Friends School Course Guide

Pre-Primary, Lower School, Middle School and Upper School 2012-2013 COURSE GUIDE

CONTENTS 1

Letter from the Head of the School

2

Pre-Primary and Lower school course guide

18 Middle school course guide 30 Upper school course guide

Mission Statement Founded in 1784, Friends School of Baltimore provides a coeducational, college preparatory program guided by the Quaker values of truth, equality, simplicity, community and peaceful resolution of conflict. By setting high standards of excellence for a diverse and caring community, Friends seeks to develop in each student the spiritual, intellectual, physical and creative strengths to make a positive contribution to the world. Recognizing that there is that of God in each person, the School strives in all its programs, policies and affairs to be an institution that exemplifies the ideals of the Religious Society of Friends. Š

Friends School of Baltimore, 2013

DEAR FAMILIES,

The world needs what our children can do.

Welcome to Friends School! We hope that you find this guide a useful introduction to the challenging and engaging curriculum that our students experience every day. In the Teaching and Learning at Friends School Paradigm that you see on this page, we’ve articulated the skills, knowledge and habits of mind that we believe our children will need in order to thrive in and shape the rapidly-evolving world in which we live. These qualities include not simply important content and concepts, but also skills like communication, collaboration and critical thinking. We seek as well to nurture in our children the creativity, curiosity, reflection and resilience that will allow them to do the work the world will need of them.

If you have not been to our campus, we hope that you will visit us and experience the dynamic atmosphere and inspiring teaching and learning that define Friends. We think that you’ll be impressed by the powerful interactions between our teachers and students and the excitement about learning that you find here.

We invite you to contact the Admission Office to arrange a tour or to attend one of our “Lunch and Learn” events that are listed on our website at www.friendsbalt.org.

I hope to see you on campus soon!

Best wishes,

Matthew Micciche Head of School

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PRE-PRIMARY AND LOWER SCHOOL COURSE GUIDE

Why Friends?

Friends School is the best choice for families of Baltimore who want for their children an education that will ready them to lead their lives with wisdom and confidence. The Friends School experience stimulates imaginations, engages intellects, strengthens bodies, and protects spirit. It is a school that gives its students the time and the place in which to build the foundation of a happy, prosperous and contributive life.

Friends is an independent school in which girls and boys, women and men share in silence and noise, reflection and debate, with a self-respect and mutual regard that allows all to grow ever stronger and truer to themselves. The oldest school in one of America’s foundational cities, Friends School of Baltimore is a progressive community of learning; its commitment to balance in education is the product of centuries of work teaching children to find and keep their own balance in a world that is forever changing. Firmly rooted in the enduring values of the Quakers, today’s School is a vibrant, 21st Century learning community that chooses simplicity over material possession; peaceful resolution of conflict over aggression; integrity over expedience; equality over elitism; and stewardship of the earth as a collective and personal responsibility. Friends students are lovingly educated; they go many places and do many things, each propelled by possibility, motivated by optimism, unrestricted by convention, reinforced by achievement, and guided by principle.

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What is Pre-Primary?

What is Lower School?

In our Pre-Primary, children develop and refine problemsolving and decision-making skills through interaction with others, as well as through a variety of concrete learning tools and the use of “play” as cooperative and interactive learning time.

The Pre-Primary is overseen by the Lower School Administration and support staff, which includes the Principal, two Assistant Principals, a Counselor and a Learning Specialist. Each group has a Head Teacher and an Associate Teacher. There are also Assistant Teachers who divide their time among the groups as needed. All our Head Teachers have attained Master’s Degrees and are specialists in Early Childhood Education.

The Lower School, comprised of East and West buildings, houses Grades 1-5. There are two to four homerooms per grade, with 14-21 children in each. In addition to homeroom teachers, there are a number of supporting teachers in the Lower School so that children can be reorganized into smaller groups or pull-out groups (generally 10-16 students) for Reading/Language Arts and Math. Like the Pre-Primary, the Lower School is overseen by the Lower School Administration and support staff, which includes the Principal, two Assistant Principals, a Counselor and a Learning Specialist.

The average tenure of all teachers at Friends School is 12 years.

WHAT IS THE DAILY SCHEDULE? PRE-PRIMARY GRADES PK-P1 7:30 a.m. Early arrival supervision 8:30 a.m. School day begins 3:00-3:20 p.m. Dismissal 3:00-6:00 p.m. Extended Day

LOWER SCHOOL GRADES 1-5 7:30 a.m. Early arrival supervision

The Pre-Primary is divided into four main groups of 12-21 children that adhere generally, but not always, to certain age and developmental milestones.

8:00 a.m. School day begins 8:15 a.m. Classroom instruction begins 3:30-3:50 p.m. Dismissal 3:30-6:00 p.m. Extended Day

How does Extended Day work?

WHAT IS THE DRESS CODE IN THE PRE-PRIMARY AND LOWER SCHOOL? The spirit of the Dress Code at Friends is to support safety, respectfulness and simplicity. Our Lower School and Pre-Primary students are asked to adhere to the following guidelines: DO WEAR:

• Flat shoes (closed toe and heel) — sneakers are the best choice • Blouses, shirts, t-shirts, turtlenecks, sweatshirts and sweaters that are solid color, striped, patterned or with picture graphics • Long pants or slacks • Cotton or mesh shorts, skirts and culottes (mid-thigh or longer in length) • Clothing in good repair and labeled with child’s name • Clothes appropriate for the weather

For the convenience of the parent, children may be dropped off at the Pre-Primary and Lower School as early as 7:30 a.m. We also have an Extended Day program, which is available from 3:00 p.m. until 6:00 p.m. in the Pre-Primary and 3:30 p.m. until 6:00 p.m. in the Lower School. The after school program, offered for an additional fee, has many variations to suit different personal schedules.

What is the role of Community and Service at Friends?

As members of the larger Friends community, the children in our youngest grades have many opportunities during the school year to interact with each other as well as with Middle and Upper School students. We believe such encounters enhance their learning experience, help them better visualize their own future and foster a strong sense of community and support.

Often this time together occurs when we actively participate in age-appropriate Community Service and Service Learning activities. These forms of service play a vital role in preparing our students, PK – Grade 12, to lead full, consequential and compassionate lives.

• Commercial messages, slogans, logos or any clothing with words (“Friends School” is the only writing allowed on clothing) • Blue denim pants • Athletic pants of any kind (nylon or knit, loose or tight) • Cropped shirts, tank tops or spaghetti straps, halters, leotard tops or exposed undershirts • Camouflage print clothing or camouflage backpacks (of any color)

Much care and consideration is given to the placement of each child into a group within our Pre-Primary building. All placement decisions are made by a placement committee made up of our Teachers, a Learning Specialist, Guidance Counselor and Administrators. Placement is based on the whole child; this includes academic, social, emotional and physical development. The School strives to maximize each child’s opportunity for success and comfort by placing him/her within a similar peer group.

The curriculum in each group is modified and enhanced to meet the needs of the children at each stage of progression.

There is not an automatic progression through the Pre-Primary program.

Placement in a certain group one year does not predetermine a specific placement for the following year.

Decisions are made each year relative to each individual

What is the Lower School Policy on Assessments?

in January and conveyed at a special January parent

WRITTEN ASSESSMENTS AND CONFERENCES

conference. For our new families, placement decisions are

All homeroom teachers will hold fall conferences and spring portfolio conferences with the parents of each student. Homeroom teachers will provide written assessments (narrative reports with a grade expectation checklist) for each student in the winter and at the end of the school year.

not made at the time of acceptance or enrollment, but are

• Dangling earrings, tattoos, excessive jewelry • Shoes with wheels

STANDARDIZED TESTING

Friends School does conduct standardized tests each year.

Both achievement and aptitude tests are given to children

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How does Placement work in Pre-Primary and Lower School?

child and where the School can best meet his/her needs.

DON’T WEAR:

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in the Pre-Primary and Lower School, depending on grade level. These tests help provide information in curriculum areas and indicate areas of individual academic growth and development.

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For current families all placement decisions are made

made later in the spring. Each newly enrolled child will attend a placement day in late spring prior to the child’s first year in Pre-Primary and parents will be notified of their child’s placement by August 1.

In Lower School, homeroom placement is based on a number of considerations, ensuring an appropriate mix of interests, abilities and learning styles. The homeroom placement is remixed each year.

ACADEMIC PROGRAM PreKindergarten to PreFirst ORGANIZATION

The Pre-Primary is divided into four main groups which adhere generally, but not always, to certain age and developmental patterns summarized as follows: • Pre-Kindergarten: Four-year-olds who are ready for an interactive learning experience.

• Kindergarten: Five-year-olds who can respond positively to the individual challenges of structured learning within small groups.

• Kindergarten/Pre-First: Five- and six-year-olds who are ready for more structured learning with some expectations for independence and initiative.

• Pre-First: Six-year-olds who are ready for still more structured learning with slightly higher expectations for independence and initiative Each group consists of 12 to 21 children and is led by a Head Teacher and an Associate Teacher. Three Part-Time Assistant Teachers help throughout the building.

Each group has two adjoining classrooms as their primary play and learning space.

Head teachers have attained a Master’s Degree, are specialists in Early Childhood Education and have had significant teaching experience. They are responsible for leading the classroom, developing the curriculum, communicating with parents in parent conferences and in written reports, participating in Faculty Meetings, workshops, continuing education and professional experiences, such as volunteering on NAIS school accreditation committees and conducting workshops.

They are compensated for their years of experience and professional attainment at the same level as teachers in our Upper School with the same qualifications.

Associate Teachers must be college graduates. Some have a Master’s Degree in Early Childhood Education and many have had significant teaching experience. They are responsible for carrying out the curriculum with the other teachers, leading the classroom in the Head Teacher’s absence, teaching small groups and supporting the Head Teacher in all endeavors.

Part-Time Assistant Teachers must have a college degree. Many are experienced teachers who desire part-time employment. They are responsible for assisting the Head and Associate Teachers, often working with a small group of children in the classroom.

From left: Fifth-graders Olivia Nengel, Tessa Collins, Mary Carlotte Mortimer, Zoe Jones-Cohen

MEETING FOR WORSHIP Friends School seeks to live the conviction that there is that of God in each person.

Dedication to simplicity, peace, integrity, community, equality and stewardship permeates every aspect of Friends School life.

Regular Meeting for Worship at the Stony

Daily Schedule It is a busy and happy day that begins at 8:30 a.m. and ends at 3:00 p.m. Most days include the following activities in varying blocks of time: TEACHER DIRECTED ACTIVITIES

• In Pre-Kindergarten the teachers work with groups of three to five children • The three older groups are each divided into two sections; one section has Math while the other has Reading/Language Arts • Snack and Outdoor Recess • Group Gathering-for sharing and planning together • Special Area Subject-Art, Spanish, Library, Music, Physical Education, Science, Technology • Child Selected Activities-offerings vary and are chosen for their educational value in keeping with our goals • Lunch and Outdoor Recess • Rest with Music Appreciation or Literature (Pre-K)

Run Friends Meetinghouse strengthens and deepens our commitment to these Quaker testimonies. Students of all ages find Meeting for Worship to be valuable time for quiet reflection and sharing insights: “Meeting for Worship is a time to reflect — a time to connect with God, and to think about what is happening around you. It is a time to let all of the stress out from what you did from the start of the day and to think about the love of friends and family,” observes fifth-grader Tessa Collins. Adds classmate Zoe Jones-Cohen: “To me, Meeting is the only place where I can feel peaceful and calm.”

Friends School students and alumni frequently recall experiences with classmates during Meeting for Worship as some of the most profound and nurturing of their formative years.

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For the convenience of the parents, children may be dropped off at the Pre-Primary building as early as 7:30 a.m. Also, an Extended Day program is available from 3:00 p.m. until 6:00 p.m. for an additional fee and has many variations to suit each family’s schedules.

Special Area Subjects Lower School Science Teacher Lisa Filer with students Olivia Nengel (left), Stephanie Smith and Khalek Kirkland

INVENTORS’ WORKSHOP One of the most challenging and enjoyable units in fifth-grade science at Friends School is the Inventors’ Workshop, which ultimately allows each student to create and produce a prototype for an actual invention. The goal of the unit is to focus on the invention

Interspersed throughout this schedule of group activities are subjects taught by teachers from the Friends School community who are specialists in their particular field.

They have attained an advanced degree in their field, or are currently pursuing one, and have had significant experience teaching young children.

Each of these teaching specialists has developed a specific curriculum that challenges and appeals toeach Pre-Primary group and is the beginning of a continuum of study coordinated through the Lower,Middle and Upper School Divisions.

process: identify problems; write proposals; design and construct solutions; document progress; test designs; present inventions; and reflect on the entire process.

While students are busy creating their own inventions in science class, they are also required to independently research and write a research report about a famous

THE SPECIAL AREA SUBJECTS ARE AS FOLLOWS:

• Art (twice in a ten-day cycle) • Library/Technology (twice in a ten-day cycle) • Music (four times in a ten-day cycle) • Physical Education (four times in a ten-day cycle) • Spanish (five times in a ten-day cycle) • Science (four times in a ten-day cycle)

invention of their choice. Throughout this research process, the students get inspired by famous inventors and their inventions — and learn about the triumphs and challenges faced by other inventors like themselves. In March, the Inventors’ Workshop culminates with fifth-graders proudly presenting their inventions to the entire school at the annual Invention Fair.

After an appropriate period of adjusting to school in the Fall, each group leaves its classroom accompanied by the teacher and walks across campus to attend many of these classes. Classes are held in the Lower School Art Studio, Library or Science Rooms, on the Athletic Fields or in the Gymnasiums, or in the Pre-Primary Multi-Purpose Room.

First to Fifth There are two to four homerooms per grade with 14-21 students each in Grades 1 through 5. For these students the school day begins at 8:00 a.m. and ends at 3:30 p.m.

The Primary grades in the East building, home to First and Second Grades, are located in an attractive stone building seen from the Charles Street entrance to the campus. Students at this level develop skills in listening, comprehension, and writing in its many forms, from expressive to creative and expository, to become confident in self-expression. The teams of teachers for each grade plan together and teach core subjects to children with the help of part-time teachers, in Reading and Math. Students also attend library, technology, science, Spanish, art and music classes in this building. Each day begins with a classroom-based worship time centered on Quaker values. In addition, students attend weekly Meeting for Worship at the Stony Run Meeting House, adjacent to the campus.

The Intermediate, or Third, Fourth and Fifth, grades in the West building are connected to the East building by a second-story enclosed glass walkway.

Children at this level learn mathematical concepts through discussion, written expression, word problems, and utilization of manipulative materials. In Language Arts, there is an emphasis on the writing process as well as teaching reading through literature. In social studies, themes of community, world cultures and geography, social and economic justice, conflict, religious freedom, and history are explored. Research skills are taught as part of each academic subject and are supported by library and technology instruction. Spanish instruction continues throughout these grades.

The arts also play an important role in the curriculum.

Chorus, exploratory music, recorder lessons, fourth

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and fifth grade string ensembles and band, and art classes provide intensive learning opportunities during the in-day program. After-school music lessons with Friends music teachers are also available for an added fee. Lower School students showcase their artistic talents during Winter and Spring Sings and the All-School Art Show. The Lower School’s library provides a fun, inviting environment where students develop a love of books and gain beginning research skills on which to build as they move through the upper grades. Children visit the library for instruction, to hear stories read aloud, to find resources forclass projects, and to check out books to read for pleasure.

the projects are taught as units, allowing the students to

instrument families that make up the string orchestra and

spend several art classes developing depth of skill and

the concert band in a weekly half-hour session. Every

personal expression in their art work. At Friends, each

student in the fourth and fifth grade plays an instrument

student’s artwork is recognized and celebrated. Students’

in the band or orchestra as part of their requirement.

work is displayed in hallway exhibits as well as in our Art Shows.

The hope is that most students will choose to continue their instrumental experience in middle school band and orchestra.

GENERAL MUSIC

Music belongs to everyone. From the first week of

LANGUAGE ARTS

Pre-Kindergarten through the end of eighth grade,

The language arts curriculum is an integrated

general music is an integral part of the curriculum for all

program of reading, writing, and listening. The literature

Friends School students. At all levels, students take part

based approach encourages students to enjoy and

in singing, moving, and listening to music; beginning in

appreciate a wide range of genres. Decoding, fluency,

Areas of Study

first grade, they start learning to read and write music.

and comprehension are emphasized in the early grades.

As part of our Teaching and Learning Paradigm, faculty

The goal is to create not just audiences for the future,

Teachers and students challenge themselves to respond

collaborate to integrate curriculum creating connected

but active participating musicians who possess the skills

critically to the literature both orally and in writing.

pathways among areas of study.

to make music and the desire to enjoy it throughout

Writer’s workshop acknowledges students as authentic

their lives.

authors. The workshop format supports writers with constructive responses from peers and teachers.

ART

In the Lower School, students are introduced to painting,

INSTRUMENTAL MUSIC

Handwriting, spelling, and grammar are taught as

drawing, sculpture, printmaking, collages, and crafts.

Music in all forms is a priority at Friends School.

integral parts of being an effective communicator.

Additionally, students are introduced to imagery from

The Lower School instrumental music program is in

many diverse cultures, both in historical times and in the

addition to the strong general music program and

present, where many of the lessons reflect the cultures or

reflects this philosophy.

time periods studied in the classrooms. The majority of

CONTINUED ON NEXT PAGE >

The third grade is introduced to the three main

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LIBRARY

The Lower School library supports the commitment of the school to Quaker values, promotes the school’s coeducational college preparatory program, ensures that students and faculty are effective users of ideas and information, and encourages use of library materials for personal enjoyment and enrichment. It, combined with information services, is the hub of our school.

defined as learning through the physical, the focus of each class is to have a child give his or her own best effort in any and all activities. Ball skills, locomotor/ non-locomotor movements, dance, creative movement, fitness skills, gymnastics, and organized games are emphasized. Additionally, a large focus of each class is good sportsmanship and good teamwork.

SOCIAL STUDIES

Children in Pre-K through 5th grade explore themes of community, world cultures and geography, social and economic justice, conflict, and religious freedom.

At developmentally appropriate levels, students learn to think critically and reflectively, work cooperatively, and use research skills, supported by library and technology services, to share their knowledge.

SCIENCE MATH

A continual math program in the Lower School promotes thinking and enhances problem solving.

Children are encouraged to learn in a hands-on environment that includes the use of manipulatives such as multilink cubes and coins, calculators, and computers. Children also learn how to record data sets and to solve problems in a variety of ways. The goal is to develop good thinkers and problem-solvers.

PHYSICAL EDUCATION

Physical Education in the Lower School focuses on safety, fitness, fun, and cooperation. Since Physical Education is

Science education in the Lower School prepares students to be knowledgeable and compassionate decision makers.

Topics of study range from inner-Earth to outer space with a focus on environmental preservation. Through the use of active learning situations, students are given opportunities to organize information, compare ideas, and find solutions. In the process, science teachers work to strengthen many of the skills that people use every day, like solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing life-long learning.

SPANISH

All students PK through grade 5 are introduced to the cultural and spoken aspects of the Spanish language.

TECHNOLOGY

The Lower School strives to integrate computer skills in all facets of the curriculum. One of the goals is to familiarize the students with the parts of a computer and basic terminology. While using the drawing tools in various software packages, the children in Pre-Kindergarten to Pre-First become comfortable using the mouse to drag, point, and click. In grades one to five, the computer is used as a tool in reading, writing, math, social studies, science, library, and art. Computer skills are cumulative and include, basic operational skills, word processing, drawing, and multimedia projects.

WORSHIP

Meeting for Worship and the daily use of Quaker principles are at the heart of Friends School and guide the Lower School educational program. In classroom Worship sharing, children in Pre-K through 5th grade learn about Quakerism, as well as reflect on topics involving values, responsible decision making, and other religions of the world. In Meeting for Worship, teachers share stories and queries for the children to think about. Children learn to center in worship and learn that anyone present may speak a heart-felt message out of the silence.

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CURRICULUM OVERVIEW The Pre-Primary and Lower School curriculum provides students with a solid foundation upon which to build more complex learning. Each level of instruction reinforces students’ understanding of concepts and applications while helping them to form connections between subject areas and their world. The charts on the following pages show the basic lesson structures that students explore as they progress through each grade level.

Note: Beginning in the Fall of 2012, Spanish will also be offered to all students Pre-Kindergarten - 5th grade.

PRE-KINDERGARTEN WORSHIP

Introduction to Meeting for Worship; Stewardship; Social Curriculum

MUSIC — GENERAL

READING/ LANGUAGE ARTS

Reading readiness: Left to right progression, Read aloud, Letter recognition; Language Experiences: Story structures, Use of charts, Rhyming, Dictation and creation of stories, Fairy Tales/Nursery Rhymes

Goals: Aesthetic/social experiences, Enjoyment/participation; Learning repertoire: songs, rhymes, games, In-tune singing (matching pitch); Expressive movement; Aural recognition of: same/different, high/low, loud/soft, fast/slow, pulse vs. rhythm

SCIENCE

All about Me; The Senses; Experiments with Color; Animals in Winter; Winter Experiments; Experiments with Predicting and Observing; Ladybugs; Worms

COMPUTER

Introduce terminology; Use mouse to click and drag; Navigate through age-appropriate software; Use drawing tools; Play web-based games and activities

LIBRARY

Select books for personal use with help; Develops ability to listen to what is seen and heard; Shows initial understanding of fiction and non-fiction; Recognizes main parts of any book; Knows, follows circulation procedures

PHYSICAL ED.

