Gilman's Upper School Course Guide

Upper CourseSchool Guide

Letter from the Head of Upper School

In September 1897, Mrs. Anne Galbraith Carey’s vision of creating an all-boys day school in Baltimore became a reality when The Country School for Boys opened its doors in the Homewood Mansion on the campus of Johns Hopkins University. In 1910, shortly after moving from Johns Hopkins to a new building on Roland Avenue, The Country School for Boys was renamed The Gilman Country School for Boys. Another name change in 1951 gave us Gilman School.

Though the young men who attended The Country School for Boys could never have imagined taking classes that explore the writings of James Joyce, that teach coding, or that show how to take pictures with a digital camera, what has not changed in 125 years is the expectation that the young men of today’s Gilman be instilled with the same values and morals that their forebears were taught. In fact, the School’s mission of educating boys in mind, body, and spirit has been a constant since the School’s inception. Every boy who has walked through these halls has heard this message loudly and clearly.

Today at Gilman, our boys are challenged intellectually like never before. Through our myriad courses, the students are encouraged to learn about various subjects — those like Latin and Greek — that have been around since 1897 and others, like Medical Problem Solving and Baseball and Statistics, that have found their way into the curriculum only in the last few years. In addition, Gilman boys can take classes that build robots and 3D figures, discuss the causes and repercussions of World War II, or immerse themselves in the works of Jesmyn Ward. No matter the course or the material, we aspire to challenge the boys to think, communicate, collaborate, and create. Our curriculum reflects the ever-changing political and social landscape that provides the boys with exposure to different voices and points of view.

The final pieces to this intricate curriculum puzzle include our coordinate program with The Bryn Mawr School and Roland Park Country School and our affiliation with Global Online Academy (GOA). The coordinate program allows our Upper School students to select from more than 200 courses over four years, a curriculum equivalent to that of a small liberal arts college. GOA is a consortium of more than 65 schools from around the globe that supports online learning. It affords Gilman students the opportunity to choose from more than 45 online courses taught by teachers from the member schools.

As you and your sons initiate the process of selecting courses for next year, consider the vision of the School’s founders and our mission to teach the value of a strong work ethic, critical thinking, effective oral and written communication, active engagement in the arts, and lifelong enjoyment of intellectual pursuits. We believe that Mrs. Carey and the founders of Gilman would be proud of our commitment to lead our young men on a valuable academic journey as reflected in our current curriculum.

Regards,

Brian Ledyard Head of Upper School

COURSE OF STUDY GRADES 9–12

In each of his first two years at Gilman, a student must carry the equivalent of six full credits from courses that meet in the first three periods of the day. (Freshmen who have taken the Gilman Summer Physics course will be placed in Academic Lab during their free period.) For his junior and senior years, he must carry a minimum of five full credits from these courses. One credit is awarded for the completion of four years of athletics. Thus Gilman students who follow the standard curriculum will have acquired a minimum of 23 credits by the end of their senior year.

The basic minimum requirements are as follows:

• English: must be completed during each semester of Upper School

• History: World Cultures in ninth grade; Making Modern Europe in 10th grade; U.S. History in 11th grade

• Modern or Classical Language: must complete Level III; three consecutive Upper School years of the same language

• Athletics: must be enrolled for four years; seniors may take a season off

• Mathematics: must complete Precalculus

• Science: Physics or Honors Physics and an additional lab science course (Chemistry or Biology)

• In addition, students must complete a total of six credits in Math and Science

Students may choose from a wide variety of courses to complete their required courses of study.

Gilman is a member of Global Online Academy (GOA). Juniors may register for a sixth course with GOA. Seniors may register for a fifth (or sixth) course. A GOA course may not be used to satisfy the graduation requirement in English. Please see Mr. Ledyard for details. See page 3 for details.

In addition to Gilman’s requirements, the State of Maryland requires a student to take 21 academic credits for graduation.

Fifty hours of community service must be completed at one location within any 12-month period prior to the start of senior year.

