, is virtually free. Jewelry-quality diamonds, a completely useless commodity in all but an aesthetic sense, cost hundreds or even thousands of dollars for a fraction of an ounce.

Why? Economics, the study of how goods and services are produced, allocated, and consumed, attempts to explain this apparent incongruence.

Advanced Placement® Microeconomics begins with the basics of economics—supply and demand, marginal analyses, laws of the free market—and then moves to more microeconomic issues surrounding monopoly, oligopoly, and free market competition. Although economic

theory drives the course, students apply what they learn to realworld situations and engage in debate on controversial issues of the day. Students should be very comfortable using charts and graphs as a way to express information. In addition to the work they do in regularly scheduled class meetings, twelfth graders must dedicate a portion of their 12th Grade Project time to preparing for the Advanced Placement® Exam in May. Principles of Economics NEW IN 2021-2022 GRADES 10, 11, AND 12, ELECTIVE, SEMESTER II, ½ CREDIT

This course focuses on basic economic principles and terminology like factors of production, the basic economic questions that all societies must answer, the importance of scarcity, production possibilities frontiers, the roots of international trade, and the laws of supply and demand applied in free markets. These core concepts lay a foundation that can be applied in AP Macro- and AP Microeconomics. Additionally, students explore other aspects of the American economic system including entrepreneurship, trademarks and patents, and the balance between protecting the environment and encouraging economic growth.

Criminal Law GRADES 10, 11, AND 12, ELECTIVE, SEMESTER I, 1/2 CREDIT

This course introduces students to the American criminal legal system and to the rights and responsibilities of the people who live here, with particular emphasis on crimes against persons, against property, and against the state.

Students learn and analyze the role of criminal law in society and study constitutional protections including limitations on police action, standards of proof, and fair trial procedures. By the end of the

31

UPPER SCHOOL CURRICULUM

course, students should understand the difference between the state and federal criminal systems; identify the basic elements of a criminal statute; apply statutes to new fact situations; understand the primary applicable Constitutional Amendments; and draft and deliver an effective opening statement, direct and cross examination, and summation in a mock trial simulation.

Global Studies Diploma Program.

It takes an interdisciplinary look at social justice topics around the globe, including gender studies, the impact of an emerging global market, the environmental impact of globalization, the UN Sustainable Development Goals, children’s education and rights, global health issues, and how the world is addressing extreme poverty. The course focuses on current and historical events and incorporates technology, film, critical thinking, collaboration, and creativity to examine issues locally and globally in our ever-changing world.

participate in weekly staff meetings and engage in the dissection and analysis of current events, in-class debates, publication inventory, composition, article critiques, and team presentations.

Students consistently devise and revise the aesthetic layout of the paper and continually strive to include YouTube and blogging in their coverage to reach a wider audience. This course is repeatable for credit.

Giving students a chance to grapple with stories “ripped from today’s headlines,” this course will look at the role the United States—its government, its military, its corporations, its everyday citizens—plays on the global stage by looking at current events and building an understanding through tracing their historical roots. Essential questions include: How well is the United States fulfilling its self-identified status as a “city on a hill”? What role should a developed, wealthy nation play during times of increasing interconnectedness and globalization? Why is media literacy essential to becoming a responsible and informed citizen of the world? A combination of in-class discussion and debate, independent research, and written analysis will push students to improve their analytical and argumentative skills while also giving them a more complete understanding of their place on the global stage.

International Relations

This course produces regular online editions of The Gator, the multiaward-winning student newspaper.

The classroom operates as a newsroom where students participate in weekly staff meetings and engage in the dissection and analysis of current events, in-class debates, publication inventory, composition, article critiques, and team presentations.

Students consistently devise and revise the aesthetic layout of the paper and continually strive to include YouTube and blogging in their coverage to reach a wider audience. This course is repeatable for credit.

Global Social Justice (Formerly: A Survey of Global Studies)

Prospective students must speak with the instructor prior to course sign-up.

Prerequisite: Algebra II grade of A- or higher, Principles of Economics grade of B+ or higher AND Algebra II grade of B or higher, or permission of the instructor.

This course produces regular online editions of The Gator, the multiaward-winning student newspaper.

The classroom operates as a newsroom where students

For those in search of intellectual ammunition for arguments about why society should or should not change the way it does its business, about how the “haves”

Current Events: Americans in the World NEW IN 2021-2022 GRADES 10, 11, AND 12, ELECTIVE, SEMESTER I, ½ CREDIT

GRADES 10, 11, AND 12, ELECTIVE, SEMESTER II, 1/2 CREDIT THIS COURSE OR GLOBAL DIPLOMACY IS REQUIRED FOR ALL GLOBAL STUDIES DIPLOMA CANDIDATES

This course is intended for, but not limited to, students in the 32

GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

This course introduces students to the concepts and theories involved in understanding and analyzing the international system and to critical issues in contemporary world politics. Topics examined include international relations theory, the rise of the nationstate, the function of international law, international and regional organizations, non-state actors, world trade and economic development, peace and security, and concerns for the global environment. This course offers an overview of the discipline of international relations with an aim to prepare students with skills to pursue international studies in college courses. Readings include those by classical and modern historians, theorists, and scholars to complement the text.

Journalism I SEMESTER I, 1/2 CREDIT

Journalism II SEMESTER II, 1/2 CREDIT

Prospective students must speak with the instructor prior to course sign-up.

FUTURE HUMANITIES COURSES The following courses are offered in alternating years.

AP® Macroeconomics OFFERED IN 2022-2023 GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

and “have-nots” interact, or about the role the United States should play in dealing with global problems, economics is a musttake course. Economics, the study of how goods and services are produced, allocated, and consumed, offers a powerful tool for better understanding the world.

AP® Macroeconomics begins with the basics of economics—supply and demand, marginal analyses, laws of the free market—and then moves to macroeconomic issues surrounding the role of governmental monetary and fiscal policy in the workings of national economies. Although economic theory drives the course, students apply what they learn to realworld situations and engage in debate on controversial issues of the day. In addition to regularly scheduled class meetings, twelfth graders must dedicate a portion of their 12th Grade Project time to preparing for the Advanced Placement® Exam in May. The Cold War: Rivalries, Alliances, and the Quest for Global Dominance OFFERED IN 2022-2023 GRADES 10, 11, AND 12, ELECTIVE, SEMESTER I, 1/2 CREDIT

After the shaky alliance of the United States, Great Britain, and the Soviet Union dissolved at the end of World War II, the world became divided between nations favoring capitalism (the First World), those favoring communism (the Second World), and those that chose not to align with either (the Third World). This course explores both the events leading to these divisions and how they were deepened by propaganda; how the U.S. and the U.S.S.R. went from hostile aggression to an appreciation of the dangers of a Mutual Assured Destruction (MAD); the impact of soft power and proxy wars in satellite nations; the formation of

NATO and the Warsaw Pact; and how the fall of the Berlin Wall, the Polish Solidarity movement, and Mikhail Gorbachev’s glasnost and perestroika movements ushered in the end of the Cold War. How did this historical period impact the world and what elements led to its end? Students examine scholarly writings, primary sources, and media resources to look critically at this crucial period in global history.

Cultural Intelligence in the Global Context (Formerly: International Manners and Mores in the Global Context) OFFERED IN 2022-2023 ELECTIVE, SEMESTER II, 1/2 CREDIT

This course includes a discussion of cultural cues and contexts for international relations. How does one’s cultural awareness and sensitivity impact relationships and ability to foster mutual understanding among individuals, countries, and cultures? This course delves into verbal and non-verbal communication, manners, and mores of regions and countries.

Students study in depth a country of their choice with the instructor to understand its cultural impact and ways of relating with cultural sensitivity in a global context.

Global Art History OFFERED IN 2022-2023 ELECTIVE, SEMESTER II, 1/2 CREDIT

Credit: Art or Elective.

How has art changed the course of history, and how have individuals and culture influenced art? What does art reveal about historical reality and the human condition?

This survey of art throughout the ages explores art through the lenses of history, culture, and global exchange. Students become well versed with the major movements of art throughout history and develop the skills to be conversant in the media, methods, and modes of global art. Essential

questions include both: how does better understanding the history of the times enable us to understand art in each time period, and what does the art of the times reveal to us about humanity?

Government OFFERED IN 2022-2023 GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

This course provides a close examination of America’s political theories, institutions, and processes. After a review of the historical foundations of the United States, the course examines the fundamental principles contained in the United States Constitution: republicanism, federalism, separation of powers, and civil liberties. Application of these principles through case studies helps students understand how the governmental process works. Major emphasis is given to the institutions of the Congress at the national level. Links are made among these institutions and political parties, interest groups, the media, and public opinion in order to understand the forces and constraints on policy making at the federal level. Additionally, the course examines the electoral system, civil liberties, and civil rights through judicial interpretations.

Students also undertake a project on comparative government in the second semester.

The Middle East and North Africa: Cultures and Viewpoints OFFERED IN 2022-2023 GRADES 10, 11, AND 12, ELECTIVE, SEMESTER II, 1/2 CREDIT

This course explores elements constituting the identity of the Middle East, including the region’s response to colonialism; its shape-shifting from the fall of the Ottoman Empire to the creation of nation-states in the aftermath of World War I; its roles during War

33

UPPER SCHOOL CURRICULUM

II and the Cold War; nationalism, revolutions, and struggles with governance; the hopes and disappointments resulting from the Arab Spring; relationships among countries in the region; and the contested borders, ethnic rivalries, and religious friction within Islam and among varying faiths practiced in the region.

Students examine viewpoints found in multiple primary and secondary sources and examine questions such as: How do media sources construct our knowledge about people from the Middle East and North Africa? How do journalists and filmmakers construct and challenge our viewpoints of each other? How does the media portray peacebuilding initiatives between the United States, Middle East, and North Africa?

Popular Culture in American History OFFERED IN 2022-2023 GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Through a pop-culture lens, this course examines four critical periods in American history.

