BRUNSWICK SCHOOL
Academic Update
FALL / WINTER 2023
As Brunswick strives for the fullest intellectual development of every young man, our academic programs seek to challenge each boy to fulfill his unique potential, to foster critical-thinking skills, to instill in each student a desire to learn, and to develop the creative and independent qualities of mind necessary to reach intellectual maturity and increased self-confidence. Brunsw ick School and Greenw ich Aca demy
This e-newsletter, published twice yearly, offers parents a top-line view of the latest happenings and curricular initiatives in selected academic departments. For greater detail, please refer to the Course Catalogue. Course Cata
logue 2023 – 2024
English Department P H I LO S O P H Y & G O A L S
To challenge students on several levels of perception and understanding; upon graduation, a student will not only have made significant strides toward developing reading and writing skills, but will also have gained the less quantifiable yet arguably equally essential ability to enjoy literature’s power to reveal both the wider cultural landscape and the nuanced interior of his own self.
▶ THE ART AND POWER OF NARRATIVE was the
topic of a talk by award-winning author William Kent Krueger; Krueger spoke to Upper Schoolers in Baker Theater and later had lunch with seniors and visited with English students in classrooms. Krueger is the author of Ordinary Grace, the 2023 Upper School summer read for English. He shared his insights and inspirations for the book in a captivating presentation that was followed by an informative question-and-answer session.
the power of storytelling.”
Brian Freeman, chair of the English Department, said he found Krueger to be a particularly thoughtful person.
Fittingly, Krueger’s visit dovetailed with the freshman class’s study of of Homer’s epic The Odyssey, one of the most celebrated works of narrative storytelling.
“He is a kind man,” Freeman said. “His talk was all about
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“He was so down to earth,” said Jennifer Abraham, Upper School librarian. “And very insightful. I really enjoyed the talk.”
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“It far exceeded my expectations,” she said.
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▶ A BRUNSWICK SENIOR earned special recognition
for a philosophy essay he wrote for an Independent Study Project with English teacher Brian Freeman during his junior year. John Saunders ’24 wrote a ninepage response to the question: In what sense are you the same person today than you were when you were ten? He submitted the paper to the 2023 John Locke Institute Essay Competition, one of about 20,000 students from around the world to enter. His was one of a couple hundred essays to be shortlisted for commendation, and Saunders was invited to the Sheldonian Theatre at the University of Oxford for a gala awards ceremony in September.
▶ IT’S BEEN MORE THAN A YEAR , but Middle School
English teacher Denise Loeber is still talking about her visit to the National Council of Teachers of English convention in Anaheim, Calif., in November 2022. A Brunswick teacher for the last six years, Loeber traveled to the Golden State last fall — and the experience has stayed with her.
In September, she posted a blog on the NCTE website extolling her adventure and the “magic” it has brought — including how it opened up collaboration with teachers in sixth-grade classrooms from across the country and gave her a whole new perspective on different types of literature for her classroom that can better represent all students. “If you want to know what it is like to attend an NCTE Convention, think Disney World for teachers,” she exclaimed. “Each class I attended enlightened me and pushed me toward making my classroom a more equitable place.
For Loeber, the experience actually began at John F. Kennedy Airport, where she boarded a plane and found her seatmate Michelle Commert was also headed to the conference — as a presenter. “We talked for six straight hours. A year later, I am grateful for her and the many opportunities NCTE provides to connect teachers from all over the nation.” Loeber said Commert has inspired her personal efforts to pursue a second master’s degree, and likewise to develop her own interest in creative nonfiction writing. “That seed was planted through Michelle,” she said. Loeber’s blog post can be found here.
