Dwight-Englewood School Course of Study 2023-2024

Dwight-Englewood

School

Upper School Course of Study

THEUPPERSCHOOLPROGRAM

During their first two years, Upper School students take courses in our core curriculum in English, history, mathematics, and science These courses are grounded in disciplinary content that is deemed important for all students to cover, along with the skills that are vital in each discipline. After completing the core, students enter our elective program for grades 11 and 12. During these two years, students create their own individualized schedules based on their interests

Credits are awarded on a scale of six credits per major course per year. Semester courses are awarded three credits. Major courses meet four times per week most weeks. Credits for minor courses are prorated on the basis of the number of meeting times

Students must accumulate 138 total credits to graduate, and fulfill the following requirements:

ENGLISH: 24 credits (3 credits each semester for four years), including full year core courses in grades 9 & 10, and four semesters of electives in grades 11 & 12 One semester in grade 11 or 12 must be a course in global literature

HISTORY: 18 credits (three years), including one year in Early World History (grade 9), one year in either Modern World or AP Modern European History (grade 10), and one year of US History

WORLD LANGUAGE: 18 credits, through high school level 3. If level 1 was completed before grade 9, language is recommended through grade 11

MATHEMATICS: 18 credits. Students must take a mathematics course in grades 9 & 10. The other six required credits can be completed in grades 11 and/or 12.

SCIENCE: 18 credits, including two years of Integrated Biology and Chemistry in grades 9 & 10, and 6 elective credits, with at least one semester (3 credits) of Physics in grades 11 or 12.

HUMAN DEVELOPMENT: 4 credits, including Grade 9 Seminar (3 credits), and Grade 10 Seminar (1 Credit)

ARTS: 6 credits; three recommended in grade 9 and an additional three credits during grades 10-12. Courses may come from some combination of Arts & Design, Music, or Theatre

HEALTH AND WELLNESS: 6 credits, 3 of which must be taken during the ninth grade year (full year course).

ETHICS: 1 5 credits, required in grade 10 (2 meetings per week for one semester)

COMMUNITY SERVICE: Each student must complete a prescribed 40-hour community service requirement. This requirement should be completed by the end of the junior year or students may forfeit certain senior privileges.

COLLEGE KNOWLEDGE: Students are required to take this one-semester (non- credit) course offered during the second semester of grade 11.

PROGRAM COUNSELING

THE SCHEDULING PROCESS

Beginning in the early spring, students meet with their advisors to plan courses for the following year Each student, with advice from advisor, teachers, and parents, will create their program and submit it to the class dean for review and approval. In the case of juniors, approval will also be required from the designated college counselor. Parents will be invited to an evening to discuss curriculum as the process begins, to inform them of the choices that students will have Parents are also encouraged to speak with advisors during this process, and will be asked to sign off on their student's proposed roster of courses

Because of the breadth of courses being offered, and the large proportion of courses that may be offered during only one block of the day, the School cannot guarantee that all of the courses a student has selected will fit into their schedule Students will be asked to make alternate choices as much as possible to allow for this possibility Class deans will notify students of conflicts prior to the first day of each semester. Schedules will be available to students in mid-August.

SCHEDULE CHANGES

Schedule changes can only be made with the approval of the Dean and Department Chair Courses may be added during the first two weeks of the semester, and may be dropped for the first four weeks of the semester. Students in full year courses may only change that course during the fall semester; otherwise they are expected to finish the entire year

WORKLOAD

Students normally carry five major courses per semester, plus at least one minor course as required or chosen. Students are expected to accumulate 36 credits for each year, with at least 15 credits gained per semester.

Our school day is designed to accommodate and support 5 major courses and 1 or 2 minor courses. Honors and AP level courses are considerably more challenging both in terms of content and time commitment. Ninth graders are encouraged to take no more than 3 Honors courses and all students are expected to prioritize balance in their schedule

Students seeking to enroll in 6 majors should talk with their advisor about their goals. With advisor support, students should submit an application to the dean of the class. The dean and Upper School Principal will make the determination as to whether to grant the request Academic record, student well being, additional commitments, and motivation for the request will be considered when determining whether a student will be permitted to enroll in 6 majors.

HONORSCRITERIA

The workload in Honors courses is more demanding, both in terms of amount and difficulty. Students are expected to be able to handle a faster moving course. Students must be able to master skills and concepts quickly without additional support They must be adept at both following instructions and working independently on classwork, be that a history paper or an experiment.

Honors classes spend less time in class reviewing for tests and quizzes. Students are expected to be organized and responsible with respect to handing in work on time, asking questions, and keeping track of assignments

The standards for achievement in Honors classes are more rigorous than those in College Prep classes Grades are but one factor used in determining readiness for work at this level.

To successfully engage courses at the Honors or AP level, the faculty will use the following criteria in making placement decisions. Not all criteria may be applied equally in each discipline

1. Proficiency as a student: A student should demonstrate the ability to complete a heavy workload and to understand assignments independently Students must be able to convey their understanding both verbally and on paper

2. Proficiency as a reader: A student should demonstrate the ability to complete a heavy reading load and to understand difficult texts independently.

3 Proficiency as a writer: A student should demonstrate the ability to write clear, articulate prose; avoid basic errors; and structure an argument coherently

4. Proficiency as a problem solver: A student should demonstrate the ability to approach tasks and problems with curiosity and interest in the challenge, and a willingness to work collaboratively with others as well as alone in the pursuit of solutions

5 Intellectual ambition and sophistication: A student should demonstrate (a) passion for learning and an active independent intellectual life; (b) an ability to think abstractly, critically, and creatively; (c) curiosity about the different possibilities of a text’s meaning; (d) active engagement in class discussion; and (e) a willingness to reconsider initial thinking

6. Initiative and independence: A student should demonstrate (a) commitment to his or her studies; (b) an ability to manage a heavy workload; (c) the confidence and self-discipline to flourish without extensive guidance; (d) a positive responsiveness to being challenged

Additional (departmental) Considerations for AP / Honors Placement

Language:

Please see the General Honors Criteria

English:

The English department adheres to all parts of the school-wide Honors Criteria and adds the following in consideration for Honors/AP:

● Part of proficiency as a writer includes a distinct writing voice/style.

● We expect that the student can do the following independently: write clear, articulate prose and avoid basic errors

● Demonstrating intellectual ambition and sophistication in the English classroom includes a willingness on the part of the student to reconsider initial thinking.

History:

The English department adheres to all parts of the school-wide Honors Criteria and adds the following in consideration for Honors/AP:

The workload in Advanced Placement courses is significantly more demanding, both in terms of amount and difficulty, than a CP course and an Honors course

Students are expected to be able to handle a faster moving course, and to exhibit the resilience and grit associated with managing a higher workload and more difficult assessments. Students must be able to master skills, concepts, and large volumes of content quickly, without additional support, and to be able to do so independently and consistently, over an entire academic year They must be adept at following instructions with little or no reinforcement and at working independently on classwork, be that a history paper or an experiment They must also be able to ask themselves questions, and answer those questions on their own both to troubleshoot assignments and to query & analyze the history at hand.

Advanced Placement classes spend less time in class reviewing for tests and quizzes, and may have more throughout the year Students are expected to be organized and responsible with respect to handing in work on time, asking questions, and keeping track of assignments. Advanced placement students should also be aware that moving faster means, occasionally, less time to discuss or review, which can of course impact their grade if these are activities at which they usually excel In addition to less time to discuss or review (given the fast-paced nature of the course), students are held accountable for any and all aspects of readings/topics assigned, which may not be discussed in class

The standards for achievement in Advanced Placement classes are more rigorous than those in College Prep or even Honors classes Grades are but one factor used in determining readiness for work at this level

Pace and Workload

● a student needs to demonstrate an ability to work effectively under timed conditions (without later revisions etc.)

● a student needs to be able to keep up with the pace of a much more accelerated course than they are used to, and to have the student skills to address any time they may fall behind whether it be under their control or not

“Soft skills”

● a student must be resilient and mature, both in terms of subject matter and their behavior in class and school in general

● a student should be willing and able to get a lower grade than they would expect in the College Placement level, and they should have already demonstrated that they can and will integrate critical feedback

“Hard skills”

● a student must be detail-oriented and precise in their thinking and writing

→ can they quickly address gaps in their knowledge and integrate that new understanding into their work? How well do they integrate new vocabulary?

● a student must be specific and concrete when doing analysis as well, especially if they are strong in creative or analytical thinking

→ can they back it up with evidence? Can they add nuance to their analysis in a way that emphasizes or enhances their analysis?

● a student must be able to read multiple sources, primary sources and secondary sources, and to synthesize and explain them without support in a timed environment

● a student should have a willingness and ability to manage and prepare for cumulative assessments

→ how prepared is this student to have an exam in May that includes material from August?

Maturity and Independence

● a student should understand that discussion and engagement are not nearly as important as “hard” skills like reading comprehension, writing ability, etc.

→ if this is an important part of how a higher grade was achieved in a CP setting, how will a student address this “ gap ” in an AP course?

● a student should understand that discussion and engagement are as important as “hard” skills like reading comprehension, writing ability, etc. in AP courses

● a student should demonstrate a consistent ability to “ go beyond” the class or text by asking questions or raising points that are NOT reviewed in class or by the teacher

Mathematics & Computer Science:

The Mathematics & Computer Science department adheres to all parts of the school-wide Honors Criteria and adds the following in consideration for Honors/AP/AT placement:

● Having excellent algebraic skills is a given for our Honors/AP/AT classes in the Upper School. These skills should be automatic for all Honors/AP/AT students as they form the basic parts of higher-level mathematics. Students should not require further isolated practice, review, and explanation in these higher-level courses

● Beyond 9th grade, there is an expectation that Honors/AP students voluntarily communicate their mathematical thinking with their peers and provide feedback, ask questions, and independently revise their solutions after each class.

● We expect students in our AP/AT Computer Science classes to have excellent programming skills and the independence and resourcefulness to know how to enhance their skills as they continue to evolve.

● Assessments are an extension of classwork to expand knowledge into more unfamiliar territory. That is, assessments do not necessarily mimic in-class work

Science:

The Science department adheres to all parts of the schoolwide Honors Criteria and adds the following in consideration for Honors/AP:

● In Honors/AP courses, students are expected to be able to handle faster delivery of material Students must be able to master skills and concepts quickly without additional support. They must be adept both at following instructions and at working independently on classwork and on experiments Less scaffolding is provided, both in classwork and on assessments

● Honors/AP classes spend less time in class reviewing for tests and quizzes Students are expected to be organized and responsible with respect to handing in work on time, asking questions, and keeping track of assignments Students are also expected to take greater initiative in scheduling extra help as needed

● Honors/AP assessments are more heavily weighted toward the application of concepts to new situations and may require students to prepare for them in novel ways.

● Students in Honors/AP are expected to have stronger mathematical and graphing skills This may include algebra, geometry, and calculus, depending on the course

● Honors/AP classes require students to have greater comfort with abstract concepts.

● Honors/AP classes may meet more frequently than their CP counterparts, which means that students will both have more work to do outside of class and less time available in which to do that work (and their work for other courses) AP classes, in particular, have double-blocks, in which students may be in class for up to 125 minutes.

Art & Design

Specific characteristics for an Art Honors student for Accelerated Art (H) major considerations:

NOTE: Other than self-selection for the characteristics listed below, Accelerated Art (H) course DOES NOT REQUIRE an application process.

● Willingness to engage in a rigorous studio art-making practice. Students are expected to dedicate longer hours to the development of highly resolved artwork to submit to exhibition, publication, and for the purpose of developing a portfolio with the added pressure of deadlines

● Engagement with a breadth of material and medium exploration to assist in developing artistic proclivity and skill-building exercises. Students are expected to explore and further develop skills in 2D, drawing, and the 3D genre interchangeably, with a willingness to grow holistically as a visual artist

● Students will be expected to see artistic projects through to completion with independent initiative and drive above and beyond the classroom studio experience.

WORLDLANGUAGE

The teaching of languages is an integral part of Dwight-Englewood School’s commitment to the classical concept of education, and the School provides instruction in Spanish, French, Latin, Greek, and Mandarin Chinese Through the speaking, reading, and writing of at least one world language, students become aware of the universality of certain aspects of world cultures, learn to appreciate and respect the differences among specific cultures, and acquire a better perspective on the world Students acquire knowledge of international events and historical, cultural, and literary

trends that affect the United States and the world in general. They come to understand that knowledge of a world language serves as a vehicle of communication, aiding in the investigation and appreciation of those cultures and civilizations that have employed it as a primary means of expression

LATIN AND GREEK

LATIN: LEVEL 1 (4300)

Grades 9–12 6 credits

Latin 1 uses a grammatical approach in which reading serves to build basic translation skills The readings underline the similarities in grammar and vocabulary between Latin and English and provide an introduction to the culture of the Roman people in the first century C E

LATIN: LEVEL 2 (4400)

Grades 9–12 6 credits

In Latin 2, students continue to master vocabulary and grammatical concepts, while they read more about Roman civilization. Texts include mythology and history adapted from selected authors of the first century B.C.E. Prerequisite: Latin completed through level one

LATIN: LEVEL 2 H (4415)

Grades 9–12 6 credits

The Latin 2 Honors course will cover more grammar and culture than the regular class. The course will cover participles, the indirect statement, and most uses of the subjunctive Some selections from ancient authors will be read, and the students will delve more deeply into topics of Roman culture Prerequisite: Latin completed through level one and departmental approval.

LATIN: LEVEL 3 (4500)

Grades 10–12 6 credits

Latin 3 concludes the formal study of grammar and strengthens vocabulary and translation skills Students conclude the Cambridge series, completing the study of all the major grammatical structures including all uses of the subjunctive. At this point students are also introduced to authentic Latin prose and poetry, reading selections from Caesar and Ovid Ancillary materials supply the background needed for a full understanding of the history and literary selections. Prerequisite: Latin completed through level two.

LATIN: LEVEL 3 H (4515)

Grades 10–12 6 credits

Latin 3H concludes the formal study of grammar and strengthens vocabulary and translation skills Course work continues with original selections from various authors such as Pliny and Caesar The second semester emphasizes the translation of selections from the poet Ovid. Ancillary materials supply the background needed for a full appreciation of the authors and their context Prerequisite: Latin completed through level two and departmental approval

LATIN LEVEL 4 (4600)

Grades 11–12 6 credits

This class will continue to develop translation skills with authentic Latin as well as a knowledge of Ancient Roman history and culture The first semester will concentrate on works that highlight aspects of Roman society and the family, such as Plautus’ comedies and Pliny’s letters. The second semester will explore selections from the literature of the late Republic and early Empire, such as Caesar’s de Bello Gallico, Ovid’s Metamorphoses and Vergil’s Aeneid.

Grammatical review will be ongoing. Each reading will be accompanied by a study of its social and historical milieu. Final projects will focus on connecting the Latin readings with their historical settings

LATIN LEVEL 4 H

(4605)

Grades 11–12 6 credits

The late Republic and early Empire witnessed remarkable developments both at home and abroad in many areas of life. Latin IV Honors will present original materials that reflect trends in Roman government, literature, values and mores from the mid-first century through the acquisition of provinces, the collapse of the republic and the establishment of the empire. Works studied will include the poems of Catullus, Cicero’s In Catilinam, and Livy’s ab Urbe Condita. We will conclude with a reading from Vergil’s Aeneid.

AP LATIN LITERATURE

(4715)

Grades 11–12 6 credits

The history of the late first century B C forms the background for two literary works which differ greatly in genre, style and intent: Pliny the Younger's Epistulae and Vergil’s Aeneid. Pliny's elegant grammar hones students’ skills in Latin while the study of his letters lends insight into the social norms and politics of the Roman Empire in the late first and early second centuries C E Vergil’s epic Aeneid, regarded as one of the world’s greatest masterpieces, both celebrates and questions the Augustan achievement. The story of the prehistoric founding of the Roman race is intertwined with themes of vital importance for the modern age This course fully prepares students to take the Advanced Placement examination in Latin Literature Prerequisite: Latin completed through level three Honors and departmental approval.

(AT) LATIN: LANGUAGE PEDAGOGY (4855)

Grade 12 Sem. 1 and Sem. 2 3 credits per semester

Latin: Language Pedagogy is an Advanced Topic course offered to seniors who want a uniquely hands-on language learning experience by assisting a Latin teacher in a lower-level classroom As a teacher’s assistant, the student will grow their understanding of the art of language teaching, help facilitate class lessons, gain insights into the process of grading assessments and projects, and offer student support under the direction of the lead teacher. Students will be assigned a Latin teacher and meet with the same class the entire semester This course requires significant mastery of Latin, maturity, and a willingness to be mentored, as students who act as teacher’s assistants will be held to a high standard, serving as models for students in the classroom. As a culminating project, the student will create a unit plan, including learning objectives, classroom activities, and assessments, which the lead teacher will evaluate for pedagogical soundness Prerequisite: AP Latin and/or departmental approval

POP CULTURE AND CLASSICAL RECEPTION (4315)

Grades 11–12 3 credits

From Disney’s Hercules to Spartacus, from Percy Jackson to Ben Hur, our culture has been obsessed with the history and myths of the Romans and Greeks However, in adapting stories set in Rome and stories told by Romans, we have begun to mythologize the past. Contrasting adaptations of the ancients with the ancients themselves (and contrasting our adaptations of ancient myths with the ancient tellings of those myths) can tell us as much about them as it does about us Note: This course will be taught in English There is no prerequisite

MINOR COURSE OFFERINGS

ANCIENT GREEK: LEVEL 1 (4740)

Grades 11–12 Year-Long Minor 3 credits

Ancient Greek teaches the fundamentals of the language of Plato and Herodotus. Knowledge of the language and culture of ancient Greece greatly expands the understanding of the ancient Mediterranean, exposing students to the background for the study of western culture. Along with the basic grammar, students will be exposed to a variety of readings at an introductory level.

HUMORITAS (4054/4055)

Grades 10 – 12 Sem. 1 and/or Sem. 2 1.5 credits per semester

With our peers, our classmates, and our colleagues, we often use humor to communicate. Yet in school the majority of the literature we study is serious in tone Humor gets the short end of the stick Similarly, while we often study the English tradition of humor from the seventeenth century onward, very rarely do we go back to the Classical roots of that tradition. Shakespeare read Plautus, and traces of Plautine conventions permeate our modern sitcoms. This class is meant to familiarize students with two under-studied and under-appreciated areas of literature: humorous literature and ancient Roman literature In our studies, we will also delve into humor theory to discover what makes something funny and apply it to the works read. In striving to understand the ancient sense of humor and to “get” jokes millennia away, we will also learn about our own sense of humor and about humor in general

Semester 1: Ancient Roman Satire (Horace/Juvenal), Seneca, Superiority Theory Semester 2: Ancient Roman Comedy (Plautus), Release Theory, Incongruity Theory. Taught in English.

FRENCH

FRENCH: LEVEL 1 (5300)

Grades 9–12 6 credits

French 1 combines an oral/aural communicative and proficiency approach and a variety of other techniques to lead students through the basic components of grammar Additional aspects of the course introduce French cultures and civilizations Classes are taught primarily in French

HONORS ACCELERATED FRENCH (5741)

Grades 11–12 6 credits

Research and experience both show clearly that the ideal time to learn a second foreign language is on the heels of the first Knowledge of the one language serves as a springboard to faster acquisition and fluency This is particularly true for two romance languages, such as Latin, French, and Spanish. The course will address all four skill areas –speaking, listening, reading and writing – with particular emphasis on conversation. This is an accelerated, college-level course in beginning French, which covers one and a half to two years of material Successful completion allows students to advance to third level French. Prerequisite: Spanish or Latin completed through level two.

FRENCH: LEVEL 2 (5400)

Grades 9–12 6 credits

French 2 builds on foundations already established, concentrating more on French grammar, and furthering the students’ exposure to French culture and civilization Readings employed are appropriate to the ability and proficiency of the class. Prerequisite: French completed through level one.

FRENCH: LEVEL 2 H (5415)

Grades 9–12 6 credits

A more intensive and accelerated immersion in the level 2 curriculum, the French Honors section gives students the opportunity to investigate additional readings appropriate to their level of ability and proficiency Prerequisite: French completed through level one and departmental approval.

FRENCH: LEVEL 3 (5500)

Grades 10–12 6 credits

French 3 refines grammatical abilities in speaking, reading, and writing, the goal being to broaden use of French in every way For this purpose, the course includes more extensive readings, longer written exercises, and participation in class exercises conducted in French. Prerequisite: French completed through level two.

FRENCH: LEVEL 3 H (5515)

Grades 10–12 6 credits

Advanced grammar and vocabulary review fortify students’ reading skills and oral/aural performance, as short essays and free composition help develop their proficiency in writing. Readings are chosen from a variety of sources, primarily Le Petit Prince. Prerequisite: French completed through level two and departmental approval.

FRENCH: LEVEL 4 (5600)

Grades 10–12 6 credits

This course is intended for students who want to continue to reinforce their speaking, reading, writing, and listening skills prior to engaging in the electives program. In French 4, students will grow their command of French grammar and mechanics while also engaging creatively with the societies and cultures of the Francophone world Students will be challenged to communicate as much as possible in French to build their communicative skills, and they will build cross-cultural competency by discussing the connections between their own experiences and those of the diverse Francophone cultures of the world Prerequisite: French completed through level three

FRENCH: LEVEL 4 H (5615)

Grades 11–12 6 credits

French 4 Honors is aimed at increasing both the students’ fluency in using French and their exposure to French literature and civilization. The course employs a variety of everyday readings, including periodicals, and also selections from some of the major French authors such as Sartre, Camus, Hugo and Molière Essays on a variety of cultural topics, some textual analysis, and creative writing develop the students’ thinking and writing skills. Prerequisite: French completed through level three and departmental approval.

FRENCH: LEVEL 5 AP LANGUAGE (5725)

Grade 12 6 credits

French Language AP is offered to seniors who want to perfect their reading, writing, and speaking skills and are interested in taking the Advanced Placement Examination in French Language. Readings taken from a variety of authors fuel discussions on contemporary issues and provide material for writing during the first semester The second semester includes intensive preparation for the AP exam Prerequisite: French completed through level four and departmental approval.

(AT) FRENCH 6 : ADVANCED FRENCH LITERATURE (5850)

Grade 11–12 Year-long 6 Credits

This is a post-AP course for students interested in doing further study of French through literature This can include novels, short stories and plays. Although the course may be tailored to the particular interests of those who choose to

enroll, some possible works might include Le Horla by Guy de Maupassant, L’Enfant noir by Camara Laye, Le Malade imaginaire by Molière, Germinal by Émile Zola, etc Oral proficiency will be practiced through reading aloud and group discussions Writing skills will be honed through periodic essays on literary analysis and criticism, and cultural studies. This course will be conducted in the target language only.

(AT) FRENCH: LANGUAGE

PEDAGOGY (5855)

Grade 12 Sem. 1 and Sem. 2 3 credits per semester

Conducted in the target language, French: Language Pedagogy is an Advanced Topic course offered to seniors who want a uniquely hands-on language learning experience by assisting a French teacher in a lower-level classroom As a teacher’s assistant, the student will grow their understanding of the art of language teaching, help facilitate class lessons, gain insights into the process of grading assessments and projects, and offer student support under the direction of the lead teacher Students will be assigned a French teacher and meet with the same class the entire semester This course requires significant mastery of French, maturity, and a willingness to be mentored, as students who act as teacher’s assistants will be held to a high standard, serving as models for students in the classroom. As a culminating project, the student will create a unit plan, including learning objectives, classroom activities, and assessments, which the lead teacher will evaluate for pedagogical soundness Prerequisite: AP French and/or departmental approval.

SEMESTER COURSE OFFERINGS

CHILDREN’S LITERATURE IN FRENCH (5744)

Grades 11–12 Sem. 1 3 credits

Snow White, Cinderella, Madeline, and Little Red Riding Hood: all the stories we remember fondly from childhood will be brought to life in French. Students will read, discuss, and analyze the stories and will be guided to see the universal themes found in literature across cultures. The fact that students will already be familiar with most of the stories will provide a useful context for their comprehension in French The culmination of the course will be the creation of an original project, based on the stories they have studied, to be presented to a group of young children.