First, by examining the American Jewish experience through the superhero comic book genre, students learn about how the “Man of Steel” represented more than just an alien from another planet who could leap tall buildings in a single bound.

Students delve into the history of Jewish immigration to America and how comic book creators used the medium to fight aggression and appeal to humanity. Students also learn how Captain America, as well as lesser-known comic book characters, reflected the dreams and fears of Americans during World War II and the Civil Rights Movement. In the second semester, students take a deep

34

dive into the Cold War, while also exploring how and why the United States government targeted comic books for subverting young minds.

Lastly, students learn about 9/11 and how the horrific event has shaped modern interpretation of superheroes—in comics as well as in film.

This course is reading and writing intensive and, in addition to the required books, students also read supplemental materials.

engineering. Students examine the work engineers are expected to do and the college coursework needed to fulfill the expectations of an engineer’s knowledge.

Students look at the problems engineers are expected to solve through the lens of the world’s supply of energy and potable water and the challenges the world is facing in their limited supply.

The Supreme Court: Race, Sex, and Marriage

GRADES 10, 11, AND 12, SEMESTER I, 1/2 CREDIT

OFFERED IN 2022-2023

Prerequisite: Drawing or Painting and Tech 9.

GRADES 11 AND 12, ELECTIVE, SEMESTER I, 1/2 CREDIT

All of us are affected by the decisions made by the highest court in the land. Not all of us know why the Supreme Court has the power to make those decisions, how they are made, and who makes them. Beginning with the founding of the Court, students explore Supreme Court jurisprudence around three issues: race (using cases such as: Dred Scott, Plessy, Brown, Worcester v. GA, Korematsu), sex, and marriage (Loving v. VA, Bowers v.

Hardwick, Lawrence v. TX, Griswold v. CT, Roe).

Students read case law, watch films, write thoughtful pieces, and engage in spirited discussion and debates. Class culminates with a final debate in which students act as either Supreme Court justices or attorneys arguing before the Court.

Problem Solving Through Design I

Credit: Art or Tech.

This course explores the concepts of design and innovation by helping to find creative solutions to real-life problems and needs.

The class aims to create a joblike environment where project solutions are often the result of collaborative brainstorming and research, experimentation, design, and fabrication. Projects bridge technology and creative thinking through the use of 3-D rendering software and various methods of construction, including 3-D printing. Concepts of industrial design and product design are also incorporated into the curriculum.

Problem Solving Through Design II SEMESTER I, 1/2 CREDIT

Prerequisite: Problem Solving Through Design I. Credit: Art or Tech.

STEAM Principles of Engineering SEMESTER I, 1/2 CREDIT

Prerequisite: B in Physics or permission of the department.

This class introduces students to the field of engineering, focusing specifically on civil and mechanical

This course continues to develop the design habits of mind introduced in Problem Solving Through Design I. Students develop deeper understanding of their design solutions with an emphasis on marketing across a variety of mediums, ranging from print material to web design.

Topics are not limited to physical products but also include the

creation of intangible designs.

Realizing Architecture and Engineering with Models SEMESTER I, 1/2 CREDIT

From idea to modeling, this course moves students through a full design sequence. An emphasis is placed on the creative thought process involved in conceptualizing architectural form in new and innovative ways. Moving from idea to concrete structure design, students acquire basic drafting and modeling skills through the use of computer aided design (CAD). The course concludes in a final project that encompasses all the concepts covered throughout the year.

Engineering: Digital Fabrication GRADES 9, 10, AND 11, SEMESTER II, 1/2 CREDIT

Credit: Tech or Engineering for STEAM Diploma.

Build. Make. Create! But where do we start? Through a series of small projects, students are introduced to some of the tools and skills for maker labs. From new makers to experienced makers, students learn 3-D printing, laser cutting, 3-D modeling, basic circuitry, soldering, programming, and persistence.

At the end of the course, students complete a culminating project that utilizes new skills. Through this course, students are trained to use the digital tools outside of class.

STEAM Lab FULL YEAR, 1 CREDIT

Prerequisite: Permission of the instructor.

In this course, students are exposed to a number of the fields represented within the interdisciplinary term STEAM. The fields studied through handson activities include computer numerical control (CNC), electronics, graphic design, manufacturing systems (additive and subtractive), materials science, and robotics using the Arduino

micro-controller. Students also study entrepreneurship through the lens of a start-up. Students run the STEAM Lab as a small business using the available manufacturing systems to produce and sell products.

Note: STEAM Diploma students must take this course in twelfth grade. Although this course is a requirement for STEAM Diploma students, it is open to students in grades 11 and 12 who meet the prerequisite.

Upper School Mathematics Students coming from an eighth grade pre-algebra course complete the sequence of Algebra I, Geometry, Algebra II, and Precalculus. The Upper School currently offers courses from Algebra I through AP® Calculus (BC) along with two non-AP® elective courses, Statistics and Finance, AP® Statistics, and AP® Computer Science Principles. In addition, the department works with students who complete our standard coursework to find an appropriate course to be taken in the future. This may include an online course, independent study, or college course.

Preparation for the SAT® I is incorporated into courses for tenth, eleventh, and twelfth grade students. Students work on practice problems and develop effective test-taking strategies.

Algebra I FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Algebra I is the heart of the sequence of the School’s secondary mathematics curriculum.

The curriculum follows a traditional course sequence of Algebra I, Geometry, Algebra II, Precalculus,

and Calculus. The topics covered in Algebra I are solving equations and inequalities; graphing lines and inequalities; solving systems of equations; adding, subtracting, and multiplying polynomials; and finding zeros of quadratic equations by factoring and using the quadratic formula. Problemsolving techniques are also emphasized throughout the course through real-life applications and projects.

Geometry FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Geometry is a practical field of mathematics; it is fundamental to many crafts and professions, including carpentry, building, architecture, and design. The essence of geometry is looking for patterns and drawing conclusions. This course explores the various dimensions of geometry: measuring and visualizing; the properties and nature of deduction; the many uses of geometry; and algebraic and numeric representations of geometric concepts. The students use the Geometer’s Sketchpad® software for investigating properties of triangles, properties of quadrilaterals, and geometric transformations.

Students interested in the Honors Program are required to work on problems and geometric proofs that involve a high level of thinking and logical reasoning. Students are also required to explore several topics independently. Topics include dilations, angle measures in polygons, areas of regular polygons, perimeters and areas of similar figures, arc lengths and areas of sectors of circles, and surface area and volume of solids.

35

UPPER SCHOOL CURRICULUM

Algebra II

AP® Calculus (AB)

FULL YEAR, 1 CREDIT

FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Prerequisite: A- in Precalculus and permission of the department.

Students in Algebra II develop their skills in solving systems of equations and manipulating linear, quadratic, exponential, and logarithmic expressions and sentences. A yearlong emphasis is placed on essential skills of solving, graphing, and simplifying a variety of different problems.

The mathematical ideas are studied within the context of their applications to real-life situations.

Students interested in the Honors Program are expected to independently cover a mix of topics not covered in the text, challenge problems, and SAT® Prep. At the recommendation of the Geometry teacher, some students may be placed in a weekly Algebra II support session.

Precalculus FULL YEAR, 1 CREDIT

OFFERED WITH HONORS Prerequisite: B- in Algebra II.

The concept of function is one of the most important in mathematics. Students in this course develop the problemsolving skills needed for advanced mathematics through the study of linear, quadratic, exponential, logarithmic, polynomial, circular, and trigonometric functions.

Students interested in the Honors Program are required to take the SAT® Math Subject Test at the end of the school year. These students independently review for the exam using a specified published test preparation book. Biweekly assignments are completed and graded.

36

This course is designed to provide students with a college equivalent course in early transcendentals single-variable calculus. It is a very challenging and fundamentally different subject from the mathematics that students have studied previously. The course focuses on conceptual understanding of secant and tangent lines, limits, continuity, derivatives, applications of differentiation, related rates, optimization, integrals, applications of integrations, the intermediate value theorem, the Rolle’s theorem, the mean value theorem, the Newton’s method, and the fundamental theorem of calculus.

Graphing calculators are used to manipulate and compare ideas that are represented graphically, numerically, and algebraically. At the same time, students master the skills and techniques needed to solve problems by hand. Taking the AP® Exam in May is required for students enrolled in this course.

Advanced Topics in Mathematics with AP® Calculus (BC) FULL YEAR, 1 CREDIT

Prerequisite: C in AP® Calculus (AB).

This course continues the work of calculus begun in AP® Calculus (AB) and completes the syllabus for the AP® Calculus (BC). BC topics include integration of rational functions by partial fractions, improper integrals, infinite sequences and series, tests for convergence, arc length of parametric equations, derivatives and integrations of vector-valued functions, polar coordinates, and area of a region between two polar curves. Additionally, this course covers advanced topics in mathematics such as trigonometric integrals, integration by trigonometric substitution, and

area of a surface of revolution.

Each of these topics is covered in great depth and include derivation and proofs of various formulas, theorems, and remainders of convergence tests. Students further expand their problem-solving skills through independent study of topics provided by the teacher. The topics may include applications in science and engineering.

Students are also asked to work collaboratively to present their work orally. Taking the AP® Exam (BC) in May is required for students enrolled in this course.

AP® Computer Science Principles GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Credit: Tech or Math.

Enrollment in this course requires approval of the department. No prior computer science knowledge or experience is necessary.

AP® Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course introduces students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts.

AP® Computer Science Principles also gives students the opportunity to use current technologies to create computational artifacts for both self-expression and problemsolving. Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science.

AP® Statistics FULL YEAR, 1 CREDIT

Offered based on student placement and/or enrollment.

Prerequisites: A- in Algebra II or B- in Precalculus, B in English II or Electives, and permission of the department.

This course is divided into four major themes: exploratory analysis

using graphical and numerical techniques to study patterns and departures from patterns; planning and conducting a study involving collecting, organizing, and summarizing data; using probability to anticipate what the distribution of data should look like under a given model; and statistical inference to guide the selection of appropriate models.

There is an emphasis not only on calculations but explaining their meaning in a real-world context.