▶ BRUNSWICK’S LONG STANDING LITERARY
MAGAZINE recently completed an especially lively
cycle — 500 copies were printed last spring and distributed throughout the school after an especially busy season for editors, who sifted through as many as 50 submissions of student creative literature and poetry. The Oracle has been a part of the Brunswick tradition on and off for a century or more. In 2022-23, Co-Editors Jackson Fels ’23 and Vilas SorgaardSrikrishnan ’23 brought sincere appreciation for the English language to their eight months of work — as well as clear-eyed intention about the value of the literary arts in the life of a teenager (and everyone). The result was a 100-page magazine chock full of stories. “It’s no secret that writing is a dying art,” the editors wrote in a note introducing the stories. “As modern continued on page 3
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language becomes more and more condensed, the beauty of the written word is lost little by little. Our goal is to expose as many people as possible to this beauty: with every stroke of the pen, each sentence strung together, writers put a bit of themselves into their work. At a time where much is uncertain for adolescents, writing is a chance for them to learn themself — their thoughts, their emotions, and their very being.” Happily, Oracle faculty advisor Brian Freeman said he is not aware of any specific cause for the students’ lament for the death of writing as an artform; the strength of the latest edition of the magazine is, on the contrary, a testament to its enduring power. “These boys are both great lovers and believers in the
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power of the written word,” Freeman said. About 15 students turned up each week last year to plan and prepare for the publication. This year, editors-inchief are Luke Brooks ’24 and Will Schmitz ’24.
▶ WORDS MATTER is the theme at the Lower School
this year, and boys are enjoying some extra special lunch table conversation in the run up to the holiday break thanks to a small gift for each homeroom class from Head Katie Signer. The boxes are inspired by a desire to encourage more and better lunch conversation — to give a little boost to the Words Matter focus for the next few weeks. “It’s inspired by the dinner table, and a desire to help our boys develop their conversational skills by speaking and listening!” Signer said.
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History & Social Science Department P H I LO S O P H Y & G O A L S
Upon graduation, students will be empathic global citizens, able to do more than merely understand historical forces that have shaped the contemporary world; we strive to ensure students witness how human agency has impacted the past — those forces that have advanced and regressed the human condition — so that they will be inspired to act for the betterment of humanity.
▶ EXHIBITING CREATIVITY, thorough research,
and excellent writing, Upper School history students once again earned a slate of honors at Connecticut History Day. Freshmen, sophomores, and juniors participated in the competition, enthusiastically selecting their topics and spending weeks doing primary-source research and then creating their projects. Here’s a rundown of boys earning honors: Will Schmitz ’24 earned first place in Individual Documentaries for African American Directors: A New Frontier in Film School. The essay went on to win third place at the state competition in May. Sean Ryan ’25 and Oliver Leonard ’25 earned first place in the Senior Group Documentary division for The Development of One of Mankind’s Greatest, but Deadliest Creations: the Manhattan Project School. Henry Graham ’26 earned third place for his paper: Egotism Equals Profit: Adam Smith’s Economic Frontier, The Wealth of Nations. Jack Scafidi ’25 and Jack O’Connor ’25 earned second place for Apollo 11. DJ Cook ’23 and Teddy Sandler ’23 earned third place for a video essay, Race and Cinema. An affiliate program of National History Day, Connecticut History Day is a Connecticut Democracy Center program-in-residence at Connecticut’s Old State House, according to its website. Honorees participated in the state competition with the opportunity to advance to the nationals in Washington, D.C.
The 2023 theme was Frontiers in History: People, Places, Ideas.
▶ THE BRUNSWICK/GREENWICH ACADEMY
Magazine of History has adopted a new digital format to better present the highly interdisciplinary and creative projects students prepared for the National History Day program. Much more than the traditional history research paper, the National History Day program now invites students to submit research as an “exhibit,” “documentary,” “website,” or “performance.” All students use research skills to work with primary sources, to develop a strong thesis statement, and to carefully organize and present their conclusions in these different formats — the results were fantastic and reflect current, real-world styles of communication and presentation. For the first time, the Magazine also included publication of both individual and group projects — an effort to showcase and encourage the benefits and continued on page 5
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challenges of collaborative work and the opportunity it provides to divide tasks and take advantage of different skill sets.