FRENCH CONVERSATION (5751)

Grades 11–12 Sem. 1 and/or Sem. 2 3 credits

The advanced level conversation class gives students the opportunity to concentrate on developing their conversational skills in French One focus will be on the acquisition of vocabulary to be utilized in settings which reflect the Francophone world. Authentic audio materials, newspapers and magazines will be used to enhance students’ exposure to language used in real-world situations Another focus will be on giving the students the opportunity to interact with each other in simulating various situations using vocabulary generated by individual interests. Music, film and field trips will provide enrichment. Prerequisite: French completed through level three.

GLOBAL FRANCOPHONE CULTURAL STUDIES 1 (5731)

Grades 11–12 Sem. 1 3 credits

In this course, students will continue to improve their language proficiency while exploring the cultural diversity of the French-speaking world. Through music, cinema and a variety of literary genres, students will hone their listening, speaking, reading, and writing skills. In the fall semester, the concentration will be on France, West Africa, the Québec province, and the French Antilles Students will hear popular songs, view current or award-winning films, and read from a selection of literary works including short stories, short novels, graphic novels, and poems. Periodic written assignments will continue to develop and reinforce writing, vocabulary, and grammar skills. Students will broaden their verbal communication skills through daily discussion and reading aloud with particular attention to the language and culture of each area of the Francophone world being explored.

GLOBAL FRANCOPHONE CULTURAL STUDIES 2 (5742)

Grades 11–12 Sem. 2 3 credits

In this course, students will continue to improve their language proficiency while exploring the cultural diversity of the French-speaking world Through music, cinema and a variety of literary genres, students will hone their listening, speaking, reading, and writing skills. In the spring semester, the concentration will be on Belgium, Southeast Asia, North Africa (the Maghreb), and France Students will hear popular songs, view current or award-winning films, and read from a selection of literary works including short stories, short novels, graphic novels, and poems Periodic written assignments will continue to develop and reinforce writing, vocabulary, and grammar skills. Students will broaden their verbal communication skills through daily discussion and reading aloud with particular attention to the language and culture of each area of the Francophone world being explored

READING FRENCH FOR PLEASURE (5736)

Grades 11–12 Sem. 1 and/or Sem. 2 3 credits

As the name of the course suggests, our objective is for students to enjoy the process of reading and understanding narrative works written in French For this purpose, this course offers an eclectic choice of reading materials From fairy tales to poetry to short novels, it is all there for them to choose from Students will have the option to choose what they read from all the books that are presented to them. Class readings will become the source of vocabulary building and conversation skills development throughout the semester Students will have the opportunity to write a prequel or sequel to a fairy tale they have read and discussions about the stories based on visual prompts Quizzes will include answering comprehension questions, and there will be periodic oral evaluations based on true or false statements Prerequisite: French through level 3

FRENCH THROUGH THE CINEMA (5732)

Grades 11–12 Sem. 2 3 credits

French Cinema is used as the basis for the development of both conversational skills and historical, cultural and artistic understanding Films from France and other areas of the Francophone world will give students an authentic experience of another society with its distinctive values, customs and ambiance Hearing native voices in authentic, often contemporary conversation will enhance students’ ability to both speak and understand. Movies will be shown in French in short segments, without subtitles, while the teacher provides key vocabulary words and idiomatic expressions For each segment, the teacher will promote conversation using the new vocabulary Students will have an opportunity to develop their writing skills with summaries, short essays and other assignments related to each film Prerequisite: French completed through level three

FRENCH THROUGH SONG (5747)

Sem.1 and/or Sem. 2 3 credits

This course develops linguistic proficiency and cultural awareness through the study of songs from France and other French-speaking countries. Students will reinforce their vocabulary through the exploration of universal topics such as personal relationships, love, and aging Because songs are also a window to the culture and values of their time, students will develop their analytic skills and historical knowledge through cultural comparisons and class discussions. As many French songs come from famous poetry and literary works, this class will also be an opportunity to study famous writers and see how literary work can be transformed with the addition of music and rhythm Modern music videos will be analyzed like short movies, and students will learn how to interpret images by discussing how imagery enhances the narrative content of a song. Assignments will cover all the language skills: listening comprehension, small written essays, readings, and discussions Prerequisite: French through level three

SPANISH

SPANISH: LEVEL 1 (6300)

Grades 9–12 6 credits

Spanish 1 combines an oral/aural communicative and proficiency approach and a variety of other techniques to lead students through the basic components of grammar Additional aspects of the course introduce Hispanic cultures and civilizations Classes are taught in Spanish

SPANISH: LEVEL 2 (6400)

Grades 9–12 6 credits

Continuing the approach of Spanish 1, this course studies more advanced topics in grammar along with a more in-depth coverage of chosen aspects of Hispanic civilization Prerequisite: Spanish completed through level one

SPANISH: LEVEL 2 H (6415)

Grades 9–12 6 credits

A more intensive and accelerated immersion in the level 2 curriculum, the Spanish Honors section gives students the opportunity to investigate through observation and inquiry readings appropriate to their level of ability and proficiency while building proficiency skills in oral/aural and written communication Prerequisite: Spanish completed through level one and departmental approval.

SPANISH: LEVEL 3 (6500)

Grades 9–12 6 credits

Spanish 3 is designed to teach and improve skills in oral and written communication Conversational methods encourage students to use and develop active listening and spontaneous speaking skills, using and building on vocabulary and structures taught in Spanish 1 and 2. Assignments vary from dialogues and the written expression of opinions to discussions of cultural comparison, thus reinforcing authentic conversation and the immersive approach of the course. Prerequisite: Spanish completed through level two.

SPANISH: LEVEL 3 H (6515)

Grades 9–12 6 credits

This discussion-focused course enhances students’ skills of observation and inquiry to more fully analyze literature

The advanced grammar study and vocabulary development of Spanish 3 Honors refine students’ speaking, reading, and formal essay-writing skills. Students study a variety of Hispanic authors and learn the culture, customs, and history of the Spanish-speaking nations to enhance their understanding of the literature Prerequisite: Spanish completed through level two and departmental approval

SPANISH: LEVEL 4 (6600)

Grades 9–12 6 credits

Spanish 4 continues reinforcement of all four communicative language skills, focusing on implementing the 5 C’s: communication, cultures, connections, comparisons, and communities Students are required to implement learned material and vocabulary in their study of the diverse Spanish-speaking communities. They will “travel” the globe, taking a sneak peek at the different lifestyles and customs that comprise the Spanish-speaking world. Students are expected to be the main participants in their learning, using only Spanish as they find and discuss the connections between their own experiences and diverse Hispanic cultures.

SPANISH: LEVEL 4 H LANGUAGE AND CULTURE (6616)

Grades 10–12 6 credits

This course is required for students wishing to take AP Spanish Language. The purpose of Spanish 4 Honors Language and Culture is to enable students to develop their use of Spanish for active communication Class activities and assignments will focus on aural/oral skills, reading comprehension, and grammar as students acquire a large working vocabulary and versatility in using the target language for various contexts The class will read authentic articles and stories in Spanish and listen to a variety of podcasts, interviews, and radio broadcasts, all focused on the acquisition of Spanish in the context of the modern world. Both orally and in writing, students will practice various modes such as description, narration, inquiry, and discussion as they fine tune grammatical points and improve writing skills in the target language Prerequisite: Spanish completed through level three and departmental approval

SPANISH: LEVEL 4 H LITERATURE (6615)

Grades 10–12 6 credits

The course is a prerequisite for Spanish AP Literature (6710), as its curriculum covers one half of the AP Lit. syllabus. Spanish 4 Honors is aimed at increasing both the students’ fluency in using Spanish and their exposure to Spanish literature and civilization The course spans a wide range of literary movements and genres in both Spain and Latin America, from the Middle Ages to the present. Students read authentic texts ranging from the poetry of Sor Juana, a seventeenth century Mexican nun and early feminist, to modern short stories by Gabriel García Márques Students gain skills in essay writing and literary analysis Some attention is also given to reinforcing grammar skills and developing vocabulary. Prerequisite: Spanish completed through level three and departmental approval.

SPANISH: LEVEL 5 AP LITERATURE (6715)

Grades 11–12 6 credits

Spanish AP Literature continues the survey of Spanish and Latin American literature begun in Spanish 4H Lit and completes the process of preparing students for the AP Spanish Literature exam. Authors range from Cervantes and other writers of Spain’s Golden Age to the contemporary authors of the Latin American “boom,” such as Jorge Luis Borges and Isabel Allende Evaluation is based on class participation and written essays Prerequisite: Spanish 4 Honors Literature and departmental approval.

SPANISH: LEVEL 5 AP LANGUAGE AND CULTURE (6725)

Grades 11–12 6 credits

Spanish AP language is offered to Juniors and Seniors who want to perfect their reading, writing and speaking skills and who intend to take the Advanced Placement Examination in Spanish Language Students work toward oral/aural and written fluency using audio recordings, readings from Spanish periodicals, and works by popular authors. Discussions revolve around current issues and readings done in class Prerequisite: Spanish 4H Language and Culture and departmental approval

(AT) SPANISH: LANGUAGE PEDAGOGY (6859)

Grade 12 Sem. 1 and Sem. 2 3 credits per semester

Conducted in the target language, Spanish: Language Pedagogy is an Advanced Topic course offered to seniors who want a uniquely hands-on language learning experience by assisting a Spanish teacher in a lower-level classroom. As a teacher’s assistant, the student will grow their understanding of the art of language teaching, help facilitate class lessons, gain insights into the process of grading assessments and projects, and offer student support under the direction of the lead teacher. Students will be assigned a Spanish teacher and meet with the same class the entire semester This course requires significant mastery of Spanish, maturity, and a willingness to be mentored, as students who act as teacher’s assistants will be held to a high standard, serving as models for students in the classroom. As a culminating project, the student will create a unit plan, including learning objectives, classroom activities, and assessments, which the lead teacher will evaluate for pedagogical soundness Prerequisite: AP Spanish (Literature or Language and Culture) and/or departmental approval.

SEMESTER COURSE OFFERINGS

SPANISH: LEVEL 6 H: LANGUAGE & CULTURE

Grades 11–12 (6857) Sem. 1, (6858) Sem. 2 3 credits per semester

This class is a post-AP course for students desiring to further hone their linguistic skills through various methods and media The course will include grammatical and cultural components as well as literary and journalistic selections for discussion and analysis. There will be listening comprehension activities revolving around current events, and we will work toward improving oral and written expression. The cultural component will consist of exposure to the diversity of the rich cultures of the Spanish-speaking world through exploration of the people, lands, food, and indigenous languages and peoples of Latin America. Prerequisite: AP Spanish Language and Culture and departmental approval.

SPANISH: LEVEL 6 H: SPANISH AND LATIN AMERICAN LITERATURE

Grades 10–12 (6855) Sem. 1, (6856) Sem. 2 3 credits per semester

This course is offered to students who have completed the Spanish AP Literature course, or to any student with a good level of proficiency in the language The main prerequisite is a love of literature and the desire to know, in depth, works of some of the most engaging contemporary writers of Spain and Latin America. The course may include readings and discussion of works by Gabriel García Márquez, Jorge Luis Borges, García Lorca, Isabel Allende, and Pablo Neruda The selection of readings can be tailored to the interests of the students Evaluation is based on class participation and written essays. Prerequisite: AP Spanish Literature and departmental approval.

AFRO-LATINIDAD: LANGUAGE & CULTURE (6754)

Grades 10-12, 3 credits

The ancestral heritage of people from the Spanish-speaking countries in the Americas is a unique genetic admixture of African, European, and Native American populations How has this ethnic blend shaped the language, culture, and identity of Spanish-speaking communities and evolved into what we know today as afro-latinidad? Focusing on the impact of the African heritage in the Spanish Americas, this course will examine this inquiry through culturally rich lessons where students explore historical facts, the etymology of Spanish words, musical genres, and literary art that represents the result of 500 years of afromestizaje, while strengthening their Spanish proficiency through varied communicative learning experiences. Prerequisite: Spanish completed through level three.

CHILDREN’S LITERATURE IN SPANISH (6753)

Grades 10–12 Sem 1 3 credits

It may not be easy to create a children’s story book in Spanish, but we will try! In this class we will read a selection of authentic children’s stories in Spanish and familiarize ourselves with the format and the genre Although these stories are written for children, many offer a strong message or moral and are structurally challenging One can learn much about the Spanish language and the cultures of the Spanish speaking world through the reading of children’s literature, which are the primary goals of this course which they will share with the Lower School Spanish students

Prerequisite: Spanish through level 3

CULTURE OF PRE-COLUMBIAN SOCIETIES (6743)

Grades 10–12 Sem. 1 3 credits

This class will provide students with the opportunity to further enhance their knowledge and understanding of the three major Latin American Pre-Columbian civilizations: the Aztecs, Mayans, and Incas In this class, students will apply their skills and knowledge of Spanish to study these cultures in greater depth. Students will study the habits, cultural practices, and social norms of these cultures and will juxtapose them to contemporary practices. They will work on various projects to familiarize themselves with the way that these Pre-Columbian peoples lived in the past

and continue to live today. Evaluation is based on the range and quality of project presentations, as well as on regular tests and/or quizzes Prerequisite: Spanish completed through level three

CURRENT EVENTS IN SPANISH

(6745)

Grades 10–12 Sem 1 3 credits

Students will read and discuss news articles and current events in Spanish and share areas of interest through oral presentations in class. We will explore national and international news, with a focus on Latin America. Sites that will be used are BBCMundo com, Univision com, CNNenespanol com, and other news sources We will also listen to news clips and reports and work toward oral proficiency and aural comprehension in Spanish. Prerequisite: Spanish completed through level three.

FOREIGN FILMS IN SPANISH

(6752)

Grades 11–12 Sem. 2 3 credits

This course is open to students who want to continue their work with the language Films from Spain and Latin America will give students an authentic experience of other societies with their distinctive values, customs, and ambiance Hearing native voices in authentic, often contemporary conversation will enhance students’ abilities to both speak and understand Spanish Movies will be shown in Spanish, without subtitles, while the teacher provides key vocabulary words and idiomatic expressions. For each segment, the teacher will promote conversation using the new vocabulary Students will also have an opportunity to develop their writing skills with written assignments related to each film Prerequisite: Spanish through level 3

LATIN AMERICAN FEMINIST VOICES (6760)

Grades 10 – 12 Sem. I 3 credits

This class will explore in depth various female and feminist voices in the Spanish-speaking world through the poetry of Latin American poets who wrote in the late 20th century We will analyze and discuss each author’s role in society and the messages they conveyed to the world during the respective time periods in which they lived. Our focus will be on contemporary feminist poets (from the 1970s to the present day), and we will talk about the first wave of modern feminism as well as the next generation of female writers today Some of the poets whose works we will read and discuss are: Gloria Anzaldua, Ana Castillo, Julia Alvarez, Sandra Cisneros, and other strong female voices. There will also be several opportunities for students to write their own original poetry and to express themselves both orally and in writing in Spanish Prerequisite: Spanish completed through level three and a placement interview with Sra. Levin.

SPANISH CONVERSATION (6736)

Grades 11–12 Sem. 1 and/or Sem. 2 3 credits

The purpose of an advanced level conversation class is to help students hone their speaking and listening skills through authentic and realistic experiences The content of the course will vary depending on student interests, such as authentic accounts of school events or controversies, news stories or broadcasts, movies, books, or television shows Authentic audio materials as well as guest speakers may also enhance students’ exposure to other accents Assessment is based on frequency and clarity of class participation as well as vocabulary acquisition Students may enroll in either or both semesters. Prerequisite: Spanish completed through level three.

SPANISH: HISPANIC STUDIES, SPAIN (6731)

Grades 10–12 Sem. 1 3 credits

This is a course designed to immerse students in the richness of Spanish culture Students will become familiar with everyday life and traditions based on the history, geography, and culture of the regions of Spain from prehistoric times through the middle ages. Through the presentation of an overview of changes brought about by historic events, students will be able to see the connections between events in the larger world and in the lives of individuals Art, music, architecture, and local language-dialects are included in our historical study. As a supplement, Modern Spain is

also brought into the classroom through radio, television, newspaper, and other media sources. Prerequisite: Spanish completed through level three

SPANISH: HISPANIC STUDIES, LATIN AMERICA (6732)

Grades 10–12 Sem. 2 3 credits

This course introduces students to the civilization and culture of Latin America. It will cover the traditions of Spanish America based on the history, geography, and culture of Mesoamerica and the Caribbean as well as South America. It will include the principal Indian, Iberoamerican, and colonial cultures, as well as the discovery and colonization of the new world, through the time of the conquistadores. In the process of studying the history of these countries, students will be able to see the connection between events in the larger world and in the lives of individuals. Art, music, architecture, and local language-dialects are included in our historical study As a supplement, modern Spanish America is also brought into the classroom through radio, television, newspaper, and other media sources. Prerequisite: Spanish completed through level three.

SPANISH THROUGH FILM MAKING (6750)

Grades 10–12 Sem. 2 3 credits

This class will provide students with the opportunity to further enhance their skills in the Spanish language in a classroom setting that allows them to apply their knowledge of Spanish by creating short films. They will use their knowledge both of the language and of the culture of Spanish-speaking countries to create film scripts All aspects of the process of filming the scripts will be conducted in the Spanish language While the intention of the course is to provide students with an intensive experience in speaking, listening, reading, and writing the language, they will also have the opportunity to make videos Prerequisite: Spanish completed through level three

ANCIENT PHILOSOPHY IN SPANISH H (6021)

Grades 11 – 12 Sem. 1 3 credits

This is an introduction to Western philosophy taught entirely in Spanish. The readings, discussions, and writings in Spanish develop a high level of academic proficiency in the Spanish language including subtle nuance as well as a solid introduction to philosophical thinking and history Using an authentic, but accessible text, Historia de la Filosofía – sin temor ni temblor (History of Philosophy – without fear or trembling) by Spanish philosopher, Fernando Savater, students build on the foundation of critical thinking established in the Ethical Thinking I course. Prerequisites: Spanish 4 H or any Spanish AP course or the equivalent, and the Ethical Thinking I course as well as permission of the Philosophy and Ethics Department Chair after a placement interview.

(H) MODERN PHILOSOPHY IN SPANISH (9722)

Grades 11 & 12 Sem 2 3 credits

This is a continuation of Introduction to Ancient Philosophy in Spanish, also taught entirely in Spanish The readings, discussions and writings in Spanish continue to develop a high level of academic proficiency both in the Spanish language and in philosophical thinking and history. This course uses the second half of the text from semester 1. This course may be taken by students who have not taken the first semester course Prerequisites: Spanish 4 H or any Spanish AP course or the equivalent and Ethical Thinking I as well as permission of the Philosophy and Ethics Department Chair after a placement interview.

MANDARIN CHINESE

MANDARIN: LEVEL 1 (4801)

Grades 8–12 6 credits

This course introduces the basics of the Mandarin language in both written and oral forms through the lens of Chinese culture Chinese art, especially brush strokes, music, and song will be used to acquaint students with both

the written and the spoken languages. Each unit will be connected with culture and daily life. Students first become familiar with PinYin, learning the tonal pronunciation of the language through the characters of the Latin alphabet Chinese characters are then introduced along with vocabulary and grammar Aural comprehension, speaking, reading, and writing are emphasized equally. Students choosing Mandarin should understand that they will have to devote serious time to the study of this complex language

MANDARIN: LEVEL 2 (4802)

Grades 9–12 6 credits

Mandarin 2 will continue to focus on listening, speaking, reading and writing. With the vocabulary pool (800 characters) students learned from Mandarin 1, Mandarin 2 will have more writing exercises. Students will also learn about 300 new vocabulary words (about 500 to 600 characters) The amount of speaking, reading, and writing in this course will increase. Students will be expected to explain their own writing as well as that of their peers. Instruction will take place primarily in Mandarin. Culture will remain an important aspect of this course. At least 2 movies will be shown during the school year, and several documentaries or dramas will be introduced Activities related to Chinese culture, such as a tea party, sale event, kite flying, etc., will take place, and students will be encouraged to explore additional cultural topics for their final project.

(H) MANDARIN: LEVEL 3 (4813)

Grades 10–12 6 credits

This course will continue to develop students’ language skills through various authentic texts, media and culture in addition to typing in Mandarin. After successfully completing this course, students will extend their ability to communicate effectively in various real life situations We will introduce new vocabulary, more complex grammatical structures, and idiomatic expressions We will explore selected readings about Chinese culture and literature In addition, students will be provided with opportunities to participate in holidays, festivals, and other activities to further develop their cultural understanding

(H) MANDARIN: LEVEL 4 (4814)

Grades 10–12 6 credits

This course continues to strengthen the skills of speaking, writing, listening, and reading through various authentic texts, drama, pop music, and poetry. Students will understand and interpret written and spoken Mandarin on a variety of topics, including current events In addition, students demonstrate an understanding of Chinese society by participating in holidays, festivals, and cultural activities. By comparing them with their own, students will learn to recognize distinctive viewpoints held by different Chinese cultures and gain respect for members of other cultures in the world community

MANDARIN: LEVEL 5 AP MANDARIN LANGUAGE AND CHINESE

CULTURE (4815)

Grades 11–12 6 credits

AP Mandarin Language and Chinese Culture delves more deeply into the cultural and social aspects of the study of Mandarin, such as Chinese festivals, education, gender equality, environmental protection, etc , while continuing to develop students’ mastery of the mechanics of the language To accomplish this objective, a wide range of authentic materials will be introduced. Through their work in this course, students will further develop their proficiency levels in listening, speaking, reading, and writing and will practice the three modes of communication (interpersonal, interpretative, and presentational) across the five content goal areas of the National Standards (Communication, Culture, Connections, Comparisons, and Communities) as outlined in the National Standards for Foreign Language Education Students will engage in meaningful learning activities which aim to enhance their learning strategies and problem-solving skills This course also prepares students for the National Advanced Placement (AP) Exam offered at the end of the academic year. Prerequisite: Mandarin 4 or teacher recommendation with departmental approval.

(AT) MANDARIN: LANGUAGE PEDAGOGY (4855)

Grade 12 Sem. 1 and Sem. 2 3 credits per semester

Conducted in the target language, Mandarin: Language Pedagogy is an Advanced Topic course offered to seniors who want a uniquely hands-on language learning experience by assisting a Mandarin teacher in a lower-level classroom. As a teacher’s assistant, the student will grow their understanding of the art of language teaching, help facilitate class lessons, gain insights into the process of grading assessments and projects, and offer student support under the direction of the lead teacher Students will be assigned a Mandarin teacher and meet with the same class the entire semester This course requires significant mastery of Mandarin, maturity, and a willingness to be mentored, as students who act as teacher’s assistants will be held to a high standard, serving as models for students in the classroom As a culminating project, the student will create a unit plan, including learning objectives, classroom activities, and assessments, which the lead teacher will evaluate for pedagogical soundness Prerequisite: AP Mandarin and/or departmental approval.

LANGUAGE INDEPENDENT STUDY

Grade 12

In the past, the World Languages Department has offered independent study opportunities in German, Hebrew, Italian, Japanese, Russian, and Ancient Greek. These are available based upon the expertise of present faculty members, their current workloads, and the ability to schedule study in a manner mutually convenient to the faculty member and student Students interested in such a course should consult with the department chair to learn what languages are available for study and if arrangements can be made.

SUMMER OFFERINGS IN LANGUAGE

Puerto Rico: La Isla del Encanto

Capstone for Students of Spanish (s632) (to run the summer of 2026)

Minor Course 1.5 Credits (open to all students of Spanish)

Immerse yourself in the land of the taínos, the indigenous people of Puerto Rico. This beautiful island offers the opportunity to engage with the blending of cultures, both old and new. Experience the melding of influences of the Spanish, Afro-Caribbean, and North American cultures By leading students on an academic tour of cultural and historical sites in Puerto Rico, La Isla del Encanto aims to enable students who are studying Spanish to connect their knowledge of this rich language to its landscape and culture. Through art, music, dance, gastronomy, language, literature, and culture, students will gain an appreciation and greater understanding of their place in the world as global citizens.