Graphing calculators are used for a variety of statistical tests and graphs. Taking the AP® Exam in May is required for students enrolled in this course.

Calculus FULL YEAR, 1 CREDIT

Prerequisite: C+ in Precalculus and permission of the department.

This course is designed to introduce students to differential and integral calculus with substantial experience in modeling and solving real-world problems through application exercises from business, economics, life sciences, and social sciences. Almost all the mathematics learned up to this point comes into play in Calculus.

Students finally see what it is good for and learn to appreciate the power of continuous mathematical models. Topics studied include elementary functions, limits, derivatives, continuity, antiderivatives, integrals, and differential equations. This course is paced differently from AP® Calculus.

Finance NEW IN 2021-2022 GRADES 11 AND 12, FULL YEAR, 1 CREDIT

Prerequisite: Algebra II.

This course is designed to help students understand the impact of individual choices on occupational goals and future earnings potential.

Topics covered will include income, money management, spending and credit, saving, and investing.

Statistics

Physics

GRADES 11 AND 12, FULL YEAR, 1 CREDIT

GRADE 10, REQUIRED, FULL YEAR, 1 CREDIT

Prerequisite: Algebra II.

Choose between regular and advanced.

This is an introductory course in the study of statistics. It introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The major themes are the exploration of distributions and relationships between data, using data for decision-making, probability, and planning and undertaking a study.

Graphing calculators are used to support the statistical concepts.

Upper School Science Biology GRADE 9, REQUIRED, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Biology is the study of life. True comprehension of life involves understanding interrelatedness: from cells to biosystems, from extinct organisms to the living, from the working of body systems to the onset of illness and disease, from human impact on our planet to stewardship of the Earth, and from technology to ethics. The ultimate goal is for students to become literate, scientific citizens able to make informed decisions for themselves and the world at large.

Classes are activity-based, studentmotivated, and student-driven.

The major focus in biology is to empower the students to think, act, and question like scientists.

Students complete and maintain journals that comprise every aspect of their work, including lab work, class work, and homework. The curriculum is enhanced by outside readings, presentations, activities, and current events.

Students explore the fundamental concepts and theories of physics.

Major topics of study include: mechanics, forces, Newton’s Laws of Motion, projectiles, energy, sound and light, and electricity and magnetism. Although calculations are inevitable in the study of physics, the course is designed to focus on using concepts and theories to explain natural phenomena. Students work on developing keen observation skills, measurement, analysis, and critical thinking. Much of the course involves student presentation of findings and discussion with an objective of developing a comfort with scientific discourse.

In Advanced Physics, students explore the fundamental concepts and theories of physics. Major topics of study include: mechanics, forces, Newton’s Laws of Motion, projectiles, energy and energy resources, sound and light, and electricity and magnetism.

The course moves at a faster pace than the regular physics offering and requires the use of more challenging math skills including trigonometry and quadratic equations. The course has a significant hands-on lab component, where inquiry-based investigations are emphasized.

These investigations foster student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems.

Chemistry GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Students examine fundamental concepts such as atomic structure, chemical bonding, molar ratios, and chemical reactions. Qualitative and quantitative skills are

37

UPPER SCHOOL CURRICULUM

developed and used as students engage in class discussions, projects, and experimentation.

Everyday phenomena are examined in light of students’ increasing knowledge and understanding.

outside of class. Students are also expected to continue to meet as a class after 12th Grade Project begins and until they take the exam. All AP® Biology students are expected to take the AP® Biology Exam in May.

Students who sign up for the Honors Program in Chemistry focus on preparing for the SAT® II Subject Exam in Chemistry.

Students carry out simple experiments at home and analyze data, independently study chapters not covered in class, and write research papers on real-world applications of chemistry.

AP® Environmental Science

AP® Biology GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Prerequisite: Permission of the department and Chemistry with a B or better. Students must complete the assigned summer work.

The Advanced Placement® Biology course explores in depth the fundamental concepts of biology. Students gain insight into macroscopic and microscopic levels of the fundamental processes of life and are encouraged to develop an appreciation for living things and their interaction with their environment. Students who are taking AP® Biology are expected to master topics in the following areas: scientific method, cells, genetics, evolution, classification and diversity, anatomy and physiology, microbiology, and ecology.

Each student is expected to develop skills in the subject by participating in class and working to complete projects and class activities. These activities can include written work, oral work, laboratory exercises, homework assignments, tests, and quizzes.

Students who take AP® Biology are expected to complete a significant amount of work

38

GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Prerequisite: A grade of B or better in all previous Upper School science courses or permission of the department. Must have taken biology and a physical science. Chemistry is highly recommended but not required.

AP® Environmental Science students are expected to complete a significant amount of summer work.

(GIS) software. Students learn to use the software’s various spatial analysis tools while exploring data sets relevant to contemporary social and environmental issues, such as air quality, income inequality, and population growth. The course also examines the ways in which cartographers and surveyors describe locations on the surface of the Earth, including map projections, coordinate systems, declination, contour maps, and Global Positioning Systems (GPS). For their final project, students create a series of original maps examining a geographic question of their choice.

AP® Environmental Science provides students with topics that would normally be covered in a one-semester college course and prepares them for the College Board exam. Environmental science draws from several different scientific disciplines, including geology, biology, chemistry, and geography. The course’s emphasis is on scientific principles and contains a laboratory component.

Important themes include the scientific process, energy flow through systems, human alteration of natural systems, root causes of environmental problems, and possible solutions to these problems. AP® Environmental Science students are expected to take the AP® Environmental Science Exam in May.

Geology

Geographic Information Science

Marine Science

GRADES 10, 11, AND 12 OR INSTRUCTOR PERMISSION, SEMESTER I, 1/2 CREDIT

NEW IN 2021-2022 GRADES 10, 11, AND 12 OR INSTRUCTOR PERMISSION, SEMESTER II, 1/2 CREDIT

The study of geology explores many interesting questions about the physical structure of the earth.

For example: When and how did the earth form? What are the forces that are constantly changing the earth? Why do various rocks and minerals have different physical and chemical properties? How does soil form? This class provides an introduction to the study of geology, covering topics such as plate tectonics, earth’s interior structure, soil, the rock cycle, and the identification of different types of rocks and minerals. The course includes hands-on laboratory activities and field observations.

GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Offered based on enrollment and scheduling.

Offered based on enrollment and scheduling.

Credit: Tech or Elective.

During this yearlong elective, students gain a broad understanding of the ocean.

This multidisciplinary approach to studying the world’s oceans examines the geological, chemical, physical, and biological forces

This course explores the creation, analysis, and dissemination of spatial information. Through a series of self-paced online labs, students gain an introduction to geographic information system

that shape our ocean. Laboratory activities are used to help further the students’ laboratory skills and their understanding of course material. Furthermore, there are ample opportunities for students to take advantage of Boston’s location on the coast.

Neuropsychology GRADES 11 AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Offered based on enrollment and scheduling.

This yearlong course is split into two major components. The first examines the neuroscience of the brain; the second is a basic introduction to psychology, focused through a neuroscience lens. In the first semester, the course starts by exploring the anatomy and chemistry of the brain. From there, students move on to learning about how scientists study the brain and what aspects of the brain they study. In the second semester, the class explores the psychology of the brain, including injuries and addiction. Many units are based around case studies, allowing students to gain hands-on experience with the material.

FUTURE SCIENCE COURSES The following courses are offered in alternating years.

AP® Physics 2 OFFERED IN 2022-2023 GRADES 11 AND 12, FULL YEAR, 1 CREDIT

Prerequisite: Physics with a grade of B+ or better or Advanced Physics with a grade of B or better or permission of the department.

Offered based on enrollment and scheduling.

Advanced Placement® Physics 2 is the equivalent to a secondsemester college course in algebra-based physics. The course covers fluid mechanics; heat and thermodynamics; electricity and magnetism; the electromagnetic

spectrum and optics; and atomic and nuclear physics. The course includes a significant hands-on lab component, where inquiry-based investigations are emphasized.

These investigations foster student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems in a collaborative setting. Students enrolled in AP® Physics 2 are expected to complete a significant amount of work outside of class and over the summer. All AP® Physics 2 students are expected to take the AP® Physics 2 Exam in May. Advanced Topics in Biotechnology OFFERED IN 2022-2023 GRADES 11 AND 12, FULL YEAR, 1 CREDIT

Offered based on enrollment and scheduling.

Prerequisite: Having taken or currently taking Chemistry

This course examines genetics, bioengineering, and bioethics.

Students explore the history of our understanding of genetics and current knowledge of the topics.

From this, the class delves into the applications of RNA/DNA technology, performing labs such as gene transformation, enzyme function, and gel electrophoresis.

The course also spends time exploring the ethical issues surrounding this technology.

Archaeology GRADES 11 AND 12, FULL YEAR, 1 CREDIT

human evolution, the formation of archaeological sites, the use of satellite and ground surveys to identify archaeological sites, excavation techniques, the dating of archaeological materials, and artifact analysis. The class will also explore the theoretical frameworks that enable archaeologists to use these data to study ancient societies. Students will gain hands-on experience with each of these topics through a series of physical and computer-based labs, culminating in an excavation project.

Human Anatomy and Physiology GRADES 10, 11, AND 12, FULL YEAR, 1 CREDIT

OFFERED IN 2022-2023 Offered based on enrollment and scheduling.

This course is an introduction to the structure and function of the human body. Topics include biochemistry, cells and tissues, and the major body systems. Emphasis is placed on relating topics studied to current scientific advances. Due to the nature of this class, lab work includes a significant number of dissections.

Upper School Technology Requirements: Students are required to take Technology 9 and one additional semester of a technology elective.

OFFERED IN 2022-2023

Technology 9

Archaeology is the use of scientific principles and methods to explore the human past. In this class, students are introduced to the methods and theories that archaeologists use to reconstruct the environment, diet, and behavior of people in the past.