9th Grade

Freshmen take six courses that meet in the first three periods. Every freshman must take English, Mathematics, World Cultures, Physics, and Modern or Classical Language (Chinese, French, Greek, Latin, or Spanish). (Freshmen who have taken the Gilman Summer Physics course will be placed in Academic Lab during their free period.) For their sixth credit, students choose from Science (Robotics), History (American Government), Mathematics (Baseball and Statistics), Art (Drawing/ Painting I, Pinhole to Digital, or Sculpture and Woodworking), or a second language. Freshmen also take mandatory (non-credit) Freshman Seminar courses that meet during the afternoon.

10th Grade

Sophomores take the equivalent of six courses that meet in the first three periods by taking English, Mathematics, Making Modern Europe, Chemistry, and Modern or Classical Language. For their sixth credit, students choose from Science (Robotics II), History (Becoming Human, Art History, or Music History), Art (Drawing/Painting II, Photography II, or Sculpture and Woodworking II), English (Literary Voices) or a second language. Sophomores also take a mandatory (non-credit) Sophomore Seminar that meets during the afternoon.

11th Grade

The standard load for juniors is five major courses. The College Counseling Office advises: When considering a sixth class on top of the core five, students and parents need to be mindful that academic success is a very potent factor in the admission process. If taking on the additional work necessary by another class will dilute the energy and success of the junior year on the whole, then adding an additional class will not be an asset within the admission process. All juniors continue with English, Mathematics, and Modern or Classical Language, and they all take United States History. Most juniors can expect that they will take either English or History at Bryn Mawr (BMS) or Roland Park Country School (RPCS). Most juniors choose to continue with Science (usually either Biology or Honors Biology). Juniors may also select from a wide array of

on-campus elective courses or a course at Global Online Academy. Juniors also take a mandatory (non-credit) Junior Seminar that meets during the afternoon.

12th Grade

Seniors must take five courses that meet in the first three periods each semester. Seniors must take an English elective each semester. Seniors have many options available for arranging a rich program from a wide variety of tri-school electives. They may also take a course at Global Online Academy. Their advisor and the college counselors will help guide them toward wise selections. Schedules that do not include courses from the five major academic disciplines (English, Math, Science, Modern or Classical Language, and History) will receive special scrutiny. With special permission, a senior may do independent study with a Gilman teacher, or he might take an approved course at a college. Courses taken at educational institutions other than Gilman, Bryn Mawr, and Roland Park Country School must be paid for independently and thus represent costs beyond the Gilman tuition. Seniors also take a mandatory (non-credit) Senior Seminar that meets during the afternoon.

Acceptance into an honors or an Advanced Placement course is based on a careful departmental evaluation of the individual student. Specific criteria vary by department; most take into account, for example, the boy’s strengths and weaknesses, his prior performance in the department, and the overall rigor of his proposed schedule.

Credit for a full-year course is only issued after the successful completion of the full year. No partial credit is issued.

Courses not listed BMS (Bryn Mawr) or RPCS (Roland Park Country School) are offered on Gilman’s campus. Courses are yearlong unless otherwise noted.

Global Online Academy

GOA offers Upper School students opportunities to explore their interests and learn alongside peers and teachers from around the globe. As a member school, Gilman’s juniors and seniors have access to a broad range of offerings that complement the tri-school academic programs. The coursework aligns with Gilman’s mission and is designed to be interactive and collaborative, preparing students to tap into their interests and talents to make a difference in the world. GOA is for academically adventurous students who are curious, up for a challenge, and ready for higher-level learning. Learn more at gilman.edu/goa.

ATHLETICS

Throughout a student’s Gilman career, he is required to participate in athletics as part of Gilman’s curriculum. In the Upper School, he must participate in either interscholastic or intramural athletics each season. Under some circumstances, special permission may be granted for arrangements outside of the School’s on-campus curriculum. The Director of Athletics must approve all special requests. In addition to special requests, a senior may elect to take one season off during the 12th grade year if he, athletically, is a student in good standing.

