Course of Study, 2016-2017

Course of Study 2016-2017

English Our curriculum is designed to help students navigate the expanding seas of information and communication and to foster an appreciation of the power of language. We ask, “What is worth reading -- and why?,” and we maintain that what is worth saying is worth saying well.

We teach texts that represent a range of voices and points-of-view that offer windows into the experiences of others, and mirrors into students’ own experiences. Whether they are grappling with Shakespeare or preparing for a visiting Baird Symposium author, our students consider how texts reflect the human condition and how an author’s choice of genre, form and diction affects meaning.

As teachers of writing, we strive to instill in our students a sense of pride in their written work and to give them the tools to make their writing reflect their thinking at its best. Weekly assignments range from critical analyses to personal essays, from journals to blogs, from stories to poems. Through one-on-one conferences, peer critiques, and multiple drafts and revisions, we teach writing as a process, and through the study of vocabulary and composition, we encourage students to experiment with language and style.

Every English class also provides substantial practice in speaking and listening skills, as these are essential for effective communication. Through Harkness discussions, formal debates, presentations and impromptu speeches, students learn how to know an audience and build confidence in their ability to think and speak on their feet.

>>Middle School Upper Prep English — Family and Community The goal of Upper Prep English is to teach reading and writing skills through literature in a nurturing environment that encourages students to become comfortable and confident in those skills. Students learn the concepts of plot, theme, setting and character development through their reading of short stories and novels. Grammar, sentence building, and vocabulary lessons are coordinated with the students’ reading and writing. Clear sentence structure and coherent paragraph development are emphasized as students write expository, narrative and descriptive compositions. The idea of process writing is introduced early in the course as students learn to be skilled editors as well as capable writers. Students also create a poetry portfolio and present a poetry reading in the spring. Readings explore the many forms and functions of family and community and include works such as Roll of Thunder, Hear My Cry by Mildred Taylor, The Giver by Lois Lowry and When You Reach Me by Rebecca Stead. Every student is required to read independently throughout the year and keep an ongoing reading log as well.

English 1 —The Outsider Organized around the central theme of “insiders versus outsiders,” this English course for students in Form 1 continues to stress the skills of reading and writing. The literary focus is on vicarious experience, the fundamental value of literature. In a range of novels, plays, short stories and poems, students read about individuals who push themselves against adversity and forge a set of values. Writing development begins with a variety of frequently assigned small, concentrated and highly organized paragraphs and evolves into larger writing projects, including an original short story in the spring. The study of grammar, sentence building, and vocabulary is coordinated with students’ reading and writing. Readings include A Step from Heaven by An Na, The Outsiders by S. E. Hinton, and Lizzie Bright and the Buckminster Boy by Gary Schmidt. Every student is required to read independently throughout the year and keep an ongoing reading log as well.

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English 2 —Making Choices Form 2 English students meet many of the same challenges in reading and writing as in the two previous years but at a more sophisticated and complex level. Guided by the central theme of “making choices,” the literary focus is on character development with a gradually increasing emphasis on interpretation. Writing assignments are designed to encourage students to write fuller more subtle prose by continuing to take a process approach to writing with particular emphasis on revision. The study of grammar, sentence building, and vocabulary is maintained at a deliberate pace and intertwined with the students’ writing. Students are asked to respond creatively to various literary genres and to develop coherent arguments by using direct references to the text in their writing. The yearlong autobiography project stresses an anecdotal approach to writing. Readings include To Kill a Mockingbird by Harper Lee, Of Mice and Men by John Steinbeck, Romeo and Juliet by William Shakespeare, and a wide selection of short stories and poetry. Every student is required to read independently throughout the year and keep an ongoing reading log as well.

>>Upper School

English 3: The Stories We Tell As memoirist and essayist Joan Didion observes, “We tell ourselves stories in order to live.” In English 3, we explore storytelling in its many forms. The course uses the lens of storytelling to develop students’ ability to think for themselves, to grapple with abstraction and to read, write and speak with increasing proficiency. Readings, which focus on fellow storytellers across genres and epochs, include The House on Mango Street by Sandra Cisneros, The Odyssey by Homer, The Piano Lesson by August Wilson, The Catcher in the Rye by J.D. Salinger, The Adventures of Huckleberry Finn by Mark Twain, A Midsummer Night’s Dream by William Shakespeare, a memoir, and short story and poetry units.

Students not only study the practice of storytelling but also become storytellers themselves. Sentence construction and vocabulary are focal points both in formal study and in practice while students are writing expository and creative prose. Furthermore, each student is required to join Harkness discussions and to practice public speaking.

English 4, 4 Honors: Challenging Convention Designed to increase students’ confidence and sophistication as readers, writers, thinkers and speakers, English 4 focuses on texts whose characters or structure challenge convention and asks students to challenge their notions about what a literary analysis, a sentence, a topic of academic discussion should be.

Works read include The Scarlet Letter by Nathaniel Hawthorne, Macbeth by William Shakespeare, Salvage the Bones by Jesmyn Ward, The Great Gatsby by F. Scott Fitzgerald, and the poetry of Walt Whitman and Emily Dickinson.

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independent thinkers. Particular attention is paid to helping students develop a sentence style commensurate with the increasing complexity of their ideas. To this end, Longknife and Sullivan’s The Art of Styling Sentences complements continued vocabulary study. In addition, all Form 4 students participate in the Speakers’ Forum, an interpretive reading contest.

Students in English 4 Honors read additional works, including Sylvia Plath’s The Bell Jar, Ken Kesey’s One Flew Over the Cuckoo’s Nest, and Arthur Miller’s The Crucible, cover composition and vocabulary at an accelerated rate, and hone strong speaking skills. Designed for those students who have excelled in all aspects of English and require additional challenge as readers, writers and speakers, this course is by departmental recommendation.

English 5: Voice and Vision The purpose of English 5 is to help each student discover his or her critical and creative “voice.” The emphasis is on reading a variety of literature to refine the student’s ability to identify, describe and defend thematic ideas, and to show how these ideas are grounded in the text as well as in an author’s individual style. All students are expected to take an active role with responsibility for the direction and topics of the discussion. While each class follows an independent syllabus, together the classes adhere to common skills and objectives as well as to a core curriculum that includes Hamlet by William Shakespeare, a work by Toni Morrison and one by Ernest Hemingway, poetry and prose of Edgar Allan Poe, concentration on another chosen poet and at least one work by the year’s Symposium author.

Students are required to write analytically and creatively about their reading and to keep a rigorous pace in reading assignments. A portion of the year is devoted to a writing workshop, so that after careful examination of style and technique, students may work on their own personal style – to write so that they reveal themselves as much as they do their ideas. In concert with this, all Form 5 students practice various forms of the personal essay, including (but not limited to) anecdote, diatribe, apology and elegy. Opportunities for public performance and publication of these essays are available for all students.

AP English 5: Voice and Vision Running parallel to the English 5 class, the Advanced Placement sections follow a more extensive bibliography, and the literary analysis, both in class and in writing, assumes a greater depth of reading experience, maturity of mind and the capacity to draw on wider and more independent sources. Furthermore, individual students carry responsibility for leading the seminar occasionally. This course prepares students for the Advanced Placement Examination in English Language and Composition, which they take in May. Generally candidates are drawn from honors sections in English 4. Placement is by department recommendation only.

ELECTIVES Elective Journalism (Fall) Journalism is not simply a mode of writing; it is also a mode of thinking. In addition to introducing students to the writing techniques integral to news, feature and sports writing, this course trains them in the more abstract observation and thinking skills required to identify news when it happens. The hope is that students gain a new perspective on their writing and critical thinking skills while wrestling with the accuracy, objectivity and responsibility to an audience that characterize solid journalism. Students can expect weekly article assignments and regular readings of The New York Times as well as The Hartford Courant. The course is a prerequisite for a staff position on the KO

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News. This course, an elective offered outside the required English curriculum and open to students in Forms 3-5 for 1/4 credit, meets three times every two weeks during the Fall semester.

Elective: Crossing New Frontiers (Fall) There always seems to be a significant public interest in how the western territory of the United States was tamed and settled. In so many ways, this story has come to define our identity as self-reliant, hard-working, success-in-the-face-ofoverwhelming-odds Americans. However, what we have learned from an early age about the West through the stories and mythologies , not to mention what Hollywood filmmakers have promoted throughout the years, has not always been the truth. Our cultural biases would have us believe that only white Anglo-Saxon males tamed the West, and that it was the Native American savage who stood in the way of our manifest destiny. Through an intensive reading of some of the fictional and first hand accounts, this course will investigate how the West was really won and at what costs to the people and to the land. Readings will include such works as My Antonia by Willa Cather, Fools Crow by James Welch, The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie and The Big Rock Candy Mountain by Wallace Stegner. This course will fulfill the requirement of a senior elective and is also open to sophomores and juniors interested in pursuing additional course-work in English.

Elective: The Literature of Sports (Spring) Sports have been an inextricable part of our social fabric for a long time as they reveal the drama of life on the field of play. One reason we are so drawn to the sport spectacle is because it is so unpredictable; we just want to see what might happen. The old axiom, that sport is a metaphor for life, rings true in various forms of literature of twentieth and twenty-first century America. This course will consider an array of literature, both fiction and nonfiction, that concerns itself with a variety of sports and how these reveal humankind’s struggle for that which is only occasionally attainable: moments of grace, strength, of perseverance, of transcendence. Possible works to be studied include The Natural by Bernard Malamud, On Boxing by Joyce Carol Oates, Seabiscuit by Laura Hillenbrand, and My Losing Season

by Pat Conroy. This course is open to sophomores, juniors and seniors interested in pursuing additional course-work in English.

FALL SENIOR ELECTIVES

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English 6 Fall Elective: The American Dream In 1931 James Truslow Adams coined the phrase “the American Dream” and described “a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position.”

Whether fully embraced or attacked as delusion, this dream has been a motivating force in our civilization. Even when denied, the dream is distinctly American. There are many books, songs, plays and movies that have celebrated, questioned and denounced this vision. We explore the American Dream, past and present, to better understand and assess the “truthiness” of this ideal. Works studied include Horatio Alger’s Ragged Dick, Upton Sinclair’s The Jungle, Arthur Miller’s Death of a Salesman, Edward Albee’s The American Dream, Stewart O’Nan’s Everyday People, Hunter S. Thompson’s Fear and Loathing in Las Vegas, and Larry Watson’s Montana, 1948 as well as contemporary music and culture.

English 6 Fall Elective: Literature of Survival What is the relationship between survival and literary production? How can writing and reading be tools for contesting destructive assumptions about race, gender, socioeconomic status and religion? The texts this course explores – Jeffrey Eugenides’ The Virgin Suicides, Kate Chopin’s The Awakening, Daphne du Maurier’s Rebecca, Manuel Puig’s Kiss of the Spider Woman and Bram Stoker’s Dracula, for example – question the world around them. In many cases, this questioning led to large-scale social change; in others, it led to alienation. But these authors refused to be silenced. Through reading, writing and research, students in this course learn to explore how their voices can and should be heard as well as how reading can be a tool for self-discovery. This course emphasizes revision of all written work, semester-long reflection and self-evaluation, identification and implementation of individual goals, and development of reading, research and writing processes.

English 6 Fall Elective: Shakespeare This course examines each of William Shakespeare’s genres of drama, by studying one example of comedy, tragedy, romance and history. By reading a variety of plays including The Merchant of Venice, Othello, The Tempest, and, if time permits, Henry V– students improve their ability to understand Shakespeare’s language, to picture the plays on stage and to recognize common themes, motifs and ideas. Emphasis is on appreciating and understanding the plays. In addition, students undertake a variety of written assessments, both creative and expository, as a way of evaluating their improved understanding of all things Shakespeare.

Elective: Crossing New Frontiers (Fall) There always seems to be a significant public interest in how the western territory of the United States was tamed and settled. In so many ways, this story has come to define our identity as self-reliant, hard-working, success-in-the-face-ofoverwhelming-odds Americans. However, what we have learned from an early age about the West through the stories and mythologies , not to mention what Hollywood filmmakers have promoted throughout the years, has not always been the truth. Our cultural biases would have us believe that only white Anglo-Saxon males tamed the West, and that it was the Native American savage who stood in the way of our manifest destiny. Through an intensive reading of some of the fictional and first hand accounts, this course will investigate how the West was really won and at what costs to the people and to the land. Readings will include such works as My Antonia by Willa Cather, Fools Crow by

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James Welch, The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie and The Big Rock Candy Mountain by Wallace Stegner. This course will fulfill the requirement of a senior elective and is also open to sophomores and juniors interested in pursuing additional course-work in English.

English 6 Fall Elective: Honors Classics of Social Criticism A few pieces in our literary tradition have shaped the tenets of our culture, reflected our mores and related to generations the values that we uphold. In a world where some of those traditions are being questioned, others being reviewed and renewed, this course returns to several of the classics, some ancient, some more contemporary. We consider what the authors valued in their societies and what they questioned.

Students read extensively and independently to engage in frequent Harkness discussions and create original theses in their writing. Our exploration begins with a play by Aristophanes, The Canterbury Tales by Geoffrey Chaucer, short stories by Mark Twain, a play by William Shakespeare, several films by Howard Hawkes, The Awakening by Kate Chopin, The Book of Laughter and Forgetting by Milan Kundera, poetry by Emily Dickinson and The Sound and the Fury by William Faulkner. Designed for those students who have excelled in their study of AP English 5, admission to this course is by department recommendation only.

English 6: Honors The Invention of America Wendell Berry once said: “If you don’t know where you are, you don’t know who you are.” Berry is part of a tradition of “placed” writers in America including Thoreau, Frost, Faulkner, O’Connor, and Steinbeck. These writers and others helped to both define and create an American identity through their literature and artistry, turning away from Eurocentric expectations towards the landscapes, diverse regional cultures, and expanding cities. By doing so they reflect a national identity first created by many displaced people, those who immigrated to and migrated within this country first towards the invention of this nation. From the principles upon which it was founded, to the politics and people who inhabit it, to its own varied geography, the identity of the United States was slowly but surely shaped into being. This course will take a close look at the emergence of this unique identity through the eyes of its artists and writers from the 19th through the early 20th centuries. While this course will draw mostly from literature, a study of relevant paintings, sculpture, and film will also be included.

English 6 Fall Elective: Honors Senior Seminar Elizabeth Strout This course studies the work of a renowned living author and his or her life and literary environment. It also examines the critical assessment of the author’s work and those writers who influenced his or her style and focus.

Independent discussion, extensive writing and peer teaching are fundamental to the course as a means for developing a mature understanding of the symposium author.

The course culminates with the author’s visit to the School as part of the annual Warren Baird English Symposium.

Students meet with the author and participate in a master class, both rich opportunities to question and discuss with the author the careful and thorough perspectives that they have developed in their semester’s study. Designed for those students who have excelled in their study of English, admission to this course is by department recommendation only.

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SPRING SENIOR ELECTIVES Senior Thesis The Senior Thesis, the culmination of the long-range objectives of the English program at Kingswood Oxford, requires students to use all of their acquired reading, writing and thinking skills in an independent research paper with a substantial literary component. An assigned thesis advisor works with a small group of students in class to cover topic selection, methods of research and technical procedures, while the student pursues his or her independent research and writing. All Form 6 students are required to write a Senior Thesis during the third quarter.

