High School Course Catalog 2025-2026

The Dalton School High School Course Catalog 2025-2026

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The Dalton School

HIGH SCHOOL COURSE CATALOG 2025 - 2026 Academic Year GENERAL INFORMATION Mission Statement and Educational Philosophy Graduation Requirements​ Sample Programs: Grades 9 – 12 ​ Independent Study​ Additional Information​ COURSES, GUIDELINES, REQUIREMENTS Arts ​ ​ ​ ​

Dance​ Music​ Theater​ Visual Arts​

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Humanities English​ ​ History and Social Science​ ​ World and Classical Languages​ ​

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STEM Computer Science​ ​ Engineering​ ​ Mathematics​ ​ Science​ ​

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Global Online Academy​ Health​ Interdisciplinary​ ​ Peer Programming​ Physical Education and Athletics​ Learning Support Services​

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The Dalton High School Course Catalog is available online at www.dalton.org

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Dear High School Student, The Dalton Plan comes alive within our course catalog. I encourage your close review and urge you to reflect upon the educational opportunities outlined within.

In addition to logistics relevant to Dalton’s graduation requirements and best practices in academic program planning, please refer to your parents, house advisors and department chairs for guidance as you chart a course through the high school.

Labs, central to the student experience at Dalton, provide the space to enrich your understanding of required material while awakening your desire to expand your learning beyond each course syllabus. Use them wisely, purposefully, and strive to grow beyond our expectations.

Please be in touch with me with questions or suggestions to enhance your Dalton academic experience.

We must innovate and build community, together.

Warmly, Loryn Croot High School Director

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Mission Statement The Dalton School is committed to providing an education of excellence that meets each student’s interests, abilities and needs within a common curricular framework and reflects and promotes an understanding of, and appreciation for, diversity in our community as an integral part of school life. Dalton challenges each student to develop intellectual independence, creativity and curiosity and a sense of responsibility toward others both within the School and in the community at large. Guided by the Dalton Plan, the School prepares students to “go forth unafraid.”

Educational Philosophy The Dalton High School is an academically rigorous, progressive educational environment. It offers a vibrant, dynamic, and caring atmosphere in which to learn. Committed to the creation of a community whose members embrace independence and interdependence, Dalton endeavors to cultivate students who value the acquisition of knowledge, the beauty of the disciplines, and the responsibility to employ the liberal arts education in service not only to the self but also to the greater society.

Within the framework of the Dalton Plan (House, Assignment, and Lab) the program is designed to offer our students mastery of a wide body of knowledge, the acquisition of which issues from an emphasis on inquiry, experimentation, research and analysis. Additionally, students learn to take responsibility for their education, to make well-informed choices, to employ their free time constructively, and to develop an appreciation for the myriad experiences that inform the diverse perspectives that each member of the community brings.

Giving emphasis to mutual respect and cooperation between students and adults, the Dalton High School strives to provide a purposeful, productive, and joyful environment for learning.

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GRADUATION REQUIREMENTS To graduate from Dalton, a student must receive a minimum of 21 credits and fulfill the requirements in Health, Physical Education, and Community Service listed below.

Credit Requirements: Discipline

Credits

English

4 credits

History

3 credits

Languages

3 credits

Mathematics

3 credits

Science

3 credits

Other academic electives

3 credits

Arts

2 credits

Total

21 credits

English, History, Languages, Math and Science are considered core courses.

Of these, 9th, 10th, and 11th grade students usually take one of each per year.

We recommend that 12th grade students also take all five.

Other academic electives include any courses taken beyond those requirements, and can be from a core or non-core department.

Arts credit can be earned from any course in Dance, Music, Theater or Visual Arts. We recommend taking an Art course in 9th Grade.

We are concerned with the depth of your study as well as with its breadth. As a result, we recommend no more than five core courses, two Arts courses, or two courses indicated with an ‘A’ be taken concurrently.

Additional Requirements: Health

Students must complete 2 semesters of Health, one in 10th and one in 12th grade.

Physical Education

Physical Education credit can be earned from the PE Department, Dance Department, or a specifically designated course. Credit must be earned all four years

Community Engagement

For the Classes of 2026 and 2027 the community service requirement is a minimum of 5 hours per year and a maximum of 15 hours in a year. 40 hours by graduation.

For the Class of 2028 and 2029 students must complete 10 visits, within the Dalton community and in partnership with off-campus nonprofit organizations, throughout the year to complete their community engagement requirement.

In extraordinary circumstances, a graduation requirement may be waived. Approval must be granted by the High School Director.

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SAMPLE PROGRAMS Freshman Year ​

English​

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Literature and Composition

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History​

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World History I

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Languages​ ​

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Begin or continue a language

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Math​ ​

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Algebra 2 (placement by department)

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Science​

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Biology

Arts​ ​

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Choose one full year course in one of the Arts: Theatre, Music, Dance, or Visual Arts

Physical Education or Dance​ Choose from departmental offerings​​

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Community Engagement​

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10 visits per year​ ​

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Sophomore Year

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English​

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Poetry and Drama

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History​

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World History II

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Languages​ ​

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Begin or continue one or more languages

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Math​ ​

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Geometry

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Science​

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Chemistry

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Arts​ ​

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Choose a 2nd year course in one of the Arts before graduation

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Physical Education or Dance​ Choose from departmental offerings

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Health​

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Health 10 in fall or spring

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Elective​

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Any additional course

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Community Engagement​

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10 visits per year​

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Junior Year ​

English​

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American Literature

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History​

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World History III

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Languages​ ​

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Continue language to complete the 3 year sequence in the High School

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Math​ ​

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Choose the course next in sequence that completes the 3 year requirement

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Science​

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Choose any elective

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Arts​ ​

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Choose a second year course in one of the Arts before graduation

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Physical Education or Dance​ Choose from departmental offerings

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Elective​

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Community Engagement ​

Any additional course 5 hours to complete the 40 hour requirement

Senior Year ​

English​

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A fall and a spring English Elective course is required for each semester.

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Electives​

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A minimum of 3 academic electives each semester. Typically students continue with Math, History, Science and Language

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Physical Education or Dance​ Choose from departmental offerings

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Arts​ ​

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Choose a second or third year course in one of the Arts before graduation

Health​

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Students will take Health 12 in the spring

Community Engagement ​

5 hours to complete the 40 hour requirement

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INDEPENDENT STUDY Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. As such, they are meant to supplement, not replace, courses in the Dalton curriculum through ongoing work with a faculty mentor.

Approved studies run for one semester and are worth 1/4 credit and graded as Pass or Fail. There will be a separate application period for courses that run in the second semester, and students must reapply for a continuation of a prior independent study. Studies meet one period per week. Students can enroll in only one independent study at a time. Students should keep in mind that faculty can only participate in one independent study per semester. Up to 5 students may participate in the same independent study, during the same meeting time, at the faculty member’s discretion. Students should also be advised that individual departments may have their own requirements for independent studies.

In order to be considered for an Independent Study, all students must: 1. Speak with the faculty member about a clear, focused idea for the study.

2. Submit an application through this form detailing the proposal during the registration process.

ADDITIONAL INFORMATION Policy Concerning Courses Not Taken at Dalton Dalton courses will be taken to fulfill Dalton graduation requirements in the overwhelming majority of cases.

With prior approval from the High School administration and in consultation with the College Office, transcripts for courses completed at other institutions during either the school year or the summer may be affixed to the Dalton transcript. Additionally, with prior approval, these courses may be used to satisfy Dalton graduation requirements. Examples include: 1) courses taken elsewhere prior to transferring to the High School; 2) Electives in GOA and Interschool courses; 3) courses failed at Dalton and successfully made up elsewhere with prior approval of the appropriate Department Chair and the Director of the High School; and 4) courses taken under special circumstances with prior approval of the appropriate Department Chair and the Director of the High School.

Adding and Dropping Courses

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Within a one to two-week period following a semester's start, students may, with appropriate approvals, alter their schedules. Such changes require the signatures of the House Advisor, the Department Chair(s), and parent(s). Any changes after the Add/Drop period must be discussed with one of the Deans of Students who will consult with the High School Director. If the students do decide to change their courses within the first weeks of a course, they should realize that some of the courses they would like to enter may be closed to further enrollment and that options may be limited.

Incompletes If students have been unable, for medical or other extenuating circumstances, to complete the work of a course by the end of the semester, an "incomplete" be given while work is completed.­ Generally work remaining after the semester must be completed before the Fall semester or within a month of the Spring semester.

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DANCE The primary goal of the High School dance program is to expose students to dance, both as a physical discipline and as a creative and performing art. Our classes are designed to attract not only dancers, but also athletes wanting to move with greater ease and efficiency, actors desiring more physical expressivity and movement skill, and all those interested in exploring the world of dance. We aim to educate and to inspire, to create dancers as well as dance appreciators, and to support students of all skill levels and interests to discover how dance and movement can enhance their lives. Special guest artists, workshops, and performances drawing upon the rich New York dance scene are integral to our program and enrich students’ experience.

REQUIREMENTS AND INFORMATION All dance classes can fulfill a PE or an Art requirement. Students decide which requirement they want their dance class to fulfill. Students may take two dance classes at the same time, one for Art Credit and one for PE credit.

Most dance classes require participation while students are engaged in afterschool sports, except for Body Conditioning and Zen Dance. In these two courses, as in Physical Education classes, students are excused from class while they are engaged in their after school athletics and return as soon as that sport is no longer in season. Student managers of team sports are not exempt from class during their particular season, even if they manage for two seasons.

Students who wish to receive Physical Education credit for an intensive dance program that is outside of school must still be enrolled in P.E. 3906 (PE Outside) and should apply for approval from the respective Department Chair.

Dance courses run Full Year and may not be dropped mid-year except to resolve a scheduling conflict with an academic subject. Students may be exempt from specific requirements only at the discretion of the Dance Department.

The Dance Program is designed to provide a well-rounded background in the technical and creative aspects of dance as an art form. Students who wish to pursue their dance education in greater depth or those who might apply to professional schools or colleges in dance should meet with the Dance Department Chair to discuss recommended courses.

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DANCE DEPARTMENT COURSES 3712.1 Dance Mix In Dance Mix, students experience the worlds of Modern, Jazz, Hip Hop, anda range of social dance styles rooted in various cultures. Throughout this course students develop movement skills through an exploration of technique and creative work in each genre. Students build a varied dance vocabulary as they unlock the power of expression through movement. Dance Mix is open to all students who wish to explore new aspects of themselves through an investigation of a wide variety of movement forms

Prerequisite: None Full Year Course, 0.50 credits, [50,50], graded​ ​

3705 Hip Hop & African Dance This course is designed for students to explore Hip Hop Dance, its African Dance roots, and the popular dances of today that are derived from these forms. Special guest artists focusing on specific styles such as Street Dance, Popping, Locking, Breaking, Voguing, Waaking, Afrobeats and more will be featured.

Students will develop rhythmic skill, musicality, stamina, coordination, and confidence as they build new dance vocabulary from traditional to pop dance forms. Open mixed level, everyone welcome!

Prerequisite: None Full Year Course, 0.50 credits, [50,50], graded​ ​

3719 Jazz Dance Jazz Dance investigates a cross-pollination of rhythmically complex dance forms. Students learn Irish Step Dance, Tap, and Jazz dance in its various forms, including Musical Theater and Swing. Whether you are a highly skilled dancer or just beginning your dance journey, this course will advance your technique, develop your performance confidence, and help you approach movement from a richer and more expansive lens. This lively experience is an excellent choice for dance and theater students as well as anyone interested in exploring dance from a rhythmically inspired point of view. Mixed level, open to all.

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Prerequisite: None Full Year Course, 0.50 credits, [50,50], graded​

J. Parker

3702 IDT: Intermediate Dance Technique IDT focuses specifically on developing greater skill as a dancer through an in-depth study of technique.

The foundation of the course is a challenging dance class integrating the study of Horton technique with a variety of modern dance styles and ballet for modern dancers. This course supports greater physical embodiment and provides excellent dance training for all students.

Requires Preapproval Prerequisite: Placement by approval of the Dance Department Chair Full Year Course, 1.0 credit, [70,70], graded​

J. Parker

3703 CDI: Contemporary Dance and Improvisation CDI is ideal for students interested in both strengthening their dance technique and exploring the art of improvisation. Students learn to use the Laban / Bartenieff Movement System to deepen their understanding of the body in motion and enhance their expressive range in contemporary dance forms. Through technical training and creative investigation, students work to develop their physical capacity and improvisational skills while building their own movement vocabulary and artistry. Guest artists, video viewing, and trips to see professional dance performances are integral to this course.

Requires Preapproval Prerequisite: Dance Mix, Jazz Dance, Hip Hop & African Dance, Intermediate Dance Technique or Departmental Approval Full Year Course, 1.0 credit, [70,70], graded​

J. Brotman

3701 ADT: Advanced Dance Technique This course is designed especially for experienced dance students and will focus on the art of dance performance. Technical, improvisational and performance skills will be developed through an exploration of ​

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advanced dance theories, styles, and phrase work. There will be a focus on proper placement, centering, and learning how to use the body most efficiently.

Requires Preapproval Prerequisite: Intermediate Dance Technique and Contemporary Dance and Improvisation Full Year Course, 1.0 credit, [70,70], graded​ ​

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3710 Dance Theatre Workshop/Dance Production ‘A’ This course provides an opportunity to learn the art of performance, the craft of choreography, and other essential elements of dance production such as: costuming, lighting, sound. First semester, students study the art of composing movement through an exploration of the tools of composition: dynamics, design, structure, and thematic development. Working in a laboratory situation, students will choreograph solos, duets, and larger group pieces. The major focus of the second semester will be the production of a full-length concert dance performance. A minimum of 3 hours per week of after-school dance rehearsal time is required in addition to other production work. Throughout the year, students will attend live performances, view dance on film, and attend a 2-day dance retreat at the end of first semester.

Requires Preapproval Placement by Audition, Open to Seniors Prerequisite: Contemporary Dance and Improvisation Full Year Course, 1.0 credit, [70,70], graded​

R. Sloan

3707 Body Conditioning This course is designed to develop a healthy body that is flexible, strong, and well-coordinated. Class includes warm-up & aerobics, floorwork to shape and tone muscles, a cool down, and relaxation. Body Conditioning includes various methods of stretching, strengthening, and developing cardiovascular fitness. Weather permitting, walks in the park will be a part of the exercise routine. Students finish each session feeling alert and energized.

Prerequisite: None Full Year Course, 0.50 credits, [50], pass/fail​

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J. Parker

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3700 Zen Dance This course focuses on building a strong foundation for proper centering and control while serving as a method to reduce student stress. Through different disciplines including yoga, meditation, Pilates, and restorative techniques, students will experience body-based movement practices that foreground self-awareness. Units in chi gong and tai chi will also be introduced by visiting guest teachers. This class is designed for both beginner and advanced students who are interested in developing a healthy body and a calmer approach to everyday stresses. Students develop a clearer focus both in and outside of class.

Prerequisite: None Full Year Course, 0.25 credits, [50], pass/fail​

5018 Independent Study: Dance Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits, [50], pass/fail

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Music The High School Music program offers a range of courses in performance, creation and academic study of music. Students can select offerings ranging from conducted and self-directed music ensembles, courses in history, theory and composition, and a Capstone Project for seniors. The music faculty collaborate closely with students to develop their unique musical interests and abilities across a range of genres. Our aim is to motivate and encourage students to become listeners, creators, and performers who find personal ways of integrating music into their lives.

In addition to performance opportunities at school, our courses are enhanced by: ●​ All enrolled music students are given access to instruments ●​ Guest artists perform for and coach our musicians ●​ Opportunities for performance and adjudication festivals outside of school ●​ Field trips to hear performances at Lincoln Center and other local venues ●​ Commissioned works by guest composers

MUSIC DEPARTMENT COURSES 3610 Orchestra The Dalton Orchestra is open to string players. Drawing upon the core classical repertoire for strings, we perform a diverse repertoire representing many styles and eras. Special attention is paid to the development of historically informed playing styles for music of the Baroque, Classic, Romantic, and Contemporary eras.

Recent performances have included works by Bach, Haydn, Sibelius, Telemann, Bizet, and contemporary works by guest composers.

The orchestra performs several concerts, assemblies and special events each year. Prominent guest artists and Dalton instrumental specialists offer coaching and sectional rehearsals. Prospective orchestra students should contact the instructor for a placement interview to assess proficiency playing several major scales, a short sight reading selection, and a short solo of their choice.

Full Year Course, 0.50 credits, [50,50], graded​

J. Brown

3622 Percussion Workshop Percussion Workshop allows students to explore a full-range of percussive techniques, traditions and repertoire. Programming will draw on music from Africa, Asia, the Americas and Caribbean, Europe, popular music, classical music, and improvisation, with a particular focus on student-initiated projects and ​

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collaborative compositions and arrangements. Students will explore the historical and cultural context of music that is studied, and are encouraged to approach music as an object of academic study and appreciation alongside performance. Students will continue in their development of musical skills, including: fluency in reading notation; deeper sense of rhythmic, pitch, and tone production; unique applications of creativity; and communication through ensemble playing. The Percussion Workshop will perform and combine with other HS ensembles throughout the year.

Fall or Spring Semester Course, 0.25 credits, [50,50], graded Full Year Course, 0.5 credits, [50,50], graded​

B. Solomon

3640 Jazz and Contemporary Music Performance Jazz and Contemporary Music Performance is a course for students playing saxophone, trumpet, trombone, piano, guitar, bass, and drums (other instruments upon approval). A wide variety of styles will be explored and performed, from Charlie Parker and Ornette Coleman to current progressive jazz and American music artists, jazz standards to Oliva Rodrigo. This may include modal, post-bop, jazz-rock, pop, electronic, and free jazz periods. Reimagining past and/or present music by living composers will also be within the scope of prepared music. Activities include ensemble playing, jazz theory and improvisation, and presenting performances. Students enrolled in this course will be placed in one of multiple sections based on instrumentation needs.

Full Year Course, 0.50 credits, [50,50], graded​

G. Makos

3623 Music Performance Workshop This class provides students a space to explore a broad range of music making in small unconducted groups. Students of any instrument/voice and skill will be placed in groups to learn, rehearse, and discuss music along with regular coachings by a music department faculty member. Pre-formed small groups can sign up together by speaking to a department chair prior to registration, or students can register independently. Student interest and experience will dictate the repertoire from a variety of styles including classical, pop, rock, R&B/hiphop, singer/songwriters and other genres. Students are encouraged to participate in public performance opportunities throughout the year.

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Prerequisite: None (students wanting to work together need preapproval) Can enroll multiple times Fall or Spring Semester Course, 0.25 credits, [50,50], graded​

3609 Wind Ensemble This group is comprised of mixed wind instrumentalists and meets twice a week. The group functions as a studio class in that we develop specific musical skills such as blend, ensemble, intonation and rhythm through applicable repertoire designed for the specific make-up of the ensemble. Repertoire is grounded in the 19th and 20th century British tradition of wind band choices, but includes explorations based in the diverse cultural diaspora of the tradition including American, African and Turkish repertoire, 21st Century New Music and original student compositions, film and theatre music. As performance opportunities arise, the Wind Ensemble may present in small group settings and in combination with string, vocal and/or jazz ensembles as a larger group. Individual progress and collaborative group work are the primary basis for assessment, based on weekly work in class and responsible performance preparation.

Prerequisite: experience on a wind instrument Full Year Course, 0.50 credits, [50,50], graded​

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D. Morgan

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3619 Dalton Chorus The Dalton Chorus gives students the opportunity to develop a passion for music through the craft of singing, musicianship and performance skills. Students cultivate and stretch their abilities and knowledge in every area of the curriculum-including vocal technique, music reading, part singing, improvisation, aesthetics, expression and ensemble skills. Varied repertoire, including classical, world music, jazz, Broadway and pop, is performed throughout the year.

Fall or Spring Semester Course, 0.25 credits Full Year Course, 0.5 credits, [50,50], graded​

E. Cruz

3624 Music Technology An introduction to music technology software and hardware, focused on seminars and workshops addressing basic acoustics, digital audio, MIDI, and MIDI sequencing and notation software. Lab activities will emphasize the operation and components of the typical MIDI and digital audio lab (hardware and software). Students will produce projects in areas such as digital audio, music notation, and MIDI sequencing.

Spring Semester, 0.25 credits, [50,50], graded​

G. Makos

3763 NEW COURSE Musical Theater: Script & Score * This is a practical training course in the interdisciplinary medium of musical theater. From Jazz Era to Contemporary, Operetta to Musical Comedy, Students will engage in practical scene and score study across a range of subgenres of this artform, learning how to embody both their distinctive musical and lyrical styles in performance, as well as incorporating these into larger acting scenes to be shared in class. In this course singing and acting techniques blend together as students perform scenes from musicals throughout the year as culminations of each learning unit.

* cross-listed with Theater Full Year Course, 1.0 credit, [50,50,50], graded​

R. Boyd / E.Cruz

3627 NEW COURSE Keeping Score: Opera and Film Music This course explores concepts in opera and film music including musical thematic and character development, musical diegesis in storytelling, and the historical influence of technology.

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The first semester will consist of an immersion in opera, gaining a working knowledge of the structure of acts, scenes, recitative, and arias, and the mechanics of the orchestra. Students will watch video excerpts, attend live performances of operas. The second semester focus on film music will allow students to develop an understanding of point-of-view, diegetic and non-diegetic sound, musical symbolism, and story-boarding.

Students will participate in weekly viewings of film music excerpts. In both semesters, writing assignments will invite students to apply analytical and critical analysis using emerging knowledge of opera and film scores. In the spring, students will complete a project to score a segment of film, composing original music.

Full Year Course, 0.5 credit, [50,50], graded​

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J. Brown / D. Morgan

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3626.1 Music Capstone The Music Capstone is an opportunity for seniors who have shown a dedication to musical study and who wish to develop a unique project that reflects their interests as musician-scholars. The Capstone is designed to be flexible to allow various entry points from musical fields including performance, composition, history, theory, ethnomusicology, popular music, education, cultural studies, sound studies and technology/ production, as well as interdisciplinary projects that significantly overlap with musical practices. Throughout the course, students will attend seminars to discuss representative research in musical fields as well as have significant time to work on and present their own research.

Students will develop a two-part project including Creative and Research components, culminating in a public presentation of their work. Class meets once a week with a scheduled period for Lab and independent work.

Open by application process, to seniors only.

Requires Preapproval Full Year Course , 0.50 credits, [50], graded​

B. Solomon

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5015 Independent Study: Music Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits, [50], pass/fail

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THEATER The mission of the Dalton Theater Department is to build a collaborative and creative community of theater artists through our classes, productions, and independent projects. The curriculum offerings introduce students to every aspect of theater—acting, directing, stagecraft, designing, and devising-and helps develop these skills as students progress through the program. We look to nurture collaborative relationships among young theater artists and help them develop habits of observation, self-study, and a love of theater. The wide variety of exercises, games and scene-work explored in class encourages the development of a lively theatrical imagination, empowering students to engage with many different theatrical styles. In productions we look to present to the Dalton community a broad range of dramatic literature while providing as many opportunities as possible for students to participate.

CURRICULUM The Theater Department offers students with wide ranges of ability, experience, and areas of interest opportunities to study acting, directing, stagecraft, devising, musical theater, and design. All students are welcome to participate in the program regardless of prior experience; no one is graded on talent but on effort, interest, and consistency of commitment.

PRODUCTION The Department produces a faculty-directed main-stage production each fall and winter, followed by Senior Projects every spring. In addition, a play festival of several plays is produced annually. All high school students are eligible for participation and roles are determined by open auditions at the discretion of the director. Sets are built by the Stagecraft classes as part of their class curriculum. Students are also encouraged to participate in the productions in the roles of stage manager, production stage manager, assistant designer, assistant director, and board ops. We encourage interested students to actively assist our set, costume, sound, and lighting designers.

DESIGN AND TECHNICAL THEATER PROGRAM Those wishing to explore design and technical theater have two unique practical opportunities: 1.

Stagecraft Class, where the focus is on building the sets for the plays while working with hand and power tools, engineering special effects, and learning scenic painting, basic rigging, and carpentry skills.

2. Moving Image Workshop, which fully involves students in developing the design and technical skills needed to make a short film.

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CREW REQUIREMENT To be certain that every student experiences the interdependence between actors performing and those supporting them technically, all students registered for theater courses are required to work “Crew Calls" that are arranged by the technical staff for lighting, set building, painting, and other projects in support of departmental productions. There are many opportunities to fulfill this requirement throughout the year, after school, in the evenings, and on weekends.

THEATER SENIOR PROJECTS The Dalton Theater department offers students who demonstrate a strong commitment to the program an opportunity to produce a Senior Project. A Senior Project is regarded as the capstone to a Dalton theater career. To be eligible to direct a Senior Project, students must have completed two Theater Arts Elective credits throughout their time in HS, including: Acting Studio; Musical Theater; Devised Theater; and Design & Technical Theater Fundamentals. Credits previously gained from having taken Performance Workshop or Advanced Acting & Directing will count towards Senior Project eligibilitySenior Projects may be proposed in directing, design, acting, and playwriting and are performed every year in May.

THEATER DEPARTMENT COURSES 3750 Acting Studio A lively introduction to a variety of acting and performance experiences. First semester is primarily devoted to exploring short and long-form improvisation. Second semester students will employ their freshly honed improv skills as they focus on more traditional approaches to acting, centering around scene and character work. Our main focus, as always, is on collaboration, theatrical exploration, developing rehearsal skills, and making each other laugh.

Full Year Course, 1.0 credit, [50,50,50], graded​

A. Bragg

3755 NEW COURSE Devised Theater Devised Theater is the art of creating original performance pieces through a collaborative process. In this course, students will form an ensemble and work together to employ a variety of devising methodologies, crafting unique theatrical experiences through improvisation, found / verbatim texts, material culture, dramaturgical research, and spatial analysis. Students are encouraged to bring their interests, identities, intellectual pursuits, and sense of play to all our material and devising techniques. In addition to gaining hands-on experience, students will take inspiration from a wide range of theater ​

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artists and companies that utilize these practices in their own work, such as Elevator Repair Service, The Civilians, The Wooster Group, Complicité, Mabou Mines, and more.