▶ ALL 90 STUDENTS IN 10TH GRADE HISTORY will travel to the Museum of Jewish Heritage in New York City for a field trip in January thanks to the generosity of two parents who stepped forward anonymously to fund the visit. Opened in 1997, the museum is a living memorial to the Holocaust and its victims. Its mission, according to its website, is to educate diverse visitors about Jewish life before, during, and after the Holocaust. “Events in Israel and the subsequent response have generated a desire to enhance our already robust discussion of Jewish history in Upper School history classes,” said Kristine Brennan, chair of the History Department.
▶ INTERNATIONAL RELATIONS took the spotlight
as 25 Upper School students traveled to New Jersey for a weekend of Model UN, the preeminent forum for high school diplomatic role playing. Two Brunswick students were recognized for their
efforts at the conference awards ceremony: Gabe Lopez ’24, for strongest policy paper, and Alex Pombo ’26, who received a commendation for his overall performance in his committee. Lopez served on the Fall of the Roman Republic committee, and Pombo was on the Manhattan Project committee. Hosted by Princeton University’s International Relations Council, the annual Princeton Model United Nations Conference attracts more than a thousand high school students each year. Brunswick Upper Schoolers represented different countries on committees; cast as delegates, boys were tasked with addressing some of the world’s thorniest problems. continued on page 6
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▶ AP ART HISTORY STUDENTS once again visited the
Metropolitan Museum of Art and The Met Cloisters this fall; the visits served as a chance for boys to get out of the classroom and apply what they’ve learned — and in the case of The Cloisters, step back in time into a peaceful sanctuary of medieval art and architecture overlooking the Hudson River.
Construction of The Cloisters began in 1933 with the intent of showcasing medieval art, architecture, and gardens in a building and location that reflects what life was like in a European monastery. The museum was officially opened in 1938, and none other than John D. Rockefeller Jr. helped mark the moment with these remarks: “If those who come under the influence of this place go out to face life with a new courage and restored faith,” he said, “those who have builded here will not have built in vain.” Brennan said the visits were both fantastic.
▶ SEVENTH GRADE STUDENTS also visit The Met — part of a multi-week spring project of the past six or so years. Boys work with a partner to research a museum piece, and then present their findings as if they were a docent. It’s an innovative way to take Middle Schoolers to a museum, said Seventh Grade Dean Jay Crosby, and ensures the boys don’t get bored.
“They love it,” he said. “It’s a blast.” Boys get to present information about all sorts of different objects — from Japanese armor to Impressionism — much of it dovetailing with aspects of the curriculum. All 80 or so boys visit the museum over two days; the class splits in half, with one group visiting The Met and the other group visiting the Bronx Zoo for lessons that dovetail with the science curriculum.
▶ THOMAS O’TOOLE, PH.D., executive director
of the MPA Program at Cornell Jeb. E. Brooks School of Public Policy, once again visited an AP U.S. Government class to lead a public policy simulation, this time focusing on how to address corruption in a fictional country. O’Toole spent two days working with students, with the first day preparing and the second day carrying out the simulation. “It gave them some insight into how governments work,” said History teacher Andy Riemer. “These simulations bring to life the lessons learned over the course of the year — it’s a chance for students to apply those lessons to a real-world scenario.”
▶ HISTORY TEACHER JARED FISHMAN presented
at Historicon 2023, the flagship gaming convention and conference of the Historical Miniature Gaming Society, in Lancaster, Pa., last summer. continued on page 7
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Fishman has a deep expertise in military history and a singular passion for educational gaming; at the conference, he demonstrated a game centered around American troops during World War I. The game was designed to be fun, he said, but also showcased many of the skills he uses in the Brunswick classroom, particularly in the History of Warfare courses he teaches. Fishman also helped to run Historicon’s “Teacher Program” alongside his partner Jim Stanton of HMGS Next Gen, Inc., a non-profit organization Fishman co-founded and directs. Over 12 folks attended, including classroom teachers and youth organization volunteers. Fishman said he provided instruction about using games in the classroom and discussed the pedagogical reasons for why games are great for the teenage brain. Finally, Fishman broadcast on location through a podcast, interviewing members of the Little Wars TV YouTube team, including one of the most popular online wargaming videographers in the world.