English 6 Spring Elective: Hitchcock: Master of Suspense Suspense in movies, the dramatization of a film’s narrative material or the most intense presentation possible of dramatic situations, is what keeps us interested in the spectacle. It is what compels us to return again and again to the darkened room of the cinema. For 53 films, Alfred Hitchcock worked at perfecting this particular art form. After an introduction to the study of film as art form, we will analyze an array of Mr. Hitchcock’s great films, including Shadow of a Doubt, Strangers on a Train, Rear Window, Vertigo, The Birds, North by Northwest, and Psycho among others.

Students will be responsible for writing one shot analysis and one film analysis of their choosing.

English 6 Spring Elective: Monsters, Inc. “By monster I mean some horrendous presence or apparition that explodes all of your standards for harmony, order, and ethical conduct.” So says Joseph Campbell in “The Power of Myth.” This course explores the dynamics of horror, past to present, with special attention to monsters as manifestations of cultural values. What does a particular culture label as “monstrous” and why? What makes a successful monster at a given time? What exactly have certain authors (and filmmakers) captured (or unleashed)? Toward answering such questions, we explore history, myth, literature, art and film. We begin in the Dark Ages with the shadowy monsters slain by Beowulf and end with a movie genre that just won’t die – the slasher film. Works studied may include John Gardner’s Grendel, Bram Stoker’s Dracula, Katherine Dunn’s Geek Love, Stewart O’Nan’s The Speed Queen, Maurice Sendak’s Where the Wild Things Are and George Romero’s Night of the Living Dead.

English 6 Spring Elective: Novels and Their Film Adaptations Is the book always better than the movie? What makes an adaptation successful? This course considers the challenges involved in converting novels to film. Must one be faithful to plot or are there more important issues inherent in adaptation? What pressures does Hollywood bring to the process? By examining four novel and film pairs – The Natural, Fight Club, Deliverance and Memento – the class tackles some of these questions to define the qualities of a successful adaptation.

English 6 Spring Elective: Presidential Character When Americans vote for the president, how can they make an intelligent choice? Political scientist James David Barber suggests that the character of a president, formed in childhood, adolescence and young adulthood, predicts how the president will perform in the office. Barber’s Presidential Character examines the early lives of 20 and 21 century presidents, with emphasis on their high school and college years. His biographies then analyze the events of th

st

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each presidency in terms of that president’s character type. By combining political science and psychology, Barber offers a theory of prediction that is intriguing and controversial. Students are asked to assess the accuracy of Barber’s predictions and develop their own predictions.

English 6 Spring Elective: Descendants of Holden Beginning with what is often referred to as the bible of coming-of-age literature, The Catcher in the Rye, students in this class look at youth angst and exploration through the lens of the iconoclastic teen film. Sure this genre is often unrealistic and ridiculous, and of course these popcorn movies could be seen as little more than representative of our culture’s decay. But that would underestimate the subtle genius of the teenage mind and heart. Through close and critical viewings of Rebel without a Cause, Breaking Away, Donnie Darko, Pretty in Pink and Thirteen, among others, students examine why the legacy of Holden Caulfield remains so present in contemporary storytelling. Above all, students question and reflect upon themselves; though these films are spiced with hot actors, set to best-selling soundtracks and costumed with must-have clothing, the universal themes of first love, self-doubt, racial and gender identity, social acceptance and rebellion against authority resonate with authenticity and verisimilitude.

English 6 Spring Electives: African Literature The creative expression of the spoken and written word captures stories that enlighten us about different times, different cultures and different voices. Journey through the history and cultures of South Africa by hearing folklore, reading literature, and viewing film. This survey of the rich and diverse stories of South Africa will include tales recorded through centuries of storytelling, novels covering a tumultuous time in history, and films that bring to life on screen pivotal moments in South Africa’s journey towards a true democracy. Students will gain an insight to the varied creative voices in South Africa, the stories that they tell and the manner in which their messages are shared.

English 6 Spring Elective: Comic Conventions How have we come to our present comic form – the situation comedy? Studying the art of low comedy from the Roman playwright Plautus to the radio comedies of the 1920s and 1930s, students learn how television comedy works. After observing several programs and considering their recipes of character, jokes, flavor and formula, students try their own hands at developing original episodes from rough story line to teleplay. Reading, viewing, editing, planning, acting and making fun are skills the class must master.

English 6 Spring Elective: Satire - From Voltaire to Colbert In this course, students will delve into what makes for good scholarly satire. Through the examination of various literary forms employed by notable satirists, students will become adept at recognizing the elements that contribute to this form of humor including parody, sarcasm, and irony. We will study such works as Voltaire’s Candide, Swift’s A Modest Proposal, Wilde’s The Importance of Being Earnest, Aldous Huxley’s Brave New World, poetry by Dorothy Parker, essays by Fran Leibowitz, as well as modern day television humorists including Stephen Colbert and other contemporary satirical media sources. In addition to practicing analytical reading and writing skills, students will attempt to find, develop, and unleash their inner critic.

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Science No human endeavor has been as successful as the scientific method. The spirit of innovation may be a natural consequence of the complexity originating in the nervous system, but the substantial progress in every field of modern science is rooted in a sturdy, globally accepted design. Our courses are structured to grant each student access to the foundational principles of the scientific process. Our excellent facilities, infused with natural light, provide optimum conditions for inquiry and the development of an evidence-based perspective of modern science.

>>Middle School Upper Prep Science This course incorporates the Upper Prep theme “Parts of a Whole.” The students will learn about the systems(parts) that work together so the body(whole) can function. The second half of the year is spent studying environmental issues and specifically how humans(parts) impact the earth(whole).

The essential questions that drive these units are : • • •

What makes up our body and how does it work?

What role do humans play in the environmental issues we see today?

How can we help sustain the earth?

All areas are studied through scientific inquiry, which involves hypothesizing, conducting labs/activities, making observations, collecting data, analyzing that information, and finally, drawing conclusions.

Form 1 Science This course incorporates the Form 1 theme of questioning by exploring three central questions of Earth Science: • • •

What makes the earth and moon unique within our solar system?

How has the dynamic nature of earth’s interior shaped the Connecticut geology? (This exploration culminates with a Form trip to investigate the state's geology.)

What predictions can we make about the future weather/climate in Connecticut and the world?

Lab work and the use of models enhance the student’s grasp of the topics investigated.

Form 2 Science This lab-centric course incorporates the Form 2 theme of ownership. The first half of the year will be chemistry based with a focus on the development of lab skills, as students study characteristic properties with the goal of separating a mixture. The second half of the year will be physics based with a focus on motion and energy. These two units will lead into two culminating projects in which the students will incorporate the concepts and skills they have learned in class to answer the following essential questions: • •

How do you separate a mixture of different substances into individual components using minimal materials?

What principles do roller coasters operate on?

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>>Upper School

Earth and Environmental Science The Earth and Environmental Science course essentially addresses the concept of origins. Students entering this class with a basic background in Earth Science will initially address the emergence of the solar system in order to reveal possible conditions for the formation of the Earth and Moon system. Using this foundation, students learn about global climate patterns and possible explanations for the origin of life on Earth. Employing basic chemical principles, this course, which includes extensive lab investigation, will cover the various hypothesis applied to the formation and use of organic molecules, the link between food and energy, phylogeny, and a wide range of population dynamics. All of these topics are introduced in the context of evolution and natural selection. The study of origins will be complemented by a trip to the Natural History Museum in New York City prior to the March break. At the close of the school year, dynamic instructional and experimental methods allow students to examine local, regional and global ecological conditions, with a focus on enhancing a student’s understanding of human impacts on the environment. Required for students in Form 3.

Earth and Environmental Science Honors Students in the Honors Earth and Environmental Science class will focus on the same basic curricular foundation outlined in the description for the regular level of Earth and Environmental Science (see description above). As a basic lab course, all topics will encompass a greater depth of investigation and project-based application in order to extensively understand stellar, biomolecular and human origins. Honors students will be expected to exercise a greater level of independence with assignments, using multiple resources to supplement information from a textbook. Compared to the regular level placement, this course requires a greater emphasis on writing in the context of research papers and other assessments. This course is also complemented by a trip to the Natural History Museum in New York City prior to the March break. At the close of the school year students continue to examine local, regional and global ecological conditions, with a focus on enhancing a student’s understanding of human impacts on the environment. This course is for students in Form 3 with departmental approval.

Biology This general biology course is designed to provide students with an understanding of the basic concepts of cell biology, human anatomy and physiology, genetics, evolution and current topics in molecular biology and genetic

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engineering. This course includes a lab component. Laboratory work mirrors the course work and promotes careful observation, analysis and synthesis of data, and the ability to develop sensible conclusions. Open to students in Form 4.

Biology Honors Much of this course employs a similar contextual framework for the basic biological processes listed in the description for the regular Biology course. In the Honors sequence, greater emphasis is placed on the biochemical processes associated with molecular biology. This objective reflects the current trends in modern scientific research, especially in the realm of gene expression. Students in the Biology Honors class should expect to cover topics in greater depth at a faster pace, with a greater emphasis on writing. Lab reports are modeled after the style associated with scientific journals. All chemical and physical properties are viewed within the framework of evolution and natural selection throughout the school year. Open to students in Form 4. Prerequisite: department approval.

AP Biology The AP Biology program follows the first-year college biology curriculum with special attention to the four Big Ideas identified by the College Board, including the premise that evolution is the central theme in all biology. The sequence initially includes a focus on organic molecules, biochemistry, and cellular metabolism in all types of organisms. When applicable, cell processes are linked to specific explorations of human physiology. Substantial time is allotted to the study of heredity and gene expression, which mirrors the current expansion of biological information and published research. While little quantitative ability is demanded, considerable abstract and conceptual reasoning is a precondition for enrollment in AP Biology. Substantial independent study and laboratory work are required. All lab exercises are chosen from a list of investigations approved by the College Board. Students who enroll in this course take the Advanced Placement Examination in May. Open to students in Forms 4-6.

Prerequisites: Biology and Chemistry and/or department approval.

Chemistry This general chemistry course is designed to provide students with an understanding of the basic concepts of atomic structure, bonding and molecular properties based on current atomic models. The course also explains qualitative and quantitative relationships in chemical reactions and states of matter. This course includes a lab; laboratories promote careful observation, analysis and synthesis of data, and drawing sensible conclusions. Demonstrations provide visualization of concepts. Open to students in Forms 5-6. Prerequisite: Algebra 1.

Chemistry Honors This lab course deals with the same spectrum of topics as the general chemistry course but at a greater depth and faster pace using a more mathematical approach. Reaction kinetics, equilibrium and acid-base chemistry are also covered. The laboratory program is more extensive and more quantitative. Open to students in Forms 5-6. Prerequisites: Algebra 2 (can be concurrent) and department approval.

AP Chemistry This lab course follows the first-year college curriculum in inorganic chemistry. While intended to be a second chemistry course, it may be taken, with permission, by students with no chemistry background. Designed to prepare students for the Advanced Placement Examination, this rigorous course covers the same spectrum of topics as the Page 12 of 55

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introductory course at a considerably more sophisticated level. Students engage in substantially more independent laboratory work and apply increasingly complex quantitative reasoning skills. They also develop a systematic approach toward study that allows them to organize data or facts within a conceptual framework. Students who enroll in this course take the AP Exam in May. Open to students in Forms 5-6. Prerequisites: Precalculus (can be taken concurrently) and department approval.

Physics This general physics course provides an overview of some key topics in physics including mechanics, waves and sound, and electricity and magnetism. This course emphasizes the importance of representing and applying basic physics concepts mathematically, verbally, and through writing. Hands-on laboratory investigations and projects comprise a significant portion of the course, giving students the opportunity to implement the concepts using physical media. This course is open to students in Forms 5-6. Prerequisites: Algebra 2 either completed or taken concurrently.

Physics Honors This lab course covers the same range of topics as the general physics course, but at a greater depth and faster pace to allow for additional material. Emphasis is placed on developing quantitative skills and an understanding of everyday phenomena from a scientific and mathematical viewpoint. This course also calls for more independence and creativity in the laboratory. Open to students in Forms 5-6. Prerequisites: Precalculus either completed or taken concurrently and department approval. Students enrolling in Physics Honors are not eligible to follow this course with AP Physics.

AP Physics 1 AP Physics 1 is an algebra-based, introductory college-level physics course that explores kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, rotational motion, mechanical waves, electrostatics, and DC circuits. This course brings together the fundamental science principles and theories of general physics, and encourages students to think about physics concepts as interconnected pieces of a puzzle. The solution to the puzzle is how the real world actually works. Students participate in inquiry-based explorations of these topics to gain a more conceptual understanding of the concepts. Students spend less of their time in traditional formula-based learning and more of their effort is directed toward developing critical thinking and reasoning skills.

Students taking AP Physics 1 should have completed geometry, algebra II and precalculus (which can be taken concurrently). Students who enroll in this course will take the Physics 1 Advanced Placement exam in May. Prerequisite: department approval.

Marine Biology (Year) The main focus of this lab course is the ecology of the marine environment. Students use classroom-tank ecosystems as a base of study for the ways in which marine organisms interact with each other and their physical environment. A semester-long project in ecosystem design and collaboration with the creative arts department on fish classification are two highlights of the semester. Students should emerge from the course with a better understanding of their role in preserving our natural resources and the issues facing our oceans. Open to students in Forms 5 and 6. Prerequisite: Biology.

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Forensic Science (Fall) The role of the scientist in the judicial system has become increasingly important. Many unsolved crimes come to justice with the help of science and technology. “Science” is a key witness in our court system. This course is designed to give students an opportunity to put science and problem-solving skills to work. It provides a realistic view of how a real forensic science specialist (or police officer) deals with the preservation, identification, collection and analysis of evidence found at a crime scene. Students compare and contrast what a forensic scientist experiences versus what students see on television shows like “CSI: Crime Scene Investigation.” Students delve into basic units in physical evidence, trace evidence, blood typing and spatter analysis, toxicology, forensic anthropology, DNA evidence, fingerprint analysis and arson. Case studies (real and fictional) put the content learned to work. Open to students in Forms 4-6.

Psychology: The Brain and Behavior (Fall) Ever wonder how the brain works? Or how you learn? Or why certain behaviors persist while others don’t? The Brain and Behavior is an introduction to the scientific study of human behavior. Topics include the biological basis of behavior, memory, sensation, and perception, thinking and learning. Students learn how a psychological perspective provides insight into human behaviors. They read various theoretical perspectives, learning to employ research methods that allow them to become knowledgeable readers of psychological research and findings. In this course, students will cultivate the ability to think critically about topics in psychology. Open to students in Forms 4-6.

Psychology: Thoughts, Emotions and Personality (Spring) Ever wonder about why we express certain emotions the way we do? Or what influences our personality? Or how groups can affect an individual’s behavior? This course serves as an introduction to mental processes. Topics include motivation, emotions, stress, personality and abnormal and social psychology. Students will be taught how a psychological perspective provides insight into cognition, emotions and personality. Additionally, they become knowledgeable readers of psychological research and findings. The goal is to teach students how to think critically about topics in psychology. Open to students in Forms 4-6.

Mathematics Mathematics is a discipline with broad applicability throughout the natural and social sciences: Whether we are modeling climate change, forecasting financial markets, or securing Internet sites, we are using math. Yet there is also a more subtle beauty in mathematics: an elegance arising from its interconnectedness and simplicity.

We strive to develop logical, creative-thinking students who can apply technology and hands-on techniques to real-world and abstract problems. Our learning environment fosters active participation, self-discipline, and perseverance.