Students will conduct guided research on different aspects of Puerto Rican culture, involving the sites they will visit and the primary sources they will read, which they will present to each other in preparation for the trip Once on the island, students will tour historical and cultural sites led by highly qualified academics. Students will take notes on the historical, cultural, and artistic significance of the sites that they tour. They will accompany their written notes with photographs Each student will be assigned several excursions on which to write a blog describing their experiences to the D-E community.

Taiwan, Gateway to Chinese Language and Culture (s480) (to run the summer of 2026)

Minor Course 1.5 Credits (open to all students of Mandarin)

Other than Mainland China, no other location is a greater reflection of the culture undergirding the Mandarin language than Taiwan. By leading students on an academic tour of Taiwan, Taiwan, Gateway to Chinese Language and Culture aims to enable students who are studying Mandarin to practice their language and communication skills In 20

addition, through hands-on experiences cooking food, making art, and touring sites of cultural and historical significance, students will also gain a much deeper and more nuanced understanding of Taiwanese society and East Asian cultures more broadly

Prior to traveling to Taiwan, students will conduct guided research on different aspects of Taiwanese material and social culture, which they will present to each other in preparation for the trip Once in Taiwan, students will take classes and tour sites led by highly qualified academics Students will take notes on the historical, cultural, and artistic significance of the sites they tour and will augment their written notes with photographs. Each student will be assigned several excursions on which to write a blog describing their experiences to the D-E community

Italy of the Classical Era and Renaissance: Capstone Experience for Classics Designation (to run the summer of 2027)

Minor Course 1.5 Credits (open only to students of Latin)

Other than Ancient Greece, no other location has been a greater contributor to Western Culture than Italy. By leading students on an academic tour of classical and Renaissance sites in Rome and Southern Italy, Italy of the Classical Era and Renaissance aims to enable students who are studying Latin to anchor their knowledge of this ancient language to the landscape and material culture of the society that spoke and wrote it. Through hands-on experience with three millennia of received and transmitted cultural product, students will also gain a much deeper and more nuanced understanding of the society and culture in which they live today.

In the spring semester prior to departing for Italy, students will conduct guided research on different aspects of Roman material and social culture involving the sites they will visit and the primary sources they will read, which they will present to each other in preparation for the trip. Once in Italy, students will tour classical and Renaissance sites led by highly qualified academics. Students will take notes on the historical, cultural, and artistic significance of the sites they tour, and they will augment their written notes with photographs Each student will be assigned several excursions on which to write a blog describing their experiences to the D-E community.

Paris to the French Riviera

Capstone for French International Studies (s531)

(to run the summer of 2028)

Minor Course 1.5 Credits (open to all students of French)

French students will draw a more complete picture of France as students will compare the medieval streets of Paris to the relaxed vibe of the Riviera In Paris, they will admire the weight and beauty of the Arc de Triomphe and the Louvre, then soak in the open landscapes and coastal attitudes of Provence and Nice Along the way, they will open their minds to French culture and history, from the Eiffel Tower to the Pont du Gard. Centuries of French history and culture will come to life through this hands-on experience Students will see the cultural richness of different regions in France and gain a deeper and more nuanced understanding of French society

In preparation for the trip, students will meet on campus at regular intervals to attend classes on aspects of France that directly relate to the places they will visit They will conduct guided research on different aspects of French history and culture, which they will present to each other in preparation for the trip

Once in France, students will benefit from guided tours led by highly qualified professionals. Students will be responsible for taking daily notes and photos to create an informative account of the characteristics and the culture of the places they visited Each student will be assigned several excursions or tours on which to contribute to a group blog. The blog must include all salient facts about the site and must be accompanied by captioned photographs to serve as visual aids to the reader Students will have read and discussed documents related to each of the sites visited

ENGLISH

The mission of the English Department is to prepare students for a lifetime of reading, writing, and thinking Our courses include a wide range of texts selected to reflect our commitment to diversity and literary excellence. To develop independent reading lives, we encourage students to read additional books of their own choosing We teach vocabulary and grammar contextually to build reading and writing skills As writers, students produce a variety of pieces at every level, beginning with paragraphs and foundational essays in grade 6 and continuing with assignments of increasing sophistication and complexity in the upper grades At the end of the year in grades 6 through 10, each student adds pieces to a digital portfolio that serves as a record of that student’s progress as a writer

THE PERSONAL QUEST (0301)

Grade 9

How do we know who we are? How do we know what we believe? How do we establish our individual identities in the context of familial, societal, and historical influences? This course focuses on the development of critical reading and thinking skills through close examination of challenging texts by such authors as Julie Otsuka, Chimamanda Adichie, William Shakespeare, and Frederick Douglass, as well as works read independently to encourage reading as a lifelong habit Students also work toward increased precision, clarity, and style in their writing, with a special emphasis on the importance of strong vocabulary and grammar skills. Additionally, students may elect to take an Honors program that meets independently of regular English class. Students will be expected to read additional texts, write additional assignments, and meet regularly with Honors instructors The Honors designation will be awarded at the end of the year contingent upon satisfactory completion of all elements of the program offerings.

THE AMERICAN QUEST (0402)

Grade 10

What does it mean to be American? What does it mean to be America? What are the American narratives, and who gets to write them? Texts include The Namesake, Fences, The Great Gatsby, Their Eyes Were Watching God, short fiction, and poetry, as well as student-chosen works read collaboratively to encourage reading as a lifelong habit. Students complete their formal study of grammar, usage, and mechanics, with a special emphasis on learning how to edit their own written work The writing program stresses the development of a polished and mature style and the ability to bring focus and precision to the critical essay. A special feature of tenth grade is the culmination of the portfolio, begun in ninth grade, which gives students the opportunity to explore their identities as writers by experimenting with different genres

THE AMERICAN QUEST HONORS (0412)

Grade 10

What does it mean to be American? What does it mean to be America? What are the American narratives, and who gets to write them? The Honors curriculum covers a substantial amount of demanding material at an accelerated pace; texts include The Namesake, Passing, The Great Gatsby, Song of Solomon, short fiction, and poetry, as well as student-chosen works read collaboratively. Because strong language skills are assumed, students learn and practice much of the required vocabulary and grammar independently Classroom instruction on writing skills focuses on advanced topics; students confer with the teacher regularly to address individual needs. The course presumes a high level of proficiency in reading and writing, intellectual ambition, and an ability to work independently.

SEMESTER ONE COURSE OFFERINGS

THE AGE OF GLOBALIZATION (0512)

Grades 11–12 Sem 1 3 credits

What happens when it becomes easier to share your story? How are films and literature both products of and participants in globalization? The cinema has always provided audiences with a window into another world

However, thanks to technology, a visit to your local movie theater is no longer needed to feel connected to faraway lands, and streaming services now allow for greater access to different types of stories Globalization has made the world smaller, but it also has shown a spotlight on its inequities This course will examine literary works and their film adaptations which confront the economic, political, and cultural impacts of globalization. Students will explore the pros and cons of a global marketplace as well as question whether films and literature operate differently to maintain, promote, or discourage the construction of our global world (This course fulfills the global literature requirement.)

CREATING INDIA

(0528)

Grades 11-12 Sem. 1 3 credits

How can a people go about the business of nation-building in a postcolonial context? What does it take to form a sense of national identity from a diverse citizenry? How do ancient notions of caste and long-standing prejudices shape people's lives today? This course will explore these questions by examining fiction, poetry, essays, and film by contemporary writers, with a particular focus on political and economic changes since independence. Authors may include Salman Rushdie, Arundhati Roy, Megha Majumdar, and Aravind Adiga. (This course fulfills the global literature requirement )

CREATIVE WRITING (0622)

Grades 11–12 Sem 1 3 credits

What makes “good writing” good? How can students develop and grow as creative writers? The workshop format of Creative Writing helps students discover a personal voice through the writing of fiction, poetry, and creative nonfiction. We will read and explore selections in each genre, and then practice writing through a series of prompts, exercises, assignments, and independent creative projects Students will provide and receive constructive feedback on their work in order to learn from and support each other as they develop their own writing craft

DEEP POETRY (0507)

Grades 11–12 Sem 1 3 credits

What is the best way to read, understand, and enjoy poetry? How can the study of poetry help us enter other people’s lives imaginatively and empathetically? In this class students will read deeply in the works of four contemporary poets with the goal of understanding worldviews different from their own. Authors include Aimee Nezhukumatathil, Karla Cordero, Sahar Muradi, and Danez Smith. The course culminates in an independent reading project on a poet of the student's choice

GOTHIC LITERATURE

(0539)

Grades 11–12 Sem 1 3 credits

How do authors examine the human psyche in their works? What is it that truly frightens us, and how do certain texts confirm or dispel our fears? This course will trace the history and discuss the elements of this compelling genre, examining the cornerstones of 19th century Gothic literature: the short stories of Edgar Allan Poe, Frankenstein, Dracula, Dr Jekyll and Mr Hyde, and The Picture of Dorian Gray, Toward the end of the semester, the class will begin to look at the influence of these works on 20th and 21st century literature and film

HUCK AND JAMES

(0549)

Grades 11–12 Sem 1 3 credits

Once considered an essential part of the literary canon, Mark Twain's The Adventures of Huckleberry Finn disappeared from course content years ago amid controversy over Twain's use of the "n-word." This great American novel, told from

Huck's perspective and significant for its early use of vernacular and the story of an unlikely "friendship" between a young white boy and a slave is now seldom read

Almost 140 years later, American author Percival Everett reframed the story of the two in James, shifting the perspective and experience from Huck to James. Still written in the vernacular, containing the "n-word," and recounting shared elements of the pair's journey, contemporary audiences not only accept the narrative, they are raving about it Already the recipient of the National Book Award for Fiction and hailed as a "masterpiece," James is an invitation to revisit Twain's story in an effort to explore the role of context, language, audience, and perspective on how a story is told and received by an American audience It further asks us to define, "What makes a masterpiece?" Course texts will include The Adventures of Huckleberry Finn and James as well as other historical documents and primary sources.

LATIN AMERICAN MAGICAL REALISM (0533)

Grades 11–12 Sem 1 3 credits

What is magical realism, and how does it differ from both realistic fiction and genre fantasy fiction? Why have so many Latin American writers found magical realism attractive as a means of exploring questions of identity, history, and creativity? This course will explore the nature and potential of magical realism through several masterpieces: written by authors such as Gabriel Garcia Marquez, Laura Esquivel, Isabel Allende, and Paolo Coelho. Familiarity with the Spanish language is not necessary to enjoy and profit from the class. (This course fulfills the global literature requirement )

A NATION DIVIDED: KOREAN LITERATURE (0640)

Grades 11–12 Sem 1 3 credits

What can we learn about another country by studying its popular culture? How can literature be a vehicle for exploration of political and social issues? What are the effects of modernization on a society with deep-rooted cultural traditions? This course will examine fiction, memoir, poetry, and film, with a special emphasis on the political, social, and psychological ramifications of the various divisions in Korean society. Authors include Shin Kyung- Sook, Kim Young-Ha, Jang Eun-Jin, and Han Kang (This course fulfills the global literature requirement )

RESISTANCE AND RESILIENCE: GLOBAL MEMOIR (0551)

Grades 11–12 Sem 1 3 credits

In the face of adversity, how do individuals forge and maintain their unique identities? How do they respond to violations of basic human rights and develop resources for survival in hostile environments? Memoirists attempt to make sense of the world into which they were born one that may at times have nurtured them with love, comfort and opportunity, or challenged them with internal strife and chaos induced by natural disasters, war, family instability, and other catastrophic events. Examining works from around the globe, students will respond in discussion, in analytical essays, and in first-person narratives, noting the craft of memoir writing, the content and meaning of these readings, their application to current world events, and universal elements of these tales found in our own lives. (This course fulfills the global literature requirement.)

SHAKESPEARE TRAGEDIES

(0517)

Grades 11-12 Sem. 1 3 credits

What are the defining characteristics of tragedy? How does Shakespeare’s tragic vision evolve from the great works of his mid-career to his last plays? Why do people seek out such stories, anyway? In this course, students will examine four plays in depth Hamlet, Othello, King Lear, and The Winter’s Tale with a special emphasis on various critical approaches to the texts, and an eye to the ways different interpretations can be manifested in performance

WOMEN IN MYTH (0548 )

Grades 11-12 Sem. 1 3 credits

“The men start wars, but Troy hates Helen ” What is the experience of female characters in Ancient Greek and Roman mythology? Why do we only know Penelope as “the wife of Odysseus” or Elektra as “the daughter of Agamemnon” or, perhaps, not at all? Otherness, the experience of being defined in relation to the mainstream ideal, also known as the Absolute, in mythology is so frequently described and experienced through the perspective of the male hero protagonist Simone de Beauvoir, the French existentialist philosopher, characterizes Other and Absolute in her book, The Second Sex. We will use the introduction of de Beauvior’s book, “Women as Other,” as a framework for our exploration of the works of Ancient mythology and their modern retellings from the point of view of female characters Over the course of our class, we will compare the women glimpsed in famous epics like the Odyssey, the Iliad, and the Aeneid to those at the forefront of contemporary works such as Madeline Miller’s Circe and Natalie Haynes’ A Thousand Ships

WOMEN IN THE WORLD (0645)

Grades 11–12 Sem 1 3 credits

How can we simultaneously learn from and with another person ’ s experience? How do women ’ s lives around the world differ and mirror our own? How does a woman ’ s identity and lived experience shape the lens through which she views the world and shape how we understand her and her story? Only by attempting to see the world through the frame of others can we begin to understand both their experiences and our own Through the careful study of literature and memoirs composed by women from around the world, we will seek to both understand and answer these questions in an effort to create more egalitarian and informed frameworks for understanding the world and a woman ’ s place in it Authors may hail from Africa, East and South Asia, the Caribbean, South America, and the Middle East (This course fulfills the global literature requirement )

WOMEN OF THE CARIBBEAN

(0534)

Grades 11–12 Sem 1 3 credits

Why does gender matter when a story is being told? How can we apply an appropriate and culturally relevant critical lens to understand, respond to, and analyze major works of Caribbean literature? How do the perspectives of women contribute to the complex dialectic navigated by the postcolonial “Other”? This course will examine how women authors like Jamaica Kincaid, Julia Alvarez, Edwidge Danticat, and Cristina García contend with defining themes of the literary tradition, including family and familial relationships, memory, sexuality, exile, and identity Through the critical analysis of fiction, poetry, and critical essays, students will refine their creative and critical writing skills, and by extension, challenge their assumptions about the ethos of the region. (This course fulfills the global literature requirement )

WRITING ABOUT MUSIC (0555

)

Grades 11-12 Sem 1 3 Credits

As Elvis Costello once said, “Writing about music is like dancing to architecture” How does music “ mean ” what it means, and how can we put those meanings into words? How are the roles of the layperson and critic alike? This course will examine music in multiple capacities, from Duke Ellington to Drake, and will explore the rhetorical and technical skills necessary to successfully write about music We will survey a multitude of musical writing genres, including but not limited to, album and song reviews, music criticism and analysis, cultural criticism, philosophy, ethnomusicology, and everything in between. Musicians and non-musicians are welcome.

WRITING IN THE AGE OF AI (0536)

Grades 11–12 Sem 1 3 credits

This course will explore the intersection between artificial intelligence and the written word. Course objectives include: understanding AI tools for writers, ethics and AI, enhancing creativity by using AI to generate ideas and overcome writer’s block, using AI to create an adaptive writing style that does not compromise your individuality, but enhances your unique voice, and content evaluation–analyzing AI-generated text and learning to discern between

human and machine-generated text. At the end of this course, students will use AI tools to produce multiple genres of text, including a personal narrative, an article, and an argumentative essay, which asks students to build a well-reasoned argument based on a specific prompt

SEMESTER TWO COURSE OFFERINGS

AMERICAN HEARTLAND: RESILIENCE IN RURAL LIFE (0650 )

Grades 11–12 Sem 2 3 credits

Rural America is frequently misunderstood, with stereotypes about its residents often normalized and rarely questioned Yet, the narratives emerging from these communities are rich with beauty and endurance, highlighting the strength of character found among their people. More importantly, these stories illustrate that despite differences our shared humanity shines through in every experience This course will ask questions like: How does isolation (both physical and emotional) affect people’s ability to connect with others and shape their identities? How do economic hardships influence the characters' choices and trap them in cycles of despair? And what role does hope in the face of overwhelming adversity play in finding escape? We will read best-selling, more contemporary novels like Winter’s Bone and Demon Copperhead to explore the profound layers of rural narratives, where each story uncovers threads of resilience and celebrates the indomitable human spirit.

ANCIENT STORIES (0647)

Grades 11–12 Sem 2 3 credits

What do stories in religious texts tell us about the human condition? How are those stories constructed? Why are these stories important and relevant for our understanding of ourselves? This course will examine the use of narrative structures in religious texts and how these texts inform, through their use of story, fundamental conceptions of self and the construction of meaning for both individuals and communities. Texts will be used from various religious traditions that make use of narrative, including but not limited to Judaism, Islam, and Christianity.

BEYOND EMPIRE: POSTCOLONIAL LITERATURE (0614)

Grades 11–12 Sem 2 3 credits

“The empire writes back with a vengeance ” – Salman Rushdie How do the formerly colonized see themselves in a postcolonial context? How do they explore the concept of resistance of resistance as subversion, or opposition, or mimicry without inscribing the resisted into the texture of the resisting? How does postcolonial literature navigate the complications of “Otherness” without perpetuating the social, political, and cultural values of its colonial oppressors? This course will examine how authors like Aimé Césaire, Tayeb Salih, Kamau Brathwaite, Edward Said, and Lynn Nottage negotiate the violent legacies of empire while grappling with issues of identity, nationalism, language, diaspora, race, gender, and sexuality in their distinct literary contexts By the end of the term, students will understand the fundamentals of postcolonial critique and gain a broader perspective of global literatures. (This course fulfills the global literature requirement )

BOOKS WE DON’T TEACH ANYMORE (0649)

Grades 11–12 Sem 2 3 credits

What makes a book worth studying in school? What cultural shifts can cause a book to become inappropriate for study? What are the appropriate criteria to remove a book from the curriculum? This course will examine several works that were once staples of the Dwight-Englewood core curriculum but are no longer taught: To Kill a Mockingbird, The Catcher in the Rye, The Adventures of Huckleberry Finn, The Bluest Eye, and Angels in America. Students will be asked to assess both the texts themselves and the cultural context in which we all do our work.

CHALLENGING PATRIARCHY IN SHAKESPEARE’S PLAYS (0513)

Grades 11–12 Sem 2 3 credits

How do women achieve and exercise power in Shakespeare’s plays? To what extent does Shakespeare accept or challenge traditional gender roles? This course will examine several plays (The Taming of the Shrew, As You Like It, The Merchant of Venice, Twelfth Night, Measure for Measure) with special attention to the way Shakespeare presents his female protagonists

DYSTOPIAN LITERATURE ACROSS THE WORLD (0623)

Grades 11–12 Sem 2 3 credits

Course Description: What do dystopian stories of oppression, control, and resistance reveal about the human spirit and its struggles across cultures? In Dystopian Literature Across the World, students will explore the ways authors from diverse cultural backgrounds have imagined societies under extreme control, oppression, or turmoil. From the erasure of memories in Japanese fiction to struggles for individuality in African novels, students will analyze how global perspectives on dystopia reflect universal and localized fears The course will include works by authors such as Yoko Ogawa, Akwaeke Emezi, Adolfo Bioy Casares, and Aldous Huxley. Students will engage in discussions, comparative analysis, and creative projects to connect themes across cultures while reflecting on how these cautionary tales resonate with contemporary societal challenges (This course fulfills the global literature requirement.)

THE END: APOCALYPTIC LITERATURE (0552)

Grades 11–12 Sem 2 3 credits

Will the end bring utter annihilation, glorious transcendence, bloodthirsty zombies, or all of the above? Will the end bring people together or tear them apart? Why is our culture so obsessed with visions of our own demise? Through apocalyptic narratives, this course will explore such themes as the breakdown of community, environmental catastrophe, and the collapse of civilization itself. We will study accounts of the end of the world from various historical and religious traditions, from authors such as Cormac McCarthy and Margaret Atwood, and from comic book writers and television producers. By looking at stories that try to destroy us, perhaps we can learn how to survive as better human beings.

GRAPHIC NARRATIVES (0631)

Grades 11–12 Sem 2 3 credits

What is the connection between text and image? What qualities distinguish narratives delivered through sequential art from narrative delivered through only text? What can graphic narrative forms such as the graphic novel convey that other media cannot? And what must we do as readers to supplement the study of graphic narratives in order to honor the specificity of this sequential art form? This course will explore the interplay of text and image in several graphic novels by applying analytical lenses developed by art and literary theorists in order to understand how the graphic narratives work to create meaning

THE HARLEM RENAISSANCE (0628)

Grades 11–12 Sem 2 3 credits

How can groups forge a sense of identity through cultural expression? How can the cultural production of seemingly marginalized communities influence the broader society? How do the various artistic expressions of a particular people at a particular time influence one another? This course will examine the cultural revolution of a small group of African-Americans from 1917 to 1935, a critical period in race relations in America. Offerings will range from essays to novels, from poems to music, from satire to art. Students will encounter such authors as Paul Laurence Dunbar, Langston Hughes, Charles Chesnutt, WE B DuBois, Zora Neale Hurston, and Countee Cullen, as well as representations of the period by Jacob Lawrence and other visual artists. Guest speakers will add additional insight into the various aspects of the course, especially history, art, and music.

LGBTQ+ VOICES AROUND THE WORLD (0643)

Grades 11–12 Sem 2 3 credits

What does it mean to be an LGBTQ+ person in predominantly heteronormative cultures around the globe? Moving beyond Western perspectives and experiences, how does an individual identify, embrace, and express their authentic sexual orientation in various societies in Africa, Asia, and South America? In essence, how do LGBTQ+ people create myriad ways of navigating the process of self-acceptance and self-actualization? This course also examines the ever-evolving relationship between sexual identity and gender role norms in a spectrum of cultures worldwide Students examine films and read fiction, poetry, plays, critical essays, and memoirs that explore these themes. (This course fulfills the global literature requirement )

LITERATURE AND [DIS]ABILITY (0605)

Grades 11–12 Sem 2 3 credits

How do literary texts influence the way we approach [dis]ability, and how can they help us understand [dis]ability in new ways? This course will explore both literary representations of [dis]ability and [dis]ability studies as a lens for interpreting text. Many writers have and continue to create characters whose minds and bodies deviate from cultural norms in order to generate symbolic meaning. You know these characters–the villain from your favorite fairy tale, the monster from your nightmare, or the isolated recluse on the hill More recently, people with [dis]abilities have sought to reframe this narrative, to put [dis]ability at the center (rather than the periphery) of storytelling, and to represent [dis]ability as it is actually experienced in the world This course will consider the effects of these modes of storytelling on social perceptions and identity formation

LITERATURE AND FILM (0610)

Grades 11–12 Sem 2 3 credits

What inspires a filmmaker to adapt a piece of literature to the big screen, and what cinematic techniques will then enhance the audience’s experience of that story? How might the story and themes be interpreted and expressed differently when transferred from one medium to another? How are the aesthetics of literature and film manipulated to deliver the writer’s and director’s intended messages? Students will read a range of literary texts by authors from Shakespeare to contemporary writers, and then study the adaptations of those texts by prominent filmmakers. As in all English courses, students can expect to continue the development of their writing skills through frequent journals, scene analyses, commentaries, and essays

LITERATURE OF THE FIRST AMERICANS (0615 )

Grades 11–12 Sem 2 3 credits

How can literature be a vehicle to explore the weight of the past on people today? Can creative work provide an effective response to injustice? This course will explore these questions by examining fiction, poetry, essays, art, and film by contemporary Indigenous North Americans. Authors may include Louise Erdrich, Brandon Hobson, Tommy Orange, Susan Power, Layli Long Soldier, Elise Paschen, and Tommy Pico (This course fulfills the global literature requirement.)