Full Year Course, 1.0 credit, [50,50,50], graded​

I.Thornton

3763 NEW COURSE Musical Theater: Script & Score * This is a practical training course in the interdisciplinary medium of musical theater. From Jazz Era to Contemporary, Operetta to Musical Comedy, Students will engage in practical scene and score study across a range of subgenres of this artform, learning how to embody both their distinctive musical and lyrical styles in performance, as well as incorporating these into larger acting scenes to be shared in class. In this course singing and acting techniques blend together as students perform scenes from musicals throughout the year as culminations of each learning unit.

* cross-listed with Music Full Year Course, 1.0 credit, [50,50,50], graded​

R. Boyd / E.Cruz

3764 NEW COURSE Design and Technical Theater In Design and Technical Theater students will have the opportunity to learn about the behind-the-scenes aspects of theatrical production and design through practical learning. In this class, we will engage in creating a stage environment through designing sets, lights, projections and costumes. Students will create and hang lighting plots, produce soundscapes, build models, and make props and costume pieces. We will also focus on stage management by creating an annotated stage managers’ book throughout the year. This class is not in service of the mainstage shows but is intended to lead to student design opportunities of Mainstage productions.

Full Year Course, 1.0 credit, [50,50,50], graded​

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M. Zeder

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3762.1 Senior Projects This year-long, deep dive into acting, directing, and design will prepare students to produce and direct a short play as part of a culminating evening of Senior Projects. Visiting theater artists and designers and other members of the Theater Department will provide practical insights into the directing process including script analysis, costume and set design process, and rehearsal techniques. The class will together create a fully-realized devised theater piece to engage in the process of bringing a work of theater from concept to first performance.

Requires Preapproval Prerequisite: 2 x HS Theater Arts Elective Credits (Acting Studio; Devised Theater; Musical Theater; Design & Technical Theater Fundamentals) Full Year Course, 1.0 credit, [50,50,50], graded

3759 Stage Combat and Physical Comedy (PE or Art Credit)​ Theater has a long tradition of telling stories strictly through movement. This class will consist of several distinct units that fully rely on physical vocabulary as the mode of theatrical expression. Each class begins with a serious physical warm-up. ●​ Stage fighting, including punches (throwing and receiving), throws, hair-pulls, head kicks, eye-gauges. The unit culminates in what is often referred to as a “brawl.” ●​ Stage combat. Fundamentals of sword and quarterstaff fighting. ●​ Physical comedy. People find it funny when other people fall down. We’ll learn techniques of clowning so we can do it on purpose for boffo laughs. We’ll utilize mats to practice simple pratfalls, comic tumbles, and walking into large boards. ●​ Theater Games. Besides being intensely active and immensely fun, these games play an important part in every actor’s training, getting the actor out of their head and into their bodies.

Open to all grades - Fulfills PE or Art requirement Fall Semester or Spring Semester Course, 0.25 credits Full Year Course, 0.50 credits, [50,50], pass/fail​ ​ 3751 Stagecraft and Production This is a practical course in which students study the art and craft of stage production: lighting, scene painting, stage management, prop and scenic construction, and sewing. Students undertake assignments in which they, as members of the Dalton Theater and Dance community, work in teams to hone their skills by building the sets and running actual productions in the Martin Theater and in B-06.

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Full Year Course, 1.0 credit, [50,50,50], graded​

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E. Johns

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3853 Moving Image Workshop * This class is a year-long exploration of many aspects of film making including visual storytelling, production design, cinematography, editing, sound design, scoring and post production effects. We will create work in a variety of film genres including narrative, experimental, documentary, animated or stop-action as well as investigating the potential crossover between podcast and websites.

Students will form film-making cohorts with rotating responsibilities so each member of the cohort will have the opportunity to be a director, designer, cinematographer or producer.

We will be working with a variety of types of cameras and lighting setups. Editing and post- production effects will happen with Premiere Pro. Production designs will be realized in the scene shop. In addition to Dalton talent, we will also have a cast of outside professional artists who will provide in-depth instruction in their particular disciplines. *cross-listed with Visual Arts

Full Year Course, 1.0 credit, [50,50,50], graded​

M. Zeder

3855 Moving Image Workshop 2 * This course builds upon skills acquired in Moving Image Workshop 1 with an emphasis on a slower and more considered process. Students will watch historically, culturally or technically significant films to broaden their understanding of what is possible through visual storytelling. By the end of the first semester students will have a visually researched, fully storyboarded, shot-listed script. The culminating event of the first semester will be a public table read of scripts. The culminating event of the second semester will be a festival of 15 min films in conjunction with showing the film work of the Moving Image Workshop 1 class. *cross-listed with Visual Arts

Full Year Course, 1.0 credit, [50,50,50], graded Requires Preapproval​

M. Zeder

5012F Independent Study: Theater Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. These might include playwriting, screenwriting, studying in depth a specific writer or period in theater history or film history Full details above.

Students must complete this form to apply for preapproval. ​

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Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credit, [50], pass/fail

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VISUAL ARTS Dalton’s Visual Arts program is distinctive in its breadth and focus. We offer two dimensional, three dimensional, digital, and multi-media art courses. These courses develop visual perception, aesthetic curiosity, and technical skills in a variety of media.

The visual arts curriculum provides students with a rigorous studio experience. We offer an array of introductory and specialized art courses culminating with Visual Art Studio for Juniors and Seniors.

Some students go on to attend Art and Design programs, while others will continue their art practice alongside other pursuits.

REQUIREMENTS AND INFORMATION Students are required to take 2 full year credits of an art for graduation. This requirement includes electives from the Dance, Theater, Music, or Visual Arts Departments.

All introductory (generally Level 1) Visual Arts courses are open to high school students without prerequisites.

Level 1 and Level 2 classes may meet as separate or combined sections.

OVERVIEW OF VISUAL ARTS COURSE OFFERINGS

2-Dimensional Art Courses

3-Dimensional and Media Art Courses

Drawing 1 & 2 Moving Image Workshop 1 & 2 Painting 1 & 2 Photography 1 & 2 Watercolor Painting

Architecture 1 & 2 Ceramics 1 & 2 New Media 1 & 2 Textile Art & Design Introduction to Digital Fabrication: Art and Design

Visual Art Studio: Critique and Portfolio

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VISUAL ARTS DEPARTMENT COURSES

2-DIMENSIONAL ART COURSES 3853 Moving Image Workshop * This class explores many aspects of film making including visual storytelling, production design, cinematography, editing, sound design, scoring and post production effects. We will create work in a variety of film genres including narrative, experimental, documentary, animated or stop-action as well as investigating the potential crossover between podcast and websites.

Students will form film-making cohorts with rotating responsibilities so each member of the cohort will have the opportunity to be a director, designer, cinematographer or producer.

We will be working with a variety of types of cameras and lighting setups. Editing and post- production effects will happen with Premiere Pro. Production designs will be realized in the scene shop. In addition to Dalton talent, we will also have a cast of outside professional artists who will provide in-depth instruction in their particular disciplines. *cross-listed with Theater

Full Year Course, 1.0 credit, [50,50,70], graded M. Zeder

​ 3855 Moving Image Workshop 2 *

This course builds upon skills acquired in Moving Image Workshop 1 with an emphasis on a slower and more considered process. Students will watch historically, culturally or technically significant films to broaden their understanding of what is possible through visual storytelling. By the end of the first semester each student will have a visually researched, fully storyboarded, shot-listed script. The culminating event of the first semester will be a public table read of scripts. The culminating event of the second semester will be a festival of 15 min films in conjunction with showing the film work of the Moving Image Workshop 1 class. *cross-listed with Theater

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Requires Preapproval​

M. Zeder

Full Year Course, 1.0 credit, [50,50,70], graded ​ 3848 Drawing 1 This intensive drawing course trains the eye to see. Through a deliberate process, students acquire the ability to perceive three-dimensional form accurately and render it convincingly in two dimensions. This course helps students to understand the world around them by learning to grasp visual relationships and interpret what they see. Drawing is a primary building block that will help students in any further artwork and in many other fields as well. This course is appropriate for all levels of development.

Prerequisite: None​ Full Year Course, 1.0 credit, [50,50,70], graded

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3846 Drawing 2 Working from skills developed in Drawing 1, students increase their range of media, complexity, scale, and independence.

Requires Preapproval Prerequisite: Drawing 1​ Full Year Course, 1.0 credit, [50,50,70], graded

3809 Painting 1 Using acrylic paint, students complete a structured series of assignments that teach the fundamentals of color mixing and paint application. Students will spend most of the fall semester on introductory assignments, steadily becoming familiar with paint and its material behaviors. Rooted in observational still life, assignments gradually become more ambitious as each student begins to form a personal vocabulary of painterly gestures and color combinations while learning the principles that organize images and image-making. As students build skills and confidence, later assignments will teach students new methods. Alongside the introduction of new methods, these assignments complicate the relationship between form and content and push students to conceive of object inquiry as a vehicle for critical thinking. Students of all experience levels will find reward and challenge in this introductory course.

Prerequisite: None Full Year Course, 1.0 credit, [70,70], graded​

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3849 Painting 2 Building on the competencies developed in Painting 1, students in this course will refine their technical painting skills while developing a personal sensibility and artistic vision. Throughout the course, assignments will gradually veer away from structured technical instruction and toward artistic prompts that integrate form, content, and individual creative voice. Students will gain comfort conceiving their own projects from the ground up, learning to balance creative spontaneity with long term planning and sustained focus. In addition to studio projects, students will sharpen their skills in object inquiry and critical thinking while gaining literacy in art historical movements as well as contemporary art.

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Requires Preapproval Prerequisite: Painting 1, Painting, or Watercolor Painting Full Year Course, 1.0 credit, [70,70], graded

3812 Photography I In this introductory black and white photography course, students use the camera as a tool for making art. They learn how to use a 35mm SLR manual camera, process negatives, print photographs in the darkroom, and mat to produce a finished piece of artwork. Students work on a long term assignment called "Studies in Composition" in which they explore the formal aspects of art such as perspective, texture, pattern, shadow, and line. Other assignments include depth-of-field, blurred motion, self-portraits, double exposure, night photography, and scavenger hunt. Digital photography is introduced at the end of the year. Assignments are photographed outside of class time. A 35 mm film camera with manual controls is needed for this course – cameras are available to borrow.

Prerequisite: None Full Year Course, 1 credit, [70,70], graded

3813 Photography 2 Students have the opportunity to further refine and increase their understanding of exposure, development, and the finished print. During the first semester, they explore portraiture, documentary photography and sequential imagery, with the option of printing 11" x 14". Students also experiment with digital photography, mixed media techniques, and medium format film. They use Holga cameras and do large-scale color printing from digital files. In addition to film cameras, students photograph with digital cameras and use Adobe Photoshop to manipulate their images before printing them. Class trips to museums and galleries supplement the curriculum. Students also give a visual presentation on a photographer of their choice. Class critiques occur after the completion of each photographic assignment. Assignments are photographed outside of class time. A digital / 35mm camera with manual controls is needed for this course – cameras are available to borrow.

Requires Preapproval Prerequisite: Photography 1 Full Year Course, 1.0 credit, [70,70], graded

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3851 Watercolor Painting Watercolor is a vibrant and exciting medium well suited to self-expression. In this class, students develop their understanding of this transparent media. After gaining control of the basic tools, students explore a variety of painting methods and concepts. In the second half of the course, students create paintings that illustrate individual ideas in landscape, figurative, spatial, and still life formats.

Prerequisites: None Full Year Course, 1.0 credit, [50,50,70], graded

3-DIMENSIONAL ART COURSES 3819 Architecture 1 Architecture is an imaginative, process-driven discipline that requires observation, precision, research, communication, playful iteration, and an openness to discovery through the making of mistakes. In this course, students will respond to design challenges that forefront fundamental principles of architectural design including scale, site analysis, structure, geometry/form, user needs, materiality, and methods of representation. Students should be prepared to learn through both physical and digital modalities alongside studio discussions and critiques. The course will be composed of drawing and model-making exercises of varying lengths that culminate in a long-term, final project.

Prerequisite: None Full Year Course, 1.0 credit, [50,50,70], graded

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3820 Architecture 2 Architecture 2 expands upon the knowledge and skills acquired in Architecture 1. The coursework is designed so that each student develops and guides their own iterative process. Students consider scale, function, users, and site as they continue to sharpen their ability to observe, imagine, and craft drawings/models that advance their understanding of space, form, and function. Building on this expertise, students are also encouraged to explore digital modeling and rendering tools to advance their vision. In this advanced studio, a special focus is placed on refining verbal and graphic presentation skills, with regular critiques and a culminating portfolio of work.

Requires Preapproval Prerequisite: Architecture 1 Full Year Course, 1.0 credit, [50,50,70], graded ​ 3802 Ceramics 1 This course surveys the diverse and deceptively simple medium that is clay. Students learn a broad range of forming techniques and receive intensive instruction in wheel throwing. This curriculum lets students choose their own assignments and set their own goals. Assignments are often long term and ambitious in scope. Students are encouraged to pursue this medium in a variety of sculptural and functional ways. Participants in this course also consider the issues and ideas that accompany the making of objects in historic and contemporary contexts.

Prerequisite: None Full Year Course, 1.0 credit, [70,70], graded

3803 Ceramics 2 Students work on individual assignments based on previous experience and explore increasingly ambitious forms. Advanced techniques are introduced as students explore multi-part forms and focus on the formal and technical challenges of complex forming strategies. Glaze formulation, working with porcelain, and increased involvement with kilns and firing are part of the curriculum.

Requires Preapproval Prerequisite: Ceramics 1 Full Year Course, 1.0 credit, [70,70], graded

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3852 Introduction to Digital Fabrication: Art and Design * This course is an introduction to digital fabrication, focusing on 3-D printing and laser cutting. Using Rhino and/or Fusion 360 as well as Adobe Illustrator, students will move through a complete design process from creating a 3-D CAD model to printing and assembling their completed physical objects. In addition to skill-based instruction with the software and tools above, students will develop creative 2-D and 3-D design projects to help them begin to think about how to leverage the unique affordances of this method of working in support of their projects in art and design. Individuals with a current interest in art or design with no previous experience in digital fabrication are strongly encouraged to take the course. * cross-listed with Engineering

Prerequisite: None Full Year Course, 1.0 credit, [50,50,70], graded

3822 New Media 1 This course combines digital and hands-on tools through a series of assignments grounded in contemporary art, design and culture. Tools/methods used include Adobe Illustrator, Adobe Photoshop, Adobe Premiere, iPads with Procreate software and Apple pencils, vinyl cutters, screenprinting with textile inks, drawing/illustration media, and paper collage. Each assignment typically has several stages; For example, before hand printing designs onto t-shirts with inks, students would create designs digitally and then use the vinyl cutters to create physical stencils. Or, when creating animations, students might first create animated elements using Procreate and then move into Premiere for editing, adding audio and other visual effects. The course opens with exercises in graphic design, such as logo creation and poster design. While many of the art processes in this course are computer-based, the creation phase often begins with hand sketches using pencil and markers.

Prerequisite: None Full Year Course, 1.0 credit, [50,50,70], graded​

M. Gelley

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3823 New Media 2 This course expands upon skills and concepts from New Media 1. Students are supported through their process with expanded options both conceptually and in terms of materials and methods. After designing seamless repeat patterns and having them printed onto fabrics, students then work with the studio’s sewing machines to make either an article of clothing, a pillow, a pet bed, a blanket, or something else of their choosing. Another assignment will be to design and build a board game or a skateboard, and then for the surface design, use hand and/or digital methods like painting, laser etching ​

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or vinyl stickers. As in New Media 1, this course combines digital and hands-on processes and is grounded in a range of formal and conceptual visual practices, from craft, to decorative arts, to fine art and contemporary culture.

Requires Preapproval Prerequisite: New Media 1 Full Year Course, 1.0 credit, [50,50,70], graded​ ​

M. Gelley

3838 Textile Art and Design Textiles surround us in everyday life, at home and on our persons. But, beyond this practical element, the aesthetic potential of textile processes is expansive, with a rich history and contemporary relevance in fashion, art, and design. This course will introduce students to a variety of textile processes including weaving, machine (rug) tufting, hand and machine sewing (reading a garment or bag pattern), hand and machine embroidery (creating digital embroidery files), and various approaches to textile surface design like block printing and stenciling methods. This course is suitable for students with no background in textile arts as well as those who have experience.

Prerequisite: None Full Year Course, 1.0 credit, [50,50,70], graded​ ​

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M. Gelley

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3850 Visual Art Studio: Creating and Critiquing This course is for students who have taken at least two years of Visual Arts and who intend to create a cohesive body of work through intensive exploration of processes and media. Students will develop a creative practice that incorporates independent research, group discourse, documentation of artwork, the viewing of related work, and engagement with the history of their craft/media. This course supports students who are motivated to grapple with the complexity of making art regularly.

In order to enroll in this course, students should have completed this form by April 11th in order to receive pre-approval from the Committee.

Requires Preapproval.

Prerequisite: Two years visual art credit and Departmental Approval Full Year Course, 1.0 credits, [70,70], graded

5000 Independent Study: Visual Arts Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credit, [50], pass/fail

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ENGLISH The study of English literature and composition is a discipline that is related to art in its approach to symbolism and design; to language in its focus on culture, grammatical systems, and modes of expression; and to history in its attention to periods, causes, patterns of influence, psychology and the search for truth.

How is English distinct? First, literature from different times and places reveals how it feels to undergo all manner of experience and what such experience means. Second, practice in writing in various modes allows students to develop their own ability to articulate thought and feeling. At the center of the discipline, then, is a dual focus on the methods and products of other minds and the expression of one's own.

We begin in ninth grade English with "Literature and Composition" by presenting works which ask the foundational question of what it means to be human, examining character, theme, symbol, and structure within texts from a variety of genres, voices, and time periods. In tenth grade, to gain further training in analysis of literary structure and implication, students examine works of two major genres in "Introduction to Poetry" and "Introduction to Drama." In eleventh grade, students select a yearlong "American Literature" course; offerings allow each student to choose from a variety of classes, each with a different approach to our nation's literary tradition. Although the department and individual teachers set the curriculum in these grades, there are many opportunities for students to pursue their own special interests through independent projects. Finally, in twelfth grade, students are free to choose from a wide variety of electives, which represent different periods, major authors, genres, and relationships to philosophy, psychology, history, art and film. In all four years students write extensively, respond to assignments in many modes, and, in many cases, have opportunities to devise topics of personal interest. In their written work, students are asked to react to literary texts by reading closely, analyzing and reflecting on patterns and gestures that emerge and articulating what they see in their own terms, rather than turning to secondary sources and others’ analysis.

The department also balances impromptu writing exercises, written in class, with assignments that students execute in time they take outside of class.

All students must take an English course each semester of the four years in the Dalton High School. In addition, the English Department offers electives in Journalism, as well as its Creative Writing Program, a series of classes designed to mentor and develop young writers. These courses are open to students of any grade, with the exception of the senior elective, Creative Writing Thesis Workshop. Except for the Senior Thesis course, Creative Writing and Journalism courses do not count toward the four-year literature requirement.

Independent Studies are encouraged but may not be substituted for a course taught by an English teacher.

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ENGLISH DEPARTMENT COURSES NINTH GRADE 3200 Literature and Composition Literature and Composition is a yearlong course in which students combine the study of literature with classroom instruction and work on writing. All students read the powerful rhetoric of the Narrative of the Life of Frederick Douglass, contextualized with material from the Bible; a 19th-century novel (possibilities include Frankenstein and Pride and Prejudice); and works of classic, modern, and contemporary literature drawn from cultures around the globe. The complete syllabus varies somewhat from section to section: possible authors include Baldwin, Homer, Hurston, Lahiri, Morrison, O’Brien, Rivera, and Satrapi, among others.

As students learn to discuss and analyze literature, they work on all forms of writing, including the personal essay, creative writing, and critical and expository essays. Since the development of students' skills in revising their writing is important in this course, work on revision will take place both in the classroom and in the lab. Points of grammar will receive attention through teachers’ annotations and through shared attention to writing.

Full Year Course, 1.0 credits, [50,50,50], graded​

English faculty

TENTH GRADE 3278 Introduction to Poetry and Drama Through a study of the elements of a poem's composition and careful discussion of individual lyric and narrative poems in class, the poetry semester seeks to provide a method of analysis and to develop a capacity for appreciating poetic argument, language and insight. Readings are drawn from a wide array of English and American poetry from the Renaissance to the present day. Students will write at regular intervals about poetry, and their work will culminate in an independent project on a poet of their own choice.

The drama semester seeks to define the special elements of drama and to provide a sense of the history of the genre. Students are asked to consider how plays might be performed as they learn about the craft, about drama as theater. When possible, students will see a live stage performance, and performances on film will be used to present directors’ and actors’ interpretations of plays. At the same time, considering drama as literature, attention will be paid to language and structure. Considering types of drama, students will explore the nature of tragedy and comedy and what distinguishes classical from modern forms, reading Greek tragedy and Shakespeare alongside a diverse selection of modern realist and experimental theater.

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Students will develop their writing throughout the semester in a succession of essays on the various plays, including a creative project focusing on staging, performance, or playwriting.

Full Year Course, 1.0 credits, [50,50,50], graded​

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English faculty

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ELEVENTH GRADE The English Department offers a variety of different approaches and readings in American Literature. Before registration, students are advised to discuss various electives in American Literature with individual teachers.

3233 American Literature: Authorship and Authority In this course, we will investigate American literature's preoccupation with authority – who has it, how to attain it, and how (and whether) to use it. The writers we will read consider not only political, economic, and social power structures, but rhetorical power as well: how to craft language that demonstrates a fundamental right to speak and to be heard. Some focus on those in power, while others portray the disenfranchised; each examines the legal and economic structures, moral and ethical imperatives, and rhetorical techniques that have shaped American culture. Questions we will ask include: what are the roles of social conventions, identity categories, and acts of violence in gaining and preserving authority?

How does authority help or hinder the formation of communities and relationships? How do writers craft literary personas that carry authority on the page? As we consider these ideas, we will develop students’ own authority and confidence as writers by discussing issues of voice, style, and craft, both in the works we read and in student writing.

The texts for this class span a wide range of genres: novels, non-fiction essays, memoir, poetry, and drama.

Authors may include Julia Alvarez, Ralph Ellison, Herman Melville, Toni Morrison, Maggie Nelson, and Suzan-Lori Parks, as well as 19th, 20th, and 21st century American poets and essayists. Writing will include analytical, personal, and creative assignments, with frequent informal writing and workshopping.

Full Year Course, 1.0 credit, [50,50,50], graded ​

S. Kerman

3234 American Literature: Rebels, Conformists, and Dreamers “It is easy to live after the world’s opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude.” -Ralph Waldo Emerson

Emerson articulates the challenge faced by countless characters in American fiction: fulfilling duties both to oneself and to one's society. Many of the texts we will read in this course focus on characters who struggle to achieve such a balance, with varying degrees of success; other works feature characters who imagine a world to counter the reality that seems to have no place for or make no sense to them.

We will begin with F. Scott Fitzgerald and his seminal novel’s complicated embrace of the American dream, The Great Gatsby. Both Ralph Ellison and Viet Thanh Nguyen address struggles with invisibility in America in Invisible Man and The Sympathizer. Chaim Potok and Jonathan Safran Foer take on the intersection between Judaism, art, and memory in I Know My Names is Asher Lev and Everything is Illuminated. Finally, both Junot Diaz, in The Brief and Wondrous Life of Oscar Wao, and Foer address how American characters are influenced by family and political history. Writing assignments include critical essays, personal and autobiographical essays, as well as creative assignments.

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Full Year Course, 1.0 credit, [50,50,50], graded ​

M. Forbes

3285 American Literature: Horrors and Hauntings American history is filled with horrors and hauntings – from the Salem witch trials of the 17th century to the lingering ghosts of slavery. Accordingly, American literature cannot help but be influenced by this landscape of monsters and madness, both figurative and real. In this course, we will explore how our nation's demons have manifested in the supposed ideals on which the nation was founded and in the works of American authors past and present. What are the terrors and twisted desires that continue to shape our national identity? What are the obsessions and forbidden truths which our country's writers cannot help but return to?

In particular, we will focus on broad themes of anxieties related to God, the devil, and the legacy of Puritanism; beliefs in the American frontier as a site of frightful danger and new possibility; tensions between madness, the supernatural, and reason; as well as conceptions of the racial and sexual "Other." Ultimately, we will dissect these American fears and fixations in order to answer the questions: What does it mean for current and future generations to grow up in a country so haunted by its history? Can we ever separate our national and individual identity from our monstrous heritage, or should we learn to welcome and live with our ghosts?

We will explore a variety of genres as we seek to get at the dark heart of the American psyche, including novels and short stories from Toni Morrison, Sylvia Plath, Richard Wright, Nathaniel Hawthorne, and Maxine Hong Kingston, as well as poetry and lyrics ranging from Emily Dickinson to Kendrick Lamar.

Full Year Course, 1.0 credit, [50,50,50], graded​

S. Mattio

3279 American Literature: Making a National Self The idea of reinvention is central to the mythos of America: ours is a country in which we have the ability, ideally, to become what we choose to make of ourselves (or certainly that has been how we have discussed and celebrated the idea of being American throughout American Literature). But how true is this claim, and how accessible are these possibilities? And in an increasingly more complicated society, how do we define the contours of an American identity? In this course, we will explore both the possibilities and problems of reinvention, and we will look critically at who (and in what contexts) is both “allowed” to reinvent themselves, and whose reinvention is acknowledged by the world around them. This course will pay particular attention to those voices and perspectives that complicated and disrupted assumptions both around assumed normalcy and the potentiality of difference. We will read texts by Melville, Fitzgerald, Emerson, Ellison, Morrison, Park, and Gaiman, among others.