Topics covered in the class will include an introduction to

GRADE 9, REQUIRED, FULL YEAR, 1/2 CREDIT

Ninth Grade Technology is a fullyear class that covers a variety of software applications such as word processing, spreadsheet/ graphing, concept mapping, and multimedia. In addition, students continue to use the World Wide Web as a research tool and learn

39

UPPER SCHOOL CURRICULUM

advanced search techniques.

Technology projects are designed in conjunction with the ninth grade curriculum, whenever applicable.

Computer Science: Application Development SEMESTER I, 1/2 CREDIT

This course provides students with a foundation in application design and development. Students learn to design and program several different application types with a focus on the iOS environment.

The topics covered include Xcode, Swift programming language, the model-view-controller architecture model, user interface, and Cocoa Touch frameworks. At the end of the course, students have skills sufficient to design and deploy applications capable of leveraging advanced features such as GPS, accelerometer usage, and other onboard sensors of modern computing devices.

Computer Science: Advanced Application Development SEMESTER I, 1/2 CREDIT

Prerequisite: Application Development or permission of instructor.

This course builds on the foundations in application design and development taught in the introductory course. Students develop a more sophisticated understanding and ability to design and program different application types. The topics covered include Xcode, Swift programming language, the model-view-controller architecture model, user interface, and Cocoa Touch frameworks. At the end of the course, students have skills sufficient to design and deploy applications capable of leveraging advanced features such as GPS, accelerometer usage, and other onboard sensors of modern computing devices.

40

Computer Science: Data Science GRADES 10, 11, AND 12, SEMESTER II, 1/2 CREDIT

This course focuses on conducting data-driven experiments that will lead to evaluating and applying the collected data sets. Students use the outcomes obtained from their research to perform informed predictions and execute data-driven decision making.

They complete this work using a variety of data visualization tools, including programming in Python.

Students leave the course with a foundation in Python, as well as develop a core competency in performing statistical tests.

Computer Science: Programming I SEMESTER I, 1/2 CREDIT, ASYNCHRONOUS

In this course, students work asynchronously to learn the foundations of a programming language. Prior to the start of the course, each student meets with the instructor to determine an appropriate language path. Choices include: Python, JavaScript, and Ruby. Topics include: variables, conditionals, functions, and language-specific concepts such as classes. Students will spend roughly 75% of the course time learning core concepts of the selected language and 25% of course developing a project to demonstrate mastery. This project serves as the major assessment for this course.

Programming I runs asynchronously with a weekly check-in time with the instructor to assess progress.

Students work asynchronously with the opportunity to meet weekly with the instructor for support and a check-in.

AP® Computer Science Principles GRADES 10, 11, AND 12, ELECTIVE, FULL YEAR, 1 CREDIT

Credit: Tech or Math.

Enrollment in this course requires approval of the department. No prior computer science knowledge or experience is necessary.

In this course students explore the central ideas of computing and computer science. The course is centered around seven big ideas: Creativity, Abstraction, Data and Information, Algorithms, Programming, the Internet, and Global Impact. The course emphasizes computational thinking practices. Students are expected to connect computing to other disciplines, create computational artifacts and communicate their purpose, use abstraction and analysis to develop models for solving complex problems, and work effectively in teams. This course prepares students for the end-of-course AP® Exam, as well as the Through-Course Assessment that requires students to both explore the implications of computing innovations and create a computer application.

Problem Solving Through Design I GRADES 10, 11, AND 12, SEMESTER I, 1/2 CREDIT

Prerequisites: Drawing or Painting and Tech 9.

Credit: Art or Tech.

This course explores the concepts of design and innovation by helping to find creative solutions to real-life problems and needs.

The class aims to create a joblike environment where project solutions are often the result of collaborative brainstorming and research, experimentation, design, and fabrication. Projects bridge technology and creative thinking through the use of 3-D rendering software and various methods of construction, including 3-D

printing. Concepts of industrial design and product design are also incorporated into the curriculum.

Problem Solving Through Design II SEMESTER I, 1/2 CREDIT

Prerequisite: Problem Solving Through Design I. Credit: Art or Tech.

This course continues to develop the design habits of mind introduced in Problem Solving Through Design I. Students develop deeper understanding of their design solutions with an emphasis on marketing across a variety of mediums, ranging from print material to web design.

Topics are not limited to physical products but also include the creation of intangible designs.

FUTURE TECHNOLOGY COURSES The following courses are offered in alternating years.

Computer Science: Web Design

explore Javascript, HTML5, and CSS. These skills are then leveraged for web application development using advanced programming languages such as Python and Ruby. This course culminates with the development of an independently authored website or iOS app.

Upper School World Languages Students meet the graduation requirement for language study by completing three years of progressive study in a single language. (If students decide to switch languages, they must be enrolled in a language course through level 3 of a language.)

Unless otherwise noted, the prerequisite for all world languages courses is a C- or better in the previous course level and/or permission of the department.

OFFERED IN 2022-2023

French I

SEMESTER I, 1/2 CREDIT

FULL YEAR, 1 CREDIT

Students in this course learn the best practices of website design and scripting. Using Adobe Dreamweaver®, students gain a basic understanding of HTML coding, as well as an introduction to more advanced features such as CSS, Spry, and Javascript.

Students explore current website trends such as “Web 2.0” and learn to critically evaluate websites.

This course culminates with the development of an independently authored website complete with dynamic content.

This course is an introduction to the French language and Francophone cultures. It is an accelerated course designed primarily for entering students with little or no language background.

The curriculum concentrates on developing fundamental skills in listening, speaking, reading, and writing. Essential grammar, vocabulary, and expressions—as well as cultural topics of interest— are introduced, explored, and reinforced. Throughout the year, students are challenged to compare the languages and cultures they study to their own languages and cultures, to make connections with other fields of study, and to explore the Francophone resources in their School and neighborhoods.

Students finishing this course move on to French II.

Computer Science: Advanced Web Design OFFERED IN 2022-2023 ELECTIVE, SEMESTER II, 1/2 CREDIT

Prerequisite: Web Design.

This course is a continuation of topics covered in Web and Media Design. Students thoroughly

French II FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

The aim of the French II course is to reinforce and expand upon vocabulary, grammatical points, and expressions introduced in the beginning year(s) of language study. Students deepen their knowledge of France and other Francophone countries via short readings, videos, films, and musical samples used to supplement the curriculum. By the end of the year, students develop an intermediate level of proficiency, paving the way for class discussions conducted primarily in French.

The French II Honors Program provides opportunities for students to explore independent work that supplements or extends beyond the curriculum. Sample projects include presentations, blogs, translations, and video summaries completed in the target language.

French III FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

The aim of this course is to complete the formal study of grammar, expand vocabulary, and deepen the understanding of French and Francophone cultures.

In order to foster communicative proficiency, students are encouraged to express themselves willingly and creatively in the target language. They read short stories, literary excerpts, and magazine articles from authentic sources.

The writing required of French III students ranges from expository to creative in nature. Throughout the year, emphasis is placed on communication skills and comprehension.

French III Honors students complete presentations, essays, and research projects on a variety of subjects using only French.

41

UPPER SCHOOL CURRICULUM

French IV

AP® French Language

FULL YEAR, 1 CREDIT

FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

Offered based on student placement and/or enrollment.

This course is an overview of French history, art history, literature, and grammar. Students focus on their presentation skills in French, reinforce previously studied grammar, and expand their vocabulary through reading about French society and culture.

The overview course is designed to leave students with a more sophisticated understanding of French history, culture, and language.

The French IV Honors Program provides opportunities for students to embark upon independent work that supplements or extends beyond the curriculum. Sample projects include presentations, blogs, translations, readings, and video summaries completed in the target language.

Advanced French Seminar FULL YEAR, 1 CREDIT

Offered based on student placement and/or enrollment.

In preparation for the College Board SAT® II French Test, the first quarter of this course is devoted to a review of grammar and vocabulary, as well as to the honing of reading skills. Throughout the remainder of the year, the focus of the class is on expanding writing, reading, and conversational skills. To this end, students read selections of French and Francophone authors, similar to the ones described below for the AP® curriculum. Finally, students view and discuss several French language films.

42

Prerequisite: B+ or better in French IV or permission of the department.

This class, which is conducted entirely in French, provides intensive review and preparation for the AP® French Language Exam, as well as for the College Board SAT® II French Test.

Students read French and Francophone literature and French language periodicals. Some of the literary pieces studied come from the following authors: Dadié, de France, Rimbaud, Ponge, Diallo, Roy, Diop, Tirolien, and Gratiant. In addition to analyzing the thematic content of these readings, students contextually learn the grammatical structures and vocabulary they encounter. Assessments include essays, compositions, discussions, debates, oral presentations, tests, and quizzes. It is the expectation that students take the AP® French Language Exam in May. Mandarin I FULL YEAR, 1 CREDIT

This introductory Mandarin Chinese class enables students to build a novice level of proficiency in the basic skills of speaking, reading, listening, and writing. Students learn essential grammar and approximately 300 vocabulary words. Students study various topics such as the country and people of China, greetings, numbers, identifying people and objects, family and pets, countries and nationality, sports, making friends, and food. Chinese culture is introduced via music, art, dance, and history to further enhance the classroom experience.

Mandarin II FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

By using a wide variety of materials and concentrating on the creative use of Chinese in class discussions and written compositions, students significantly expand their comprehension skills, as well as their knowledge of Chinese vocabulary. Students are exposed to new lexical fields and topics such as school subjects, taking transportation, clothing, and making phone calls. At this level, students acquire a deeper understanding of the Chinese culture. Short readings, videos, and musical samples supplement the Mandarin II curriculum.

Students read a leveled storybook in Chinese, which bolsters their interest and strengthens comprehension skills.

The Mandarin II Honors Program is designed for students who are willing to extend their knowledge of Chinese language and culture.

The Honors Program provides students with creative problemsolving, independent thinking, and extended research skills.

In Upper School Mandarin II, students are required to finish the class work and the extra work outside of class. Presentations, translations, research projects, reading summaries, essays, and oral presentations are completed in the target language.