NONFICTION STORYTELLING

(0619)

Grades 11–12 Sem 2 3 credits

This course will combine creative craftsmanship with the science of research and factual analysis to craft compelling nonfiction narratives. Students will develop essential skills for storytelling while also preparing for practical applications, such as writing essays for the Common App Course objectives include: analyzing nonfiction narratives, with a focus on literary journalism and longform storytelling; mastering research and fact-checking methods, including interviewing techniques and analyzing secondary sources; exploring character development in nonfiction to bring real people to life on the page; and participating in peer workshops to refine storytelling skills through collaboration and feedback By the end of the course, students will not only be equipped to create vivid, fact-based narratives but will also gain valuable experience in crafting personal essays and other forms of writing that align with the demands of the Common App and beyond

SCIENCE FICTION (0617)

Grades 11–12 Sem 1 3 credits

What does science tell us? How do humans make sense of what we don’t understand? Who and what do we classify as “other”? What does the future hold for humans, technology, and everything else beyond the stars? Lastly, what are the future’s implications, and how do authors and their machinations attempt to illuminate these questions? In this course, students will read and write about foundational science fiction texts, with special attention paid to various short stories Novels may include Dune by Frank Herbert, Dawn by Octavia Butler, Do Androids Dream of Electric Sheep? by Philip K Dick, Watchmen by Alan Moore, and The Martian Chronicles by Ray Bradbury

STORYTELLING IN GLOBAL LITERATURE (0603)

Grades 11–12 Sem 2 3 credits

Did you know that our oldest, best-known, and most loved fairy tales originated in other cultures? These stories transcend time, language, and region, and still resonate with audiences today. How is that possible? What do these stories have to offer to us beyond mere entertainment? This course embraces the universal love of the story and storytelling It walks the line between fantasy and a very purposeful reality Throughout the semester, students will complete in-depth study of some of the oldest and most popular fairy tales: their cultural origins and earliest versions, poetic forms, feminist adaptations, and contemporary stories inspired by the time-honored tales Though more popular as oral stories or animated movies, these fairy tales will be studied as literature – works with deliberate form, features, style, audience and purpose. Students will wrestle with the true value of these stories, study literary criticism on the subject, and form their own opinions on the role of the fairy tale in ancient and modern societies (This course fulfills the global literature requirement )

TRADITION AND TRANSITION: MODERN CHINESE LITERATURE (0646)

Grades 11–12 Sem 2 3 credits

How do people respond to massive societal change? How can political developments both influence and be influenced by literature and art? Students will consider these questions through examination of fiction and memoir by such authors as Te-Ping Chen, Dai Sijie, Yiyun Li, Rae Yang, Ma Jian, and Yan Lianke, as well as film, art, and dance. (This course fulfills the global literature requirement )

WORDS OF REVOLUTION

(0638)

Grades 11–12 Sem 2 3 credits

What role does literature play in shaping our understanding of revolutions, beyond the mere chronicles of historical events? In this course, we will delve into major world-historical turning points such as the Bolshevik Revolution, the Cuban Revolution, the American Revolution, and the French Revolution, and others We will navigate the intricate relationship between literature and resistance, exploring the nuanced perspectives that emerge during times of historical upheaval How do these narratives, both of the oppressed and oppressor, serve as the catalysts of societal change, and shape our understanding of the human experience during revolutionary periods? We will unravel the profound impact of literature on our comprehension of revolutions, asking: How do words become a potent vessel for understanding diverse voices and the complexities of societal shifts? This course aims to confront these questions and witness the enduring power of words in shaping the narratives that define our shared humanity (This course fulfills the global literature requirement.)

ENGLISH ELECTIVES NOT OFFERED 2025–2026

Grades 11–2 3 credits

● APOCALYPTIC LITERATURE

● DEEP POETRY

● KOREAN LITERATURE

● GRAPHIC NARRATIVES

● MODERN CHINESE LITERATURE

● CHALLENGING PATRIARCHY

YEAR LONG MAJOR COURSE IN ENGLISH

ENGLISH AP LITERATURE (0670)

Grade 12 6 credits

How do literary texts work? How do authors use a variety of techniques to convey meaning? How can different critical approaches illuminate a given work? This full-year course seeks to address these questions through close reading of challenging texts by such authors as Shakespeare, James Joyce, James Baldwin, Kurt Vonnegut, Toni Morrison, and Philip Roth, as well as several poets Students taking this course should expect substantially more rigor in the amount, difficulty, and evaluation of their work than they would encounter in an elective course.

MINOR COURSE OFFERINGS

The following minor courses may be taken in addition to a major English course; they do not meet the English requirements for graduation They offer valuable opportunities for students who desire to improve their skills in these areas

HONORS SEMINAR

SEM 1 (0581) SEM 2 (0582) Grades 11–12 1 credit

How can a work of literature be read in different ways? How can learning a variety of critical perspectives inform our understanding of texts? This full-year course, which meets once per week, is designed to meet the needs of juniors who desire an extra challenge in addition to their elective courses. Students practice advanced literary analysis using a range of theoretical approaches, such as psychological criticism, feminism, and queer theory, ultimately applying what they have learned to works of their own choosing

BROADCAST AND DIGITAL MULTIMEDIA (0442)

Grades 10–12 Sem 2 1.5 credits

Students in this course, which meets thrice per week, learn the core aspects of journalism from investigating and interviewing to writing, editing, and storytelling Students will cover current issues and events happening at D-E and write scripts, film videos, and record podcasts for publication in Spectrum, the school newspaper The course also deals with ethical questions involving the rights and responsibilities of a free press, media bias, representation, and accuracy in reporting Students do not need to take “Reporting and Writing I” as a prerequisite for this class

REPORTING AND WRITING (0441)

Grades 10–12 Sem 1 1.5 credits

Students in this course, which meets thrice per week, learn the rudiments of journalism, from investigating and interviewing to writing, editing, and layout Students practice composing a variety of pieces, including straight news articles, editorials, and features. The course also deals with ethical questions involving the rights and responsibilities of a free press. One goal of the course is to provide training for students who wish to contribute to Spectrum, the school newspaper

HISTORY

The mission of the History Department is to prepare students for a lifetime of critical thinking and participation in our society both locally and globally. Our courses approach both global and American history chronologically and with

thematic focus to build students' content knowledge and to help them develop essential writing and speaking skills while expanding their viewpoints and perspectives on the human experience Our core 9th-10th grade sequence gives our students a basis for understanding world cultures and religions and the complex social, economic, political, and technological changes that led to emergence of global modernity, as well as a special focus in the 11th grade on American history and civics through a thematic program of electives in their junior year While focused on providing students with the tools to historically contextualize current events, we are also committed to providing our students with the skills and strategies to navigate a changing information landscape. Therefore, we encourage all students to take a variety of the electives on offer to more deeply investigate topics that they may have encountered in earlier grades An integral feature of all of our history classes is a focus on careful reading and writing, effective verbal argumentation, and thorough corroboration and research, and thus we aim to teach our students to be both critical thinkers and curious participants in the world around them

EARLY WORLD HISTORY (1320)

Grade 9 6

credits

Using a structure that is thematic and comparative, Ancient and Medieval World explores a variety of cultures in Eurasia and Africa. Students are asked to compare and contrast different world views and examine the origins and characteristics of cultural high points The first semester focuses on a variety of ancient political systems and class structures as well as the evolution of classical ideologies in the ancient world. The second semester continues the emphasis on comparison into the medieval world In addition, there is significant attention given to the increasing levels of interaction between various civilizations and cultures of the medieval world

EARLY WORLD HISTORY H (1325)

Grade 9 6 credits

Early World History H Grade 9: A more intensive study of the same subject matter as Early World History, in both content as well as further developing skills in reading primary sources and critical historical writing Using a structure that is both thematic and chronological, Early World History explores a variety of cultures in Afro-Eurasia, such as Ancient China, South Asia, early African civilizations, and ancient Greece and Rome. Different world religions and philosophies are also studied, such as Confucianism, Daoism, Hinduism, Buddhism, Judaism, Chrisitanity, and Islam Students are asked to compare and contrast different worldviews and examine the origins and characteristics of various world religions and philosophies. They develop essential skills in reading both secondary and primary sources, engaging in independent research, and developing critical writing skills

MODERN

WORLD HISTORY (1401)

Grade 10 6 credits

A global emphasis is the hallmark of this course, which continues the use of a structure that is thematic and comparative Throughout, the aim is to create an understanding of the evolution of the modern world During the first semester, students trace the political, economic, and cultural transformations that define the early modern era, with a special emphasis on the beginnings of genuine globalization, the elements of distinctly modern societies, and the growth of the European presence in world affairs In the second semester, students examine the growth of modern societies, nationalism, global industrialization, and imperialism The course culminates in an examination of the radical ideologies of the twentieth century, the global impact of the two world wars, and decolonization and globalization in the contemporary world

AP MODERN WORLD HISTORY AP (1421)

Grades 10–12 6 credits

This course explores the social, cultural, economic, political, and environmental developments that have shaped the world from c. 1200 CE to the present. Emphasis is placed on the major historical themes, trends, and patterns that have connected different regions across time-periods Students will practice key skills in reading, writing, and critical

thinking, such as analyzing texts and images, evaluating and contextualizing evidence, and making thesis-driven arguments

UPPER LEVEL HISTORY ELECTIVES

Students are required to take two semesters of United States History during the four semesters of junior and senior year. Accordingly, the department offers a range of electives that cover the breadth of U.S. History from a variety of perspectives. Students are required to take one of the fall electives, which covers U.S. history up through the nineteenth century, and one of the spring electives, which covers the twentieth century While every elective gives students a solid foundation as a survey of United States History, they also study it from a unique perspective. These courses may be taken in any order, in either year, but the department recommends that the U.S. history electives be taken in the junior year Seniors may choose any courses that they have not already taken Classes that fulfill the U S History requirement are noted with an asterisk (*) and are listed in the first section of descriptions below. Students in grades 10, 11 and 12 may choose from the following courses, but please read the descriptions carefully as some are restricted by grade level and/or prerequisites See accompanying chart

SEMESTER ONE COURSE OFFERINGS

(THAT FULFILL THE UNITED STATES HISTORY REQUIREMENT)

*U.S. HISTORY: INDUSTRY AND WAR--1750–1877 (1503)

Grades 11–12 Sem 1 3 credits

This course examines the rise of the American industrial nation from whaling to privateering, from artisans to interchangeable parts, from canals to steam locomotives, from the musket to machine guns, and from the turtle to the submarine It will pay particular attention to the growth of technology and production and the impact this growth has had on America’s search for foreign markets and sources of raw materials. It will examine how technology and the world of invention changed the direction of the U S from King Cotton to Industrialization

*U.S. HISTORY: AMERICAN FOREIGN POLICY (1505)

Grades 11–12 Sem 1 3 credits

This course examines the development of the U.S. from a small and unstable new republic to the largest democratic nation in the world in little more than 100 years. How did the success of the American Revolution contribute to a belief that the U S had a unique destiny to democratize the world? Did this belief inspire U S expansion across the continent? How did the U.S. maintain unity in the face of strong European empires, and later, its own Civil War? Do the precedents of U.S. foreign policy set during this era still influence decisions made today?

*U.S. HISTORY: ETHNICITY, CLASS, AND GENDER COLONIAL ERA TO 1877 (1507)

Grades 11–12 Sem 1 3 credits

This U S history survey course examines early American history through the important lens of ethnicity, class and gender. Students will explore the experiences of various Americans from the colonial period through Reconstruction. Through a series of readings, discussions and activities, students critically examine how these groups responded to the unique social, political, and economic challenges presented to them during this transformative period Particular attention is paid to the issues of slavery and sectionalism as well as corresponding compromises in the antebellum North and South The course traces how these groups struggled to be included in the emerging American democracy and how the great events of our nation’s story can be seen through their stories

*U.S. HISTORY: THE AMERICAN PRESIDENCY—1787–1877 (1525)

Grades 11–12 Sem 1 3 credits

Like other important American political institutions, the presidency has been shaped by decisions made at the Constitutional Convention of 1787 and by critical developments that have occurred during the more than two

hundred years that have passed since its founding. At the same time, presidential leadership has played a critical and unique role in shaping American political development This course explores the evolution of the Presidency between 1787 and 1877 but will also focus on the administrations of a select group of American Presidents It emphasizes the leadership roles each exercised in shaping the character of the office as well as how each was shaped by the political, economic and cultural forces of the respective historical periods While the main character of the course will be historical, it at times employs a political science approach to investigate the major roles and powers of the office Washington, Adams, Jefferson, Jackson, and Lincoln are the primary subjects of the course, yet it will also address connections to and lessons from the current administration

SEMESTER TWO COURSE OFFERINGS (THAT FULFILL THE UNITED STATES HISTORY REQUIREMENT)

*U.S. HISTORY: INDUSTRY AND WAR—FROM 1877 TO THE PRESENT (1604)

Grades 11–12 Sem 2 3 credits

This course examines the rise of the American industrial nation following the Civil War, exploring the development of the internal combustion engine, the building of highways, and the resulting new transportation systems in the early part of the 20th century. It explores World War II’s effects on the American economy and prosperity, and the failures of U S military technology during Korea and Vietnam The course ends with an examination of the new wars of the 21st century as they seek in part to undermine U.S. industrial domination.

*U.S. HISTORY: AMERICAN FOREIGN POLICY—FROM 1877 TO THE PRESENT (1606)

Grades 11–12 Sem 2 3 credits

This course continues to examine the U S role in the world Beginning with America’s first overseas military intervention in 1898, it traces the progress of the U S as it becomes the world’s sole “ superpower, ” wielding colossal levels of military and diplomatic authority. How have American ideals contributed to decisions for or against involvement with foreign events? How did the World Wars lead to larger U S participation in world affairs? Why do we call it the “Cold” War when conflict in Korea, Vietnam, and the Third World was so “hot?” What are the implications of 21st century global trends, such as terrorism, globalization, and the possibility of a multipolar world?

*U.S. HISTORY: ETHNICITY, CLASS, AND GENDER—FROM 1877 TO THE PRESENT (1608)

Grades 11–12 Sem 2 3 credits

This course continues to explore American history through the important lens of ethnicity, class and gender The second semester focuses on the experiences of Americans from various points of view and their struggle to participate more fully in the “American Dream.” Through a series of readings, films, discussions and activities, students will examine the struggle for political rights and social equality in twentieth-century America Particular focus is on an in-depth study of the women ’ s suffrage movement and the Civil Rights movement.

*U.S. HISTORY: THE AMERICAN PRESIDENCY FROM 1877 TO THE PRESENT (1626)

Grades 11–12 Sem 2 3 credits

Like other important American political institutions, the presidency has been shaped by decisions made at the Constitutional Convention of 1787 and by critical developments that have occurred during the more than two hundred years that have passed since its founding. At the same time, presidential leadership has played a critical and unique role in shaping American political development This course explores the evolution of the Presidency between 1877 and the present but will also focus on the administrations of a select group of the modern American presidents It emphasizes the leadership roles each exercised in shaping the character of the office as well as how each was shaped by the political, economic, and cultural forces of the respective historical periods While the main character of the course is historical, it at times employs a political science approach to investigate the major roles and powers of the office. The two Roosevelts, Wilson, Truman, Johnson, Nixon, and Reagan are the primary subjects of the course, yet it also addresses connections to and lessons from the current administration

SEMESTER ONE COURSE OFFERINGS THAT

DO NOT FULFILL THE

UNITED STATES

HISTORY REQUIREMENT

ISSUES IN AMERICAN LAW I (1517)

Grade 11 and 12 Sem 1 3 credits

This course is an important next step in better understanding the government of the United States. It focuses on the Constitution and the structure of the Federal System. In addition to examining the power of the Supreme Court to define the Legislative and Executive Branches, students will also do an in-depth study of state’s rights They will learn how to read and analyze the Supreme Court opinions, which interpret the Constitution and the balance of powers amongst the branches. Through this process, students will learn both case law process and legal analysis. The study of the Constitution will be supplemented by a study of the actual operation of government, such as the role of congressional committees in the creation of legislation and the vital role of bureaucracy in a representative government. With departmental approval, students enrolled in this course will be given the option of earning Honors credit Prerequisite: one semester of US History

MICROECONOMICS (1523)

Grades 11–12 Sem 1 3 credits

Microeconomics is a semester introductory course in the foundation of economics. Using the philosophical basis of capitalism, it explores questions of how societies allocate scarce resources, how free markets operate, and how firms make decisions Topics include incentives, supply and demand, and the liberal/conservative debate within the field The course emphasizes the vocabulary of economics and the various economic models economists use to explain people’s decisions Additional requirements will be expected if taken for Honors credit Permission of the department by written application is required for Honors credit

QUEER AESTHETICS--

new course (1522)

Grades 11–12 Sem 1 3 credits

--Cross-listed under History & Performing Arts

Queer identity and culture has always, throughout history, been intricately linked to aesthetic expression, from art, music, & dance, to literature, to fashion and beyond all in an indomitable act of self creation. In this course, students will investigate how queer icons known and neglected have shaped modern queer culture and mainstream aesthetics alike toward exploring, understanding, and creating their own expression From the “cut sleeve” trend in the ancient imperial court of China, to Gladys Bentley’s tuxedos of the Harlem Renaissance, to Versace and Dior’s designs, queer style has shaped fashion throughout history. The poetic lines of Audre Lorde or Walt Whitman, the canvases of Frida Kahlo, the gowns of New York’s Ballroom scene, or the bars of Lil Nas X or Chappell Roan, have helped people across the globe, queer and otherwise, pen, stitch, paint, and step into a thriving sense of self. Throughout the semester, homework of video, music, literature, and secondary source readings will support rigorous class discussions Through analytical, reflection, and expressive work, students will explore the throughlines of various queer aesthetic themes in today’s art and culture, and build a deeper understanding of how to find joy in their own self-expression The semester will culminate in a choice of a research-based, analytical or creative project (in any medium) For related sample works, visit https://tinyurl com/queeraestheticsimages

SEMESTER TWO COURSE OFFERINGS THAT DO NOT FULFILL THE UNITED STATES

HISTORY REQUIREMENT

HOLLYWOOD HISTORY (1515)

Grade 12 Sem 2 3 credits

As part film study and part American history, this course seeks to explore and define the relationship between Hollywood film-making and history as seen in the United States between the 1940s and 1970s. The primary emphasis will be on Hollywood genre films (i e , gangster, combat, film noir, and social problem films) as mythic and formulaic interpretations of the past and present. We will study the historical context in which films were made, engage in close readings of film footage, and consider the historical context of production and reception. Prerequisite: Two semesters of U S History

MACROECONOMICS (1624)

Grades 11–12 Sem 2 3 credits

Based on 20th century economic thought, Macroeconomics explores how national and global economies operate, emphasizing current economic issues As a semester introductory course, it seeks to answer questions regarding economic systems, the nature of money, and the nature of the business cycle Students study the state of the American and global economy, predict future trends, and participate in a Federal Reserve Board simulation. Prerequisite: One semester of Microeconomics Additional requirements will be expected if taken for Honors credit

Permission of the department by written application is required for Honors credit

ISSUES

IN AMERICAN LAW II (1617)

Grade 11-12 Sem 2 3 credits

In this course, students will have the opportunity to identify and understand the rights and duties of American citizens It continues the study of Constitutional law, focusing on the area of civil liberties set forth in the Bill of Rights. Through the analysis of actual Supreme Court opinions, students explore such topics as freedom of religion, speech, assembly, association and press, gun rights and control, privacy and reproductive rights, the rights of students, and the rights of the criminally accused Once those rights have been identified, explained and studied, students will have a chance to use their legal powers to engage in mock arguments and hypothetical legal scenarios. With departmental approval, students enrolled in this course will be given the option of earning Honors credit.

Prerequisite: Issues in American Law I

YEARLONG COURSE OFFERINGS

AP ART HISTORY (7615)

Grades 12 6 credits

Art History AP is a global survey of painting, sculpture, and architecture from prehistoric time to the present Students develop a critical vocabulary, a clear sense of the historical evolution of art, and an understanding of the connections of art to its larger historical context. A great emphasis is placed on the comparison of works from different areas and periods Trips to metropolitan area museums are an integral part of the curriculum and allow students to choose independent study topics based on works readily available for viewing Reading and writing assignments help prepare students for the AP examination. Admission by written application.

(AT) CONTEMPORARY WORLD HISTORY

(1622)

Grade 12 6 credits

This course offers an in-depth exploration of the most significant intellectual and political movements of the 20th and 21st centuries. Topics examined include modernist and post-modernist thought, critiques of totalitarianism, existentialism, the spread of Communism and the rise of the New Left, feminist and post-colonial theory and critiques of globalization and neo-imperialism Emphasis will be placed on putting Western and non-Western perspectives on

modern life into conversation. This class runs as a college-level seminar, using both seminal and contemporary texts in philosophy, history, and historical fiction

*UNITED STATES HISTORY AP (1520)

Grades 11–12 6 credits

This is an intensive survey course treating the period from the Colonial Era to the present. With a focus on political, social, diplomatic, and economic history, the following topics are explored in some depth: the American Revolution, the Constitution, Jeffersonian and Jacksonian Democracy, the coming of the Civil War, Reconstruction, the transformation of the American economy during the nineteenth century, the Progressive Era, World War I, the New Deal, World War II, the Cold War, the 1960s and the rise of conservatism and the Reagan Revolution. Particular attention is given to the process of writing a historiography paper, to analyzing primary sources and to independent study and writing. Students take the Advanced Placement examination in United States History at the end of the course. Admission to this course is by permission of the department.

New Course:

*AP AFRICAN AMERICAN HISTORY (1720)

Grade 11–12 1 6 credits

AP African American Studies is an interdisciplinary course that examines the diversity of African American experiences through direct encounters with rich and varied sources Students explore key topics that extend from early African kingdoms to the ongoing challenges and achievements of the contemporary moment This fulfills the American History requirement.

New Course:

AP U.S. GOVERNMENT AND POLITICS (1820)

Grade 12 only, 6 credits

AP Government and Politics is an introductory college-level course in U.S. government and politics. Students cultivate their understanding of U S government and politics through analysis of data and text-based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis. Note: this does not fulfill the American History requirement

HONORS U.S. HISTORY SEMINAR (1571) SEM 1 (1572) SEM 2

Grades 11–12 1 credit

This one-credit course, which meets once per week, is designed to meet the needs of students enrolled in U.S. History electives who are ready for an extra challenge and who have received a departmental recommendation Students will read, discuss, and write about varieties of historical interpretations of major topics in American history. Examples of such topics are: the degree to which the American Revolution was revolutionary, changing interpretations of slavery, and Robber Barons vs Captains of Industry Students will read carefully chosen scholarly articles, grapple with historical debates, and write reaction papers analyzing and assessing the points of view of historians. Note: This is a yearlong course. (This course is not open to AP students.)

HONORS MODERN WORLD HISTORY SEMINAR (1411)

SEM 1 (1412) SEM 2 Grade 10 1 credit (Not open to students in AP World History)

This one-credit course, which meets once per week, is designed to provide an additional challenge for students enrolled in Modern World History. Students will analyze, discuss, and write about key debates in Modern World History in a small seminar setting Topics will include “The Great Divergence” between Europe and Asia, responses to the Transatlantic Slave Trade, the Meji Restoration in Japan, decolonization in India and Africa, and the “Clash of Civilizations” between Islam and the “West.” Students will read carefully chosen primary source documents and scholarly articles, learn how to better contextualize readings, grapple with how historians develop contrasting

interpretations, and write argumentative essays that analyze and address conflicting viewpoints. This is a yearlong course that is open to Modern World History students who have received departmental recommendation

MINOR COURSE OFFERINGS

JEWISH HISTORY (1536)

Grades 11–12 Sem 1 1.5 credits

This elective course will cover major events and developments in Jewish history, starting with Muslim Spain in the ninth century CE through the modern period. Topics covered will include comparing and contrasting the experience of Jews living in Christian Europe versus under Islam in the medieval period, the history of antisemitism, the Jewish response to European intellectual and political movements, and if time permits, American Jewish history Using recent academic scholarship for secondary sources, as well as primary sources in English translation, students will have the opportunity to analyze events in Jewish history from a multiplicity of aspects, such as religious tolerance, acculturation versus assimilation, gender and sexuality, and the complexities of Jewish identity today Prerequisites for this course are Early World History and Modern World History.