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Full Year Course, 1.0 credit, [50,50,50], graded​

W. Fisher

3286.1 NEW COURSE American Literature: Frontiers If frontiers are both the limit of settled land and shared knowledge, how do the two come together in a nation navigating shifts in land and population? How do American authors utilize fiction as a space to create and question Americanness in the context of place and the understanding place confers? Who even determines when a place is “settled” or the limits of our American knowledge? American Literature: Frontiers explores how new spaces and borders, both geographical and ideological, manifest themselves in 19th, 20th, and 21st century texts. We will read works that consider how the expanding land of the United States as a physical reality and/or imagined concept shapes writers’ understanding of Americanness. The novels, short stories, and poetry collections we encounter will take up the frontiers of 19th century westward expansion, non-mainland 20th century expansion such as Puerto Rico and Hawaii, The Great Migration, Post-WWI expat migration to Paris, and a contemporary American landscape changing due to climate change, to name a few. Our written work will include argumentative essays with close readings, short reflection papers, regular in-class journaling, quizzes, and a culminating independent project. Authors we read may include Willa Cather, John Steinbeck, James Baldwin, Ralph Ellison, Marisel Vera, and Melissa Kwasny.

Full Year Course, 1.0 credit, [50,50,50], graded​

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W. Appel-Lastarria

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TWELFTH GRADE: ELECTIVES Please note: All students must register for one English course in each semester; individual students may enroll for additional courses only if space remains after all students have been placed in their first course.

Students interested in taking an additional course should speak to the Department Chair.

FALL SEMESTER ELECTIVES 3240 African-American Literature What exactly does African American literature consist of, or mean? Given the centrality of the African American experience to the history of the United States, what exactly defines this specific category of literature? More simply put, what is a “Black” text? And how might that definition have evolved and transformed in the last 20 years? In this course, we will explore a variety of texts, not in order to define, or circumscribe, what we might mean by African American Literature; rather, we will look at these works in order to explore this literature as a space of contestation, of confusion, and of possibility.

Accordingly, we will look at work (from novels and short stories to music and films) by Batiste, Everett, Brinkley, Calloway, Bennett, and others.

Fall Semester Course, 0.50 credits, [50,50,50], graded​

W. Fisher

3240.1 NEW COURSE Consciousness and the Novel How do authors try to represent our complex, irrational, fragmentary thoughts on the page? Starting a little over one hundred years ago, the literary movement called modernism revolutionized how writers translated human consciousness into literary language, a shift that continues to affect literature today.

This class will read some foundational modernist novelists, as well as some of their contemporary heirs, who have shaped the ways we conceptualize our own thought processes. We will ask how they use style and structure to communicate sensory and mental experiences–a child’s playtime, an immigrant’s dislocation, or an artist’s visions. We’ll also consider some of the philosophical theories of consciousness that influenced these portrayals. Readings may include fiction by Virginia Woolf, Franz Kafka, Henry Roth, Tomás Rivera, Ling Ma, and Natasha Brown, as well as selections from philosophical texts.

Fall Semester Course, 0.50 credits, [50,50,50], graded ​

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S. Kerman

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3288 RETURNING COURSE American Poetry and Poetics This course begins with a wonder of American poetry, Emily Dickinson. By reading her work, we will not only come to understand the compression and freedom that characterize American poetry, we will also refine our own ability to read poems with rigor and grace. This class will focus on writerly reading, seeking always to understand not only what a poem accomplishes, but how a poem accomplishes. In the second half of the course, we will dive as fully as we can into the world of contemporary poetry--poets writing now, poets of all backgrounds grappling with the complications and troubled reality of this country. We will have a particular focus on how those poets confront, challenge and celebrate the poetic legacy they inherit.

It is my sincere hope that students taking this course will not only become better readers, but will also learn to love poems and what they can accomplish. In my dream, they will be set forth on a lifelong enjoyment of poetry. Written work for the course will include a major paper complete with appendices, smaller writing assignments, and an independent project.

Fall Semester Course, 0.50 credits, [50,50,50], graded​

C. Hood

3297 Love Language in Literature Every era and school of literature has held up romantic love as central to the human experience. For good or for ill, it can shape selves and their experience of the world. This course will examine novels, films, and essays that have attempted to capture or make sense of it. We will consider what language we have for love, something often considered to be an indescribable experience. Subtopics include forbidden love, yearning, heartbreak, gender & sexuality, love across difference, endings/death, and parasocial relationships. Authors may include James Baldwin, Emily Brontë, bell hooks, Luce Irigaray, Plato, and Sally Rooney.

Fall Semester Course, 0.50 credits, [50,50,50], graded ​ ​

C. Leja

3251 Nature Fiction & Environmental Literary Criticism This course explores the complexities and contradictions that come with verbally articulating and engaging with one’s natural surroundings. Our readings will investigate how authors have talked about the environment and environmental science from a literary perspective. As we read novels and poetry collections closely and comparatively, we will consider how the environment has been defined by and distinguished from wilderness, ecosystem, pastoral, territory, and land/landscape over time, and ask how each of these concepts is also mediated by cultural norms and societal institutions. Each fictional work we read will be paired with at least one nonfiction text, in order to compare understandings of environmentalism and ecocriticism (the study of how literature treats nature) at the time to the novelists’ representations of the environment. We will supplement our comparative readings with occasional trips

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to public spaces and natural history museums in NYC. Authors may include Willa Cather, Jean Toomer, Andrea Levy, Leslie Marmon Silko, Don DeLillo, John Linstrom, and Octavia Butler.

Fall Semester Course, 0.50 credits, [50,50,50], graded​ Lastarria

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3240.2 NEW COURSE Asian American Literature and Identity What does it mean to be Asian American? Can a single term capture the stories of immigrants and their descendents, adoptees and multiracial families, wealthy professionals and working-class communities, East Asians, South Asians, Pacific Islanders, and more? This course begins with the premise that “Asian America” is not a monolith but a mosaic of histories, cultures, and voices that has created a rich and complex literary legacy. Spanning the arrival of Chinese railroad laborers in the mid-nineteenth century to Asian American political activism today, this course will examine the emergence and diversity of Asian American literary traditions over the past century and a half. Through our exploration of genres including Asian American fiction, nonfiction, and poetry, we will sharpen our analytical skills and take up many related issues, such as representations of Asian Americans in popular culture; the myth of Asian Americans as the “model minority”; Asian Americans and affirmative action; and the intersectionality of Asian Americanness with gender, sexuality, class, ethnicity, and more. Material might include work by John Okada, Maxine Hong Kingston, Chang-Rae Lee, Neel Patel, Ocean Vuong, Cathy Hong Park, and Thi Bui, as well as clips from TV shows and film.

Fall Semester Course, 0.50 credits, [50,50,50], graded​ ​

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D. Katz

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3293 Queer Literature In this course, we will explore a variety of texts from the early 1900s to present day, written primarily by authors who self-identified or currently identify as LGBTQ+, but also from a few authors who, while perhaps considered "straight," invite queer interpretations of their work. Major questions which we will seek to answer include: How did queer authors present queer characters and experiences throughout the 20th century, both pre- and post-Stonewall, and how are they presenting them here in the 21st century? What motifs and genres, if any, arise in queer literature? And finally, what does it mean – if we may come to any one definition – to be queer?

Throughout the semester, we will explore a few key trends: the practice of queer reading, or the identification and analysis of queer elements in texts that are not explicitly queer; how early and mid-20th century authors sought to write and forge a queer identity; how concepts of family and community have grappled with and evolved in the context of an expansive queerness; and finally, how authors have used speculative genres – from scifi to the supernatural – to push at the boundaries of what is possible as they imagine new queer selves.

Fall Semester Course, 0.50 credits, [50,50,50], graded​

S. Mattio

3282 English Capstone Project The English Capstone is a culminating experience for seniors who are passionate about literature and wish to pursue independent work in literary study. To enroll in the class, students submit a proposal for a substantive project they wish to pursue over the course of the fall semester. Students meet weekly in class to workshop ideas and progress, as well meet weekly in individual labs to set interim goals, get feedback, and share progress. Students present their projects in a public forum near the end of the semester.

Open by application process to seniors only.

Requires Preapproval Fall Semester Course, 0.50 credits, [50], graded​ ​

M. Forbes

SPRING SEMESTER ELECTIVES 3252 The Transgressive Nineteenth Century Victorian culture influenced the modern West so profoundly that it can sometimes be hard to recognize its impact. As discoveries like the age of the earth and the process of natural selection shook 19th century England, cities became more densely populated, wealth inequality increased, and industrial technology irrevocably restructured western culture. As a result, science fiction, public libraries, mass transit, and the first patrolling police force all emerged in this period, as well as modern ideas of class and gender equality, courtship, romantic love, and childhood as a time of innocence. In this course, we ​

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will examine excerpts from a range of transgressive popular novels from Victorian England — Charles Dickens’ Oliver Twist, H.G. Wells’ The War of the Worlds and Robert Louis Stevenson's The Strange Case of Dr. Jekyll and Mr. Hyde — and consider how they’ve shaped the world we live in today. We will also explore how these stories and figures — the orphan, the alien, and the psychopath — have lived on in modern popular culture through the films “Independence Day” and "The Mask," as well as selections from the YA novel Matilda and the series Harry Potter and A Series of Unfortunate Events.

Spring Semester Course, 0.50 credits, [50,50,50], graded​

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V. Mittnacht

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3294 African American Literature: Black Women Writers How does the intersection of race and gender, particularly in looking at Black women, function in texts

by Black women? How do these texts work in conversation with one another? In class, discussions will engage students in critical thought in order to both understand intersectionality and explore issues of gender, race, class, and power. The semester will begin with extensive theoretical readings prior to moving into classic and contemporary Black feminist texts. Authors may include Adichie, Petry, Brooks, Morrison, Hurston, Shange, and Walker, among others. Assessments may include response papers and an anthology project.

Spring Semester Course, 0.50 credits, [50,50,50], graded​

W. Lastarria

3262 Gender and Sexuality Gender and sexuality, as both terms and concepts, have been at the center of a number of contemporary debates, but just what do these words mean? How have we used these terms in the context of literature, both in the past and in our contemporary moment? How has literature confirmed and contested the ideas that societies attach to gender and sexuality? In this course, we will explore a variety of texts (film and text, from speculative fiction to short fiction to poetry to classic essays) in order, as suggested by Judith Butler, to “help us explain…how gender [and sexuality] can be the site(s) of anxiety, pleasure, fantasy, and even terror.”

Our goal will not be to define these terms, rendering them concrete, but rather to examine the elasticity of these ideas they convey over time and in our own lives. Accordingly, we will look at novels, essays, films, and short stories by artists as varied as Baldwin, Callander, Delany, Burnett, and others.

Spring Semester Course, 0.50 credits, [50,50,50], graded​

W. Fisher

3241.1 NEW COURSE Jewish American Literature and Identity Where did our modern ideas about Jewish American identity come from? Is Judaism a religion, an ethnicity, or something else altogether? What makes Jewish American literature Jewish—and what makes it American? This course, which will focus primarily on Jewish American literature and voices from the 20th and 21st centuries, will answer these questions and many more as we explore a range of Jewish American identities—immigrant, first-generation, secular, orthodox, interfaith, and beyond—through genres such as fiction, drama, graphic novels, comedy, history, film and TV. Paying particular attention to the relationship of Jewish American identity to gender, sexuality, race, socioeconomic status, and national belonging, we will discuss topics such as assimilation, politics, humor, and cultural memory. Material might include work by Myla Goldberg, Jonathan Safron Foer, Dara Horn, Michael Chabon, Ruth Bader Ginsberg, and Sacha Baron Cohen, and TV shows like The Marvelous Mrs. Maisel.

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Spring Semester Course, 0.50 credits, [50,50,50], graded​

D. Katz

3271 Literary Studies and Selfhood One could argue that nearly every form of communication is an attempt to express the experience of an “I” that acts and is acted upon by the world. But what exactly constitutes Selfhood? Are we our identities? Our minds? A blank slate shaped by experience? In this age of rapid technological innovation, are we on the cusp of creating artificial selves?

In this course, we will examine how an array of thinkers have attempted to answer these questions. Our reading will encompass a broad swath of the Humanities, placing the literary (novels, short stories) in conversation with the theoretical (psychoanalysis, religion, machine learning). Authors may include Carl Jung, Sigmund Freud, Jamaica Kincaid, Simone de Beauvoir, Tommy Orange, Oscar Wilde, and Isaac Asimov.

Spring Semester Course, 0.50 credits​

C. Leja

3289 The Metaphysical Detective From its beginnings, detective fiction has explored the philosophical question of how we can interpret the world around us. How do we know we are drawing the right conclusions from the information we are given?

In this class, we will encounter detectives whose attitudes toward this question range from the over-confident to the paranoid, while our readings will turn us into detectives ourselves, investigating the worlds we encounter. The phrase “metaphysical detective” means that these detectives aren’t just thinking about how to solve cases; they are asking questions about the fundamental nature of the societies they live in, and even about themselves. Our readings will feature both classic and modern detectives, from authors who may include Edgar Allen Poe, Agatha Christie, Jorge Luis Borges, Arthur Conan Doyle, Sophocles, and Gabriel García Márquez, as well as films such as Gosford Park and Brick. Be prepared for some unexpected twists!

Spring Semester Course, 0.50 credits, [50,50,50], graded ​

S. Kerman

3255 Sci-Fi Futures & Radical Imagination This course will consider the ways in which the science fiction genre has imagined possible futures and alternate realities and how, in the process, authors have grappled with the social, political, and ecological conditions of the 20th and 21st centuries as they ask: What might the future look like? By considering some of the more radical possibilities of science fiction, we will begin to ask our own questions about the nature of such speculation and its limits. What sort of worlds, beings, and relations might these texts imagine? What sort of changes or alternatives might they be unable to imagine?

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Our readings will include not only theoretical texts, such as Mark Dery's "Black to the Future," excerpts from Foucoult's The Order of Things, and Donna Harraway's "Cyborg Manifesto," but also mainstays of the genre, from authors like Ursula K. Le Guin and Samuel Delany, to contemporary voices like NK Jemisin and Ted Chiang. As the literary genre moves into the late twentieth century, it begins using film as an additional medium of exploration. Accordingly, we will consider how the cyberpunk world of Blade Runner and the Afrofuturism of Black Panther fit into our conversations about science fiction as a space for envisioning new and revolutionary ways of relating to society, the natural world, and humanity. While we will use creative writing as a means through which to develop and process our own ideas of what other worlds and other peoples could be, our class will be primarily devoted to thoughtful literary analysis of our texts and science fiction conventions, writing to questions like "What makes utopia?" and "What is the post-human?"

Spring Semester Course, 0.50 credits, [50,50,50], graded​ ​ Mattio

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3253 Senior Thesis Workshop * The final class in the Creative Writing Program, the Creative Writing Thesis Workshop, offers seniors the opportunity to develop a unique writing project. We will meet as a group to discuss and support one another’s writing, and the instructor will provide individualized reading assignments. Possibilities for writing projects include but are not limited to a collection of poems, a collection of short fiction, a novella, a play, a memoir, or a series of personal essays. * This course is also listed within the course descriptions for Creative Writing Classes. ​ Requires Preapproval Prerequisite: Intro to Creative Writing and one Advanced level workshop or permission of the instructor.

Spring Semester Course, 0.50 credits, [70], graded​

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C. Hood

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CREATIVE WRITING 3254 Introduction to Creative Writing This class will offer an introduction to poetry and fiction writing. Experience with creative writing is not required. We will meet as a workshop to discuss one another’s work, and students will be expected to turn in both a mid-term portfolio and a final portfolio of writing. This course is a prerequisite for advanced level workshops.

No Prerequisite​ One Semester Course, Fall and Spring, 0.25 credits, [70], graded​

C. Hood

3256 Advanced Writing Workshop This class continues the study of poetry and fiction writing begun in Introduction to Creative Writing.

Students will participate in workshops discussing one another’s work and will turn in mid-term and final portfolios of writing.

Requires Preapproval Prerequisite: Introduction to Creative Writing ​ One Semester Course, Fall and Spring, 0.25 credits, [70], graded​

C. Hood

3257 Advanced Poetry Writing In this class, students will study the techniques and goals of the poet. We will read poems by a variety of writers, as well as essays on the craft of poetry. Students will write in response to a series of prompts designed to develop and practice this craft. At the end of the semester, students will turn in a portfolio of revised poems.

Requires Preapproval Prerequisite: Introduction to Creative Writing Fall Semester Course, 0.25 credits, [70], graded​

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C. Hood

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3260 Advanced Fiction Writing: The Short Story In this class, students will study the techniques and goals of the short fiction writer. We will read short stories by a variety of writers, as well as essays on the craft of writing. Students will write in response to a series of prompts designed to develop and practice this craft. At the end of the semester, students will turn in a portfolio of short fiction.

Requires Preapproval Prerequisite: Introduction to Creative Writing Spring Semester Course, 0.25 credits, [70], graded​

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C. Hood

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3259 Advanced Fiction Writing: The Novel In this course, students will begin or continue work on a novel in any genre, progressing from brainstorming to planning to drafting. We will learn and practice techniques for tackling longer fiction, including story arcs, character creation, chapter design, and how to craft and commit to a consistent writing schedule. Students will regularly submit work-in-progress and participate in workshops discussing one another’s writing. Those taking the course for a single semester should expect to complete 30,000-40,000 words (half of a first draft). Those taking the course for both semesters should expect to complete 60,000-80,000 words (a complete first draft).

Requires Preapproval Prerequisite: Introduction to Creative Writing Fall and/or Spring Semester Course, 0.25 credits, [70], graded​

C. Leja

3253 Senior Thesis Workshop The final class in the Creative Writing Program, the Creative Writing Thesis Workshop, offers seniors the opportunity to develop a unique writing project. We will meet as a group to discuss and support one another’s writing, and the instructor will provide individualized reading assignments. Possibilities for writing projects include but are not limited to a collection of poems, a collection of short fiction, a novella, a play, a memoir, or a series of personal essays. This course will count as your spring English elective.

Requires Preapproval Prerequisite: Intro to Creative Writing and one Advanced level workshop or permission of the instructor.

Spring Semester Course, 0.50 credits [50,50,50], graded​

C. Hood

JOURNALISM 3299 Introduction to Journalism This course introduces the craft and ethics of journalistic writing. Students will learn how article writing differs from essay writing, lede writing, OpEd vs News writing, interview tactics, and how to conduct archival and database research.

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Open to all grades, priority given to upper class students Fall and Spring Semester Course, 0.25 credits, [50], pass/fail​

C. Leja

3276 Journalism Seminar In this course, we will discuss the ethics and craft of journalism in a turbulent world. Readings will include case studies, theory, and various forms of print and digital media itself. Students in all grades are invited to register. Previous knowledge of journalism or involvement in the Daltonian is not required.

The course will meet once a week in the Spring semester for Pass/Fail elective credit. Topics vary by year, and students are welcome to take the course multiple times.

Open to all grades, priority given to upper class students Spring Semester Course, 0.25 credits, [50], pass/fail​

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T. Nichols

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Independent Studies:

5008 Independent Study: English Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits, [50], pass/fail

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HISTORY AND SOCIAL SCIENCE The History and Social Science curriculum is designed to foster excellence in reading, writing, class discussion and critical thinking, as well as to introduce students to the stories of various civilizations in different parts of the world. The required courses aim to expose students to the history of religions and dominant ideas, political traditions, patterns of economic development, social and cultural trends, and numerous forms of visual and material expression. The electives offer students the opportunity to pursue individual interests once they have mastered the fundamentals of history in 9th through 11th grade.

Course offerings highlight current events that relate to content. Students are strongly encouraged to read the newspaper, view news programs, listen to podcasts, read magazines, visit local museums, and watch documentaries.

Dalton students are required to take three years of history.

Senior electives are only available to seniors, with the exception of juniors participating in semester-away programs. Students who are participating in semester-away programs in their junior year may take an elective in their junior year and must take World History III in their senior year.

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HISTORY AND SOCIAL SCIENCE DEPARTMENT COURSES NINTH GRADE

3500 World History I: Global Transformation and the Early Modern World Ninth-grade history marks the beginning of a three-year examination of world history in a global context. The overarching narrative of the course will take us from the late medieval period through the Early Modern period and will focus on several geographic locations and peoples. Although some of the areas under study may seem dissimilar at first, common themes unify our investigation and afford us the opportunity to compare the histories and practices of a range of different cultural groups. We will do so through a number of analytical lenses. We will historicize the past with a yearlong introduction to the varieties of historical approaches by examining the religious, social, cultural, political, and intellectual aspects of each society under investigation. Overall, we help students develop historical skills such as analysis of documents and objects and images, construction of historical arguments, critical thinking and class discussion. To this end, both primary and secondary sources will be employed, and we expect students to prepare for class by reading and assessing the daily assignments. Students will also complete a research project that involves analyzing an object from the Metropolitan Museum of Art in its historical context.

The first semester will have us engaging in a close reading of two texts in order to orient our understanding of the early modern world. We will read Sundiata: An Epic of Old Mali and Shakespeare’s The Tempest. A close reading of these texts will anchor our investigation of the historical contexts in which these works emerge and allow for a deep and expansive interpretation of the themes contained within them. Next, our focus will be on the relationship between state power and creative enterprise in Early Modern Asia, focusing on Mughal India, Ming China, and Tokugawa Japan.

We return to Asia at the beginning of the second semester to consider the intellectual foundations of Chinese society, politics, and economics during the Qing dynasty. Grounding our initial discussion in the ideas of Confucius, we will examine an abiding tension between the rise of new ideas, methods, and regimes and a reliance on tradition, stability, and hierarchical order. This tension becomes particularly apparent when we turn to the history of Chinese science, leading us to pose the question of whether or not China experienced a “scientific revolution” or underwent a period of “enlightenment” similar to what occurred in Europe between the 15th and 18th century. To fully understand the history of intellectual transformations in these contexts, we need to consider the construction of narratives of the “Scientific Revolution” and “Enlightenment” as singular developments in history that occurred exclusively in the Western world. We will challenge this Eurocentric narrative, identifying connections and exchanges between Asia and the West that helped give rise to “modern” thought. We will also consider on their own terms the dramatic transformations in thinking about the natural, political, and social worlds that happened in Europe during this time. Moving on from the intellectual foment of the Early Modern world and its various modes of enlightenment, we will finish the year with a consideration of how ideas were put to practice and reflected in revolutions in the Atlantic World.

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Full Year Course, 1.0 credit, [50,50,50], graded​ Faculty

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TENTH GRADE 3510 World History II: The Invention of Modernity Students in the tenth grade continue to investigate the making of the modern world through a rigorous examination of global developments in the nineteenth-century. The Industrial Revolution serves as our point of departure, as we explore the economic, political, and social changes that came out of these encounters centered on commodities and conquest. Subsequent Assignments extend this global approach to the ‘long’ nineteenth century through intellectual, social, cultural, political, and economic lenses. We explore the advent of capitalism and responses from socialist and utopian movements, and the emergence and ultimate dominance of nationalism. Cycles of colonization, resistance, and independence in Africa, Asia, and South America provide an additional focus and the course concludes with an in-depth exploration of World War I and its global impacts.

As a means of interrogating several of these themes while also building research skills, a term-long project prompts students to focus on a particular aspect (i.e. migration, infrastructure, colonial relations, popular culture, etc.) of a nineteenth century city, selected from a list of options from across the globe. The end result will be an essay that utilizes secondary sources to demonstrate how themes we study in class--such as politics, economics, and social relationships, shaped life in a specific place in the long nineteenth century. The project helps facilitate discussions about the way in which these lived realities, in all their manifestations, impacted the nineteenth-century world. The project unfolds in stages, with students generating a research proposal, preliminary bibliography, annotations, and a detailed outline; teacher guidance and feedback inform the development of the project at each stage.

Full Year Course, 1.0 credit, [50,50,50], graded​ Faculty

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ELEVENTH GRADE Students in the eleventh grade continue their focus on the making of the modern world through a rigorous examination of twentieth and early twenty-first century global history. Students engage with the complex transformations of the modern world to unearth antecedents, determine causality, and consider the outcomes that shape the world of today. The history department’s support and celebration of individualized learning inform the offering of several iterations of the eleventh-grade curriculum. The curricula of the various eleventh-grade offerings focus on common overarching themes and skills. All courses explore the twentieth and early twenty-first century world through various intellectual, social, cultural, political, and economic lenses by examining a broad range of secondary and primary sources.

In all courses, students leverage their experience in the study of history to think, communicate, and research like historians. The focus on shared skills unifies the experience across the grade.

As a means of building research and historical writing skills while interrogating the theme of forced and voluntary migration that pervaded this era, students in all courses undertake a year-long project that analyzes the ‘push’ and ‘pull’ factors that propelled a particular twentieth-century migration. They begin ​

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with a targeted search through one of several databases, which produces a primary source—a photograph, a narrative, a memoir, a newspaper article—that serves as inspiration for their project.

Students then compile an annotated bibliography of relevant scholarly sources, followed by an outline and rough draft. Teacher guidance and feedback inform the development of the project at each stage.

The end result is an essay that makes a historical argument shedding light on the question of how or why a particular group of people moved from one place to another during the twentieth century. In the process, students’ work furthers an ongoing scholarly conversation.