Mandarin III FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

The aim of this course is to continue the formal study of grammatical patterns, expand vocabulary, and deepen the understanding of Chinese culture.

In order to foster communicative proficiency, students are encouraged to express themselves willingly and creatively in the target language. Students are exposed

to new lexical fields and topics such as eating at a restaurant, the weather, getting to places, leisure activities, celebrations, health, and traveling. Throughout the year, emphasis is placed on communication skills and comprehension. Students read a leveled storybook in Chinese, which bolsters their interest and strengthens comprehension skills.

The Mandarin III Honors Program expands on the knowledge and mastery attained in the Mandarin III curriculum. Students conduct research on Chinese culture, history, literature, geography, food, arts, dance, games, and music.

Students have the opportunity to explore Chinatown, cook authentic Chinese food, review Chinese films, explore modern Chinese culture, and listen to traditional Chinese music. Pronunciation of Chinese Mandarin and conversational speaking is also emphasized in the Honors Program. The program helps to prepare students for the Winterim trip to China.

Mandarin IV FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

This advanced-level course reviews previously studied grammar before focusing on listening and reading comprehension, thus engaging students by participating in classroom discussions on selected topics and travel locations in China. Students also extend their vocabulary and deepen their cultural knowledge while being exposed to new topics such as school-based interests and activities, health concerns, adolescence, work, relationships, technology, and environmental issues. The course provides students with the opportunity to express themselves further and discuss various themes as a group.

Students read a leveled storybook in Chinese, which bolsters their interest and strengthens

comprehension skills.

The Mandarin IV Honors Program expands on the knowledge and mastery attained in the Mandarin IV curriculum. The program is designed to provide students with varied opportunities to further develop their proficiencies across the three communicative modes: interpersonal (speaking, listening, reading, and writing skills), interpretive (listening and reading skills), and presentational (speaking and writing skills). The program does this by expanding student understanding of Chinese culture, history, literature, geography, food, arts, dance, games, and music.

Students have the opportunity to compare and contrast modern Chinese culture with Western culture.

Advanced Mandarin Seminar FULL YEAR, 1 CREDIT

This course is intended for students who wish to continue with Chinese learning and plan to pursue the Advanced Placement® Language curriculum the following year. This is the preparation course for AP® and students focus on deepening their language skills, including speaking, listening, reading, and writing, as well as expanding their knowledge and understanding of Chinese culture and history. The immersion method is implemented in this class. By the end of the course, students have learned about 1,500 regularly used Chinese characters. They are able to read, discuss, and write compositions based on everyday situations, current events, and short stories in literature.

AP® Mandarin Language FULL YEAR, 1 CREDIT

Prerequisite: B+ or better in Advanced Mandarin or permission of the department.

This course, which is conducted mostly in Chinese, provides specific preparation for the AP®

Chinese Language Exam, but can also serve as preparation for the College Board SAT® II Mandarin Chinese Test. Students are immersed in the language and culture of the Chinese-speaking world to further develop their skills of listening, speaking, reading, and writing in Chinese. In addition to using the textbook, students work with selected authentic materials such as newspaper articles, novels, poems, songs, and clips of television series and movies. This is a college-level course with a significant workload. Assessments include essays, compositions, discussions, debates, oral presentations, tests, and quizzes.

It is the expectation that students take the AP® Chinese Exam in May. Spanish I FULL YEAR, 1 CREDIT

This course is an introduction to the Spanish language and Hispanic cultures. It is designed primarily for entering students with little or no language background.

The curriculum (guided by the text) concentrates on developing fundamental skills in speaking, writing, reading, and listening.

At this level, the emphasis is on learning essential grammar and vocabulary. Moreover, students begin to gain international awareness as they are introduced to the cultures of Spain and Latin America. Upon successful completion of the course, students are prepared to enter Spanish II. Spanish II FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

In Spanish II, students build upon the skills they learned in Spanish I and continue to develop their Spanish vocabulary and learn increasingly more complex grammatical structures. Students further develop their listening comprehension through exposure

43

UPPER SCHOOL CURRICULUM

to a Spanish environment in the classroom. At this level, students delve deeper into the cultures of Spain and Latin America. Upon successful completion of the course, students are prepared to enter Spanish III. Students coming from other schools need department permission by taking a placement test.

For students who seek an extra challenge in Spanish, the Upper School Spanish II Honors Program provides this opportunity. Students who choose to participate in this program complete projects that promote comprehension and mastery in four key areas: reading, writing, listening, and speaking.

Work for the Honors Program is largely completed outside of the classroom and is in addition to any regular class work.

Spanish III FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

As with Spanish II, this course uses a wide variety of materials and focuses on the increased use of Spanish for instruction, class discussions, and written work. The overarching goal of this class is to foster communicative proficiency by encouraging students to express themselves willingly and creatively in the target language. In addition, students’ core knowledge of grammar is expanded by adding more complex structures and uses. Cultural and literary readings are presented from authentic target language resources. Upon successful completion of the course, students are prepared to enter Spanish IV. Students coming from other schools need department permission by taking a placement test.

The Spanish III Honors Program is for students who are highly motivated in the language and eager to learn and explore more aspects of the Spanish culture.

44

Students give oral presentations, research a Spanish-speaking country, or practice further grammar structures.

Spanish IV FULL YEAR, 1 CREDIT

OFFERED WITH HONORS

This advanced Spanish language elective is a full-immersion course and an introduction to literature. Students review and reinforce grammar concepts with an emphasis on communicative skills through the use of oral presentations and creative writing assignments. Selected readings and feature films serve as additional sources for class discussion, vocabulary enrichment, and contextual grammar instruction. Students coming from other schools need department permission by taking a placement test.

The Spanish IV Honors Program is for students who are highly motivated in the language and eager to learn and explore more aspects of the Spanish culture. The students read leveled literature in Spanish and discuss them with the teacher, write a summary of the stories, or complete reading comprehension questions.

Advanced Spanish Seminar FULL YEAR, 1 CREDIT

Offered based on student placement and/or enrollment.

This course is intended for students who wish to continue with Spanish but who are not interested in the AP® Language curriculum.

The class is conducted entirely in Spanish, and students are expected to take a proactive role in the selection and development of conversational topics. Students learn how to access Spanish Internet sites and read a variety of literary genres. Although much classroom time is devoted to expanding vocabulary through

class discussions, grammar is reviewed and reinforced in cultural and literary readings, focusing on contemporary issues. Students coming from other schools need department permission by taking a placement test.

AP® Spanish Language FULL YEAR, 1 CREDIT

Offered based on student placement and/or enrollment.

Prerequisite: B+ or better in Spanish IV or permission of the department.

This class, which is conducted mostly in Spanish, provides specific preparation for the AP® Spanish Language Exam. Among the instructional materials used is TEMAS CAP® Spanish. This is a college-level course with a significant workload. It is expected that students take the AP® Spanish Language and Culture Exam in May.

Upper School Health Adolescents today face the same developmental tasks that they always have: to separate from parents and family, to form a unique personal and sexual identity, and to establish a direction, life/work plan, and set of values. The societal norms and pressures, as well as the support systems available to teens, have changed dramatically over the past 30 years. The information shared and the knowledge of available community resources give students the tools they need to meet the challenges of life in a healthy way.

WELLNESS PROGRAM

Upper School students participate in wellness programs geared to support their social, emotional, and physical well-being. As a school, we know there is much more to a student’s life than just academics.

Since we strive to develop students

who go on to be successful in the world, we also want to help educate students in areas that allow them to be prepared to make informed decisions when faced with challenging situations. Each grade has weeklong workshops on sex education or stress management and substance use and abuse. When possible, the School offers a parent workshop as well.

In addition, Brimmer invites in special speakers to lead Schoolwide presentations and discussions on other topics that are relevant to adolescents.

9TH GRADE WELLNESS

The purpose of this course is to provide students with the skills to be healthy and successful members of the Brimmer community.

Students are exposed to a core set of skills and approaches to manage the potential stressors they face as adolescents. Topics covered include mindfulness, cultural competency, academic skills, social emotional learning, physical health, digital responsibility, and media literacy.

10TH GRADE WELLNESS

Tenth grade wellness is a continuation of the 9th grade program. Students meet once a week in sections to further develop the skills learned in 9th grade. The core components of the 10th grade program include CPR/First Aid training and healthy relationships curriculum.

ASSEMBLIES AND CO-CURRICULAR PROGRAMMING

Each year, the School invites in speakers to deepen students’ understanding of local, national, and global issues, as well as to expose them to new ideas. These are mission-oriented programs that help students learn about relevant topics, develop an appreciation for new ideas, and engage in

conversations. Presentations in the past have ranged from visiting artists to conversations on diversity to the Syrian refugee crisis.

College Counseling At Brimmer, we approach the college process in an individualized way and seek to match students with the best possible college choice for their specific goals and qualifications. Upper School students work closely with their advisors and the College Counselors to plan a strong program of study commensurate with their ability, interests, and future college plans.

All Upper School students and their families are invited to the college counseling events held throughout the year as we believe increased familiarity about the college process leads to reduced anxiety when the formal college program begins. Ninth and tenth grade parents and guardians are invited to an evening program in the fall to give them a timeline of what happens in the first half of Upper School to prepare for the college process. Although we recognize that some families are eager to begin the college process, we believe that beginning too early puts additional pressure on students who should be focusing on their studies.

Eleventh grade students are assigned to a college counselor by December, and they begin weekly College Counseling classes in the second semester. Eleventh Grade College Night is held in January and is considered the formal “kickoff” to the college process. At that time, all families are given a packet of information that contains the Brimmer College Guide, a Planning Calendar that maps out the next year and a half, and a syllabus of the topics to be covered in College Counseling classes. These

documents can also be found on the Brimmer Resource Board.

Throughout the year, Brimmer welcomes more than 100 college admission representatives to campus to meet with students.

We also host a College Night in April that features a panel of college admissions officers who share insights about their specific institutions as well as general topics related to admission. In addition, Brimmer’s College Counselors travel to numerous college campuses and attend professional conferences throughout the United States and abroad. As the principal advocate for each Brimmer student in the admissions process, the College Counseling team strives to get to know each student well through individual meetings and in the classroom.