Safety/social skills; Movement exploration; Spatial & body, awareness; Primary ball skills: throwing, catching, kicking; Dance & rhythm skills; Theme activities; Tumbling

MATH

SOCIAL STUDIES

ART

Manipulatives used for counting: One-to-one correspondence, Number concepts, Reading & writing numerals, Simple graphs, Attribute sorting, Concepts of time — Calendar, Basic shapes, Patterns Learning about campus, community, families: Multi-cultural perspective — compare/contrast, Early geography skills, Individual responsibility, Japanese culture, Chinese culture Shapes and color; Drawing and cutting basic shapes; Primary color and secondary color; Drawing, painting, collage; Clay modeling; Portraits and self-portraits; Introduction to works of art and artists (Monet); Crafts; Texture rubbings and garden drawings on fabric; Chinese brush painting — author/ illustrator Ed Young

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KINDERGARTEN

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WORSHIP

Introduction to Meeting for Worship; Stewardship; Social Curriculum

READING/ LANGUAGE ARTS

Phonics; Spelling; Writing; Cooking/building, projects based on literature/letters studies; Author/illustrator studies; Poetry; Journal writing/writing workshop; Book Club; Literative genres

MATH

Calendar awareness/development; Problem solving/ articulation; Recording/graphing data; Number patterns; Spatial relationships; Numbers in print/number sentences/ written representations of concepts, plus-minus; Shapes; Time; Money

MUSIC — GENERAL

Goals: Aesthetic/social experiences; Enjoyment/participation; Learning repertoire: songs, rhymes, games; In-tune singing (matching pitch); Expressive movement; Aural recognition of: same/different, high/low, loud/soft, fast/slow, pulse vs. rhythm

SCIENCE

Mixing and measuring; From caterpillar to butterfly; Human body — teeth, x-rays, bones; Building a wooden boat; Dinosaurs; Spiders

COMPUTER

Introduce terminology; Use mouse to click and drag; Use keyboard and the shift key; Navigate through age-appropriate software; Use drawing tools; Insert clip-art and size; Play web-based games and activities

SOCIAL STUDIES

Exploration of diversity/culture; Community service/awarenes; Basic mapping concepts; Concepts of time — past and present; Holidays around the world; Themes related to language arts program

LIBRARY

Selects books for personal use with help; Develops ability to listen to what is seen and heard; Shows initial understanding of fiction and non-fiction; Recognizes main parts of any book; Knows, follows circulation procedures

ART

Collage (shape and figure self-portraits; Puppet making (birds); Painting (tempera); Sculpture (paper and clay); Drawing (crayon, marker, pencil, wet chalk); Art appreciation discussions; Printmaking; Textiles — fabric craft

PHYSICAL ED.

Safety/social skills; Movement exploration; Spatial & body awareness; Primary ball skills: throwing, catching, kicking; Dance & rhythm skills; Parachute games; Theme activities; Tumbling/gymnastics

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KINDERGARTEN / PRE-1ST WORSHIP

Introduction to Meeting for Worship; Stewardship; Social Curriculum

READING/ LANGUAGE ARTS

Phonics; Spelling; Writing; Dramatization; Book making; Poetry; Songs; Sign language; Keyword/Book Club

MATH

Manipulatives used for number concepts, problem solving, spatial relationships, patterning, graphing, estimating, predicting, counting, time, measurement, money

SOCIAL STUDIES

ART

Self; Grandparents; Cooperation, community, other cultures; USA; Mapping; Holidays of many cultures; Quakers; Underground Railroad; Quilting; Multi-cultural awareness; Folk tales; Nursery rhyme unit (writing rhymes); Sign language

Collage (self-portrait and seascape); Baltimore row house collage; Painting (tempera); Printmaking (styrofoam block); Stitchery and appliqué — drawstring bags; Texture rubbings (crayon); Art appreciation discussions; Sculpture — clay explorations

MUSIC — GENERAL

Goals: Aesthetic/social experiences; Enjoyment/participation; Learning repertoire: songs, rhymes, games; In-tune singing (matching pitch); Expressive movement; Aural recognition of: same/different, high/low, loud/soft, fast/slow

SCIENCE

Frog metamorphosis; Building a wooden moon buggy; Seeds and plants; Magnets; Sea shells and ocean animals; Bats

COMPUTER

Introduce terminology; Use mouse to click and drag; Use keyboard and the shift key; Navigate through age-appropriate software; Use drawing tools; Insert clip-art and size; Play web-based games and activities

LIBRARY

Selects books for personal use with help; Develops ability to listen to what is seen and heard; Shows initial understanding of fiction and non-fiction; Recognizes main parts of any book; Knows, follows circulation procedures

PHYSICAL ED.

Movement exploration; Spatial & body awareness; Primary ball skills: throwing, catching, kicking; Dance & rhythm skills; Parachute games; Tumbling/gymnastics; Cooperative games

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PRE-1ST WORSHIP

Introduction to Meeting for Worship; Stewardship; Social Curriculum

READING/ LANGUAGE ARTS

Phonics; Spelling; Writing; Author/illustrator studies; Poetry; Music and movement; Book Club; Dramatization

MATH

Numeration; Cuisenaire rods; Time; Money; Problem solving; Simple graphing; Measurement; Fractions (fair share); Patterns; Shapes (bar modeling)

SOCIAL STUDIES

ART

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Community; Different cultures and religions — including holidays; US geography (as relates to self); Simple map skills; Quaker dimension — literature, music, history; Friendship; Biographies — inventors, African-Americans, Underground Railroad, MLK, Rosa Parks, George Washington Carver Collage — paper arts à la Matisse and Romare Bearden; Secondary color mixing; Folk Art figure; Texture explorations; Clay modeling; Self-portraits; Art discussion (fine artists and folk art); Printmaking — relief print; Watercolor — color explorations; Collaborative book illustration; Drawing from observation; Frida Kahlo pin

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MUSIC — GENERAL

Goals: Aesthetic/social experiences; Enjoyment/participation; Learning repertoire: songs,rhymes, games; In-tune singing (matching pitch); Expressive movement; Aural recognition of: same/different, high/low, loud/soft, fast/slow, pulse vs. rhythm

SCIENCE

Space; Rocks and Fossils; Building a wooden wind racer; Maple sugaring; Birds; Animals of the world

COMPUTER

Introduce terminology; Use mouse to click and drag; Use keyboard and the shift key; Navigate through age-appropriate software; Use drawing tools; Insert clip-art and size; Play web-based games and activities

LIBRARY

Selects books for personal use with help; Develops ability to listen to what is seen and heard; Shows initial understanding of fiction and non-fiction; Recognizes main parts of any book; Knows, follows circulation procedures

PHYSICAL ED.

Movement exploration; Spatial & body awareness; Primary ball skills: throwing, catching, kicking; Dance & rhythm skills; Parachute games; Locomotor/nonlocomotor skills; Tumbling/gymnastics; Cooperative activities

GRADE 1 WORSHIP

George Fox; Equality; Simplicity; Peace; Community; Friendship; Conflict resolution; Respect differences; Stewardship

MUSIC — GENERAL

READING/ LANGUAGE ARTS

Reading: Literature-based; Phonics; Sight words; Comprehension Writing; Written expression; Journal writing; Friendly letters/ penpals; Handwriting; Capitalization and punctuation; Paragraphs Spelling: Priority words; Word patterns; Phonetic spelling

Learn repertoire (songs, rhymes, games); In-tune singing (matching pitch); Expressive movement; Aural recognition of elements: same/different, high/low, loud/soft, fast/slow, pulse/rhythm; Overview of music of: Africa, Latin America, Asia

SCIENCE

Garbage, recycling; Phases of matter; Bubble Festival; Design and build balloon-powered car; Plants

COMPUTER MATH

Reading, writing, sequencing; Finding combinations; Developing strategies; Measurement; Constructing; Sorting and categorizing data; Computation; Time; Estimation; Symmetry; Geometry; Fractions; Place value; Patterns; Number relationships

Introduce terminology; Use mouse to click, drag and navigate in text; Learn function of many of the keys on the keyboard; Use basic keyboard shortcuts; Log on and off; Open, save, and print work; Use drawing tools; Introduce word processing; Integrate activities and projects with language arts, math and and social studies

SOCIAL STUDIES

Families’ Basic Needs: Food, Clothing, Shelter; In Different Cultures: Kenya, Mexico, India

LIBRARY

ART

Folk art — India, Africa; Mexican folk arts — Frida Kahlo retablos; Rouault/Mark- blackline painting and oil pastels; Color studies; Collage of human form; Painting of Community Garden; Self portrait — full-figure; Maori symbols/Asian Pacific Art; Asian arts — bamboo brush painting; Drawing and painting — Pop Art; Clay sculpture; Art appreciation discussions

Selects books for personal use (with help); Develops ability to listen to what is seen and heard; Shows initial understanding of fiction and non-fiction; Recognizes mainparts of any book; Knows, follows circulation procedures; Identifies different sections of the library

PHYSICAL ED.

Safety/social skills; Locomotor/nonlocomotor skills; Muscle relaxation/breath control/imagery; Movement & body exploration; Dance & rhythm skills; Cooperative games; Gymnastics

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GRADE 2 WORSHIP

Topics: Friendships; Holidays; Conflict resolution; Quakerism; Service; Good decisions; Families; Disabilities & abilities; People — special role models; Loss and grieving; Fear; Courage; Stewardship

MUSIC — GENERAL

Musical elements: Notation; New rhythmic elements: Steady beat, Beat vs. rhythm, Quarter and eighth notes; New melodic elements: So, la, mi, Maryland state song, Animal songs, Nonsense songs, Instrument families, Co-curricular topics

READING/ LANGUAGE ARTS

Spelling words; Spelling rules; Homophones; Phonetic strategies; Sight words; Comprehension; Genre studies: biography, poetry, non-fiction, fiction; Oral fluency; Manuscript and cursive handwriting; Writing complete sentences, paragraph, writing, poetry, the writing process; Dictionary skills; Plays

SCIENCE

Butterfly metamorphoses; Rocks and fossils; Design and build a wooden racer; Measuring, mixing, and reactions; Electricity; Human Body

COMPUTER

Reinforce terminology; Reinforce mouse and keyboard skills; Use icons, keyboard shortcuts and right click; Log on and off; Open, save, and print work; Build on the use of drawing tools; Continue word processing; Integrate activities and projects with language arts, math and social studies; Use websites on the library resource site

LIBRARY

Independent selection of books and other media; Listens, responds to what is seen and heard; Differentiate between fiction, non-fiction, biography, periodicals and reference; Recognizes all parts of a book; Searches the library catalogue with assistance; Locates information in encyclopedia and dictionary; Understands the Caldecott Award

PHYSICAL ED.

Safety, relaxation & social skills; Hand-eye coordination; Foot-eye coordination; Self-testing activities; Fitness health/ target heart rate; Rhythms/movement activities; Special games: Frisbee, balloons, flags; Creative movement/ balance/group dances

MATH

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Topics: Math thinking; Number system; Sorting/classifying data; Geometry; Fractions; Addition; Subtraction; Measurement — time, money, metric, standard; Adding coins, making change; Telling time to the minute; Place value; Multiplication readiness

SOCIAL STUDIES

Topics: Community; Maps–Directionality; Graphs; Holidays; Animal research; Maryland history; Multicultural awareness

ART

Collage (family portraits); Painting (tempera); Mask making; Drawing (oil pastels); Sculpture (papier maché or clay); Stitchery (Maryland State symbol project); Art appreciation discussions; Textiles — silk painting; Social Justice themed computer art

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GRADE 3 WORSHIP

Silence; Centering; Tolerance; Empathy; Equality; Community; Friendship; Peace; Virtues Curriculum (Popov); Stewardship; Cooperative Learning

READING/ LANGUAGE ARTS

Writing process: Paragraph writing: descriptive, focused, persuasive; Personal narratives; Fiction writing; Grammar; Spelling; Reading: Comprehension; Story structure; Story analysis; Vocabulary; Readers’ response; Reading independently; Performing Arts: Readers’ theater; Shakespeare; Musical; Cooperative Learning

MATH

Time; Estimation to 1000; Symmetry; Area; Geometry; Fractions; Collecting, recording, and representing data; Basic facts; Multiple strategies and algorithms, including word problems; Patterns and relationships; Measurement; Model drawing for problem solving; Numeration; Using bar model method to solve word problems; Cooperative Learning

SOCIAL STUDIES

American families: Stereotypes, Native Americans, Colonial times, African Americans, Biographies, Timelines, Differing perspectives; Geography: Related to topics above Directionality, Basic map skills, United States; Cooperative Learning

ART

Self-portraits-Expressionist style and Cubist style; Writing artist’s statements; Tempera painting; Navajo style weaving/ Paper and fiber weaving; Study of Zuni Animal Fetish sculpture; Tissue collage or crayon resist painting — O’Keeffe flowers; Art appreciation discussions Sculpture; Drawing — Line wash; Clay combined techniques

MUSIC — GENERAL

New song repertoire New rhythmic elements: Half-note; New melodic elements; Do, re; Pentatonic scale; Absolute pitch; Treble staff letter names; Playing the soprano recorder

MUSIC — INSTRUMENTAL

Exploratory Music:; Hands-on introduction to four main families of instruments — woodwind, brass, string, and percussion; Students use basic playing technique on clarinet, trumpet, and violin; Culminates with informed decision by students/parents about preferred instrument choices for 4th grade

SCIENCE

MicroWorlds: computer programming; Designing and building an electric machine; Magnets; Space; Bottle biology; Human Body II; Ocean animals

COMPUTER

Use correct terminology; Use icons, keyboard shortcuts and right clicking; Build on word processing skills; Introduce keyboarding; Create a multimedia project; Record and edit audio; Integrate projects with art, language arts, math and social studies; Use Digital Library and the library resource sites

LIBRARY

Independent selection of books and other media; Listens, responds to what is seen and heard; Differentiate between fiction, non-fiction, biography, periodicals and reference; Recognizes all parts of a book; Searches the library catalogue without assistance; Locates information in encyclopedia and dictionary; Searches the digital library with supervision

PHYSICAL ED.

Safety; Locomotor & non-locomotor movement skills; Fitness activities; Creative movement/balance/group dances; Ball activities; Gymnastics and self testing; Rhythms; Special games

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GRADE 4 WORSHIP

Focus on core human values: Respect; Honesty; Courage; Kindness; Peace; Justice and mercy; Loyalty and dependability; Self-reliance and reaching potential; Moderation; Community; Interpersonal relations/communication skills; Human development; Service learning; Stewardship

READING/ LANGUAGE ARTS

Reading: Realistic fiction; Fantasy; Greek mythology; Partnered Reading Writing: Writing process; Proofreading for usage and mechanics; Writers’ tools Reading/Writing: Responding to literature; Expository; Reading for information; Summarizing; Understanding text structure; Spelling

MATH

SOCIAL STUDIES

ART

PHYSICAL ED.

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MUSIC — GENERAL

New song material: Singing in parts New rhythmic elements: 3/4 meter; dotted half note; New melodic elements:; Low la; Low so Co-Curricular topics: Ancient Egypt — music of the Middle East; Ancient Greece — musical myths, “Orpheus and the Underworld,” “Daphnis and Chloë”; Riverdance

MUSIC — INSTRUMENTAL

Communicate mathematical thinking; Addition and subtraction of large numbers; Multi-digit multiplication and division; Geometry; Fractions; Number sense and Logic; Decimals; Patterns and relationships among numbers; Problem solving; Statistics

All students choose a band or an orchestral instrument and instruction is accomplished in homogeneous classes (string, clarinet/sax, flute, percussion, and brass). As students progress beyond the beginning level, the wind and percussion players add full band rehearsals (heterogeneous class). Both band and orchestra demonstrate achievement in concerts.

SCIENCE

World geography: Physical; Cultural Archeology: Creating and analyzing a culture; Cultural universals; Ancient cultures (Egypt/Greece): Research process; Share research through writing, projects and oral presentations

Measuring; Scientific process and controlled experiments; Electricity; MicroWorlds: computer programming; Human Body III: digestive system, urinary system, reproductive systems; Outdoor Education at Genessee Valley Farm

COMPUTER

Use correct terminology; Build on word processing skills; Continue to learn icons, keyboard shortcuts and right clicking; Build on word processing skills; Improve speed and accuracy of keyboarding; Create amultimedia project; Record and edit audio; Integrate projects with language arts and social studies; Use Digital Library/library resource site

LIBRARY

Independent searches of the library catalogue; Initiates use of appropriate research strategies to locate information; Familiar with concept of Dewey Decimal System; Uses digital library resources effectively; Cites sources using Noodlebib

Intro to artist and style of expression — Impressionist; Watercolor Landscape — Asian and Western styles in silhouette; Color mixing, development of personal stroke; Elements of foreground, middle, background including diminishing size, overlaps; Drawing — “chimera”, fantasy, hybrid animals Safety; Fitness; Movement skills — locomotor, nonlocomotor & manipulative; Rhythms; Creative movement/relaxation/balance; Individual & team sports

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GRADE 5 WORSHIP

Quaker Testimonies: Simplicity; Peace; Integrity; Community; Equality; Stewardship; Quaker History

READING/ LANGUAGE ARTS

Reading: Genres of literature; Literal and inferential analysis; Responding to literature; Building vocabulary through literature; Analysis of story; Reading for information; Figurative language Writing; Poetry Writing; Writing process: Paragraph, expository, and report writing; Vocabulary; Writer’s tools; Poetry; Letter writing; Spelling

MATH

Number theory; Conversion between fractions, percents, decimals; Computation and estimation with whole numbers, fractions, decimals; Data and graphs; 2-and 3-dimensional geometry and measurement; Fact work; Pre-algebra

SOCIAL STUDIES

U.S. History: Reading a text for information; Pre-reading strategies; Note-taking strategies Colonies; Geography’s influence on history Revolutionary War; Research process; Projects/technology/ presentation Lewis and Clark; Research process; Expository writing; Presentation/projects; Using primary sources Civil War; Understanding historical point of view; Simulation

ART

Contour line botanicals; Drawing from observation; Graphic design journal covers and drawing in handmade journals; Watercolor landscape: Technique approach; Final unit culminates in landscape painting; Heritage Project — memory box, quilt, or album project — family heritage & personal self-portrait; Art appreciation discussions — contemporary/conceptual art; Figure drawing — gestures; Perspective practice onepoint and two-point

MUSIC — GENERAL

New song material: Singing in parts; New rhythmic elements: 3/4 meter; New melodic elements: High do; Fa, ti; Co-curricular topics: Spirituals; Music of the Underground Railroad; Music Games

MUSIC — INSTRUMENTAL

All students continue their instrumental experience in band or orchestra. The 5th graders generally perform at the intermediate level and are involved in several concerts throughout the year. They are encouraged to continue playing their instruments in middle school.

SCIENCE

Flight; Chemistry; Inventor’s workshop; Outdoor Education at Echo Hill and Wye Island; MicroWorlds: computer programming

COMPUTER

Use correct terminology; Continue to learn icons, keyboard shortcuts and right clicking; Build on word processing skills; Improve speed and accuracy of keyboarding; Create a multimedia project; Record and edit audio; Integrate projects with language arts, math and social studies; Scan pictures; Use a spreadsheet to add data and graph; Use Digital Library and the library resource sites

LIBRARY

Independent searches on the library catalogue; Initiates use of appropriate research strategies to locate information; Familiar with concept of Dewey Decimal System; Engages in discussions of authors and books of interest; Uses digital library resources effectively; Cites sources used in research projects with Noodlebib

PHYSICAL ED.

Safety; Movement skills; Social skills; Team sports; Gymnastics; Lifetime sports; Fitness; Creative movement/relaxation/balance

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MIDDLE SCHOOL COURSE GUIDE

Pillars of Learning At Friends Middle School, we provide the structure and resources

experiences that will help prepare them for an increasingly

to help meet the intellectual, social, and emotional needs of our

complex world. With their keen understanding and appreciation

students, so that they can fully develop their talents and skills.

Our program is built on three pillars of learning: Habits of the Mind (Creativity, Curiosity, Empathy, Reflection, Resiliency), Skills (Communication, Collaboration, Critical Thinking, and Information

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of this age group, our faculty act as guides and mentors to our students, helping them build a strong sense of self that will allow them to thrive in their lives no matter what path they choose.

Literacy), and Knowledge (Content and Concepts) and is designed to

The positive relationships between teachers and students create

expose our students to a full range of academic and non-academic

a rich and powerful learning environment.

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ENGLISH GRADE 6

In sixth grade English, students analyze literature and continue to develop their writing skills. Writing is taught as a process with distinct steps. Students are encouraged to spend ample time in pre-writing stage that includes brainstorming and clustering their ideas. The actual writing stage often involves peer response and the creation of several drafts. Sixth graders are exposed to a variety of writing experiences. These include writing personal narratives, short stories, journal entries, and poetry. Students are introduced to the process of electronic submission of their work through Moodle.

Class time is also spent on vocabulary development, reading comprehension, usage, mechanics, grammar — especially revision and punctuation. The main focus of grammar throughout the Middle School is on the structure of the sentence and the use of sentence variety.

Early in the year, we celebrate Banned Books week with classes taught by the librarian. Students choose a challenged or banned book to read independently and give feedback to the class. Further study of literature includes short stories, novels, and poetry.

Students review literary terms and figurative language.

Some of the novels are coordinated with the social studies curriculum, which emphasizes world cultures.

The students read such texts as Same Sun Here, by Silas House and Neela Vaswani, American Born Chinese by Gene Luen Yang, Habibi by Naomi Shihab Nye, and Animal Farm by George Orwell.

where the goal is creating organized, developed, and supported essays. Students will utilize rubrics and graphic organizers in the writing process.