HOLOCAUST (1533)

Grades 11–12 Sem 2 1.5 credits

This one semester minor will explore in depth the causes, the Holocaust itself, and the impact that it has had on the world since World War II Besides studying the events themselves, it will consider the complex moral issues surrounding this particular genocide. This course will use both primary and secondary sources to explore these issues, along with poetry, art, and literature

CURRENT EVENTS (1553)

Grades 10–12 Sem 1 or 2 1.5 credits

How can we make sense of history that is not yet written? Through discussion of the day’s news, students will practice the skills needed to understand swiftly changing current events: interpreting media coverage, quickly gaining background knowledge, and fact-checking claims. As students learn to evaluate the trustworthiness of news sources, they will develop the confidence to discover and defend their own opinions about contemporary issues

UNSOLVED MYSTERIES AND CONSPIRACY THEORIES IN AMERICAN HISTORY (1652)

Grades 11-12 Sem 1 or 2 1.5 Credits

From the mysterious disappearance of the Roanoke Colony in 1587 to the ongoing debates about the origins of COVID-19, American history is filled with unresolved questions Some events, like the vanishing of Amelia Earhart in 1937, remain shrouded in mystery, while others, such as the controversy surrounding the 2020 election, are driven by conflicting narratives and political agendas. And then there are historical incidents, like the assassination of JFK, where we still debate the truth behind widely accepted explanations In this course, we will explore these events and examine the psychological, social, and political factors that fuel the creation and persistence of conspiracy theories. Students will critically analyze both the historical evidence and our need for answers in an uncertain world. Why do we question official accounts? Why do we believe in conspiracies? And what impact do these beliefs have on our understanding of history?

SPORTS IN AMERICAN LIFE (1557)

Grades 11–12 Sem 1 or 2 1.5 credits

What role do sports play in American life? We will study the history of sports in America from the founding of the major sports leagues to the Roaring 1920s (Babe Ruth, Jack Dempsey, Man of War) to modern day athletes like LeBron James, Serena Williams and Tiger Woods In addition, the course will examine how important moments and figures influence society. Topics may include Billie Jean King and the rise of women ’ s athletics (especially the impact of Title IX) and the fight for equality; sports as a platform to promote social change (ex. Jackie Robinson to Muhammad Ali to Colin Kapernick); and how sports is reflected by and in turn influences American culture (fashion, music, etc )

COMPARATIVE POLITICS (1586)

Grades 11–12 Sem 2 1.5 credits

This course offers an introduction to the study of Comparative Politics, or how political scientists evaluate and compare the implementation of domestic policy across the world Topics covered will include the study of the anatomy of the State and Nations, Democratic and Non-democratic regimes, and Political Violence. Points of comparison include elections, political parties, judicial systems, economic sources and policies, and revolutions This course will focus on world politics and emphasize nations outside of the United States This course will cover topics including defining the aspects of a state, aspects of national identity, characteristics of democratic and non-democratic regimes, and the comparison of different kinds of political economies, political violence, the challenges facing developed democracies around the world, and transitions of post-communist societies

MATHEMATICSANDCOMPUTERSCIENCE

Mathematics is simultaneously a language, a science, an art, and an analytical tool A student completing the course of study in mathematics at Dwight-Englewood School should experience each facet of this discipline. The goals of the program are to foster precision of expression and clarity of thought, to promote creative problem solving, to use mathematics in solving “real world” problems, and to have students see the connections between mathematics and the other academic disciplines. In addition to the traditional mathematical skills of numerical computation and algebraic manipulation, each student is expected to make effective use of a graphics calculator in their Upper School math courses, and a computer to solve problems and explore concepts that are encountered in the classroom

The department also offers a selection of computing courses, and all Upper School students are encouraged to gain some experience in this increasingly important and highly creative field

INTEGRATED MATHEMATICS WITH MODELING I (IMM 1) (2307)

Grade 9 6 credits

IMM1 is a problem-based, student-centered course for ninth graders who have completed Dwight-Englewood’s Middle School mathematics sequence or its equivalent. In solving problems daily, students not only learn mathematics, but more importantly, they learn how to learn mathematics by practicing and developing vital learning behaviors Problems in the coursework address topics including proportionality and proportional thinking, linearity, algebraic expressions (including algebraic fractions) and equations, quadratic equations and functions, absolute value equations and inequalities, and plane geometry Additionally, the course provides resources to clarify understanding of the course concepts and additional practice to solidify algebraic skills. Graphing calculators and Desmos are used to explore extensions of the topics. IMM1 is the first course of a two-year sequence that establishes a foundation for success in upper level math courses

(H) INTEGRATED MATHEMATICS WITH MODELING I (IMM 1H) (2317)

Grade 9 6 credits

IMM1H and IMM1 share the same teaching approach, but IMM1H demands a greater commitment to the study of mathematics and greater independence on the part of the student It is assumed and expected that students approved for and enrolled in this course enjoy the analytic approach to problem-solving that they will encounter The Honors course moves at a faster pace and with greater rigor than the college preparatory level course. IMM1H includes additional topics such as linear programming and absolute value functions in two variables, and a greater emphasis on Analytic Geometry and proof-based Geometry Graphing calculators and Desmos are used to explore extensions of the topics. IMM1H is the first course of a two-year sequence that establishes a foundation for success in upper-level Honors math courses at D-E Prerequisite: departmental approval

HYPER MATH 9 - ACCELERATED PRE-CALCULUS (2326)

Grade 9 6 credits

This course is the culmination of D-E’s Hyper Math program. It is designed to prepare students to take AP Calculus BC in their 10th-grade year, which means that we move at a very demanding pace We begin with a review of the algebra related to linear, piecewise, quadratic, exponential, and logarithmic functions, interwoven with in-depth work on domain/range, concavity, and transformations The course then moves through rigorous study of the analytic geometry of circular functions, trigonometric equations, trigonometric proofs, and polynomial and rational functions These more complex function types serve as the foundation for mastering compositions, inverses, and limits topics that are essential pre-calculus work Prerequisite: Placement in this course is reliant on demonstrable success in D-E’s Hyper Math (or equivalent) program

INTEGRATED MATHEMATICS WITH MODELING 2 (IMM 2) (2407)

Grade 10 6 credits

IMM2 follows up on the mathematical ideas and concepts introduced in IMM1, and continues to employ a problem-based, student-centered approach Problems develop additional areas of secondary mathematics, including: absolute value equations and functions, plane geometry (including formal proof), quadratic equations and functions, triangle trigonometry, vectors, composition of functions, and inverse functions. Graphing calculators and Desmos are used to explore extensions of the topics

(H) INTEGRATED MATHEMATICS WITH MODELING 2 (IMM2H) (2417)

Grade 10 6 credits

IMM2H and IMM2 share the same teaching approach, but IMM2H demands a greater commitment to the study of mathematics and a greater independence on the part of the student It is assumed and expected that students approved for and enrolled in this course enjoy the analytic approach to problem-solving that they will encounter The Honors course moves at a faster pace and with greater rigor. Additionally, it covers a more thorough study of functions (including composition of functions and inverse functions), triangle trigonometry and circular functions Computers and graphing calculators are used to explore extensions of the topics Most students, upon successful completion of this course will take (H) Precalculus. Occasionally, with outstanding mastery in this course, mature student skills, departmental approval, and a commitment to rigorous summer work, students may be approved to take AP Calculus for their junior year mathematics course Prerequisite: departmental approval

UPPER LEVEL MATHEMATICS ELECTIVES

SEMESTER COURSE OFFERINGS

TOPICS IN GEOMETRY & TRIGONOMETRY (2530)

Grades 11–12 Sem 1 or 2 3 credits

This course provides students with an introduction to a variety of unique mathematical topics not typically covered in a traditional geometry or trigonometry class. No prior knowledge is assumed since students will leverage previous mathematical experiences in order to explore a wide range of surprising areas in geometry and trigonometry Topics vary from year to year, but they have included mathematical symmetry, tessellations, Euclidean and coordinate geometry, fractals, spatial dimensions including 3-D and beyond, as well as logic and proof. Topics in Geometry and Trigonometry stresses creative thinking and utilizes hands-on activities, group problem-solving, puzzles, projects, multimedia, technology and written work for further mathematical exploration throughout the semester

DISCRETE MATHEMATICS (2561)

Grades 11–12 Sem 1 or 2 3 credits

Discrete Mathematics is a branch of mathematics that involves distinct, finite elements and uses algebra and arithmetic It is increasingly being applied in the practical fields of mathematics and computer science It is a very good tool for improving reasoning and problem-solving capabilities. The course will delve into number sequences,

including binary ones, probability and counting methods, and the mathematical principles behind selected games of chance In addition, we will wander around the Bridges of Konigsberg to investigate Graph Theory, and roam over Mobius strips three dimensional loops with only one side to investigate Topology This course is accessible for students of all levels of mathematical ability.

THE PRACTICE OF STATISTICS (2801)

Grades 11–12 Sem 1 or 2 3 credits

This course covers an introduction to descriptive statistics, and the methods of collecting and organizing data Students will learn data and variable types, and consider inquiries that arise from organizing data in various graphical displays specific to each data type. Students will make basic descriptive analyses, having learned both univariate and bivariate statistics The basics of probability will be introduced The use of computer software facilitates the exploration of the different graphical displays.

RESEARCH IN MATHEMATICS (2535)

Grades 11–12 Sem 1 or 2. 3 credits

The goal of this course is to provide students with an opportunity to explore math that is of interest to them (e g applications of math in art, music, poetry, engineering, science, finance, etc ), to enjoy the thrill of discovery, and to experience the research process. Exploration of new concepts will give students the experience of investigating various kinds of mathematical ideas and problems, and will incorporate reading, writing and a final presentations Their research will expose students to the beauty and variety of topics in mathematics Communicating that experience through the writing of the research paper will facilitate better understanding and appreciation of the mathematics explored as well as help other students in the class to learn about the findings The course will progress through a process: finding a topic; keeping a reading and research journal; literature review; structuring the research paper; summarizing all findings and rewriting them in a clear and accessible way; expanding on the research (if time allows); and presentation This course is open to all levels of math students, including those who have advanced well into the mathematics and computer science curriculum This course may be taken up to two times for credit, assuming a completely new topic each time.

PERSONAL FINANCE (2605)

Grades 11–12 Sem 1 or 2 3 Credits

This one-semester course is offered for students who wish to become knowledgeable about aspects of finance affecting individuals. This includes personal taxes such as income and estate taxes; using trusts in wealth management and estate planning; intelligent use of debit and credit cards; protecting bank accounts; negotiating techniques, including anchoring; different types of startup business entities; choosing a home mortgage; amortizing loans using Excel; investing and securities trading (stocks/bonds/options); recognizing pyramid and Ponzi schemes; and evaluating annuities, retirement accounts, and retirement planning

(H) BUSINESS FINANCE (2606)

Grades 11–12 Sem 2 3 Credits

This one-semester Honors-level course offers students a deeper understanding of how financial decisions are made in the business world. Topics covered include calculating present value of future cash flows as that relates to capital expenditure decisions (for example lease vs buy comparisons) Other topics covered are depreciation, internal rates of return, types of business entities, leveraging, bankruptcies, the accounting cycle (including recording transactions, the general ledger, trial balance, adjusting entries, financial statements), analysis of financial statements of public companies via ratio analyses, and initial public offerings Much of the course requires working in Excel, but no prior experience in Excel is assumed Prerequisite: IMM2H or departmental approval

(AT) COMPLEX ANALYSIS (2650)

Grades 11–12 Sem 1 or 2, 3 Credits

This course is designed for students with a demonstrated ability in mathematics and a genuine love for the subject It provides an introduction to the theory of functions of a single complex variable, starting with the complex numbers themselves and their various algebraic and geometric representations After covering some fundamental point-set topology, we investigate various complex functions, followed by an in-depth treatment of differentiation and integration. The final sections of the course focus on Laurent series, residue theory, and their applications. Other topics include harmonic functions, Möbius transformations, vector fields, and conformal mappings Throughout the course, an overriding theme is the elegant combination of algebra and geometry Prerequisite: AP Calculus (AB or BC) and departmental approval.

(AT) PROBABILITY (2660)

Grades 11–12 Sem 1 or 2, 3 credits

Intended for those who are enthusiastic and accomplished students of mathematics, this course is an introduction to the fundamental concepts of combinatorics, probability and probability models, and more advanced topics related to the discipline Areas covered may include: principles of counting (combinatorics), binomial coefficients, the axioms of probability, notions of mathematical proof, independence and conditional probability, boolean algebra and some set theoretical descriptions of probability, random variables, random walks, Markov chains, various probability distributions, and other topics that will enlighten, at times confuse, and always challenge students in the course! Prerequisite: AP Calculus (AB or BC) and departmental approval.

(AT) ABSTRACT ALGEBRA (2655)

Grades 11–12. Sem 1 or 2. 3 credits

Abstract algebra is a relatively recent development in mathematics, emerging from various examples in number theory, geometry, and the solutions to algebraic equations. Today, abstract algebra serves as the language of advanced mathematics, and many of the topics we will study appear not only in mathematics but also in other scientific fields such as physics, chemistry, coding theory, quantum mechanics, and more In this course, we will focus on three main algebraic structures: groups, rings, and fields. These structures consist of an underlying set with one or two operations that combine two elements from the set to produce a third. In each case, we will develop the fundamental results that will serve as a foundation for further study While this is a highly conceptual course, we will build our intuition through a wide range of concrete examples. Bring your mathematical curiosity! Prerequisites: AP Calculus (AB or BC) and departmental approval.

YEARLONG COURSE OFFERINGS

PRECALCULUS (2540)

Grade 11–12 6 credits

This course builds on the foundations laid in IMM1 and IMM2 in the study of linear, quadratic, and exponential functions In addition, the course will give a thorough treatment of trigonometric and logarithmic functions Students will also have the opportunity to learn about polynomial and rational functions The measured pace of this course allows for a deep exploration of these concepts. Prerequisite: IMM2 and departmental approval.

(H) PRECALCULUS (2550)

Grade 11–12 6 credits

This course moves at a necessarily accelerated pace, covering a broad range of topics Upon completion, students will be prepared for an advanced course in calculus and typically continue on to take either Honors Calculus or AP Calculus AB. This course centers around the abstract concept of a mathematical function and its applications. Topics include function notation, domain and range, transformations of functions, function composition, and inverse functions. These properties are applied to piecewise, exponential, logarithmic, trigonometric, as well as polynomial and rational functions. Students will additionally study average rate of change in the context of concavity and receive

an introduction to limits in order to better prepare those continuing on to study calculus. Prerequisite: Excellent performance in IMM 2H and departmental approval

AP STATISTICS (2815)

Grade 11–12 6 credits

This course covers a curriculum in statistics following a syllabus defined by the College Board’s Advanced Placement program. Topics to be studied are divided into 4 major themes: 1) exploratory data analysis and interpreting graphical displays; 2) planning and conducting a study (surveys, experiments and generalizability of results); 3) probability; 4) statistical inference (estimating population parameters and tests of significance). Prerequisite: IMM2H and departmental approval .

PRACTICE OF CALCULUS (2608)

Grade 12 6 credits

This full-year course offers students a practical and conceptual introduction to the two major topics of calculus: differentiation and integration. Drawing examples from social sciences, economics, and natural sciences, students will first be exposed to the concept of the derivative They will complete applied problems and projects to explore the graphical interpretation of the derivative as the slope at a given point on a graph, learn basic estimation techniques and rules to calculate the derivative, and use it in optimization scenarios. The second part of the course will provide students with an overview of the definite integral as an area under a curve Students will explore the connection between the derivative function and the definite integral, and will apply the concepts to real-world practical problems. Prerequisite: Precalculus and departmental approval.

(H) CALCULUS (2610)

Grade 12 6 credits

This course offers a rigorous study of both differential and integral calculus The pace allows for a deep understanding of the topics covered. Students will study polynomial, trigonometric, exponential, and logarithmic functions. Real-world applications are emphasized throughout the course. Prerequisite: (H) Precalculus and departmental approval

AP CALCULUS AB (2620)

Grades 10–12 6 credits

AP Calculus AB consists of all the material in the Calculus AB Advanced Placement syllabus. The course pursues topics in differential and integral calculus with special emphasis on their applications Analytic geometry, trigonometric, and logarithmic functions are other areas defined in depth Prerequisite: Excellence in Hyper Math 9 or (H) Precalculus, and departmental approval. There are a handful of students who move directly from (H) IMM 2 to this course Doing so requires departmental approval, which is based on both exceptional mastery of all (H) IMM 2 content and demonstration of mature mathematics student skills

AP CALCULUS BC (2720)

Grades 10–12 6 credits

AP Calculus BC is designed to be the equivalent of both first and second-semester college calculus courses. AP Calculus BC consists of all the material from the Calculus AB curriculum and adds the following topics: sequences and series, parametrically defined curves, polar curves, vector-valued functions, advanced integration techniques, and applications. Prerequisite: Exceptional performance in either Hyper Math 9 or (H) Precalculus and departmental approval Periodically, there will be a student who moves directly from (H) IMM 2 to this course Doing so requires departmental approval, which is based on both exceptional mastery of all (H) IMM 2 content, the proven ability to learn at an accelerated pace, and demonstration of mature mathematics student skills.

(AT) MULTI-VARIABLE CALCULUS (2723)

Grades 11–12 6 credits

This course explores the properties of functions that allow for multiple independent variables. Topics of study include level curves, partial derivatives, the gradient vector, unconstrained and constrained optimization, multiple integrals in various coordinate systems, the Fundamental Theorem of Line Integrals, Green’s Theorem, Stoke’s Theorem, and the Divergence Theorem This is a fast-paced and challenging course Multivariable calculus is essential for the study of advanced topics in physics especially electronics and magnetic fields It is used to model economic activity and ecological processes. Prerequisite: Successful completion of AP Calculus (AB or BC) and departmental approval.

(AT) COLLEGE LINEAR ALGEBRA (2730)

Grades 11–12 6 credits

This fast-paced and demanding course is available to students who have completed AP Calculus (AB or BC) We cover the topics normally found in a college level Linear Algebra course. Students will learn to use matrices to represent and then to solve systems of linear equations Topics include matrix algebra, characteristics of invertible matrices, determinants, change of coordinate systems, eigenvalues and eigenvectors, abstract vector spaces and linear transformations. Examples of applications will include balancing chemical equations, optimizing networks, and analyzing electric circuits Prerequisite: AP Calculus (AB or BC) and departmental approval It is highly recommended that students complete (AT) Multi-Variable Calculus prior to taking (AT) College Linear Algebra

COMPUTER SCIENCE

The intensely creative practice of making a computer do what YOU want it to do is an art that students at Dwight-Englewood can explore by taking a variety of elective course offerings in the Upper School. We hope to inspire students to see the endlessly creative possibilities inherent in this constantly evolving and ever-expanding subject area, and to see the computer as a sophisticated tool for deep intellectual exploration Students begin ideally with the Programming I and II minor courses, where they are introduced to the fundamental concepts of computing via the Python programming language, followed by Computer Science AP, where they learn the object-oriented programming paradigm via a close study of the Java programming language Those students looking for further challenges can take a variety of elective courses thereafter, choosing from selections such as Nonlinear Dynamics, Data Structures and Algorithms, Cryptography, and Introduction to Data Science with Python

PROGRAMMING I (2901)

Grades 10–12 Sem 1 1.5 credits (Minor course)

This course introduces students to computer programming via the Python programming language The general notions of algorithms and algorithmic thinking are introduced, as well as the basic syntax of Python. The fundamental aspects of programming are covered, including data types, conditional statements, loops, strings, lists, and functions This course is typically taken in grades 10, 11 or 12 This course meets twice per week

PROGRAMMING II (2902)

Grades 10–12 Sem 2 1.5 credits (Minor course)

This course picks up where Programming I leaves off. In this course we take a deeper dive into what strings and lists are and their uses Additionally, we introduce multi-dimensional arrays, file saving, incorporating functions into our programs, importing libraries for more versatility in our coding, as well as how to utilize GUI (Graphical User Interface) to make our programs more user friendly. The programming problems will be more challenging and drawn from a variety of sources, which may include Project Euler and the American Computer Science League (ACSL) contests. The programs will also start to use the object-oriented programming paradigm as the course progresses. Students who successfully complete this course should be ready for AP Computer Science and/or other computer

science electives. Prerequisite: Programming I or its equivalent. If Programming I has not been completed, the student must receive departmental approval This course meets twice per week

(H) ACCELERATED INTRODUCTION TO PROGRAMMING (2915)

Grades 11–12 Sem 1 or 2 3 credits (one-semester Major course)

Designed for students with prior coding experience and strong math skills, this accelerated course provides a structured introduction to computer programming using Python. In one semester, students will develop algorithmic thinking and foundational programming skills Topics covered include primitive data types, Boolean logic, conditional execution, loops, and user-defined functions. The course also explores more complex data structures and their associated methods, including strings, lists, dictionaries, and file handling. Advanced topics include Graphical User Interfaces (GUIs) to enhance user interaction, HTTP interfaces for web services, and the object-oriented programming paradigm. Programming challenges will be drawn from various sources, including Project Euler and the American Computer Science League (ACSL) contests. Students who successfully complete this course in Semester 1 may continue in Semester 2 with (H) Cryptography or (H) Data Science with Python The following year, they will be eligible for AP Computer Science. Prerequisites: (H) IMM 2 or equivalent and demonstrated prior coding experience. Strong 10th-grade students will be considered based on space availability, mathematics proficiency, coding proficiency, and departmental review

(H) CRYPTOGRAPHY (2918)

Grades 11–12 Sem 2, 3 credits

This course, at the crossroads of history, mathematics, and computer science, introduces students to the fundamental concepts of cryptography Topics follow the historical development of writing and breaking codes, starting with ancient and medieval techniques such as the Caesar and Vigenère ciphers, continuing with the crypto-machines of the World Wars, and ending with modern encryption schemes powering the internet such as public-key cryptography and the AES algorithm Along the way, students explore some elementary number theory concepts, including prime numbers and modular arithmetic Prerequisites: (H) IMM2 and either Programming 2 or (H) Accelerated Introduction to Programming.

AP COMPUTER SCIENCE (2920)

Grades 10–12 6 credits

This course is designed to prepare students for the annual Advanced Placement test in Computer Science Students learn the Java programming language, starting with basic syntax and progressing to an understanding of primitive data types and objects, along with all of the subtleties involved in the object-oriented programming and problem-solving paradigm Class work will include tests and quizzes that model the type of questions seen on the AP test, as well as a significant amount of time spent writing programs in Java. Prerequisite: (H) Accelerated Introduction to Programming or equivalent, and departmental approval

(AT) NONLINEAR DYNAMICS (2925)

Grades 11–12 Sem 1 or 2, 3 credits

This is a one-semester major course that combines analytical mathematics with computer programming, in which students explore fascinating mathematical ideas largely by writing graphical computer programs. In effect, students should gain an appreciation for the computer as a tool that makes mathematics an experimental science! Topics covered can include fractal geometry, iteration along the real line and in the complex plane, and cellular automata Students in this course are expected to have a solid background in general mathematics and computer programming. The course is taught using the python programming language, and the important concepts and syntax of that language will be covered This is a course for students who love to play with mathematical ideas, students who love to tinker! Prerequisite: AP Computer Science, (H) Precalculus, and departmental approval.

(AT) DATA STRUCTURES AND ALGORITHMS (2930)

Grades 11–12 Sem 1 or 2, 3 credits

This course is a natural continuation of AP Computer Science, using the Java programming language and concepts learned in that course to delve into higher level concepts Topics covered may include the use of arrays, linked-lists, stacks, queues, and the types of situations in which each of these is an appropriate choice. Prerequisite: AP Computer Science and departmental approval

(AT) INTRODUCTION TO DATA SCIENCE WITH PYTHON (2921)

Grades 11–12 Sem 2, 3 credits.