Our program begins in the Middle School, where math is presented as an active and exciting subject. Working in groups, in pairs or alone, students explore a problem-centered curriculum; how to observe relationships and patterns in complex sets of data; and learn that asking "why" and "how" leads to deep understanding of the material.

In the Upper School, students continue to strengthen their reasoning skills and their ability to manipulate and apply mathematical concepts. After completing geometry and two years of algebra, students may select courses from a rigorous curriculum that includes Precalculus, Calculus, Statistics, and Computer Science, with AP options in Calculus, Statistics, and Computer Science.

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>>Middle School Upper Prep Mathematics In Upper Prep Mathematics, students are asked to look for patterns, estimate, comprehend data, reason and problem solve. Students interact with teachers to do hands-on, rich experiments and must be prepared to be part of an active learning process. Working in pairs, in larger groups and on their own to discover new methods of solving problems, students deepen their understanding of mathematics. They are often asked to justify their answers and thoughts.

“How?”, “Why?” and “What if?” are just as common as “What is the answer?”

Students learn how to discuss, conjecture, validate, generalize, extend, connect, and communicate. As a result, students develop a deep understanding of concepts and the inclination and ability to reason and make sense of new situations. Students learn about algebra, geometry, measurement, number, and operations. There is an emphasis on proportional reasoning and being able to connect key concepts and big ideas. Instruction is integrated so that Upper Prep students understand and recognize the relationships between different topics in mathematics.

Form 1 Mathematics This course continues the work begun in Upper Prep mathematics, adding a more in-depth look at topics important in the understanding of algebra and number.

Students extend their understanding of proportional reasoning by developing an understanding of congruence and mathematical similarity. They are challenged to understand why procedures work and to discover rules for operating with integers, three-dimensional geometry and simple algebraic processes. They review rational numbers and how to use them to make comparisons.

Students also participate in an intense investigation of linear relationships. They learn the symbolic representation of patterns, the transforming and solving of simple equations, and the graphic representation of equations. Students use all of these skills to solve abstract, contextual problems. Students are expected to build on and connect to prior knowledge in order to build deeper understandings and new insights. This course does all of this through a prealgebra lens.

Form 2 Beginning Algebra This Form 2 course begins the formal study of algebra. Standard algebra topics, such as multi-step equation solving, linear and exponential equations, quadratic patterns, and statistics are covered. Additionally, students discover the Pythagorean Theorem and explore several different proofs of the theorem. Students connect types of functions and contextual situations, and they are expected to be able to decipher each situation and understand the relationship between them. This course continues at the same level and pace as the Form 1 and Upper Prep math courses.

Students in this class will continue their study of algebra in Form 3.

Form 2 Algebra 1 Algebra 1 builds on the algebra topics developed in Form 1 Mathematics, with a significant increase in pace and expectation. This high-school level course focuses on linear, inverse variation and quadratic functions. Students analyze the data tables, equations and graphs in order to recognize the different functions according to their distinguishing features. The study of linear functions emphasizes solving equations in one variable and systems of equations in two variables, including inequalities. The quadratic portion of the course includes solving by factoring Page 15 of 55

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and the quadratic formula.

The course includes the laws of exponents and the simplifying of radical and rational expressions. Algebra 1 is designed for students who possess the necessary background, motivation and intellectual development to handle the increased complexities of a regular one-year Algebra 1 course. Department recommendation is required. Students who have attained a B average, combined with the teacher’s recommendation, will be allowed to enroll in Geometry in Form 3.

>>Upper School

Algebra I Algebra I provides a formal, in-depth development of the algebraic skills and concepts necessary for students to succeed in subsequent courses. The key content involves writing, solving, and graphing linear and quadratic equations, including systems of two linear equations in two unknowns. Quadratic equations are solved by factoring, completing the square, graphically, or by application of the quadratic formula. The course also includes study of monomial and polynomial expressions, inequalities, exponents, functions, rational expressions, ratio, and proportion. Algebraic skills are applied in a wide variety of problem-solving situations.

For many students this course is an extension of concepts that they’ve been introduced to in a previous course. Upon successful completion of this course students advance to Geometry.

Geometry This Geometry course provides students with a thorough exposure to Euclidean geometry in two and three dimensions. Students analyze the fundamentals of geometry through properties, proofs, and arithmetic/algebraic problem solving. This course begins with an introduction to deductive reasoning and the development of written proofs while uncovering properties of polygons and parallel and perpendicular lines in the plane or in space. The Pythagorean Theorem and an introduction to trigonometry lay the foundation for the study of area of plane figures as well as the area and volume of solids in the spring. Upon successful completion of this course students advance to Algebra 2.

Honors Geometry This Honors Geometry course provides students with a more rigorous exposure to Euclidean geometry in two and three dimensions. Students analyze the fundamentals of geometry through properties, proofs, and arithmetic/algebraic problem solving. Basic spatial and physical definitions as well as examining mathematical Page 16 of 55

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reasoning are explored. This course focuses on an in-depth study of the properties, congruence, and relationships of: lines, triangles, quadrilaterals, and circles. Proofs and problem solving are studied with each topic. Area and volume formulas as well as the relationships between them is also studied.

The goal of this course is to enable students to navigate through geometric problems, and to logically break down and solve them. The course focuses on thinking and problem solving. Students develop strong logical, problem solving, and organizational skills and being able to learn new material quickly, apply material to new situations, make connections between ideas, and put a visual side to the math are skills the students will glean in this course. As a fastpaced honors level course, this is designed for the student that enjoys the challenges of thinking creatively and applying multiple problem solving strategies. Upon successful completion of this course students advance to an appropriate level of Algebra 2. Department recommendation is required for this course.

Algebra 2 Algebra 2 further explores the topics studied in Algebra 1 with a concentration on functions. Topics covered include inequalities, radical, linear, quadratic, polynomial, and rational functions. There is a focus on problem solving, and students work to solidify their skills in applying the properties of algebra. An introduction to interpreting and understanding the connection between equations and graphs is explored and graphing calculators are introduced.

Upon successful completion of this course students advance to either Precalculus or Functions and Trigonometry.

Honors Algebra 2 This honors-level course offers students a rigorous and in-depth exploration of functions and further builds upon the topic covered in Algebra 1. The course focuses on inequalities, systems of equations, imaginary and complex numbers, and functions: linear, quadratic, polynomial, rational, exponential and logarithmic, as well as conic sections, and matrices. Through an algebraic, numerical, and graphical approach students learn to analyze functions and become familiar with their individual characteristics. Students are expected to be able to move quickly, have a strong math intuition, fluidity in computation, and there is significant emphasis placed on sophisticated problem solving. Upon successful completion of this course students advance to an appropriate level of Precalculus.

Department recommendation is required for this course.

Functions and Trigonometry This course works to develop and expand upon the concepts covered in Algebra 2. It is meant for students that need to fine tune their algebraic skills prior to entering Precalculus or an equivalent course. The major algebraic topics of this course include algebraic expression, matrices, linear and rational equations, set notation, functions and their graphs, polynomial and rational functions. Algebraic skills are used in a wide variety of applications in this course.

Advanced functions including exponential, logarithmic functions, and trigonometric functions including their graphs are explored.

Additionally, students work to develop concrete problem solving skills, to take ownership of their learning, and to read and interpret mathematical writing and notation. This course provides students with a foundation for continued studies in Precalculus, Statistics, or other quantitative courses in college.

Precalculus Precalculus builds on the concepts mastered in Algebra 2. The course begins with a study of functions and their properties and goes on to explore different families of functions, including polynomial, rational, radical, logarithmic, Page 17 of 55

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exponential and trigonometric.The major focus of this course is solving and graphing equations in each of these families of functions. Through a graphical, algebraic, and numeric approach, students will develop a conceptual understanding of problems and develop mathematical reasoning and problem solving ability. Mastering these skills will prepare students for Calculus. Facility with Algebra 2 concepts, as well as the ability to think critically and apply reasoning skills are essential characteristics of a successful Precalculus student. This course provides students with a foundation for continued studies in Calculus, Statistics, or other quantitative courses in college. Department recommendation is required for this course.

Honors Precalculus Honors Precalculus builds on the topics mastered in Algebra 2 with a significant increase in pace and expectation.

Students entering this course must have a solid number sense, be able to apply concepts quickly, be fluid in computation, and have a strong math intuition. The course studies different families of functions and their properties including polynomial, rational, radical, logarithmic, exponential and trigonometric functions. It explores advanced topics such as vectors, parametric equations, and polar functions as well as their graphs. It also introduces the students to counting principles and probability. The Calculus topics of limits, rate of change, and sequence and series are introduced, and the students get a glimpse of what the study of Calculus entails. Through a graphical, algebraic, and analytical approach, students will develop a conceptual understanding of problems and develop mathematical reasoning and problem solving ability. Mastering these skills will prepare students for Calculus.

Department recommendation is required for this course.

Statistics Statistics offers students an introduction to the basic concepts of statistics and probability. Topics include graphical displays of data, measures of central tendency and variability, the elements of experimental design and observational study, and the fundamentals of probability, random variables, probability distributions, confidence intervals, hypothesis testing and linear regression. This course focuses on the many applications of statistics in the natural and social sciences and makes use of the graphing calculator and the computer. This course is open to students in Form 6 who have completed Algebra 2 and students in Form 5 with department approval.

AP Statistics This non calculus-based course encompasses the material covered in a first semester college-level statistics course. The conceptual themes that students are exposed to are exploratory analysis of data, planning an appropriate datacollection study, producing models using probability and simulation, and using statistical inference to guide conclusions. Students use statistical modeling tools to solve a variety of problems in economics, the physical and biological sciences, law, geography, and political science. The course is designed to prepare students for the Advanced Placement Examination in Statistics, which they take in May. The course makes extensive use of the graphing calculator and the computer. Department recommendation is required for this course.

Calculus This course covers the traditional topics of differential and integral calculus. Students begin the year with a review of families of functions and trigonometry before moving on to the study of limits, continuity, the derivative, the definite integral and their many related applications in the social and natural sciences. Algebraic and problem-solving skills

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are reinforced throughout the year, preparing students for continued study of calculus in college. This course is open to students who have successfully completed Precalculus. Department recommendation is required for this course.

AP Calculus AB This course begins with topics in differential calculus, including limits, continuity and techniques of differentiation, followed by applications of the derivative in problem solving, identical to those in Calculus BC. The second half of the course covers topics in integral calculus, beginning with Riemann sums and the Fundamental Theorem of Calculus and techniques of integration, and ends with the consideration of a range of applications of the integral.

Students in this course take the Calculus AB Advanced Placement Examination in May. Department recommendation is required for this course.

AP Calculus BC This course is designed to cover all of the material of the first two semesters of a college calculus course. The focus is on the derivative and integral and their applications, including maximum and minimum problems, velocity and acceleration, related rates, the differential and linear approximations, areas and volumes, and curve sketching. Work with conic sections; polynomial, rational, trigonometric and exponential functions; and parametric equations and polar equations is involved. Separable differential equations and sequences and series also are part of the course.

Students in this course take the Calculus BC Advanced Placement Examination in May. Department recommendation is required for this course.

Honors Multivariable Calculus The course begins with the study of vectors, lines, curves and surfaces in three dimensions as well as partial derivatives and their applications, double and triple integrals and applications, and, time permitting, an introduction to line and surface integrals (Green’s, Gauss’ and Stokes’ theorems).

The latter portion of the course includes a review of separable differential equations as well as an introduction to linear homogeneous and nonhomogeneous differential equations. The course integrates the study of mechanics, which students have covered in physics, with the application of calculus to physical concepts. Projects and labs combining physics and calculus are included. This course is open to students who have successfully completed Calculus AB or BC. Department recommendation is required for this course.

MATHEMATICS ELECTIVES Introduction to Engineering (Semester) Build a bridge -- and get over it. This course studies the engineering involved in constructing bridges. Students will be introduced to the engineering design method and focus on analyzing a problem, solving the problem, and safety testing. They will explore the history of bridges including bridge design, disasters, and construction, and they will learn how to create and test models. The students will construct bridges of varying scales and analyze the cost involved in the building process. Each bridge will have a goal that the students will need to consider when building

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their bridge. Students will collaborate and work in teams on the projects. They will gain an understanding of architecture as they learn about the different bridge designs.

Game Theory (Semester) Games, in the mathematical sense, are all around us. Every decision made represents a choice among many possibilities, and game theory is the study of how humans make those choices. Most of the semester will be spent playing and discussing different types of games, such as sequential move games, simultaneous move games, zero-sum games, repeated games, and bidding games. In addition, topics such as dominant strategies, Nash equilibrium, mixed strategy equilibrium, and backwards induction will be studied. Game theory has wide applications across many disciplines as well as in daily life, so this course will make use of hands-on applications. This course will enhance the way students think about the world and will inspire them to make better, more rational decisions. This course is open to anyone who has completed Algebra 2 and will require strong logical thinking.

Probability and Contest Math (Semester) What are the odds? This course attempts to answer that famous question in a variety of settings. Examples from history, science, and cinema will be used to unpack the math behind probability. Over the course of this semester, students will develop their ability to problem solve both independently and in groups. Topics such as Combinatorics, Simulation, Expected Value, and Conditional Probability with Bayes Theorem will be studied. There will also be time spent preparing for various math competitions. This course is open to anyone who has completed Algebra 2 and will require strong logical thinking.

Discrete Mathematics 1 (Fall Semester) This course provides an introduction to the applications of contemporary mathematics to real-world problems.

Topics include linear programming, decision paths and circuits, scheduling optimization, recursion, growth and decay, and fractals and chaos.

Students are exposed to a variety of problem-solving strategies and techniques, with emphasis on applications from the business world, government, and social and biological sciences. Students use graphing calculators and computers to model problems presented in the course. Open to students in Form 6 who have completed Algebra 2 and students in Form 5 with department approval. This Fall semester course will not be offered in 2016-17.

Discrete Mathematics 2 - (Spring Semester) This Spring semester course continues the introduction to the many applications of contemporary mathematics in the areas of business, government, economics, and social and biological sciences. Students explore methods of voting, fair division, game theory and mathematics as they apply to sharing, rational decisions, and greed and cooperation.

Students investigate mathematical models used in studying population dynamics and look at natality and mortality rates, density dependence, predation and sustainability. Calculators and computers are used to model problems.

Open to students in Form 6 who have completed Algebra 2 and students in Form 5 with department approval. This Spring semester course will not be offered in 2016-17.

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COMPUTER SCIENCE CLASSES Introduction to Computer Science (Fall Semester) This elective is an entry/intermediate-level computer programming course that introduces the basic principles of generating computer code with clarity and elegance. Classroom projects include textbook exercises, simple text-based gaming, fundamental graphics, and creating Apps for Android Phones. Program structure, conditionals, looping, and style are presented in this course using the Java programming language and Visual Basic.Net. Since Java is based upon object-oriented modeling and problem solving, this course covers the fundamentals of using the OOP approach with Java: objects, classes, methods, data types, application, and applet design. This course work provides a possible lead into further studies in the Advanced Placement Computer Science course.

AP Computer Science (Year) This is an advanced-level computer science course for those who have completed Introduction to Computer Science.

Following the Advanced Placement Computer Science A curriculum, the Java language is used to present “programming methodology with an emphasis on problem solving and algorithm development.� It models a collegelevel, first semester in computer science and includes an introduction to data structures and data abstraction.

Students who enroll in this course take the Advanced Placement Examination in May. This yearlong course is offered every other year, and will be offered in 2016-17.