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MORE AND MORE STUDENTS have decided
to tackle the rigors of AP history classes, with AP Economics and AP Human Geography both adding new sections. Results have been outstanding, with an average score of four out of five on end-ofthe-year AP exams.
School boys; this year, 54 boys, their teachers, and chaperones enjoyed beautiful weather as they trekked up to Massachusetts to get a feel for a rural New England town in the 1830s. Students visited many shops and buildings, including the print shop, the tinsmith shop, the blacksmith, and the cooper — as well as the meeting house and the school house. The unit on Colonial America culminated with Colonial Day — a lively reenactment of the village of Hingham, Massachusetts, in the year 1764. “I do think it’s a great way to bring history to life for these boys,” said Susie Foyle, head fourth-grade teacher. RECOMMENDED
Art Exhibits •
▶ FOURTH GRADE
Metropolitan Museum of Art — Manet/Degas
BOYS kicked off their
study of Colonial America this fall with a field trip to Old Sturbridge Village. The trip is a longstanding tradition for Lower
Books •
The Revolutionary Temper: Paris 1748-1789 by Robert Darnton
•
Revolutionary Spring: Europe Aflame and the Fight for a New World, 1848-1849 by Christopher Clark
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Science Department P H I LO S O P H Y & G O A L S
From the onset of their science experience, to engage students in hands-on, inquiry-based science through interactive, investigative study; to develop students’ skills in scientific observation, data collection, analysis, and the drawing of scientific conclusions; upon graduation, to ensure young adults’ scientific literacy and strong, scientific critical-thinking skills.
▶ STUDENTS IN AN UPPER SCHOOL Impact of
Technology elective have been considering the ethos of scientific innovation — and engaging in a bit of lively conversation around some of the most salient questions of our day. Should Gene Editing Be Allowed for Human Enhancement — Yes or No? was the topic of a debate in the class. It was a classic debate format on a topic that has been in the news. Both teachers and students helped judge. “It was close, but the judges felt the edge went to the ‘No’ side,” said Chris Forester, science teacher. “(But) the students actually thought the ‘Yes’ side won!” The class, mostly seniors with one junior this year, is an elective that Forester created four years ago; he said the idea came from the work he did when he ran the investment banking technology group at Goldman Sachs. “I worked with tech companies doing IPOs and mergers,” he said. “The theme of this class is that most of the growth in global GNP since the start of the industrial revolution in the late 18th century is the result of technology innovation. The class briefly looks at this from a historical perspective, and then examines current tech innovation that will impact the future.” “Gene therapy is a great example of that,” he said. To wit, the course begins with a brief historical review of how major technological advances have shaped the economy in the past — but a substantial majority of the course looks forward in time. “The kids who have taken this class love it,” Forester said. “Every adult that I’ve discussed it with wants to take it! I love teaching it.”