Students are asked to do increasingly critical, detailed reading and are encouraged to be engaged readers. They are introduced to Socratic discussions and are expected to come to class prepared to share ideas. Students review the basic elements of the short story and are introduced to more abstract literary terms and concepts. After studying short stories, students read novels which may include The Pearl by Steinbeck, Spinelli’s Stargirl, Gordan Korman’s Schooled, Paolo Coehlo’s The Alchemist, Slake’s Limbo by Holman and Paul Fleishman’s Seedfolks.

During each trimester, students independently read books that are thematically or historically related to those studied in Geography class.

A unit on poetry is included at this grade level in conjunction with National Poetry Month. Class time is also spent furthering the study of vocabulary, reading comprehension, and grammar, building on what was covered in the 6th grade.

GRADE 8

In eighth grade English, students learn to write longer, coherent essays. They continue to develop their vocabularies by learning words in context from their reading and by studying morphemes. The student also develops more critical thinking by encountering classical literature. Habits of Mind provide the lens through which we view our literature and conduct our discussions.

The year begins with several young adult novels: So Much to Tell You, by John Marsden, and Whirligig

GRADE 7

by Paul Fleischman. Shakespeare’s Romeo and Juliet is

Seventh grade English builds upon the sixth grade curriculum, concentrating on literature, writing, grammar, and mechanics. Student writing ranges from personal experience narratives to expository essays. The students are introduced to the concept of scaffolding in writing,

their first classical work, and well as the graphic novel.

It is read early in the year so the students can further understand West Side Story which is studied in 8th grade music. After winter break 8th graders read To Kill a Mockingbird by Harper Lee, and Walter Dean Myers’s

Fallen Angels. Both of these novels serve as background

Specialist will also help with outside referrals for those

literature for their history documentary project.

students who need educational testing and/or long term

Robert Fagles’s translation of The Odyssey is the last

academic support.

The Middle School Learning Specialist teaches three classes entitled Learning Lab for students who have learning needs and need extra support. Learning Lab, offered at all three grade levels, provides vocabulary enrichment, additional reading and writing instruction, reinforcement of study skills, and guided work on content area assignments. A variety of texts, workbooks, and teacher-made materials are used. Students taking Learning Lab do not take a World Language.

In addition to assisting those students in Learning Lab, the learning specialist also works with students outside of the Learning Lab, who need support in areas such as note taking, organizational skills, test taking skills, written expression, and reading comprehension. These students may be referred by a teacher, a parent, an advisor, or may be self-referred.

work studied.

Discussions, essays, and projects focus on theme, character, and conflict, with setting and plot considered to a lesser degree.

STUDY SKILLS

The teaching of study skills is integrated into all five academic courses at each grade level. The kinds of skills include time management, study habits, listening skills, memory techniques, reading comprehension (factual and critical), vocabulary development, reviewing for tests and quizzes. In the 6th grade, there is a particularly strong focus on note taking and keeping an organized notebook. All sixth graders take a separate library, research, and speaking skills class with the Middle School Librarian.

Computers and calculators are used throughout the Middle School curriculum. We use computers for exploring geometric shapes and designs, for developing statistical graphing skills, and for modeling information with vertex and edge networks. Both computers and calculators are seen as tools to help in solving math problems. In addition, we continue to develop computational fluency with respect to both mental arithmetic and pencil and paper algorithms.

Throughout the curriculum, the teaching techniques and materials used are designed to serve as a strong motivation to influence the students’ feelings for and success with mathematics.

In order to meet the varying needs of our students, we offer classes in each grade level for our more deliberate learners. They cover most of the same topic areas but include additional support and review at an appropriate pace for the students involved.

GRADE 6

ENGLISH SUMMER READING AND WRITING

All students are required to read three books during the summer and respond in writing when they return in September.

LEARNING SPECIALIST AND LEARNING LAB

The Middle School Learning Specialist serves as a vital support for students, parents, and faculty. The Learning Specialist’s main focus is to support and advocate for those students with learning needs. The Learning Specialist works closely with individual class teachers, the Principal, the Assistant Principal, and the Counselor as appropriate. For those students who have a diagnosed learning disability and have the documentation on file with the school, the Learning Specialist prepares an Individual Student Profile for the teachers and monitors accommodations as needed. The Learning

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MATHEMATICS Problem solving is the basic skill in mathematics. It is more than knowing what to do; it is also knowing what to ask. It’s more than getting the right answer; it’s striving to generalize to other problems and to investigate why a solution makes sense. Problem solving is being willing to tackle a problem even when the way to do it is unclear, persevering until one finds a reasonable solution.

Therefore, the philosophy of the Middle School Mathematics curriculum is to provide a systematic framework that teaches both the basic tools of mathematics and also the process by which to creatively apply these tools to solve real world problems. Critical thinking is at the core of our philosophy.

The teaching techniques and materials used are designed to serve as a strong motivation to influence the students’ feelings for and success with mathematics.

Sixth grade mathematics is a course which provides students with an opportunity to grasp the meaning of mathematical ideas by relating them directly to situations they can understand. In this way, it is hoped students will see math as a useful tool rather than a separate activity with its own arbitrary rules, cut off from the rest of life.

The year begins with an extensive study of specific problem-solving skills which are frequently used by mathematicians and are central to learning mathematics with an investigative approach. In this initial unit, students explore a wide variety of problems, puzzles, and mathematical games which encourage strategies such as finding patterns, working backwards, and creating systematic lists.

Thereafter, rational numbers become the focus, as students use a variety of everyday contexts to solidify their conceptual understanding of fractions, decimals, and percents. Modifying cooking recipes provides a backdrop

for detailed work with fractions, learning the metric system allows for much practice with decimals, and the economics of a student-run business simulation promotes “percent sense.” Throughout, the Singapore Math bar model develops students’ abilities to apply rational numbers to novel problem-solving situations.

Much of the second half of the year is devoted to the study of two-dimensional geometry. Students use hands-

School, includes review work with rational numbers, previewed concepts from first-year algebra, and many other topics that allow students to appreciate the breadth of mathematics. These in-depth units of study include number theory, probability, ratios and proportions, network analysis, polygons and tessellations, and statistical interpretation of data.

Numerous connections are made to other disciplines,

on manipulatives and computer software to explore basic

such as Geography, Science, Computer, and Art.

angle relationships, to compare and contrast families of

For example, the syntax of MicroWorlds software is

polygons, and to develop a foundational understanding of

learned from a computer perspective while basic angle

area and perimeter. Several topics from discrete math and

relationships are taught in math class, resulting in the

an introductory mini-unit on algebra round out the year.

creation of artistic tessellations. Throughout the year, problem-solving activities provide opportunities for

GRADE 7

integration of all topics and promote the development of

Seventh grade mathematics is a course designed to build

strategies for solving complex, multi-step problems.

on the concepts discovered by the students in sixth grade math and to take students to a level of understanding that

equations and inequalities, linear functions, and graphing.

Regardless of course, eighth graders finish the year with an exciting toy bungee jumping activity which allows the students to apply their knowledge of linear functions.

Algebra 1 and MathCounts students explore additional topics such as systems of equations, exponents, polynomials and factoring. The MathCounts course also prepares students for the challenges of the nationwide MathCounts Competition. Students from each of these classes will take Geometry in ninth grade.

The Introduction to Algebra class is designed for students who need additional support and practice before delving too far into the abstractions of formal algebra. This course strengthens basic pre-algebra skills while building the framework for a solid foundation in Algebra 1, the course these students will take in ninth grade.

An Investigations Club is offered for students desiring additional enrichment.

SOCIAL STUDIES

in eighth grade. The course strengthens previously taught

GRADE 8

GRADE 6

skills while focusing on greater depth of understanding in

There are three course options for eighth grade mathematics. The majority of students take Algebra 1; however some students are selected (based on previous performance and interest) for either Introduction to Algebra or the advanced MathCounts Algebra class.

All three courses cover algebraic expressions, solving

The major focus of this course is to examine and begin to understand human groups using universalities of culture.

Major world culture areas, principally the Middle East, Sub-Saharan Africa, and India are used to give the students their content areas for cross comparisons. The program then uses several categories of human behavior found in

enables them to be ready for the formal study of algebra

all strands. Estimation, mental arithmetic and calculator skills are taught in the context of numerous “real world” applications.

The course, which blends chapters from the Singapore Math series with curricular units developed at Friends

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all known human groups to build an understanding of cultures, particularly of the three selected cultural regions. Students learn that the human beings inhabiting our planet may exhibit different behaviors from those they find familiar, but that we all create customs and traditions from the same cultural universals. In addition to the text (World Cultures: A Global Mosaic, Ahmad, Brodsky, Crofts, and Ellis), speakers from several cultures are invited to the classrooms, and a range of educational movies and documentaries on specific components of the three cultural regions are used. Individual field assignments include creative writing as well as computer generated, artistic multimedia research projects. Class field trips ask students to apply their understanding of cultural universals to other culture groups. The year culminates in a very special project entitled “Create a Culture” that the students always enjoy.

GRADE 7

The seventh grade curriculum includes a World Geography course that focuses on the symbiotic relationship between Earth and the human race. Geography, as a discipline, encompasses a variety of other subject areas from Earth Sciences and Environmental Studies toAnthropology, History and Economics. As the year progresses, the students will discover that Geography is not “just about maps.”

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The course is divided into several broad units, including Fundamental Geography. During this introductory stage the students master essential mapping skills and familiarize themselves with GIS and GPS applications.

The Physical Geography unit follows, with an overview of weather/climate regions, vegetation and natural disasters. Population studies, urbanization, culture, and economic systems fall under the umbrella of Human Geography.During this unit, students are encouraged to consider Earth’s changing landscape and the challenge of striking a delicate balance between available resources and continued development. The final unit, Environmental Geography, relies heavily on current events, with special attention paid to alternative energy sources, geo-tourism, and the state of the Chesapeake Bay. The unit culminates with a three day camping trip planned in conjunction with the Chesapeake Bay Foundation.

Current events are discussed throughout the year and supplement the information covered in each unit.

Students are also given the opportunity to study many of theaforementioned topics through films, field trips and research projects. The individual and group projects provide an opportunity to delve further into specific elements of the material and to examine case studies related to the overarching theme of human-environment interaction. The main texts for the course are: Foundations of Geography and the Nystrom World Atlas.

GRADE 8

The 8th grade U.S. history course is a study of modern American history from 1900 to the present. Major themes covered include immigration and urbanization, both World Wars, the Great Depression, the Cold War, race relations, and America’s present social and economic environment. Textual material (America: History of Our Nation Civil War to the Present by: James West Davidson and Michael B. Stoff ) provides the framework of the curriculum, but a variety of other materials, such as excerpts from novels, autobiographies, primary resources, music and poetry are included to capture the essence of the American ethos. Students engage in role-playing, panel discussions, and write plays and poems to gain personal insight into eras we consider. Movies, guest speakers, documentaries, and student created multimedia researchprojects also enhance students’ investigation of the history of the United States in the contemporary era. The course culminates with the production of a documentary that reflects one of several major events in modern U.S. history.

SCIENCE GRADE 6

Life science is an elementary biology course which explores science concepts and methods through a

hands-on, activity-based program. Topics emphasized

WORLD LANGUAGES

during the year are energy processes in plants and animals, populations, ecosystems, the Chesapeake Bay, the cell as the structural and functional unit of life, DNA and heredity, and human nutrition, which is studied in cooperation with the 6th grade business math program.

Investigations include human disease and nutrition.

Students will collect data, write reports, keep an organized notebook, use a microscope, and learn to work effectively in groups.

GRADE 7

Physical science investigates the relationship between matter and energy through a laboratory/experimental approach. The course introduces science as a problemsolving activity where students explore various challenging problems designed to invite creative approaches.The problem-solving approach is then applied to investigating the atom and chemical reactions in a lab-based program in which students develop an understanding of the nature of matter. The topics of energy, forces and motion are developed through similar hands-on activities. Graphing, organization, careful record keeping, and laboratory skills are emphasized.

GRADE 8

Earth Science investigates the processes which make up and shape the Earth. The activity-based program draws from geology and astronomy. Students perform experiments, do research projects, read and summarize science articles in the news and write essays related to

Study of a world language is an important component of a liberal education, providing avenues for self-expression and self-fulfillment. Upon completion of three years of World Language study in the Middle School, students will appreciate the diversity of the world’s cultures, and understand how different people live and communicate, and attain a strong foundation for superior levels of language proficiency.

Middle School World language courses are designed to encourage rapid acquisition of the four language skills (listening, speaking, reading, writing) necessary for meaningful communication in both written and spoken French, Russian, or Spanish.

The normal sequence of language study begins in the Middle School with three years of active foreign language instruction followed by continued language study in the Upper School. All language students who complete the Middle School program will receive one credit towards graduation, after having completed the ninth grade program in the same language.

Students entering Friends in the seventh or eighth grade may join a language at the introductory level in a sixth grade class. At the end of their time in the Middle School, such students will consult with the World Language department to determine how to proceed with language in the Upper School. Some tutoring or other work may be necessary in such a case.

Students who may not demonstrate a readiness to study a language in sixth grade may enroll in Learning Lab.

Students are asked to analyze, synthesize, and create models of how the earth operates from slow changes such as plate movement to more dramatic phenomena like earthquakes and volcanoes.

Math Teacher John Watt

MATH COUNTS MATHCOUNTS is a national program that inspires excellence, confidence and curiosity in middle schools students through a fun and challenging math curriculum and annual competition. The program was launched in 1984, and Friends School has participated from the beginning. The MATHCOUNTS class, which is open to eighth-grade students, allows students to prepare for competition as well as to pursue their own mathematical investigations.

Each spring, four Friends “Mathletes” represent the school at the Chapter Contest. Over the years, the Friends team has done well enough every year to advance to the state contest, which brings hundreds of student competitors from around Maryland to the Johns Hopkins University campus. Four students from each state advance to the national contest; two Friends School students have qualified for that honor in the last 23 years.

In spring 2012, Max Rollfinke was one of

such topics as plate tectonics, geomorphology, rocks and minerals, the solar system and the universe.

Eighth-grader Max Rollfinke and Middle School

FRENCH The text used in 6th and 7th grade French is C’est á Toi Level I, published by EMC/Paradigm. Eighth grade French uses C’est á Toi, Level II, published by

the rare students not only to make the team as a seventh-grader but also to achieve Friends’ highest score at the state contest. Over the summer, Max and a classmate researched how it was that the Orioles were able to contend for the division crown in baseball this fall.

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EMC/Paradigm. Accompanying the text are a workbook and an audio and video program. The pace of classroom activities is quick with rapid drilling techniques, games and high-energy teaching.

GRADE 6

Middle School art teacher Espi Franzier

8TH-GRADE FASHION SHOW Eighth-grade art students get the chance to tap their inner “Fashionista” at Friends School through a popular project that

Sixth grade French is an elementary language course which gives the student a foundation in basic French.

Emphasis is on oral communication with the majority of the teaching being conducted in French. Some topics that are covered are the family and pet, sports, school, hobbies, and places to go in the city. Students are expected to be able to use the vocabulary and grammar from any chapter in a variety of ways: in skits that they write and produce, in short compositions, and in simple speeches delivered in front of the class.

allows them to conceive, create, and model an outfit of their dreams — and the wilder

GRADE 7

the better! The eighth-graders start by

Seventh grade French is a continuation of the topics introduced in the sixth grade. Classes continue to be taught in French, and students are exposed to sophisticated grammar such as the passé compose and direct and indirect object pronouns. Topics covered in the seventh grade include the weather, clothing, kinds of stores, the home, Paris and other cities in the French-speaking world. Students are encouraged to express themselves in French and writing becomes more important.

making a drawing and a list of materials they’ll need to create their outfits — fabric, buttons, beads, cardboard, paint, thread, newspaper and duct tape. Then, under the guidance of their art teacher, they create a pattern (or use clothing as a base to add other materials) and get to work snipping, hot-glueing and stitching on one of the classroom’s two sewing machines. The result?

A mesmerizing array of garments … from newspaper tutu’s, to alien outfits, to

GRADE 8

elaborate duct tape evening wear. All the

Eighth grade French is the culmination of the French program in the Middle School. Classes are taught entirely in French and student answers are expressed in the language. Students at this level are exposed to poetry and contemporary songs, and their knowledge of grammar is refined. Among the topics studied are French cuisine, the French school system, the fine arts, shopping and modes of transportation.

art students model their outfits in a final class presentation, where they share the source of their inspiration. The bravest even opt to show off their creations at a Fashion Show in the lobby of the Middle School.

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RUSSIAN The text used in the Middle School program is Golosa published by Pearson Prentice- Hall Publishing.

An accompanying workbook and on-line audio and video program is used. As with French and Spanish, the pace of classroom activities is quick, and rapid drilling techniques, games and high-energy teaching styles are used.

GRADE 6

Sixth grade Russian is an elementary language course which gives the student a foundation in basic Russian.

Emphasis is on oral communication with the majority of the teaching being conducted in Russian. The first few weeks are devoted to learning to read and write the Russian alphabet. Some topics covered are school, animals, family, clothes and places around town. Students are expected to be able to use the vocabulary and grammar in avariety of ways: in skits that they write and produce, in short compositions, and in simple speeches delivered in front of the class.

GRADE 7

Seventh grade Russian is a continuation of the topics introduced in the sixth grade. Classes are taught in Russian with some English. This course emphasizes communicative skills, using simple noun declensions, basic verb conjugations, and an expanding vocabulary.

Topics covered in the seventh grade include: daily schedule and school, music and media, sports, Russian landmarks, transportation, and an ongoing study of Russian culture. Students are expected to perform skits and present short projects in conjunction with each unit covered in the textbook.

GRADE 8

Eighth Grade Russian is the culmination of the Russian program in the Middle School. Classes are taught

increasingly only in Russian as the year progresses.

Students continue to master conjugation and declension endings with an emphasis on expanding vocabulary and fluency. Topics covered include professions, classical music, holidays, weather and Siberia.

SPANISH The text used throughout the three years of Spanish study is Aventura II published by EMC paradigm.

Accompanying the text are a workbook and an audio and video program. The pace of classroom activities is quick with rapid drilling techniques, games and high-energy teaching.

GRADE 6

Sixth grade Spanish is an elementary language course which gives the student a foundation in basic Spanish.

GRADE 7

GRADE 7

Seventh grade Spanish is a continuation of the topics introduced in the sixth grade. Classes continue to be taught in Spanish, and students are exposed to more sophisticated grammar such as possessive adjectives, direct and indirect object pronouns and reflexive verbs.

Topics covered in the seventh grade include family, chores around the house, food and table setting and rooms in a house. Students are encouraged to express themselves in Spanish and are asked to do more writing.

Seventh graders are exposed to a wide variety of artistic expression. Their course covers advertising art, ceramics, linear perspective, portraiture, abstract art and architecture.

There is an increased emphasis on using sketches to develop ideas and on completing work in a scheduled amount of time.

GRADE 8

Eighth grade Spanish is the culmination of the Spanish program in the Middle School. Classes are taught entirely in Spanish and students express themselves in the language. Students this year are exposed to simple Spanish short stories and contemporary songs. Among the topics studied are technology, hygiene and health, Spain and Madrid.

Emphasis is on oral communication with the majority of teaching being conducted in Spanish. Some topics covered are the Hispanic world, school, transportation, food, and clothing. Students are expected to be able to use the vocabulary and grammar from any chapter in a variety of ways: in skits that they write and produce, in short compositions, and in simple speeches delivered in front of the class.

ART Projects cover portrait and figure drawing, watercolor, sewing, collage, two dimensional design, printmaking, and ceramics. Classes are taught by two teachers, allowing for close, personal instruction. All projects are intended to be accessible to all students and challenging for the strongest.

GRADE 8

Eighth graders rotate between two teachers. Projects include observational drawing, portrait drawing, political cartoons, fashion design, printmaking, ceramics, and acrylic painting. The rotations are fairly short. The abbreviated time helps students stay on task and finish work on time. This helps teach the kind of focus necessary to complete quality artwork.

GENERAL MUSIC GRADE 6

In sixth grade, our essential questions are: “Who am I?” “How do I fit in?” and “What place does music have in my world?”

Students learn the fundamentals of music through hands-on experiences. Beginning with basic skills of solfege and notation, students absorb musical concepts

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through progressive sight singing exercises, rhythm pieces, and bell melodies. These activities facilitate development of note-reading and rhythmic skills, which are the basis for group improvisations and compositions.

In correlation with the sixth grade social studies classes, songs from a variety of cultures are taught, and the above skills and Habits of Mind are synthesized in a collaborative inter-disciplinary “Create a Culture” project wherein students create their own National Anthem and perform it for their peers.

Students keep a “Listening Diary” in their portfolio notebooks in order to foster critical thinking skills.

In conjunction with the Listening Diary, short listening excerpts are presented in each class to broaden students’ knowledge of different musical styles. Special units of study include an introduction to opera through Amahl and the Night Visitors, a world music and heritage unit, a composer research project, and a unit on Oliver! in late Spring.

GRADE 7

Our seventh grade essential questions are: “How does music reflect and effect change in the world?” “What is the artist’s responsibility to society?”

Students continue to master their understanding of the elements of music: melody, harmony, rhythm, form, and tone color by applying skills in sixth grade

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and collaboratively creating their own piece of music (November). Throughout the year, emphasis is placed on active participation and discovery.