Advanced Computer Science: Algorithms and Artificial Intelligence This elective is an advanced-level programming course that allows students to explore algorithms and artificial intelligence using the Java programming language. During the first half of the course, students examine different methods of algorithm design while also implementing some of their own algorithms to solve problems correctly and efficiently. In the second half of the course, students explore artificial intelligence and examine how machines can think like a human brain. They complete the course with creating Apps for Android Phones. Throughout the semester, students design and work on individual programming projects under the guidance of the instructor.

Prerequisite: completion of Advanced Placement Computer Science or completion of Introduction to Computer Science and department approval. This semester course is offered every other year and will not be offered in 2016-17.

Introduction to Web Design (Spring) This elective introduces the basics of Web design and development. Students learn a variety of Web development tools and how they work together to create dynamic, user-friendly Web pages. These tools range from learning how to write code in several languages to creating user interfaces to designing attractive templates for a Web page. For final projects, students work closely with the instructor or other interested faculty members to create a dynamic site to be used the following year as an academic tool for other courses. This course has no prerequisites, although students are encouraged to have taken Introduction to Computer Science. This semester course is offered every other year, and will be offered in 2016-2017.

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Physical Computing: Sensing and Coding the Material World (Spring) This course will introduce students to a new way of interacting with computers, from desktops and laptops to smartphones and microcomputers. It will begin by asking the question, “How do we, as humans, interact with the physical world?” For instance, how do people “sense” the world around them, and how are these principles applied to computer hardware and software? Once students understand that their actions can be measured by changes in energy or more simply interpreted as changes in numeric value, they will learn how to build interactive modular devices that are able to respond to various sources of input (e.g., light, sound, touch, etc.). Students will use microcontrollers, breadboards, and sensors in conjunction with the code they will develop using Arduino’s integrated development environment (IDE).

Physical computing takes a hands-on approach to learning with a focus on creative expression. Students will be building circuits, writing computer programs, and integrating sensors in an effort to interact with the physical world around them. This course may be of particular interest to those students who have taken Design Technology, Coding, Electronic Music, or Robotics in the Middle School. Open to Forms 3-6. No prerequisite. This Spring semester course will not be offered in 2016-17.

History History always seems like a strange subject to those who are very young. Could it really matter what happened to people and nations in the distant past, certainly long before today’s students arrived on the scene? As parents and teachers, however, we know better. There may be no more important subject for young people to study than history.

Our students learn to appreciate as well as to critique historical events. To read knowingly, to write effectively, to think objectively and to speak authoritatively: These are the goals we have for our students as they come to understand the past on their way to a bright future.

>>Middle School Upper Prep: Geography and Culture This course studies the earth and the relationship of people with the earth. Students become familiar with the questions and tools of the geographer, learn about maps and globes, and develop a mental map of the world. The course looks at how the physical environment has influenced people and how people have changed the earth.

Writing assignments vary from creative pieces to analytical essays. Readings include textbook, literature, poetry and myth. The year concludes with a portfolio project known as Passport to Our World, in which students research a country and express their learning through writing, maps, graphs, art and a night of presentations in front of guests from the community.

Students also explore what it means to be a good global citizen in the twenty-first century. They study relationships between countries, develop greater cultural understanding, and look at how international politics play a part in addressing world issues. The students end the year by representing a country during a Model UN activity.

Form 1: American History This course traces the nation’s journey from its origins through the dawn of the modern era. Using primary and secondary sources as well as historical fiction, students compare the diverse geography and cultures of the first Page 22 of 55

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Americans and consider the history of the contact and conflict among Native American, African and European cultures during the colonial age. Topics include a study of the nation’s colonial life, the path to revolution and independence, and the creation of a constitutional government. In the second semester, students examine America’s industrial and geographical expansion and the social, political and economic forces that divided the nation during the Civil War. The year concludes with the beginnings of America’s recovery from that war and its emergence as a modern nation. Throughout the course, students evaluate the ideas and ideals that have guided America’s journey.

The use of historical imagination and the critical evaluation of varying historical perspectives are emphasized.

Form 2: Political Ideology and the Twentieth Century In this course, students explore America’s emergence as a modern nation with special attention to current events and their relationship to the past. Students examine major issues of the twentieth century as America evolved from an isolated agrarian nation to an international superpower in the atomic age. The course begins with an exploration of political ideology, focusing largely on how liberals and conservatives approach certain issues and problems. The goal is to understand different ideologies and then connect them to both past and present issues. Other topics include America’s urban and industrial growth, isolationism and imperialism, evolving political institutions, rapid social change and the ongoing struggle for civil rights. In the process, students analyze contemporary global issues and America’s place in the world. Students will also study the rise of leaders and new systems in different countries such as Josef Stalin in the USSR and Adolf Hitler in Germany. By evaluating primary-source materials such as documents, letters, political cartoons and video footage, as well as literature and a variety of secondary sources, students engage fully in the learning process. With step-by-step guidance from teachers, students complete a fully documented research paper on a topic of their choice. Skills such as the insertion of footnotes using MLA (Modern Language Association) guidelines will prepare students for the researching and writing demands that they will face throughout their academic careers.

>>Upper School

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Empires and Republics Beginning with a look at the emergence of civilization in early Mesopotamia and its development in Egypt, this course examines in detail the major ancient civilizations of India, Greece and Rome. Students explore the political, intellectual, economic, religious and artistic contributions of each culture, seeking to compare civilizations and empires, in particular, and to trace the causes of their rise and decline.

In-depth study of Greece gives students a chance to focus on their individual areas of interest. The course examines Golden Ages and assesses the differences between empires and republics, as well as the contributions of significant individuals. The growth of the great world religions—including Hinduism, Buddhism, Judaism, Christianity, and Islam— is also traced.

To end the year, students discuss the effects of Rome’s fall, discovering the cultural and political transitions from Ancient to Medieval times in the Mediterranean and the Middle East. The course studies the rise of Islamic empires as well as the foundations of feudal states in Europe, and then examines the conflicts between these two societies, making connections between societal issues today.

Goals of the course include developing an ability to construct and defend an argument; using details to support generalizations; increasing speed, comprehension and discrimination in reading; and perceiving parallels and contrasts in historical material. Required for students in Form 3.

Modern World Studies The course focuses on selected comparative historical themes from both western and nonwestern cultures, from 1500 through World War II. Along with major events, personalities, philosophical ideas and scientific developments, this course examines the social, political, religious, economic and military aspects of a variety of areas in the modern world.

Through reading, extensive essay writing, class discussion and research projects, students expand their understanding of varied historical cultures with the overall goal of developing a greater appreciation for the differences in the people who make up our ever-changing world. Required for students in Form 4.

U.S. History A survey of the United States from 1492 to the present includes a treatment of major themes in American political, social, military, religious, cultural and economic history. While students examine events, people and movements in the American experience, consideration also is given to the interpretation of these specifics.

Original research is encouraged by the use of primary-source documents. All U.S. History students write a term paper. One leading goal of the course is to build interest in history as an academic discipline and a source of enjoyment. Some students take the Advanced Placement Examination in May. Required for students in Form 5. Under special circumstances and with department approval, a student may take this course during the senior year.

AP U.S. History (Year) The history of the United States, from pre-Columbian to present, is studied with frequent use of primary-source materials and varying historiography. Because all students in AP U.S. History take the AP Exam in May, the demands for reading, writing and research go beyond those in the regular sections. Students taking this course must expect additional summer reading to prepare for the class and must commit significant extra time to U.S. History during the year. An extensive and fully documented term paper is required. Open to students in Form 5 after consultation with their Modern World Studies teacher and with department approval. This course prepares students for the Advanced Placement Exam in May. Page 24 of 55

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AP Economics (Year) An introduction to fundamental microeconomic and macroeconomic theory gives students a basic background in the subject. Students begin by examining the development of capitalism and exploring basic economic concepts such as supply, demand and opportunity cost. After this introduction, the focus moves to the behavior of individual firms and individual markets, concentrating on profit-maximizing habits in the economy. Graphic analysis, the use of economic models and the economic philosophies of Smith, Marx, and Keynes are emphasized. Students use these ideas when examining measures of economic performance such as GDP, inflation, and unemployment. Graphic models are used frequently to measure the health of the economy and then to formulate corrective monetary and fiscal policies. The course concludes by looking at the impact of international trade on the economy. This course prepares students for the Advanced Placement Exams in both microeconomics and macroeconomics, which they take in May. Open to students in Form 6.

AP Political Science (Year) Students are introduced to the study of politics. Philosophers including Plato, Machiavelli, Hobbes, Locke, Rousseau and Marx are explored. Students then examine the origins of the American political system. The course focuses on the legislative, executive and judicial branches of the U.S. government. Topics in public opinion, interest groups, the media, elections and political parties provide an analysis of contemporary politics. Reading in the course is extensive, and tests and papers are designed to integrate large amounts of material, thereby developing study and research skills appropriate to college work. Assignments also include “practical politics,” in which students attend town board meetings, view C- SPAN, and create campaign playbooks. Students take the U.S. Government and Politics Advanced Placement Examination in May. Open to students in Form 6.

Elective: China Through Film (Fall) Film as a visual media creates all kinds of questions about how observers construct history and learn about culture. This course explores contemporary Chinese life and 20th century history as seen through the director’s lens. The content is built around a series of Chinese language films centering on social themes and political issues. The themes include the challenging lives of migrant workers, environmental issues, the contemporary urban experience, international tensions, economic inequities, globalization questions, rural society and the rural and urban gap, Chinese nationalism, Chinese schools and education, and women and society. Readings on specific issues related to each film are assigned, and the assessments include short papers and other projects. The films include Beijing Bicycle, To Live, Ju Dou, 1942, The Last Train Home, Please Vote for Me, Mao’s Last Dancer, Blind Shaft, Shower, among others. Open to students in Forms 4-6.

Elective: Cultural Anthropology (Fall) By studying the cultures of non-western peoples, students learn to appreciate cultural differences among nations as well as those within the United States. Topics explored include tribal culture, the role of ritual, nonwestern religions, family life and the impact of modernization. Students read several classic pieces of Third World literature. The course is based on a sociological approach to the study of the nonwestern world. Open to students in Forms 5-6.

Elective: History of Religions (Fall) To give students an increased understanding and awareness of the world’s diversity, this course offers a historical overview of six of the world’s major religions: Buddhism, Hinduism, Confucianism, Islam, Judaism and Christianity. Students Page 25 of 55

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examine basic philosophical similarities and differences by comparing the tenets and dogmas put forth by these religions and their followers. The course incorporates the works of one of the foremost religious thinkers, Huston Smith, through his writings and his video series “The Wisdom of Faith.” The conclusion of this course examines the issue of hatred in the context of religious history. Students must participate actively in discussion and are responsible for classroom presentations and a major research project. Open to students in Forms 5-6.

Elective: International Human Rights (Fall) When the Allies liberated the Nazi concentration camps at the end of WW II, they uncovered the worst state-sponsored genocide in history. They responded by trying perpetrators for “war crimes,” creating the United Nations and promulgating the Universal Declaration of Human Rights (UDHR). The UDHR marked the first time that the rights and freedoms of individuals were articulated in such detail and made applicable to everyone, everywhere. This course will begin with an overview of Hitler’s rise to power and the steps along the way to the “final solution.” The class will then study other cases of genocide and additional international human rights violations. Each student will conduct independent research on an on-going UDHR violation and propose practical solutions. Students will deliberate their findings in class, and have the option to apply their knowledge at Model UN simulations later in the year if they so choose. The course will use primary sources, secondary sources, first-person accounts, photographs, video, and web sites. Assessments will include tests, essays, debates and a research paper. Open to students in Forms 4-6.

Elective: World Music: Listening to Many (Fall) What is music? Why do all cultures create, experience, and share music? How can we use music to gain a better understanding of the human condition? By examining a wide variety of musical traditions, this course will enable students to gain a greater level of appreciation for the importance of music in the overall development of world cultures. Starting with non-Western music, students will make connections between various cultures and styles ranging from Taiko drumming (Japan), to Tuvan throat singing (Tibet/Mongolia), to the reggae and ska traditions of the islands (Caribbean/Hawaiian). During the second half of the course, students will learn about the development of traditional Western music, relating earlier styles (Gregorian and Madrigal) to more contemporary genres (Classical/Folk/Spiritual/Rock). Students will be expected to listen to music outside of class and to keep journals about what they hear and read. They will also participate in numerous discussions and interact with local artists and their instruments. The course will conclude with student projects and presentations that will draw from a variety of academic disciplines. Open to students in Forms 4-6.

Elective: American Law (Spring) The bedrock on which all societies rest is the rule of law. This course examines the way the American legal system operates.

Students begin by learning how law is made in legislatures and courts. Then the class studies the way in which general legal principles are applied to specific facts through the study of various actual and hypothetical cases. The students gain an understanding of the trial process and conduct a mock trial in front of a jury of their peers as their final project. Open to students in Forms 5-6.

Elective: Applied Economics (Spring) This course explores the choices and decisions people make about how to use the world's limited resources. The goal of this course is to equip students with knowledge that is strongly rooted in economic principles so they will be able to differentiate among economic models, understand issues pertaining to global and national economics, gain insight into Page 26 of 55

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choices that businesses make, and learn the importance of managing personal finances and planning for future financial security. Open to students in Forms 3-4.

Elective: The End of Empire (Spring) The world has been transformed dramatically since the end of World War II. This course seeks to understand the changes—economic, political and social—that have occurred outside the United States since 1945. The collapse of European empires and the consequences for Europe, Asia and Africa are examined. The rise of nationalism, the industrialization of former colonies and disputes about borders provide focal points for discussion. By using primary sources and novels and by participating in group projects, students investigate how these changes affect contemporary political crises in the world beyond U.S. borders. Open to students in Forms 5-6.

Elective: American Music: Listening to Ourselves (Spring) Through the examination of music and musicians of the recent past, students will study the correlations between music, musical styles and societal development in the United States over the past century.

By looking at the wide variety of American music (from Tin Pan Alley and Ragtime to Rock ‘n Roll and a whole lot in between), students will be exposed to the rich and diverse links between music and culture, and how they shaped each other. Students will also have an opportunity to delve into special music genres of their individual choosing (i.e. film scores, Broadway, Hip-Hop, etc.)

Students will be expected to listen to music outside of class and to keep journals about what they hear and read. They will also participate in numerous discussions and interact with local artists and their instruments. The course will conclude with student projects and presentations that will draw from a variety of academic disciplines. Open to students in Forms 5-6.

Modern Languages In our ever-shrinking world and increasingly diverse country, the ability to communicate effectively in a minimum of two languages is essential to responsible global citizenship. The cultural lessons presented at all levels facilitate the development of cross-cultural skills.

Ultimately, our goal for our foreign language students is to create opportunities for true leadership and responsibility, both personal and global.

We encourage and facilitate participation in foreign travel and study-abroad program, as we believe this is the best way for students to practice their language skills and to test their ability to interact across cultures. Ideally, all students will have enjoyed an international experience prior to graduation.

>>Middle School All Middle School students must choose a modern language or Latin (Classics) to study, and they are placed in a level based on their background and language mastery. Placement tests are given to new Form 1 and Form 2 students who do not want to start in the beginning Level A course.

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Spanish A Spanish A is an introductory course that assumes limited experience with the Spanish language. During the year, students will simultaneously develop speaking, reading, writing and listening skills that will allow them to express ideas accurately and confidently. They will use their new vocabulary and grammar to create authentic skits and dialogues similar to situations they would experience were they to travel to a Hispanic country.