3520 World History III: The 20th Century This course examines the lived experience of the twentieth century with emphasis on geopolitics and social history. We begin with the immediate domestic and international impacts of World War I and the how the terms of the Treaty of Versailles shaped - and reshaped - the Interwar World. Subsequent Assignments extend this global approach to the ‘long’ twentieth century through intellectual, social, cultural, political, and economic lenses. In our second Assignment, we explore the interwar period, the Armenian genocide, the rise of nationalism and anticolonialism in Africa and Asia, and the advent of communism in China. Our third Assignment comprises an examination of the Great Depression in all its global dimensions. In the United States, we assess how the New Deal and the growth of the modern welfare state emerged as a response to economic crisis; in Russia, we examine Stalin’s Five-Year Plan and the collectivization of agriculture; and in Germany, we witness the rise of the Weimar Republic and the beginnings of Nazi expansionism. Our fourth unit comprises a detailed study of the Second World War, with attention to the military and domestic fronts of all major belligerents. In our study of the Holocaust we use a variety of scholarly primary and secondary sources, including several texts that focus on Jewish resistance and the particular role of Jewish women in challenging Nazism. Later Assignments examine the global nature of the Cold War, the independence and partition of India, African nationalism, the creation of the state of Israel, revolutions in Cuba and Latin America, Mao Zedong’s Great Leap Forward and China’s Cultural Revolution, the Iranian Revolution, and the struggle for racial equality and democracy in South Africa. Domestically, we will explore the rise of the movements for civil rights, women’s rights and gay rights as they gained visibility on the postwar landscape. A culminating project invites students to undertake a detailed examination of a particular event or set of events from the late twentieth or early twenty-first century.

Full Year Course, 1.0 credit, [50,50,50], graded​ Faculty

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3561 World History III: Law and Order This legal history class tracks the role of law in understanding the unfolding of twentieth-century globalization. It conceives of the law as an uncertain, historically-contingent arena in which a diverse array of protagonists debate, craft and contest normative practices, institutions and ideas. We will ask: How did twentieth-century international law, and the emergence of multilateral bodies like the League of Nations and the United Nations, reinforce an Anglo-American imperial order? In turn, how did marginalized actors - such as women, colonized populations, and ethno-religious minorities - have space to mold and appeal to law?

We will examine the twentieth-century eruption of internationally recognized, independent nation-states (today there are around 200 as opposed to 42 in 1920), highlighting that these national histories cannot be understood in and of themselves. For instance, in the decades after World War II, how did the Global South’s ​

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lawyers and jurists - professions at the helm of battles for national independence - deal with inherited colonial legal paradigms, obligations and liabilities? How did postcolonial legal scholars adapt and translate imperial imports into indigenous mental frameworks in forging nation-states? At the same time, intellectual influences and people moved in both directions. For example, how did the U.S. civil rights movement draw on the global anticolonial struggle as a model to demand changes in American constitutional law? How did the process of decolonization affect the contours of the British welfare state?

Full Year Course, 1.0 credit, [50,50,50], graded​

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S. Dunitz

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3524 RETURNING COURSE World History III: Seeing the Century Seeing the century. Hearing the Century. Interpreting the Century. This section of eleventh-grade history continues to ask questions fundamental to historical inquiry: how do we access the past and how do we know what we know? What constitutes proper historical evidence? With the expansion of communication technologies and the increased dissemination of popular culture over the twentieth century, we inherit a trove of new and old modalities for representing and interrogating the past. By asking how cultural forms helped circulate ideas and generate awareness in the first instance, we can gain insight into the historical consciousness of those living through historical events and how the forms of representation shape our own understanding. This course is simultaneously an engagement with a curated historical record of the twentieth- and twenty-first centuries and a critical appraisal of the ways in which that historical record was created (and recreated, contested, and recreated again). To this end, we will pay particular attention to the construction of historical narratives. What role does narrative play, and what are the narrative imperatives for defining our own lives? What is the relationship between memory and history, past and present, power and privilege? What is meant by "collective memory" and what are its dominant forms and practices? Our focus will be on the popular means of representation, and our investigation will utilize images (both static and moving), exhibitions, memorials, music (ranging from opera to pop music), radio broadcasts and televised coverage, movies, and more along with customary primary and secondary source analysis in an effort to gauge the unfolding and the perception of these highly mediated centuries.

Full Year Course, 1.0 credit, [50,50,50], graded​

K. Slick

11th Grade Electives:

3535 NEW COURSE Archives: Collecting, Curating, and Communicating This class is meant for 11th graders who are passionate about history and want to learn more about archival materials and archives. Through a series of case studies, drawn from digital archives, archival collections in NYC, and Dalton’s archives, students will explore a range of methods and challenges encountered in archival work. Students will actively participate in collaborative weekly workshops.

Students will be introduced to current trends in archival research and the professional practices of archivists (through site visits and meetings with professionals). They will explore the complexities of recovery, preservation, public access, and professional editing, and they will also begin to understand their own scholarly interests and ability to make archival discoveries. The course will culminate in a hands-on project: students will design and lead their own 20-minute mini-workshops, focusing on how they would organize and curate their personal archives. This course does not replace WH3 for juniors Fall Semester Course, 0.25 credits, [70], pass/fail​

J. Stolper Muenz and S. Kohn

3536 NEW COURSE Public History: Memory, Museums, and Monuments Using New York City as laboratory, this class is meant for 11th graders who are passionate about history and want to learn more about public history. In a series of case studies, we will explore the day-to-day methods, practices, and professional demands of public historians. We will study the development of public history as a field and practice and discuss why practitioners believe it exists and remains relevant ​

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in the contemporary world. We will then explore local and online heritage sites and monuments and seek to understand the communities and memories that they ostensibly serve. The culminating project in this workshop will focus on how nonprofit public history organizations develop exhibitions and gain and sustain funding. The students will design and execute a (digital or in-person) class-wide public history project (including a funding and marketing plan) focused on the history of Dalton in the form of an online or in-person exhibition (allowing students to explore public history practice in educational institutions and to learn more about curation and the issues involved in developing short-term historical exhibits and/or exhibits that live on in the digital realm). This course does not replace WH3 for juniors Spring Semester Course, 0.25 credits, [70], pass/fail​

J. Stolper Muenz and S. Kohn

TWELFTH GRADE

FALL SEMESTER ELECTIVES

3574 History Capstone Project Students who possess a demonstrable passion for critical inquiry and self-directed research are invited to apply for the Capstone experience in historical research and investigation. Open to seniors in the fall semester of their culminating year, the Capstone Project represents an opportunity for students to utilize their existing skills in an effort to expand upon their research techniques and dispositions in pursuit of original historical research and project completion. As an initial step, students will craft and propose a viable research project idea and a plan for realizing that project. As part of the proposal, students will identify sources of information and document a plan for accessing these sources. Initial research questions will frame the proposal as well and students will suggest a particular form for their completed project.

Students who participate in the program will meet weekly to share research findings, troubleshoot problems, offer and receive feedback, and provide general insight into the research process. In the main, students will work independently and meet frequently with their advisor as they pursue their research and will work to meet assignment benchmarks with the support of dedicated History faculty. Students will also periodically share their research findings and progress in order to ensure steady and consistent effort and production.

In addition to completing the project, students will share their findings in a public presentation.

Requires Preapproval Open by application process to seniors only. Students cannot register for a second history elective during the Fall semester in addition to Capstone Fall Semester Course, 0.50 credits, [50], graded​

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D. Davidson

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3581 RETURNING COURSE (Dis)Order in the Courts: Gender and American Legal History from the Early Republic to the Present Day “The inescapable conclusion is that a right to abortion is not deeply rooted in the Nation’s history and traditions.” With this reasoning, the U.S. Supreme Court removed the constitutional right to an abortion in 2022, overturning a precedent that had been established nearly fifty years earlier in Roe v Wade (1973). Today, the stakes are high when we interrogate America’s “history and traditions” surrounding law and gender relations. By examining numerous judicial opinions alongside rich historical and legal scholarship, this course will scrutinize how the American legal system has fashioned gender relations for all people through regulation of such issues as reproduction, marriage, divorce, work, sexuality, gender identity, and the family. Conversely, we will consider how the deeply gendered nature of American society has crafted its laws. How have themes of gender and American law fragmented along lines of race, class, nationality, and religion? How does the history of gender and the law inform contemporary power structures? The final assessment will constitute a collaborative project, requiring students to create a video that analyzes an American legal decision, demonstrating how it reflected and molded gender relations, both past and present.

Fall Semester Course, 0.50 credits, [50,50,50], graded ​

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S. Dunitz

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3578 Inequality in America In this elective we will explore the history of social class in the United States from colonial times to the present through a service learning lens, paying careful attention to changes and continuities in how Americans have talked about, imagined, and embodied economic distinctions and inequalities of various kinds. Some of the topics considered include the Great Depression and the New Deal, the Great Society, and Reaganomics. We will use this historical grounding and the tools of social science to help us navigate contemporary debates about social and cultural capital, the economic legacy of slavery, and the “Second Gilded Age.” During the second Assignment, students will divide into teams and begin to focus on a specific theme related to inequality within local communities. Some examples are: housing and food insecurity, environmental justice, and education. As part of the final Assignment, students will engage in a substantive service learning project in New York City. They will use texts from the course to help frame and plan this hands-on service experience.

Fall Semester Course, 0.50 Credits, [50,50,50], graded ​

B. Matz

3570 Microeconomics: A Close Look at Buyers and Sellers Must robots replace human workers in every industry? Will Amazon completely redefine the retail store?

How will corporations respond to climate change, the ultimate negative externality, to work with the public sector toward the common good? Microeconomics is the study of production and consumption, of how, as the Greek base word “oikonomos” suggests, we “manage our households.” In this course students will be introduced to the basics of supply and demand, price elasticity, surplus and scarcity, opportunity costs, perfect competition and monopoly, and the continuing public private debate about market efficiency.

Through case studies based on current issues, we will deepen our understanding of market fundamentals in a 21st century context.

Students will meet in class, and participate in regular on line work, including discussions, quizzes and case work, as well as individual labs. This course can be taken in series with Macroeconomics, or independently.

Fall Semester Course, 0.50 credits, [50,50,50], graded​

M. Tewell

3544 Social Psychology Are we rational creatures? How can we find happiness? Why do we fall in love? How do we rationalize undesirable actions? Why do we risk our lives to help others? How do orderly crowds turn into violent mobs? Why do we like gossip? These sorts of questions lie at the heart of Social Psychology, a social science which illuminates and clarifies the nature of human beings and their social world. ​ ​ ​ ​ ​ This course introduces students to the study of social thought and behavior. Main topics include an overview of the field, the role of the mind in social life (e.g., obedience, self-perception), the nature of social interaction (e.g., attraction, social influence), and the application of psychology to social problems (e.g., justice, crowds, popular delusions). The last two weeks of the course will include presentations and discussion of student-designed research projects on topics of their choice. ​ ​ ​ ​ ​

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Fall Semester Course, 0.50 credits, [50,50,50], graded ​ Muenz

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J. Stolper

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3577S You Are What You Eat: A Critical Investigation Into Food Production, Consumption, and Justice The words of Wendell Berry (noted farmer, writer, and activist) set the tone for this class: "A significant part of the pleasure of eating is in one's accurate consciousness of the lives and the world from which food comes." In short, this course will explore the historical, ecological, ethical, scientific/ biological, cultural, aesthetic, political and economic forces shaping what and how we eat. We will explore the convergence of the local and the global, the urban and the rural, and the past and the present, when it comes to the choices we make when we eat. We will highlight eating as a profound engagement with (or alienation from) the natural world indicated by our food consciousness and current practices of production and consumption.

We will follow the food chain and see where it leads us. To this end, we will investigate methods of production and distribution with an eye on labor and access. What are the dominant forces shaping our food pathways? Our engagement with food, food culture, food politics, the history of food (production, distribution, and development), food preparation, and the actual cultivation of food will be historical, theoretical, textual, and practical.

The course will utilize project-based learning models in the Teaching Kitchen and will focus on research, communication, and collaboration toward the fulfillment of service-learning projects based on student interest. In the Teaching Kitchen, we will engage in formative activities, and as a result students will utilize a base of knowledge (fortified by engagement with key texts, discussion, and their native curiosity) as a means for applying their knowledge in innovative forms. An emphasis on social action around environmental sustainability, food justice, and beyond will be a focus of our investigation, particularly in the form of individualized projects, as we consider the obligations of an informed and participatory citizenry.

Fall Semester Course, 0.50 credits, [50,50,50], graded​

K. Slick

3530.1 NEW COURSE This Is New York: A History How did New York City get to be the city people love and love to hate? This course will explore major moments in the history of New York City from the 17th century to the present primarily through the lens of urban history, an interdisciplinary approach to studying urbanization and its effects on communities.

Looking at all five boroughs, we will focus on ways in which people living in NYC both shaped and were shaped by their built environment, one another, and larger historical forces.

Topics of study may include: Mannahatta, New York during the Revolution, the 1811 Grid Plan and its effects, gentrification and urban renewal. Because we are fortunate enough to live in the city of our study, we will also incorporate an experiential element to our study through site visits to monuments (such as the African Burial Ground) archives, museums (such as New York History and the Museum of the City of New York) and other important cultural institutions.

Fall Semester Course, 0.50 credits, [50,50,50], graded ​

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E. Rothberg

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3530.2 NEW COURSE Ways of Thinking/ Ways of Knowing: A History of Consciousness What does it mean to “think”? Do computers “think”? Does an octopus? Do dogs? Do babies? Do trees and mushrooms? What is the “mind” and how does it work? What does it mean to “know”? How do we know what we know and how do we come to know it? Beginning with a grounding in contemporary analyses of machine/ artificial intelligence (in an effort to become versed in the ongoing conceptualization of “thinking” and “knowing”), we will survey a range of case studies devoted to an understanding of the evolving debate over consciousness, thought, and knowledge. This is a history of ideas. Utilizing a historical framework (though not adhering to a strict chronological order), will draw from various disciplines and will highlight works in history, philosophy, linguistics, neuroscience, psychology, botany, art history, and beyond this semester. Our focus this semester will be on machine and augmented intelligence, neuroscience, childhood development, neurodiversity, color perception and language, psychoanalysis, the “male gaze” (and its subversion), and animal/plant intelligence.

Moreover, this course is divided into two independent sections: fall and spring semesters. You may participate in the fall semester, the spring semester, or both semesters. Participation in the fall semester is not a prerequisite for participation in the spring semester.

Tuesday evenings at 6:30pm, in-person Fall Semester Course, 0.50 credits, graded​

K. Slick

SPRING SEMESTER ELECTIVES 3572 Beyond Art History: Practices of Perception and Creation in Historical Perspective

How do you look at a work of art? The design of this course is to develop a dynamic toolkit for evaluating, situating, and understanding art and visual culture. In the first instance, this course recognizes the ways in which the definition of “art” and perceptions of art have evolved across histories and geographies. Context matters, then and now. The position and power of curation will occupy our attention, as well. Collection, acquisition, and attendant calls for repatriation will also demand our focus as we examine the flow of art and artifacts across contexts. We will also explore the generative power of the “art market” to transform material culture (especially art) into objects of value. Moreover, questions of the “artist” will also emerge, and we will wonder who is an “artist,” what is the criteria, who has access to this role, and how do we understand non-canonical forms of artistic practice? Numerous field trips and other opportunities will support our work in the classroom.

Spring Semester Course, 0.50 credits​

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K. Slick

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3568 RETURNING COURSE Conservatism in the United States What is conservatism? How has it developed in the United States? To what extent can President Trump’s policies be described as conservative? This course will engage these timely questions by analyzing selected periods in American history at which certain groups have articulated a rhetoric of tradition, or adherence to precedent, in conscious juxtaposition with a rhetoric of progress or change.

Building from this historical examination, the course will culminate in a sustained analysis of modern American conservatism. Here we will probe the ongoing tension within the conservative movement between isolationism and interventionism in foreign policy; between free-market libertarianism and protectionism; between a small-government philosophy and support for robust national defense; between a domestically oriented view of women and the embrace of women’s activism on the cultural right; and, in law, between originalism and textualism. Through this investigation, students will gain an awareness of the complexity and nuance of American conservatism as a historical and political force.

Woven throughout the course will be a sustained comparison and contrast between earlier varieties of American conservatism and the policies promoted by the Trump administration, both in its previous term and in its nascent second term.

Spring Semester Course, 0.50 credits, [50,50,50], graded ​

D. Davidson

3567 Macroeconomics: Chasing Growth Will China overtake the US as the leading consumer of the world? Why is Maduro’s once rich Venezuelan economy failing? Will growing nationalism undo the benefits of free trade? How pervasive (and dangerous) is income inequality? Globalization has turned our macroeconomic model upside down in recent years, making the study of macroeconomics no longer nation specific but instead the study of a deeply interconnected world economy, in constant flux. In this course, students will be introduced to the basics of macroeconomics, exploring the scale and structure of individual economies, and the dynamics of growth.

We will consider specific topics including population and migration, human capital, health care and education, and the global cost of climate change, as well as the role of political institutions in economic development. Exploring case studies based on current events, we will deepen our understanding of these fundamentals in a 21st century context.

Students will meet in class, and participate in regular on line work, including discussions, quizzes and case work, as well as individual labs. This course can be taken in series with Microeconomics, or independently.

Spring Semester Course, 0.50 credits, [50,50,50], graded​

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M. Tewell

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3548 Drugs and Disease in the Modern World: Magic Bullets and Blockbuster Brands What role did pharmaceutical drugs play in the shaping of the world that we currently inhabit? When and where did the key developments in drug therapy take place and how did these therapies relate to evolving understandings and definitions of disease? In what ways has the relationship between the drug industry, the state, and the university changed over time? To what extent were and are drugs and the diseases they are designed to treat embedded in the broader society and culture? What is the relationship between Western drug therapies and the global South?

This course examines the history of pharmaceutical drugs and related medical technology in global perspective from the late nineteenth century to the present. Important biomedical advances in drug therapy—such as vaccines, vitamins, antibiotics, steroids, and antiretrovirals—will be considered in relation to changes in the medical profession, the rise of the pharmaceutical industry, and an ongoing tension between drug marketing and state regulation. We will also consider the ways in which Western medicine relates to other medical and healing traditions. Public reaction to and expectations about scientific discovery, intellectual property and global health, and the relationship between illicit and licit drugs will also serve as unifying themes for the course.

Spring Semester Course, 0.50 credits, [50,50,50], graded ​

B. Matz

3585 RETURNING COURSE From Salons to Social Media: A History of the Public Sphere In a February 2025 meeting at the White House, the U.S. Vice-President, J.D. Vance, rebuked the U.K. Prime Minister for “infringements on free speech that…affect American technology companies and, by extension, American citizens.” Vance was referring to the Online Safety Act, a 2023 U.K. law making all social media companies, websites and search engines responsible for “harmful content” published on their platforms. We will ask: What is the historical and current-day relationship between communication networks and political authority? For a public to effectively engage in productive debate, should its members have to adhere to certain behavioral norms, as German philosopher, Jurgen Habermas, believed? If so, who or what is expected to participate in the public sphere, what are the risks of participating, and how are the rules of participation set and changed? Has expanded political, economic and social democratization led to an explosion of competing interests, sensationalist propaganda and violent clashes or enhanced thoughtful political discussion? What is the economic, political and cultural power of the various socio-technical publics that you belong to as animated, engaged players? How are these fora imagined, constrained and made potent?

Spring Semester Course, 0.50 credits, [50,50,50], graded ​

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S. Dunitz

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3530.4 NEW COURSE Systems of Knowledge/ Ways of Being: A History of Consciousness This course is guided by a similar set of questions as the one offered in the fall but will differ in terms of perspective and source material. When we ask the questions “what does it mean to ‘think’?” and “what does it mean to ‘know’?” and “how do we know what we know and how do we come to know it?”, we will shift our perspective accordingly to investigate the changing debate over consciousness and the various contextual factors shaping these discourses by investigating systems of knowledge production and the structural features shaping (personal and collective) consciousness. We will continue to draw from various disciplines and will highlight works in history, philosophy, political science, neuroscience, sociology, feminist and queer theory, art history, and more. The goal of the course is to introduce a diverse range of views on the idea of consciousness and the thinking and knowing subject and we will highlight the “order of things,” cultural hegemony, class consciousness, collective memory, and gender performativity.

Moreover, this course is divided into two independent sections: fall and spring semesters. You may participate in the fall semester, the spring semester, or both semesters. Participation in the fall semester is not a prerequisite for participation in the spring semester.

Tuesday evenings at 6:30pm, in-person Spring Semester Course, 0.50 credits, [50,50,50], graded​

K. Slick

3530.3 NEW COURSE The U.S. in Film and Television What are the key films for understanding the twentieth-century United States? What would you include or exclude in that category? Why? What unites or differentiates them? This course will provide an overview of important American films and television shows of the 20th and 21st century. We will think historically about film and television as mediums that reflect the larger historical concerns of “the Global Century” in the United States: labor, gender, race, and democratic institutions. Starting with the black and white films of the 1930s, this course will proceed chronologically and end with an examination of reality television and the ways it both reflects and shapes our current moment. For the final project, students will have the opportunity to propose their own film series for the Dalton community.

Spring Semester Course, 0.50 credits, [50,50,50], graded ​

E. Rothberg

Independent Studies: 5010 Independent Study: History Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above. ​

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Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits, [50], pass/fail

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WORLD AND CLASSICAL LANGUAGES

CLASSICAL LANGUAGES Latin: The study of Latin presents an enriching opportunity to engage with the language, literature, history, philosophy, art, government, and religion of the Roman empire, and to explore its profound influence on our own civilization. Students discover that 65% of English words (and more than 90% of those over two syllables) come from Latin. By systematically grappling with Latin's precise and logical syntax, the students exercise and develop analytic thinking,bolstered by an acute attention to detail. The practice with close-reading that translating Latin texts provides helps students to build text-based arguments and understand how rhetoric may be employed in English as well as Latin. Translating Roman literature allows students to reach into the past and explore the culture of ancient Rome from the Romans’ own perspective, thereby gaining insight into their own cultural moment and how the present is shaped by the past.

Greek: Students can add Ancient Greek as a second language if they have taken a year of Latin. The Ancient Greeks played an enormous role in the development of modern-day literature, history, philosophy, art, religion, and government. Through learning the language of the Ancient Greeks, students will be exposed to the culture, beliefs, and lasting influence of this ancient society. Greek thought and literary forms deeply shaped Roman authors such as Virgil, Cicero, and Ovid, whose works became foundational for Western literature. By exploring these connections, students will gain insight into the transmission of ideas across civilizations. They will also develop their analytical skills and deepen their understanding of the English language. As their skills grow, students will be able to read the original works of Homer, Plato, and Herodotus, and recognize the enduring legacy of Greek literature throughout the classical world and beyond.

WORLD LANGUAGES French: French plays a role in world culture, literature, arts, history and science. As a language employed by the United Nations, UNESCO, NATO, the International Red Cross, and spoken by millions of people worldwide, the French language provides a means of expression and communication for many people, organizations, and endeavors. Throughout our curriculum, French teachers seek to expose students to the diversity of the francophone world and present voices and contributions of francophone speakers via interactive multimedia. All four language skills - listening, reading, speaking and writing - are stressed, with a particular emphasis on oral proficiency and written production.

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Spanish: Spain is an integral member of the European Union and U.S. relations with Latin America continue to gain greater importance. Spanish speakers are in high demand and the study of Spanish is becoming more desirable than ever. Mastering Spanish will open many doors, not only to foreign cultures, but also to many aspects of our own culture locally and nationally. Students of Spanish at Dalton have the unique opportunity to apply their knowledge on a daily basis through direct contact with a wide range of Hispanic people, and through their exposure to an ever-growing variety of music, theater, film, daily publications, and radio and TV in Spanish. In addition to the development of oral and writing skills, our students’ interaction with teachers from several Spanish-speaking countries enriches their language experience.

Chinese (Mandarin): Chinese claims more native speakers than any other language and China is considered one of the world’s superpowers. In the course of the next few decades, it seems inevitable that China will become more central to U.S. endeavors abroad, and the ability to speak Chinese will likewise become a valuable asset in many careers and fields. In addition, the Chinese language is the gateway to one of the world’s great cultures, whose customs, social structures and literature stretch back 5000 years.

Chinese is special among Dalton’s language offerings for its use of characters rather than an alphabet to write and also for its tonal phonetics. These intriguing features make Mandarin quite different from European languages, and with that difference comes an extraordinary perspective. Successful students of Mandarin are savvy, effective “global citizens” who can engage authentically with Chinese cultures, both in New York City, and around the world.

CLASSICAL LANGUAGE COURSES LATIN Students learn Latin grammar, vocabulary and translating skills through a systematic grammatical sequence as well as through translating continued text. Students are taught to look for etymologies in English and to compare English and Latin grammatical systems. Comparisons are made to Romance languages when appropriate. Students see more and more original Latin as they hone their translation skills. Students are introduced to Roman history and culture. In Latin 1 and Latin 2, Dalton students first learn essential vocabulary, syntax, and grammatical concepts. This foundation then enables advanced students to translate history, rhetoric and poetry, from the writings of Caesar, Cicero, Pliny, to the works of Virgil, Horace and Catullus and beyond.

3110 Latin 1 Beginning study of grammar, vocabulary, and translation.

Text: Latin Via Ovid, Goldman and Nyenhuis

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Full Year Course, 1.0 credit

3111 Latin 2 Continuation of Latin 1. Upper level grammar is introduced alongside prolonged translations.

Text: Latin Via Ovid, Goldman and Nyenhuis Requires Preapproval Full Year Course, 1.0 credit

3112 Latin 3 – Selected Latin Authors Students in this course review the curriculum of upper level grammar and syntax in tandem with translation of texts taken from ancient authors, including Livy, Eutropius, Caesar and Ovid. This class emphasizes the development of translation skills, the ability to identify grammar and understand syntax, and the expansion of vocabulary.

Texts: Second Year Latin, Jenney, Scudder and Baade; Latin: An Intensive Course, Moreland and Fleischer; Cambridge Latin Anthology, Carter and Parr Requires Preapproval Prerequisite: Latin 2 Full Year Course, 1.0 credit

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3168 Latin: Identity and Empire / 3169 Latin: Identity and Empire ‘A’ This is the first class in which students make the leap to pure translation of text. Grammar and solid, idiomatic translation are a continued focus. The course will begin with selections from Caesar’s De Bello Gallico through which students will become conversant in standard Latin prose style. Students will learn about Roman expansion and the Roman perspective about their own identities and those of people outside of their empire. Students may also encounter works by authors such as Pliny, Livy, and Suetonius. Through these texts, students will become acquainted with Roman historiography, ethnography, geography, and the Roman army. Students will develop their skills through daily translations and regular assessments including grammar, vocabulary, and translations.