Students continue to keep a “Listening Diary” in their portfolio notebooks which corresponds specifically to each unit. Special units of study include a protest music unit (September and October); an opera unit, wherein they study a different opera in depth each year; and an instrument unit, where students observe, interact, research and eventually build their own working instrument. The year ends with a study of Fiddler on the Roof.

GRADE 8

The eighth grade is again designed to provide lifelong skills and to foster a lifelong love of learning in music.

However, as students move from the concrete to the more abstract ways of thinking, greater emphasis is placed upon critical thinking, deeper reflection, and a more complete collaborative synthesis. Essential questions for eighth grade are: How does music permeate human existence and would it be possible to remove it from daily life?

Does art imitate life or does life imitate art? Are we capable of truly original creations?

In the first part of the year, the students again maintain a “Listening Diary” in their music portfolios.

An early project involves a performance art presentation

in the form of Haiku. Later in the fall, students begin with a unit on jazz, which leads to a study of Porgy and Bess.

This unit corresponds beautifully with the eighth grade American History class, emphasizing race relations and social equality. An in-depth study of Western Music follows,which culminates with a collaborative presentation project; and in the spring, the students correlate West Side Story with an English class study of Romeo and Juliet.

FINE ARTS PERIOD PERFORMANCE ENSEMBLES

The middle school music ensemble is a supportive community where students can celebrate their strengths and develop their skills in a safe and encouraging environment. Ensembles include Full-year Band, String Orchestra, and Chorus, which are offered to all students and meet during the Fine Arts periods each week. The Apollos is an auditioned group which meets twice per week in the early mornings as well. Each ensemble performs at least twice per year, and at least one service concert is included in the 7/8 performance curriculum.

There is a year-long commitment for each ensemble, but most musicians from middle school remain in an ensemble throughout their Friends School careers; and many continue to sing and play throughout their adult lives. In working toward a performance, empathy,

reflection and resilience are essential to the final success.

Students reinforce self control and critical thinking in their daily practice and rehearsals. When all are working in true collaboration, the atmosphere is joyful and the music is noteworthy.

CO-CURRICULAR MUSIC

Those in chorus may also take part in the middle school Dragonfly Theater production which occurs in the last weekend of February or the first weekend of March every year. Auditions take place in November, with call-backs the Monday before Thanksgiving. Past productions have included full scale, student and junior versions of “Guys and Dolls” “Once Upon a Mattress” “Oklahoma” “The Music Man” “Seussical” and “Bye Bye Birdie.”

FINE ARTS

Fine Arts Elective offers additional art time for those who elect it. It meets at the same time as the performance ensembles. Sixth Grade Fine Arts students alternate between ceramics and general fine arts. Seventh and eighth grade students are in mixed grade classes. They will rotate between ceramics, general fine arts, computer

training, archery, lacrosse, tennis, softball, basketball, football, volleyball, field hockey, wrestling, team handball, and folk, square, aerobic, jazz, ballet, modern and social dance.

The required uniform is a Friends School gray T-shirt and red or black shorts with appropriate non-marking sneakers and white socks, plus any necessary sweat clothes.

These are available for purchase from the Quaker Closet.

The Business Office will bill a student’s account for purchases.

Students will be issued a locker with a built-in lock.

All clothing and equipment should be stored in this locker at all times when not in use. At no time during the school year should students share lockers. If a locker does not work properly, the teacher should be notified immediately.

If your child has a medical condition that may affect his or her participation in PE, please make sure that the PE Department Office is informed. If your child is unable to participate for more than a week, a doctor’s note is required explaining the medical condition, length of absence, and when the student is allowed to return to physical activity.

MIDDLE SCHOOL LIBRARY AND TECHNOLOGY The Library and Technology staff works closely with middle school teachers to integrate information literacy skills into the core middle school curriculum. The informationliteracy program is designed to lead a student through increasing levels of engagement with locating, accessing, evaluating, selecting and creating information in multiple formats,throughout the 6th – 8th grade experience.

The Middle School Library print collection is over 16,000 items strong, with materials selected to support the School’s curricula, as well as for individual enjoyment.

The School’s Digital Library allows students access to hundreds of newspaper, journal and magazine titles, as well as multimedia (audio, visual, photographic, etc.) resources, and gives students the ability to browse items in the collections of all three libraries on campus.

The School houses equipment, hardware and software necessary for students to create a variety of media in support of the curricula, and as a means of personal

graphics, and three dimensional design.

PHYSICAL EDUCATION The required Middle School Physical Education program consists of a variety of units that include individual and lifetime sports, fitness and dance. Each grade has physical education 2-3 times per week. Students are graded on behavior, effort, and skill development using an A-F marking system. Another component of the grading system is wearing the required uniform.

Classes are conducted on both a single-sex and coed basis. Throughout their Middle School experience, students will have exposure to the following activities: gymnastics, badminton, track and field, soccer, weight

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AFTER-SCHOOL ATHLETICS The school offers a variety of interscholastic opportunities. These include:

expression. Desktops, laptops, tablets, digital still and video cameras, audio recording, video editing, graphics and photo manipulation software are all available.

The Library is open to students before school, during morning break, at lunch, and after school.

The Library Staff is available from 7:45 a.m. to 4:00 p.m. to assist the community with resources, questions and reader’s advisory.

begin to learn about how to locate and evaluate information sources (including an introduction to our Digital Library databases), how to use information ethically, and how to present the results of research in a meaningful way.

GRADE 7 & 8

7th and 8th Grade students engage in collaborativelydesigned, co-taught, project based units that integrate information literacy and technology skills. Students

FALL

Football, boys and girls soccer, field hockey, instructional tennis and cross country WINTER

Boys and girls basketball, wrestling, and girls soccer SPRING

Baseball, boys and girls lacrosse, softball and instructional tennis The Middle School athletic program emphasizes skill development, sportsmanship and teamwork. Teams will play an appropriate level of competition. Some but not all sports have “A” and “B” level teams grouped by ability. One of the goals of “A” and “B” level teams is that each player is able to participate in every contest.

INFORMATION LITERACY CURRICULUM

information and creating multi-media products that reflect their learning. They are encouraged to explore

We all live in an information-rich environment. With this richness comes the possibility of information overload.

The philosophy of the Library and Research Program at Friends is to teach students to be critical evaluators, users, managers and producers of information in all its forms.

This is achieved through collaboration between the Library and Middle School faculty, so that these skills may be taught within the context of what the students are already learning. The Middle School follows the 6-Step Research Process model which has been adopted for Friends School. This model keeps the process and vocabulary consistent throughout all three schools, thereby preparing students with the abilities necessary to thrive in the Upper School.

a variety of sources, and to test them for authority, bias, comprehensiveness, and relevance to their assigned tasks.

LIBRARY POLICIES Hours: Monday – Friday, 7:45 a.m. to 4:00 p.m.

The Library Staff is available from 7:45 a.m. to 4:00 p.m. to assist the community with resources, questions and reader’s advisory. However, there may be extenuating circumstances when the Library will open later than 7:45 a.m. and close prior to 4:00 p.m. When possible, students will be notified in advance so that other arrangements may be made. Aside from use with classes during

However, we may not be able to implement this goal in every game situation, depending on varying

GRADE 6

the school day, the Library is open to individual students

circumstances. During after-school athletics, students

6th Grade students meet twice per cycle in InfoTech Class, a combination of technology and information literacy skills, to begin laying the foundation of inquiry throughout their Middle School years. This class provides students with the opportunity to practice skills that will be used in all of their classes. Students are introduced to network applications, email, passwords, creating and use of folders, word processing, creating presentations and spreadsheets, netiquette and internet safety. Students

before school, during morning break, at lunch, and

should be sure to place all possessions in their locked lockers, in the cafeteria or in their cubbies in the Middle School building.

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become increasingly skilled at evaluating and synthesizing

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after school.

1. No food or beverages are permitted in the Library at any time.

2. Checkout period is 3 weeks, with the option to renew materials after 3 weeks. The amount of checkout items is unlimited, as long as materials are being returned on time.

3. Students are expected to comply with the three-voicelevel system when in the Library or Library Computer Lab. An indicator will inform students when the voice level is: Silent (no talking), Quiet (whispering), or Friendly (normal indoor voice level), depending upon the activity.

4. Email and approved games are permitted in the Library Computer Lab before school and during morning break.

5. The Library is available to students for checkout, study and social time (Friendly voice level) at lunch.

Students must sign up prior to leaving the building for lunch.

6. All students must respect the rights and needs of others when sharing Library space. The community values the multiple uses that this space allows. Presence in the Library and Library Computer Lab indicates a willingness to abide by the rules of the community.

GROUP (LIFE SKILLS)

students progress through the Middle School. Sixth graders begin discussing their transition to the Middle School. Other topics in the 6th, 7th, and 8th grades include peer relationships, social concerns, human sexuality, drug and alcohol use and abuse, Quakerism and social justice.

MEETING FOR WORSHIP Each grade attends Meeting for Worship once a week.

Students enter the Meeting House in silence and sit down.

Meeting is a time for quiet contemplation, reflection and sharing of thoughts. It is not a time for debate or discussion.

A period of silence after someone speaks allows those present to reflect on what has been said. Meeting ends with a handshake. Students remain silent until they leave the Meeting House.

CAMPING AND OVERNIGHT TRIPS Each student will participate in an overnight trip each year.

The sixth-grade trip is to Camp Letts in southern Anne Arundel County in the early fall to create a class bonding experience.

The seventh grade takes its trip with guidance from the Chesapeake Bay Foundation. It focuses on developing in students a better understanding of the ecosystems of the Chesapeake Bay and strategies for preserving extremely important part of the mid-Atlantic.

The eighth grade takes a two-or three-day trip to Philadelphia each May in conjunction with its study

Group is an education program that addresses non-academic issues concerning early adolescence.

Students have group once or twice a week for the entire year. A variety of teachers conduct these classes. The topics and discussions become more sophisticated as

of U.S. history and Quakerism.

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UPPER SCHOOL COURSE GUIDE

Learn for a Lifetime Friends Upper School has been described as a “community of do-ers,” where students learn for a lifetime. Intellectual curiosity, academic rigor and the celebration of pure ideas combine to produce stunning results. Here, students are encouraged to put their hopes and ideals into action, to reach their potential and “let their lives speak.”

In addition to their course work, Friends School students achieve high levels of academic success and recognition on the SATs, in the National Merit Scholarship competition and on Advanced Placement tests.

Friends School students’ average SAT scores over the past three years have been 1270 (Critical Reading plus Math) on the 1600 point scale. The average score for the Friends Class of 2012 was 1900 on the 2400 point scale. Each year, approximately 16% of Friends School seniors are recognized for outstanding achievement in the National Merit Scholarship competition. Of the approximately 56 AP exams taken each year, 78% of the scores received are a 3 or higher. The areas tested have included Biology, Calculus, Computer Science, Economics, English, French, Music Theory, Physics, Spanish, and U.S. History.

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Diploma and Course Requirements DIPLOMA REQUIREMENTS

To receive a Friends School diploma, a student must: 1. Earn a total of twenty-one credits.

2. Satisfy the following course requirements: English..................................4 credits (including four 1/2 credit electives during Junior & Senior year.)

Social Studies.......................2 credits (including U.S. and the World and History of the Modern World) Math & Science ....................6 credits (at least 2 credits in each discipline including Biology and successful completion of Algebra 2 or Algebra w/ Trigonometry) Languages ............................2 credits of Friends School language (including completion of Level III of a modern language, or Level II of Latin) Fine Arts...............................2 credits Other Majors & Minors ......5 credits

3. Successfully fulfill the requirement of the community service program 4. Complete the following expected courses and other requirements: a. Freshmen Seminar b. Sophomore Seminar c. Junior Seminar d. Senior Seminar e. Completion of the yearly Athletic requirements CREDITS

Full-year major courses earn one credit. Semester major courses earn one-half credit. Minor courses earn one-half credit. Twenty-one credit units constitutes the minimum state mandated high school degree requirements.

MATRICULATION

A student may matriculate from one year in the Upper School to the next if he or she: 1) completes the English requirement for that year; and 2) is able to appropriately satisfy the diploma requirements in their time remaining at Friends.

CURRICULUM RECOMMENDATIONS FOR COLLEGE PLACEMENT

Students are encouraged to enroll in the most rigorous college preparatory program they can manage.

This generally means taking five major academic subjects each year, plus one or two minors.

The minimum requirements for college entrance include: four years of English; three years of math (up through Algebra 2); two laboratory sciences; three years of social studies (including US and the World); and two years of a foreign language. Students who plan to apply to highly selective colleges and universities should plan to take courses well beyond this minimum, including 3-4 years of the same foreign language; 4 or more years of science; math through Precalculus or Calculus; and four years of social studies.

In some cases the student’s intended college major may influence the course selections for the junior and senior years. For instance, students who plan to go into science or engineering related fields should take math all four years, and may elect to take a second Advanced Science in lieu of foreign language or social studies in the senior year. Conversely, a student who plans to study history or English in college may double up in one of these disciplines rather than continue in science or math in the senior year.

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Students and parents with questions about the impact of course selections on college admission should contact the College Guidance staff.

STUDENTS TAKING FOUR OR SIX COURSES

Most students take five major courses each year; no student may take fewer than four academic major courses plus a minor. Students who wish to deviate from the normal course of study by enrolling in four or six major courses must petition the faculty for permission.

The required form asks the student to explain the reasons for the desired number of courses; the form is reviewed and the student’s parent(s), faculty advisor and a Grade Dean make comments. In appropriate cases, the College Guidance staff is consulted regarding the college implications of a proposed course of action.

ADDING AND DROPPING COURSES

Adding Courses: Students may add courses, space

the scheduler. Final approval rests with the Principal.

If permission is granted, the student may drop the course. The transcript will read “Withdrawn Passing” (WP) or “Withdrawn Failing” (WF), depending upon the student’s status at the time of the drop.

On occasion, changing a course to Pass/Fail may be preferable to dropping it. If the department and administration concur, a course may be changed from a grade to Pass/Fail (see “Pass/Fail” option below).

Students enrolled in six major courses will be given until the end of the first quarter to drop a course without penalty. This should allow a student sufficient time to discern whether he/she can handle the demands of six courses. If a student wishes to drop a sixth course at the end of the first quarter, the course will be expunged from the transcript.

ART

Each artist synthesizes these understandings in different ways during the creative process. It begins with embracing the creating process, unleashing his or her curiosity, and exhibiting a willingness to explore with both meaningful foresight and thoughtful reflection.

Paramount to the artist’s practice is the recognition and maintenance of the integrity of the work.

The Art offerings listed below are split into three categories:

• Full Majors meet just as often as an Academic Major.

If a student is planning to enroll in one of these courses as a 6th Major, s/he needs to obtain the proper documentation from the appropriate grade dean. These are only open to 11th-12th Grade.

• Semester-long Medium-Based courses meet during a 70-minute letter-block 4 out of 10 days in the cycle.

Students do not need a 6 Major form to enroll in

permitting, within the first two weeks of the year for

The Upper School Art Department cultivates several

these offerings however, they cannot enroll in these

a yearlong course or the semester for a semester-long

enduring understandings and expectations for the

offerings if they are planning to take 6 majors, as

course. A completed Add/Drop Form is required.

artists in our program:

these courses are only offered during the 70-minute

Artists engage their work and the work of others with hearts and minds prepared, cultivating their empathetic engagement with visual art in and beyond the classroom.

Artists are inquisitive viewers and active listeners and are willing to share their work with a broader community.

They exhibit historical understanding of the role of art in its culture, its time period, and its connection to the world around us.

Artists develop their expressive capacity to communicate effectively about their work and the art work of others. They hone their ability to interpret and analyze works of art, understand meaning and significance and articulate their own processes of expression as artists.

Artists display an ability to use materials thoughtfully and perfect their craftsmanship. They continue to develop this practice in through those materials.

letter-blocks. Some out-of-class work may be

Dropping Courses: If a student believes he or she needs to drop a course, the following guidelines are to be followed: The school allows students to wait until the first interim (or the third interim for second semester courses) to drop a course without it being recorded on the transcript. If a student wants to drop a course after these deadlines, he or she needs to obtain an Add/Drop Form from the Upper School office. Approval is obtained from the following: (a) the student’s advisor, (b) the teacher of the course, (c) the Grade Dean, and (d) the student’s parents. In addition, seniors need approval of faculty who wrote their college letter of recommendation. In some cases, it may be appropriate to consult the College

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Guidance staff. The completed form is to be returned to

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expected in these courses.

• Year-long Survey courses meet during the 50-minute L or M-blocks 4 out of 10 days in the cycle.

STUDIO MATERIALS AND TECHNIQUES — SURVEY

This course introduces students to the content of our semester based electives and the basic visual language.

They will learn aspects of the elements of art and principles of design through projects exploring beginner drawing, painting, bookmaking and sculpture. Through their projects in this course they will be better situated to choose a medium-based offering. This is a year-long course, open to 9th-12th.

STUDIO PRINCIPLES AND PRACTICE — SURVEY

This course introduces students to the content of our semester based electives and the basic visual language.

They will learn aspects of the elements of art and principles of design through projects exploring work in beginner drawing, printmaking, collage and some camera-less photography. Through their projects in this course they will be better situated to choose a medium-based offering.

This is a year-long course, open to 9th-12th.

DIGITAL PRACTICE — SURVEY

This course enables students to learn the basics of visual language and composition. Students will be exposed to a variety of digital imaging tools including Photoshop and Illustrator. Animation will be explored using Flash and Maya. A majority of the curriculum will involve answering theme-based prompts by using one of the aforementioned programs. By the end of the course, students will have an understanding of how the skills and tools in digital art can be used to create meaningful imagery. Through their projects in this course they will be better situated to choose a digital medium-based offering.

This is a year-long course, open to 9th-12th.

rules and delve into expressive content. We will experiment with image-building through metaphor and symbolism. Materials may range from graphite and charcoal to wire and found object. The essential questions at the core of this course will be what is drawing and what are its boundaries? This is a semester-long course, open to 9th-12th.

PRINTMAKING — MEDIUM-BASED

In this course we will explore the possibilities of printmaking. We will work with relief (linocut), intaglio (solar plate etching) and stenciling. We will make several editions of prints, working in series as well as making unique prints. Outside of the fine print, we may explore other applications of printmaking such as for books, for advertising and for clothing. We will make our imagery from source images, drawing, and photography. Comfort with another medium such as drawing or photography would make this a more meaningful class for those that wish to take it. Students will be asked to do some research and design outside of class. This is a semesterlong course, open to 9th-12th.

Felicia Wilks, director of diversity

DIVERSITY Diversity is central at Friends School of Baltimore, where we cherish differences as essential for teaching and learning.

The potential of each person is realized in settings that strengthen knowledge of and sensitivity to the full spectrum of race, ethnicity, religion, culture, gender, income, age, sexual orientation, gender identity and expression, disabilities and learning

SCULPTURAL FORMS — MEDIUM-BASED

differences. The Friends School Diversity Council was formed by the Board of Trustees

Students in this course will develop greater conceptual and technical understanding of drawing as an expressive medium. Various drawing methods and subjects are explored as a means to cultivate perceptual ability and descriptive drawing skills. Materials may include graphite, charcoal, pastel and ink. The drawing concepts covered include effective use of line, mass, value, composition, and perspective. This is a semester-long course, open to 9th-12th.

This course helps students develop an understanding of the interaction between forms and space. Students explore the relationship of meaning to materials through the construction process. Students will explore functional objects, utilitarian forms, and site-oriented installations, from environmental art to architecture. This course is for students who enjoy working with clay, plaster, wood, wire and mixed media. A journal and outside of class work is expected. This is a semester-long course, open to 9th-12th.

DRAWING — EXPERIMENTAL PRACTICE — MEDIUM-BASED

PAINTING — PRINCIPLES AND PRACTICE — MEDIUM-BASED

This course will explore the limits of drawing. We will unpack drawing practices founded in fundamental

Students who love creating are presented with the fundamental principles and techniques of painting.

DRAWING — PRINCIPLES AND PRACTICE — MEDIUM-BASED

as a part of the Strategic Plan of 2000. The Diversity Council is composed of Board members, teachers, administrators, parents, and students. The goal of the Council and of the director of diversity is to increase the diversity of all constituencies of the school and to create an atmosphere at the school in which all people feel included. Parentaffinity groups, speakers, film screenings and presentations are among the events the Diversity Council sponsors to promote diversity on campus.

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Through a wide range of problems, students learn about painting tools and processes. Painting materials range but are not limited to oils, acrylics, glazes and watercolors. Integration of drawing and design concepts are emphasized through the investigation of color and composition. Students are presented with a unique mixture of ideas and methods while painting from observation, exploring non-representational directions and abstract expressions. This course may also utilize the natural landscape and architecture of the Friends School campus.

A journal and outside of class work is expected. This is a semester-long course, open to 9th-12th.

FUNDAMENTALS OF PHOTOGRAPHY — MEDIUM-BASED

This course is an introduction to traditional black and white darkroom photography. In this class we will learn the functions of a film camera, black and white developing and wet darkroom printing. We will build on our visual language skills, learn composition techniques and develop our photographic eye. Students will be introduced to photographers to inspire their work. We will shoot different assignments every other week as we develop our skills in the darkroom. Assignments will develop specific skills with the camera and in the darkroom. The second half of the semester we will transition into Alternative Processes, working on more experimental techniques and using digital negatives.

Critique will be introduced and used on the teacherstudent level. Each student must own or borrow a 35 mm Camera (with F-stop and shutter speed) for the duration of the course. This course is not open to 9th graders due to space limitations. This is a semester-long course, open to 10th-12th.