Students will be able to greet others, express personal preferences, discuss what they are studying in school, talk about sports, and order foods from typical menus. They will also learn to recognize and manipulate various grammatical structures, including regular verb conjugations in the present tense, expressing negation, articles, adjective agreement, forming questions and basic sentence structures. In addition, through the use of authentic materials, students will be introduced to Hispanic culture throughout the world, and they will use technology, both in the classroom and at home, for an engaging and interactive experience. The course culminates in a fashion show, a simulation designed to incorporate all of the written and oral communication skills developed over the course of the year.

Spanish B Spanish B is the second course in the Spanish sequence. Students continue to develop their speaking, writing, listening, and reading skills in a full immersion environment. They hone their ability to express themselves in increasingly detailed sentences, with special emphasis on communicating clearly in conversation and in writing.

Students learn to discuss people, places, leisure activities, body parts, animals, household objects, food, and movies.

They are challenged to apply new skills in meaningful scenarios, and learning is student-centered and project-based.

Examples of driving questions behind projects include: "How can I, an agent, create a Facebook profile for my Spanish-speaking celebrity?" and "How can I, a travel writer for the New York Times, create a '36 Hour' guide to my favorite city?" Students use technology to collaborate, demonstrate their understanding, and receive feedback. By the end of the year, students will be able to describe themselves and others, ask questions, describe actions in the present, and narrate actions from the past.

Spanish C Spanish C is a full-immersion course, where student-to-student interaction is just as important as that of teacher to student. Students start to build more complex and detailed sentences, allowing them to find their voice and express their personality in the target language. By the end of year, they are able to talk about their future plans, discuss their childhoods, and differentiate the preterit from the imperfect tense. Professions, healthy living, community, and travel are other topics that are explored.

Students are assessed based on their ability to apply vocabulary, grammar structures and verb conjugations to real-life scenarios, such as interviewing for a job, planning a trip, making baby scrapbooks, giving tours of their town, or filming a gym commercial. Through exposure to varied and culturally authentic materials, students work to achieve a balance in the four core language skills: speaking, writing, reading comprehension, and listening comprehension.

Blogs, discussion boards, video and other technology allow students to extend their use of the language beyond the classroom.

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French A French A is an introductory course that assumes limited experience with the French language. Students will develop speaking, reading, writing and listening skills that will allow them to express ideas accurately and confidently. They will use their new vocabulary and grammar to create authentic skits and dialogues similar to situations they would experience were they to travel to a francophone country. Students will be able to greet others, express personal preferences, discuss what they are studying in school, and talk about their families. They will also learn to recognize and manipulate various grammatical structures, including regular verb conjugations in the present tense, expressing negation, articles, adjective agreement, forming questions, and basic sentence structures. In addition, students will be introduced to francophone culture throughout the world, and they will use technology, both in the classroom and at home, for an engaging and interactive experience.

French B French B is the second course in the French sequence. After revisiting the topics presented in French A, students will learn to talk about places in a town, manipulate food and restaurant vocabulary, and discuss sports, hobbies, weather, and clothing. Students will use their more advanced speaking skills to participate in simulation activities, such as a meal in a restaurant and a surprise party. In addition, the course will include a greater number of authentic materials—videos of television programs and movies produced in francophone countries—about which students will share their understanding and opinions using such tools as Flipgrid and SoundCloud. Throughout the year, students will use new vocabulary and grammatical structures to create longer and more complex pieces of writing. They will learn how to use regular and irregular -IR verbs in the present tense and will begin their study of the past tense with the formation and usage of the passé composé. Students will continue to develop their communication skills in the four core areas: reading, writing, speaking, and listening. Various technology tools will be used to enhance each student’s experience including Google Classroom, Versal, and Pear Deck.

French C French C is the culmination of students' middle school study of French. Their oral language skills have reached the level where student-to-student, authentic communication is possible. Students begin to build more complex and detailed sentences and compositions, allowing them to find their voices and express their personalities in the target language. By the end of the year they will be able to differentiate between the simple past and imperfect verb tenses. Various vocabulary topics are discussed through the medium of current francophone films and popular English films in translation. Students develop their writing skills through the creation of self-directed, creative projects such as creating a vacation scrapbook. Developing students' cultural competency is a primary goal of this course; this is achieved through comparing and contrasting their own culture with those of various francophone countries, in addition to analyzing various authentic materials such as films, images and news footage. FlipGrid and SoundCloud technology allow students to extend their use of the language beyond the classroom, and various tools will be used to enhance each student’s experience including Google Classroom, Versal, and Pear Deck.

Chinese A Chinese A students begin the study of Mandarin Chinese by learning to differentiate between, and accurately pronounce, pinyin and tones, in order to develop a solid speaking foundation. Their knowledge of pronunciation allows them to transition into the study of characters. Emphasis is placed on all four areas of communication: Page 29 of 55

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speaking, writing, reading and listening. Chinese A students learn fundamental vocabulary and grammar patterns that allow them to identify and describe a range of topics, such as family members, favorite foods, animals, and hobbies. By the end of the year, students are able to communicate their thoughts and opinions by writing paragraphs in Chinese characters. In addition to building beginner language skills, students develop a deeper understanding of Chinese culture through class discussions and videos.

Chinese B During their second year of Chinese study, students build upon the foundational skills from Chinese A that allow them to communicate more effectively and articulately. They learn more specific vocabulary and more complicated grammar structures that they use to write longer and more detailed paragraphs. They are also able to express themselves in a more effective way verbally, and give brief presentations in Chinese. Chinese B students also start exploring their curiosity about Chinese history and modern culture. By the end of the year, they are able to go shopping for groceries and food, offer opinions on hobbies and sports, and compare and contrast two subjects.

Chinese C During the final year of the Middle School Chinese curriculum, students solidify their language foundation in preparation for the Chinese 2 course at the Upper School. Chinese C students review material introduced in earlier courses while learning new words and grammar structures to deepen their understanding. They simulate real-life situations such as ordering food and even preparing for a mock job interview. They also learn to translate from English to Chinese and vice versa, while maintaining the integrity of the original sentence. Students also research Chinese holidays and traditions to develop their cultural awareness.

>>Upper School

Chinese 1 Chinese 1 is open to all Upper School students interested in studying Mandarin Chinese. Students begin the year studying pronunciation, tones and radicals and quickly transition into the study of simplified characters. The course aims to develop students’ reading, writing, speaking, and listening skills, as well as give them a solid understanding of the basic principles of the Chinese grammatical structure. Discussions on history, culture and issues in modern China give the students a complete context for language study.

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Chinese 2 At the beginning of the second year of the study of Chinese, students should be comfortable with basic written and spoken Chinese. The second year places particular emphasis on the further study of the Chinese grammatical system, as well as on vocabulary acquisition. Written compositions and oral presentations are longer and more detailed.

Cultural discussions permeate all aspects of the course. Prerequisite: Chinese 1 or Middle School Chinese C.

Chinese 3 Students entering Chinese 3 have developed a solid foundation in reading, writing, speaking, and listening, as well as a personalized, meticulous approach to character, vocabulary, and sentence pattern acquisition. Our language study this year focuses on the expansion of vocabulary as well as crucial grammar patterns that make students more articulate readers and writers. There is a greater emphasis on the difference between colloquial and formal Chinese.

Students read authentic texts and discussions on Chinese history and culture are present throughout the course, preparing students to engage in meaningful cultural discussions in the target language. Prerequisite: Chinese 2.

Chinese 4 The fourth year of studying Chinese is dedicated to the development of writing longer passages and engaging in more meaningful discussion in Chinese. The textbook is used in conjunction with authentic reading materials to give students a working vocabulary and expand their grammatical foundation. There is a continued emphasis on differentiating between colloquial and formal Chinese. In the second half of the course, students are introduced to classical Chinese, where they read selections from Daoist and Confucian texts and form their own individual philosophy of translation. Prerequisite: Chinese 3.

Chinese 5 AP: Language and Culture This Chinese course is designed for students who are committed to taking their language skills to the next level.

Students continue to use their textbook as a guide in the process of character and grammar pattern acquisition and supplement with various authentic texts, videos, and songs. In addition to reading short stories from authors such as Lu Xun, students watch modern Chinese television shows and continue to discuss Chinese life and culture in the target language. Students who enroll in this course take the Advanced Placement Examination in May. Prerequisite: Chinese 4.

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French 1 French, anyone? Absolument! As in all beginning level language courses, students are exposed to the basics of grammar, pronunciation and sentence structure. They learn their new language's vocabulary and idiomatic expressions through the use of popular music and interactive games. In this course, the students get a glimpse of the cultural and regional diversity in France and the French-speaking world through readings, virtual field trips and short videos. They also learn about notable people, pastimes and landmarks. While learning about life in the Francophone world, the students begin to reflect on their own lives, families and schools. They demonstrate their skills and understanding by performing skits, recording podcasts and creating digital stories. Through these activities and experiences, the students are building the foundation they need to communicate successfully in their new language.

French 2 / Honors You've got it, now use it! C'est à toi! The second year of French is filled with authentic language, popular music, cultural readings and short writing prompts designed to help students develop their communication skills. They are urged to immerse themselves in the language and take risks by participating in collaborative writing projects, performing skits, writing and illustrating a story about their childhood, creating a food fair and giving presentations with Google slides or PowerPoint. Through these experiences, students continue to absorb the grammatical structures and vocabulary they need to communicate effectively, and they begin to perfect the pronunciation of their new tongue. In the process, they start to feel more at home in the Francophone world. Prerequisite: French 1 and department approval.

French 3 / Honors The students review second-year grammar and vocabulary and continue with more complicated structures that will complete an overall study of the target language. The new material covers verbs, questions, reflexive and reciprocal verbs, descriptive adjectives, the passé composé and the imperfect, negations, second and third conjugations, double object pronouns, the subjunctive mode, prepositions, demonstrative pronouns, the present and past conditional forms, the future perfect, and “si clauses.” The students will begin to learn the three modes of communication – interpersonal, interpretive and presentational -- as well as the 5 Cs of 21st-century language study: communication, community, comparison, connections and culture. The students learn to strategize better as readers as they extract meaning from a variety of short texts in our classroom book, “Imaginez.” The students use the Internet as a resource for research projects, they do weekly written and oral journals, and they present to their classmates to demonstrate clearly their French proficiency. Prerequisite: French 2, 2 Honors or department approval.

French 4 The students continue their study of advanced structures by finishing our primary text "Imaginez." They examine more complex grammatical structures that allow them to communicate at an intermediate to advanced level in the target language using verb forms such as the subjunctive and the conditional, irregular verbs, comparatives and superlatives, the "faire causatif," indirect discourse, and the passive voice. The students will begin to explore the various components of the AP program in French by looking at practice tests, listening to radio broadcasts, writing short emails, and engaging in more complex discussions of current events. The class continues its study of authentic literature by reading Flaubert's short story "Un Cœur simple,” Jean-Paul Sartre’s play "Les Mouches," and Ionesco’s Page 32 of 55

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masterpiece “La Cantatrice chauve.” The students continue doing weekly oral and written journals for speaking and writing proficiency, and they begin to consult various French on-line magazines and newspapers. Upon completion of the course, the students are prepared for AP French Language and Culture. Prerequisite: French 3, 3 Honors or department approval.

French 4 Honors The students complete their study of advanced structures by using the text “French 4 Years: Advanced French with AP Component." They examine more complex grammatical structures that allow them to communicate at an intermediate to advanced level in the target language using verb forms such as the subjunctive and the conditional, irregular verbs, comparatives and superlatives, the "faire causatif," indirect discourse, and the passive voice. The students will begin to explore the various components of the AP program in French by taking practice tests, listening to radio broadcasts, writing short emails, and engaging in more complex discussions of current events. The class continues its study of authentic literature by reading Jean-Paul Sartre’s play "Les Mouches,” Ionesco’s “La Cantatrice chauve,” and Albert Camus’ novella “L’Etranger.” In the spring, the students read our last work, a collection of franco-african poetry entitled “Négritude et Nouveaux Mondes.” The students continue doing weekly recorded journals for speaking proficiency, and they begin to consult various French on-line magazines and newspapers. Upon completion of the course, the students are prepared for Advanced Placement French Language and Culture. Prerequisite: French 3, 3 Honors or department approval.

AP French Language and Culture It’s the grand finale. Vive le français! This course provides a college-level experience for students framed by six central themes: contemporary life, personal identity, family and community, world challenges, science and technology, and aesthetics. The students explore each theme in depth via literary texts, surveys, magazine articles, maps, films and music, and podcasts from Radio France Internationale and TV5Monde. The students are also meant to access apps like leParisien.fr with a smartphone. The students will learn to identify the theme and goal of a text, maintain a verbal exchange, organize ideas in writing and create an oral presentation about a cultural tradition. They need to be precise in their grammar as they continue to perfect their pronunciation. The students do weekly oral journals for speaking proficiency, and they consult various French on-line magazines and newspapers. The students experience weekly AP practice tests in class to better prepare themselves. The students who enroll in this course take the Advanced Placement Examination in May. Prerequisite: French 4 Honors or department approval.

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Spanish 1 Studying a language is more than just a matter of grammar. The excitement of any language is learning how to speak, but of course a command of grammar has much to do with the ability to communicate on diverse topics: the cuisine, the geography, the customs and the humor of another culture. Along with the language, students also are introduced to cultural and geographical aspects of Spain, Central America and South America. Ultimately, the emphasis in Spanish 1 is building the elemental foundation of oral and written expression: the vocabulary, the structure of sentences, paragraphs and idiomatic phrases. This year is a stepping-stone for the more comprehensive challenges of Spanish 2.

Spanish 2 / Honors The second year of Spanish continues the work of building a linguistic foundation. Students learn the music of sentences and of questions and answers, the choreography of dialogue, of having fun, of participating in the give-andtake of in-class discourse. The study of culture expands to the study of art, music, literature and poetry. The idea is to experience – to get a flavor of the cultures, to learn to savor the taste of their arts. In the process, students discover the connection between Hispanic culture around the world and the one right here in the Greater Hartford area.

Prerequisite: Spanish 1 and department approval.

Spanish 3 / Honors Spanish 3 is where everything comes together. The goal for this year is the solidification of the grammatical structures of Spanish, concentrating on the nuances of real linguistic command. At this level, students do much more writing, tackling longer and more comprehensive readings, beginning literary analysis and developing topical oral and PowerPoint presentations. By this level, students are dealing directly with authentic materials – the arts, literature and cinema generated by the cultures we study. The goal of all of these activities is fluency. All teaching in this level is done in Spanish – no se habla inglés aquí. This course focuses on reinforcing basic skills with a concentration on the finer details of grammar learned in the two preceding years. Prerequisite: Spanish 2/ Spanish 2 Honors and department approval.

Spanish 4 / Honors In Spanish 4, students cash in on the hard work of the past three years. What makes this course different is that now students can really communicate in Spanish during classroom discussions on a variety of topics. This year is more of a team effort as students work more in-depth, sharing ideas and insights through discussions, oral presentations and shared events. The goal of this year is a comprehensive and comparative look at the history, art, literature and cinema of the entire Hispanic world. Students are expected to make interpretative conclusions and put these reactions on paper in clear and well-constructed language. Grammar is at once a tool and a weapon for engaging in insightful dialogue with matters of culture. Expectations are high, but the rewards are gratifying. Aquí se habla español.

Prerequisite: Spanish 3 or Spanish 3H, and department approval.