This one-semester major delves into Data Science and its applications It is designed to explore concepts and teach a cross-disciplinary set of skills that are becoming increasingly important in many applications across industry and academia It comprises the skills of a statistician who can model and analyze datasets, a computer scientist who can design algorithms to process and visualize the data, and a subject-matter expert who can formulate the right questions and provide answers from the evidence in the data. This one-semester course is designed for students who want to explore the data-centric features of the Python ecosystem that make it a first-class tool for scientific computing, data analysis, and dataset visualization Through various projects of increasing complexity, students will be exposed to the industry-standard packages that make Python an effective tool for data science and machine learning such as NumPy, Pandas, SciPy, Matplotlib, and Scikit-Learn Prerequisite: Either (H) Accelerated Introduction to Programming or AP Computer Science and departmental approval

SCIENCE

Through the study of the sciences, Dwight-Englewood School encourages each student to develop a command of rational thinking; an understanding of the scientific method and its limitations; and the ability, confidence, and enthusiasm to inquire The Science curriculum provides students with a sound foundation in all of the major disciplines of science and emphasizes how scientific knowledge and skills are used to solve many challenges facing society Students gain extensive experience designing and carrying out research projects, both in the laboratory and in the field. Students also learn how to use laboratory and computer technology as tools for scientific investigation.

Students entering in ninth grade will take a two-year integrated science sequence. Students are required to complete both IBC I and II, at least one semester of physics, and one additional semester of science

Students currently in grades 11 or 12 who have completed the IBC sequence (or equivalent) should enroll in any of the one-semester electives or one of the full-year physics courses. All AP science courses require approval of the department chair and prerequisite courses as indicated

INTEGRATED BIOLOGY AND CHEMISTRY (IBC) I (3307)

INTEGRATED BIOLOGY AND CHEMISTRY (IBC) I H (3317)

Grade 9 6 credits

Integrated Biology and Chemistry I is the first course of a two-year sequence. From subatomic particles to the development of biomolecules and genetics, which undergird modern life, this course focuses on the intersections between chemistry and biology to help students build an understanding of the complexities of life. Students will practice how to develop scientific questions, formulate hypotheses, explore theories, perform data collection, analyze, collaborate, and communicate in their studies of the transitions that occurred to enable life to take the many different forms we now see.

INTEGRATED BIOLOGY AND CHEMISTRY (IBC) II (3407)

INTEGRATED BIOLOGY AND CHEMISTRY (IBC) II H (3417)

Grade 10 6 credits

This second course in a two-year sequence builds upon the foundations of biology and chemistry laid down in IBC I The course looks at the current state of our planet, how humans interact with the global ecosystem, and how we can manage those interactions in a more sustainable way Specific topics include biotechnology, evolution, thermodynamics, kinetics, equilibrium, acid-base chemistry, and oxidation-reduction A key component of this course is learning through performing laboratory investigations and longer-term projects and presentations.

UPPER LEVEL SCIENCE ELECTIVES

SEMESTER COURSE OFFERINGS

BIOETHICS (3621)

Grades 11–12 Sem 1 or 2 3 credits

The Bioethics course is designed to expose students to the many complex issues surrounding the use of modern technology in the biomedical field and the effect of modern technology on the environment Students will be presented with several case studies involving issues surrounding the bioethics at the beginning and end of life, use of humans as research subjects, organ transplantation, animal experimentation, genetic engineering, and reproductive technologies In order to examine each case, students will use formats that are common to bioethical research Students are expected to research the scientific facts that underlie each situation, examine the relevant legal codes, and apply various ethical and moral philosophies in an attempt to make the critical decisions required by each situation Prerequisite: Completion of the IBC I and II sequence or equivalent

(H) CHEMICAL HARMONY: ACIDS & BASES (3547)

Grades 11–12 Sem 1 or 2 3 credits

This chemistry class is designed to unravel the fascinating world of acids and bases and their profound impact on the environment, cooking, and the human body. Going beyond the traditional classroom setting, we’ll delve into real-world applications that showcase the significance of these chemical concepts in our daily lives Students will embark on a journey to understand the fundamental principles of acids and bases. The curriculum is structured around three major themes: the Environment, Cooking, and the Human Body, after an introductory unit covering the history and concepts of acids and bases and equilibrium reactions By the end of this course, students will not only have a solid foundation in the principles of acids and bases but also a profound appreciation for their universal presence and impact on the world around us. Prerequisites: Completion of IBC II and departmental approval.

(H)

COMPARATIVE ANATOMY (3540)

Grades 11–12 Sem 1 or 2 3 credits

Comparative anatomy is the study of similarities and differences in the anatomy of different species In this course, students will be introduced to the various phyla in the Kingdom Animalia. Particular emphasis will be placed on the evolution of biological systems and adaptations to environmental conditions Several major themes will be woven into the progression of the course, such as systems and interactions, unity within diversity, homeostasis, and evolution, as built upon the Modern Synthetic Theory, which merged Darwinian evolution with Mendelian genetics. Students will have many opportunities for hands-on exploration through laboratory assignments and cooperative experiences, which will include dissections Students will have multiple opportunities to compare and contrast the anatomy of the animals they are observing during labs. Students will develop a portfolio of laboratory reports and drawings over the course of the semester Prerequisites: Completion of IBC II and departmental approval

(H) DEVELOPMENTAL BIOLOGY (3541)

Grades 11–12 Sem 1 or 2 3 credits

Developmental Biology is the study of the various processes through which single cells grow, divide, and develop into complex organisms Students will study gene regulation, cell determination and differentiation, morphogenesis, and organ development. Students who have previously taken Comparative Anatomy will be able to connect their study of organs and systems to the developmental processes which build those organs and systems Developmental Biology has many connections with Ecology and Evolution This course will explore the interplay between embryonic development and evolution, how gene regulatory networks generate complex patterns of cell identity, and the ability of cells to interpret their environment The course will emphasize laboratory activities and will culminate in a student designed research project Prerequisites: Completion of IBC II and departmental approval

ENGINEERING (3605)

Grades 11–12 Sem 1 or 2 3 credits

This is a hands-on, project-based course that is designed to introduce students to the basic elements of Engineering. Topics covered include structures, machines, digital logic, and other elements of engineering Beginning with some basic principles of physics, the class will investigate both materials and design Students will develop skills such as problem solving, teamwork, planning and revision, and presentation of a project. Projects will be done both individually and in groups Students must have completed at least one semester of physics or be taking physics concurrently

ENVIRONMENTAL SCIENCE (3665)

Grades 11–12 Sem 1 or Sem 2 3 credits

In this course, students will develop a deeper understanding of the natural environment, its beauty, and some of the ways in which it supports us Students will also learn about some of the threats to our environment The course starts with students examining age-old stories that inform us of how people experienced the environment. In doing so, students will develop an increased understanding of their own relationship to the environment In the next unit, students will study ecosystems and food webs and the ways in which the main nutrients cycle through an ecosystem From there, the course examines how our environment is changing. Human impact on the environment is leading to climate change, which is affecting our air, water, and soil Students will develop a better understanding of cause and effect relationships and examine ways in which to be positive agents of change, including developing solutions to address the impacts of our changing climate. Throughout the course students will participate in labs, engage with digital data sources, and participate in Harkness conversations Each unit is finished with a rubric-based research assessment Prerequisites: Completion of IBC I and II

FORENSIC SCIENCE (3660)

Grades 11–12 Sem 1 or 2 3 credits

This semester-long lab-based course explores the science behind crime scene investigations through the application of various disciplines, including chemistry, biology, and physics Students will develop observational skills, learn techniques for processing crime scenes, and analyze forensic evidence. Throughout the semester, real-world cases and current events will be incorporated to provide context and deepen understanding of forensic methods. Topics include crime scene investigation, hair and fiber analysis, bloodstain pattern analysis, DNA fingerprinting, and handwriting analysis. The course culminates in a capstone project in which students apply their skills to analyze a simulated crime scene.

PHYSICS: PRINCIPLES AND APPLICATIONS (3550)

Grades 11–12 Sem 1 or 2 3 credits

This is a one-semester conceptual physics course designed for students who want a different option from a full-year physics course. The course revolves around energy and forces, primarily focusing on mechanics and waves. Hands-on investigations, experiments, and demonstrations are incorporated whenever possible While not completely

math-free, students are challenged to apply and explain the concepts behind real-world situations. Emphasis is placed on creating well-worded explanations that relate data and experiences to the physics principles at hand This course is not recommended for students who are interested in studying STEM fields after Dwight-Englewood

(H) PHYSICS OF LIGHT (3705)

Grade 12 Sem 1 or 2 3 credits

Light has been formally studied since at least the time of the ancient Greeks. Many of the great minds in physics, including Isaac Newton, James Clerk Maxwell, and Albert Einstein, have explained the nature of light in very different ways. Students will trace the evolution of our current understanding of light by developing for themselves the particle model (Newton), the wave model (Maxwell), and ultimately the photon model of light (Einstein). They will accomplish this through in-class investigations, lab work, and mathematical derivation Students will be able to read and understand Einstein’s 1905 scientific paper about the photoelectric effect for which he won the Nobel Prize as well as other primary source material. Throughout the course, students will explore scientific epistemology in order to better understand how scientists decide that an idea is “true” If time permits, we may discuss how the study of light led to the two pillars of modern physics: Relativity Theory and Quantum Theory. Prerequisites: Completion of Physics (any level) and departmental approval.

ROBOTICS (3607)

Grades 11–12 Sem 1 or 2 3 credits

Robotics is a multi-disciplinary course that incorporates elements of physics, engineering, and computer programming into real-world, hands-on problem-solving. Students use design thinking to plan, prototype, test, and revise a bot to meet a series of challenges using the VEX V5 robotics system Students will collaborate in all aspects of the building and designing process and be asked to present their work at various points Throughout the semester, the class will investigate topics that include kinematics, forces and energy, gears, simple machines, structural design and stability, circuitry, and introductory computer programming They will also be required to keep an engineering notebook to chart their progress and analyze successes and setbacks Additionally, students will be challenged to think critically about the benefits, implications, and ethical concerns of the use of robotics and artificial intelligence across a wide range of applications Prerequisite: Grade 10 math

THE SENSES: INTRODUCTION

TO NEUROSCIENCE (3703)

Grades 11–12 Sem 1 or 2 3 credits

The Senses: Intro to Neuroscience is a one-semester course that sits at the intersection of perceptual psychology, biology, and sensory neuroscience. Students will face questions such as “How do we see a rainbow when we only have three color vision receptors? Why is your hearing better than your teacher’s? And how does our nose help us to taste the difference between an apple and a pear?” Students will explore how the brain constructs a conception of a physical reality based on sensory experience and apply this knowledge in a laboratory setting With emphasis on sight, smell, and hearing, students will learn how to critique and design experiments, explore the evolutionary context of human sensory anatomy and physiology, and explain scientific phenomena both orally and in writing. Students will further reflect on the limitations of the human senses in comparison to other non-human animals and how those limitations inform the world as we experience it

CURRENT EVENTS IN SCIENCE

(3450)

Grades 10–12 Sem 1 or 2 1.5 credits (Minor course)

This course will examine science as it is happening in the world. Through various forms of media, students will investigate how to think critically about science information in print or digital form Students will analyze articles on various sites, give presentations, and hold discussions Students will apply knowledge they have gained from their other science courses while also learning how to dig deeper into stories that interest them by focusing on media and data literacy This class is open to students in grades 10–12 and is a semester-long minor course

YEARLONG COURSE OFFERINGS

BIOLOGY AP (3625)

Grades 11–12 6 credits

AP Biology is a challenging college-level course that approaches biological principles in depth, focusing on evolution as a unifying theme. Studies cover a variety of topics including biochemistry, energetics, genetics, developmental biology, evolution, biological statistics, and ecology. Rigorous laboratory work in this course includes an array of labs that focus on consolidating a range of concepts at both the macro and the micro levels, including techniques in molecular biology and frequent opportunities for students to design their own laboratory procedures. Prerequisite: completion of IBC II or one full year of biology and departmental approval.

CHEMISTRY AP (3670)

Grades 11–12 6 credits

AP Chemistry is a college-level course that offers students a systemic continuation to the study of matter and its changes with a strong emphasis on developing problem-solving abilities. This course will revisit many of the chemistry principles that were first covered in earlier science courses and cover in more detail topics such as Lewis structures and molecular shapes, equilibrium, kinetics, thermodynamics, oxidation-reduction, and stoichiometry There is a rigorous laboratory component. Students should be comfortable with algebra and some geometry. This course provides a solid foundation in chemistry for the life, physical, and applied sciences including pre-medicine, engineering, and other fields not directly related to science Prerequisite: completion of IBC II and departmental approval.

ENVIRONMENTAL SCIENCE AP (3635)

Grades 11–12 6 credits

AP Environmental Science is a rigorous college-level science course that stresses scientific principles and analysis, and includes a major laboratory and field investigation component. The course provides students with the scientific concepts and methodologies necessary to understand the interrelationships of the natural world, to analyze environmental problems both natural and man-made, and to examine solutions for correcting and preventing them Specific topics include air and water quality, climate change, energy resources, mining, forestry, fisheries, agriculture, and biodiversity The course is interdisciplinary by nature, and while primarily focused on the sciences, it also includes connections to computer applications, politics, economics, law, philosophy, and ethics Several field trips are taken to local facilities and ecosystems related to the course. Prerequisite: completion of IBC II and departmental approval required

PHYSICS AP (C LEVEL) (3615)

Grade 12 6 credits

The AP Physics C course is a rigorous college-level course consisting of both AP Physics C Mechanics and AP Physics C Electricity and Magnetism. The course expands on the topics of Honors Physics (kinematics, forces, energy, momentum, gravitation, and rotational statics) and extends them using calculus analysis Additional topics in mechanics include moments of inertia and oscillations Topics in E&M include electrostatics, circuits, magnetism, and the application of Maxwell’s equations. The course emphasizes problem solving and conceptual understanding, as well as experimental design and data analysis Students should have strong algebra, geometry, and calculus skills Prerequisites: completion of both Honors Physics and Calculus, and departmental approval

HONORS PHYSICS (3555)

Grades 11–12 6 credits

This is a full-year, problem-solving based course with an emphasis on student discovery and experiments It is fast paced and designed for students who are very comfortable with abstract thinking, have strong lab skills, are able to translate concepts from mathematical models to conceptual explanations, and have excellent work habits. It is

appropriate for students who have been highly successful in previous Honors math and science courses. Topics covered in the first semester include kinematics, forces, energy and momentum, gravitation, and circular motion Topics covered in the second semester include electricity, waves, sound, and optics Students should have a strong understanding of algebra and trigonometry to enroll in this course. Prerequisites: completion of or current enrollment in Precalculus Honors and departmental approval

PHYSICS (3554)

Grades 11–12 6 credits

This hands-on, experimental course is designed to familiarize students with fundamental physics laws and concepts. This course will emphasize investigative activities, descriptive understanding, fundamental problem solving skills, and simple mathematical modeling Students are expected to be comfortable using basic algebra and trigonometry Topics covered in the first semester include kinematics, forces, energy, and momentum. Topics covered in the second semester include waves, sound, electrostatics, and electric circuits. Students must have completed the IBC sequence before taking this course

ADVANCED INDEPENDENT RESEARCH SEMINAR (AIRS) (3925)

Grades 10–11 3 Credits (Minor course)

The Advanced Independent Research Seminar (AIRS) is a year-long minor course. It is an opportunity for students to pursue an advanced and specialized topic in science over a period of one or two years, leading to an extended independent research project, with the potential to further extend their research into the Senior Focus program The class meets two or three times each week in the 10th and/or 11th grades. During their first semester, students will review how to set up and conduct an experiment, culminating in a lab report Students will also be introduced to the research databases in the Imperatore Library During class they will learn how to find, read, and analyze relevant research papers. Through 1:1 meetings with the AIRS teacher, students develop their own research proposal in which they define and gain background in their chosen project The final proposal is the milestone assignment of the first semester In the second semester, students carry out their proposals, coached by their AIRS teacher and, when possible, an advisor with expertise in their field. At the end of each year, students write a paper. Students may choose to submit their paper to relevant journals This course is pass/fail

HUMANDEVELOPMENT

GRADE 9 SEMINAR: Global Literacy (0009)

Grade 9 3 credits, full year

Times of transition offer opportunity and in this course designed to help orient students to life in the Upper School, students will learn and practice many of the skills that are fundamental to social-emotional development and will explore how these competencies can support them as they navigate their academic and social worlds The course invites ninth graders to learn more about who they are, who their peers are and to develop language and skills to navigate and get along in a school population that includes families from innumerable backgrounds and cultures. Students will explore issues of personal and social identity and develop cultural competence within our diverse school environment In the second semester, the course will extend to an in-depth exploration of health and wellness topics including anatomy, puberty/menstruation, reproduction, contraception, STIs, personal boundaries and consent, and informed choice-making

GRADE 10 SEMINAR: POSITIVE PSYCHOLOGY (0010)

Grade 10 Sem 1 or 2 1.5 credits

The 10th-grade seminar class will meet once a week for one semester during the semester the student does not have ethics The class will focus specifically on mental health and well-being Each week will include an introduction to a topic, discussions, and empirically-based practical advice/strategies Students will have an opportunity to explore

topics relevant to adolescents today and, more specifically, deemed important to students here at D-E. Topics will include: stress management, sleep, test anxiety, positive psychology, mindfulness, healthy relationships, peer pressure, mental health stigma, and how to ask/seek help when needed

PSYCHOLOGY AP (3730)

Grade 12 6 credits

The AP Psychology class will provide a college-level Introductory Psychology course. The class will introduce students to the empirical examination of the various subfields of psychology including (but not limited to) the study of behavior and cognitive processes, developmental theories, neuropsychology and the human brain, sensation and perception, states of consciousness, social interactions and abnormality. In addition, in all areas, there is an emphasis on the ethics and scientific methodology psychologists use in their profession Students will be required to access and summarize journal articles and read from a college-level Introduction to Psychology textbook. The associated cumulative exams will provide students with college-level preparation for the field of psychology. Admission by written application to the chair of the department

GIRL TO GIRL, ACROSS CONTINENTS (0087)

Grades 10–12 Sem 2 Three days a week 1.5 credits

Students will use their time in this class to study issues impacting girls and women in their immediate community here at Dwight-Englewood, and in other communities important to them As a class, students will brainstorm and discuss topics of importance to them related to the lives and experiences of girls and women and will decide on a class focus and project. They will use the semester to research these topics and to focus on 1) What experiences and challenges (physical, emotional, social) are shared by girls in different places, with different lived experiences and backgrounds? What experiences and challenges are different because of their different locations, backgrounds, cultures, circumstances, etc. 2) What things are most difficult and most exciting about living through this current time as girls? At the end of the semester, students will share their work and learning with the D-E Upper School community through a visual display, a participatory event, by hosting a speaker, or in some other form of their choosing.

SUPPORTING ADOLESCENT GROUP EXPERIENCES (SAGE) (9350)

Grades 11–12 Three days a week for the full year 3 credits

This class fosters a mentoring relationship between 11th and 12th grade students and small groups of Middle School students. Through experiential learning, Upper School students will develop skills in mentoring, problem-solving, and social intelligence, all of which are necessary for success in one ’ s educational and professional life Leaders will learn how to help Middle School group members develop self-awareness, sensitivity to others and those skills that contribute to effective group dynamics such as listening, collaborating and cooperating. By helping Middle School students to clarify values, express themselves and feel understood, respected and supported among peers, leaders bolster students’ self-confidence and compassion. Leaders will be assigned weekly readings on topics in adolescent life and leadership. They will learn how to write and implement lesson plans and participate in planning and debriefing sessions as a group Upper School leaders will serve as role models, address topics related to transition to the Upper School and lead weekly activities and discussions that foster effective peer groups. Leaders will collaborate with each other, faculty and Middle School students to promote interactions that reinforce D-E’s core values: respect, honesty, judgment, commitment, courage, and community Students are chosen by applications during the spring

PEER MENTORING (0007)

Grades 11–12 Three days a week for the full year 3 credits

The peer mentor class is a leadership opportunity for students who are interested in helping younger students transition into the D-E Upper School Leaders will meet two times per week in the mentor class and will meet two

times per month with their assigned students during the advisory period. Mentors will learn and practice facilitation skills and will discuss a wide range of topics mirroring the ninth grade seminar class, including the five basic tenets of social-emotional development, personal and social identity, diversity equity and belonging and health and wellness topics. Students will then design lessons and lead discussions and activities with their assigned student groups. The mentor role is an extremely important one, as it helps younger students develop a connection to the school’s community values and ideals The expectation is that student mentors are interested in welcoming in the new ninth graders, supporting them throughout their first year and contributing to a positive school culture and climate. Peer mentors play a large role in the ninth grade orientation retreat, so will need to be available for that in the early fall They will also attend a required one-day training in the late summer right before school starts Students are chosen by application in the spring.

World Religions (0089)

Sem 1, 3 days/wk, 1.5 credits

Religion impacts the lives of believers and non-believers alike This course is an introduction to the academic study and comparison of world religions. We will examine the core beliefs and fundamental principles of various spiritual traditions and the anthropological, psychological, and sociological issues inherent in religious studies. These explorations will strengthen our understanding of the connections between the role of religion and the mode and provide a deeper appreciation of our interpretations of spirituality.

Leadership in the 21st Century (0011)

Grades 11–12, Sem 1, 1.5 credits

Twenty-first century leaders must lead in a fiercely dynamic, extraordinarily diverse, and remarkably interconnected world The most successful leaders ahead will be those who understand difference as an asset This course will respond to this opportunity by exposing students to the theoretical and practical dimensions of inclusive leadership. The growing body of research and scholarship in this area will serve as a point of departure for engaging personal and contemporary case studies to open space for inclusive leadership skill building In this one-semester, discussion-based course, students will have the opportunity to demonstrate their learning through student-led presentations, source-driven and reflective writing, as well as a creative capstone project

ART&DESIGN,THEATRE,ANDMUSICARTS

Dwight-Englewood School believes that all students will benefit from participation in rigorous, sequential curricula in each of the arts disciplines. Experiences will encompass emotional awareness (aesthetics), production and performances, analytical skills and critical evaluation. Students will develop an awareness of the multicultural, historical, social, and political contexts in which art is created and exists Literacy and facility with both the symbolic and verbal vocabularies of each discipline are developed through multifaceted curricula that encourage direct engagement in the creative process.

The School selects material for all classes and performing ensembles from a rich and broadly encompassing spectrum of historical and cultural sources. Students use materials utilized in professional studios, classes, and performances. Students work first hand with artist-teachers to acquire the skills and understanding necessary to discover and develop their own creative voice in each discipline Outlets for performing arts are numerous and include performing venues both on and off the Dwight-Englewood School campus.

All ninth graders are encouraged to start this process by taking a full year of arts courses in order to begin fulfilling the graduation requirement of 6 credits It is important to carefully consider course choices, paying particular attention to prerequisites, audition expectations or other requirements.

ART & DESIGN

Dwight-Englewood school believes the art making process champions the studio praxis, ideation, documentation, constructive critique, and exhibition. These four pillars are integral to the development of a lifelong learner. The visual arts curriculum fosters aesthetic experiential wisdom by honoring process, encouraging empathy, and establishing an intentional appreciation of our global aesthetic histories The Art & Design Department seeks to develop visual literacy to prepare art students as viable creative participants for modern and global industries. Instruction within fine arts includes painting, drawing and sculpture, as well as visual design including a ceramics program, printmaking, photography, video, graphic, digital, and industrial design Students work with artist-teachers to acquire skills to form a habitual practice of engaging with materials, developing a creative voice, and establishing studio etiquette Students are exposed to art institutions, both classical and contemporary, through trips within the region, a gallery series, and by bringing visiting-artists to campus.