ADVANCED PHOTOGRAPHY — MEDIUM-BASED

This course moves beyond basic skills in traditional black and white photography as well as alternative photographic processes. Good studio practice is encouraged

as students move through their projects. In this class we will focus on experimental techniques as well as themes and concepts in our assignments. Towards the end of the semester we will explore the moving image by using still imagery to create a stop motion video. Photo history will be introduced as we build our appreciation for the medium. We will use group critique to reflect on our images and develop projects for an audience. Fine printing and thoughtful presentation are stressed. Students are expected to have a high level of commitment to the medium if taking this class. They must own or borrow a 35 mm SLR camera. They must have taken Fundamentals of Photo in order to take this class.

This is a semester-long course, open to 10th-12th.

PHOTOGRAPHY 3 — MEDIUM-BASED

This course is geared toward individuals who are self motivated and interested in continuing to develop their photographic body of work. Our first project will be suggested by the teacher, but for the most part work is student directed. Each project is proposed and discussed with the teacher and group before work begins. Projects can utilize previously learned techniques or explore new ones. Fine printing and thoughtful presentation are stressed. This is a semester-long course, open to 10th-12th.

DIGITAL PHOTOGRAPHY — MEDIUM-BASED

This course is an introduction to digital SLR cameras, scanners, printers and digital darkroom processes. Adobe Photoshop and other image-editing software are used to explore creative and experimental possibilities for manipulating student-made photographs. Students are expected to come to class prepared with new photos on a daily basis and return to the world with a more informed vision and better understanding of how to improve their craft. Students are strongly encouraged to have their own digital SLR cameras. This is a semester-long course, open to 9th-12th.

ANIMATION — FLASH — MEDIUM-BASED

This course introduces students to the basic concepts of 2-D animation and applies the skills learned to create dynamic web-based designs. These skills include working with a timeline and layers, creating and modifying animation, morphing images and text, relating images to sound, publishing and optimizing files. The Principles of Design and Elements of Art will be integral in the construction of the projects as well as basic programming.

This is a semester-long course, open to 9th-12th.

9th-12th. Note: this course is only offered every other year, and is offered for the ’12-’13 school year but not for the ’13-’14 school year.

COMPUTER IMAGING — PHOTOSHOP, ILLUSTRATOR, & FLASH — MEDIUM-BASED

This course enables students to learn the basics of the visual language and composition through more in-depth exploration of The Adobe Creative Suite. A majority of the curriculum involves creating theme-based work by using the computer to construct visual imagery. Students

ANIMATION — MAYA — MEDIUM-BASED

will create in-class artworks, as well as art and written

This course in 3-D modeling and animation introduces students to processes, tools and techniques used in the creation and animation of digital models in threedimensional space. Student artists will engage with virtual spaces, cultivating an understanding of how sculpture and 3-D objects, textures, spaces, and motion can create meaning for an audience. Techniques include modeling, texturing, rendering, lighting, camera use, animation, and special effects using the Maya program. Major projects may include representational and non-representational models, a series and animation about lighting, still life of a scene, and several animations. Artists will produce both single frames for print or web, and short animations with titles and sound. Through journaling, collaboration, and critiques, student artists will embrace and reflect on their creative process in seeking a strong, integral voice through this medium. This is a semester-long course, open to

assignments for homework. Students will be expected

Medieval periods. The spring course explores art from the Renaissance through the 21st Century. Group discussions, readings, lectures, research for in-class presentations and writing/studio projects will be included. A semester project will be included in lieu of an exam. Students may take either course for a semester or both for one year.

It may be credited as a Fine Art elective or a History elective (11th-12th grades). SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has determined that this course does not count towards required high school credits.

to engage in weekly critiques in order to build visual vocabulary and understanding of the programs covered.

ART MAJOR

Comfort with digital formats and processes such as those

This full major course prepares students for a college art program in either professional or liberal arts schools. Each student is expected to understand and develop his or her individual creativity. First and second year Art Majors interact daily with the teacher and each other while working in various media and techniques to fill out their body of work. Portfolio reviews, individual journal entries and homework assignments are central to this curriculum. Our weekly critiques enable students to exchange information and increase their knowledge of the visual language.

Coursework also includes a semester project in lieu of exam. Any student in grades 11 and 12 with an interest in visual arts is welcome. This is a full major course that meets 6 out of 10 days for one half-credit each semester.

found in the Digital Survey might make this a more meaningful class for those that wish to take it, but it is not a prerequisite. This is a semester-long course, open to 9th-12th.

GLOBAL THEMES IN ART HISTORY I AND GLOBAL THEMES IN ART HISTORY II — MAJOR COURSE

These offerings are full major elective semester courses for 1/2 credit each. Art History I is taught during the fall semester and Art History II is taught in the spring.

Each is an introduction to exploring, interpreting and understanding the visual arts from around the world through thematic ideas and historical references. The fall course focuses on art from the Paleolithic through

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ENGLISH The Friends School English program seeks to develop students’ skills in reading, writing, thinking, speaking, viewing, and listening. Our program establishes a foundation of essential skills, habits of mind, and knowledge in the 9th and 10th grades, and then builds upon this as students mature and become more independent learners. Vocabulary, grammar, and language usage skills comprise an important part of the 9th and 10th grade years, and these skills serve as a foundation for the 11th and 12th grade elective courses. Students write often, formally and informally, in both expository and expressive modes. Students develop speaking, listening, and thinking skills as they read aloud, lead and participate in discussions, give presentations, and share their own writing. Students learn to read closely, thoughtfully, and with open minds.

Engaging with the world beyond our campus is another important facet of our program. Many of our courses require students to leave campus both figuratively and literally in order to hone skills and to engage with essential questions. By asking students to experience a diversity of texts, activities and assessments, our program enables students to become more thoughtful about themselves in relation to their global and local community.

ENGLISH 9

ENGLISH 10

The ninth-grade course develops a variety of habits of

The tenth-grade course continues and enhances the genre study begun in the ninth grade, affording students opportunities to develop their intellectual maturity. The course also helps students to question and define their own value systems. The course focuses primarily on the American experience and examines the relationship between the individual and community. Students read The Great Gatsby, Their Eyes Were Watching God, The Interpreter of Maladies, and The Things They Carried. In addition, students read Othello and examine its thematic connections to the course, as well as its poetic and dramatic elements. Students will also study a text that will be performed at a local Baltimore theater, so that students will be able to see a text moved from the page to the stage. Further, students study poetry. The assigned reading in different genres provides opportunities for students to build their skills as readers even as the texts invite students to consider such topics as gender roles, individuality and conformity, personal responsibility, and choice. As in the ninth-grade course, students study vocabulary, with words coming from the texts studied and accumulating throughout the year.

Similarly, the course continues the study of grammar and usage. Students write (and revise their writing) frequently and in different modes, emphasizing the analytical essay and also including other genres. As in English 9, this course features a variety of teaching techniques, including class discussions, cooperative small-group tasks, independent projects, and in-class acting.

mind and skills: planning ahead, taking notes, organizing projects and meeting deadlines, taking individual responsibility for academic progress, writing and thinking logically, integrating textual material into one’s own writing, expressing one’s ideas clearly and persuasively, thinking creatively, and cultivating a willingness to think through varied points of view. Students build reading, writing, thinking, listening, viewing and speaking skills through interaction with a variety of genres: the short story, the essay, drama, and the novel. While the course begins with the development of paragraphs, it moves to the writing of full, polished essays. The study of grammar and vocabulary helps students to improve their reading and writing skills; grammar concepts and vocabulary words are taught in conjunction with each text. 9th grade is also a year in which we continue to build student understanding of media literacy and digital citizenship.

A variety of assessments allows students to demonstrate their comprehension of the texts overall and their mastery of significant detail.

English Electives The eleventh- and twelfth-grade English program offers semester-length courses that focus on a variety of themes, literatures, and genres. Because of the importance of students’ acquiring as broad an experience of teaching styles, writing modes, and literary expertise as possible, students may plan no more than two semesters with a single English faculty member. The courses listed below are the 2012-2013 electives; selections vary from year to year.

First Semester THE AMERICAN EXPERIENCE I. This course takes a

look at American literature during the 19th and early 20th centuries, covering Maggie, Girl of the Streets, Walden, The Scarlet Letter, My Antonia, and The House of Mirth.

We’ll be discussing how our forefathers were living and thinking in terms of social Darwinism, nature, rural versus urban values, gender issues, and the ironic evolution of an upper class. Exposure to thematically related art by Charles Burchfield, Grant Wood, Thomas Hart Benton, and the Ash Can painters will enrich and clarify the experience.

THE CAGED BIRD SINGS. An examination of the question:

Can the individual triumph over shattering odds? The texts may include: Angelou’s I Know Why the Caged Bird Sings, Potok’s The Chosen, Wiesel’s The Accident, and Tyler’s Dinner at the Homesick Restaurant. Thematically related art by Romare Bearden and photography by Roman Vishniac as well as a trip to the Holocaust Museum are fringe benefits.

COMMUNITY AND SOLITUDE IN THE RELIGIOUS EXPERIENCE. We will engage in a comparative study of various religions — among them Buddhism, Hinduism, Judaism, Islam, and Christianity — through an exploration of specific practices, texts, and communities

within each religion. What, for example, does the sangha of Plum Village and the experiences of one participant in this community reveal about Buddhism? Our learning will be both academic (practicing meditation, for example). We will learn more about the literary genre of the memoir, through which we can observe the inner dimensions of writers on a spiritual journey. Students will engage in extensive field work through which they will visit, observe, and learn from specific religious or spiritual communities in the Baltimore-Washington region.

SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has determined that this course does not count towards required high school credits in English.

FICTION WRITING. Consider fiction writing as your

passport to new worlds. Whether the trip is an extended journey in the pages of a novel or a stroll around the block in a short story, when you come to the last page you have been to a place previously unknown. Over the course of the semester be prepared to take many trips with authors like Andrea Lee, Junot Diaz, Kelly Link, George Saunders and many others. Through these trips you will learn to craft new worlds of your own. Students will refer to Josip Novakovich’s Fiction Writer’s Workshop for its concise and clearly written explanations of literary techniques. In addition to writing many short exercises and three short stories, students will revise their work frequently. As a part of their revision process, students will workshop their stories and provide thoughtful responses to their peers’ work. Our study will also focus on grammar and vocabulary as tools of precise expression. Ours will be a classroom where fear has no place, only passion and a willingness to travel.

FINE ARTS COLLOQUIUM 2012; ART, MUSIC, AND LITERATURE IN MID-CENTURY AMERICA AND BEYOND.

A new version of the Fine Arts Colloquium class, this course will proceed along two distinct but synergistic tracks. We will study great works of art, music, and literature from such 20th Century American phenomena as the Blues, the Harlem Renaissance, Modernism, the Beat Movement and 1960’s Counterculture. One focus of our efforts will be to explore the elements of the human experience the artist, author, or musician in question is trying to communicate, and how he or she goes about that task. As we examine these works, students will also be developing, reflecting on and articulating their own personal aesthetic and intellectual paradigm; the lens through which they view the art, music and literature they encounter in our class and beyond. Journal entries and other reflective pieces will be a central component of the class along with more formal analytical writing.

Students will also create original works in various genres and media that reflect the tenets of their aesthetic and intellectual belief systems, and assemble a “collage” of others’ pieces that demonstrate those tenets in action.

Works studied will include selected Jazz, Blues, Folk, Rock and Classical music; poetry, fiction, essays and artwork of the Harlem Renaissance; writings of the Beats; the art of Pollack, de Kooning, Warhol and others; Ken Kesey’s novel One Flew Over the Cuckoo’s Nest; and Leonard Bernstein’s musical composition, Mass.

HAITIAN STUDIES: A COLLABORATION WITH DUKE UNIVERSITY. This interdisciplinary course has as its focus the history and culture of 18th century Haiti, at the time a French colony known as Saint Domingue. Students will take part in a research effort in collaboration with Duke University’s Haiti Lab and its Slave Nation Project. One goal of this endeavor is to identify the African country of origin of slave groups, using as a primary source newspaper ads, written in French, taken out by

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From left: Upper School History teacher Josh Carlin, Upper School Academic Dean Christine Koniezhny, and Upper School History and English teacher Amy Schmaljohn

18th century slaveholders in pursuit of fugitive slaves.

Students will study Haitian literature and history leading up to the Haitian revolution. The course will require significant writing in English and French when applicable.

Students will explore historical fiction as a genre and will produce a piece of original historical fiction based on several sources encountered in our research.

Assessments will also include a research paper and presentation, various writing responses, and an oral history project. Texts will include: Avengers of the New

HAITIAN STUDIES The Haitian Studies course moves students beyond the classroom, connecting them to the research community at Duke University's Haiti Lab and engaging them in authentic, real-world

World, by Laurent Dubois, and Children of Heroes, by Lyonel Trouillot. Knowledge of French is not a prerequisite for this course. SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has not yet determined whether

learning. As part of the international team

this course will count towards required high school credits

working on Duke’s Slave Nation project, our

in English.

students read, translate, and analyze primary source documents, and then catalogue their

LITERATURE AND IDENTITY. Our culture bombards us

findings in a shared international database.

with questions like, what should I eat, how should I eat it,

The documents currently under investigation

and how much food should I enjoy? These questions —

are French-language newspaper advertisements

and various competing answers to them — vie for our

dating from the late 18th century, which were

attention on magazine covers, in newspapers, and within

commissioned by slave owners who were looking to recover runaway slaves. Once the research is complete, these rare, highly detailed descriptions may lead to a clearer understanding of the African regions from which these

the schools, families, and places of worship that structure our lives. Indeed, our attempts to answer these questions shape our identities and raise other questions: who am I, who are my people, where and what is my space on the

individuals originated, adding to the overall

earth, what is the role of feasting and pleasure in my life?

understanding of the Atlantic slave trade and

The following texts and others will guide our examina-

Haitian history before and during the time of

tion of the role of food in literature, culture, and identity:

the Haitian Revolution. Along with this ongoing

Shakespeare’s Twelfth Night John Milton’s Paradise Lost

research, students in Haitian Studies deepen

(book nine), Isak Dinesen’s “Babette’s Feast”, stories and

their understanding of the whole of Haitian

essays by Jhumpa Lahiri, Charles Dickens’s A Christmas

History — and of the Haitian Revolution, in

Carol, and smaller works by MFK Fischer, Alice Waters,

particular — through reading and discussion,

Nigella Lawson and Jhumpa Lahiri. Assessments will

group projects, writing historical fiction, and studying the evolutionary Vodou religion.

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include personal writing, analyses of the major texts of

the semester, discussions, and class presentations. We will also share and prepare some meals together.

LITERATURE AND POLITICS. We shall begin with an introduction to rhetoric, exploring political speeches and some advertisements. Speeches from many eras and cultures as well as speeches from current local and national politicians comprise our text in the rhetoric unit.

Then, we’ll move on to Shakespeare’s Julius Caesar, in which the power of political speech plays a central role.

With Walt Whitman’s Leaves of Grass, we will explore how poetry can shape and be shaped by politics. Finally, Robert Bolt’s A Man for All Seasons offers us the chance to reflect on how one individual can cling to integrity and a sense of self even in the midst of strong political pressures. Shorter selections from the works of various writers, including Jonathan Swift, Abraham Lincoln, Azar Nafisi, and Maya Angelou, will be included as well. Assessments may include persuasive speeches, analytical essays, performances of scenes from a play, class discussions, and journals.

LITERATURE IN ADAPTATION: FROM PAGE TO FRAME.

What happens when a work of literature is adapted for the screen? How does an audience experience a moving visual piece differently than a reader experiences the written page? Thematically centered on adaptation, this course will have students read and analyze works of literature and view and understand their film/video adaptations. In a hands-on manner they will also learn and practice camera, scene-building, editing, and postproduction techniques, and learn to produce small video projects, which may include a dramatic adaptation, a special effects piece, and a “vivid memory” project done with an elderly collaborator. Major writing assignments will include two analysis papers and two short scripts.

Texts and movies may include Aeschylus’ Agamemnon, the text and movie of Henry James’ Turn of the Screw,

Alfred Hitchcock’s film Rear Window, and short stories

by Cornell Woolrich and Ryunosuke Akutagawa.

SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has determined that this course does not count towards required high school credits in English.

THE NARRATIVE OF SUSPENSE. This course seeks to offer a broad survey of the mystery/suspense genre, focusing primarily on English and American authors. We will examine the 19th century writers considered the forebears of the modern mystery novelists [Poe, Wilkie Collins] and move onto the early and late Victorian entries [Arthur Conan Doyle, literature dealing with Jack the Ripper & Victorian anxieties, Bleak House]. From there we’ll proceed to the 20th century suspense narrative in all its glorious forms: police procedurals, private investigators, gentleman/gentlewoman sleuths, teen detectives, and more. Other possible authors might include Agatha Christie, Dorothy Sayers, Walter Mosley, Raymond Chandler, Laura Lippman, Alexander McCall Smith, and others. Supplemental “texts” might include films by Alfred Hitchcock, selections from noir cinema, episodes of “Homicide: Life on the Streets”, and other visual mediums. Studying a variety of texts, students will trace

the evolution of the genre, examining content, narrative voice, tropes, and how the narrative of suspense has changed with the times. Much of the course will be an analysis [both formal and informal] of the notion of a “mystery” and how various authors have taken this venerable form and molded it for a variety of purposes: entertainment, warning, to promote agendas [cultural, political]. In a way, students will become “investigators”, finding certain “clues” to test various “hypotheses” in the form of thesis-support essays. The class will also aim to examine the translation of mystery from the page to screen [big and small] and the role of mystery in our popular culture.

PEACE, NONVIOLENCE, AND SOCIAL JUSTICE. Through

comparative study of the writings of Mahatma Gandhi, Martin Luther King, Jr., and Thich Nhat Hanh, we will discover the sources and methods of each individual’s

of nonviolent work for change. Students will engage in a service learning project of their own design through which they will apply and evaluate some of the methodologies of Gandhi, King, and Hanh. SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has determined that this course does not count towards required high school credits in English.

PHILOSOPHY AND LITERATURE. This course will

explore the long-established link between philosophy and literature. Students will have the opportunity to trace the development of western philosophical thought, to analyze literature in the context of key philosophical questions, and to participate in the dialectic of philosophical questioning and discovery. Texts for this class will include

non-violent work for peace and social justice. We will also

the following: The Problems of Philosophy by Bertrand

study the work of major non-governmental organizations

Russell, Hamlet by Shakespeare, “The Metamorphosis”

working for peace in the world and explore the role

by Franz Kafka, No Exit by Jean Paul Sartre, and

non-violent resistance has played in times of war and

The Daydreamer by Ian McEwan. Students will also have

conflict. Reflective and analytical writing will help

the opportunity to read selections from Plato, Immanuel

students to connect this learning to their own life’s work;

Kant, St. Thomas Aquinas, Søren Kierkegaard, Walter

a research paper will hone students’ skills in analyzing

Pater, and other philosophers as they synthesize

the underlying causes of social injustice and the outcomes

philosophical thought and literary appreciation.

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POETRY. In this class, students will determine how poetry works through an examination of the both the “science” of prosody and the “art” of poetic practice. Our readings will lead us towards an understanding of the genesis, development, and spectrum of traditional poetry in English, but they will also allow us to explore the contemporary world of poetry: Who is writing now?

Where are they being read (and heard) today? Where are today’s poets being published? Our text for this class will be, for the most part, the many poetry sites found on the Internet. The course will culminate in an analysis of a contemporary literary journal and an evaluation/ surmise of where poetry is heading. Poets covered in this class will rang from Chaucer to Wordsworth to Plath. Forms will range from the sonnet to the lyric to the ghazal. Literary journals will range from The Texas Review to The Hedgehog Review to The Southern Review.

Some essential questions include the following: What is the relationship between the poet and the reader, between the poet and his subject, between the poet and the poem? What is the poetic imagination? Are poets the unacknowledged legislators of the world? How do poetic form and meter add to meaning?

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character as reflected in these works: Ben Carson’s Gifted Hands, Annie Dillard’s American Childhood, Jack Kerouac’s On the Road, James Dickey’s Deliverance, Richard Wright’s Black Boy, and Sylvia Plath’s The Bell Jar. The poetry of Allen Ginsberg, the art of W.H. Johnson, Saul Steinberg, and Norman Rockwell and the music of the Temptations, Miles Davis, Bruce Springsteen, and Arlo Guthrie will enrich the Experience.

THE CITY IN LIFE AND LETTERS. In this interdisciplinary

course, students explore the city as a literary construct and as a sociological entity. Our Essential Questions will provide the lens for our study of cities in general and of our own city of Baltimore in particular. As readers, we will examine the depictions of cities in literature and attempt to understand the enduring fascination and dread that they have inspired in authors and readers alike.

As sociologists, we will examine the ways in which the physical structures of cities (including roads, sidewalks, variety of buildings, length of blocks and other seemingly insignificant details) and the planning policies implemented by city officials impact the lives of city residents, often in entirely unintended ways. We’ll bring these two strands together by asking how the ways in which we

THE AMERICAN EXPERIENCE II. This course deals with

write and talk about cities affect the ways in which

some of the ambiguities and paradoxes of the American

we plan them and maintain them.

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Baltimore will serve as our laboratory for investigation, and the course will include frequent class trips and conversations with city officials and with citizens involved in shaping Baltimore’s future. The course uses a variety of assessment practices, including keeping journals, participating in and leading class discussions, crafting essays, and completing group and individual projects.