A-level credit is available for this course with permission from the teacher and the department chair.

Students may choose to undertake A-level (advanced) assignments. Students may register for A-level credit during the drop-add period in the fall with faculty permission.

Texts vary Requires Preapproval Full Year Course, 1.0 credit

3170 Latin: SPQR - Politicians, Propaganda, and the Polity /​ 3171 Latin: SPQR - Politicians, Propaganda, and the Polity ‘A’ This study of Roman prose literature evokes the conflicts and crises of Roman political life. Readings will focus on writings from prose authors, such as Cicero, Livy, Pliny, Sallust and Suetonius and may include some poetic works. Through these authors and their works, students will broaden their understanding of Roman institutions, government, and civic life. Students will also examine in depth the figures of speech and rhetorical devices that make up the artistry of these authors. Comparative studies will involve looking at famous speeches of the 20th and 21st centuries. Students will develop their skills through daily translations and regular assessments including grammar, vocabulary, and translations.

A-level credit is available for this course with permission from the teacher. Students may choose to undertake A-level (advanced) assignments. A-level designation should be determined and registered for in the spring prior to taking the course. Students may register for A-level credit during the drop-add period in the fall with faculty permission.

Texts vary Requires Preapproval Full Year Course, 1.0 credit

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3172 Latin: The Epic Tradition in the Augustan Age / ​ 3173 Latin: The Epic Tradition in the Augustan Age ‘A’ This study of Roman Epic poetry will be an in-depth exploration into the themes prevalent throughout poetry. This course will take a multi-disciplinary approach to texts rich in a variety of topics, ranging from philosophy and mythology to propaganda and romance. Discussions and assignments focus on literal and free translation of the text, on poetic meter, major themes, the figurative language of epic verse, and the socio-political reformation of the Augustan Age. Less traditional epic works, like Ovid’s Metamorphoses and Lucretius’ De Rerum Natura may provide points of context and comparison. Students will develop their skills through daily translations and regular assessments including grammar, vocabulary, and translations.

A-level credit is available for this course with permission from the teacher and the department chair.

Texts vary Requires Preapproval Full Year Course, 1.0 credit

3117 Latin Lyric Poetry / 3113 Latin Lyric Poetry ‘A’ Students read the poetry of Catullus and Horace. Poems are read with attention paid to themes, poetic devices, contemporary cultural philosophy, historical background and metrical forms. The Greek influences on Catullus and Horace are examined, as is modern poetry, which has been influenced to a great extent by these authors.

A-level credit is available for this course with permission from the teacher and the department chair.

Students may choose to undertake A-level (advanced) assignments.

Texts vary Requires Preapproval Full Year Course, 1.0 credit

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Classical Language Elective

3177 NEW COURSE Greek 1 This course offers high school students an engaging introduction to Ancient Greek, focusing on both the language's grammar and the rich cultural context in which it was used. Students will explore Ancient Greek vocabulary and syntax using the From Alpha to Omega: A Beginning Course in Classical Greek. In the first year, students will be introduced to the Attic Greek language and learn the alphabet, pronunciation, accent rules, and word order. As the year progresses, they will build the skills to read adapted Ancient Greek using grammar including the article, the three declensions, the three voices (active, middle, and passive), and adjectives. Their readings will help them delve into the literature, history, and philosophies of Ancient Greece. By the end of the course, students will not only gain foundational skills in reading Ancient Greek but also an appreciation for the civilization that produced some of the most significant contributions to Western thought.

This course is only available as an additional (elective) language and does not count for language graduation credit. It is a two-year sequence designed for Sophmore, Junior, and Senior high school students with an interest in languages, history, literature, or philosophy. Year 1 will be Greek 1 and Year 2 will be Greek 2 pending enrollment.

Prerequisite: Prior enrollment in Latin Full Year Course, 1.0 credit

WORLD LANGUAGE COURSES In Spanish, French and Mandarin classes, all teachers share the goals of helping students to increase their proficiency in listening comprehension and speaking, as well as reading and writing. Classes and labs are conducted primarily in the target language. After fulfilling the sequence of course requirements, students are offered a number of electives. Students learn through discussions, the use of texts and audiovisual materials, and authentic materials gleaned from the cultures of each language. Learning a new language teaches students to understand other cultures and in the process, to reconsider and further understand their own.

FRENCH For the first three levels of formal language study, textbooks and workbooks are supplemented by Dalton Assignments. For levels 4 through electives, Assignments provide the scaffolding for vocabulary and

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features of French syntax as students read, discuss, and write about a wide array of contemporary ideas and issues presented in works of fiction and non-fiction.

3100 French 1 Full Year Course, 1.0 credit

3101 French 2 Requires Preapproval Full Year Course, 1.0 credit ​

​ 3102 French 3 Requires Preapproval Full Year Course, 1.0 credit

3103 French 3 ‘A’ Requires Preapproval Full Year Course, 1.0 credit

3104 French 4 Requires Preapproval Full Year Course, 1.0 credit

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3105 French 4 ‘A’ Requires Preapproval Full Year Course, 1.0 credit

ELECTIVES 3175 French Conversation The Conversation class is designed to give students a chance to build their French proficiency with competence and confidence, while learning about the Francophone world. The course will be based on real-world themes, current events, and authentic texts from a variety of francophone voices. The course gives students with different perspectives and learning styles opportunities to participate in class and to build on material acquired through her/his/their career at Dalton. This course will acknowledge, promote, and incorporate students’ intersecting identities.

Students will hone their skills in the three modes of communication: interpersonal, interpretive, and presentational. As students engage in debates and small group discussions, they will develop both their language proficiency and critical thinking skills. Speaking functions include: maintaining a conversation, persuading and dissuading, narrating, describing, comparing, expressing and supporting one’s opinion, hypothesizing, giving solutions, and more.

Requires Preapproval Prerequisite: French 4 or above Full year course, 1.0 credit​

3161 French Cinéma ‘A’ This course aims at enhancing the studentsí understanding of the culture of France and the Francophone world by focusing on the relation of films to French history and culture.~ We examine how French society and contemporary filmmakers view and address major historical, social and cultural events. Students will be introduced to a broad range of contemporary issues: the legacy of colonialism and decolonization, history of immigration and access to French citizenship, social exclusion, social unrest: (Mai 68 and riots of the suburbs in 2005), secularism (laïcité), economic challenges (welfare state, globalization, and the healthcare deficit). During the study of each film, students research and analyze cultural, social, and historical themes.

This course is designed to strengthen all four skills - reading, writing, speaking and listening. Reading and

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writing skills in particular are developed through the analysis of cultural readings. In addition, students have the opportunity to create projects, and discuss and debate a variety of themes in French.

Requires Preapproval Prerequisite: French 4 or above Full year course, 1.0 credit​

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3174 Atelier: A Creative Writing Course in French 'A' ​

“Who am I, in French? I really don't know -- a bit of everything, perhaps.” ​ ― Nancy Huston, Losing North: Essays on Cultural Exile

What happens when writers decide to compose in a language that is not their native one? What do they lose and, most importantly, what do they gain? This course will explore these questions and encourage students to find their own original voice in French by 1) exploring universal themes that are both personal and meaningful (such as childhood, what constitutes a good horror story, food writing, love, and family) and how each author expresses those themes into their work 2) engaging in in-class writing exercises, such as le pastiche, in which they will add their own creative spin to a theme, just as Marcel Duchamp did when he added a mustache to the Mona Lisa. The first semester will focus on the art of the short story where students will discuss what constitutes a compelling narrative in the works of writers such as Guy de Maupassant, Émile Zola, Marcel Proust, Jean-Marie le Clézio, Georges Perec, Marcel Proust, and Jean-Paul Sartre. The second semester will concentrate on poetry by examining all forms of the poem, from the classical to the surreal, through the lens of poets such as Villon, Rimbaud, Baudelaire, and Bréton. Students will not only look at literary examples, but excerpts from an array of films, music, and visual art.

Requires Preapproval Prerequisite: French 4 or above Full Year Course: 1.0 credit ​

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MANDARIN Mandarin levels 1-4 focus on basic communication skills such as daily conversations, short readings, and fundamental writing at sentence and paragraph levels. The courses adapt materials from textbooks HuanYing Volumes 1-4, HSK (Hanyu Shuiping Kaoshi) high-frequency vocabulary lists, films and videos, and graded readings (i.e., Level Learning, Chairman’s Bao, and Mandarin Companion). Students participate in varied class activities such as jigsaw tasks, listening activities, role-plays, songs, and games. We also participate in field trips to explore local Asian communities and practice Mandarin language skills.. Through a varied and engaging curriculum, students learn about Chinese language and culture and strengthen their communication skills as they grow into global citizens in the 21st century.

3120 Mandarin Chinese 1 Full Year Course, 1.0 credit

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3121 Mandarin Chinese 2 Requires Preapproval Full Year Course, 1.0 credit

3122 Mandarin Chinese 3 / 3122A Mandarin Chinese 3 ‘A’ Requires Preapproval Full Year Course, 1.0 credit

3123 Mandarin Chinese 4 / 3123A Mandarin Chinese 4 ‘A’ Requires Preapproval Full Year Course, 1.0 credit

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3124 A Changing China / 3124A A Changing China ‘A’ A Changing China assumes a working familiarity with the basic structures of Mandarin and a corpus of approximately 700 common Chinese characters. In this course, students use their textbook, A New China, as a tool to explore a large variety of authentic, contemporary Mandarin-language materials, including websites, television programs, excerpts from articles, opinion pieces, fiction and films. Through analysis of these and other media, students become familiar with mainstream and alternative Chinese attitudes, opinions and styles. Through dialogue, role-play, research and writing, students learn to express and understand educated views of Chinese culture and society. Students acquire roughly 300 new characters, and class is conducted entirely in Mandarin.

A-level credit is available for this course with permission from the teacher and the department chair.

Students may register for A-level credit during the drop-add period in the Fall with faculty permission.

Requires Preapproval Full Year Course, 1.0 credit

3125 Chinese History Through Stories / 3126 Chinese History Through Stories ‘A’ Chinese History Through Stories is a course for students who have successfully completed A Changing China or are comparably conversant and literate in Mandarin. In this class, students will read and analyze short stories of major political, military, economic, cultural, and technological events and influential figures of Chinese history, and their impact on and relevance to modern day China. We also examine and learn to use the ever-so-important four-character idioms along the way. We watch and discuss several movies and movie excerpts based on popular historical events and legends such as Hero and The Battle at Red Cliff, and, when appropriate, compare them with similar Western stories. Successful students emerge with a set of cultural and linguistic tools that allow them to engage China in a nuanced, sophisticated way. Class is conducted entirely in Mandarin.

A-level credit is available for this course with permission from the teacher and the department chair.

Students may choose to undertake A-level assignments, the scope of which exceed that of the regular class.

Requires Preapproval Full Year Course, 1.0 credit

SPANISH

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Students work together in developing language proficiency, applying the grammatical structures by practicing them in a variety of situations including discussions, presentations and dialogues. Through cultural readings and audiovisual materials, students are exposed to the Spanish spoken in different parts of the world.

3130 Spanish 1 Full Year Course, 1.0 credit

3131 Spanish 2 Requires Preapproval Full Year Course, 1.0 credit

3132 Spanish 3 Requires Preapproval Full Year Course, 1.0 credit

3133 Spanish 3 ‘A’ Requires Preapproval Full Year Course, 1.0 credit

3134 Spanish 4 Requires Preapproval Full Year Course, 1.0 credit

3135 Spanish 4 ‘A’: We New Yorkers “Nosotros los Neoyorquinos” This course is organized into thematic units that will engage students in a study of the historical, social and cultural impact of Spanish-speaking New Yorkers, both in the present time, and throughout history.

Students will further develop their Spanish skills in the three modes of communication - interpretive, expressive and interpersonal. Students will interact with the Latinx community in and around New York City and use technology to connect with Spanish-speakers to conduct oral history interviews, design ​

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and conduct research, and create joint projects. Major themes include communities, immigration, the environment, Spanish language and cultures, and the arts. Students’ progress will be assessed through evaluation of language proficiency and demonstrated understanding of cultural products, practices, and perspectives.

Requires Preapproval Prerequisite: Permission of Instructor​

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ELECTIVES 3136 Spanish Conversation and Composition The Conversation and Composition course aims to strengthen speaking and writing skills in Spanish. We begin the year with a discussion of potentially controversial topics and questions pertaining to each.

Students choose discussion topics and the order in which they are debated. In the past, these themes have included alcohol and drug policies, censorship, violence, affirmative action, human rights, immigration, and current issues. In–class discussions and debates typically involve initial free discussion, identification of key questions, some research and a paper or a formal in-class presentation. Writing may take a creative approach in addition to the formal paper. Students are expected to come out of each unit better informed about the different sides of each issue. Reading articles and literary excerpts, listening to music and watching movies are additional means for students to expand their breadth of expression and understanding of culture in Spanish.

Requires Preapproval Prerequisite: Spanish Level 4 or departmental permission Full Year Course, 1.0 credit

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3137 Spanish: Literature and Food in Latin America ‘A’ In this course, students are invited to explore 20th century and early 21st century Latin American literary works through the lens of food. We will analyze literature written for and by native Spanish speakers and explore the narrative techniques of each genre. Through topics such as poets and food as a metaphor for the complexity of emotions and environments they experience, authors and their favorite dishes and literary recipes for love we will compare and contrast cultures and perspectives. By the end of the year, students will be able to understand the complex network of historical, political, cultural and social contexts that influenced the creation of these works through the thematic ingredients of society, gender, time, space and reality. Students will enhance their storytelling skills to write and tell engaging narratives in oral, written and digital formats. Readings include short stories, poetry and short fiction by Cortázar, Esquivel, Guillén and Neruda among others. Students continue developing their presentational, interpretive and interpersonal skills via class discussions, a portfolio of commentaries and self-reflection, and project-based activities.

Requires Preapproval Prerequisite: Spanish Level 4A and departmental permission Full Year Course, 1.0 credit

3162 Spanish: Language and Culture “Lengua y Cultura” /​ 3139 Spanish: Language and Culture ‘A’ “Lengua y Cultura” “Lengua y Cultura” will give the students the opportunity to explore Hispanic culture in both contemporary and historical contexts. Through this course, students will develop awareness of and appreciation for the different cultures throughout the Hispanic world and compare them with their own communities. Some of the topics covered will be Global challenges, the Arts, Contemporary Life, Communities, Science and Technology, Personality and Personalities, Hispanic history and Literature. Students will present their own opinions and develop arguments, both orally and in writing. They will learn how to identify different registers and address different audiences (e.g. how to write an email, text message, a formal letter, an essay, how to do an oral presentation, etc.). Students will be exposed to Spanish spoken by native speakers, with different regional pronunciations through authentic cultural audioclips and videos. Part of this course will be developed by the teacher, and part of it will be developed by the students, according to their interests and passions.

A-level credit is available for this course with permission from the teacher and the department chair.

Students may choose to undertake A-level assignments, the scope of which exceed that of the regular class.

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Requires Preapproval Prerequisite: Spanish Level 4 or above Full Year Course, 1.0 credit

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3141 Spanish: Hispanic Cinema / 3141A Spanish: Hispanic Cinema ‘A’ *This course offers a window into Spanish and Latin American societies and cultures through cinema. It works toward broadening the knowledge of the Spanish-speaking world and offers students the opportunity to exercise the spoken and written language. The curriculum includes films from four countries that broadly represent geographical and cultural regions of the Spanish-speaking world and the major centers of film production: Cuba, Argentina, Spain, and Mexico. Projects allow students to study films from other countries as well. The students make brief presentations on pertinent historical, cultural, and political issues for each country that serve as the context for that country’s films. Projects allow the student to explore film further in a scholarly or creative manner, for example the study of a film or director, a sound score, cinematographic techniques or the creation of a film short, music for a scene, or an original script.

A-level credit is available for this course with permission from the teacher and the department chair.

Students may choose to undertake A-level assignments, the scope of which exceeds that of the regular class.

Requires Preapproval Prerequisite: one year of elective or departmental permission Full Year Course, 1.0 credit

3176 Spanish: Literature, Identities, and Struggle ‘A’ In this advanced year-long course, students are encouraged to explore —through the lens of literature—the role that race, gender, sexual orientation, and immigration status have played in the works of prominent authors in Peninsular and Latin American literature. Students discuss a variety of literature (novels, short stories, poetry, plays, and articles). Oral and writing assignments require in-depth analysis while incorporating a sophisticated use of the language. By the end of this course, students gain a better understanding of literary genres as well as of the intersection between literature and race, gender, sexual orientation, and immigration status.

Requires Preapproval Prerequisite: Spanish: Literature and Food in Latin America ‘A’ Full Year Course, 1.0 credit

5006 Independent Study: Language Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above. ​

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Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits

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COMPUTER SCIENCE OVERVIEW OF COMPUTER SCIENCE COURSE OFFERINGS Fundamental Courses Computer Science 1 (full year) Computer Science 2 (full year) Fall Electives Algorithms Web Engineering Advanced Web Engineering Data Science Computer Engineering: Digital Logic Design

Spring Electives Data Structures Web Engineering Advanced Web Engineering Object Oriented Programming: ​ Visual Simulations with Processing

Full Year Electives Linguistics Advanced Computer Science Research and Applications COMPUTER SCIENCE DEPARTMENT COURSES

3400 Computer Science 1 In this course, students learn to use computer programming languages (e.g. HTML, CSS, and Javascript) as expressive mediums to make interactive stories, personal websites, digital presents, simulations, and other projects they are excited about. By the end of this class, each student will have a compelling portfolio of programming projects that reflect their tastes, interests, and identities.

Full Year Course, 0.50 credits​

3401 Computer Science 2 This course continues to broaden students’ exposure to a variety of coding languages and techniques. The course begins with a foundation in fundamental data types before moving to explore digital graphics, data structures, methods and objects. Each Assignment finishes with a creative project, culminating in a robust student portfolio at the end of the year.

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Requires Preapproval Prerequisite: Computer Science 1 and/or receive departmental permission Full Year Course, 0.50 credits

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ELECTIVES Full year

3447 Advanced Computer Science Research and Applications This course seeks to support advanced Computer Science students in developing and implementing novel projects based on research and experimentation with code and computational hardware. Students will meet weekly to develop their ideas, identify resources, and provide project updates. Students in this class will have prioritized access to computational tools such as our in-house Windows workstation and will be supported in access to virtual tools, as well. The course will end with a public presentation of the project on the web.

Requires Preapproval Prerequisite: Computer Science 2 and/or receive departmental permission Full Year Course, 1.0 credits​

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3454 Linguistics This course will explore human natural language and as it is spoken, signed, and written by humans.

Students will uncover patterns and similarities across the thousands of languages used today. This pursuit is informed through building formal grammatical structures (e.g., Universal Grammar), using inclusive alphabets (e.g., International Phonetic Language), and tracing languages to common ancestors (e.g., Proto-Indo-European). This course will enrich students' continued understanding of their studied language using the multiple scientific perspectives of linguistic study (phonology, semantics, syntax, sociolinguistics, language acquisition) as well as enrich their understanding of language through comparison between their studied languages and related languages.

Prerequisite: Level 2 language Full Year Course, 1.0 credit​

C. Norris

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3449 Web Engineering This course in web engineering will build upon the foundational web development skills covered in CS1 .

Students will learn how to make apps that are more interactive and complex; to create flexible and intricate layouts; and how to enhance an app’s functionality by integrating it with other software. To build these apps, students will learn new tools, patterns, and techniques, including frameworks and APIs, that help ease the app development process.

Requires Preapproval Prerequisite: Computer Science 2 and/or receive departmental permission Fall or Spring Semester Course, 0.5 credits​

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3455 Advanced Web Engineering

Building on the fundamental skills learned in Web Engineering, this course is for students who wish to continue their practice through practical projects. Students will contribute to real-world web projects through open-source and Dalton-specific repositories, and will propose and lead their own projects. These students will contribute examples and code issues to the Web Engineering course, and will contribute to their peers' projects at the advanced level. We will develop confidence with full-stack web programming, as well as proficiency in version control using git. This course will require independent initiative, as well as enthusiasm for learning new technologies as they arise.

Requires Preapproval Prerequisite: Web Engineering Fall or Spring Semester Course, 0.5 credits​

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3456 Data Science

This course will introduce students to the main ideas in data science through tools including Google Sheets, Python, Data Commons and Tableau. Students will learn to be data explorers in project-based units, through which they will develop their understanding of data analysis, sampling, correlation/causation, bias and uncertainty, probability, modeling with data, making and evaluating data-based arguments, and the power of data in society. At the end of the course students will have a portfolio of their data science work to showcase.

Requires Preapproval Prerequisite: Computer Science 2 and/or receive departmental permission Fall Semester Course, 0.5 credit Muizz​

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3450 Algorithms This course will introduce students to the design and analysis of algorithms. Students will learn how to develop algorithms to solve a variety of computational problems, and how to analyze the efficiency and correctness of their solutions. Topics covered in the course will include sorting and searching algorithms and graph algorithms. Throughout the course, students will develop their programming skills in a language such as Python or JavaScript.

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Requires Preapproval Prerequisite: Computer Science 2 and/or receive departmental permission Fall Semester Course, 0.5 credit Muizz​

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3444.1 Computer Engineering: Digital Logic Design We’ve all heard that computers run on ones and zeros, but what does that actually mean? Students in this course will learn how a computer functions down to the level of a transistor — the basic building block of all digital circuits. This is a hands-on course, part of which will involve physically constructing circuits with wires and chips on a breadboard. Digital Logic CAD tools will also be employed so that larger circuits can be designed and implemented entirely within software. A final project will involve building a simple adding calculator. Topics will include: number systems, data representation, digital logic/circuit design, and Boolean algebra. This is a great course for anyone interested in math, logic, or who wants to really understand what's going on inside all of our devices.

Fall Semester Course, 0.5 credit​

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3439.1 Object Oriented Programming: Visual Simulations with Processing The goal of a computer simulation is to approximate the behavior of a real-world or hypothetical system or set of processes. In this course, students will use programming tools to model, simulate, and analyze these systems. This involves choosing an appropriate model, developing algorithms, and then writing suitable and efficient code to implement the model. The curriculum will be segmented into several thematic units, and students will have the opportunity to create simulations that stem from their own curiosities and interests. Sample projects may include: animal behavior, traffic management (e.g., cars, computer networks, pedestrians), ecosystems, games, and economic markets.

Requires Preapproval Prerequisite: Computer Science 2 and/or receive departmental permission Spring Semester Course, 0.5 credit​

D. Cohen

3451 Data Structures This course will cover data structures used in computer science, including arrays, linked lists, stacks, queues, trees, and graphs. Students will learn how to implement data structures and analyze their performance characteristics. By the end of the course, students will have a strong understanding of data structures, how to select the appropriate data structure for a given problem, and how to implement it efficiently.

Requires Preapproval Prerequisite: Computer Science 2 and/or receive departmental permission Spring Semester Course, 0.5 credit

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S. Muizz

5013 Independent Study: Computer Science Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval.

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Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits

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ENGINEERING 3410 Robotics The course offers hands-on experience in project management and robotics, and students will work together in a team setting to design, build, and program robots for the FIRST Tech Challenge. During the course, students will be trained on the equipment in the Makerspace as well as engage in the full engineering process, including conducting research, designing, fabricating prototypes, and testing their ideas numerous times in search of an optimal solution. While many assignments require group work, each student will be assessed on their individual contributions to the iterative process and the team’s journey. With three weekly class meetings and ten required after-school build sessions over the duration of the course for each student, this course offers a manageable time commitment for students with other after-school commitments.

Full Year Course, 1.0 credit, [50,50,50], graded

3411.1 Robotics Intensive - FIRST Tech Challenge This course is for students passionate about robotics and looking to fully immerse themselves in the field.

The course offers a unique opportunity to gain hands-on experience in project management and robotics.

Students will work collaboratively in a team setting to design, build, and program robotics for the FIRST Tech Challenge (FTC). With a focus on the full engineering process, including research, design, prototyping, and testing, students can expect to spend additional time after school to perfect their designs as their team aims to find an optimal solution. Although many assignments require group work, each student will also be assessed on their individual contributions to the iterative process and the team’s journey. With three weekly class meetings and fifty required after-school two-hour build sessions over the duration of the course. The course is designed for students willing to dedicate significant time to their individual and team experience.

Students must attend the two-day all-day kickoff retreat that occurs during the first weekend back from school.

Full Year Course, 1.0 credit, [50,50,50], graded

3411.2 Robotics Intensive - FIRST Robotics Competition This course is for students passionate about robotics and looking to fully immerse themselves in the field.

The course offers a unique opportunity to gain hands-on experience in project management, robotics, and electrical engineering concepts. Students will work collaboratively in a team setting to design, build, and program robotics for the FIRST Robotics Competition (FRC), which features an intensive 8-week build period starting the first weekend in January. During the Fall semester, students will test and refine their skills by participating in off-season events, gaining real-world feedback about their application of skills taught in the ​

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course. With a focus on the full engineering process, including research, design, prototyping, and testing, students can expect to spend additional time after school to perfect their designs as their team aims to find an optimal solution. Ahead of competitions, students will have an optional opportunity to work at an engineering facility in Long Island City where they can robustly test their robot’s capabilities during build sessions. Depending on the season’s competition schedule, these off-campus build sessions may be offered during Spring Break. Although many assignments require group work, each student will also be assessed on their individual contributions to the iterative process and the team's journey. With three weekly class meetings and fifty required after-school two-hour build sessions over the duration of the course. The course is designed for students willing to dedicate significant time to their individual and team experience. Students must attend the two-day all-day kickoff retreat that occurs during the first or second weekend of January.