Practice for standardized testing begins with the PSAT®, which is given to students in both grades 10 and 11. In partnership with the Summit Educational Group, Brimmer offers classes to prepare students for the SAT® or the ACT® in the fall and in the spring. In addition, each year we invite the founder and CEO of Summit to Brimmer to present an evening program for students and parents to explain every aspect of standardized testing.

Twelfth grade students participate in a College Counseling class once a week during the first semester.

Students address topics and procedures related to the college application process and use this time to work on their applications and essays under the supervision of the College Counseling team.

The College Counseling office also provides guidance for eleventh and twelfth graders seeking internships and resources for career planning.

Students pursuing collegiate athletics are guided on an appropriate timeline for the sport

45

UPPER SCHOOL CURRICULUM

and college level of play.

11th Grade College Counseling GRADE 11, REQUIRED, SEMESTER II

College Counseling is a onesemester course required for all eleventh grade students.

Students meet weekly in small groups to discuss the college process. Classes are focused on the use of Naviance as a research tool, completing the Common Application and the college essay, and discussing topics such as campus visits, interviewing, and the college list.

12th Grade College Counseling GRADE 12, REQUIRED, SEMESTER I

College Counseling is a onesemester course required for all twelfth grade students.

Students meet once a week in small sections. The focus at the beginning of the semester is on finalizing their college lists and working on their applications and essays. Students receive individual help from the counselors as needed. The latter part of the semester is devoted to readings and discussions related to the transition to college.

46

Recent College Acceptances American University

Hampton University

St. Lawrence University

Amherst College

Harvard University

Stanford University

Babson College

Hobart and William Smith Colleges

Suffolk University

Barnard College

Indiana University

Syracuse University

Bates College

Johns Hopkins University

Temple University

Bentley University

Kenyon College

The New School

Berklee College of Musicz

King’s College (London)

Trinity College

Boston College

Lafayette College

Tufts University

Boston University

Lehigh University

Union College

Brandeis University

Loyola Marymount University

Brown University

Loyola University (MD)

University of California Davis, Irvine, San Diego, Santa Barbara,Santa Cruz

Bucknell University

Macalester College

University of Colorado

Carnegie Mellon University

Massachusetts Maritime Academy

University of Delaware

Case Western Reserve University

McGill University

University of Illinois

Clark University

Merrimack College

Colby College

Miami University of Ohio

Colgate University

Middlebury College

College of the Holy Cross

Mount Holyoke College

Colorado College

Muhlenberg College

Connecticut College

New York University

Denison University

Northeastern University

Dickinson College

Occidental College

Drew University

Ohio Wesleyan University

Drexel University

Pomona College

Eckerd College

Providence College

Elon University

Purdue University

Emerson College

Quinnipiac University

Emmanuel College

Rensselaer Polytechnic Institute

Emory University

Rhodes College

Fordham University

Rochester Institute of Technology

Franklin and Marshall College

Roger Williams University

Furman University

Rutgers University

George Washington University

Sarah Lawrence College

Georgetown University

Savannah College of Art and Design

Georgia Institute of Technology Gettysburg College Grinnell College Hamilton College

University of Massachusetts, Amherst, Dartmouth, Lowell University of Michigan University of Miami University of New Hampshire University of Pittsburgh University of Richmond University of Rochester University of Southern California University of St Andrews (Scotland) University of Toronto University of Vermont University of Virginia University of Wisconsin Vanderbilt University Vassar College Virginia Polytechnic Institute Wake Forest University Washington University of St. Louis Wellesley College Wentworth Institute of Technology

Simmons College

Wheaton College (MA)

Skidmore College

Williams College

Smith College

Worcester Polytechnic Institute

Spelman College

47

ATHLETICS

Athletic Department The Athletic Department is located in the Emily C. Thompson Activities Center. The Athletic Directors oversee the School’s athletic and physical education programs. The School’s on-site Athletic Trainer facilitates emergency care and implements injury prevention and injury management programs for student-athletes.

Athletic Requirements All Brimmer students are required to participate in our athletic program each school year. In order to participate in the athletic program, all students must provide medical forms and complete ImPACT Concussion Testing.

MIDDLE SCHOOL

Students in grade 6 are required to participate in a PE offering that takes place during the course of the school day. They have the option to participate, but are not required to play team sports.

Seventh and eighth graders must participate in a minimum of one season of a team sport. If they play only one season of a team sport, they must choose an activity for the other two seasons. If they play two seasons of a team sport, they are able to take one season off.

UPPER SCHOOL

The sports requirement is either three seasons of physical activity and a minimum of one season of a team sport or two seasons of a team sport. One activity credit can be earned from participating in the Upper School musical.

Students should give appropriate consideration to their decision before signing up for a sport. Once a student has signed up to participate in a team sport, the student is committed to playing that sport. Teams are selected based on the number of athletes

48

who have elected to play that sport. Athletes may not switch sports after sign-ups.

ALTERNATIVES TO THE ATHLETIC REQUIREMENTS

Upper School students involved with the drama program during the winter season may count participation in the musical as a physical activity. Students in lead roles in the fall play may apply through the Upper School Head for an adjusted athletic requirement. A student who excels in a particular athletic area not offered at the School may apply for permission to pursue his or her sport outside of School. An application must be filled out for each season.

Exemption from participation in the Brimmer athletic program is determined on a case-by-case basis by the Athletic Director. All students are strongly encouraged to participate in the School’s athletic program.

Students who participate in the fall US play and US Musical may earn a team sport credit due to the close nature of working with a group of people over an extended period of time. There will still be a fitness requirement during the time of the fall play. Students who are on the Robotics team for the fall and winter season may earn a team sport credit. They must also attend fitness twice a week.

Soccer, Basketball, Baseball, and Tennis teams compete in the Massachusetts Bay Independent League (MBIL). The Varsity Girls Soccer, Basketball, and Lacrosse teams compete in the Independent Girls Conference (IGC).

Sports schedules and game results are posted on the School website.

2021-2022 Athletic Offerings for Middle and Upper School FALL TEAM SPORTS •

Field Hockey

•

Middle School, Junior Varsity, and Varsity Boys Soccer

•

Middle School, Junior Varsity, and Varsity Girls Soccer

•

Middle School Coed Cross-Country

•

Varsity Boys and Girls Cross-Country

•

Sixth graders are offered soccer, field hockey (girls), and cross-country.

Activities: Recreational tennis, strength training/conditioning WINTER TEAM SPORTS

Interscholastic Competition All Middle and Upper School teams compete against other independent schools. Varsity teams are part of the New England Prep School Athletic Conference (NEPSAC). At the end of each season, teams that have qualified compete in their respective NEPSAC tournaments.

The Varsity Cross Country, Boys

•

Middle School, Junior Varsity, and Varsity Boys Basketball

•

Middle School, Junior Varsity, and Varsity Girls Basketball

•

Coed Curling (Grade 8-12)

•

Sixth and seventh graders are offered basketball

Activities: Strength training/ conditioning, recreational skiing/ snowboarding, yoga

ATHLETICS

SPRING TEAM SPORTS •

Varsity Boys and Girls Lacrosse

•

Middle School and Varsity Girls Softball

•

Middle School and Varsity Boys Baseball

•

Varsity Boys and Girls Tennis (tryouts are held in the fall)

•

Sixth graders are offered softball (girls) and baseball (boys)

Activities: Recreational golf, strength training/conditioning, dance (Upper School)

Practice Information PE, practices, and games are part of the student-athlete’s day at Brimmer in grades 6 through 12. In addition to using the School’s own facilities on Middlesex Road and Dedham Street, Brimmer teams practice at several off-campus sites: UMass Mount Ida–turf and grass fields, gymnasium, and tennis courts; Longwood Cricket Club; Pine Manor College; Soule Recreation Center; McGolf in Dedham; The Country Club in Brookline; Hellenic College in Brookline; and Nashoba Valley Ski Area in Westford. Practice time varies between 1 1/2 and 2 hours in length.

Transportation Brimmer teams are transported in school buses and by private bus companies. Students are required to travel to practices and games with their team. After a practice or game, students may go home with a parent or a specified adult if they have written permission from their own parents or guardians ahead of time.

49

FACILITIES

Middle and Upper School Academic and Arts Facilities MAKERSPACE

The Makerspace is a hub of creativity at Brimmer. This space is equipped with the handheld and digital fabrication tools that a maker, tinkerer, creator, or innovator needs to bring ideas to fruition such as multiple 3-D printers, a laser cutter, vinyl cutter, and sewing machine. The space is used by a number of classes on both a regular and ad hoc basis.

Unstructured time is built into the day so that students can drop in and use the space.

50

CHORAL MUSIC STUDIO

The Middle and Upper School music room is a large space used for Middle School Creative Arts music classes, May Chorale Section and Lab rehearsals, and Greenline rehearsals. The room is tiered, has projection technology, and contains a piano and numerous other musical instruments.

ROBERT LLOYD CORKIN VISUAL ARTS CENTER

Completed in 2009, the Robert Lloyd Corkin Visual Arts Center features two spacious art rooms and a ceramics studio. With northern exposure, abundant natural light, and state-of-theart equipment, the Arts Center offers both indoor and outdoor classroom and exhibition space.

DANCE STUDIO

The Dance Studio features fulllength mirrors and a hardwood floor. The Dance Studio is a multipurpose classroom that is used for Lower School Creative Arts classes, dance activities, voice lessons, and rehearsals for musicals.

RUTH CORKIN THEATRE

INNOVATION CENTER

INSTRUMENTAL ENSEMBLES ROOM/GREEN ROOM

The Innovation Center is a flexible space that enhances student collaboration. This space is designed to maximize group work and collaboration. It has a large open area that can easily be rearranged depending on the purpose of use, as well as three small study rooms that can be used by small groups of students.

These small rooms are equipped for wireless projection of student screens.