Boys in Upper School athletics receive school credit (one-quarter credit for three seasons) and a pass/fail grade on final report cards for their participation/attendance in each season. Boys who fail to participate or to attend the required number of meetings have the option of

following several paths to successfully complete the year. In the interscholastic program, the coach and the Director of Athletics determine satisfactory participation. In the intramural program, the coach, the Director of Intramurals, and the Director of Athletics determine satisfactory completion of a season. Boys failing to make up the incomplete by the end of the year as described below would be given an F.

In the intramural program, there are two types of absences: Excused absences (E) and Unexcused absences (U).

Boys who miss intramurals and are given an E through the Dean’s Office may make up this time in one of three ways:

• Meet with a teacher before school

• Meet on Fridays, 4-5 p.m., with the teacher who is responsible for Friday makeup time

• Both of these makeup opportunities need to be arranged in person with the teacher prior to the day and time the boy desires to make up his athletic commitment.

Complete the required athletic commitment in the period of time between seasons for the fall/winter and winter/ spring seasons. The amount of time between seasons varies but tends to be approximately two weeks. Specific dates will be announced each year.

Boys who have failed to meet these requirements will receive an incomplete on their report cards at the end of the semester. In addition, during each season, a letter will be sent home to alert parents when the student has accumulated approximately 50% of the absences he can accrue during any season, and another letter will be sent home just before he has run out of any flexibility with regard to attendance. His advisor will also be notified as to his situation in athletics. Incompletes that are not improved to a passing grade by the end of the year must be made up in the above-mentioned ways or prior to the spring athletic assembly. Failure to correct any incompletes received at any time during the year will result in a student not receiving credit for the course; this will require him to attend a summer session to remove the failure.

The other type of absence, unexcused (U), will be determined by the Dean’s Office and will result in a slightly different consequence. These still count as absences from athletics, but they are not able to be made up and will go directly into the School’s discipline system (subject to detentions) as would a cut from any other school commitment. In athletics boys may have both E and U absences, but the difference is that U absences cannot be made up. A boy acquiring too many of these to pass the requirement for participation/attendance would be forced to go to a summer session unless he had other E absences that he could make up, which would allow him to meet the participation/attendance requirements for that specific season.

Boys who attend school but are unable to participate in athletics due to sickness or injury must check in with the training room staff and receive a daily satisfactory completion assessment or be excused from athletics from by the head trainer. Failure to do so will result in a student receiving a U for unsatisfactory attendance for the day. The head trainer will supervise appropriate rehabilitation or exercise for these boys based on their medical profile and until they are able to resume normal activities.

Our offerings are as follows:

FALL

Interscholastics

• V, JV, and F/S Football

• V, JV, and F/S Soccer

• V and JV Cross Country

• V and JV Volleyball

• V and JV Water Polo

WINTER

Interscholastics

• V, JV, and F/S Basketball

• V and JV Wrestling

• V and JV Swimming

• V and JV Hockey

• V and JV Indoor Track

• V and JV Squash

SPRING

Interscholastics

• V, JV, and F/S Lacrosse

• V, JV, and F/S Baseball

• V and JV Track and Field

• V and JV Golf

• V and JV Tennis

Intramurals*

• Tennis

• Soccer

• Frisbee

• Flag Football

• Crew (by demand)

• Martial Arts

Intramurals*

• Basketball

• Running

• Soccer

• Fitness

• Rugby

• Acting

• Yoga

Intramurals*

• Aquatics

• Crew (by demand)

• Frisbee

• Softball

• Table Tennis

• Fitness

• Volleyball

*Intramurals vary each year; examples listed have been offered previously.

Academic Course

INTRODUCTION TO SPORTS MEDICINE

This course offers a hands-on, academic approach to the techniques and practices of an athletic training clinic. Open to all grades with priority given to seniors.