Full Year Course, 1.0 credit, [50,50,50], graded

3852 Introduction to Digital Fabrication: Art and Design* This course is an introduction to digital fabrication, focusing on 3-D printing and laser cutting. Using Fusion 360 and Adobe Illustrator, students will move through a complete design process from creating a 3-D CAD model to printing and assembling their completed physical objects. In addition to skill-based instruction with the software and tools above, students will develop creative 2-D and 3-D design projects to help them begin to think about how to leverage the unique affordances of this method of working in support of their projects in art and design. Individuals with a current interest in art or design with no previous experience in digital fabrication are strongly encouraged to take the course. *cross-listed with Visual Arts

Prerequisite: None Full Year Course, 1.0 credit, [50,50,50], graded ​

​ 3446 Woodworking: Power Tools This class focuses on the principles and techniques of woodworking. Students will learn essential safety practices and techniques while developing proficiency with a variety of power tools such as the bandsaw, table saw, mitre saw, and sanders. Utilizing elements of design and engineering, projects will focus on the properties of wood along with woodworking techniques in joinery, lamination, construction, and finishing. Students will work on various projects, such as boxes, frames, game boards and lamps, giving them an introduction to woodworking and the confidence to use the shop. Additionally, commissions from around the school may present themselves, offering students the opportunity to work through the design and construction process for a client.

Open to 9th-12th students, offered both semesters.

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Fall/Spring Semester Course, 0.50 credits, [50,50,50], graded​​

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3457 Woodworking: Hand Tools Woodcarving focuses on the principles and techniques of woodcarving with knives and hand tools.

Fundamental skills will include safety procedures, the properties of wood, proper usage of hand tools such as knives and gouges, and finishing techniques. Students will learn to transform blocks of wood into a variety of objects, such as chopsticks, spoons, bowls, and figures. As skills are developed, the possibilities for projects will expand.

Open to 9th-12th students, offered both semesters.

Fall/Spring Semester Course, 0.50 credits, [50,50,50], graded​​

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3458 Woodworking Workshop This class builds upon the principles and techniques of prior woodworking courses and offers opportunities to explore more complex projects such as tables and chairs. This course allows the freedom for students to explore projects of interest while building confidence in woodworking.

Additionally, commissions from the school may be offered, giving students the opportunity to work through the design and construction process for a client.

Open to 10th-12th students Full Year Course, 1.0 credit, [50,50,50], graded​ ​

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3459 NEW COURSE Furniture Design Workshop ​In this hands-on design/woodworking course, students will learn how to envision, design, and construct full-scale pieces of furniture. Grounded in a constructivist pedagogy, students will engage in acts of making and creative problem-solving by applying both architectural thinking and woodworking skills to explore the relationship between form and function. Through a variety of Assignments, students will hone their design thinking skills by identifying problems and stakeholders, by generating ideas/visualizations for feedback, and by developing drawings and digital models that will be used to construct their pieces. Within the woodshop, students will learn about wood preparation, the use of shop machines, various methods of construction, joinery techniques, and structural design concepts.

Students will build their capacity to iterate, to respond to feedback, and to apply precision to acts of building. By the end of the course, students will have designed and built full-scale furniture pieces that are both functional and thoughtful. With an emphasis on craftsmanship and quality, these pieces will contribute to the Dalton community we all build together.

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Full Year Course, 1.0 credit, [50,50,50], graded​ ​

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5020 Independent Study: Engineering Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits

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MATHEMATICS The math department aims to develop each student's intellectual independence, creativity, and sense of community responsibility through the study of Algebra, Geometry, Calculus, and in math courses beyond the standard high school curriculum. Within each course, we seek to find the proper balance between the following: ●​ the preparation necessary for college-level mathematics work, ●​ the study of mathematics that is relevant and illuminating, ●​ the application of mathematics in social and scientific contexts.

REQUIREMENTS FOR GRADUATION Successful completion of three years of mathematics (3 credits).

CURRICULUM OUTLINE Courses in the Mathematics Department are structured as follows, with Math Team available at all levels: ​ 9th grade​ Algebra 2​ ​ ​ ​ ​ 10th grade​ Geometry ​ ​ Algebra 2 ‘1A’ ​ ​ ​ ​ ​ ​ Geometry ‘1A’ ​ ​ Algebra 2 ‘2A’​ ​ ​ ​ ​ ​ Geometry ‘2A’ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ 11th grade​ Precalculus ​ ​ ​ ​ 12th grade​ Calculus ​ ​ Precalculus ‘1A’​ ​ ​ ​ ​ ​ Calculus ‘1A’ ​ ​ Precalculus ‘2A’​ ​ ​ ​ ​ ​ Calculus ‘2A’​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Linear Algebra​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Multivariable Calculus ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Collaborative Problem Solving (Interschool) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

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MATHEMATICS DEPARTMENT COURSES

3001 Algebra 2 This class is designed with all students at Dalton in mind. Algebra 2 continues the study of functions from 8th grade Algebra and incorporates the application of those functions to mathematical models. Students will become proficient working with a set of functions that have broad applications. This course prepares students for future study in math, science, and engineering.

Full Year Course, 1.0 credit​ ​ Math faculty

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3005 Algebra 2 ‘1A’ This honors class is designed for students who seek a challenging experience in math. Students are expected to become comfortable engaging with novel problems and creating mathematical models to represent real world situations. This course covers the standard Algebra 2 curriculum in greater theoretical depth.

Requires Preapproval Minimum requirements: completion of Math 8A or department approval Full Year Course, 1.0 credit​ ​ Math faculty

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3006 Algebra 2 ‘2A’ This high honors class is designed for students who seek the highest level of challenge in Algebra offered by the math department. Students are expected to complete demanding work and maintain a quick pace. Each topic is given a formal and rigorous treatment. In addition to the standard Algebra 2 curriculum, students will study the complex plane, conic sections, and trigonometry.

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Requires Preapproval Minimum requirements: completion of Math 8A with department approval Full Year Course, 1.0 credit​ ​ Math faculty

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3010 Geometry This class is designed with all students at Dalton in mind. Geometry is the study of points, lines, planes, and two- and three-dimensional figures. Through the standard Geometry curriculum, students will become proficient in proof-writing and logical reasoning. The units on right triangle trigonometry and coordinate geometry connect the study of Geometry with that of Precalculus.

Requires Preapproval Minimum requirements: completion of Algebra 2.

Full Year Course, 1.0 credit​ ​ Math faculty

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3044 Geometry ‘1A’ This honors class is designed for students who seek a challenging experience in math. Students are expected to become comfortable with developing their own conjectures about geometric objects and proving or disproving them through logical reasoning. This course follows the standard Geometry curriculum and gives each topic an extended and enriched treatment. ​ ​ Requires Preapproval Minimum requirements: satisfactory completion of Algebra 2-‘1A’ (or ‘2A’) or department approval​ Full Year Course, 1.0 credit​ Math faculty

3045 Geometry ‘2A’ This high honors class is designed for students who seek the highest level of challenge in Geometry offered by the math department. Students are expected to complete demanding work and maintain a quick pace.

Each topic is given a formal and rigorous treatment. In addition to the standard Geometry curriculum, students will study cyclic quadrilaterals, Menelaus’s and Ceva’s theorems, homothety, and the nine-point circle.

Requires Preapproval Minimum requirements: satisfactory completion of Algebra 2-‘2A’ and department approval Full Year Course, 1.0 credit​ ​ Math faculty

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3021 Precalculus This class is designed with all students at Dalton in mind. Students are expected to become proficient in the skills and concepts necessary for the study of Calculus. In addition to a review of major topics from Algebra 2, this course covers the applications of conic sections, trigonometric functions, and sequences and series.

The course will introduce limits in preparation for Calculus.​

Requires Preapproval​ Minimum requirements: completion of Algebra 2 and Geometry​ Full Year Course, 1.0 credit​ ​ ​ ​ ​ ​ ​ ​ Math faculty

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3024 Precalculus ‘1A’ This honors class is designed for students who seek a challenging experience and who may be interested in future study of math, science, computer science, or engineering. Students are expected to become comfortable engaging with novel problems. The course covers the standard Precalculus curriculum both in theory and in how those topics are applied in science and engineering. Students will complete the first topic of Calculus – limits – by the end of the year.​

Requires Preapproval​ Minimum requirements: satisfactory completion of Geometry ‘1A’ Full Year Course, 1.0 credit​ ​ Math faculty

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3025 Precalculus ‘2A’ This high honors class is designed for students who seek the highest level of challenge in Precalculus offered by the math department and who may be interested in future study of math. Students are expected to complete demanding work and maintain a quick pace. In addition to the standard Precalculus topics, students study combinatorics, recursion, and induction. Each topic is given a formal and rigorous treatment.

The course covers most of the first semester of a standard Calculus curriculum by the end of the school year.​

Requires Preapproval​ Minimum requirements: satisfactory completion of Geometry `2A’ ​ Full Year Course, 1.0 credit​ ​ ​ ​ ​ ​ ​ ​

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3039 Calculus This course is designed with all students at Dalton in mind. Students will become proficient in the methods and concepts of Calculus. This includes methods for finding the slopes of curves and the area under and beneath curves along with their applications in science and engineering. Calculus serves as a capstone of the high school math curriculum, incorporating ideas from each previous year of study.​

Requires Preapproval​ Minimum requirements: completion of Precalculus Full Year Course, 1.0 credit​ ​ ​ Math faculty

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3033 Calculus ‘1A’ This honors class is designed for students who seek a challenging experience and who may be interested in future study of math, science, computer science, or engineering. Students are expected to be comfortable engaging with novel problems. This year-long course is equivalent to a one-semester college course in Calculus, and topics are explored both in theory and in how they are applied in science and engineering.​

Requires Preapproval​ Minimum requirements: satisfactory completion of Precalculus ‘1A’.​ Full Year Course, 1.0 credit​ ​ ​ ​ ​ ​ ​ ​ ​ Math faculty

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3034 Calculus ‘2A’ This high honors class is designed for students who seek the highest level of challenge offered by the math department and who may be interested in future study of math. Students are expected to complete demanding work and maintain a quick pace. Each topic is given a formal and rigorous treatment. This year-long course is equivalent to a two-semester college sequence in Calculus.​

Requires Preapproval​ Minimum requirements: satisfactory completion of Precalculus ‘2A’​ Full Year Course, 1.0 credit​ ​ ​ ​ ​ ​ ​ ​ ​ Math faculty

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3046 Linear Algebra This high honors class is designed for students who seek the highest level of challenge offered by the math department and who may be interested in future study of math. In Linear Algebra, students explore linear equations and their representations as matrices and vectors. This course is central to many areas of math, science, and engineering and is equivalent to a one-semester college course. It is an important step for future math majors. Students are expected to complete demanding work in a rigorous and formal context.

Requires Preapproval Minimum requirements: grade of A in Calculus ‘1A’ or completion of Calculus ‘2A’.​ Seniors may take Linear Algebra concurrently with Calculus ‘1A’ or Calculus ‘2A’ with department approval.

Full Year Course, 1.0 credit​

D. Gomprecht

​ 3037 Multivariable Calculus This high honors class is designed for students who seek the highest level of challenge offered by the math department and who may be interested in future study of math. In Multivariable Calculus, students extend what they learned in Calculus ‘2A’ to higher dimensions. This one year course is equivalent to the last traditional semester of college Calculus. Students will study vector algebra and functions, matrices, curves in space, arc length and curvature, and velocity and acceleration.

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Requires Preapproval Minimum requirements: grade of A in Calculus ‘1A’ or completion of Calculus ‘2A’.

Seniors may take Multivariable Calculus concurrently with Linear Algebra with department approval.

Full Year Course, 1.0 credit​ ​ G. Manuel

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4009 Collaborative Problem Solving In this elective course students work together, in an informal atmosphere, to solve challenging math problems. Problems are taken from a variety of topics, including algebra, geometry, combinatorics, probability, and number theory. Problems are chosen for their interest, they are sometimes discussed for fairly long periods of time, and they are tackled collaboratively. The class should be of interest to students who love math and want to learn more, and to students who want to become better problem solvers.

This course is offered by Interschool (at Dalton) once a week in the evening.

Full Year Course, 0.5 credits​

D. Gomprecht

3040 / 3043 Math Team The Dalton Math Team participates in math contests at the city, state, and national levels. Math contests provide an engaging challenge for students who enjoy solving novel problems. While only knowledge of Algebra and Geometry is required, math contest problems require inventive thinking. Through math team participation, students develop better problem solving skills that can be applied in their core academic courses and beyond.

Full Year Course, 0.25 or 0.5 credits​ ​

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5019 Independent Study: Math Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits

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SCIENCE Science at Dalton is taught through an inquiry-based approach with an emphasis on skill development.

These skills include experimental design, critical thinking, problem-solving, data analysis, scientific literacy, and collaborative skills. When possible, connections are made to historic and current events, as well as the world at large, putting science in context. Advanced level courses prepare students for the study of science at the college level.

Minimum Requirements All students will take a year of biology (in 9th grade) and one year of chemistry (in 10th grade). A third year, consisting of a one-year course or two one-semester courses is needed to complete the three-year requirement.

SCIENCE DEPARTMENT COURSES 9th Grade 3300 Biology This course explores the various concepts and processes that unify organisms and simultaneously give rise to the diversity of life forms on Earth. It is an introduction to major areas of biology, such as the study of organic molecules, plant and animal cellular biology, genetics, evolution, and ecology. Discussions also explore health, social, and environmental issues within selected topics. Students will be expected to take intellectual risks to cultivate their curiosity, to deeply investigate topics of interest, and to take ownership of their role in their educational experience.

The ability to apply and communicate knowledge will be a defining feature of this course. The course is primarily taught through scientific inquiry that allows students to develop their conceptual understanding through experimental explorations, data analysis in their lab reports, and student discussions, where the important biological concepts are utilized to solve problems. Multiple opportunities are provided for curiosity-driven explorations and intellectual risk-taking.

Full Year Course, 1.0 credit​

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10th grade The two levels of Chemistry differ in the extent and depth of mathematical analysis.

3311 Chemistry This introductory survey course provides students with a fundamental understanding of chemistry and its applications in everyday life. Topics covered include Atomic Theory, the Periodic Table, Stoichiometry, Thermodynamics, Acids and Bases, and Equilibrium. Wet experimentation is a prominent component.

Technology is often used for data collection and analysis and for computer simulations that enrich learning.

Prerequisite: Biology and Algebra I Full Year Course, 1.0 credit​

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3312 Chemistry 'A' As in Chemistry but with more emphasis on analytical reasoning and more extensive quantitative problem-solving.

Requires Preapproval Full Year Course, 1.0 credit​

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FULL YEAR ELECTIVES The two levels of Physics differ in the extent and depth of mathematical analysis.

3320 Physics *This is an introductory survey course that includes the study of mechanics and the fundamental laws of gravity, electrostatics, and magnetism. It is conceptual in its nature and problems are solved using only fundamental algebra skills and some basic trigonometry that will be introduced alongside the physics concepts. The course develops an understanding of the concepts through demonstrations, questions, activities, computer-simulated physical situations, computer aided experiments and projects. Students will learn to represent physical phenomena graphically and mathematically - these representations will guide

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their thinking in answering what will happen in a given situation. An emphasis of the course is on how physics relates to everyday life.

Full Year Course, 1.0 credit​ ​ Science faculty

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3321 Physics ’A’ As in Physics but with greater emphasis on mathematical modeling and application of algebra and trigonometry skills.

Requires Preapproval Prerequisite: Chemistry and Biology Recommend: Precalculus ‘2A’ for juniors, and Calculus ‘1A’ or Calculus ‘2A’ for seniors.

Full Year Course, 1.0 credit​

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3328 Advanced Physics: Modern Physics Whether talking on our smartphones, surfing the web, or streaming, just about every action we take has been shaped by the two great twentieth-century revolutions in Physics: Quantum Mechanics and Relativity.

Students will explore other applications of these revolutionary ideas: the structure of nuclei, atoms, and molecules, the properties of the particles that compose all matter - quarks, leptons, and bosons - and the origin of space and time. This course will start off with a review of three concepts of last years’ Physics: energy, momentum, and electrostatic interactions. Students will then have solid foundations to explore revolutionary topics such as Newton’s model of light, simple harmonic motion, waves, sound, interference and diffraction phenomena, and other applications of these revolutionary ideas such as the structure of nuclei and the origin of space and time.

Requires Preapproval Prerequisite: Physics or Physics 'A' Co-requisite: Calculus ‘1A' or Calculus ‘2A’ Full year course, 1.0 credit ​

Science Faculty

3324 Advanced Physics: Classical Mechanics and Electromagnetism For the first part of the year, our Mechanics section will revisit the topics covered in Physics ‘A’ with an emphasis on more advanced mathematics and more realistic scenarios. In the spring semester, we will develop further the concepts and topics of the first semester, and then move on to include fundamental topics in Electricity and Magnetism. Physical laws are expanded upon through the use of advanced demonstrations, computer-simulated physical situations, computer-aided experiments, and projects.

Because of the advanced nature of the course, the student must have a solid conceptual understanding of physics and have highly proficient mathematical skills, including differential and integral calculus. The emphasis of this course is on the application of physical laws and advanced mathematical techniques to solve more realistic and complex physics problems.

Requires Preapproval Prerequisite: Physics 'A' Co-requisite: Calculus ‘2A’ or instructor approval Full Year Course, 1.0 credit​

R. Brennan

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3384 Advanced Biology: Human Anatomy and Physiology In this class, students will explore the human body’s response to stressors that challenge homeostasis in three categories: extreme environmental conditions, such as a climb to the top of Mount Everest; serious illnesses, such as cancer and heart disease; and traumatic experiences, such as being a refugee. Within each body system, students will be introduced to how the structures at the tissue and cellular level fit the function of the system and how any relevant feedback mechanisms work to regulate the function of the system down to the molecular level. Then students will explore how the system responds to a stressor.

Throughout the course, students are regularly asked to take on case studies themselves and to conduct research using peer reviewed sources. The ability to communicate knowledge and apply it to novel scenarios will be a defining feature of this course.

Requires Preapproval

Prerequisite: Biology and Chemistry Full year course, 1.0 credit​

Science Faculty

3396 Advanced Chemistry: Organic Chemistry This course provides students with a college-level foundation to support future advanced coursework in chemistry. Students will cultivate their understanding of chemistry through inquiry-based investigations, as they explore content such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, and thermodynamics through the lens of the behavior of carbon. Students will take an in-depth look at functional groups, emphasizing nomenclature, synthesis, and stereochemistry. The course will also provide a brief but thorough introduction to biochemistry. The laboratory component will provide students with hands-on experience in the extraction, purification, and identification techniques of organic compounds, while also offering opportunities for synthesizing organic compounds.

Requires Preapproval Prerequisite: Biology and Chemistry Full Year Course, 1.0 credit​

Science Faculty

3397 Psychopharmacology: A study of drugs and the brain This course examines how drugs act on the brain and affect behavior. It is a general information class that benefits any student. Some background material covered in the course applies to any type of drug (like dosage, route of administration and side effects). The main focus of the course is the study of psychoactive drugs.We will explore the relationship between drugs, their mechanism of action and the resultant behavior. An introduction to the physiology of the brain will be presented, followed by an overview of the main categories of psychoactive drugs. ​

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Prerequisites: Biology and Chemistry​ ​ B. Sampoli

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Full Year Course, 1.0 credit

3360FY to 3363FY Science Research Program The Dalton Science Research Program, or DSRP, provides students with authentic research opportunities to prepare them for a future in research science. Students in DSRP 1 and 2 will meet twice a week regularly, and occasionally for their third class, to develop their research skills, deepen their analytical thinking, and increase their understanding of cutting edge science. In DSRP 1, students engage in the Urban Barcode Project, which uses DNA technology to explore biodiversity in New York City. Additionally, they work with the teachers to find a summer lab placement. In DSRP 2, students further explore the topics of their summer research. Once a week, both groups will meet together as a cohort to read research papers and practice lab techniques. DSRP 3 will continue to meet as their own cohort, and continue the work from DSRP 2. For all DSRP students the year will culminate in a Science Research Symposium where they will present posters of the work of their research.

Full Year Course, 0.25 credits, [50,50], pass/fail​

L. Brizzolara, A. Chen

FALL SEMESTER ELECTIVES 3330.1 NEW COURSE Genetics: The Science of Inheritance and Expression In this genetics course, students will deepen their understanding of DNA and genetics, and explore the molecular mechanisms underlying heredity, disease, and gene expression. Students will study the structure and function of DNA, the genetics of cancer, and the field of epigenetics, emphasizing the role of environmental factors in gene regulation. Through case studies, data analysis, and hands-on activities, students will gain a deep understanding of how genetics shapes human health.

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Prerequisites: Biology and Chemistry Fall Semester Course, 0.5 credits​

L. Brizzolara

3386A Astronomy: Exploring the Solar System Humans have always wondered about the night sky. First we explained the stars with stories. With the discovery of tools of observation and with the development of mathematics, the science of astronomy was born. We now understand how much of the universe was formed and operates, though mysteries remain. In this semester, students will learn about the tools and techniques that astronomers have used to make their discoveries, and along the way they will focus on the historical and philosophical contexts in which those discoveries were made. Student understanding will be deepened through virtual lab experiences, hands-on experience with astronomical data, and independent research. The specific topics include: makeup of the solar system, astronomical units, the celestial sphere, the phases of the moon, and the structure of the sun.

Prerequisites: Biology and Chemistry​

B. Melius

Fall Semester Course, 0.5 credits

3331 Forensic Science Forensic science is the application of science to law. The forensic science class is a project and experiment based course centered on case studies where students reproduce many of the analytical techniques that current forensic scientists use while also critically examining the technique’s validity and reliability. The course stresses the logic, ethics, and social justice of creating a case that is based solely on evidence.

Assignments include fingerprint evidence (studied through the Madrid Train Bombings), ballistic analysis with an emphasis on kinematics (studied through the Kennedy Assassination), testimonial evidence with an emphasis on psychology (studied through North Carolina vs. Ronald Cotton), and forgery analysis with an emphasis on fluorescence (through the Salvator Mundi and La Bella Principessa paintings).

Prerequisites: Biology and Chemistry Fall Semester Course, 0.50 credits​

J. Ramsey

3395 Acoustics: Science of Sound and Music Why do some tones sound significantly different when played together? Studying the science of music provides inspiration to train, energize, and challenge the next generation of scientists and artists in a connected global world. Seniors will study music from physical, biological, and mathematical points of view. Students will analyze the structure of a sound waveform that evolves in time, the interactions with ​

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other waveforms, and the final complex waveform that forms a piece. Other examples of assignments include the structure and function of hearing, the social effect of sound on the organization of marine ecosystems, and the physiological influences of music on plants. We will incorporate a wide diversity of sounds, acoustics and music from several traditions and from fusions of traditions (e.g. the integration of the Indian raga scale system into jazz). Judgments of value are beyond the scope of this course as culture has a dominant role in shaping aesthetic responses to music. Music is present in every culture, but the degree to which it is shaped by biology remains debated. As time and space allows, we will use brass, woodwind, percussion and string instruments as a leitmotif to understand the science of sound waves. Students will learn to apply analogies across apparently disparate fields of the arts and sciences.

This class will highlight the connections between music, physics, biology, and humanity, from a global perspective.

Prerequisites: Biology and Chemistry Fall Semester Course, 0.5 credits​

D. Lindo

SPRING SEMESTER ELECTIVES 3330.1 NEW COURSE Genetics: The Science of Inheritance and Expression In this genetics course, students will deepen their understanding of DNA and genetics, and explore the molecular mechanisms underlying heredity, disease, and gene expression. Students will study the structure and function of DNA, the genetics of cancer, and the field of epigenetics, emphasizing the role of environmental factors in gene regulation. Through case studies, data analysis, and hands-on activities, students will gain a deep understanding of how genetics shapes human health.

Prerequisites: Biology and Chemistry Spring Semester Course, 0.5 credits​

L. Brizzolara

3389 Oceanography: A Study of Ocean Physics This course is an exploration of how the oceans contribute to Earth's atmosphere by storing and transporting water masses, heat and nutrients. Oceanography is a rapidly developing field that has evolved as a response to the pressing need to understand how oceans might be changing as part of a changing Earth climate or vice versa. By critically analyzing texts and ocean data, students will improve their critical thinking skills, their communication skills, and become better citizens for the benefit of society and future generations.The main Assignments include geophysical fluid dynamics, meter scale fluid dynamics, aerodynamics, and marine engineering.

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Prerequisites: Biology and Chemistry Prior completion of, or concurrent enrollment in, Physics or Physics ‘A’ is Recommended Spring Semester Course, 0.50 credits​

D. Lindo

3337 Food: A Biomolecular and Chemical Study Cooking is often about combining ingredients to create something completely different. It involves many chemical and physical changes to the food that the cook carefully controls in order to produce the desired result. Looking at food in a different way can be fun and enlightening. What changes within a sticky, runny dough or batter into a waffle or something that holds a sandwich together? How many of your favorite foods are foams? Bread, cake, whipped cream, marshmallows, ice cream, and meringue—all would be quite different if they didn’t have bubbles of gas in them. What are some of the different ways you can cook something? Each Assignment will look at a different technique, ingredient, or approach to food and cooking. Through inquiry and experimentation in both chemistry labs and the teaching kitchen, students will learn to think like a chef and a scientist while understanding (and appreciating) their food at a molecular level.

Prerequisite: Biology and Chemistry Spring Semester Course, 0.50 credits​

J. Ramsey

​ 3330.2 NEW COURSE The Physics of Electronics "The Physics of Electronics" introduces students to the physics of charge, current, and simple circuits.

The course begins with the foundational ideas--charge, voltage, current, and resistance. Students will learn to read circuit diagrams, as well as the function of other electrical components such as switches, diodes, and capacitors. Learning will be hands on--students will construct circuits as they learn about theory and in order to gain direct experience with different wire configurations and electrical elements.

Students should be prepared that, as with all physics courses, we will use mathematics to describe the circuits we encounter.

Prerequisite: Biology and Chemistry Spring Semester Course, 0.50 credits​

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Independent Studies: 5003 Independent Study: Science Independent studies are opportunities for 10th, 11th, and 12th grade students to pursue ideas and passions not covered by current course work. Full details above.

Students must complete this form to apply for preapproval.