▶ HERE ARE SOME DETAILS on what Brunswick
students in every division have been studying this fall: • Pre-K students began learning the skill of questioning and experimenting. Through a variety of labs, the boys learn what it means to make predictions before doing an experiment. • Kindergarten students studied motion, with discussions and projects all based on the physics of objects in motion. • First graders learned about air and weather. The unit concluded with a weather report by each of our firstgrade meteorologists. • Second graders have been studying states of matter. Boys were challenged to create a boat out of solids that they have been working with. The goal was to see how much “cargo” (washers) each boat could hold. • Third graders have completed a unit on ornithology, using the topic to learn more about research skills and using guidebooks to discover information. The boys were partnered up; they chose a bird and had to create their own posters. continued on page 9
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• Fourth graders have been studying the skeletal system. The unit takes the boys through an exploration of the different bones and systems that we have in our bodies. Boys were working on a Slides presentation that challenged them to share what they have learned so far, and to present it in front of their classmates. A concluding lab had boys dissecting owl pellets to compare the bones they find to the bones in their own bodies. • The seventh grade synthesized their knowledge of protein synthesis through a design challenge showing the process of transcription and translation. In the spring, boys will visit the Bronx Zoo as a final cumulative lesson for our ecology unit. • Eighth grade physical science students tackled a sophisticated lab involving mechanical energy and its conservation — using Hot Wheels, pendulums, and photogates. They have also completed their T1 Projects, which students complete at the end of each trimester. Students break into small groups and must design their own experiment — collecting and analyzing their own data, coming to some sort of conclusion, and then writing a report about which they present to their classmates. This year two of the best students’ projects were: Recreating the Cavendish Experiment and Calculating the Drag Coefficients of Different Objects.
• AP Environmental Science students have been debating the economic/ environmental/ethical consequences of red meat; specifically, whether or not the United States should tax it. Students were also set to discuss food insecurity and sustainable agriculture, as well as the mining for minerals on indigenous lands around the world, including in the U.S., Brazil, and Australia. • Physics students have incorporated an engineering component into many of their topics. Students built catapults to explore two-dimensional motion, they placed eggs in cars to explore energy and momentum, and they also researched and displayed information on distracted driving — connecting it to speed, distance, and time. • Biology students did an interesting DNA extraction lab. Students took their own sample through a Gatorade wash in their mouth, lysed it with detergent, added isopropyl alcohol, and extracted their DNA with pipettes. They answered a series of questions that covered a range of topics including nucleic acids, cell structure, and forensic science. • Marine Biology students traveled to the new SoundWaters facility in Stamford and went out on their boat. Students also dressed in waders and used seine nets to collect specimens and record data for researchers. They completed a crab survey in which they collected all the crabs they could, measured the carapace with calipers, and identified the species.
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Computer Science Department P H I LO S O P H Y & G O A L S
To nurture innovation through interactive, experiential learning aimed at building relevant skills for the modern world. Our curriculum is tiered to match students’ developmental stages: Lower School introduces foundational coding via user-friendly, drag-and-drop platforms. This progresses to more intricate programming methods in Middle School, and reaches its apex with exposure to advanced languages and application development in Upper School. Focused on enhancing analytical and problem-solving abilities, Computer Science has successfully transitioned from being an optional course to a required element for graduation.
▶ THE COMPUTER SCIENCE CURRICULUM
in every division — from the Pre School through the Upper School — is now guided by a nifty new mission statement: From Algorithms to Applications: Navigating the Digital Frontier. The theme originated during opening meetings for faculty this fall; teachers discussed adopting it as a broad statement of vision for the Computer Science Department, giving the entire curriculum a deeper, more meaningful perspective. “It essentially underscores our commitment to teaching computer science in a way that transcends mere coding skills,” said Sunil Gupta, director of technology. “Our goal is to inspire our students to view their computer science classes as a stepping stone to develop solutions that are not only innovative but also socially impactful. We want them to understand that the skills they acquire here have the potential to shape the world positively. “This is more than just a slogan; it’s a lived educational experience,” he said. The theme is reflected in every aspect of computer science study. “By employing a tiered instructional approach, students are guided through a carefully designed learning
trajectory that starts with foundational principles and advances to complex, real-world applications,” said Gupta. “This scaffolding allows learners to gain a firm grasp of fundamental algorithms and data structures in the initial stages. As they move up the educational ladder, they are introduced to more nuanced challenges that require them to apply this foundational knowledge in innovative ways.” At the Upper School, Gupta says, introductory classes lay the groundwork for all future computer science learning by focusing on essential algorithms and data structures. Students in intermediate Upper School courses like Web Design work to apply algorithms to tackle more nuanced challenges, like designing a website that sheds light on the ongoing IsraeliPalestinian conflict, using algorithms to sort and filter relevant data. Advanced Placement students develop broad computational thinking as they study the role algorithms play in decision-making, utilizing real-world scenarios like optimizing routes or selecting costeffective solutions. The Post-AP curriculum advances into machine learning algorithms, decision trees, and the fundamentals of neural networks. The goal is for students to not only understand the underpinnings of machine learning algorithms, but also how to deploy them to make continued on page 11
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data-driven decisions in real-world scenarios through diverse projects, such as predictive models based on specific datasets. “It’s pretty exciting stuff,” Gupta said. “As students advance through the curriculum, they not only build on their technical proficiency, but also develop their capacity for both creative problem-solving and decision-making.”