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Spanish 5 ¡Vámonos! Spanish 5 focuses on a high level of fluency while exploring the culture of Spain and Latin and South America. In this course, students focus on their ability to communicate in spoken and written Spanish with confidence and fluidity. Students discuss art, literature, history, politics and sports. Spanish comes to life by reading literary excerpts and short stories, watching movies, writing poetry, delivering speeches, listening to music, and taking advantage of the wealth of authentic Hispanic materials for reading and listening on the Internet. Examples of topics range from the literature of magic realism to Mexican soap operas, pop and traditional music, recent foreign films and South American club soccer. All units of study substantially increase topical vocabulary, improving the quality and richness of conversation and written expression while refining and perfecting advanced grammar skills.

Prerequisite: Spanish 4 with department approval or Spanish 4 Honors.

Spanish 5: AP Language This course is designed for students who really love language. The groundwork is well begun; now is the payoff – by Spanish 5 students not only find that they can speak Spanish, they discover that they have begun to think in Spanish (some of them even begin to dream in Spanish!). The challenge of the Advanced Placement Examination is its precision, its expectation not only of fluency but also of sophisticated analysis of a wide range of current and classical writings. Students are expected to shift seamlessly among aural, spoken and written Spanish, and from taking information in, to processing it, to putting it back out. Students must be able to listen to long dialogues and lectures by native speakers and then turn around and write about them articulately. Students are expected to step up to the challenge of ongoing vocabulary study. With each new reading on the arts, current events, and scientific or business research, students must commit to the necessary topic-specific vocabulary. Students who enroll in this course take the Advanced Placement Examination in May. Aquí se habla español. Prerequisite: Spanish 4 or Spanish 4 Honors and department approval.

Classics Our objective is to provide students with the necessary skills for translating original, unedited works in Latin and Greek and to teach them about the relevancy of the Greco-Roman world to their everyday lives. Students accomplish this through rigorous study of the Latin language and by learning about various facets of Greco-Roman culture. We use a modern, reading-based approach to language study in which students are asked to approach elements of Latin grammar intuitively first, then to achieve mastery through further study, translation, drill and practice.

In higher-level courses students will be prepared to read selections from some of Rome’s greatest authors: Livy, Caesar, Ovid, and Vergil. Students examine classical culture and the western tradition at all levels in many ways, through projects, films, field trips, and more. The study of ancient Greek, which serves as a capstone experience to the study of the Classics at KO, may be added after the successful completion of Latin III in the Upper School.

>>Middle School All Middle School students must choose a modern language or Latin (Classics) to study, and they are placed in a level based on their background and language mastery. Placement tests are given to new Form 1 and Form 2 students who do not want to start in the beginning Latin A. Page 35 of 55

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Latin A In Latin A, students begin to explore the language of ancient Rome, classical cultures and history, and the contemporary relevance of these subject areas. Students are introduced to the Latin language via reading, translating, speaking, and listening as well as through playing games and interacting with each other in English and Latin.

Through the study of vocabulary and English derivatives, students learn about Latin roots as they build more sophisticated English vocabularies. Students in Latin A also consider aspects of Roman daily life including the Roman family, education, the role of women, and the institution of slavery. They also get to know Roman and Greek art forms, developing a critical eye as they study frescos, coins, statuary and other artefacts from the ancient world.

This class’s main cultural area of study is classical mythology. Students learn about the Greek birth of the universe (theogony) and the battles between Titans and Olympians (titanomachy), reading and examining myths of the ancient Greeks. Each student gets to focus in on one god in particular through in-depth research. The class continues on to learn about the Trojan War and an assortment of hero tales culminating in an analysis of mythology in The Lightning Thief by Rick Riordan. Among other projects, students create a modern myth based on classical hero archetypes.

Latin B Latin B is designed to build on the language skills and cultural knowledge acquired through the first year of Latin.

Students continue their study of grammar and syntax through readings revolving around the Roman poet Horace; they advance their understanding of Latin grammar and vocabulary as they widen their knowledge of English through study of derivatives. Students learn through a range of activities including in-class translation, English to Latin translation, verbal use of Latin, group projects, performance, and friendly competitions. In addition, students continue their studies of ancient Greek, Roman, and Hellenistic culture, history, and art. Students begin the year by studying the greats of classical literature in translation, reading a version of Homer’s epic the Odyssey through the fantastic graphic novel adaptation by Gareth Hinds. They then study the Roman epic, the Aeneid, following the legendary sire of the Romans, Aeneas, as he passes from the raging battles at Troy to meet his destiny in Italy.

Students move from fantasy to history and legend by studying some of the early Roman heroes, like Romulus and Cincinnatus, as represented in adapted selections from Titus Livius’s history of Rome, ab Urbe Condita. Finally, they examine Rome’s brutal wars with Carthage. Students deepen their understanding of this ancient material by engaging in a variety of group and personal projects involving written work, presentation, and art.

Latin C In the third year of Middle School Latin, students prepare for a more rigorous study of Latin at the Upper School through even deeper explorations of Latin grammar, syntax and the life of the Roman poet Horace. They continue to learn Latin through translation, writing, speaking, friendly competition, and Latin-based composition projects.

Students advance their understanding of English through study of derivatives. In the first semester, Latin C studies the history of Rome from Romulus, its legendary founder, to the establishment of the Republic. They focus in on the end of the Republic by taking on a character from the time of Julius Caesar and reenacting senate sessions that followed his death. Students examine republican institutions, upon which we model our own U.S. government, and the beginning of the Roman Empire. Latin C also studies some of Rome’s material remains, examining Pompeii in particular, as they research and design their own Roman domī (homes) and become acquainted with the materials that were important for day-to-day life in ancient Rome. Roman history and culture are explored through readings of

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Ancient Rome on Five Denarii a Day among other colorful print and online materials. As a final project, students become experts on major urban structures of the ancient city of Rome, eventually creating models of important buildings. In doing so, they have a chance to draw from their architectural studies of the Upper Prep elective, Art and Architecture.

Art and Architecture This survey of ancient art includes Mesopotamia, Egypt, Greece, and Rome, complementing Upper Prep students’ studies in Geography and Studio Arts. Students first study the ancient Egyptian pantheon, learning about gods, goddesses, and Egyptian culture through designing their own tombs and engaging in the mummification process.

They think about how culture contributes to written communication and art, as they contrast their own way of representing ideas in writing with ancient Egyptian ones. Students go on to learn about the deities and heroes of Greece and Rome as well, creating Greek comic strips based on mythology, and designing and glazing their own black-figure style Greek plates. Moving from Greece to ancient Italy, students study the lifestyle of ancient Etruscans by examining artifacts from their lives, discovered by archeologists. Finally, they move on to ancient Rome, searching the campus for Roman architectural elements and completing a scavenger hunt through Blue Back square. This study of mythology and ancient art informs the students’ visual analysis of the art and architecture in the world around us. From the Acropolis to the Washington Monument, from Aphrodite to Zeus, students explore the traditions of the western past and its influences on the present. This course is required of all Upper Prep students.

>>Upper School

Latin 1 The influence of Latin on Western culture and thought, even in today’s fast-paced world, is significant. Students in their first year of study will begin to investigate Latin’s importance and elegance, as they acquire basic grammar and vocabulary in their journey toward reading the original works of great writers such as Vergil, Julius Caesar, and Ovid, among others. In addition, students are exposed to some of the basics of Roman culture, with particular stress on Roman daily life, education, mythology, early history, and public spaces. Throughout the year, the course reinforces the grammatical rules that students encounter in English 3, with particular stress on parts of speech, sentence structure, and the etymological roots of English words. By year’s end, students will have a better understanding of their cultural roots and how Latin and Roman culture remain to this day vibrant, important, and very much alive.

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Latin 2 Starting with a cumulative review of the work done in Latin 1, this course continues to bolster students' knowledge of grammar and vocabulary as they gradually transition from basic grammar to more complex syntax. Students are gradually introduced to reading and translating connected passages in prose and work toward the goal of reading a sustained prose narrative near year's end. More sophisticated cultural topics are investigated, including Greece’s impact on Roman culture and what the private house says about the Roman psyche. Rome’s transition from a republic to an empire is also a major topic as students prepare to read original works from this time period in the next level of Latin. Prerequisite: Latin 1.

Latin 3: Intermediate Latin Literature Like Latin 2, this course begins with a summative review of the grammar topics covered in previous courses. In the first semester, students finish their study of Latin grammar and begin to read unedited Latin written during the golden age of Latin literature. The first author is Rome’s greatest historian, Livy. Through Livy, students learn what it is to spin a tale with style as they become acquainted with many of the literary devices that are still employed in modern literature. After Livy, Latin poetry comes to the forefront with students spending the Spring term enjoying several stories in Ovid’s Metamorphoses as well as a few selected poems from other Augustan-era greats (eg., Catullus and Horace). Material covered in the final semester provides an introduction to and preparation for the expectations of the Advanced Placement syllabus. This course prepares students for AP Latin by department recommendation.

Prerequisite: Latin 2 or its equivalent.

AP Latin: Caesar and Vergil The first half of the year is spent reading Julius Caesar's The Gallic Wars. Students investigate Caesar’s nine-year campaign in Gaul, now modern day France, Germany, and Belgium, through his efficient and lucid commentary detailing the causes and outcomes of his wars, individual tales of heroism, and, of course, his own leadership and conquests.

The second half of the year is spent reading and translating selections from Vergil’s Aeneid. In the early books, students read many of the epic’s most compelling scenes in their original Latin: Aeneas’s wanderings, his description of the fall of Troy, and his ill-fated love with the Carthaginian queen Dido (Books 1, 2, 4). Aeneas then visits his father in the underworld to understand the full measure of the imperial destiny that fate has dealt him (Book 6).

Finally, we read in translation of the brutal and savage wars Aeneas must fight to establish his city (Books 7-12).

The course discusses the genre of epic poetry, encounters the Homeric precursors to the Aeneid, and considers Vergil’s impact on the literary tradition. In addition, each book in Latin is accompanied by a discussion of one essential question raised therein. Such questions include the discord between personal choice and civic obligation, filial piety versus individual inclination, and the brutally martial reality involved in establishing and maintaining the Empire. This course prepares students for the Advanced Placement Examination in Latin, which they take in May. Prerequisite: Latin 3 and department approval.

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Ancient Greek 1 “Naturally I am biased in favour of boys [and girls] learning English; and then I would let the clever learn Latin as an honour and Greek as a treat.” – Winston Churchill This course introduces students to the fundamentals of Attic Greek through the use of the text Learn to Read Greek.

While acquisition of at least a semester’s worth of college-level Greek language is the primary objective, students also explore how Greek culture has influenced Western thought and traditions from its origins in antiquity all the way to the present day. Comparisons of ancient works of art to such modern ones as painting, writing, and film challenge students as they use their deepening knowledge of classical language and culture to better understand the threads that link the distant past and the modern world. Prerequisite: Latin 3 or Advanced Placement Latin and department approval.

Elective: Mythology (Spring) This course seeks to explore the rich and eternal world of classical mythology. Students will learn about the GrecoRoman pantheon of gods and the age of heroes and will explore these stories using various media such as literature, visual art, music, and film. Additionally, students will be asked to look at myth with a critical eye, investigating and discovering the common metaphors and symbols that occur and how they speak to humanity’s need and production of mythologies. Finally, the class will also trace the history of Greco-Roman mythology from its origins to present day with the aim of learning how different eras have used and interpreted these tales. This course will include projects and readings that sometimes will be completed outside of class. Open to students in Forms 3-6.

Creative Arts The arts represent something far more important than something to do with your hands, or in your spare time, or to wile away the hours while you chat with your friends. They are not only as serious and elevating as anything else we offer in the curriculum, they are an accessible training ground for the kinds of human interaction that will be necessary to flourish in the decades ahead.

Our disciplines put a premium on the skills that are needed to answer the challenges of contemporary times, namely: • • • • •

creative problem-solving; task analysis and constructive critique in mediums that are intuitive, improvisational, inferential and contextbased; focus on process as its own end, not just as a means to an end product; holistic articulation: a facile command of many media – not just the linguistic; and flexibility: the ability to move between realms with confidence.

We know that creativity is not just nice; it is necessary. The arts are not just for “the talented” – they are for those who will otherwise leave this place without a healthy skepticism about how “media” delivers a “message,” or how feelings and intuitions can be made manifest. The arts we teach educate the soul as well as the mind.

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>>Middle School

UPPER PREP All courses are required for all Upper Prep students. In addition, all Upper Prep students take Upper Prep Technology during the fall quarter.

Introduction to Drama (Quarter) In this course, students are exposed to the fundamentals of drama with an emphasis on fun, creativity, teamwork and self-confidence. The initial focus is on the fundamental acting skills of pantomime and improvisation, as students engage in a variety of acting games and exercises. Then, they work on character development, blocking, and overall stage presence, as well as costuming and set construction, while preparing for their final project, a one-act play. All students contribute to all aspects of the production. The course culminates in a demonstration of what the students have learned in front of an audience of their peers. The skills of cooperation and group problem solving are as important as learning how to perform!

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Introduction to Studio Art (Quarter) This course provides an initial experience in the basic visual processes of drawing, two- and three-dimensional design, and critique. The goal of this course is to allow students to explore a variety of artistic materials and techniques while providing them with a basic foundation of the elements of art. Emphasis is placed on individual expression and visual problem solving.

Introduction to Classical Art, Architecture and Archaeology (Quarter) This survey of ancient art includes Mesopotamia and Egypt and centers on Greece and Rome, complementing Upper Prep students’ studies in geography and studio arts. Students first study the classical pantheon, learning about the Greek gods and their peers, their offspring (the heroes) and mere mortals. This study of mythology informs the students’ visual analysis of the art and architecture left to the modern viewer. Timeless tales come to life as students take virtual tours of the Roman Forum, fashion their own archaic Greek pottery and literally “dig-in” to the basic tenets of archaeology. From the Acropolis to the ziggurat, from Aphrodite to Zeus, students explore the traditions of the western past and its influences on the present.

Upper Prep: Upper Prep Tech (Quarter) This introductory course is designed to expose our youngest students to the technological components they will need to survive as a KO student. They will learn to navigate the KO portal and email system and learn the proper etiquette for being a responsible digital citizen in an academic setting and the greater world. Students will also have opportunities to demonstrate their creativity while exploring many of the tools they will use in their academic classes.

Upper Prep Tech coordinates with the Upper Prep Academic Team in order to teach students the tools they will utilize in their classes. Different ways to present material such as PowerPoint, Prezi, Google Slides and Padlet are presented along with the benefits of using each. Students learn how to conduct an internet search, find data and learn how to analyze it using a spreadsheet. Finally, students learn how to use the Google environment which includes Classroom, Drive, Docs, Gmail, Sites and Slides. All Upper Prep students take this course in the first quarter of the year in order to ensure that all students have the necessary technological skills to excel in their sixth grade year.

UPPER PREP MUSIC BLOCK ELECTIVES All Upper Prep students are required to participate in one of these performing arts groups.

Upper Prep Choraliers (Year, meets twice per week) This course emphasizes the development of individual and ensemble vocal technique. Students are introduced to the eartraining pedagogy of Zoltán Kodály, sight-reading, independent musicianship and study repertoire from various genres and world cultures. The Choraliers present three or four programs throughout the year. The group meets during school.

Concert Band (Year, meets twice per week) This course is open to all woodwind, brass and percussion players. Ensemble skills are developed through varied repertoire. The Concert Band performs during assemblies, concerts, and special trips and events. Students in concert band

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must know how to play a band instrument. Individual lessons are available on campus during the school day with a visiting professional (privately arranged). Open to students in Upper Prep-Form 2.