Our texts may include Writing New York and The Death and Life of Great American Cities as well as episodes of HBO’s The Wire. SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has determined that this course does not count towards required high school credits in English.

COMMUNITY AND SOLITUDE IN THE RELIGIOUS EXPERIENCE. We will engage in a comparative study of various religions — among them Buddhism, Hinduism, Judaism, Islam, and Christianity — through an exploration of specific practices, texts, and communities within each religion. What, for example, does the sangha of Plum Village and the experiences of one participant in this community reveal about Buddhism? Our learning will be both academic (reading, discussion, research) and experiential (practicing meditation, for example). We will learn more about the literary genre of the memoir,

through which we can observe the inner dimensions of writers on a spiritual journey. Students will engage in extensive field work through which they will visit, observe, and learn from specific religious or spiritual communities in the Baltimore-Washington region. SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has determined that this course does not count towards required high school credits in English.

CREATIVE NONFICTION. This writing course explores

nonfiction literature as art — the essay as art, really.

Often in English classes, students read novels but write essays; this course allows students to see other real-world examples of the kinds of writing we expect them to do throughout their academic careers. Students will be encouraged to think of themselves as writers, as the class will focus on students’ use of the writing process and the development of their writing voices. Class time will emphasize student-driven discussion and writing workshops. Assignments may include personal essays, op-ed pieces, a biography of a partner from a local retirement community, analytical essays, and a journal. Texts may include The Norton Book of Personal Essays, Best American Essays, and Anne Lamott’s Bird by Bird.

knowledge of how film (and video) work to several

THE PATH OF LEADERSHIP. In this course, we will explore

analytical papers and to the writing and filming of some

some foundational questions — both theoretical and

original video. Our written texts are Understanding Movies

practical — about leadership, with specific emphasis on

by Louis Giannetti and The Power of Film by Howard Suber,

the relationship between leadership and an individual’s

and the films may include Gimme Shelter (dir. Maysles),

“moral compass.” What makes a “great” leader? Is the

Spellbound (dir. Blitz), Chien Andalou (dir. Dali/Bunuel) The

capacity to lead “natural” (i.e., something we are born

General (dir. Keaton), Triumph of the Will (dir. Riefenstahl),

with) or is it something we can learn? What is the

Potemkin (dir. Eisenstein), Citizen Kane (dir. Welles),

relationship between leaders and followers? What sustains

Run Lola Run (dir. Tykwer), and Being There (dir. Ashby).

a leader during difficult times? Why do leaders fail? As

SPECIAL NOTE to athletes who may compete in college at the

most of us have had — or will have — experiences as

Division I or Division II level: Although this course gives a full

leaders, it is important to be conscious about what and

credit toward Friends School graduation, the National Collegiate

why we are doing so that we can be more effective leaders

Athletic Association has determined that this course does not count towards required high school credits in English.

LITERATURE OF THE AFRICAN DIASPORA. This course

examines tradition and assimilation in post-colonial African, Caribbean and African American literature.

(and followers). To assist us in the exploration of these questions, we will study some lessons in leadership gleaned from literature and history, across time and cultures. Students will write analytical/research papers on subjects related to the course readings. The class will conduct a group service learning project that will allow students to experience together the roles of leaders and

Students will respond to works through class discussion,

followers — and to experiment with different strategies

collaborative work, journal writing, and analytical essays.

for each. Students will also learn from contemporary

Texts may include: Athol Fugard’s Master Harold and

leaders in our region through interviews and “shadow”

the Boys, Ferdinand Oyono’s Houseboy, Ralph Ellison’s

days. SPECIAL NOTE to athletes who may compete in college at

Invisible Man, and Gloria Naylor’s Mama Day.

the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National

LITERATURE OF THE MIDDLE EAST. Students enrolled

Collegiate Athletic Association has determined that this course

FILM ANALYSIS. This course focuses on the style and

in this class will explore contemporary literature from

does not count towards required high school credits in English.

history of film as a means of expression and communica-

the Middle East and American writers of Middle Eastern

tion, and features the study of film as our primary ‘text.’

descent. Over the course of the semester we will discuss

How does film work? Through film/video, how do we

the themes of religious and political oppression, gender

create meaning and emotion for our audiences? Following

roles in the Arab world, and the Arab cultural identity

an introduction to film analysis, including the three main

as it is found in modern literature. While this course will

film styles (realism, classicism, and formalism), students

focus on the novel and short fiction, students will have

will watch and analyze a variety of films illustrating

the opportunity to research and write about poetry and

essential principles including photography, frame

creative non-fiction. Authors whose work may be

composition, editing, sound, lighting, story/structure,

included: Naugib Mahfouz, Azar Nafisi, Reza Aslan,

and ideology. Students are required to learn and apply

Nawal El Saadawi, Alaa al-Aswany, and Alicia Erian.

SELECTIONS FROM THE BRITISH CANON. Are there any

books you feel you ought to have read before leaving high school but never had the time, texts that might come up in a college essay or interview? Well this class is for you.

We will discuss both the general concept of a canon and some of the specific canonical authors. Our selections will include the following authors and/or works: Beowulf, Sir Gawain and the Green Knight, Shakespeare, Milton, Swift, Wordsworth, Tennyson, Hardy and Yeats. Central to our studies is Harold Bloom’s question, “what shall the

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individual who still desires to read attempt to read, this late in history?” Other essential questions include the following: Who defines the canon? What makes a text canonical? What is missing from the canon? Should the concept of a canon exist?

THE SHORT STORY. Although students will have been

exposed to short fiction in 9th and 10th Grade, they will not have had the opportunity to delve into the genre in any great depth. This class will address that gap in a genre that is inimitably American in genesis but sweepingly international in influence. Students will trace the beginnings of the genre through the works of Nathaniel Hawthorne, Edgar Allan Poe, Henry James, and Mark Twain; understand the establishing of the genre through the works of Eudora Welty, Katherine Mansfield, John Steinbeck, and Ernest Hemingway; and appreciate the evolution of the genre through the works of Andrea Barrett, Bharati Mukherjee, Sabina Murray, and Richard Ford. Additionally, students will have the opportunity to tap into the vibrant local literary scene of the Mid-Atlantic/Baltimore area by examining the works of those writing short fiction today. Reaching out both to professors of English in our neighboring universities and to editors of local literary journals, students will gain a real-time sense not only of what is being written now, but also of how the genre may further evolve in the future.

SHAKESPEARE. The Shakespeare course employs a genre

approach to drama. Examining the plays both for their individual merits and the way in which they fit into their respective categories (tragedy, comedy, history, romance), the course is designed to equip students to be lifetime readers of Shakespeare. Offerings may include Richard III, The Merchant of Venice, Much Ado About Nothing, King Lear, and Hamlet. We alternate close textual analysis with classroom participation and acting in chosen scenes.

Sideline coaching in this latter experience is used to help

students see dramatic tensions between characters and understand the relationship between the printed text and the intended stage performance. Analytical papers are the primary graded responses, and some personal and imaginative writings are also done in relation to the materials covered. Additionally, opportunities for collaborative work are part of the course. To supplement our exploration of each play, we’ll read critical essays and watch contemporary film adaptations in the hopes of discovering new insights into Shakespeare. Whenever possible, the course will include a trip to see a relevant play performed.

SHORT NOVEL. This course introduces the short novel as a form and as a reading experience. Novels covered may include D.H. Lawrence’s The Fox, Kate Chopin’s The Awakening, Gabriel Garcia Marquez’s Innocent Erendira, Philip Roth’s Goodbye Columbus, Edith Wharton’s Ethan Frome, and Henry James’ Daisy Miller.

SOCIAL SCIENCE FICTION FROM SHELLEY TO THE 21ST CENTURY. Science Fiction is more than just spaceships and aliens. In its own right, Sci-Fi is a legitimate literary genre that, when done well, holds a mirror up to the present and examines our world in a different light. Make no mistake: the works we read are (mostly) serious and have agendas. This class is not a history of Science Fiction, though we will cover some aspects of its evolution; it is more of a limited inquiry into the themes, ideas, motifs, styles, and hallmarks of the genre. A good many of the texts deal with, in one form or another, the concept of dystopian societies and/or how humans and machines/technology negotiate a frequently tense and tenuous existence; we grapple with similar issues in our present-day lives, and our experiences will help inform our study of these works. Through a variety of mediums (novels, short stories, plays, film, television, essays), we will explore a small slice of the Science Fiction

world. Works read and discussed might include but aren’t limited to Frankenstein, Fahrenheit 451, R.U.R., 1984, stories by Doyle, Lovecraft, Poe, P.K. Dick, Asimov, Hawthorne, Butler, Delany, and others. A list of Essential Questions will offer strategies for examining each text, but students will be required to bring their own insights and queries to the class as well.

WORLD LANGUAGES

tenses (past, present and future) allows for practice of both oral and written expression. Students speak French in every class, practice French outside of class, work individually and in small groups, hold brief conversations, give presentations, interview each other, and role play.

The level 1 C’est à toi! textbook is supplemented with online listening activities, games, films, and cultural projects such as preparing a traditional French dish for the class.

The study of world languages is an integrated part of

FRENCH II. French II is designed to develop and advance

a liberal education and an individual’s intellectual and

the student’s language skills in speaking, listening comprehension, writing and reading, and consequently this class is conducted almost entirely in French. Students are actively engaged in speaking and listening to French in each class. The French 2 curriculum concentrates on comprehension and application of grammar and vocabulary.

Students also learn more about the Francophone world, such as the Maghreb region of North Africa. In the 4th quarter, students are introduced to reading literature in French through an abridged version of Jules Verne’s adventure novel 20,000 Leagues Under the Sea.

personal growth. The Upper School offers five levels of language in French, Russian, and Spanish and four levels in Latin. The following is a description of the required curriculum for each language course.

French FRENCH I. Bonjour! French 1 is a beginning language course which introduces students to the French language and culture. Students study the daily routines of people in French-speaking countries and vocabulary of family, school, food, sports, favorite activities, clothing, holidays, weather, etc. Emphasis is on the practical applications of spoken language in everyday situations such as going to a café and meeting friends. An introduction of basic verb

FRENCH III. French III is an intermediate language course

that builds on the listening, speaking, reading, and writing skills acquired in French I and II. The class is conducted

entirely in the target language and the goals are oral and written proficiency. The program includes challenging exercises in grammar, vocabulary, and culture, as well as literature appropriate for this level. Students study the whole range of the subjunctive mood and review most verb tenses. Much new vocabulary is acquired and all defined in French. All students research a Francophone country during first semester to focus on the development of their writing skills, ending the project with a class presentation to practice the spoken language. Students are introduced to literature through a short novel during second semester, boosting confidence in critical reading skills and listening comprehension with the viewing of the movie version performed by native French speakers, as well as providing a springboard for philosophical discussion and cultural comparison.

FRENCH IV. Storytelling, mysteries, leisure, work, love, death and beyond — French IV students explore it all and do so in French. They use their reading skills to expand their literary horizons in reading Jean-Paul Sartre’s existential novel Les Jeux sont faits. They continue to enrich their vocabulary in literary context, and through study of extreme sports, the workplace and finance, and the environment. Students refine their use of increasingly

complex grammar, such as the conditional past, the past infinitive, and negative expressions. Students continue to enjoy short films with the Imaginez textbook and online resources. Students become better writers in French through personal and creative writing, narratives and summaries in the present and past tenses, and a longer essay. The French IV course includes a research project, traditional and digital storytelling, presentations, and more.

FRENCH V. The approach to this course emphasizes

continued development of oral and written proficiency, detailed review and study of advanced grammar, acquisition and use of advanced vocabulary, and continuing refinement of the ability to comprehend everyday spoken French. Coursework will be structured around a core of central themes which provide a high-interest, meaningful context in which to explore a variety of language concepts, themes including science and technology, contemporary life, global challenges, personal and public identities, and families and communities. Additionally, using our textbook Controverses as a framework, students will explore a variety of contemporary social issues important to the French and francophone world. The capacity to maintain an interested, inquisitive, open-minded and non-judgmental approach to the exploration of cultural differences will be actively cultivated throughout the year. A variety of resources will be used in our work. Authentic materials

including newspaper articles, broadcast news clips, Youtube videos, film, short stories, and a screenplay, Au Revoir, Les Enfants,, by Louis Malle, will be woven throughout the course. Students will be introduced to a style of composition writing known in France as the “dissertation”, a technique of argumentation that requires the presentation of one’s own viewpoint as well as the opposing point of view, developing students’ ability to see a controversial topic from a variety of perspectives.

Throughout the year, the four skills of listening, speaking, reading and writing will be exercised, and students will work to improve their interpretive, interactive and presentational abilities.

LATIN LATIN I. In Latin I students learn Latin through practice

in reading it. The course also develops the students’ understanding of the social and political history of the Romans through carefully graded readings. By year’s end students will have learned the five main cases of three declensions. They will study the present, imperfect, perfect, and pluperfect indicative tenses of the first three verb conjugations, as well as the imperative mood.

Students will become familiar with life in Pompeii and in Roman Britain. Class time is also devoted to the study of English derivatives. Students take an active role in the class, researching topics of their choice, and presenting

mini-seminar reports to their peers. The texts include The Cambridge Latin Course, Units I and half of Unit II, as well as the ancillary online study aids.

LATIN II. In Latin II students continue the study of

basic grammar and syntax. Students also deepen their understanding of the social and political history of the Romans through carefully graded readings. By year’s end students will have studied all five declensions, the four verb conjugations in the indicative, imperative, and subjunctive moods, and the formation and adjectival use of participles. Class time will also be devoted to the study of English derivatives. Students will study the cultural influences of the conquered territories of Europe, Asia and northern Africa upon the culture of the Roman Empire and subsequent Western cultures, particularly in science and technology. Students take an active role in the class, researching topics of their choice, and presenting mini-seminar reports to their peers. The texts include The Cambridge Latin Course, Unit II and half of Unit III, as well as the ancillary online study aids.

LATIN III. Latin III is an intermediate language course

which builds on the grammar and syntax mastered in levels I and II. In Latin III students encounter more complex linguistic structures, including the whole range of the subjunctive mood. Cultural topics include the Roman

military machine; the topography of ancient cities, and Roman influence on European urban planning; the interaction of various faiths in the 1st century C.E., including the destruction of Jerusalem, the siege at Masada, the growth of Christianity and Mystery religions, and the popularity of Stoic and Epicurean philosophies in Rome.

The year ends with an introduction to Roman poetry.

Students take an active role in the class, researching topics of their choice, and presenting mini-seminar reports. Texts include The Cambridge Latin Course, Unit III and half of Unit IV, as well as the ancillary online study aids.

LATIN III/IV POETRY. In this course students read

unadulterated texts by Roman authors. The literature read is challenging, both linguistically and intellectually.

The poetry course may include a selection of Roman comedy, like Plautus’ Pot of Gold, selections from the

NOTE: The Latin III/IV Prose and the Latin III/IV Poetry

courses are offered during alternate years.

RUSSIAN RUSSIAN II. Russian II is designed to further develop the four language skills (listening, speaking, reading and writing) acquired in Russian I. The text Stage One: Live From Moscow! is used, accompanied by its audio and video components. Emphasis is placed on the creation of dialogues and role-plays to broaden students’ knowledge of grammar, vocabulary and culture. Students use a workbook and CD to reinforce listening comprehension, vocabulary, reading, and grammar skills. A project on the geography of the former Soviet Union supplements this course. In addition, students have the opportunity to participate in the National Russian Essay Contest and the Olympiada of Spoken Russian.

Aeneid, and samplings of the poetry of Catullus, Horace, and Ovid. Students learn to recognize and appreciate

RUSSIAN III. Russian III strengthens the listening, speaking,

poetic devices, and to read and create poems in meter.

reading and writing skills acquired in Russian I and II, with an emphasis on oral proficiency and a functional mastery of the basic grammatical structures of Russian (the case system and verb conjugation). Students continue work in Stage One: Live From Moscow! A project on the cuisine of Russia and former Soviet Republics supplements this course. Students have the opportunity to participate in the National Russian Essay Contest and the Olympiada of Spoken Russian.

The class also focuses on the elements and nature of comedy, the translation of ancient comedy to the modern stage, and the impact of ancient literature on subsequent poetic forms and themes. NOTE: The Latin III/IV Prose and the Latin III/IV Poetry courses are offered during alternate years.

LATIN III/IV PROSE. In this course students read

unadulterated texts by Roman authors. The literature read is challenging, both linguistically and intellectually.

The prose course includes selections from the Vulgate, Latin funerary and legal inscriptions, a sampling of the personal letters of Cicero and Pliny, and examples of medieval literature. Students explore the similarities between ancient mythologies, the literary evidence of the fluidity of ancient cultures, and how our social/cultural mores have been shaped by the ancient world.

RUSSIAN IV. The basic grammar and cultural materials are taken from the text Russian Faces and Voices, a text based on interviews with Russian people from a variety of backgrounds. Audiotapes and a video in the form of a mystery also accompany this text. At this level, students begin to read longer texts and various works of 19th and 20th century literature, newspaper articles, and film are used to present both traditional and contemporary culture. Students also complete a research project on

a Russian city of choice in the first semester and on a cultural topic of choice during the second semester.

Throughout the course, students continue to expand their speaking, listening, reading and writing skills. As at the other levels of Russian, students may elect to participate in the National Russian Essay Contest or in the Olympiada for Spoken Russian. Students are also encouraged to participate in Friends School’s home stay/study trip to Russia (offered on even years).

RUSSIAN V. Mir Russkix (The World of the Russians)

is the basic text for this course, which seeks to further develop all language skills. The text, audiotapes, and video that constitute this course expose students in great depth to such themes as Russian traditions, the environment, Russian art and the role of the individual in history. Each chapter includes excerpts from literature, grammar presentations, and numerous topics for discussion. In addition, various works of 19th and 20th century literature, newspaper articles, and film are used to enhance discussions. Students also complete a research project on a Russian region of choice during the first semester and on a cultural topic of choice during the second semester. In addition, students regularly monitor and discuss current events in the Former Soviet Union.

As at the other levels of Russian, students may elect to participate in the National Russian Essay Contest or in the Olympiada of Spoken Russian. Students are also encouraged to participate in Friends School’s home stay/study trip to Russia (offered on even years).

SPANISH SPANISH I. Spanish I is designed to give students an

introduction to Spanish language and culture from Spain as well as Mexico, Central and South America. Students develop a novice’s proficiency in listening, speaking, reading and writing in the target language. The course

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presents basic meaningful vocabulary which relates to the students’ daily lives. Students learn to communicate about their family, food, transportation, school life etc. The present tense is mastered for regular –ar, -er and –ir verb conjugations and for irregular, commonly-used verbs. The past and future tenses are introduced and practiced. The text Navegando is accompanied by a workbook which will help reinforce instruction in class. Accompanying CDs and cultural DVDs provide supplemental practice.

Students listen to bi-weekly podcasts from Notes in Spanish Inspired Beginners, which highlight cultural comparisons between the United States and Spain. Students practice their Spanish by role play, writing dialogues, answering questions orally and in writing. This course should inspire students to continue to use their Spanish in a meaningful way, in class and on the streets of Baltimore.

SPANISH II. Spanish II is a course designed to develop

skills acquired in Spanish I and II. The class is conducted entirely in Spanish and the main focus is on oral and written proficiency. By the end of the course, students will be able to express personal opinions on school life, the environment, and human rights issues in Spanishspeaking countries. Class activities focus on writing letters, emails and blogs, as well as authentic materials such as videos, films, newspaper articles and websites.

Students collaborate on research projects proposing solutions for environmental problems in the world and designing brochures about cultural and historical facts of different Latin American countries. Literary components allow for conversation, written analyses and opportunities for “round-table” discussion. Students develop their written and oral proficiency through discussions, oral presentations and readings and culminate their learning with an independent, creative project on Hispanic artists.

and advance the four language skills (aural, oral, reading,

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Latinos interpret events dealing with the United States.

Newspapers and news clips from Spain, Colombia and Argentina serve to incite discussion. The course is conducted entirely in Spanish. Advanced grammar is taught and reinforced.

SPANISH V. Spanish V is an advanced course in which

students continue to refine their proficiency in reading, speaking, writing, and listening. By the end of the year students will be able to understand and communicate abstract and complex ideas. Grammar practice provides students the foundation needed for developing effective communication and critical thinking skills. Hispanic films and documentaries are incorporated into the class discussion to help students comprehend everyday culture and spoken Spanish. In order to demonstrate their mastery of the target language, students reflect on a wide array of literary and cultural topics, both orally and in writing. Collaborative and individual projects constitute

and writing) acquired in Spanish I. The class is conducted

SPANISH IV. Spanish IV is an advanced course designed

almost entirely in the target language. A textbook is

to improve students’ proficiency in reading, writing,

used accompanied by its audio and online activities and

listening and speaking. Spanish IV students gain

students are required to speak and write using the new

familiarity with the contributions of some of the most

grammar and vocabulary in each chapter. The curriculum

well-known authors from Spain and Latin America, as

focuses on teaching every day skills such as interviews,

they read and discuss unabridged works by Manuel

writing letters and emails, and reading authentic materials.