This room is used as a classroom and rehearsal space for all of the musical ensembles in the Middle and Upper Schools. It houses student and School instruments, several desktop computers, and numerous pieces of performance equipment, including amplifiers, microphones, a drum set, etc.

During theatrical performance weeks, the room is transformed for use as a make-up and costume studio for the performers.

The School provides several large classrooms for humanities classes.

These classrooms are equipped with tables and chairs for seminars and collaborative work. All of these classrooms are equipped with Apple TV and projector technology.

DIGITAL MEDIA CENTER

PHOTOGRAPHY LAB

The Digital Media Center is the home of Brimmer Media Production and Journalism classes.

The room is equipped with a green screen to allow students to bring their digital media to life in new ways. Our students are not bound by their surroundings—they can bring in any background they need for their work. The room also features state-of-the-art sound and lighting equipment, and laptop computers with the digital video editing suite from Apple®, including Final Cut Pro® and iMovie®, and is utilized by other classes when producing video projects.

A fully equipped darkroom in the Chase Building affords students the opportunity to learn to develop and print black-and-white photographs. Advanced students also explore various techniques such as toning, colorization, and solarization.

Completed in 1997, Brimmer’s 312-seat professional theatre is supported by a computerized light and sound room, a large scene shop, dressing rooms, and a costume collection.

HUMANITIES FACILITIES

MATHEMATICS FACILITIES

The Math Department classrooms are located on the upper level of the Chase Building. Four classrooms equipped with smaller tables and chairs for individual and collaborative work house the majority of math classes in the Middle and Upper Schools. All of these classrooms are equipped with Apple TV and projector technology.

SCIENCE FACILITIES

The Science Department laboratories and classrooms are located in the lower level of the Chase Building and upper level of the Hastings Center. Science classes are held in five labs of varying sizes. Four rooms are equipped with lab tables, Apple TV, projection technology, sinks, and electrical and gas outlets. The fifth classroom, which is used for

FACILITIES

non-laboratory courses, contains these same elements excluding sinks and electrical and gas outlets. All labs have appropriate and necessary safety equipment.

In addition, the Science Department has its own 20-laptop computer lab, manual and digital microscopes, and telescopes.

TECHNOLOGY FACILITIES

Technology classes are held in the Pappas Lab, which is equipped with 15–17 desktop computers, projection technology, a scanner, a black-and-white printer, and a color printer. Technology classes are also held in the Media Lab, located in the Hastings Center. The School provides Middle and Upper School students with email accounts and access to Office365 for document sharing and document storage.

Laptops for student use are available through several laptop carts with 15–20 machines per cart and through the library check-out system.

WORLD LANGUAGES FACILITIES

World Languages classes are held throughout the Chase, Hastings, and Almy buildings, depending on class sizes.

COLLEGE COUNSELING AND CAREER READINESS OFFICE

This suite houses the College Counseling offices and classrooms where College Counseling classes are taught and meetings are held with college admission counselors, students and families. The College Counselors use this space to provide extra guidance for students with their college essays and applications. It is also home to the School’s new and developing Career Readiness Center, where students can receive help creating resumes, practicing interview skills, and finding internships and summer opportunities.

LEARNING COMMONS

WRITING CENTER/MATH LAB

The Brimmer and May Learning Commons is a space where students can take an idea from infancy through the research phase through the development of the project. It is a multi-modal space that incorporates many of Brimmer’s incredible resources such as the Anne C. Reenstierna Library, Middle School Learning Center, Writing Center, Math Lab, and Tutoring Institute. The space is designed to provide quiet study space, collaborative group space, and the ability for students to research and design their ideas.

The Writing Center is located in the Anne C. Reenstierna Library.

It is staffed by Middle and Upper School faculty and is open to all eighth grade and Upper School students during the school day for assistance on school papers and projects. Students may sign up or drop in to receive critical feedback on their writing.

ANNE C. REENSTIERNA LIBRARY

Located in the Almy Academic Center, the Anne C. Reenstierna Library provides resources for academic research and independent reading. It is a part of the Middle School and Upper School Learning Commons.

In addition to offering a wide selection of titles in literature and nonfiction, the library provides access to a growing collection of electronic books, online databases of reference works and journal articles, and a subscription to Questia School—an online library of over 15,000 full-text titles.

Desktop and laptop computers are available for student use.

The library provides quiet areas for independent study as well as two conference rooms used for collaborative work, presentations, and meetings. The library program seeks to engage students in experiences that foster a love of reading, offer exposure to the world of ideas, and develop the skills and critical thinking needed to be successful in finding, evaluating, and using information.

These are the building blocks that create lifelong learners.

The Math Lab is staffed by Brimmer faculty or other math professionals and is available to students as an extra help/support center on a sign-up basis during several study periods each week.

MIDDLE SCHOOL LEARNING CENTER

The Middle School Learning Center is located adjacent to the Anne C. Reenstierna Library and is a part of the Library Learning Commons. The space is staffed

by Brimmer teachers and tutors to help Middle School students with skill development, organization, and content understanding.

CORKIN FAMILY DINING COMMONS

Brimmer’s Corkin Family Dining Commons is composed of the main Dining Commons and the Upper Dining Commons. Within the spaces, there are different types of seating arrangements. In addition, the Dining Commons was designed so that during non-lunch hours students can utilize the space to study or meet in groups.

51

MIDDLE AND UPPER SCHOOL GENERAL INFORMATION GUIDE

Academic Matters

Physics*, Spanish Language, Statistics, Studio Art, and 2-D Studio Art.

ACADEMIC SUPPORT

*Physics 2 is offered to tenth grade students.

Emphasizing the importance of highlighting, note-taking, outlining, and time management, classroom teachers help students sharpen their study skills. Teachers also make themselves available to students seeking additional help.

In addition, Brimmer and May has its own Tutoring Program. (See “Tutoring.”)

ADVISOR PROGRAM

Sixth grade teachers serve as the advisors to their homeroom students while in grades 7–12, each student selects a member of the adult community at Brimmer and May to serve as an advisor.

The two meet on a regular basis to discuss the student’s academic progress and individual concerns.

Advisors oversee the educational performance of their advisees throughout the school year and meet with parents on report card conference days at midyear to review progress and grades. The advisor is the parents’ primary contact at the School.

ADVANCED PLACEMENT®

Advanced Placement® (AP®) is a program of college-level courses and exams that gives high school students the opportunity to receive academic college credit. Each AP® course ends with a comprehensive examination. These exams are graded on a scale of 1 to 5. Many colleges and universities offer academic credit awards for scores of 3, 4, or 5.

AP® courses at Brimmer are offered to qualified eleventh and twelfth grade students.

Examples of AP® courses that may be offered include Biology, Calculus, English Literature and Composition, English Language, French Language, Macroeconomics, Microeconomics,

52

EXAMS AND EXHIBITIONS

There is an exam, project, and exhibition period prior to the December vacation for students in grades 9–12 and an exhibition period in early January at the end of the second quarter/first semester for students in grades 6–8. There is an exam and exhibition week at the end of the second semester for students in grades 8–11 as well. Exams are two hours in length. The nature and length of exhibitions vary; some exhibitions have taken the form of oral presentations, mock trials, debates, computer projects, and artwork critiques.

GRADING AND REPORTS—MIDDLE SCHOOL

In the Middle School, under the quarter system, official grades are issued four times yearly. Teachers’ comments accompany grades at the end of the second and fourth quarters.

Middle School parents come in for conferences with teachers at the end of the first and third quarters. At the end of the second quarter, parents receive grades and comments and conference with advisors. All conferences give parents an opportunity to discuss student progress. Final grades and comments are emailed to parents at the end of the school year in mid-June.

GRADING AND REPORTS—UPPER SCHOOL

In the Upper School, under the semester system, official grades are issued twice yearly. Only semester and year-end grades are recorded on Upper School transcripts.

While they are not entered on the transcript, mid-semester and

progress report grades are given to all students in grades 9–12. All grades semester, mid-semester, and progress report grades are posted online in the parent portal.

Parents may request to conference with a teacher or advisor to review grades and develop a plan for improvement.

HOMEWORK

Homework is regularly assigned in every class and is an integral part of the learning process at Brimmer. On average, Middle School students are expected to need about 20–30 minutes daily to prepare for a course. Upper School students are expected to spend about 40 minutes on each course, and some may find that they need more or less time. Teachers may also assign outside reading, which supplements homework assignments and may take a longer amount of time to complete.

Students are responsible for making up incomplete homework or work due on a day of absence as soon as possible upon their return to School.

HONOR ROLL

An Honor Roll is announced at the end of a marking period (at the end of each quarter for grades 6–8 and at the end of each semester for grades 9–12).

IN UPPER SCHOOL • To

earn Honors, a student must have a 3.0 GPA, with no grade lower than a B-.

• To

earn High Honors, a student must have at least a 3.67 GPA, with no mark lower than a B.

IN MIDDLE SCHOOL • To

earn Honors, a student must have a B average, with no grade below a B-.

• To

earn High Honors, a student must have an A- average, with no mark lower than a B+.

MIDDLE AND UPPER SCHOOL GENERAL INFORMATION GUIDE

PEER TUTORING

STANDARDIZED TESTS

Peer Tutoring is organized by Upper School student leaders to provide student-to-student academic support. Peer Tutors must apply for the position and attain teacher approval.

Standardized tests are administered at Brimmer to help students practice test-taking skills and strategies, to assess individual student achievement and ability, and to aid in determining programmatic needs at the School.

The PSAT® is administered in the fall to tenth and eleventh graders, and ERB test is given each spring to students in grades 6, 7, 8, 9, and 12. Eleventh and twelfth grade students work extensively with their College Counselor to make decisions about the ACT®, SAT® I, and SAT® Subject tests, as they are required by most college admissions offices.

PROMOTION POLICY

A student must have at least three grades of C- or above and not more than one F in the academic disciplines to be promoted in grades 6–12. The F must be made up in an approved summer school course or through tutoring and an exam given by the School. D is a conditional grade and summer work may be recommended.