String Orchestra (Year, meets twice per week) The String Orchestra is open to all experienced string players (violin, viola, cello and double bass). Ensemble skills are developed through varied repertoire. The String Orchestra performs in KO’s Candlelight Concerts, a spring concert, special events and school assemblies. Selected players also perform with Upper School students. Individual lessons are available on campus during the school day with a visiting professional (privately arranged). Open to students in Upper PrepForm 2.

FORM 1 All courses are required for all Form 1 students. In addition, all Form 1 students take Life Skills 1 (a health course) and Coding during this block.

Art in Every Dimension (Quarter) This course is designed to build upon the foundation formed in Introduction to Studio Art by exploring more complex materials, techniques and concepts while providing avenues for students to fully explore and develop their own ideas and artistic voice. It provides a continued introduction to the approaches and media of both two- and three-dimensional design. Students will build both technical and creative-thinking skills through a variety of studio assignments.

Public Speaking (Quarter) This course is designed to help students overcome their fear of speaking in public and to provide them with the fundamental skills and confidence needed to be good speakers in any setting. Students create a basic speech outline, then participate in a variety of games and exercises designed to improve eye contact, tone, volume, pace, articulation and body language while speaking. Working in pairs, small groups and individually, students speak daily on a wide range of topics, either spontaneously or after more long-term preparation. Through sharing a pet peeve or an embarrassing moment, defending an opinion, delivering a campaign speech or selling a product to the class, students learn to persuade, inform and entertain at the podium in a clear and poised fashion. Required for students in Form 1.

Coding (Quarter) This course introduces students to the basics of computer programming with an emphasis on visual storytelling. Students begin by exploring the history of computer science in an effort to better understand our contemporary digital world. Students will then be introduced to rational, analytic, and computational thinking in preparation for learning how to write code to support their creative ideas. Students will explore a variety of programming languages and environments (Blockly, Scratch, JavaScript, and HTML) to create animations and other digital content. The goal of this course is to explore a variety of languages and environments to better appreciate the ubiquity of code in disciplines as diverse as computer science, art, and engineering. No previous knowledge of computer programming is necessary. Required for students in Form 1.

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Life Skills 1 (Quarter) In Form 1, students are enrolled in Life Skills 1. This class is designed to introduce students to issues that are relevant to their developmental phase as young adolescents. Students learn about nutrition, self-esteem, managing stress, managing peer pressure, drugs and alcohol, and puberty. Students explore these topics through class discussions, research and independent projects. Required for students in Form 1.

FORM 1 MUSIC BLOCK ELECTIVES All Form 1 students are required to participate in one of these performing arts groups. Form 1 students may also elect to participate in both Band/Orchestra and Cantabile.

Cantabile (Year, meets twice per week) Cantabile is the largest of the four middle school choirs. Individual musicianship is an important goal, as members perform repertoire from various periods and countries and commissioned works from acclaimed composers.

Students learn advanced sight-reading, ear training, harmony and various vocal technique. This choir works closely in master classes and workshops with visiting composers, conductors, clinicians and guest artists, and performs and participates in concerts with professional music organizations, universities and school choral programs. Open to students in Forms 1-2.

Concert Band (Year, meets twice per week) This course is open to all woodwind, brass and percussion players. Ensemble skills are developed through varied repertoire. The Concert Band performs during assemblies, concerts, and special trips and events. Students in concert band must know how to play a band instrument. Individual lessons are available on campus during the school day with a visiting professional (privately arranged). Open to students in Upper Prep-Form 2.

Jazz Band (Year, meets twice per week) This course is open by audition to woodwind, brass and percussion players as well as pianists, bassists and guitarists.

Emphasis is placed on developing skills in the jazz, rock and Latin musical traditions. In addition to ensemble skills, students explore various approaches to improvisation. Open to students in Form 1-2. With the exception of pianists, guitarists and bassists, all Jazz Band members must participate in the Concert Band.

String Orchestra (Year, meets twice per week) The String Orchestra is open to all experienced string players (violin, viola, cello and double bass). Ensemble skills are developed through varied repertoire. The String Orchestra performs in KO’s Candlelight Concerts, a spring concert, special events and school assemblies. Selected players also perform with Upper School students. Individual lessons are available on campus during the school day with a visiting professional (privately arranged). Open to students in Upper Prep- Form 2.

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Electronic Music (Year, meets twice per week) In this course, students explore music through a wide array of topics, including using GarageBand and other software for beginning composition, creating music for video, text and spoken word, and studying and creating the music of world cultures. Open to students in Forms 1-2.

Octopipers and F2B (Year) These select ensembles perform commissioned works and published music in the jazz, pop, contemporary, Broadway and a cappella genres. Selected by audition, students participate in festivals, workshops, master classes, competitions and various concert venues on and off campus and tour with Cantabile. Students utilize advanced sight-reading, ear training, harmony, vocal techniques and choreography throughout the year. Membership in Cantabile is required.

Both ensembles rehearse after school. Octopipers is open by audition to girls in Forms 1- 2, and F2B is open by audition to boys in Forms 1-2.

FORM 2 Form 2 students choose from the Theater and Visual Arts electives, as well as Robotics. In addition, all Form 2 students are required to take Life Skills 2 (a health course) during this block.

Life Skills 2 (Quarter) In Form 2, students are enrolled in Life Skills 2, a course designed to introduce them to topics relevant to healthy social and emotional development. The curriculum covers leadership, language and communication, friendship, technology safety, media literacy, drugs and alcohol, and sexual health, among others. Students explore these topics through class discussions, research, and independent and group projects.

THEATER ELECTIVES Advanced Public Speaking (Quarter) This course is a sequel to Form 1 Public Speaking. After reviewing the speech outline and the basic elements of delivery, students sharpen their skills as they explore all six areas of speech competition, working alone, with a partner and in small groups. Speech activities include a character monologue, a group choral reading and a parliamentary-style debate, in addition to several individual speeches. This is a creative and challenging course that helps any speaker rise to the next level of competence and confidence.

Acting for Theatre (Semester) A wonderful choice for Form 2 students interested in exploring the art and craft of theatre, this class offers the opportunity to become immersed in the study of acting, theatre, and performance. This course will develop students’ acting skills through improvisation and imagination and enable students to work cooperatively as they learn to develop characters and dialogue. This will be supplemented with lessons in theatre history, text analysis, and scene study. Through games, guided activities, and explorations, students will develop skills of performance, storytelling, and characterization.

Working with their peers, students will have opportunities to perform improvisational skits, monologues, and short plays, culminating in a final performance.

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VISUAL ARTS ELECTIVES Intro to Studio Art (Quarter) This course provides an initial experience in the basic visual processes of drawing, two- and three-dimensional design, and critique. The goal of this course is to allow students to explore a variety of artistic materials and techniques while providing them with a basic foundation of the elements of art. Emphasis is also placed on individual expression and visual problem solving.

Ceramics (Quarter) This course introduces students to clay as an artistic medium. In this course, students will use hand-building techniques and processes to create projects that are both sculptural and functional. Students will experience a variety of projects designed to develop their technical skill, explore their visual expression, and learn about the complex ceramic process.

Drawing (Quarter) In this course, students will advance their drawing and design skills through the study of the fundamental elements and principles of drawing, including observational drawing. Using a wide variety of materials and methods, students will be encouraged to develop their own drawing vocabulary, strengthen their problem-solving skills and foster an artistic voice.

Painting (Quarter) This course focuses on visualizing and interpreting images on a two-dimensional surface. It works on the ways in which a three-dimensional world is captured on a piece of paper or a canvas. This course builds upon students visual and technical foundation and focuses on introducing students to the more advanced painting techniques. Student will work with a variety of media that includes acrylic paint and canvas. It will engage students with both abstract and representational art – exploring the ways that color, drawing, and composition can affect the “meaning” of what we see.

Printmaking (Quarter) This course introduces students to the basic printmaking methods, including intaglio, relief and mono-printing in both a historical and contemporary application. Students will explore each of these techniques, as well as ways in which they may be combined. They learn how to translate their drawings and ideas into prints by exploring mark making while further developing the form and visual content of their composition. Throughout class assignments, focus will also be placed on building and fostering an artistic voice, creative problem solving, and the process of critique.

Sculpture (Quarter) Sculpture students explore ways to construct three-dimensional artwork and consider how an object can represent ideas. A variety of materials and processes are introduced as students design and build their own work. Emphasis is Page 45 of 55

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not only placed on physical construction and structure but also on the problem-solving skills needed to work in the third dimension. Students are challenged to create work that communicates their own ideas and are encouraged to find their own artistic voices.

ROBOTICS Form 2: Robotics -- FLL (FIRST Lego League) Challenge (Semester -- Fall) This course allows students to be immersed in real-world science and technology challenges, and it represents an entrance platform onto the KO FLL team. Students will help design solutions to a current scientific question or problem and build autonomous LEGO robots that perform a series of missions. The FIRST Challenge Program has three components: The Robot Game, The Project, and The Core Values. Students will engage in all three dimensions of the challenge as everyone contributes to the team's accomplishments. This is a full, Fall semester course. Open to students in Form 2.

FORM 2 MUSIC BLOCK ELECTIVES All Form 2 students are required to participate in one of these performing arts groups. Form 2 students may also elect to participate in both Band/Orchestra and Cantabile.

Concert Band (Year, meets twice a week) This course is open to all woodwind, brass and percussion players. Ensemble skills are developed through varied repertoire. The Concert Band performs during assemblies, concerts, and special trips and events. Students in concert band must know how to play a band instrument. Individual lessons are available on campus during the school day with a visiting professional (privately arranged). Open to students in Upper Prep-Form 2.

Jazz Band (Year, meets twice a week) This course is open by audition to woodwind, brass and percussion players as well as pianists, bassists and guitarists.

Emphasis is placed on developing skills in the jazz, rock and Latin musical traditions. In addition to ensemble skills, students explore various approaches to improvisation. Open to students in Form 1-2. With the exception of pianists, guitarists and bassists, all Jazz Band members must participate in the Concert Band.

String Orchestra (Year, meets twice a week) The String Orchestra is open to all experienced string players (violin, viola, cello, and double bass). Ensemble skills are developed through varied repertoire. The String Orchestra performs in KO’s Candlelight Concerts, a spring concert, special events and school assemblies. Selected players also perform with Upper School students. Individual lessons are available on campus during the school day with a visiting professional (privately arranged). Open to students in Upper Prep- Form 2.

Cantabile (Year, meets twice a week) Cantabile is the largest of the four middle school choirs. Individual musicianship is an important goal, as members

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perform repertoire from various periods and countries and commissioned works from acclaimed composers.

Students learn advanced sight-reading, ear training, harmony and various vocal technique. This choir works closely in master classes and workshops with visiting composers, conductors, clinicians and guest artists, and it also tours, performs and participates in concerts with professional music organizations, universities and school choral programs.

Open to students in Forms 1-2.

Octopipers and F2B (Year) These select ensembles perform commissioned works and published music in the jazz, pop, contemporary, Broadway and a cappella genres. Selected by audition, students participate in festivals, workshops, master classes, competitions and various concert venues on and off campus and tour with Cantabile. Students utilize advanced sight-reading, ear training, harmony, vocal techniques and choreography throughout the year. Membership in Cantabile is required.

Both ensembles rehearse after school. Octopipers is open by audition to girls in Forms 1- 2, and F2B is open by audition to boys in Forms 1-2.

Electronic Music In this course, students explore music through a wide array of topics, including using GarageBand and other software for beginning composition, creating music for video, text and spoken word, and studying and creating the music of world cultures. Open to students in Forms 1-2.

Private Instrumental and Voice Instruction Through a cooperative program with area professionals, private lessons are available at the Middle School during the school day.

Semester fees and lesson times are arranged directly with the instructors (names and contact information are available from the Concert Band director). Students do not receive academic credit for private instruction.

>>Upper School MEDIA ARTS ELECTIVES Introductory M.A.: Digital Music 1 (Fall) This course introduces students to a wide range of music-technology applications, including sequencing (recording) with computers, music notation, sound design, and scoring music to video. It also introduces them to the techniques of recording and editing digital sound using computerized software and hardware. Utilizing the flexibility of the 12station music technology lab, students can work independently and in small groups. Students use GarageBand, Logic Express, and Sibelius, among other programs, to create and develop their own music projects. Prior experience with music is not required. Open to students in Forms 3-6.

Intermediate M.A.: Digital Music 2 (Spring) Building on the skills learned in Digital Music 1, this course provides the opportunity to study such advanced musicproduction topics as composing for acoustic and electronic music ensembles, discovering and using new online music tools, and further explorations in sound design and creating music for video and film. Prerequisite: Digital Music 1, Electronic Music (in Form 1 or Form 2), or permission of instructor.

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Intermediate M.A.: Digital Filmmaking 1 (Fall or Spring) In this course, students create digital video projects using Final Cut Pro software. They also learn how to operate digital video cameras. Students learn how to write shot sheets to plan their projects. Proper shooting techniques and shot composition also are stressed. Students are taught how to edit digital video on the computer and how to add a variety of special effects and transitions to enhance their projects. Students learn how to add and balance voice-over and music audio tracks to their work. Other topics include the use of blue and green screens, conversion of analog to digital video, and DVD authoring. Open to students in Forms 4-6.

Intermediate M.A.: New Media 1 (Fall) In this course, students explore concepts of visual communication and begin to apply them to creative expression.

This is an elective for students who have an interest in expression through digital technologies such as video, audio, animation, imaging and other media. Developing practical media literacy is a goal of this course. The projects, discussions, and critiques examine and challenge the roles of popular media and how they converge with creativity.

Open to students in forms 3 - 6.

Intermediate M.A.: Photography 1 (Fall or Spring) This course introduces students to the conceptual and technical aspects of photography and digital imaging. Students learn the basic functions of the camera. They also construct projects around concepts such as documentation, simulation, and image manipulation. They are asked to utilize aspects such as formalism and aesthetics, as well as critical thinking and personal expression. The School provides all equipment; students do not need to have their own cameras. Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6. Preference is given to upperclassmen in the Fall term.

Advanced M.A.: Digital Filmmaking 2 (Fall) Video students work on longer and more complex projects in this course. Students learn how to create storyboards for short plays or original scripts, then direct and video these projects after scouting out proper locations for their shoots. Forming concepts and techniques on how to direct actors is another important component of this course.

Learning how to use video to tell a story, either fictional or documentary, is stressed. Students learn the proper techniques for recording live sound, and how to use music, sound effects, and natural and theatrical lighting to enhance their video projects. In the post-production process, students learn how to create animation and use specialeffect filters. Prerequisite: Digital Filmmaking 1. Open to students in Forms 5-6.

Advanced M.A.: Photography 2 Honors (Fall) These courses allow for individualized exploration from within the broad range of technical and conceptual possibilities with photography and new media. The classes are designed so that students work on broad independent projects, with regular consultations, discussions and critiques with the instructor. With the advice and guidance of the teacher, students independently explore in-depth topics of media arts from an individualized perspective. These classes meet regularly. Individualized schedules and meeting times are discussed based on specific project needs.

Students also are expected to work on projects outside of class as needed. Prerequisite: Photography 1 or New Media 1 and department approval. Open to students in Forms 4-6.