SEMESTER ONE

Studio Arts Foundations: 2D

Painting & Drawing I

Digital Art

Sculpture

SEMESTER TWO

Studio Arts Foundations: 3D

Painting & Drawing II

Digital Art II

Spaces: Architectural Exploration

Wearable Art Intro to Fiber Arts

Advanced Ceramics: Wheelthrowing Advanced Explorations in Clay

Printmaking

Art & Design Independent Study

YEARLONG ELECTIVE COURSES

Photography-Video Production

Beyond Comics: Sequential Art

(AT) Sustained Post AP

Ceramics I

Innovative Design I

Accelerated Portfolio Development

Studio Art AP (by Application)

Sustained Investigation Art Major

Art & Design Independent Study

This chart shows semester-long courses Students may take either or both semesters of any pair

SEMESTER ONE OFFERINGS

STUDIO ARTS FOUNDATIONS (2D) (7441)

Grades 9–12 Sem 1 1.5 credits

This semester course helps develop a strong foundation for a student’s journey into having a studio art practice with two-dimensional art. Students develop an understanding of visual aesthetics by using different media and techniques, 53

while focusing on concept development, self-reflection, and process. The concentration of this term is on the production of two-dimensional works of art with emphasis on the elements of art such as line, shape, value, texture, color, and space A core program of drawing, the foundation for a creative and technical experience, is central to the curriculum and supported by sketchbook practice. Creativity, analysis, problem-solving, and the examination of works by selected artists are essential skills highlighted in this term This course is a prerequisite for advanced and specialized 2D Art & Design courses There is no prerequisite for this course

PAINTING AND DRAWING I (7453)

Grades 10–12 Sem 1 1.5 credits

This studio course is ideal for those students who have a strong interest in painting and drawing, and a desire to continue to develop their skills in these areas Building on the techniques and methods learned in Studio Art Foundations 2D, students will work at refining their drawing and painting abilities by using a range of materials. Students will explore mediums such as ink, watercolor, Caran d’Ache pencils, and acrylic paint to produce imaginative and personal works of art Subject matter for projects will include linear and atmospheric perspective, still-life, and other representational subjects with an emphasis on the metaphoric and narrative underpinning of those subjects and their settings. In addition, students will further develop their problem-solving skills, creative thinking, and their ability to self-reflect and engage in constructive group critiques and discussions Prerequisite: Studio Art Foundations 2D or departmental approval.

DIGITAL ART (7496)

Grades 10–12 Sem 1 1.5 credits

This course will build upon photography/media skills and the fundamental graphic design skills to advance the picture plane through several digital applications found in the Adobe Creative Suite (Adobe Photoshop, Adobe Illustrator, and Adobe InDesign) and beyond. A focus will be placed on expanding the repertoire of designing communication through research into digital manipulation, visual complexity, marketing aesthetics, semiotics, and the development of a unified artistic voice for portfolio development With the advent of AI, students will also consider the role of digital art in the future by exploring the ethical uses of synthography. Students will apply their personal interests to the course and can utilize assignments for the tangible creation of a marketable product/ business line, which can be translated into a working portfolio This is an excellent class for students ready for Photo II or interested in furthering their digital design skills. Prerequisite: Studio Art Foundations 2D or departmental approval

Advanced Ceramics: WHEEL THROWING (7475)

Grades 11–12 Sem 1 1.5 credits

This course involves a deeper exploration into ceramics through wheel-throwing techniques. Building upon the foundations of the yearlong ceramics course, students will be exposed to different ways of working with clay from across a range of cultures and will have the opportunity to work with different clay bodies, surface treatments, and firing techniques. Students begin the term learning the core foundations of wheel throwing, including centering, coning, pulling walls, and trimming Once foundational skills are developed, students move on to designing and creating their own functional set of multiple pieces Designed for students seriously interested in further developing their ceramic skills, this course requires an openness to exploration and personal investment in each project. This semester class may be repeated Prerequisite: Ceramics I

SCULPTURE (7467)

Grades 10–12 Sem 1 1.5 credits

In this introductory course, students will delve into the fascinating realm of three-dimensional art and sculpture From additive and subtractive techniques, molds, and casts for everything from chocolate to soaps to mesmerizing assemblage works, students will master a range of processes using materials like silicone, clay, wood, foam, metal, cloth, paper, and plaster This course introduces students to various materials and their properties, fostering an

appreciation for the characteristics and potential of different mediums. Students will embrace a spectrum of sculptural concepts and problem-solving to overcome challenges related to materials, structure, and design Students will learn about armatures for concepts that range from representational to abstract forms and harness them to craft their own distinctive dimensional expressions. This includes understanding spatial relationships, proportions, and the ability to manipulate and shape materials in a way that creates depth and form Prerequisite: Studio Art Foundations 3-D or departmental approval

WEARABLE ART (7455)

Grades 10–12 Sem 1 1.5 credits

This course is ideal for students who would like to explore introductory fashion construction and illustration techniques through gender-neutral fashion, accessories, wearable art, or figurative formations inspired by the framework of the human body. This course examines methods of designing and making structures while continuing the development of technical-dimensional skills in various materials. Students will utilize creative construction techniques with materials such as fabric, paper, metal, plastics or foams (Worbla), found objects, weaved fibers, as well as traditional garmentry. This course will explore the traditional, contemporary, and global analysis of wearable art. The course is structured around assignments that develop and encourage individual voice, allowing students the opportunity to self-generate ideation, design, and creative expressiveness Students have the opportunity to pursue exhibition and installation, including optional participation in the School’s annual HOPE fashion show. This semester’s class may be repeated Prerequisite: Studio Arts Foundations 3D or departmental approval

SEMESTER TWO OFFERINGS

STUDIO ARTS FOUNDATIONS (3D) (7442)

Grades 9–12 Sem 2 1.5 credits

This semester course helps develop a strong foundation for a student’s journey into having a studio art practice with three-dimensional art Students develop an understanding of visual aesthetics by using a wide range of media and techniques, while focusing on concept development and process This course centers on three-dimensional art with emphasis on the principles of design. This class offers a core program of drafting for three-dimensional study with sketchbook practice, which is the foundation for a creative and technical experience Shape, form, material, and creative expression are the cornerstones of the curriculum Analysis, problem-solving, structural integrity, and the examination of works by selected artists are essential skills highlighted in this term. This course is a prerequisite for advanced and specialized 3D courses There is no prerequisite for this course

PAINTING AND DRAWING II (7553)

Grades 10–12 Sem 2 1.5 credits

In this advanced studio course, students will gain a more in-depth understanding of classical and contemporary painting techniques for creating compelling and meaningful art. The main focus of the curriculum will be the exploration of acrylic and oil painting methods and materials to achieve a sense of illusion and atmosphere in student works. Subjects will include still-life, portraits, and landscapes, as well as abstract design. For major projects, students will immerse themselves in the creative process as they develop sketches and studies for their work. They will also be challenged to think critically as they research, gather inspirational references, and reflect on historical, global, and contemporary art. Prerequisite: Studio Art 1 Foundations 2D, Painting and Drawing I, or departmental approval

DIGITAL ART II (7497)

Grades 10-12, 1.5 credits

Digital Art 2 is a second-level art & design course following Digital Art 1, that delves deeper into the Adobe Creative Suite, including Photoshop, Illustrator, and InDesign. It aims to enhance students' skills in digital manipulation, visual communication, marketing aesthetics, and creating art with digital tools. Emphasis will be placed on unleashing

student creativity to produce innovative artwork while cultivating a unique artistic voice and engaging with the ethical dimensions of contemporary art practices. Students will explore semiotics and the ethical implications of AI and synthography in art, preparing them to navigate and innovate in the ever-evolving digital landscape Through hands-on projects, students are encouraged to design marketable products, develop business concepts, and explore the varied facets of digital art while fostering entrepreneurial thinking. This course is ideal for students aspiring to elevate their digital design capabilities and create professional-grade artwork for academic or career pursuits. Prerequisite: Studio Art 1 Foundation 2D and Digital Art I, or departmental approval

PRINTMAKING (7445)

Grades 10–12 Sem 2 1.5 credits

The idea of printmaking is to transfer artistic mark-making, from a matrix onto a different medium, most frequently paper or cloth. In this course, traditional printmaking techniques, including but not limited to: etching, engraving, monoprints, and silk-screening are explored with modern techniques such as rubber stamps, Plexi- intaglio, linoleum sheets, lino-block carving, and collagraph. Prints and their creators from various periods of art history will be shown and discussed Line drawing is a major component of printmaking, allowing students to further develop those skills while providing another medium to explore and experience The semester will focus on the production of a series of prints that are presented in a final portfolio. This semester class may be repeated. There is no prerequisite required for this course

ADVANCED EXPLORATIONS IN CLAY (7476)

Grades 11–12 Sem 2 1.5 credits

This second-semester course is designed to provide interested and motivated students with the opportunity for deeper investigation, exploration, and development of their personal ideas in clay. Creative and individual solutions to projects are stressed and techniques of working are guided by student preferences and strengths Students will work with their teacher to draw upon their developed skills and experiences from prior ceramics courses to direct their process. This course is designed for students who want to continue working in the ceramics process and are seriously interested in further developing their own expressions in clay as a response to the world they live in Thoughtful and ambitious planning, as well as a personal investment in each project, are required in this course. Prerequisite: Ceramics I.

SPACES: ARCHITECTURAL EXPLORATION (7457)

Grades 10–12 Sem 2 1 5 credits

During this process-driven, mixed-media architecture course, students will explore innovative sculpture techniques to develop a unique perspective on spatial design. By engaging in creative processes, students will learn how architects shape and manipulate the built environment, encouraging new ways of thinking about physical space Students should be prepared to learn through both intellectual and hands-on engagement The course will be composed of linear perspective drawing and model-making exercises that culminate in both 2D and 3D final prototypes. This course utilizes the 3-dimensional design skills learned in the Studio Art courses Employing sculptural semantics, this course will explore artistic design thinking strategies that include architectural modeling, maquette-building, prototyping, product design, and more. Through mixed media, dimensional wood construction, 3-D printing, and laser cutting, this course centers on creative engineering with principles of form and function along with the presentation of spatial sculptures Prerequisite: Studio Art Foundations 3-D or departmental approval

INTRO TO FIBER ARTS (7469)

Grades 10–12 Sem 1 1.5 credits

This comprehensive fiber arts course provides an in-depth exploration of a wide array of mediums and techniques, encompassing weaving, embroidery arts, yarn arts, dry and wet felting, silk-resist painting, quilting, and surface pattern design. Students will immerse themselves in the design and creation of intricate textile pieces, delving into

both on and off-loom processes while also embracing the creative and contemplative aspects of utilizing diverse techniques Through immersive hands-on projects, students will refine their fine motor coordination, enhance their problem-solving skills, and cultivate an appreciation for a rich tapestry of techniques from various cultures and traditions. By the conclusion of this course, students will supplement their portfolio, acquire practical life skills, and foster a sense of community and confidence that has been a hallmark of fiber arts Prerequisite: Studio Art Foundations or departmental approval

YEARLONG COURSES

PHOTOGRAPHY/VIDEO PRODUCTION (7535)

Grades 10–12 3 credits

Photography 1 uses a semester of lecture-lab study where students explore both digital and traditional film-based photography. Using both manual 35mm SLRs and digital cameras, students will become skilled in both darkroom and Photoshop techniques while studying the work of renowned photographers such as Bruce Davidson, Ansel Adams, Dorothea Lange, Mary Ellen Mark, Gordon Parks, Annie Leibowitz, and many others The second semester of this yearlong course, Video Production 1, continues from and applies the basics of Photography 1 to the medium of video. Students will study scenes and evaluate techniques used by classic directors such as Alfred Hitchcock, Frank Carpa, Tim Van Patten (Sopranos), and the documentary filmmaker Ken Burns In small group settings, students will collaborate to produce short films and music videos where attention will be paid to script development, directing, camera operation, non-linear editing, and special effects. Studio Arts Foundations 2D or departmental approval.

Beyond Comics: Sequential Art (7468)

Grades 10–12 Yearlong 3 credits

In this year-long course, students will explore visual storytelling from comic books, graphic novels, webcomics, and animation. This dynamic hands-on experience covers fundamental elements like visual storyboarding, panel layout, character design, and sustained continuity Students will learn visual narrative conventions, effective panel layouts that guide the reader's eye, and character design Students will also learn to translate the written word into visual sequences using hand-drawn and digital tools. In the second half, students will delve into animation history, industry roles, and various techniques such as hand-drawn, stop-motion, and computer-generated animation Students will bring their artistic visions to life through both 3D character puppet stop-motion animation and/or 2D illustrations Students will delve into the cultural impact of sequential art, examining its reflection and influence on society, with a focus on sharing their diverse voices and perspectives through constructive critiques and collaborations Prerequisite: Studio Art Foundations 2D or departmental approval

CERAMICS I (7470)

Grades 10–12 3 credits

This course provides an introduction to clay as an artistic medium and to the studio as an equipped working space. Focusing on hand building both functional and sculptural forms, students will be challenged to explore building techniques with personal, expressive uses of materials and concepts. Students will learn and develop techniques such as pinching, coil-building, and slab rolling, and will explore surface decoration through the use of glazes, stamps, and tools Through presentations and discussions, students are exposed to ceramic art and techniques from diverse cultures and time periods. Students will study and look at contemporary ceramics for inspiration and influence on their own creative process Students are involved in all stages of the ceramic process Prerequisite: Studio Arts Foundations 3D or departmental approval

INNOVATIVE DESIGN (7495)

Grades 10–12 3 credits

Graphic design is the applied art of arranging images and text to communicate a message. This full year course is developed around the principles of using innovation in graphic design using principles of marketing and advertising By deconstructing media and applying the study of typography, color theory, logo design, editorial layout, universal

symbolism, copywriting, sequential-narrative design, digital media, editorial design, traditional illustration and industry standard software, students will be able to produce portfolio- level work Graphic design communications may be applied in any media, on and off of the wall, in digital and print forms such as typographic design, logos, posters, editorial design, sequential illustration, children’s book illustrations, self-promotion design, web design and graphics for branding and fashion culture The focus of this course is creative thinking, idea generation, and high-quality crafting Prerequisite: Studio Arts Foundations 2D & 3D or departmental approval

(H) ACCELERATED PORTFOLIO DEVELOPMENT (7450)

Grades 11–12 6 credits

This year-long portfolio development course is ideal for students preparing for the Advanced Placement Studio Art Exam in 2D, Drawing, and 3D, serving as a precursor/feeder to the AP experience. With discipline-specific, honors-level expectations, students are required to engage in rigorous studio art-making practices, explore a variety of materials and mediums to enhance their artistic skills, and demonstrate a commitment to completing artistic projects independently. Open to advanced Art & Design students who have completed Studio Arts Foundations: 2D & 3D, this course focuses on skill development and technical mastery

Designed for those interested in building an art collection or preparing art for competitive applications such as publications, art competitions like Scholastic, and college portfolios, this course offers a blend of traditional and contemporary art-making techniques By emphasizing creative expression in both 2D and 3D art, students will discover and enhance their individual artistic strengths. The course provides portfolio guidance, fostering technical competence, visual understanding, and effective communication of ideas through visual literacy It is highly recommended for students planning to take the AP Studio Art Exam Prerequisite: Studio Arts Foundations 2D & 3D or departmental approval.

AP STUDIO ART PORTFOLIO (7480)

Grades

11–12 6 credits

The Advanced Placement Studio Art Exam course is designed for Art & Design students who have identified their artistic strengths, honed their skills, and are ready for a disciplined studio practice with rigorous deadlines. Students will gain practical experience in technical art-making within 2D design (including graphic design and illustration), or Drawing & Painting (covering various mark-making and traditional mediums), or 3D design (exploring sculptural forms, wearable art, installations, ceramics, etc.) The AP Studio Art Exam, developed by the College Board, expects students to create and submit a portfolio of up to 20 art pieces digitally by May The exam consists of two parts: Selected Works (5 artworks) and Sustained Investigation (up to 15 artworks). Students need to apply to be in the course with test-ready art. Accepted applicants will have a mandatory pre-summer meeting and be asked to develop a student-generated line of inquiry (LOI) involving material exploration, processes, and ideation, guided by teacher prompts and challenges. This course, one of only two art majors offered at D-E, mandates that students independently use one free period for studio practice as an art lab. Reserved for those who have completed the prerequisites of Studio Art Foundations 2D & 3D, and either sophomore 2nd (advanced tier) electives or Accelerated Art or permission by department chair. Admission is by application, which includes a written statement and submission of four images of test-ready artwork demonstrating artistic skill and readiness in a relevant area for the exam, with approval made by the chair and the Art & Design Department

(AT) Sustained Investigation Art Major (7481)

Grades 11–12 Year long 6 credits

This advanced-level course is exclusively tailored for students who have successfully completed the Advanced Placement studio art exam This post AP art major is designed to assist students in building upon the skills acquired in the AP exam; a unique opportunity for students to delve deeper into their artistic journey without the constraints of standardized testing. Emphasizing a high level of rigor, this post-AP Art major is structured around teacher-guided projects complemented by a student-driven, self-designed curriculum Students will take ownership of their artistic

development by creating their lesson plans, with the teacher acting as a facilitator to propel their creative exploration and interests This student-centered approach fosters a studio praxis that is both challenging and personally meaningful, paving the way for continued growth and innovation in their artistic practice Prerequisite: AP Studio Art 2D, 3D, and/or Drawing

ARTS INDEPENDENT STUDY

Independent Studies in the Arts Department are for senior students with demonstrated proficiency in a discipline who wish to pursue a higher level of excellence in that field. They cannot be used to fulfill graduation requirements in lieu of existing courses They are subject to the availability of faculty who will take no more than one student each semester Credit is not given for independent studies

Students who wish to be considered for an Independent Study should discuss their idea with the faculty member with whom they wish to work and must have demonstrated in previous coursework that they can work independently and creatively at a high level A formal proposal with a detailed outline of the proposed area of study must be submitted and approved by the teacher, the grade level dean, and the department chair. Proposal forms are available from the grade level dean

THEATRE ARTS

Theatre productions are mounted frequently for all grade levels; there are full, main stage productions, as well as works for smaller If ensembles produced in Hajjar Auditorium Repertoire includes works ranging from monologues to large cast musicals, and draws from the historical riches of traditional theatre, as well as contemporary pieces including original student works.

Please note that courses with ** require a “Theatre 1” prerequisite or instructor’s approval Non-starred courses are all considered “Theatre 1” courses

Semester Offerings

MUSICAL THEATRE (7625)

Grades 9–12 Sem 1 or 2 1.5 credits

Students will learn the styles and performance techniques necessary to portray characters in musical theatre They will also gain insight into musical theatre history, influential artists and the career opportunities available within this art form.

ACTING LEVEL 1 (7621)

Grades 9–12 Sem 1 or 2 1.5 credits

This course explores the basics of acting for the stage and includes exercises and theatre games designed to free the actor physically, vocally, and emotionally, to build up self-confidence and to better communicate ideas. The goal is to develop skills and nurture the individual talents of each student as they experience their own creative process. These tools are of enormous value not only to the actor but in the broader context of everyday life

THE PERFORMING ARTS EXPERIENCE (7622)

Grade 9-12, Sem 1 or 2 1.5 credits

Explore the vibrant cultural landscape of performing arts Each month, students will attend (2) plays, musicals, concerts, and various performing art events throughout the city In the classroom, participants will examine the inspirations and source materials that influenced the performances and how these elements are manifested in the works presented Special attention will also be given to the careers behind the art

DANCE LEVEL 1 (7624)

Grade 9-12, Sem 1 or 2 1.5 credits

This course is an exploration of jazz, modern, and contemporary dance techniques Students will study dance as a means of personal and cultural expression, learn and perform dance in various styles, and create a culminating dance experience to share with the community There will also be opportunities for students to collaborate with other departments and individual classes to expand and share their conception of dance as an artform This course is open to dancers of all levels and will be graded on participation, collaboration, and skill progression.

STAGE COMBAT AND PHYSICAL COMEDY (7623)

Grade 9-12 Sem 1 or 2 1.5 credits

Theater has a long tradition of telling stories strictly through movement. This class will explore different units that fully rely on physical vocabulary as the mode of theatrical expression This class is accessible to students of all abilities

Units Covered in the Course

● Stage Fighting: Techniques learned include 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 get hurt We’ll learn techniques of clowning so we can do it on purpose for laughs. We’ll utilize mats to practice simple pratfalls, comic tumbles, and walking into large boards.

WRITING FOR THE STAGE AND SCREEN (7663)

Grades 9–12 Sem 1 or 2 1.5 credits

Students will write and develop original material (short plays and performance pieces). The class will cover dramatic structure, thematic development, character analysis, and examine the forms that contemporary playwrights use to express their creative vision Opportunities to see plays and performances outside of class will be determined during the current semester. Prerequisite: One semester of any Theatre I level class or instructor’s approval.

VOICE AND SPOKEN WORD (7627)

Grades 9–12 Sem 1 or 2 1.5 credits

Tailor your speech to communicate, entertain, persuade or pay tribute Recognize obstacles and relieve tension to achieve a relaxed speaking voice Specific exercises will be selected to overcome slurring, mumbling and speaking too fast, while others will develop delivery of content and motivation. Enjoy contrasting the various methods of delivery for stage, screen and public speaking Have fun working on dialects in the special radio segment of the semester

ACTING LEVEL 2 (7665)

Grades 10–12 Sem 1 or 2 1.5 credits

For those performers wishing to explore a wider variety of acting styles from Shakespeare to on-camera techniques, this class is for you. Explore the roots and development of contemporary acting methods from Stanislavski to Suzuki. Through advanced actor training exercises and theatre games the actor will explore and refine their own creative process, learning to respond “in the moment,” developing listening skills, vocal skills, and the technical differences

between acting on the stage vs. acting on camera. Prerequisite: One semester of any Theatre I level class or instructor’s approval

DIRECTING FOR THE STAGE (7664)

Grades 10–12 Sem 1 or 2 1.5 credits

The fundamentals of stage directing will be covered in this one-semester course. Topics to be covered will include selecting a show, basic script analysis, blocking (using stage space), casting, and producing. Students will direct dramatic scenes, one-act plays and scenes from musical theatre while working in various theatrical styles

Prerequisite: One semester of any Theatre I level class or instructor’s approval.

IMPROVISATION (7644)

Grades 9–12 Sem 1 or 2 1.5 credits

Stimulate your creative imagination through improvisation exercises and theatre games, as a means to sharpen concentration, broaden expression, and stimulate your imagination Approach without fear the non-threatening techniques and exercises that bring forth your spontaneous creativity, in a fun-filled and trusting environment. Learn to cast off detrimental judgments to free up your creative impulse

VOICE AND PUBLIC SPEAKING (7643)

Grade 10–12 Sem 1 or 2 1.5 credits

Dive into the world of public speaking. Learn to energize your voice, organize your thoughts, and speak to your point. This class will explore speeches to inform, persuade, or evoke. You will learn to structure your ideas into powerfully persuasive models and learn to deliver them with a clear, articulate voice Learn different ways to organize your ideas in order to persuade successfully, speak extemporaneously, and effectively express your point of view. Structured presentations will range from short two-minute informative speeches to two 10-minute “pro/con” persuasive speeches Seniors in the Focus program may find it especially valuable as they prepare for their presentations

TECHNICAL THEATRE ARTS (7680)

Grades 9–12 Sem 1 or 2 1.5 credits

A study of technical theatre craft and design, this class affords students the ability to be able to correlate the “why” of theory with real-time practices Topics covered include (but are not limited to) theatre organization, the design process, stages of a production’s life, and the basics of visual storytelling Facets of carpentry, scenic artistry, lighting, and stage management are also experienced through hands-on participation in our labs during preparation, mounting, and running of actual theatrical events The class meets during the school day each week, with the expectation of participation in required work calls, rehearsals, and performances outside of school hours during productions. Students will become stage designers for each of the three major plays presented during the year. This will require their presence at vital work calls, such as light focus or paint calls, as well as at each rehearsal and performance during the show’s “production week” For more information, or if you have any questions about the after school requirements, you may contact the Technical Director of Theatre Facilities.

THEATRE PRODUCTION CREDIT

Grades 11–12

In recognition of students’ dedicated time and effort beyond scheduled class time, the Arts Department provides to students, during their junior and senior years, the option of acquiring 0.5 arts credit per production – for a maximum of 1.5 credits per year – of the following: Fall Play, Winter Musical, Student-Written One-Act Plays and the Middle School Production The maximum number of credits to be earned through this method is 3 0 The credit will be awarded on a pass/fail basis. In order to receive a pass, a minimum of 30 hours of rehearsal and performance time is required per production. Students must work the entire production from the beginning of rehearsals through the final performance The option is available for both on-stage and technical crew participation

MUSIC ARTS

The Music Program at Dwight-Englewood offers two different categories of curriculum The ensemble classes are performance based with required performances that are often outside of the school day and sometimes off campus. The Theory and History of Music courses are academic in nature

Performing ensembles in music include chorus, orchestra, English handbells, stage band, chamber ensembles, and African Drumming and Dancing. Students may elect to study voice and instruments privately. Concerts range from informal opportunities for small groups to more formal evenings utilizing all the performing ensembles of the school

Important Note: Attendance Requirement

Attendance is required at all performances and final rehearsals. Concert dates are available at the opening of School. Required rehearsals are added during the two weeks before major concerts Attendance at rehearsals and concerts is a component of the student’s semester grade

SEMESTER OFFERINGS

INTRODUCTION TO MUSIC THEORY (7770)

Grades 9–12 Sem 1 1.5 credits

This course covers the structure and language of music starting with the overtone series and the three “Elements” of music (melody, harmony, rhythm) and expanding on the role of each in music An introduction to melodies, intervals, species counterpoint, modes, Major and minor keys, chord structures, composition of melodies, melodic, harmonic, and rhythmic notation, are all explored Basic note reading and rhythmic skills are required prerequisites Students should already know note placements on the treble and bass clefs and rhythmic notation and values for eighth, quarter, half, dotted half, and whole notes and rests prior to entering this course. Text book: Alfred Theory.