▶ BRUNSWICK’S COMPUTER SCIENCE TEAM of
Ajay Bagaria ’24, Jack Whitney-Epstein ’26, and Vikram Sarkar ’26 earned second place in the TigerHacks Coding Competition — an event hosted by Greenwich Country Day School. Fourteen area schools competed. “Our boys solved seven out of the eight superchallenging case study coding problems in a grueling two-hour period, displaying their analytical and problem-solving skills,” said Gupta. “They quickly waded through complex algorithms to grasp and solve each program logically. “Many congratulations to Ajay, Jack, and Vikram for their outstanding performance and for representing our school with such distinction.”
▶ BRUNSWICK ONCE AGAIN joined in the worldwide
“Hour of Code.”
“In a world increasingly shaped by technology, coding is no longer just a skill — it’s a language, a way of interpreting and influencing the world around us,” said Gupta. “Understanding code means having the key to unlock a vast array of personal and professional opportunities.” The Hour of Code is an annual invitation to dive into the digital universe and take part in shaping it. This global phenomenon aims to demystify coding, showing that anyone can master the basics and contribute to the technology-driven future. “More than just a lesson, it’s a worldwide movement that has empowered over a billion students across 180 countries,” said Gupta. Since 2014, Brunswick has proudly joined forces with code.org to bring this initiative to its campuses. This year, during Computer Science Education Week, every ’Wick student and faculty member had the chance to engage with captivating coding activities. “These exercises are more than just fun — they are building blocks for developing essential problemsolving, critical thinking, and experiential learning skills,” said Gupta. continued on page 12
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Brunswick encourages all to explore the endless possibilities that coding offers. Visit hourofcode.com/us and wicknet.org/hoc for a peek at the coding adventures that await you. “These activities are designed for all ages, so feel free to involve the whole family and friends in the discovery process,” Gupta said. “Embracing these pivotal digital skills is not just about staying current — it’s about staying ahead and being prepared for a future that values adaptability, creativity, and technical acumen. Let’s code our way to that future together!”
▶ BOTH INDEPENDENT PROBLEM-SOLVING and collaboration are the focus of a Computer Science Idea Lab for Pre and Lower Schoolers.
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The curriculum incorporates traditional tech applications like Microsoft Word for foundational skill-building, and also includes non-tech approaches through hands-on and verbal problem-solving exercises. Additional specialized coding platforms from renowned institutions like code.org and MIT’s Scratch program are also used, offering diverse opportunities for boys to fine tune critical skills. Other tools are specifically geared toward team-building, such as Google Slides for presentations and hands-on building kits like Little Bits and Lego Robotics. “These resources not only enable but often necessitate teamwork for richer and more nuanced outcomes,” said Gupta.
▶ OUTSIDE THE CLASSROOM , a range of
extracurricular opportunities encourages students to explore their passions while still emphasizing collaboration and problem-solving. Saturday Morning Coding, hosted by Upper School students, provides a more informal learning environment. Even more, afterschool programs like Shop, Robotics, and Drone Club present students with the freedom to tackle challenges of their own choosing, all while working cooperatively with their peers.
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