Requires Preapproval Graded Pass/Fail Fall or Spring Semester Course, 0.25 credits

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GLOBAL ONLINE ACADEMY The mission of Global Online Academy (GOA) is to reimagine learning to enable students to thrive in a globally networked society. GOA provides a positive, interactive, and intellectually rigorous environment for students to learn. We offer courses that connect students to topics they care about, and the opportunity to learn alongside a global network of peers as passionate and curious as they are.

We have identified the following six core competencies - the specific set of skills and habits of learning that our students develop in practical, hands-on ways, no matter which GOA course they take: 1.​ Collaborate with people who don’t share your location.

2.​ Communicate and empathize with people who have perspectives different from your own.

3.​ Curate and create content relevant to real-world issues.

4.​ Reflect on and take responsibility for your learning and that of others.

5.​ Organize your time and tasks to learn independently.

6.​ Leverage digital tools to support and show your learning.

To build these skills, GOA courses are: ●​ Globally connected: : Even though our courses are online, students get to know their teachers and classmates by using technology to build relationships. Our small classes have students from many different schools, led by expert teachers. Students log in multiple times a week to engage in discussions, collaborate on projects, and share ideas. ●​ Challenging: GOA courses are designed to be as intellectually rigorous as any course at a home school. These are intensive versions of our most popular signature semester courses specially designed for a 7-week format. Most of these courses cover a semester's worth of material and expect a 10-12 hour per week commitment from students. For Geometry or Spanish 1, which are designed to replace yearlong high school courses, students should expect to dedicate 15-20 hours per week. GOA courses are mostly asynchronous: students do not show up on certain days at certain times. Instead, teachers publish a calendar of activities, and within that framework, students work on their own schedules, gaining critical independent learning skills along the way. ●​ Relevant: We want students to pursue their passions. Our courses offer practical, hands-on experience in how these ideas can be applied to the world outside of school. Students have a voice and a choice in the work they do and the ideas they explore.

To learn more about enrolling in GOA courses, talk to your school's GOA Site Director (Mila Tewell).

Note that all these elective courses require prior approval by Ms. Tewell, your advisors and parents ​

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Academic Calendar 2025-2026 Semester 1 August 27, 2025 - December 12, 2025 Semester 2 January 14, 2026 - May 1, 2026 Yearlong August 15, 2025 - May 1, 2026

GOA COURSE OFFERINGS

ART, MEDIA, AND DESIGN OFFERED IN SEMESTERS 1 AND 2:

GOA110 GRAPHIC DESIGN​

Semesters 1 and 2

What makes a message persuasive and compelling? What helps audiences and viewers sort and make sense of information? This course explores the relationship between information and influence from a graphic design perspective. Using an integrated case study and design-based approach, this course aims to deepen students’ design, visual, and information literacies. Students are empowered to design and prototype passion-driven communication projects. Topics include: principles of design and visual communication, infographics, digital search skills, networks and social media, persuasion and storytelling with multimedia, and social activism on the internet. Student work will include individual and collaborative group projects, graphic design, content curation, analytical and creative writing, peer review and critiques, and online presentations.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits

SEMESTER 1 ONLY:

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GOA210 DATA VISUALIZATION*​

Semester 1

Through today's fog of overwhelming data, visualizations provide meaning. This course trains students to collect, organize, interpret, and communicate massive amounts of information. Students will begin wrangling data into spreadsheets, learning the basic ways professionals translate information into comprehensible formats. They will explore charts, distinguishing between effective and misleading visualizations. Employing principles from information graphics, graphic design, visual art, and cognitive science, students will then create their own stunning and informative visualizations. From spreadsheets to graphics, students in this course will practice the crucial skills of using data to decide, inform, and convince. There is no computer science, math or statistics prerequisite for this course, though students with backgrounds in those areas will certainly find avenues to flex their knowledge in this course. *Cross-listed in Mathematics and Technology Requires Preapproval Fall Semester Course, 0.50 credits

SEMESTER 2 ONLY:

GOA217 ARTS ENTREPRENEURSHIP​

Semester 2

In this course, aspiring visual artists, designers, filmmakers, musicians, and other creatives will learn how to find success in the dynamic fields of their choosing. Students will learn about arts careers and organizations by attending virtual events and interviewing art practitioners, entrepreneurs, and administrators. Beyond exploring trajectories for improving their crafts, students will build skills in networking and personal branding while examining case studies of a variety of artistic ventures—some highly successful and some with teachable flaws. Using real-world examples of professional and emerging creatives and arts organizations, students will gain a better understanding of the passion and dedication it takes to have a successful creative career.

Requires Preapproval Spring Semester Course, 0.50 credits GOA196 COMPUTER SCIENCE II: GAME DESIGN AND DEVELOPMENT​

Semester 2

In this course, students design and develop games through hands-on practice. Comprised of a series of "game jams," the course asks students to solve problems and create content, developing the design and technical skills necessary to build their own games. The first month of the course is dedicated to understanding game design through game designer Jesse Schell’s “lenses”: different ways of looking at the same problem and answering questions that provide direction and refinement of a game’s theme and structure. During this time, students also learn how to use Unity, a professional game development tool, and become familiar with the methodologies of constructing a game using such assets as graphics, sounds, and effects, and controlling events and behavior within the game using the C# programming language.

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in response to a theme or challenge. Students will develop their skills in communication, project and time management, and creative problem-solving while focusing on different aspects of asset creation, design, and coding. Prerequisites: Computer Science I: Computational Thinking or its equivalent. *Cross-listed in Mathematics and Technology Requires Preapproval Spring Semester Course, 0.50 credits GOA109 DIGITAL PHOTOGRAPHY​

Semester 2

In an era where everyone has become a photographer obsessed with documenting most aspects of life, we swim in a sea of images posted on Instagram, Facebook, Snapchat, Pinterest, and other digital media. To that end, why is learning how to use a digital camera important and what does taking a powerful and persuasive photo with a 35mm digital single lens reflex (DSLR) camera require? Digital photography explores this question in a variety of ways, beginning with the technical aspects of using and taking advantage of a powerful camera and then moving to a host of creative questions and opportunities. Technical topics such as aperture, shutter, white balance, and resolution get ample coverage in the first half of the course, yet each is pursued with the goal of enabling students to leverage the possibilities that come with manual image capture. Once confident about technical basics, students apply their skills when pursuing creative questions such as how to understand and use light, how to consider composition, and how to take compelling portraits. Throughout the course, students tackle projects that enable sharing their local and diverse settings, ideally creating global perspectives through doing so. Additionally, students interact with each other often through critique sessions and collaborative exploration of the work of many noteworthy professional photographers whose images serve to inspire and suggest the diverse ways that photography tells visual stories. Prerequisite: Students must have daily access to a DSLR camera.

Requires Preapproval Spring Semester Course, 0.50 credits GOA202 iOS APP DESIGN*​

Semester 2

Learn how to design and build apps for the iPhone and iPad and prepare to publish them in the App Store.

Students will work much like a small startup: collaborating as a team, sharing designs, and learning to communicate with each other throughout the course. Students will learn the valuable skills of creativity, collaboration, and communication as they create something amazing, challenging, and worthwhile. Coding experience is NOT required and does not play a significant role in this course. Prerequisite: For this course, it is required that students have access to a computer running the most current Mac or Windows operating system. An iOS device that can run apps (iPod Touch, iPhone, or iPad) is also highly recommended. *Cross-listed in Mathematics and Technology Requires Preapproval Spring Semester Course, 0.50 credits

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MATHEMATICS AND TECHNOLOGY OFFERED IN SEMESTERS 1 AND 2: GOA159 COMPUTER SCIENCE I: COMPUTATIONAL THINKING​

Semester 1 and Semester 2

This course (or its equivalent) is a prerequisite to all Computer Science II classes at GOA. Computational thinking centers on solving problems, designing systems, and understanding human behavior. It has applications not only in computer science, but also myriad other fields of study. This introductory level course focuses on thinking like a computer scientist, especially understanding how computer scientists define and solve problems. Students begin the course by developing an understanding of what computer science is, how it can be used by people who are not programmers, and why it’s a useful skill for all people to cultivate. Within this context, students are exposed to the power and limits of computational thinking. Students are introduced to entry level programming constructs that will help them apply their knowledge of computational thinking in practical ways. They will learn how to read code and pseudocode as well as begin to develop strategies for debugging programs. By developing computational thinking and programming skills, students will have the core knowledge to define and solve problems in future computer science courses. While this course would be beneficial for any student without formal training as a programmer or computer scientist, it is intended for those with no programming experience.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits GOA211 CYBER SECURITY​

Semester 1 and Semester 2

Cyber criminals leverage technology and human behavior to attack our online security. This course explores the fundamentals of and vulnerabilities in the design of computers, networks, and the internet. Course content includes the basics of computer components, connectivity, virtualization, and hardening. Students will learn about network design, Domain Name Services, and TCP/IP. They will understand switching, routing and access control for internet devices, and how denial of service, spoofing and flood attacks work.

Basic programming introduced in the course will inform hashing strategies, while an introduction to ciphers and cryptography will show how shared-key encryption works for HTTPS and TLS traffic. Students will also explore the fundamentals of data forensics and incident response protocols. The course includes analysis of current threats and best practice modelling for cyber defense, including password complexity, security, management, breach analysis, and hash cracking. Computational thinking and programming skills developed in this course will help students solve a variety of cyber security issues. There is no computer science prerequisite for this course, though students with some background will certainly find avenues to flex their knowledge in this course.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits

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SEMESTER 1: GOA210 DATA VISUALIZATION*​

Semester 1

Through today's fog of overwhelming data, visualizations provide meaning. This course trains students to collect, organize, interpret, and communicate massive amounts of information. Students will begin wrangling data into spreadsheets, learning the basic ways professionals translate information into comprehensible formats. They will explore charts, distinguishing between effective and misleading visualizations. Employing principles from information graphics, graphic design, visual art, and cognitive science, students will then create their own stunning and informative visualizations. From spreadsheets to graphics, students in this course will practice the crucial skills of using data to decide, inform, and convince. There is no computer science, math or statistics prerequisite for this course, though students with backgrounds in those areas will certainly find avenues to flex their knowledge in this course. *Cross-listed in Art, Media & Design Requires Preapproval Fall Semester Course, 0.50 credits GOA184 NUMBER THEORY​

Semester 1

Once thought of as the purest but least applicable part of mathematics, number theory is now by far the most commonly applied: every one of the millions of secure internet transmissions occurring each second is encrypted using ideas from number theory. This course covers the fundamentals of this classical, elegant, yet supremely relevant subject. It provides a foundation for further study of number theory, but even more, it develops the skills of mathematical reasoning and proof in a concrete and intuitive way and is necessary preparation for any future course in upper-level college mathematics or theoretical computer science. We progressively develop the tools needed to understand the RSA algorithm, the most common encryption scheme used worldwide. Along the way we invent some encryption schemes of our own and discover how to play games using number theory. We also get a taste of the history of the subject, which involves the most famous mathematicians from antiquity to the present day, and we see parts of the story of Fermat’s Last Theorem, a 350-year-old statement that was fully proven only twenty years ago. While most calculations will be simple enough to do by hand, we will sometimes use the computer to see how the fundamental ideas can be applied to the huge numbers needed for modern applications. Prerequisite: A strong background in precalculus and above, as well as a desire to do rigorous mathematics and proofs.

Requires Preapproval Fall Semester Course, 0.50 credits SEMESTER 2

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GOA196 COMPUTER SCIENCE II: GAME DESIGN AND DEVELOPMENT*​

Semester 2

In this course, students design and develop games through hands-on practice. Comprised of a series of "game jams," the course asks students to solve problems and create content, developing the design and technical skills necessary to build their own games. The first month of the course is dedicated to understanding game design through game designer Jesse Schell’s “lenses”: different ways of looking at the same problem and answering questions that provide direction and refinement of a game’s theme and structure. During this time, students also learn how to use Unity, a professional game development tool, and become familiar with the methodologies of constructing a game using such assets as graphics, sounds, and effects, and controlling events and behavior within the game using the C# programming language.

Throughout the remainder of the course, students will work in teams to brainstorm and develop new games in response to a theme or challenge. Students will develop their skills in communication, project and time management, and creative problem-solving while focusing on different aspects of asset creation, design, and coding. Prerequisites: Computer Science I: Computational Thinking or its equivalent. *Cross-listed in Art, Media & Design Requires Preapproval Spring Semester Course, 0.50 credits GOA202 iOS APP DESIGN*​

Semester 2

Learn how to design and build apps for the iPhone and iPad and prepare to publish them in the App Store.

Students will work much like a small startup: collaborating as a team, sharing designs, and learning to communicate with each other throughout the course. Students will learn the valuable skills of creativity, collaboration, and communication as they create something amazing, challenging, and worthwhile. Coding experience is NOT required and does not play a significant role in this course. Prerequisite: For this course, it is required that students have access to a computer running the most current Mac or Windows operating system. An iOS device that can run apps (iPod Touch, iPhone, or iPad) is also highly recommended. *Cross-listed in Art, Media & Design Requires Preapproval Spring Semester Course, 0.50 credits

SCIENCE AND HEALTH OFFERED IN SEMESTERS 1 AND 2 GOA124 ABNORMAL PSYCHOLOGY​

Semester 1 and Semester 2

This course focuses on psychiatric disorders such as schizophrenia, eating disorders, anxiety disorders, substance abuse, and depression. While students examine these and other disorders, they will learn about ​

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the symptoms, diagnoses, and treatments. Students will also deepen their understanding of the social stigmas associated with mental illnesses. This course may be taken as a continuation of Introduction to Psychology, although doing so is not required.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits GOA125 BIOETHICS​

Semester 1 and Semester 2

Ethics is the study of what one should do as an individual and as a member of society. Bioethics refers to the subset of this field that focuses on medicine, public health, and the life sciences. In this course, students explore contemporary, pressing issues in bioethics, including the “right to die,” policies around vaccination and organ transplantation, competence to consent to care, human experimentation and animal research, and genetic technologies. Through reading, writing, research, and discussion, students will explore the fundamental concepts and questions in bioethics, deepen their understanding of biological concepts, strengthen their critical-reasoning skills, and learn to engage in respectful dialogue with people whose views may differ from their own. The course culminates with a student-driven exploration into a particular bioethical issue, recognizing the unique role that bioethics plays within the field of ethics.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits GOA113 INTRODUCTION TO PSYCHOLOGY​

Semester 1 and Semester 2

What does it mean to think like a psychologist? In Introduction to Psychology, students explore three central psychological perspectives—the behavioral, the cognitive, and the sociocultural—in order to develop a multi-faceted understanding of what thinking like a psychologist encompasses. The additional question of “How do psychologists put what they know into practice?” informs study of the research methods in psychology, the ethics surrounding them, and the application of those methods to practice. During the first five units of the course, students gather essential information that they apply during a group project on the unique characteristics of adolescent psychology. Students similarly envision a case study on depression, which enables application of understandings from the first five units. The course concludes with a unit on positive psychology, which features current positive psychology research on living mentally healthy lives.

Throughout the course, students collaborate on a variety of activities and assessments, which often enable learning about each other’s unique perspectives while building their research and critical thinking skills in service of understanding the complex field of psychology.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits GOA114 MEDICAL PROBLEM SOLVING I​

Semester 1 and Semester 2

In this course, students collaboratively solve medical mystery cases, similar to the approach used in many medical schools. Students enhance their critical thinking skills as they examine data, draw conclusions, diagnose, and identify appropriate treatment for patients. Students use problem-solving techniques in order to understand and appreciate relevant medical/biological facts as they confront the principles and practices of medicine. Students explore anatomy and physiology pertaining to medical scenarios and gain an understanding of the disease process, demographics of disease, and pharmacology. Additional learning ​

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experiences include studying current issues in health and medicine, building a community-service action plan, interviewing a patient, and creating a new mystery case.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits

GOA170 MEDICAL PROBLEM SOLVING II​

Semesters 1 and 2

Medical Problem Solving II is an extension of the problem-based approach in Medical Problem Solving I. While collaborative examination of medical case studies remain at the center of the course, MPSII approaches medical cases through the perspectives of global medicine, medical ethics, and social justice.

The course examines cases not only from around the world but also in students’ local communities.

Additionally, the course addresses the challenges patients face because of a lack of access to health care, often a result of systemic discrimination and inequity along with more general variability of health care resources in different parts of the world. All students in MPS II participate in the Catalyst Conference, a GOA-wide conference near the end of the semester where students from many GOA courses create and publish presentations on course-specific topics. For their projects, students use all of the lenses from the earlier parts of the course to choose and research a local topic of high interest. Further, their topics enable identifying a local medical problem, using local sources, and generating ideas for promoting change.

Prerequisite: Medical Problem Solving I. Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits

GOA126 NEUROPSYCHOLOGY​

Semester 1 and Semester 2

This course is an exploration of the neurological basis of behavior. It covers basic brain anatomy and function as well as cognitive and behavioral disorders from a neurobiological perspective. Additionally, students explore current neuroscience research as well as the process of funding that research. Examples of illnesses that may be covered include: Alzheimer’s disease, traumatic brain injury, and stroke. In addition, we explore diagnostic and treatment issues (including behavioral and pharmaceutical management) as well as attention, learning, memory, sleep, consciousness and emotional intelligence. Students conclude the course by developing a fundraising campaign to support research and/or patient care initiatives related to a specific neurological condition and nonprofit foundation.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits GOA197 POSITIVE PSYCHOLOGY​

Semester 1 and Semester 2

What is a meaningful, happy, and fulfilling life? The focus of psychology has long been the study of human suffering, diagnosis, and pathology, but in recent years, however, positive psychologists have explored what’s missing from the mental health equation, taking up research on topics such as love, creativity, humor, and mindfulness. In this course, we will dive into what positive psychology research tells us about the formula for a meaningful life, the ingredients of fulfilling relationships, and changes that occur in the ​

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brain when inspired by music, visual art, physical activity, and more. We will also seek out and lean on knowledge from positive psychology research and experts, such as Martin Seligman’s well being theory, Mihaly Csikszentmihalyi’s idea of flow, and Angela Lee Duckworth’s concept of grit. In exploring such theories and concepts, students will imagine and create real-world measurements using themselves and willing peers and family members as research subjects. As part of the learning studio format of the course, students will also imagine, research, design, and create projects that they will share with a larger community. Throughout the development of these projects, students will collaborate with each other and seek ways to make their work experiential and hands-on. Students will leave the class with not only some answers to the question of what makes life meaningful, happy, and fulfilling, but also the inspiration to continue responding to this question for many years to come.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits

GOA218 DEVELOPMENTAL PSYCHOLOGY​

Semester 1 and Semester 2

Over a few short years, most human beings grow from infants who are not even able to hold up their heads to become walking, talking, thinking people who are able to communicate using language, to understand complexities, to solve problems, and to engage in moral reasoning. This course is an introduction to the fascinating study of human growth and development focusing on the significant changes that occur physically, emotionally, cognitively and socially from birth through adolescence. Students consider the big questions of heredity versus environment, stability versus change, and continuity versus discrete stages of change as they investigate language acquisition, sensorimotor development, thinking and learning, and personality and emotions. Through readings, observations, case studies, and application activities, students examine development from the perspectives of major theorists in the field from both Western and non-Western traditions.

Requires Preapproval Spring Semester Course, 0.50 credits

SEMESTER 1 ONLY GOA158 GLOBAL HEALTH​

Semester 1

What makes people sick? What social and political factors lead to the health disparities we see both within our own communities and on a global scale? What are the biggest challenges in global health and how might they be met? Using an interdisciplinary approach to address these questions, this course improves students' health literacy through an examination of the most significant public-health challenges facing today's global population. Topics addressed include the biology of infectious disease, the statistics and quantitative measures associated with health issues, the social determinants of health, and the role of organizations (public and private) in shaping the landscape of global health policy. Throughout the course, students use illness as a lens through which to critically examine such social issues as poverty, gender, and race. Student work includes analytical writing, research and curating sources around particular topics, readings and discussions exploring a variety of sources, and online presentations, created both on their own and with peers. ​

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Requires Preapproval Fall Semester Course, 0.50 credits

SOCIAL SCIENCES OFFERED IN SEMESTERS 1 AND 2 GOA204 BUSINESS PROBLEM SOLVING​

Semester 1 and Semester 2

How could climate change disrupt your production and supply chains or impact your consumer markets?

Will tariffs help or hurt your business? How embedded is social media in your marketing plan? Is your company vulnerable to cybercrime? What 21st century skills are you cultivating in your leadership team?

Students in this course will tackle real-world problems facing businesses large and small in today’s fast changing global marketplace where radical reinvention is on the minds of many business leaders. Students will work collaboratively and independently on case studies, exploring business issues through varied lenses including operations, marketing, human capital, finance and risk management as well as sustainability. As they are introduced to the concepts and practices of business, students will identify, analyze and propose solutions to business problems, engaging in research of traditional and emerging industries, from established multinationals to startups.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits

GOA187 ENTREPRENEURSHIP IN A GLOBAL CONTEXT​

Semester 1 and Semester 2

How does an entrepreneur think? What skills must entrepreneurs possess to remain competitive and relevant? What are some of the strategies that entrepreneurs apply to solve problems? In this experiential course, students develop an understanding of entrepreneurship in today’s global market; employ innovation, design, and creative solutions for building a viable business model; and learn to develop, refine, and pitch a new startup. Units of study include Business Model Canvas, Customer Development vs. Design Thinking, Value Proposition, Customer Segments, Iterations & Pivots, Brand Strategy & Channels, and Funding Sources. Students use the Business Model Canvas as a roadmap to building and developing their own team startup, a process that requires hypothesis testing, customer research conducted in hometown markets, product design, product iterations, and entrepreneur interviews. An online startup pitch by the student team to an entrepreneurial advisory committee is the culminating assessment. Additional student work includes research, journaling, interviews, peer collaboration, and a case study involving real-world consulting work for a current business.

Requires Preapproval ​

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One Semester Course, Fall and Spring, 0.50 credits GOA195 INTRODUCTION TO INVESTMENTS​

Semester 1 and Semester 2

In this course, students simulate the work of investors by working with the tools, theories, and decision-making practices that define smart investment. We explore concepts in finance and apply them to investment decisions in three primary contexts: portfolio management, venture capital, and social investing.

After an introduction to theories about valuation and risk management, students simulate scenarios in which they must make decisions to grow an investment portfolio. They manage investments in stocks, bonds, and options to learn a range of strategies for increasing the value of their portfolios. In the second unit, students take the perspective of venture capital investors, analyzing startup companies and predicting their value before they become public. In the third unit, students examine case studies of investment funds that apply the tools of finance to power social change. Throughout the course, students learn from experts who have experience in identifying value and managing risk in global markets. They develop their own ideas about methods for taking calculated financial risks and leave this course not just with a simulated portfolio of investments, but the skills necessary to manage portfolios in the future.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits GOA206 INTRODUCTION TO LEGAL THINKING​

Semester 1 and Semester 2

Inspired by GOA’s popular Medical Problem Solving series, this course uses a case-based approach to give students a practical look into the professional lives of lawyers and legal thinking. By studying and debating a series of real legal cases, students will sharpen their ability to think like lawyers who research, write and speak persuasively. The course will focus on problems that lawyers encounter in daily practice, and on the rules of professional conduct case law. In addition to practicing writing legal briefs, advising fictional clients and preparing opening and closing statements for trial, students will approach such questions as the law and equity, the concept of justice, jurisprudence and legal ethics.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits

GOA212 PERSONAL FINANCE​

Semester 1 and Semester 2

In this course, students learn financial responsibility and social consciousness. We will examine a wide array of topics including personal budgeting, credit cards and credit scores, career and earning potential, insurance, real estate, financial investment, retirement savings, charitable giving, taxes, and other items related to personal finance. Students will apply their understanding of these topics by simulating real life financial circumstances and weighing the costs and benefits of their decisions. Throughout the course, students will have the opportunity to learn from individuals with varying perspectives and expertise in numerous fields. By reflecting on their roles in the broader economy as both producers and consumers, students will begin to consider how they can positively impact the world around them through their financial decisions.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits ​

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GOA207 RACE & SOCIETY​

Semester 1 and Semester 2

What is race? Is it something we’re born with? Is it an idea that society imposes on us? An identity we perform? A beneficial privilege? Does our own culture’s conception of race mirror those found in other parts of the world? These are just a few of the questions that students in this course will explore together as they approach the concept of race as a social construct that shapes and is shaped by societies and cultures in very real ways. Throughout the course, students will learn about the changing relationship between race and society across time and across cultures. Engaging with readings, films, and speakers from a variety of academic fields (history, sociology, anthropology, literature) students will explore, research, reflect on and discuss the complex set of relationships governing race and society.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits GOA189 PRISONS AND THE CRIMINAL LAW​

Semester 1 and Semester 2

How do societies balance individual freedoms with security? How do definitions of “crime” and “punishment” shift across jurisdictions and time periods? How do recent protests and discussions about racial biases and systemic racism inform our understanding of criminal law and its applications? Although the United States has been frequently cited as having the highest “mass incarceration” rate, other countries in the world have also been criticized for injustices in their criminal justice systems. In this course, students become familiar with the legal rules and institutions that determine who goes to prison and for how long.

Along the way, students gain a concrete, practical understanding of legal systems while grappling with mass incarceration as a legal, ethical, and practical issue. To understand current views on crime and criminal punishments and to examine proposed systemic reforms, we immerse ourselves in the different forms of rhetoric and media that brought the U.S. and other nations to our present. We read and analyze jury arguments, courtroom motions, news op-eds, judicial decisions, recent cases, and other forms of public persuasion that shape the outcomes of criminal defendants. The final project requires students to advocate for a major reform to a criminal justice system in a city, state, or country. Having developed research skills, students apply them to build an effective argument that includes a real-world solution.