SCHEDULE • The

school day begins two days a week with Morning Meeting, one day a week with class homerooms, and two days a week with advisor meetings.

Attendance is taken at 7:50 a.m.

• For

Middle School students, school ends at 3:15 p.m. on Monday unless they participate in a Varsity sport or in Monday activities. Tuesday–Friday the academic day ends at 3:30 p.m. Sports team practices and physical education are scheduled thereafter.

Upper School students, the academic day ends at 3:15 p.m.

Monday–Friday. Sports team practices and physical activities are scheduled thereafter.

in the visual arts, music, and theatre. Workshops offered have included printmaking, sculpture, bookmaking, theatre design, world music, stage carpentry, and improvisation.

ALL-SCHOOL CELEBRATION OF THE ARTS

In May, the School hosts its annual All-School Celebration of the Arts.

Works of art by every Brimmer student artist are on display. Lower and/or Middle School music groups may perform as well. The celebration concludes with a performance of the Middle School musical theatre production.

Students with documented learning disabilities may apply for extended time consideration. The School must have a copy of the student’s educational testing on file in order to provide a nonstandard test administration.

THEATRICAL PRODUCTIONS

TUTORING

FALL

Supplementary academic help is also available (for an additional fee) through the School’s Tutoring Program. The Tutoring Program Director and a team of trained tutors work with Middle and Upper School students on a one-on-one basis both during and after school.

Tutoring is available in all subjects.

• For

Brimmer presents theatrical productions throughout the school year. Currently scheduled for 2019–2020 are the following productions:

• Middle • Upper

School play

School play

WINTER

• Upper

School musical

SPRING

• Middle

School musical

• Student-directed

production (depending upon interest)

The Arts

Additional exhibitions and special theatrical events may be presented throughout the school year.

• The

AFTER-SCHOOL MUSIC PROGRAM

School Life ACTIVITIES (UPPER SCHOOL)

• In

The After-School Music Program offers private lessons in voice and many musical instruments. There is a formal recital in the spring. This is a fee-based program.

Middle and Upper Schools adhere to a similar class schedule. Most classes meet 180–200 minutes a week using a block schedule. the event that the School needs to move to a remote learning environment, an alternative schedule will be implemented. Start and end times may differ from the regular academic schedule.

GUEST ARTIST SERIES

In addition to regularly scheduled performing artist visits to our assembly periods, the Creative Arts Department hosts brief residencies

Extracurricular activities allow students to pursue personal interests or explore new areas.

Students with common interests are encouraged to form new clubs. Groups meet during lunch or an activity period. Additional meetings take place when needed.

53

Recent activities offered include the following: Acoustic Music Club, Community Service Club, Diversity Club, Environment Club, Gender Sexuality Alliance (GSA), Stock Market Club, Maker Club, Quiz Bowl, Strategic Games, Model UN, and Yearbook.

ASSEMBLY PROGRAM

Special Assembly periods scheduled regularly throughout the school year provide opportunities for students to hear outside speakers, enjoy performances (either by professional groups or by members of the School community), and participate in educational discussions or activities that involve both teachers and students.

DIVERSITY, EQUITY, AND INCLUSION AFFINITY GROUPS AND STUDENT DIVERSITY CLUBS

Brimmer prides itself on its diverse student body, which includes students of varying races, ethnicities, family structures, personal identities, religions, neighborhoods, and countries of origin. Student friendships and support networks span across this diversity, and those bonds enrich our community.

In an effort to support our students, promote our Core Values, and respond to the world around us, Brimmer maintains a range of student diversity clubs and affinity groups that meet weekly. These include: Students of Color affinity groups and GSA Club (Gender and Sexuality Alliance) in the both the Middle and Upper Schools.

Topics discussed in those groups range from celebrations of identity to history lessons to politics and current events to microaggressions.

The make-up and existence of these groups may change year to year as we respond to the needs of our community.

54

Brimmer is committed to educating and empowering all of its community members to be leaders in social justice. Throughout each academic year, we hold internal events that celebrate culture and difference. We also bring in speakers and hold workshops for our students and faculty on a range of topics addressing diversity, equity, and inclusion.

These programs are meant to give each participant the tools to be meaningful contributors to Brimmer and to the larger world around them.

Brimmer students help to develop internal diversity programming at the Lower, Middle, and Upper School levels but are also active in the opportunities that are offered to them off campus. Our students attend the NAIS Student Diversity Leadership Conference (part of the NAIS People of Color Conference) each year as well as AISNE Students of Color Conferences for Middle and Upper School students.

These conferences address topics of race but also cover in-depth issues surrounding socioeconomic differences, gender identity, and sexual orientation, among other things. Students also participate in smaller, more local programs when opportunities arise.

The Brimmer-Northlands International Student Exchange Program provides students with the opportunity to be fully immersed in a rigorous academic exchange for three weeks at the Northlands School in Buenos Aires.

This program offers our students a new opportunity to improve their language skills and to further develop their inter- and intrapersonal aptitudes.

Students must apply and be selected for both programs through a formal application process. Travel for both programs takes place over the summer.

JUDICIAL BOARD (UPPER SCHOOL)

The Brimmer Upper School Judicial Board—comprised of students, administrators, and faculty members—is committed to strengthening our community by developing and maintaining a tone of decency and sense of responsibility in our daily interactions. The Judicial Board seeks to promote honesty, ethical behavior, equity, and equality in the School community. It strives to be impartial, to uphold the rules and values of the School, to maintain confidentiality, and to respect an individual’s right to a fair disciplinary process.

GLOBAL ENTREPRENEURSHIP AND CULTURAL EXCHANGE PROGRAMS

LEADERSHIP OPPORTUNITIES (UPPER SCHOOL)

Brimmer currently offers two international exchange programs for Upper School students. The Global Entrepreneurship and Cultural Scholarship Program provides an opportunity for cultural exchange and promotes connections between Chinese and American science, technology, and innovation. Students travel to China for 10 days with Brimmer faculty members. This program satisfies the STEAM internship requirement for STEAM Diploma students and is counted toward the Global Studies Diploma.

Students provide leadership in the following areas of the School: • Activities

and Clubs – Officers

• Admissions • Athletics

– Tour Guides

– Team Captains

• Diversity

and Inclusion – AISNE Diversity Conferences, NAIS Student Diversity Leadership Conference

• Judicial • Peer

Board – Elected Seats

Tutors

• Scholars

Society

MIDDLE AND UPPER SCHOOL GENERAL INFORMATION GUIDE

• Student

Senate (See “Student Senate.”)

• Upper

School Camp Planning Committee

LUNCH PROGRAM

Students are expected to participate in the School lunch program. However, special lunch arrangements for a student with a serious medical concern are sometimes made. The parent or guardian should contact the School Nurse and the appropriate division head regarding such a matter.

Lunch is served every school day in the Dining Commons in the Hastings Center. Middle School lunch is from 12:15 to 12:50 p.m.

Upper School lunch is from 1:00 to 1:40 p.m.

OUTDOOR EDUCATION PROGRAM

Outdoor Education trips are offered during the fall, winter, and spring seasons. Trips may focus on hiking, backpacking, rock climbing, fishing, skiing, snowshoeing, camping, or other outdoor activities. Students learn practical skills in campcraft and outdoor living, outdoor cooking and menu preparation, emergency wilderness first aid, minimum-impact camping, and environmental preservation. There is also an emphasis on developing leadership skills, communication, trust, and cooperation. Enrollment is limited to 15 students and to one season of participation unless space allows.

SCHOOL NURSE

The School Nurse is on campus throughout the school day. She serves as a liaison between home and School regarding student health matters, provides emergency first aid, and attends to the daily health needs of the School community. The nurse has two offices: one is located on the third floor of McCoy Hall and the other is on the first floor of the Hastings Center.

TECHNOLOGY

PARENTS ASSOCIATION

Monthly menus are planned and posted. The menu is also available on the parent portal of the School website. Meals are consistent with the American Heart Association and American Dietetic Association guidelines. A Nutrition Advisory Council (made up of members of the Brimmer community) meets on a regular basis to review the lunch program and ensure its quality.

All parents are encouraged to participate in the Parents Association, which supports School activities and social and fund-raising events such as the Prom and Auction. The Parents Association meets on a regular basis throughout the school year, and meetings frequently provide information on academic or social topics.

MORNING MEETING

The School Registrar is located in the Hastings Center. The Registrar’s office houses student files for grades 6–12 and keeps daily records, transcripts, and parent/student correspondences.

Information regarding absences and all messages for Middle and Upper School students should be communicated to this office.

Morning Meeting is a School community activity that takes place twice per week. It is a time for faculty and student announcements, athletic updates, and special activities. On Monday mornings, all Middle and Upper School students gather together in the Theatre. Upper School students meet in the Theatre on Wednesday mornings, and Middle School students meet in the Theatre Friday mornings.

All Morning Meetings involving the Middle and Upper Schools are conducted by the Upper School Senate president. Morning Meetings frequently end with a moment of silent reflection.

Student members on Middle and Upper School Senate include the president, vice-president, and secretary/treasurer, as well as two representatives from each grade.

SCHOOL REGISTRAR’S OFFICE

STUDENT SENATE

Student Senate is a group of elected student leaders (and two faculty advisors) who meet weekly to discuss School issues, plan School events, and represent student concerns, suggestions, and ideas. Middle School Senate and Upper School Senate have their own officers and meet separately.

Brimmer’s campus network provides wired and/or wireless access to all services (email, web, files, etc.) from any School computer. Students have their own password-protected accounts where they can safely store and access their work from School or personal computers. In addition, all Middle and Upper School students have Brimmer email accounts. Each year students are required to sign, understand, and comply with an acceptable use policy.

WEBSITE

Visit the School online at brimmer. org for the School calendar, athletics calendar, and news.

Parents can find up-to-date information by logging in to the parent portal through the homepage. The Resource Board has general information relevant to your child and the School as well as links to class- and grade-specific pages.

Class assignments and messages are posted on Canvas, the School’s Learning Management System.

55