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Advanced M.A.: Advanced Music and Audio Production (Spring) This course concentrates on audio production equipment and techniques including microphones, mixers, and speakers as well as recording and editing software. Projects include developing a portfolio of recorded works in various electronic and acoustic media. Prerequisite: Digital Music 2 or department approval.

Advanced Studio Seminar Honors (Spring) This is a course for advanced or post-Portfolio Prep students who would like to chart a more independent course of study. Team taught by two Creative Arts teachers, the course focuses on how one communicates ideas without specifying medium. Since the central aspect is the development and construction of creative content, students can use any of the studio facilities—from computers to table saws—in pursuit of projects whose direction is independently generated and maintained. The seminar is framed by a weekly think tank—critique sessions where students and advising faculty can discuss and evaluate concepts and projects as they unfold. Receives one-half credit. Prerequisite: completion of at least one advanced media arts or advanced visual arts course and department approval. Open to students in Forms 5-6.

MUSIC ELECTIVES Choral Music: Concert Choir (Year) The foundation of the School’s choral program, Concert Choir, emphasizes the development of music reading, aural skills, healthy vocal technique, and confidence in performance. Students study and perform choral music in various languages from diverse historical backgrounds, working with guest conductors, and professional musicians to master the basic elements of the specific style appropriate to the work. This ensemble participates in the all-school Choral Expo concert in January, the Upper School Choral Fest concert in the Spring, and also performs off campus. Only members of Concert Choir are eligible to audition for the select and a cappella groups. Receives one-half credit. Open to students in Forms 3-6.

Choral Music: Outlook (Year) This select coed ensemble performs in several genres including jazz, madrigal, classical, pop, and multi-cultural.

Selected by annual audition, students participate in festivals, competitions and various concert venues both on and off campus. Membership in the Concert Choir is required. Outlook members meet as a group rather than with the entire Concert Choir, but they learn the Concert Choir repertoire in addition to their own music. The singers may also perform in separate a cappella ensembles (Crimson 7 for boys and Oxfordians for girls). Receives one credit. Open to students in Forms 4-6 by audition.

Choral Music: Voce Novissima (Year) This select girls’ ensemble performs classical and popular music from all genres. Emphasis is on music-reading skills and development of choral musicianship in a smaller ensemble. Students participate in festivals, competitions, and various concert venues both on and off campus. Membership in the Concert Choir is required. Voce Novissima members meet as a group in addition to meeting with the entire Concert Choir, and they learn the Concert Choir repertoire in addition to their own music. Receives one-half credit. Open to students in Forms 3-6 by audition from Concert Choir.

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Instrumental Music: String Orchestra (Year) This ensemble is open to all experienced string players (violin, viola, cello, and double bass). In addition to preparation for major concerts, students concentrate on the development of ensemble skills and individual playing techniques. Students perform repertoire in both string orchestra and chamber music settings. Receives one-half credit.

Open to students in Forms 3-6.

Instrumental Music: Concert Band (Year, meets three times a week) This performing group is open to all woodwind, brass, and percussion players. Attention is focused on standard repertoire as well as new music and transcriptions for band. The Concert Band rehearses three times a week and performs at evening concerts and on-campus events. Receives one credit. Open to students in Forms 3-6.

Jazz Combo (Year, meets three times a week) The Jazz Combo, open to advanced jazz students, performs various styles of music within the jazz repertoire and learns advanced concepts in jazz improvisation. In addition to several on-campus performances a year, the combo also performs at the Berklee Jazz Festival or the UMass High School Jazz Festival (calendar permitting). Receives one credit. Entrance by recommendation or audition only.

Wind Ensemble (Year, meets three times a week) The Wind Ensemble is open to advanced wind, brass, and percussion students. Attention is focused on advanced wind ensemble literature as well as transcriptions of well-known orchestral composers. The ensemble performs several times a year on campus and in the community. Receives one credit. Entrance by recommendation or audition only.

Private Instrumental and Voice Instruction Families who seek to arrange private vocal or instrumental lessons may contact Creative Arts Department Chair Todd Millen for the names and contact information of local music professionals who offer these services. Times may be arranged directly with these tutors during or after school.

THEATER ELECTIVES Acting 1: Introductory Skills (Fall) This acting course is designed to introduce students to the basic skills needed of a stage actor. Beginning with an understanding of how to control and utilize the voice and body, this course will use classical and modern techniques to strengthen the actor’s instrument. Using sense memory, characterization, and personalization, the students will begin to develop vocabulary and strategies to achieve effective actions on stage. Receives one-half credit. Open to students in Forms 3-6.

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communication with their scene partners is the key to achieving their goals. Action, objective, obstacle, physical gesture, and personalization will be emphasized and developed to help actors live truthfully in the moment of the play. Receives one- half credit. Open to students in Forms 3-6 who have completed Acting 1: Introductory Skills or department approval.

Public Speaking (Fall or Spring) This course offers practice in public speaking emphasizing both style and content. Assignments focus on the elements that make for effective presentation of ideas as well as the skills of effective communication in both prepared and impromptu settings. Several activities, such as debate, speed talking, and storytelling lead to greater student independence via daily presentation of material. Formal speeches, including research presentations, political campaigns, personal stories, and instructional lectures will be written, practiced, and presented in class. Open to students in Forms 3-6.

Winter Musical Theater Production (Winter Athletic Season) Students may participate in the Winter Musical Theater Production in lieu of a Winter sport. Auditions are held in early December, and rehearsals begin the following week. Students are expected to attend five days of rehearsal per week during the after-school sports period. The time will be devoted to learning music, characterization, blocking, and choreography.

Students will always be involved in one of the rehearsal settings, or will work on improvisation and ensemble skills to help develop their inner lives for their various characters in the production. There will also be non-performing opportunities for stage managers, production assistants, rehearsal accompanists, backstage crew, and hair/makeup/costume crew. The musical will be performed the weekend before Spring break. Open to students in Forms 3- 6; the cast of the musical is selected by audition only.

Stagecraft (Fall or Spring) This introductory course covers the backstage operation of the theater, including how to hang focus- and cablelighting instruments and how to set up and operate sound equipment, including microphones, amplifiers, and mixers. Students also learn how to operate the woodworking equipment in the scene shop and participate in building sets for productions in Roberts Theater. They often work with artists from the Goodman Banks Series or other professional dance and theatrical companies that rent the theater. Open to students in Forms 3-6.

Design for Theater (Spring) This course is an introduction to set and lighting design. Students study computer-aided drafting and create designs for classical and one-act plays in addition to studying differing styles of design and composition for individual projects. Lighting design techniques are taught through chosen plays. Open to students in Forms 4-6. Prerequisite: Stagecraft and department approval.

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VISUAL ARTS ELECTIVES Introduction to Studio (Fall or Spring) Meant for serious students who have an interest in figurative and abstract painting, this course explores the ways in which color and media affect the meaning of “representation.” While focusing on painting as a task of design as well as observation, this course introduces students to the range of tools and methods that have evolved in modern painting and familiarizes them with a variety of techniques, beginning with brushes and painting knives but extending to more exploratory processes such as staining, impasto, and collage. Assignments deal with flat and textured painted surfaces. Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

Intermediate Studio: Drawing (Fall or Spring) Meant for serious students who have an interest in figurative and abstract painting, this course explores the ways in which color and media affect the meaning of “representation.” While focusing on painting as a task of design as well as observation, this course introduces students to the range of tools and methods that have evolved in modern painting and familiarizes them with a variety of techniques, beginning with brushes and painting knives but extending to more exploratory processes such as staining, impasto, and collage. Assignments deal with flat and textured painted surfaces. Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

Intermediate Studio: Sculpture 1 (Fall or Spring) In this course, students embark on an exploration of the many facets of contemporary sculpture. It’s for students who love to build things yet aren’t afraid to think considerably along the way. Sculpture 1 begins with a sampling of the methods used to construct sculptural objects, with the ultimate goal of discovering ways to make those objects resonate with meaning or metaphor. Materials include wood construction, plaster carving, and the endless possibilities of working with found objects. As we address conceptual methods for generating 3D art, the focus turns to what happens when an idea is the single driving force behind the creation of a piece of art. Students should bring their thinking! Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

Intermediate Studio: Printmaking 1 (Fall) This course introduces students to the printed mark, exploring both traditional methods and more contemporary approaches to the graphic arts. Students will explore the creative possibilities as they experiment with a variety of processes including, relief, intaglio, collagraph, and monoprinting. Students will be challenged to create layered, dynamic compositions focused on a theme of their choosing that may incorporate drawing, collage, digital arts, and painting. Emphasis is placed on developing critical thinking skills, as students venture into complex visual ideas and compositions with a goal of fostering an individual artistic voice. Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

Advanced Studio: Printmaking 2 (Fall) This course continues students’ exploration of Printmaking 1, introducing them to more complex printing methods Page 52 of 55

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and building upon their basic printmaking foundation, both visual and conceptual. Students explore different printmaking materials and techniques, including intaglio, relief, monoprint, and artist books. The pace of work is faster, and there are higher expectations with regard to the integration of the form and meaning of each project as well as their use of the basic art elements to produce more dynamic compositions. This course is for self-motivated students who are willing to pursue ambitious and more independent projects. Open to students in Forms 3-6 who have completed Printmaking 1 or department approval.

Intermediate Studio: Painting (Spring) Meant for serious students who have an interest in figurative and abstract painting, this course explores the ways in which color and media affect the meaning of “representation.” While focusing on painting as a task of design as well as observation, this course introduces students to the range of tools and methods that have evolved in modern painting and familiarizes them with a variety of techniques, beginning with brushes and painting knives but extending to more exploratory processes such as staining, impasto, and collage. Assignments deal with flat and textured painted surfaces. Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

Advanced Studio: Sculpture 2 (Spring) Cardboard, duct tape, papier-mâché, wood, wire, screws, and paint may all be used to construct sculpture, and in this course, the options are wide open. Students bring their building skills and imagination to the fabrication of forms in space. This course seeks to bring students into the realm of contemporary, constructed sculpture as well as engage them in the use of sculptural materials, installation dynamics, and telling symbolism to create sculptures with a personally significant narrative. Prerequisite: Sculpture 1. Open to students in Forms 4-6 or by department approval.

Advanced Studio Seminar Honors (Spring) This is a course for advanced or post-Portfolio Prep students who would like to chart a more independent course of study. Team taught by two Creative Arts teachers, it focuses on how to communicate ideas without specifying medium. Since the central aspect is the development and construction of creative content, students may use any of the studio facilities – from computers to table saws – for projects whose direction is independently generated and maintained. The seminar is framed by a weekly think tank – a critique session where students and advising faculty can discuss and evaluate concepts and projects as they unfold. Receives one-half credit. Prerequisite: completion of at least one advanced media arts or advanced visual arts course and department approval. Open to students in Forms 5-6.

Portfolio Preparation Honors (Year) This course is for dedicated art students. The goal of Portfolio Prep is to produce a balanced portfolio of high-caliber work for college-application submission. In addition to studio work, this honors course also requires a year-long independent drawing series. Throughout the course, students engage in both traditional and experimental means of rendering images, with a growing emphasis on cultivating a personal creative process. By year-end, students will have explored many approaches to straightforward representational drawing, as well as the mysteries, implications, and possibilities of abstraction. Open to students in Forms 5-6 who have completed any Intermediate Studio elective and have department approval.

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Technology >>Middle School Upper Prep: Upper Prep Tech (Quarter) This introductory course is designed to expose our youngest students to the technological components they will need to survive as a KO student. They will learn to navigate the KO portal and email system and learn the proper etiquette for being a responsible digital citizen in an academic setting and the greater world. Students will also have opportunities to demonstrate their creativity while exploring many of the tools they will use in their academic classes.

Upper Prep Tech coordinates with the Upper Prep Academic Team in order to teach students the tools they will utilize in their classes. Different ways to present material such as PowerPoint, Prezi, Google Slides and Padlet are presented along with the benefits of using each. Students learn how to conduct an internet search, find data and learn how to analyze it using a spreadsheet. Finally, students learn how to use the Google environment which includes Classroom, Drive, Docs, Gmail, Sites and Slides. All Upper Prep students take this course in the first quarter of the year in order to ensure that all students have the necessary technological skills to excel in their sixth grade year.

Form 1: Coding (Quarter) This course introduces students to the basics of computer programming with an emphasis on visual storytelling. Students begin by exploring the history of computer science in an effort to better understand our contemporary digital world. Students will then be introduced to rational, analytic, and computational thinking in preparation for learning how to write code to support their creative ideas. Students will explore a variety of programming languages and environments (Blockly, Scratch, JavaScript, and HTML ) to create animations and other digital content. The goal of this course is to explore a variety of languages and environments to better appreciate the ubiquity of code in disciplines as diverse as computer science, art, and engineering. No previous knowledge of computer programming is necessary. Required for students in Form 1.

Form 2: Robotics -- FLL (FIRST Lego League) Challenge (Semester -- Fall) This course allows students to be immersed in real-world science and technology challenges, and it represents an entrance platform onto the KO FLL team. Students will help design solutions to a current scientific question or problem and build autonomous LEGO robots that perform a series of missions. The FIRST Challenge Program has three components: The Robot Game, The Project, and The Core Values. Students will engage in all three dimensions of the challenge as everyone contributes to the team's accomplishments. This is a full, Fall semester course. Open to students in Form 2.

Affective Curriculum >>Middle School The Middle School Health curriculum begins in Upper Prep, where students learn about the human body in their Life Science class. Nutrition, the effects of nicotine and caffeine, and adolescent growth and development are a few of the topics covered.

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In Form 1, students are enrolled in Life Skills 1. This class is designed to introduce students to issues that are relevant to their developmental phase as young adolescents. Students learn about nutrition, self-esteem, managing stress, managing peer pressure, drugs and alcohol, and puberty. Students explore these topics through class discussions, research and independent projects.

In Form 2, students are enrolled in Life Skills 2, a course designed to introduce them to topics relevant to healthy social and emotional development. The curriculum covers leadership, language and communication, friendship, technology safety, media literacy, drugs and alcohol, and sexual health, among others. Students explore these topics through class discussions, research, and independent and group projects.

Freshman Seminar -- VQV Class Vincit qui se vincit.

"One conquers by conquering oneself."

During their first semester, Form 3 students take a weekly seminar, Vincit qui se vincit (VQV). Named for the School's motto, VQV classes are designed to help students "conquer themselves" as they transition into high school.

Classes are taught by senior administrators and members of the Student Life Team and include the following topics: Study Skills and Strategies; Understanding Learning Styles; Digital Citizenship; Exploring a Current Event from Different Perspectives; Building Resiliency and Dealing with Stress; Identity and Cultural Competency; and Mindfulness.

Global Online Academy >>Upper School KO students began taking rigorous, innovative online classes in September 2013 through a partnership with the Global Online Academy (GOA), a consortium of leading independent schools from around the world.

GOA courses allow students the flexibility to learn at their own pace, at any time of day and from anywhere. They also provide students the opportunity to study something they are passionate about, test their organization and time management skills, come in contact with alternative viewpoints and perspectives and build relationships with teachers and students in 12 different countries and 30 different U.S. states!

In addition, GOA students acquire a host of valuable information and communication technology (ICT) skills, such as setting up video conferences across time zones, working collaboratively on assignments synchronously and asynchronously, using Google Apps for Education, and accessing and navigating a learning management system.

To request a course, students should discuss it with their advisor, fill out this form and meet with Mrs. Weeks during Personal Learning Block (PLB) or by appointment. The deadline for course requests is Monday, March 28th 2016.

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Global Online Academy