Requires Preapproval One Semester Course, Fall and Spring, 0.50 credits SEMESTER 1 GOA215 APPLYING PHILOSOPHY TO GLOBAL ISSUES​

Semester 1

This is an applied philosophy course that connects pressing contemporary issues with broad-range philosophical ideas and controversies, drawn from multiple traditions and many centuries. Students use ideas from influential philosophers to examine how thinkers have applied reason successfully, and unsuccessfully, to many social and political issues across the world. In addition to introducing students to the work of philosophers as diverse as Socrates, Confucius, and Immanuel Kant, this course also aims to be richly interdisciplinary, incorporating models and methods from diverse fields including history, journalism,

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literary criticism, and media studies. Students learn to develop their own philosophy and then apply it to the ideological debates that surround efforts to improve their local and global communities.

Requires Preapproval Fall Semester Course, 0.50 credits

GOA115 GENOCIDE AND HUMAN RIGHTS​

Semester 1

Students in this course study several of the major 20th century genocides (Armenian, the Holocaust, Cambodian, and Rwandan), analyze the role of the international community in responding to and preventing further genocide (with particular attention to the Nuremberg tribunals), and examine current human rights crises around the world. Students read primary and secondary sources, participate in both synchronous and asynchronous discussions with classmates, write brief papers, read short novels, watch documentaries, and develop a human rights report card website about a nation of their choice.

Requires Preapproval Fall Semester Course, 0.50 credits SEMESTER 2 GOA162 9/11 IN A GLOBAL CONTEXT​

Semester 2

The tragedy of September 11, 2001 changed the world in profound ways. In this course, students explore the causes of 9/11, the events of the day itself, and its aftermath locally, nationally, and around the world. In place of a standard chronological framework, students instead view these events through a series of separate lenses. Each lens represents a different way to view the attacks and allows students to understand 9/11 as an event with complex and interrelated causes and outcomes. Using a variety of technologies and activities, students work individually and with peers to evaluate each lens. Students then analyze the post-9/11 period and explore how this event affected the U.S., the Middle East, and the wider world.

Requires Preapproval Spring Semester Course, 0.50 credits GOA219 GENDER & SOCIETY​

Semester 2

This course uses the concept of gender to examine a range of topics and disciplines that include feminism, gay and lesbian studies, women’s studies, popular culture, and politics. Throughout the course, students examine the intersection of gender with other social identifiers: class, race, sexual orientation, culture, and ethnicity. Students read about, write about, and discuss gender issues as they simultaneously reflect on the ways that gender has manifested in and influenced their lives.

Requires Preapproval Spring Semester Course, 0.50 credits ​

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GOA220 RELIGION & SOCIETY​

Semester 2

Religion is one of the most salient forces in contemporary society but is also one of the most misunderstood. What exactly is religion? How does religious identity inform the ways humans understand themselves and the world around them? How can increased levels of religious literacy help us become more effective civic agents in the world today? Students in this course will conduct several deep dives into specific case studies in order to understand how religious identity intersects with various systems of power, including race, gender, class, sexual orientation, and ethnicity. By engaging with material from a variety of academic fields (history, sociology, anthropology, psychology), students will grapple with the complex ways in which society and religious identity relate to one another.

Requires Preapproval Spring Semester Course, 0.50 credits

WORLD LANGUAGES YEARLONG ON GOA’s WORLD LANGUAGE PROGRAM GOA’s World Language courses seek to awaken student interest in language and culture through an approach that is at once rigorous and modern. Our Japanese and Arabic programs are fueled by yearlong, competency-based classes in which students are given considerable autonomy to progress through language acquisition modules and demonstrate mastery to their teachers as their skills develop. Our competencies and learning outcomes for these courses are adapted from ACTFL’s “can-do” statements.

Our students typically achieve Novice proficiency by the end of a level I course, Intermediate proficiency by the end of level II, and Intermediate High/Advanced Low proficiency by the end of level III. While our courses teach all four language skills, they place particular emphasis on interpersonal communication (as opposed to more presentational modes of communication). In addition to building their speaking and writing skills, students learn to leverage a modern understanding of language acquisition, how to align goals with practice, how to ask questions, how to curate resources from the internet and an extended network of native and non-native speakers of the target language. Students in these courses connect with one another frequently to discuss their language-learning process and to take deep dives into the culture and history of the languages that they are studying.

Japanese II & III students share a Canvas space—allowing for differentiated levels of language instruction and practice within a larger community for cultural exchange and discussions. The same is true for Arabic II & III. Level I students in Arabic and Japanese are in Canvas courses with only Level I students.

GOA105 ARABIC LANGUAGE THROUGH CULTURE I​

Full Year Course

In addition to bringing Arabic popular culture to life, this course introduces students to the Arabic writing system in twelve weeks to communicate in spontaneous spoken conversations on everyday topics, including personal introductions, families, food, lifestyle, preferences, celebrations, history, art, music, social ​

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media, and environment. This yearlong course focuses on Modern Standard Arabic (MSA) and some of the spoken dialects of the Levant, Egypt and North Africa. With an emphasis on Arabic culture, students will learn commonly used expressions and phrases to develop their skills in listening, reading, writing, forming grammatically correct structured sentences, and most importantly, conversation. This will be accomplished through synchronous and asynchronous assignments, conversation sessions with the instructor and a group of peers, instructional videos, discussions about culture, and collaborations on group projects with students from around the globe. Since Arabic is becoming one of the most functional languages in the world, especially in the areas of commerce, business, and trade, students participating in this course can avail themselves of the opportunity to learn the language in a highly stimulating and rich cultural context.

Requires Preapproval Full Year Course, 1.0 credit GOA190 ARABIC LANGUAGE THROUGH CULTURE II​

Full Year Course

Arabic II students have one year of Arabic Language Through Culture or have demonstrated novice proficiency where they able to to communicate in spontaneous spoken conversations on familiar topics, including food, weather, and hobbies, using a variety of practiced or memorized words, phrases, simple sentences, and questions. Then they will review the first three units of the book “Al Kitaab” as well as most of the Arabic foundations that the students’ took in the previous year, starting with the alphabet and ending with how to write a sentence and even a paragraph as well as working on other skills such as reading and speaking through using different real-life situations that they would need to use Arabic in, most importantly the conversation. They will also work on building the students vocabulary bank in many topics such as introducing themselves, ordering food, describing the weather and talking about the clothes. Moreover they will discuss the travel and Trips, talking about their country, health and plans and goals for the future. And finally they will talk about how to tell a story.

This yearlong course focuses on Modern Standard Arabic (MSA) and some of the spoken dialects of the Levant and Egypt. With an emphasis on Arabic culture, and engaging with group work with their peers from around the globe. They will have the opportunity to finish units 4-8 from Al- Kitaab and to learn the language in highly interactive activities and cultural contexts.

Requires Preapproval Full Year Course, 1.0 credit

GOA199 ARABIC LANGUAGE THROUGH CULTURE III​

Full Year Course

Students in Arabic III have demonstrated intermediate interpersonal proficiency in Arabic (MSA or a dialect) through two years in Arabic Language Through Culture or other coursework, and have demonstrated an ability to work online independently and reliably with instructors and peers in Arabic Language Through Culture or another GOA class.

Students in Arabic III will have opportunities to work on the intermediate high levels and the advanced level to communicate in spontaneous spoken conversations on everyday topics on a higher level. This course will focus mainly on units 8-13 from Al-Kitaab. They will study Modern Standard Arabic (MSA) and some of the spoken dialects of the Levant, Egypt, most importantly conversation. They will also be able to design their ​

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own venue talking about the food and nutrition, the weather and the climate and discussing stories in the past and present. This will be accomplished through synchronous and asynchronous assignments, conversation sessions with the instructor and a group of peers, instructional videos, discussions about culture, and collaborations on group projects with students from around the globe. In reading, listening, speaking and writing, students will curate, share, and practice materials may include TV commercials, news, movies, children’s stories, online websites, and Arabic songs and music. Finally they will learn the language in highly interactive activities and cultural contexts.

Requires Preapproval Full Year Course, 1.0 credit GOA154 JAPANESE LANGUAGE THROUGH CULTURE I​

Full Year Course

This full-year course is a unique combination of Japanese culture and language, weaving cultural comparison with the study of basic Japanese language and grammar. While examining various cultural topics such as literature, art, lifestyle and economy, students learn the basics of the Japanese writing system (Hiragana and Katakana), grammar and vocabulary. Through varied synchronous and asynchronous assignments, including hands-on projects and face-to-face communications, students develop their speaking, listening, reading and writing skills. The cultural study and discussions are conducted in English, with topics alternating every two to three weeks. The ultimate goal of this course is to raise awareness and appreciation of different cultures through learning the basics of the Japanese language. The focus of this course is 60 percent on language and 40 percent on culture. This course is appropriate for beginner-level students.

Requires Preapproval Full Year Course, 1.0 credit GOA191 JAPANESE LANGUAGE THROUGH CULTURE II​

Full Year Course

Through language learning, students in this course share their voices, cultivate global perspectives, and foster an appreciation for self and others. Students further develop the speaking, listening, writing, and reading skills introduced in Japanese Language Through Culture I. . Each unit follows the IPA model (Integrated Performance Assessment), blending three modes of communication: interpretation of authentic material in Japanese, synchronous and asynchronous practice in speaking and writing, and oral and written presentations. Each unit focuses on one of the following cultural topics: Design and Expression, Ecology, Entertainment, East meets West, Harmony, and Nature. In addition, students will have the opportunity to select and pursue topics of their own interest. Grammar topics will cover the essential forms that are typically introduced in the second and third year of a high school Japanese program. By learning the Dictionary Form, Nominalizer, TE form, TA form, NAI form, and Noun Modifier, students are able to add more complexity to their sentence construction. In doing so, they shift from forming simple sentences to communicating in coherent paragraphs. As online learners, students are expected to exhibit superb time management and communication skills, as well as take ownership of their learning. While grammar instruction will be delivered through asynchronous work and face-to-face meetings, much of the course content will be curated and created by students through their research and collaboration. The focus of this course is 60 percent on language and 40 percent on culture. Prerequisite: Japanese Language Through Culture I or permission from the instructor.

Requires Preapproval ​

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Full Year Course, 1.0 credit GOA209 JAPANESE LANGUAGE THROUGH CULTURE III​

Full Year Course

Students in Japanese III have mastered most of the conjugation patterns (TE/TA form, dictionary form, and NAI form) that are necessary to speak and write in complex structures. While advancing their grammatical knowledge (including giving and receiving, potential form, and honorific form), students will compare and examine similar functions and their subtle differences. In speaking, students are allowed to speak in an informal/casual style with each other and with the teacher in order to solidify their control of the Plain Form.

Interpersonal communications will be done through face-to-face conversation and recorded messages. In reading and listening, students will curate, share, and practice grasping the gist of authentic materials.

Materials may include TV commercials, news, movies, children’s books, online newspapers, and cooking recipes. Students will work on creative, expository,and analytical writing (comparing-and-contrasting in AP format). Semester 1 will incorporate JLPT N5 exam material. Taking the exam is not necessary, but encouraged. In Semester 2, students will participate in that GOA Catalyst Conference.

Requires Preapproval Full Year Course, 1.0 credit

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HEALTH

3650 Health 10

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This health course is structured to provide students with a body of knowledge regarding relevant health issues to help navigate challenges in mental health, substance use, nutrition, and sexual health, including relationships. The course will investigate health concerns prevalent in school and the U.S. through self-reflection and media literacy. The course will identify barriers that prevent all of us from being healthy and study those challenges through coping skills, social influence, and acts of allyship.

The goal is to help students become well-equipped physically, emotionally and socially, and to make healthy choices. ​ Fall or Spring Semester Course, 0.25 credits, [50,50], pass/fail

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3651 Health 12: A Speaker Series This class informs our seniors on current, relevant and meaningful health topics. Experts in the fields of mental health, sexual consent, decision-making, neuroscience, nutrition, physical health and self-defense, bring the concept of learning health into a class lab. The goal, as with much of health education, is to provide accurate information and assist students in learning advanced coping skills, methods of harm reduction, and to promote self-efficacy. Senior year is a milestone and graduation marks the transition into a new phase of independence. The goal of this course is to enable students to not only define “healthy,” but how to determine and incorporate what is “healthy” for each of them. ​ Grading is Pass/Fail Spring Semester Course, 0.25 credits, [50], pass/fail

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INTERDISCIPLINARY STUDIES "Learning should be an integrated experience, not a series of disconnected exercises." -Helen Parkhurst Courses in this section are drawn from a broad range of studies and disciplines, often not fitting neatly into any of the other departments.

4007FY Critical Theory & Politics in the 21st Century A variety of intellectuals, academics, writers, and activists have leveled comprehensive critiques at modern society, its politics, its economies, and its institutions. These thinkers cover diverse theoretical ground and all seek to promote self-determination and democratic empowerment. This course will survey signature ideas from major contemporary thinkers, and students will be asked to connect these theoretical frameworks to today’s issues.

At its core, critical theory is explanatory, normative, and practical: good theory helps us understand our world more completely, make judgments about whether that world is a good one, and imagine and construct alternatives. Theory is also personal, and this class will challenge students to think deeply about their identities, communities, politics, and place-in-the-world.

Open to seniors and juniors.

Full-Year Course, 1.0 credits​

W. Hummel

4013 Culinary Fundamentals Students will study different cuisines or cooking challenges oriented around cultural traditions, culinary techniques, nutrition, and environment. We will put an emphasis on nutrition and techniques for unapologetically delicious healthy cooking. This course will move students beyond simply following recipes to developing sufficient confidence in their cooking skills to enable them to begin forming their own culinary imagination. In this way they embrace the way cooking employs artistic, cultural, historical and aesthetic choices to create food that reflects the particular vision of the chef.

Fall/Spring Semester Course, 0.5 credits​

J. Johnson

4012 Food Systems: from Seed to Bread In this class, students will both become physically engaged in the precision craft of baking bread while developing a keen understanding of the relationship between cause and effect of what they are learning ​

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and bringing to practice. Once you instigate an exploration of the science, flavor, traditions, and almost endless variations, it’s easy to make deeper connections to almost every other subject our students study. Students will live in an age of complex vertical food systems, and need to be prepared to make thoughtful, creative, informed decisions around issues of factory farming, sustainability, biodiversity, energy consumption, and food security. Bread today can be made from factory farmed grain into processed and preserved product, or through an artisanal process that involves wild wheat, active fermentation, hand crafting, and carefully baked techniques. We will look at old and new ways of making bread, and see what is to be learned from both. To that end, students will become part of a daily bread production. This will allow us to ask complex questions about the structure of this food system, to look for ways to take action towards improving our connection to it, and to ask broader questions about other culinary ecosystems.

Full-Year Course, 0.5 credits​

C. Stewert

4015.1 Climate Politics and Environmental Justice Climate change is arguably the most significant challenge of our time, and averting catastrophe will require massive transformations in the way humans exist on earth.

In this course we will examine social and political responses to our changing climate across the world.

We will also work to understand different—and often competing—frameworks for environmental justice, with a particular emphasis on the perspectives of non-Western peoples and those in the Global South.

During the second semester students will engage in an ongoing community-based project

Open to seniors and juniors.

Full-Year Course, 1.0 credits, [50,50,50], graded​

W. Hummel

4017 NEW COURSE Civil Discourse Seminar / [The Unafraid Project] The Dalton Civil Discourse Seminar is designed to promote respectful, open exchange of ideas in an attempt to foster an understanding of multiple perspectives. As part of the Unafraid Project, the course will demonstrate the methods by which informed individuals arrive at divergent conclusions. As a foundational text, students will read the 1859 essay On Liberty, in which philosopher John Stuart Mill argued that the public presentation of all belief – even that which almost everyone considers demonstrably false – is socially beneficial. Conversely, Mill argues that active suppression of any opinion causes general harm. Students will interrogate Mill’s theory, which continues to inform contemporary debates about freedom of speech and expression. Building from this investigation, students will articulate an interest in a contemporary policy topic. Over the course of the term, each student will independently research their policy area, with the specific goal of understanding a variety of common arguments pertaining to that topic. Students will then circulate common readings to the class, encompassing varied approaches to the topic, in consultation with the teacher. Students will read these ​

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common texts for homework, as they did with Mill. The class will then synthesize and discuss these viewpoints, with each student facilitating discussion of their assigned topic. The class will thus equip its members with an understanding of the ideology that underpins those viewpoints, thereby promoting both critical inquiry and discourse across difference – with students taking the lead.

All rising juniors and seniors are welcome to indicate interest through the registration process. In addition, rising sophomores who are members of the previously established 2024-2025 Unafraid Project Advisory Group are welcome to indicate interest.

Spring Semester Course, 0.25 credits, [50], pass/fail​

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D Davidson

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PEER PROGRAMS 3940 Peer Leadership (12th) The Peer Leadership program seeks to broaden and enhance students’ understanding of social justice and equity issues related but not limited to race, gender, sexuality and socio-economic status. The program and its members strive to cultivate a sense of empathy and compassion within the Dalton community and beyond, and to mentor the ninth graders through the transition to high school. The Peer Leadership seminar offers students a thematic lens through which they engage in conversations about issues related to inclusivity, community building, and community engagement. Peer Leaders are trained to facilitate small ninth grade discussion groups and to develop the skills required to be an effective leader.

Requires Preapproval Prerequisite: 12th grade status Full Year Course, 1.0 credit

3930FY Peer Leadership (9th) The overarching goal of the 9th Grade Peer Leadership program is to help students get to know each other and the high school community by connecting with them over their similarities and helping them to better understand their differences. There is an emphasis on collaboration, community, dialogue, awareness, and acceptance during weekly small group sessions. Topics of conversation range from general school culture to deeper discussions of race, gender, sexuality and socio-economic status. In sum, we strive to offer opportunities for support and encouragement for the 9th grade, to raise important questions, and to facilitate dynamic dialogue.

Prerequisite: 9th grade status Full Year Course, 0.0 credits

3931 Peer Tutoring The Peer Tutoring Program provides juniors and seniors with the opportunity to work with faculty while assisting in the individual instruction of students, working with students in small groups, or while working with students in a classroom setting. Peer Tutors will meet as a group on a bi-weekly basis to discuss issues pertaining to academic support of their peers, as well as pedagogical topics related to the tutoring they provide. In addition, Peer Tutors work in concert with the MS and HS faculty. The program is predicated on the notion that tutors will be able to provide a service to others, and in doing so, consolidate their own learning when they are given the opportunity to teach. In addition, students will gain perspective on ​

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methods and principles of education via Helen Parkhurst's Education on the Dalton Plan and better reflect on their own experiences. The hope is that Peer Tutors will benefit from this responsibility to others and will feel closer to this community of teachers and learners. Students must apply for the program by responding to a series of written questions regarding their interests and reasons for wanting to participate in the Peer Tutoring program. House Advisor and faculty recommendations are all part of the application process. Peer tutors are available to work with students in all three divisions at Dalton.

Requires Preapproval Prerequisite: Junior and Senior status Full Year Course, 0.50 credits

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PHYSICAL EDUCATION REQUIREMENTS AND INFORMATION By state law, every High School student is required to pass four years of Physical Education. Students will choose two PE electives for the year. Each elective meets one time per week.

Any student who participates in athletics outside of school must also be enrolled in a Physical Education or Dance class at Dalton unless an exception has been granted by the Department Chair and the High School Director for the student to enroll in P.E. 3906 (PE Outside).

If students are on one or more school teams during the academic year, they must register for a PE or dance class in accordance with the following guidelines: 1.​ All Ninth grade athletes must attend all PE classes during both semesters. Ninth grade students will be excused from P.E. only during a season they compete for a Dalton team. They must return to P.E. one week after their last game.

2.​ Students in grades 10-12 on only one team during the school year must attend their Physical Education classes when they are not competing for a Dalton team. Once their Dalton team season begins they no longer need to attend PE class but must return one week after their last game.

3.​ PE 3902 - Two Sport Athlete - is for students who play two or three Dalton sports in the academic year and who have played those sports in the previous high school academic year at Dalton. In order to qualify for this exemption, a student must have played on two or three teams the previous H.S. academic year at Dalton and continue to play on those teams for the following year. The student will be registered for PE 3902. Department approval is required to register for PE 3902.

4.​ Students with a medical excuse for a day of Physical Education must give the excuse to the instructor and proceed to the gym. Students will be graded on participation, effort, skill, and attendance.

5.​ Missing Practices and Games: Students who are members of athletic teams are expected to attend scheduled practices and contests. If a participant does not attend a practice or contest, the coach should use good judgment to determine an appropriate consequence (from limiting playing time for infrequent offenders, to possible expulsion from the team for the most serious offenders).

Dress Code and Code of Conduct can be found in the Student Handbook

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PHYSICAL EDUCATION DEPARTMENT COURSES There are a number of courses available within the Physical Education program. These courses will be elected by all students entering grades 9-12 in the Fall. (If an elective does not receive enough interest the department may not be able to offer that elective.) A dance course may be substituted for a physical education course.

3903 Physical Education Students will choose one elective for each section of PE they enroll in. Below are the electives offered, however the period each elective is offered is dependent upon availability at the gym. ●​ Physical Fitness (circuit training including cardiovascular fitness, strength training, etc.) ●​ Yoga (physical and mental disciplines including a variety of movements and stretching techniques) ●​ PE Games (All levels of Physical Education Games) ●​ Spinning (indoor cycling building strength and endurance complimented by fun music)

Fall/Spring Semesters Course, 0.125 credits

3902 Physical Education (Two Sport Athlete) Students who were athletes two of the three seasons in the previous year at Dalton and who plan to continue being a 2/3 H.S. sport athlete for the upcoming year, qualify for this course. This does not include managers.

Requires Preapproval Fall/Spring semesters, 0.125 credits per semester, approval required Eligibility: students in grades 10-12 ONLY

3906 PE Outside For students who participate in a formal competitive sport or performance activity outside of Dalton.

Progress reports must be turned in twice a semester from outside coach/instructor to PE Department Chair.

Students must attend practices or rehearsals at least three times a week for 1-2 hours and must either compete with players outside of the organization at least three times a semester in organized and sanctioned events or participate in a culminating event or performance. Students will receive a contract, which must be signed by the student and parent.

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Requires Preapproval Fall/Spring semesters, 0.25 credits per semester, approval required Eligibility: students in grades 10-12 ONLY ​

INTERSCHOLASTIC ATHLETICS

FALL SEASON CROSS COUNTRY​ Season:​ ​ Practice:​ ​

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Varsity End of August to mid-November 5 days a week​

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FALL SEASON (cont.)

FOOTBALL​ Season:​ ​ Practice:​

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SOCCER​ Season:​ Practice:​

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Varsity & Junior Varsity (Boys) Mid-August to the beginning of November 5 days a week, during season​

SOCCER​ Season:​ Practice:​

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Varsity & Junior Varsity (Girls) Mid-August to the beginning of November 5 days a week​

TENNIS​ Season:​ Practice:​

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Varsity & Junior Varsity (Girls) End of August to the beginning of November 5 days a week​

VOLLEYBALL​ Season:​ Practice:​

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Varsity & Junior Varsity (Girls) Mid-August to the beginning of November 5 days a week​

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Varsity Mid-August to mid-November Weekend games 5 days a week, during season​

WINTER SEASON BASKETBALL​ ​ ​ Varsity (Boys) Season:​ ​ ​ November through February Practice:​ ​ ​ 5 days a week with some weekend games Practices during Thanksgiving break and the last week of Winter Vacation. Post-season Tournament: First week in March (or longer, if the team qualifies for States) BASKETBALL​ Season:​ Practice:​

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Junior Varsity (Boys) November through February​ 5 days a week

BASKETBALL​ ​ ​ Varsity (Girls) Season: ​ ​ ​ November through February Practice:​ ​ ​ 5 days a week with some weekend games Practices during Thanksgiving break and the last week of Winter Vacation. Post-season Tournament: First week in March (or longer, if the team qualifies for States)

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BASKETBALL​ Season: ​ Practice:​

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Junior Varsity (Girls) November through February 5 days a week

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WINTER SEASON (cont.)

SQUASH​ Season:​ Practice:​

INDOOR TRACK & FIELD​ Season:​ ​ Practice:​ ​ WRESTLING​ Season:​ Practice:​ ​

Varsity November through February 5 days a week

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Varsity November through February 5 days a week​ Varsity November through February 5 days a week Saturday Tournaments: 4 or 5

SPRING SEASON BASEBALL​ Season:​ Practice:​ ​

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Varsity & Junior Varsity March through May 5 days a week ​ One week of practice during spring vacation.

GOLF ​ Season:​ Practice:​ ​

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Varsity March through May 5 days per week One week of practice during spring vacation.​

LACROSSE​ Season:​ Practice:​ ​

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Varsity & Junior Varsity (Boys) March through May 5 days a week​ One week of practice during spring vacation.

LACROSSE ​ Season:​ Practice:​ ​

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Varsity & Junior Varsity (Girls) March through May 5 days a week One week of practice during spring vacation.

SOFTBALL​ Season:​ Practice:​ ​

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Varsity & Junior Varsity March through May 5 days a week​ One week of practice during spring vacation.

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TENNIS​ Season:​ Practice:​ ​

OUTDOOR TRACK & FIELD​ Season:​ ​ ​ ​ Practice:​ ​ ​

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Varsity & Junior Varsity (Boys) March through May 5 days a week​ One week of practice during spring vacation.

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Varsity March through May Saturday meets 5 days a week​ One week of practice during spring vacation.

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LEARNING SUPPORT SERVICES Learning Support Services provides academic and organizational support for students' academic programs.

Learning Support Specialists are available throughout the school day to provide assistance either through regular labs or on an unscheduled, drop-in basis. Students work with specialists in order to develop time management and/or organizational skills, study skills specific to course content which support their learning profiles, and/or previewing or remediating course content. They may be referred by a teacher, House Advisor, Dean, Director of Learning Support Services or the High School Director. They may also self-refer.

Students work either in small groups or individually with Learning Support Specialists who keep the teachers informed of student progress.

The department also supports students with their accommodations, often proctoring assessments. In addition, the Director is the Services for Students with Disabilities (SSD) coordinator and works closely with both the College Board and ACT. For more information about Learning Support in the High School please see here.

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