Rivas, Federico García Lorca, Gabriel García Márquez,

Audios and videos expose students to the richness of

Luisa Valenzuela and Isabel Allende. Current films from

the Spanish-speaking world. Class activities provide

Spain and Latin America are viewed to enhance the

opportunities to hone student’s oral proficiency through

students’ understanding of the themes, culture and

skits and group discussions. During the course of the

historical setting found in these works of literature.

foundational skills as historians and scholars (reading,

year students collaborate on cultural projects and watch

Students write forums, journal entries and analytical

writing, researching, analyzing, synthesizing) as they use

films and documentaries. Students are introduced to

papers to demonstrate their increased proficiency and

a wide range of primary and secondary sources. Through

literature through a short novel which aims to boost

ease with the language. Students collaborate to produce

this thoughtfully integrated curriculum, students work

their confidence in critical reading skills and

oral presentations on the themes designated of real

in both individual and collaborative modes. Global in

overall comprehension.

importance to understanding the cultural context of the

emphasis, the curriculum spans the earliest civilizations

Spanish-speaking world. The course is also designed to

to contemporary society, requiring students to explore

SPANISH III. Spanish III is an intermediate course which

enhance the students’ awareness of current events relating

multiple perspectives as they build the understanding and

builds on the listening, speaking, reading and writing

to the Spanish-speaking world, and how Hispanics and

empathy needed for responsible global citizenship.

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important forms of assessments. During the course of the year, students interpret and discuss Spanish and Latin American short stories, current events, and popular culture by well-known Hispanic authors.

HISTORY Building through a core curriculum to a range of senior elective offerings, the Upper School History Department provides students with experiences that develop their

The History Department expects that all students will follow this sequence: 9th grade: History of Great Civilizations 10th grade: History of the Modern World 11th grade: The United States and the World 12th grade: Electives 9TH GRADE: HISTORY OF GREAT CIVILIZATIONS

This course is designed to develop and refine general academic skills, such as reading for comprehension, note taking, organization, planning, and essay writing.

The course examines a variety of early civilizations and challenges students to understand early societies on their own terms. The course starts with the Ancient Near East and Egypt, then covers Greece, Rome, early Islam, Mesoamerica, early African, Indian, Chinese and Medieval European civilizations. Students must also complete a research project and gather information from several sources, including some on-line material.

10TH GRADE: HISTORY OF THE MODERN WORLD

Building on skills and content developed in the 9th grade, students will use increasingly sophisticated sources and analysis to study the key developments from the 15th to the 20th centuries that have helped to shape the world they inhabit. This course emphasizes important themes that

occur across space and time, including technological change, environmental impact and cross-cultural interactions.

Students will also explore the development of cultures around the globe. Throughout the course students will begin to see connections and comparisons across cultures and time periods. Also, students will think critically about the interrelationship between historical events. Emphasis is placed on the use of primary sources to study history.

11TH GRADE: THE UNITED STATES AND THE WORLD

This course traces the development of the United States from a small nation in 1790 to its position as the world’s largest industrial power by the beginning of the 20th century. In the second semester, students examine the complex interactions between the United States and the rest of the world during two World Wars and the Cold War. The broader aim of the course is to help students refine academic skills for college. The course builds upon the comparative approach students have been developing throughout their Upper School experience. Questions addressed in the course include: Why did the US fail to establish a mainstream socialist movement like that in Europe? Should the United States have fought in World War I? Students complete increasingly sophisticated research papers involving historiography and comparative analysis to address such questions.

Twelfth Grade: History Electives — 1st Semester AMERICAN GOVERNMENT. American Government goes beyond a basic analysis of how our government “works.”

Students will develop a critical understanding of the strengths and weaknesses of the American political system, as well as their rights and responsibilities as citizens. Students will begin to develop a more complex and insightful understanding of constitutionalism, civil liberties, and the avenues of influence on policy making.

Because 2012 is an election year the course will revolve heavily around political parties and campaigns, the election process, the role of the media in an election year, voter turnout issues, and campaign finance. The primary text is Government in America: People, Politics, & Policy.

In addition, students will be encouraged to follow current events for this course.

ANTHROPOLOGY. This course studies social and cultural development and behavior of human beings. Topics include the values, traditions, and myths of ancient and existing cultures. Such groups as the Yanamamo, the Koori, and the Woodabe are studied to compare kinship relationships, marriage practices, and death rituals.

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ENVIRONMENTAL POLICY — NATIONAL FOOD POLICY: A FOUNDATION. The fall component of Environmental

Policy introduces concepts of environmental politics and policy, with a focus on Food Policy. Environmental, political, social, and economic perspectives on U.S. agricultural policy are examined and its impact on national and global food systems is analyzed. The course includes a lab/field component, as well as a seminar/discussion format. Students analyze historical and current research and thinking in national and global food systems, and will visit local food venues such as senior centers, central kitchens, government agencies, food distribution centers, and agricultural and/or policy research centers. Guest speakers from JHU’s Center for a Livable Future, government institutions, and local farms will be invited into the class. Class discussions, lectures, films, readings, and guest speakers support critical thinking and provide a foundation for understanding the experiential field/lab/service component of the course.

The course may be taken for either science or history credit and is open to juniors and seniors. PREREQUISITE: Environmental Science, or permission of the department.

GLOBAL THEMES IN ART HISTORY I.

the history and culture of 18th century Haiti, at the time a French colony known as Saint Domingue. Students will take part in a research effort in collaboration with Duke University’s Haiti Lab and its Slave Nation Project. One goal of this endeavor is to identify the African country of origin of slave groups, using as a primary source newspaper ads, written in French, taken out by 18th century slaveholders in pursuit of fugitive slaves. Students will study Haitian literature and history leading up to the Haitian revolution. The course will require significant writing in English and French when applicable. Students will explore historical fiction as a genre and will produce a piece of original historical fiction based on several sources encountered in our research. Assessments will also include a research paper and presentation, and various writing responses, and an oral history project.

Texts will include: Avengers of the New World, by Laurent Dubois, and Children of Heroes, by Lyonel Trouillot.

Knowledge of French is not a prerequisite for this course.

SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has not yet determined whether this course will count towards required high school credits in History.

See description in Art section.

MODERN ASIA: CHINA AND INDIA AFTER WORLD WAR II. HAITIAN STUDIES: A COLLABORATION WITH DUKE UNIVERSITY. This interdisciplinary course has as its focus

This course will examine the development of China and India in the post-World War II period. These two nations

have emerged as important world powers in recent years. We will compare the paths they have taken and the challenges each faces. For one quarter, we will look at modern history from the perspective of China. In the other quarter, India will be the lens through which we view history. Sources will include primary and secondary sources, such as articles, essays, books, and films. Inquiry and research will be a regular part of the course, as students seek to find the background information necessary to understand historical events.

HISTORY OF MODERN RUSSIA. This course will cover the history of Russia from the mid-19th century to the present. Students will be provided with a brief background in the geographic, political, and socio-economic history of Russia prior to the period of the Great Reforms under Tsar Alexander II. We will examine the key developments, themes, and changes that occurred in Russia as it went from a 19th century tsarist state, to communist state, to a contemporary free-market but still controlled state.

Some of the themes will be authoritarianism in political and social sphere, responses by society and culture to oppression, socio-economic developments, and religious and cultural trends. In addition to readings covering the historical narrative, students will also be exposed to primary sources and literature through the period of study.

PEACE, NONVIOLENCE, AND SOCIAL JUSTICE. Through comparative study of the writings of Mahatma Gandhi, Martin Luther King, Jr., and Thich Nhat Hanh, we will discover the sources and methods of each individual’s nonviolent work for peace and social justice. We will also study the work of major nongovernmental organizations working for peace in the world and explore the role nonviolent resistance has played in times of war and conflict. Reflective and analytical writing will help students to connect this learning to their own life’s work; a research paper will hone students’ skills in analyzing the underlying causes of social injustice and the outcomes of nonviolent work for change. Students will engage in a service learning project of their own design through which they will apply and evaluate some of the methodologies of Gandhi, King, and Hanh. SPECIAL NOTE to athletes who may compete in college at the Division I or Division II level: Although this course gives a full credit toward Friends School graduation, the National Collegiate Athletic Association has determined that this course does not count towards required high school credits in History.

COMMUNITY AND SOLITUDE IN THE RELIGIOUS EXPERIENCE. We will engage in a comparative study of

various religions — among them Buddhism, Hinduism, Judaism, Islam, and Christianity — through an exploration of specific practices, texts, and communities within each religion. What, for example, does the sangha of Plum Village and the experiences of one participant in this community reveal about Buddhism? Our learning will be both academic (reading, discussion, research) and experiential (practicing meditation, for example). We will learn more about the literary genre of the memoir, through which we can observe the inner dimensions of writers on a spiritual journey. Students will engage in extensive field work through which they will visit, observe, and laern from specific religious or spiritual communities in the Baltimore-Washington region.

Twelfth Grade: History Electives — 2nd Semester AMERICAN CULTURAL STUDIES: Post WWII to the Present. American Studies will combine cultural, social and intellectual history of post-World War II United States of America. Students will analyze the American past and present from the perspective of several disciplines (history, social sciences, literature, and the arts), learn to synthesize their knowledge, and develop critical habits of mind needed for cultural analysis. The course will cover five themes: American communities, material culture and consumerism, visual, audio, literary, and performance culture, marginalized voices, and how American culture has been critiqued, drawn from, and adapted by cultures worldwide. Students will use multiple texts as well as literary, musical, film, and television sources throughout this course.

Molly Farrugia, Class of 2013

PUBLIC SPEAKING Public speaking is an integral part of the Friends School academic experience and a skill that is nurtured at every level — inside the classroom and through a variety of extra-curricular activities, such as Mock Trial and Debate.

ENVIRONMENTAL POLICY — BALTIMORE FOOD SYSTEMS.

“Over my 13 years at Friends, I have

This semester course builds on the foundation established in the fall semester of Environmental Policy. The spring semester focuses on urban food environments, particularly Baltimore’s complex food system. Students consider what would be needed to ensure access to nutritious, adequate, affordable, and sustainably-produced food for all citizens of Baltimore. The course includes a lab/field component, as well as a seminar/discussion format.

Students analyze current research and data in local and regional food systems, and gather and analyze their own data from Baltimore. Students will embark on “backstage” tours at supermarkets, corner stores, restaurants, food distribution centers, community centers and urban and suburban farms. Guest speakers from JHU’s Center for a Livable Future, other universities, government institutions, and local farms will frequent the class. Class discussions, lectures, films, readings, and guest speakers support critical thinking, and provide a foundation for understanding the experiential field/lab/service component

been given many opportunities to improve my public speaking, whether it be through a spoken research presentation in Spanish class, being able to tell a captivating and well-prepared personal story in English class, speaking in Senate, or even performing in the musical,” notes Molly Farruggia ’13, co-president of the senior class. “Discussionoriented classes at Friends have also played a huge role in improving my ability to speak in front of others. By participating in discussions, I have become a lot more comfortable articulating my ideas in front of a group on an everyday basis.”

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of the course. A major learning experience of the course is a self-designed service learning project focused on one aspect of Baltimore’s food system. The course may be taken for either science or history credit and is open to juniors and seniors. PREREQUISITE: Environmental Policy — A Case Study Approach: National Food Policy, or permission of the department.

GLOBAL THEMES IN ART HISTORY II.

See description in Art section.

HISTORY OF THE BALKANS. This course covers the history of the Balkan countries (Greece, Serbia, Croatia, Romania, Bulgaria, FYROM, Montenegro, and Slovenia) from the 19th century to the present. Students will obtain a brief background of how the Ottoman Empire and Austro-Hungarian empires controlled these regions in the 19th century and then examine the independence movements of these people. The study of nationalism will be a major component of this course as we will examine the Yugoslav wars in the 1990s. We will also inquire as to how the Balkans have been perceived by Westerners throughout this timeframe and thus special attention will be paid to reading memoirs of Western travelers to the Balkan countries.

keep current on what is happening in the region and post regularly to the class blog. Topics that will be addressed will include the Arab-Israeli conflict, the US role in the region, and the ongoing struggle for reform in the region.

Each student will craft a research project selecting an aspect of the region to explore in some depth. Due to the fluid nature of the events in the region, there is flexibility in the curriculum to be able to explore topical issues.

Student interest will also play a role in designing the curriculum.

MATHEMATICS The Upper School Mathematics program has a variety of offerings, the selection of which is made based on the student’s mathematics background. Potential course

their public speaking skills by examining the uses of rhetoric throughout history. Students analyze historic speeches as they prepare and give speeches of their own.

The Quaker influence text used for the course prompts students to reflect on the purposes and importance of communication.

MODERN MIDDLE EAST. This course begins by examining

today’s headlines relating to the Middle East and seeks to build the historical and cultural context for understanding those events. A variety of sources will be used including articles, essays, and films. Students will be expected to

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GEOMETRY PLUS. Geometry Plus is taken in place of Geometry and covers the same geometric topics at an accelerated rate. The algebra portion of the course completes topics from Algebra 1 and includes topics from Algebra 2, including quadratic function skills. At the conclusion of Geometry Plus, students will be guided into Algebra 2 or Algebra and Trigonometry. PREREQUISITE: Permission of the Department.

sequences can be adjusted to meet the needs of individuals from Friends Middle School as well as those students who

ALGEBRA 2. Algebra 2 is the course that follows Geometry

enter the program from other educational environments.

and is the third and final course in the sequence of core mathematics courses. After a review of linear equations and functions, the course focuses on topics including systems of linear equations, transformations, quadratic functions, polynomial operations, radicals, exponentials and logarithms, trigonometry and probability. Within the trigonometry unit, radian measure and the circular functions are introduced. PREREQUISITE: Successful completion of Geometry or Geometry Plus.

The Department works closely with students and their advisors to ensure that a student’s placement in a course reflects the student’s interests and strengths. Appropriate technology is integrated into all of the mathematics courses; therefore students enrolled in any mathematics course must own either a TI-83 Plus or TI-84 Plus graphing calculator (the TI-84 Plus is recommended for

WORDS THAT WORK. This course helps students refine

and congruence, polygon and circle properties, area and volume, the Pythagorean Theorem, similarity, and an introduction to right triangle trigonometry. While inductive reasoning is used to discover relationships, deductive reasoning will be used throughout the course to verify those relationships. PREREQUISITE: Successful completion of Algebra 1.

new purchases).

ALGEBRA 1. Algebra 1 is the first course in the sequence

of core mathematics courses. After the review of the real number system fractions, and solving first degree equations and inequalities, topics covered will include graphing data and functions, proportion and variation, linear equations, properties of exponents, polynomial operations, and factoring.

ALGEBRA AND TRIGONOMETRY. Algebra and

Trigonometry follows Geometry Plus in the advanced mathematics sequence. The course covers a variety of topics from Algebra 2 and Precalculus, including Trigonometry, that are necessary to prepare students for Advanced Calculus 1. PREREQUISITE: A final grade of at least 80 in Geometry Plus and Permission of the Department.

GEOMETRY. Geometry is the second course in the

sequence of core mathematics courses. Topics covered include line and angle relationships, triangle properties

PRECALCULUS. Precalculus follows Algebra 2 in the mathematics sequence and covers such topics as

higher order polynomials, rational functions, analytic trigonometry, solving triangles, vectors, sequences and series and limits. The course covers the necessary advanced algebraic and trigonometric topics to prepare students to take a calculus course. PREREQUISITE: A final grade of at least 75 in Algebra 2 or Permission of the Department.

CALCULUS 1. Calculus 1 follows Precalculus in the

mathematics sequence and covers derivatives, applications of derivatives, basic integration techniques, and applications of integration. These topics are investigated from a variety of approaches — graphically, numerically, as well as analytically. PREREQUISITE: A final grade of at least 75 in Precalculus or Permission of the Department.

ADVANCED CALCULUS I. Advanced Calculus 1 follows

Algebra and Trigonometry in the mathematics sequence.

The course completes the pre-calculus curriculum, and covers such topics in calculus as derivatives, curve sketching, applications of derivatives, the concepts of an integral, antidifferentiation techniques including u-substitution, and applications of integration. These topics are investigated from a variety of approaches — graphically, numerically, as well as analytically.

PREREQUISITE: A final grade of at least 80 in Algebra and Trigonometry or Permission of the Department.

CALCULUS 2. This course follows Advanced Calculus 1 in the advanced mathematics sequence and rigorously covers such topics as integration techniques, differential equations, convergence of series and power series, vectors, parametric and polar equations. A major component of this course is the application of these topics. Although not an AP course, the combined courses Advanced Calculus 1 and Calculus 2 cover most topics found on the Calculus BC exam. PREREQUISITE: A final grade of at least 80 in Advanced Calculus 1 or Permission of the Department.

INTRODUCTION TO PROGRAMMING. Students will

learn to design and create computer programs in the Java language — an all-purpose high-level language.

We will learn to use structured design and object-oriented program design techniques, Java commands and data types, and programming techniques of general applicability, including loops, tests, graphics and simple games.

Programs will be written to execute in text-based mode and graphical- user interfaces (GUIs), as well as for the web. PREREQUISITE: Successful completion of Algebra 2 or Algebra and Trigonometry or Permission of the Department.

Fall Semester Math Courses 1

/2 Credit Each

DESCRIPTIVE STATISTICS/PROBABILITY. This is the

first half of a one-year course that includes Inferential

DISCRETE MATHEMATICS. Exposes students to the

Statistics. In this semester, numerical and graphical

application of mathematics to real-life problems. Topics

methods of representing data are covered thoroughly.

to be covered include voting and apportionment models;

The methods of collecting this data are studied in order

graph theory, networks and the Traveling Salesman

to consider the question “What makes a good study,

Problem; Fibonacci numbers, the Golden Ratio, and an

sample, or experiment?” Finally, an introduction to

introduction to geometric recursion and fractal geometry.

probability gives students the foundation necessary to

Substantial emphasis is placed on the use of Microsoft

study Inferential Statistics in the spring. PREREQUISITE:

Excel as a problem-solving tool. PREREQUISITE: Successful

Successful completion of Algebra 2 or Algebra and Trigonometry.

completion of Algebra 2 or Algebra and Trigonometry.

FRIENDS SCHOOL COURSE GUIDE

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2012-2013

51

Spring Semester Math Courses

DATA STRUCTURES IN JAVA PROGRAMMING. In this

1

continuation of the Introduction to Programming course,

/2 Credit Each

MATHEMATICS OF FINANCE. This course focuses on the

mathematics underlying the basic concepts of finance.

students will design and create object-oriented computer programs in Java with increased complexity and

Music is valued as a co-curricular part of education at Friends School. Ensembles and classes are scheduled as part of the regular class day. A high level of performance

Topics covered will include the time value of money,

interactivity, with an emphasis on the use of data

amortization of loans, and bond pricing. The course will

structures ranging from files and arrays to more advanced

also focus on financial instruments — cash “equivalents,”

and dynamic structures like linked lists, in order to model

throughout their lives. The General Music program of

bonds, stocks, mutual funds, futures and options —

games, simulations, and other more complex algorithms.

the Lower and Middle schools formally ends after eighth

and the markets on which they trade. Students will also

Although not an AP course, this class serves well as

grade. In the Upper School students continue to study

be introduced to the basics of financial accounting,

preparation for the AP test in Computer Science.

music through a Music History component integrated into

culminating in a final project for which students will

PREREQUISITE: a grade of at least 75 in Introduction to

the History curriculum. Students study the music of an era

produce a final balance sheet, income statement and

Programming or the permission of the Math Department.

or culture through reading and listening, enabling them to

Excel will be an integral part of the instruction in this

INFERENTIAL STATISTICS. This is the second half of the

course. PREREQUISITE: Successful completion of Algebra 2 or

one-year course that begins with Descriptive Statistics/

Algebra and Trigonometry. Preference for enrollment in the class

Probability. The goal of drawing conclusions from the

will be given to students who have successfully completed Discrete

data collected is the primary focus. The course covers

Mathematics. SPECIAL NOTE to athletes who may compete in

both the creation of confidence intervals as well as

college at the Division I or Division II level: Although this course

testing hypotheses. The study of tabular data and linear

gives a full credit toward Friends School graduation, the National

relationships receive treatment as well as the standard

Collegiate Athletic Association has determined that this course does

comparisons of means and proportions. A student-written

not count towards required high school credits.

survey widely administered and subsequently statistically analyzed and summarized culminates this course.

PREREQUISITE: A final grade of at least 70 in Descriptive

Statistics/ Probability or Permission of the Department.

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is expected of our performing groups, providing the basis for students to be participants in and appreciators of music

recognize and appreciate different styles of music in their

cash statement for a fictional company. Use of Microsoft

52

MUSIC

historical context. In addition, students, faculty members and invited musicians perform for Collection on a regular basis. Please Note: A student can elect to take both instrumental and choral music.

Music Elective Offerings The UPPER SCHOOL CONCERT CHORALE is open to students in the Upper School who have an interest in singing. In a short audition, students must be able to match pitch and sing an excerpt from a familiar song of the student’s choice. The Chorale performs at least two major concerts over the course of the school year. The concert repertoire is a diverse one, featuring music from

all style periods and choral genres. In order to perform in the annual Spring Musical, one must be a member of Chorale. (1 year=1/2 credit)

viola, cello, string bass and harp). The orchestra performs in several major concerts each year with emphasis on traditional string orchestra repertoire. (1 year=1/2 credit)

CHAMBER CHOIR is a group of 20-28 singers selected from

JAZZ RHYTHM LAB is designed for rhythm section players

the larger Concert Chorale. Rehearsal concentrates on a cappella singing. Members of Chamber Choir work with students who are equally motivated in music. Participants are chosen in an audition that requires them to sing individually and to sight-read. The group performs several times a year, both on and off campus. Repertoire varies from Renaissance madrigals to jazz arrangements.

Focus is on balance and blend in small group singing.

There are 5-7 singers on each part. (1 year=1/2 credit)

(guitar, piano, bass, drums) who are not members of Jazz Ensemble. The class focuses on the basics of rhythm section playing and each individual’s unique responsibility in the ensemble. (1 year=1/2 credit)

WIND ENSEMBLE consists of the standard Concert Band

instrumentation (woodwinds, brass, and percussion).