Music Theory (intermediate to advanced) (7771)

Grades 9–12 Sem 1 with prerequisite knowledge and successful entrance evaluation. 1.5 credits

This course is the in depth exploration of musical patterns and their interactions that comprise the vocabulary used in the construction of music compositions. Numerous scales, intervals, chords, cadences, and forms used in various styles of music ranging from popular songs through “Classical” (in the larger sense) are identified, and analyzed. Melodic and rhythmic dictation are also studied in this course The free computer music writing program MuseScore is used in this course. Prerequisite knowledge should include notation in Bass and Treble Clefs, all Major key signatures, and all Major triads, rhythmic notation for sixteenth, eighth, quarter, half, whole and dotted notes as well as rests The course will move from there to additional qualities of patterns, inversions of chord structures and voice leading skills in preparation for Music Composition. Textbook: Guide to AP Music Theory by Julie McIntosh Johnson

Music Composition (7775)

Grades 9–12 Sem 2 1.5 credits

This course explores the creation of original music works using the tools Music Theory Courses In addition, forms studied in this course include contrapuntal writing, four part harmony, song writing, the use of various instruments (introduction to orchestration including instrumental vocal and instrument ranges and transposed keys for transposing instruments, as well as traditional Sonata Allegro, Canon, Rondo, Theme and Variations, and a variety of jazz genres Prerequisite knowledge of major and minor key signatures in bass and treble clefs, intervals with their qualities, triads and seventh chord as well as their inversions is required to be able to be demonstrated for entrance to this course MuseScore is a free music writing program that is used in this course

Musicians of Color, the Harlem Renaissance & Jazz (7758)

Grades 9–12 Sem 1 & 2 1.5 credits

This course explores Musicians of Color and their contributions to/influence on music today. The list is extensive and only scratches the surface There are a myriad of people who have contributed their own unique sounds to various musical genres. We will explore those hailing from communities in the Americas, namely Black-American communities, Hispanic-American communities and Caribbean-American communities like Cuban and Puerto Rican Composers and performers include Duke Ellington, Dizzy Gillespie, Aretha Franklin, Ray Charles, Fats Domino, Ella Fitzgerald, Michael Jackson, Charlie Parker, Florence Price, Diana Ross, Nat “King” Cole, Nina Simone, Tina Turner, and Jay-Z, to mention a few

YEARLONG COURSES

HISTORY OF MUSIC (7777)

Grades 11–12 (grade 10 by approval) 6 credits

This course will be an in-depth excursion into the evolution of music over 40,000 years with a major emphasis on influences leading to the musical tastes of Europe and the Americas in the nineteenth and twentieth centuries and beyond Included will be units on women composers as well as composers of the Harlem Renaissance The impact of historic personalities, politics, events and technical invention will be brought into the discussion. A fundamental knowledge of musical terms and notation will be helpful for the CP course and essential for the Honors course

This course may be applied to either Arts or History requirements for graduation It will be offered at both the CP and Honors level, and both levels will unfold simultaneously in the same class. The students selecting the Honors designation will have additional research and writing as well as somewhat more comprehensive assessments

HANDBELL CHOIR (7720)

Grades 9–12 3 credits

The handbell choir performs music from a variety of periods specially arranged for our five octaves of Schulmerich and Malmark handbells. This full-year course meets three times a week. Prerequisite: Previous handbell experience is not required, but students should have had previous music reading experience

ADVANCED HANDBELL CHOIR (7725)

Grades 9–12 3 credits

The advanced handbell choir is a performance ensemble. Enrollment is by audition or pre-approval of the director. The students participating in this ensemble are expected to have mastered various performance techniques, as well as basic music theory and some compositional skills At least one semester of previous experience or its equivalent is a prerequisite. Students perform both on and off-campus throughout the year. The repertoire is varied and specially composed and/or arranged for this ensemble

CHORUS (7730)

Grades 9–12 3 credits

The chorus performs on several occasions during the School year; winter and spring concerts are highlights. Choral repertoire is chosen from the Medieval period to the present. Material is selected from a rich and broadly encompassing spectrum of historical and cultural sources Students are expected to be engaged fully with all the materials used in a class or in a performing ensemble. Emphasis is on the process of developing good singing habits and ensemble skills, and on the joy of performing music with other people. This full-year course meets three times a week

D-E SYMPHONY ORCHESTRA (STRINGS) - 7769-STRINGS

D-E SYMPHONY ORCHESTRA (WINDS, BRASS, & PERCUSSION) - (7767)

Grades 9–12 3 credits

The D-E Symphony Orchestra is a full year minor course comprised of two internal courses that meet at the same time to facilitate combining their members to form a full symphonic orchestra. The two components are a string orchestra (violins, violas, celli and string basses) and a wind ensemble (woodwinds, winds, brass, and percussion) These ensembles explore and perform repertoire independently and together from the Baroque through the 20th and into the 21stst centuries. All students who play traditional orchestral instruments and have sufficient technical skills and musical knowledge to able to succeed playing the repertoire will be accepted to this program (Unfortunately, piano and guitar are not included in enough of the repertoire for these ensembles to be eligible for this course ) Students who are new to the program will be auditioned by appointment during the week prior to the first day of school or during the first week of school, schedules permitting There are usually two to three required graded concerts each year that occur outside of the regular school day A requirement for all students participating in this course is that they study privately on a weekly basis with a professional specialist on their instrument. The curriculum for this class is ensemble playing, not individual instrumental technique These private studies may be arranged through the D-E Music Lesson Program or with a teacher from outside of Dwight-Englewood Students and parents/guardians will be required to submit an Orchestra Contract at the beginning of the year which confirms the student’s commitment to the expectations of the class as well as contact information for the student’s private instrumental teacher

STRINGJAM (7768)

Grades 9–12 3 credits

This premiere performance-based chamber orchestra consists of violins, violas, celli and string basses. Repertoire includes music composed or arranged specifically for this instrumentation from the Baroque Period through to the present This is a touring ensemble and, as the experience of being a musician performing on tour is part of the curriculum, participating in the tours is a requirement of all enrolled. Short performance tours of a few days, generally occur once every two years and more local off campus performances usually occur on the alternate years. Enrollment is by audition and there are not always openings for every instrument every year All applicants must be active members of the D-E Symphony Orchestra to qualify. This graded course meets two times per week, one time during an academic block and a second required time during a lunch hour, for the full year. All students must be enrolled in weekly private lessons on their instrument These can be arranged through the school or may be scheduled by the student outside the school.

JAZZ WORKSHOP/INTRO TO STAGE BAND (7755)

Grades 9–12 3 credits

This is a yearlong performance course that provides students with an opportunity to learn the rudiments of basic musicianship and ensemble playing with an emphasis on the stylings of big band jazz Students will be exposed to the literature of classic and contemporary jazz arrangements. Theory, including key signatures, enharmonic equivalents, and time signatures are components of this course Students are expected to be taking private lessons on their instrument No audition required but students must have at least one year of experience on their instrument

STAGE BAND

(7790)

Grades 9–12 3 credits

This instrumental jazz ensemble consists of saxophones, brass, percussion, electric guitar, and keyboards. Enrollment is by audition and there are not always openings for every instrument every year This course meets two to three times per week for the full year. All students should be enrolled in private lessons on their instrument. These can be arranged through the School or may be scheduled by the student outside the School. Entrance to Stage Band is decided by audition

INSTRUMENTAL AND VOICE LESSONS

Grades 6–12

All students may take private lessons in voice, guitar, piano, or on any orchestral instrument during the School day. The faculty consists of professional musicians from major New York and New Jersey orchestras and musical institutions. The faculty list and fee schedule are available in the spring.

ARTS INDEPENDENT STUDY

Independent Studies in the Arts Department are for students with demonstrated proficiency in a discipline who wish to pursue a higher level of excellence in that field They cannot be used to fulfill graduation requirements in lieu of existing courses They are subject to the availability of faculty who will take no more than one student each semester Credit is not given for independent studies. Students who wish to be considered for an Independent Study should discuss their idea with the faculty member with whom they wish to work and must have demonstrated in previous coursework that they can work independently and creatively at a high level A formal proposal with a detailed outline of the proposed area of study must be submitted and approved by the teacher and the department chair. Proposal forms are available from the department chair

PHILOSOPHY&ETHICS

Every academic discipline is rooted in philosophical thinking A person ’ s self concept, understanding of the world and human behavior are all molded by it. It is a sense of wonder and philosophical investigation that structures our consciousness, shapes our world and helps to give rise to culture. The goal of the Philosophy & Ethics program is to help students realize this and to help them develop their early ruminations into clear and explicit thinking about life and their place in it. Our required sophomore ethics course is designed to encourage wonder about values and obligations, then to teach a structured form of ethical thinking and moral decision-making. Our minor elective course in ethical thinking for juniors and seniors is more advanced and applied Using case studies, contemporary social issues, and ethical questions from school life, we discuss problems and practice making ethical decisions. Our junior and senior major electives in philosophy are both a further development of the ethics / moral philosophy course and an introduction to the full discipline of philosophy The methodology of the program is entirely Socratic

While epistemological humility is an important value within this program, it is also our intention to inspire students to give full reign to their imaginations and sense of inquiry to pursue and develop knowledge to the fullest extent possible

ETHICAL THINKING I (9742)

Grade 10 Sem 1 or 2 1.5 credits

The main goal of this course is to introduce students to what ethical thinking is and how it is different from mere opinion, gut reaction, and “ common sense ” decision making It will help students learn and apply the critical thinking skills they will need to actively listen to and understand the points of view of others; intelligently question the reasoning of others regardless of who the presenter is or the format and medium of the presentation; to encourage wonder about values and obligations, then to learn a structured form of ethical thinking and moral decision-making; use their reasoning skills to further develop their own well considered points of view and clearly explain them to others. To achieve this goal, students will study a brief philosophical introduction to ethical thinking and logic. They will also learn to use a ten-step ethical decision-making process This required course for tenth graders will meet twice a week for one semester

ETHICAL THINKING II (9752) (This course will NOT run in 2025/26.)

Grades 10, 11 or 12 Sem 1 1.5 credits

The main goal of this course is to follow up on the enhanced wondering about “what makes an action right” –theorizing – and the encouraged and guided development of personal theories of value and obligation introduced to students in the Ethical Thinking I course in grade 10. Using case studies, contemporary social issues, and sometimes ethical questions from school life, we discuss problems and practice making solid ethical decisions Students will make explicitly clear, ethical decisions of their own using their reasoning skills to further develop their own well considered points of view and clearly explain them to others. To achieve this goal, students will further develop the ten-step ethical decision-making process – introduced in the Ethical Thinking I course – by examining a series of case studies, stories or issues that will be used in guided discussion and Ethics Bowl-type teamwork about the ethical questions raised by the actions of individuals and groups within our society. This minor elective course will meet thrice weekly in the fall or the spring semester Prerequisite: Ethical Thinking I or permission of the Philosophy and Ethics Chair

ETHICS AND JUSTICE (9743) (This course will NOT run in 2025/26.)

Grades 10, 11 or 12 Sem 1 or 2 1.5 credits

This minor course builds on the foundation of critical thinking and reasoning established in the tenth grade Ethical Thinking course The main array of goals of the two Ethics courses is to:

● Further develop sensitivity to life situations in which an ethical concern arises and in which an ethical decision is demanded.

● Study some of the major ethical theories from the past to move beyond mere personal opinion to rather deeply considered and logically developed personal viewpoints

● Learn to explain well the reasoning behind one ’ s decisions.

● Prepare to act in ways that are consistent with one ’ s best ethical reasoning

Specifically, in this course we will study a more sophisticated philosophical background to contemporary ethical thinking. We will continue to use examples of social situations – possibly some close to home – to think through the ethical choices necessary But beyond our sophomore Ethical Thinking course, we will look at our “ cases ” in the context of major ethical, philosophical, social and political thinking Our main text material will be Justice: What’s the Right Thing to Do? by Michael J. Sandel. It will meet three times a week for one semester in either semester of the year Prerequisite: Ethical Thinking I or permission of the Philosophy and Ethics Chair

(H) ANCIENT PHILOSOPHY IN SPANISH (9721)

Grades 11 & 12 Sem 1 3 credits

This is an introduction to Western philosophy taught entirely in Spanish. The readings, discussions and writings in Spanish develop a high level of academic proficiency in the Spanish language including subtle nuance as well as a solid introduction to philosophical thinking and history Using an authentic, but accessible text, Historia de la Filosofía – sin temor ni temblor (History of Philosophy – without fear or trembling) by Spanish philosopher, Fernando Savater, students build on the foundation of critical philosophical thinking established in the Ethics Thinking I course. We also read two short books written by Plato; SOCRATES' DEFENSE (APOLOGY) and EUTHYPHRO in Spanish

Prerequisites: Spanish 4 H or any Spanish AP course or the equivalent, and Ethical Thinking I as well as permission of the Philosophy and Ethics Department Chair after a placement interview.

INTRODUCTION TO PHILOSOPHICAL THINKING (9745) (This course will run in 2025/26)

Grades 10, 11, or 12 Sem 1 1 5 credits

This course builds on the foundation of critical thinking established in the tenth grade ethics course Students read about and discuss some of the major philosophical problems treated, primarily, by modern philosophers since the

time of Rene Descartes. An introductory text and some selected readings form the vehicle in which we travel on a journey of deep reflection We will ask questions about life and death, knowledge, justice and equity, happiness and suffering, free will, God, mind, reasoning, love, labor and loss and a thousand other things We will develop and use new skills of philosophical logic, analysis, and dialogue to pursue these questions. This minor course meets three times a week Prerequisite: Ethical Thinking 1 or permission of the Philosophy and Ethics Chair

PHILOSOPHY AROUND THE WORD (9746) (This course will NOT run in 2025/26.)

Grades 10, 11 or 12 Sem 2 1.5 credits

This course builds on the foundation of critical thinking laid in the tenth grade ethics course and on the Introduction to Philosophy course offered in the fall, but it can also be a stand-alone course. Students will read about and discuss some of the major philosophical problems treated by philosophers from around the world Readings from the various African, Arabic-Persion, Chinese and Indian philosophical traditions will form the focus of our study. We will use the Introduction and Part V of A. C. Grayling’s The History of Philosophy (first published in November 2019) as a guide to our study and as an entry to these rich world philosophical traditions This second-semester minor course meets three times a week. Prerequisite: Ethical Thinking I or permission of the Philosophy and Ethics Chair.

(H) MODERN PHILOSOPHY IN SPANISH (9722)

Grades 11 & 12 Sem 2 3 credits

This is a continuation of Introduction to Ancient Philosophy in Spanish, also taught entirely in Spanish The readings, discussions and writings in Spanish continue to develop a high level of academic proficiency both in the Spanish language and in philosophical thinking and history. We also read René Descartes' THE MEDITATIONS CONCERNING FIRST PHILOSOPHY in Spanish This course uses the second half of the text from semester 1 This course may be taken by students who have not taken the first semester course Prerequisites: Spanish 4 H or any Spanish AP course or the equivalent and Ethical Thinking I as well as permission of the Philosophy and Ethics Department Chair after a placement interview

(H) WITTGENSTEIN’S PHILOSOPHICAL INVESTIGATIONS (9755)

Grades 11-12 Sem 2 1.5 Credits

This is a course that reads the Philosophical Investigations of Ludwig Wittgenstein. It is one of the most important books of philosophy from the 20th Century. It can be read and discussed at various levels. It would be especially interesting to students of Mathematics and Religion. It has been inspirational to many thinkers from various disciplines Our History Department has included a look at Wittgenstein as an example of the makeup of the 20th Century World Our concentration in this course is to read this book deeply and discuss it freely Prerequisite: Ethical Thinking 1 or permission of the Philosophy and Ethics Department Chair.

BIOETHICS (3621)

Grades 11 & 12 Sem 1 or 2 3 credits

This ethics course has been traditionally offered for credit from the Science Department. Please see the complete description for this course in the Science Department’s course listing

FOCUS

HONORS SENIOR THESIS AND ADVANCED INDEPENDENT RESEARCH PROGRAM (1800)

Grade 12, 6 credits

This cohort-based, full-year program augments the last year of high school by supporting students in researching a topic of their choosing for a full academic year If the more traditional structure of classroom learning has felt like it has had its limitations for you regardless of reason the STAIR Program may give you the “Focus” and freedom to lead your own learning. Where traditional courses offer skills and content relevant to particular disciplines, students in this program will identify an area of their particular interest, discover how to formulate a line of inquiry, and develop the skills necessary to address their research questions In the fall semester, amidst methodology assignments, students develop a research proposal, synthesize top-level scholarly sources on their topic, draft research reports, and build those reports into a term paper In the spring semester, students work primarily independently in place of frequent class meetings In order to facilitate the necessities of a real-world project, students typically receive additional off-campus privileges. This time off campus during the school day will allow students to continue to investigate their topic via “field work” seeking to answer questions that are best fulfilled via practical projects and investigation The spring semester likewise offers opportunities to attend a conference, workshop, or other major event off campus. The year culminates with a portfolio of research, and a presentation to a panel of outside experts, faculty, and peers

HEALTHANDWELLNESSPROGRAM

The overarching theme of Health and Wellness, which includes many components, is for students to develop positive lifestyle behaviors and attitudes. Taking responsibility for one ’ s personal health requires a balance of consistent physical activity, optimal nutritional habits, positive relationships, and a strong sense of mind and body (mindfulness). Complementing these objectives are theme based activities offered through the physical education program

Each student is encouraged to develop and broaden their own levels of physical competence, acquiring the confidence and motivation to engage in a lifetime of physical activity within a range of settings. Students experience activities that contribute to the healthy development of the whole person, such as yoga and mindfulness, fitness and group exercise, skill acquisition of exercise equipment and machines, self-defense, CPR, and opportunities to participate in team sports and lifetime recreational activities.

Students are required to take four semester courses in the Health and Wellness Program while in the Upper School In the ninth grade, students will take the core course that introduces lifelong wellness and fitness programs. In grades 10–12, students have a choice of courses based on their interests.

LIFETIME WELLNESS 9 (8329)

Two semesters for grade 9 (3 credits)

This year-long course provides opportunities for students to participate in a variety of fitness and exercise experiences. The repertoire of activities will support lifelong habits of physical exercise and immediate application of skills for students to implement within their own personal wellness or competitive athletics journey This course will enable students to navigate the weight room and cardio room equipment in a safe and controlled environment Students will learn how to perform movements with correct technique, appropriate exercise prescription for individual fitness goals while learning proper etiquette within an exercise setting In addition, students will learn how to assess their own personal fitness while creating individualized workout programs using various methods of training and fitness principles. Nutrition, mindfulness, stress management, and other health-related topics will be discussed within the course In addition, students will explore the offerings of the elective program, engaging in group exercise classes such as yoga and meditation, cardio kickboxing and spinning as well as participating in a variety of lifetime and leisure activities and team sports. This course meets two times per week for one year.

THE ELECTIVE PROGRAM FOR GRADES 10–12

The goal of the electives course for grades 10–12 is to include activities that focus more on individual fitness and less on competition Students will have a variety of electives to choose from that will promote increased engagement, participation, and personal satisfaction with hopes that the students will remain involved in lifelong physical activity pursuits that they enjoy For the student who wishes to remain involved in competitive play, there is a team sport and global sport elective available All electives meet two times per week for one semester and will be offered based on student interest. We encourage students to choose at least one fitness-based elective as part of their program to meet graduation requirements

YOGA, MINDFULNESS, AND SPINNING (8613)

1.5 Credits

This course provides a hybrid experience for students to enhance their minds and bodies through a blend of yoga and spinning. Students will explore the practice of yoga and mindfulness by incorporating various breathing techniques, sequential movements, and meditation exercises that will calm the body and relax the mind Classes will incorporate purposeful slow and mindful movements that improve balance, flexibility and muscular strength and tone Reduction of stress and an increased ability to focus are additional benefits that typically coincide with this type of exercise. The spinning program is a high energy, low impact, cycling inspired workout for students of all ability levels This group exercise training program takes students through a variety of indoor cycling rides that simulate travel on flat roads, hill climbs, sprints and races. Challenging both the mind and body, this course provides an excellent flexibility, cardiovascular and strength workout for the student seeking to improve their overall fitness and mindfulness practices.

ATHLETIC HUMAN PERFORMANCE (8622)

1.5 Credits

This course will provide an opportunity for student-athletes and others to enhance their comprehension in a variety of training principles while increasing their overall fitness and athletic performance Students will engage in power, agility, strength, and speed exercises as well as having an individualized strength training program. Free weights, exercise machines and conditioning activities will be incorporated into the weekly workouts Students will also be assessed on skills throughout the semester and this data will be used to provide individualized goal setting and personal growth. Other topics discussed will include recovery practices, performance nutrition and hydration, and sleep habits

CARDIO KICKBOXING, SELF DEFENSE, AND CPR (8616)

1.5 Credits

Cardio Kickboxing is an aerobic workout that blends basic boxing and martial arts techniques Students will learn various striking and kicking combinations while engaging in an assortment of fitness exercises that are choreographed to high energy music Heavy bags and gloves will be incorporated into the workouts, as well as plyometric and body weight strength training exercises. Students will also engage in a variety of training methods that will energize students and reduce stress while improving overall personal fitness. The self-defense portion of this course will introduce students to different movements, strikes, and defensive tactics that can be used in various situations to successfully defend oneself when needed. In conjunction with this course, students will participate in the American Heart Association certification program for Adult and Child First Aid, CPR, and AED. Classroom instruction will be a mixture of lecture, demonstration, and hands-on practice with individual skills Students will learn how to respond to different emergency situations and how to respond to these situations using First Aid, CPR, and AED techniques. Students will earn their certifications upon completion of the course.

GLOBAL SPORTS (8612)

1.5 Credits

Sports are a universal language that play a large role in society worldwide. In this course students will explore the cultural and historical context of game and sport played in areas throughout the world Students will learn the language and vocabulary associated with each sport as well as the rules, strategies, and influence it has on their country’s society and culture Examples of games included within the course are Tchoukball, Faustball, Rugby, Kabbadi, Aussie Rules Football, and many more

LIFETIME WELLNESS II (8617)

1.5 Credits

How do we stay active as we get older? In this course, students will have the opportunity to participate in individual and group lifetime wellness activities This course is designed to expose students to various activities providing knowledge and application of skills that enable students to participate in activities for a lifetime Some of the activities that the students will be participating in include but are not limited to: badminton, volleyball, archery, fitness walking, yoga/mindfulness, spinning, group exercise training, frisbee, golf, tennis, lawn sports, and pickleball

TEAM SPORTS (8618)

1.5 Credits

In what ways do team sports develop a sense of teamwork, sportsmanship and individual satisfaction while increasing overall fitness? This course offers a variety of team sports and fitness activities that will correspond with sports seasons that are being played simultaneously throughout the country Students will learn the rules, skills and strategies associated with each sport, while engaging in an active and competitive environment that promotes personal fitness

CREATIVE GAMES (8620)

1.5 Credits

The creative games elective will consist of educational activities designed to stimulate imagination, innovation, and problem-solving skills through gameplay. This will be an engaging and effective way to develop a range of HumanEd skills while participating in a positive and fun learning environment Key elements to be included in this elective are game design, problem solving challenges, role playing games and team building exercises