All students in Grades 9-12 who can read music and play beyond the elementary level are encouraged to participate. Repertoire ranges from the Renaissance to today, including transcriptions of the masterworks.

The ensemble performs in several major concerts on and off campus during the year. (1 year=1/2 credit) JAZZ ENSEMBLE, composed of saxophones, trumpets,

low brass and rhythm section, is open to students in grades 9-12 interested in playing jazz. Due to the nature of the instrumentation, enrollment is limited. You may be required to audition for the director in the Fall. Members of Jazz Ensemble must also be concurrently enrolled in Wind Ensemble or String Orchestra. The group plays a wide variety of jazz styles, with emphasis on jazz phrasing, ensemble skills, and improvisation. The group performs in several major concerts during the year, on and off campus. (1 year=1/2 credit) STRING ORCHESTRA is open to string players, grades 9-12, who play beyond the elementary level. Traditional string orchestra instrumentation is employed (violin,

MUSIC THEORY/EAR TRAINING I is a prerequisite for MUSIC THEORY/EAR TRAINING II. Courses are divided

into two components: basics of written theory and ear training skills. Theory I begins with the very basics, such as key signatures and intervals. By the end of Theory II, students will have learned analysis techniques and experimented with musical composition. Ear Training I begins with simple melodic and rhythmic skills. Ear Training II moves into advanced harmonic, melodic and rhythmic dictation skills. (1 year=1/2 credit) MUSIC MAJOR. A student who is a Music Major is enrolled in a performance ensemble plus Music Theory concurrently. When a student is enrolled in both courses simultaneously for a full academic year, he or she may elect to designate it “Music Major.” The student will then earn one credit in music for these combined classes.

Students receive number grades in each course, which are averaged for the Music Major grade, which is averaged into the student’s overall GPA. BROADWAY MUSICAL WORKSHOP is a course for

students interested in musical theater. Depending on the makeup of the class, the course offers possible performance opportunities for all students as well as the chance to direct, choreograph, and produce scenes and songs from a variety of musical shows. Students will expand their solo musical theater repertoire, performing

for the class many times in the year. The course also offers students an opportunity to hone their skills as actors, specifically as singing and dancing actors, in a workshop setting. (1 year=1/2 credit) STUDIO DANCE. This course is for 11th and 12th graders who have an interest in dance and choreography.

The class will have a heavy focus on developing strong technique in several styles of dance, and also touch on dance history and composition. The first part of the year will focus on understanding dance technique and how basic technical elements cross over many genres of dance.

Specific differences in these genres and their history will be highlighted. In the late part of the year, students will develop an understanding of choreographic tools and structures. They will then apply them to their own choreography. This creative and active class will conclude with an end-of-year performance. (1 year = ½ credit) DIGITAL AUDIO. This course uses software to introduce

students to musical composition, arrangement, sound mixing, and the use of the media lab sound studio.

Students will learn the five elements of music and create several song grooves including a twelve-bar blues using Acid Music. They will study audio special effects using Cool Edit, and they will compose/arrange a speech remix.

During the second semester, Protools, Audacity, and the media lab will be featured, as students make radio ads and dramas, and build grooves and songs from both electronic sources and the live recording of instruments and voice, as well as adapting a song into a different genre. This course is a full-year minor course, has no pre-requisite, and is open to grades 9-12. (1 year = ½ credit) NOTE: this course will only be offered every other year, and will be offered in 2013-’14.

OPTIONAL STUDENT GROUPS. Two student-run, a cappella

groups rehearse outside of the school day. These two groups (one all-male and the other all-female) consist of

6 to 7 singers who perform “lighter” repertoire, with an emphasis on popular music. The girls’ group is the Pleiades and the boys’ group is the Quaketones. Since the groups are student-led, auditions are announced and run by the students themselves. See members of these groups for further information.

PHYSICAL EDUCATION CREDIT AWARDS FOR PHYSICAL EDUCATION

The requirements stated below are mandatory for graduation. 9th and 10th graders must each year successfully complete both the After School Athletic and Physical Education Requirements; 11th and 12th graders must successfully complete only the After School Athletic Requirement each year.

IN-DAY PHYSICAL EDUCATION REQUIREMENT

The Upper School requirements for Physical Education credit are fulfilled in the 9th and 10th grades by full participation in the in-day program that includes completion of courses in fitness lab in grades 9 & 10 and CPR in grade 10.

AFTER SCHOOL ATHLETICS

After School Athletic Requirement The Upper School requires that each student must participate in a minimum of one after school athletic program each school year.

To receive this credit, a student must fulfill one of the following: 1. Participate in one season of the Friends School sports offerings.

2. Become a member for one season of the support staff, which includes activities such as managing for a specific team, videotaping/photography, or timekeeping. This is an important part of the athletic program and may be ideal for those want to contribute to the program in a non-playing manner.

Please bear in mind that, like any other team member, this is a five-day a week commitment. It also may include a supervised fitness component.

3. Participate in an approved Independent Physical Activity (IPA), which consists of a minimum of 50 hours of one activity during a sports season.

The following procedures are to be followed: a. Complete a proposal form, available from the Physical Education Office. This must be returned to the Athletic Director by the following dates in order to be considered for that season: fall-early September, winter-late November, and spring-late February. b. Receive approval from the Athletic Director.

Approval is based on the following criteria: 1) Activity is supervised by a certified instructor (not a parent) 2) Activity can be fully completed during a sports season — fall, winter, or spring.

3) Activity is not offered at Friends School 4) Activity must take place at an off-campus site.

5) Complete the worksheet, available from the Physical Education Office, detailing the specific dates and hours of the activity and return it to the Athletic Director for evaluation. Final approval will then be determined.

SCIENCE

9th Environmental Science 10th Biology

The Science Department has a commitment to providing

11th Chemistry

each student with a well-rounded preparation in the

12th Physics or Calculus-Based Physics

Biological and Physical Sciences. The Departmental offerings cover a wide range of interests and skill levels

In addition to the core curriculum, the following options

for students. Students wishing to pursue science majors

are also available. These offerings allow students to

in college will find that the core curriculum provides

further explore areas of special interest:

them with a solid foundation. Students wishing to take

10th, 11th, 12th Ecology

science courses, but not seeking the rigors of a science

10th, 11th, 12th Biodiversity

major, will find interesting and exciting options available.

11th, 12th Applied Chemistry

Whatever the path a student chooses, the science faculty

11th, 12th Environmental Policy I, II

believes firmly in preparing Friends School students for

11th, 12th Geology I, II

an active life in our society. It is important to be able to

12th Advanced Biology

understand the workings of the natural world and to

12th Advanced Chemistry

recognize the moral and ethical obligations associated with science and society.

For pedagogical, developmental and structural

IMPORTANT: Any student wishing to deviate from these suggested course sequences MUST meet with Science

reasons, the following sequence of courses is preferred

faculty for approval and fill out the Science Course

and encouraged. This sequence will provide a well-rounded

Permission form. The Student must confer with his or

background for students expecting to pursue science

her present science teacher as well as the science teacher

offerings in college. Biology is a required course for all students. Since most students will have taken Environmental

involved next year. In some cases, the student may meet with the Department Chair.

Science in 9th grade, this along with Biology would fulfill the lab science requirement for graduation.

All science courses include a lab period each cycle.

ENVIRONMENTAL SCIENCE. Ninth grade environmental science is a lab, classroom, and field based course which covers scientific principles and methodologies useful for understanding the interrelationships between humans and the natural world. The course builds the conceptual and skills foundation for pursuing science in the Upper School at Friends. Scientific process, systems analysis, biogeochemical cycles, energy flow, and biodiversity are recurring themes that spiral in complexity throughout the year as students explore solutions to environmental

problems by applying principles of natural systems to the human-influenced constructs of agriculture and urban design. Students discover and apply these concepts through guided inquiry-based investigations, self-designed experiments, and observational studies, using the local environment of the school campus, Stony Run, and Baltimore City as a living learning laboratory.

INTRODUCTORY BIOLOGY. The beginning biology course

is designed to provide a broad exposure to the biological sciences with in-depth study of specific topics. Emphasis is placed on evolution, cellular biology, classical and molecular genetics, bacteria and viruses, biochemistry, photosynthesis, cellular energetics, and anatomy. These topics as well as the methodology and culture of biology, are developed through lab work together with lecture, readings, and discussion. Examples from the natural world are regularly incorporated into class discussion to

SCIENCE DEPARTMENT COURSE SEQUENCE

Ecology Biodiversity

App. Chemistry

Bold

Biodiversity Physics Geology I, II

courses

Environmental Policy I, II

and arrows indicate

Ecology

Geology I, II (with Chem.)

Advanced Biology

suggested

Advanced Chemistry

science

Environmental Policy I, II

Geology I, II

curriculum for all students.

56

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Environmental Science 9th Grade

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Biology 10th Grade

Chemistry 11th Grade

Physics or Calc. Physics 12th Grade

Environmental Policy I, II

Ecology Biodiversity

Ecology

Chemistry

Biodiversity

Applied Chemistry

illustrate biological concepts and diversity. The textbook is Modern Biology by Holt, Rinehart and Winston, 2009.

including atomic structure, stoichiometry, bonding, solutions, acids and bases, oxidation-reduction, and energy exchange in reactions are reinforced with a variety

CHEMISTRY. This course prepares the student for any

of laboratory techniques and experiments. The textbook

first-year college-level chemistry program. Introductory Chemistry is designed to familiarize the student with the fundamental theories and concepts of modern chemistry.

Throughout the year, all topics are related to everyday experiences and the impact of chemistry on the planet.

When appropriate, information is presented with an historical perspective. Nuclear chemistry and atomic structures are examined with a detailed look at the Modern Theory of Atomic Structure. Emphasis is placed on developing good problem solving skills and teaching the student how to work with conceptual information.

Chemical processes are studied from the perspective of thermodynamics and kinetics and include the fundamental acid-base theories and concepts of oxidation-reduction.

Stoichiometric calculations are taught with stress placed on the approach to a solution rather than on a specific answer. Labs are designed to demonstrate classroom concepts. Manipulative lab skills are developed with concern for appropriate safety procedures. Students make heavy use of technology resources in this course, including the Friends School web page, Internet resources, and interactive programs. While we provide computers on campus both before and after school, convenient Internet access outside of school would be extremely beneficial to students’ success in this class. PREREQUISITES: A grade of 78% or better in Biology and successful completion of Algebra 2 or Algebra/Trig.

is Chemistry in the Community by The American Chemical Society, 2005. PREREQUISITES: Biology with a grade of 75% or better and Geometry with a grade of 75% or better. Algebra II must be taken concurrently.

PHYSICS is an introductory, Algebra-based course

that aims to develop an understanding and appreciation of fundamental physics concepts as they apply to everyday life. The course covers selected topics in Mechanics, Thermal Physics, Electricity, Magnetism and some Optics. Laboratory experiments and in-class problems will be used to illustrate concepts and obtain a balance of qualitative reasoning and problem solving.

The textbook for this course is Physics by Giancoli (6th Edition). PREREQUISITES: Chemistry with a grade of 78% or better or Applied Chemistry with a grade of 88% or better and successful completion of Precalculus, or permission of the department.

CALCULUS-BASED PHYSICS. is an introductory course

that aims to develop an understanding and appreciation of fundamental physics concepts, as well as utilize higher– level mathematics for problem-solving. The course covers selected topics in Mechanics, Waves, Optics, Electricity and Magnetism. Emphasis will be placed on more in-depth analysis of physical problems, and laboratory experiments will reveal the importance of Physics as

APPLIED CHEMISTRY. This course explores the chemistry

a science of measurement. The textbook for this course is

of specific environmental and technological issues.

Physics for Scientists and Engineers by Randall Knight

The foundation for an introductory understanding of

(2nd Edition). PREREQUISITES: A grade of 88% or better in

inorganic, organic and nuclear chemistry is provided

Chemistry and successful completion of Calculus 1 or permission

in a more descriptive and practical approach to concepts,

by the department.

with less emphasis on the mathematical approach. Topics

ADVANCED BIOLOGY. This course is designed to give

and habitat fragmentation on species and the landscape.

perspectives on U.S. agricultural policy are examined

students a greater, in-depth understanding of a variety

The methodology of ecology is explored through quadrat

and its impact on national and global food systems is

of biological processes and technologies in the biological

analysis of serpentine, riparian and forest tree communities,

analyzed. The course includes a lab/field component,

sciences. Topics that will be considered include: chemistry

and data entry and analysis using Excel software. At the

as well as a seminar/discussion format. Students analyze

of biology; protein biochemistry; recombinant DNA;

end of this course, students should have an understanding

historical and current research and thinking in national

biotechnology; survey of cell structure and function;

and recognition of some of the basic ecological processes

and global food systems, and will visit local food venues

human anatomy and physiology. Text: Biology (Campbell

and vocabulary of these topics. Texts: 1). Peterson Field

such as senior centers, central kitchens, government

and Reese, 9th edition). PREREQUISITE: Biology with a grade

Guide to Trees; 2). Birds of North America; 3) Selected

agencies, food distribution centers, and agricultural

of 88% or better and Chemistry with a grade of 85% or better.

Readings On-line. PREREQUISITE: Successful completion of

and/or policy research centers. Guest speakers from JHU’s

Restricted to seniors only.

Biology, or approval of the Science Department. 1/2 credit.

Center for a Livable Future, government institutions, and local farms will be invited into the class. Class discussions,

ADVANCED CHEMISTRY. This is a lab-based course

BIODIVERSITY. (SPRING) This field-oriented lab course

lectures, films, readings, and guest speakers support critical

designed to introduce the student to new theoretical

focuses on evolution, taxonomy and extinction of

thinking and provide a foundation for understanding the

ideas, lab techniques and scientific writing, which builds

organisms with concentration on mammals and birds.

experiential field/lab/service component of the course.

upon skills established in Introductory Chemistry. Many

Topics include the orders, taxonomy, evolution and

The course may be taken for either science or history

of the labs are concluded with a comprehensive paper

ecology of mammals, mammoth & mega fauna extinction,

credit and is open to juniors and seniors. PREREQUISITE:

and are evaluated in terms of the student’s understanding

and recent discoveries of new species. Bird identification

Environmental Science, or permission of the department.

of the topics, content, experimental work and written

and bird songs are learned in lab and during outside bird

presentation. Topics include analytical chemistry, gas

observations, and bird abundance is recorded and ana-

ENVIRONMENTAL POLICY – BALTIMORE FOOD SYSTEMS.

laws, acid-base theory, kinetics, spectroscopy, equilibria,

lyzed using Excel software. A field trip to the exhibits in

(SPRING) This semester course builds on the foundation

oxidationreduction processes, and introductory organic

the Museum of Natural History, Smithsonian, is planned

established in the fall semester of Environmental Policy.

chemistry. Computers are used to facilitate the process of

for March. Oral presentations are given in April. Those

The spring semester focuses on urban food environments,

data analysis and interpretation. While not an Advance

students not on work study in May will conduct an

particularly Baltimore’s complex food system. Students

Placement course, the student is prepared to enter into

independent insect or plant collection. At the end of

consider what would be needed to ensure access to

a more advanced level program in the first year of

this course, students should have an understanding

nutritious, adequate, affordable, and sustainably-produced

college. There is no textbook required for this course.

and recognition of some of the complex problems

food for all citizens of Baltimore. The course includes

PREREQUISITE: Chemistry with a grade of 88% or better.

in evolution, extinction and biodiversity. Texts:

a lab/field component, as well as a seminar/discussion

Restricted to seniors only. Limited to 12 students due to

1).The Diversity of Life, by E.O. Wilson, 2010 .2). Skulls

format. Students analyze current research and data in

space requirements.

and Bones, Glenn Searfoss, 1995. 4.902 PREREQUISITE:

local and regional food systems, and gather and analyze

Successful completion of Biology, or approval of the Science

their own data from Baltimore. Students will embark

Department. 1/2 credit.

on “backstage” tours at supermarkets, corner stores,

ECOLOGY METHODS AND CONCEPTS. (Fall) This is a

field-oriented lab course designed to expose students to

58

restaurants, food distribution centers, community centers

the science and beauty of the natural world through field

ENVIRONMENTAL POLICY – NATIONAL FOOD POLICY:

and urban and suburban farms. Guest speakers from

identification, field trips, field data collection and analysis,

A FOUNDATION. (FALL) The fall component of

JHU’s Center for a Livable Future, other universities,

and application of ecology to current environmental

Environmental Policy introduces concepts of environmental

government institutions, and local farms will frequent

issues. Topics include identification of trees, lichens and

politics and policy, with a focus on Food Policy.

the class. Class discussions, lectures, films, readings, and

birds, and examination of the impacts of deforestation,

Environmental, political, social, and economic

guest speakers support critical thinking, and provide

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a foundation for understanding the experiential field/lab/

lab specimens and microscope work. Text: Physical

service component of the course. A major learning

Geology: Earth Revealed, by D. Carlson and C. Plummer,

experience of the course is a self-designed service learning

2009. PREREQUISITE: Chemistry or Applied Chemistry (may be

project focused on one aspect of Baltimore’s food system.

1

taken concurrently). Open to Juniors and Seniors. /2 credit.

NON-DEPARTMENTAL COURSES THEATER WORKSHOP is a class dedicated to the premise

that any student in the Upper School who wants a chance to act or direct will get one. The students mount

The course may be taken for either science or history credit and is open to juniors and seniors. PREREQUISITE:

GEOLOGY II. (SPRING) A continuation of Geology I, this

workshop productions of one-act plays (comedies, dramas,

Environmental Policy – A Case Study Approach: National Food

is a field-oriented course that explores the sedimentary

and children’s theater, professionally written as well as

Policy, or permission of the department.

rocks and unconsolidated sediments of the coastal and

student-written) for audiences on and off campus. Theater

eastern shore geology of the Chesapeake Bay region.

Workshop students perform for Lower School assemblies,

GEOLOGY I. (FALL) This is a field-oriented course

The time period covered begins with the great Permian/

Upper School collections, and after-school programs at

designed to expose students to global processes, rock

Triassic Extinction (250 million years ago) to the present.

city elementary schools and community centers. The

types and minerals, as well as marine fossils and ancient

It includes the weathering of rocks, sedimentation,

Workshop is open to all Upper School students and may

environments of Maryland and southern Pennsylvania.

meteorite impacts, evolution of dinosaurs, mammals,

be taken more than once. (1 year=1/2 credit)

The course explores igneous and metamorphic rocks

birds and ammonites, ancient environments of the

of the Baltimore region and Eastern U.S., as well as

Cretaceous and Miocene cliffs, the Ice Age, and recent

FRESHMEN SEMINAR is a pass/fail, year-long required

sedimentary rocks of western Maryland and Gettysburg,

climate changes. Labs examine these subjects in field trips

course for all freshmen. The class meets twice a cycle

Pa. It covers geologic time from the Precambrian

to local areas as well as in more depth with lab specimens

in small groups throughout the year. The course offers

(1.2 billion years ago) to the end of the Paleozoic Era

and microscope work. A field trip to the geology and

an ongoing orientation to life in the Upper School.

(250 million years ago). Local field trips focus on

minerals exhibits at the National Museum of Natural

Discussion topics include Quaker Process, academic

distinguishing common minerals of granite, gneiss, schist,

History, Smithsonian is planned. Text: Physical Geology:

integrity, study skills, exam preparation, learning styles,

marble, quartzite and pegmatite, and rock formations that

Earth Revealed, by D. Carlson and C. Plummer, 2009.

and cultural competency, as well as health and wellness

underlie the local landscape. A field trip to Gettysburg

PREREQUISITE: Chemistry or Applied Chemistry (may be taken

issues. The Upper School Faculty and Administration

Battlefield or Washington County to study the geology is planned. Labs examine these subjects in more depth with

1

concurrently). Open to Juniors and Seniors. /2 credit.

collaborate to develop a team-taught curriculum. (no credit)

SOPHOMORE SEMINAR is a pass/fail, year-long required course for all sophomores. It provides 10th grade students with a unifying curriculum that builds community, develops their understanding of the core Quaker testimonies, and nurtures their capacity for purposeful leadership. Through experiential learning, reflective exercises, and service to the broader Friends School community, sophomores prepare themselves for their rising leadership roles in their junior and senior years. (no credit) JUNIOR SEMINAR is a pass/fail, year-long required

course for all students in eleventh grade. This course is a health and life skills discussion-based class where we explore a variety of topics and issues developmentally appropriate for high school juniors. There is also a college guidance component that covers topics such as the timeline for the college search, essay writing, interviewing, testing, and the mechanics of the application process. Students are given the Myers-Briggs Type Indicator and the Strong Interest Inventory Combined Career Profile, which provides parents and students with individual personality and career exploration and planning information. Health and wellness issues, such as: drugs and alcohol, sex/sexuality and disease, relationships, proper eating habits and disorders, multiple intelligences and learning disabilities, and commercialism and its effect on body image, are discussed with an emphasis on understanding and decision making.

Understanding the causes and implications of stress on their bodies and minds, and learning stress management techniques are also a part of Seminar. (no credit)

SENIOR SEMINAR is a pass/fail, year-long required course for all students in twelfth grade. The course will cover a variety of topics of interest and concern to college-bound students. Early in the year, the class will concentrate on college application procedures and refining college lists.

The last part of the year will deal with helping students make a smooth transition to college. Topics will include time management; decision-making; substance abuse awareness and prevention; and others. (no credit)

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