CLASSICS

Gilman School has a tradition of excellence in ancient languages. The mission of the Classics Department is to inspire and help each student to construct their own monumentum aere perennius. We recognize that students bring unique skills and interests to the department, which we try to match by offering Latin at the standard and honors levels, Greek, and courses in ancient history and literature in translation. While some students use Latin and Greek to fulfill the School’s language requirement, many others take Latin or Greek as an additional language. History, the fine arts, science, the Romance languages, and English all enjoy certain common bonds with the Classics, and in Classics courses at Gilman, that affinity is underscored wherever possible.

Departmental approval is required for enrollment in an honors or an Advanced Placement course.

Ancient History

ANCIENT GREECE SEMESTER I

Greek history from the Bronze Age through the Death of Alexander: It is customary to divide Greek history into the prehistoric and historic periods with the break coming at 776 B.C.E., the date of the first Olympic games and the era immediately following the writing of the Homeric epics. The course initially will focus on the former period with a concentration on the Mycenean and Minoan cultures. The latter period will include as its nucleus characters and events whose presence contributed to both the Golden

Age of Greece and the Hellenistic period culminating in the death of Alexander the Great. (This course may be taken for English or History credit).

ROMAN REPUBLIC SEMESTER II

This course explores Roman history from the birth of the monarchy in 753 B.C.E. through the rise of Augustus. Particular attention is paid to the foundation myth, the republican constitution and political system, Roman conquest and imperialism, the civil war, and the Augustan political settlement. (This course may be taken for English or History credit).

GREEK I: INTRODUCTORY

Beginning with the Greek alphabet, the student gradually gains sufficient fluency to translate first sentences, then paragraphs of Greek prose. Grammar, inflection, and vocabulary are emphasized to provide a secure base for reading selected passages from ancient Greek authors.

GREEK II: INTERMEDIATE

After an intensive review of first-year material, the student proceeds to the translation of Greek prose authors (e.g. Plato, Lysias, Xenophon, or Herodotus), with extensive practice in sight readings from other authors. Lectures on Hellenic literature and civilization are interwoven into the course to provide a background for the student.

GREEK III ADVANCED HONORS GREEK IV ADVANCED HONORS GREEK V ADVANCED

In successive years either an advanced Greek prose or verse author is selected for extensive translation, analysis, and discussion. Related lectures on archaeology, history, mythology, and scansion help contextualize the text, and independent projects allow the student to explore the wide spectrum of our classical heritage.

Latin – Standard Sequence

LATIN I: INTRODUCTORY

Intended for students who start with Latin in the ninth grade. Introductory Latin is planned as a sequential program, with the emphasis evenly distributed among three areas: development of a basic vocabulary, knowledge of inflection, and understanding of syntax.

LATIN II

Intended for students who have completed the Latin program in the Middle School or have completed Latin I. This course is the normal sequel to the introductory program.

LATIN III

This course continues the regular sequence in Latin. After completing a thorough review of syntax and inflections, students read adapted selections.

LATIN IV/LATIN V

This course continues and concludes the regular sequence of Latin. After completing a thorough review of Latin forms and grammar, students will begin to transition from reading adapted Latin texts to unadapted Latin texts. Creative and collaborative projects will allow students to engage in the myth, culture, and history of the ancient Romans. Since the authors and topics will vary annually, this course may be repeated for credit.

Latin – Honors Sequence

HONORS LATIN II: INTERMEDIATE READINGS

This course provides an accelerated program for a selected group of highly motivated second-year pupils. The material of the course is essentially similar to that of Latin II but is presented at a more rapid pace.

HONORS LATIN III: OVID

Prose composition and Ovid are the mainstays of the Latin III program. After spending the first four cycles of the year reviewing morphology and syntax, students read selections from Ovid’s “Metamorphoses.” Students translate literally into English, demonstrate a mastery of grammatical structures and vocabulary, analyze, interpret, and discuss these selections. Stylistic analysis and interpretation are integral parts of this course and develop from a student’s ability to read the Latin in the original. Longer prose compositions will continue to reinforce understanding of morphology and syntax.

HONORS LATIN IV

This course is meant for those students who have completed Honors Latin III but feel they need another year of grammar review and reading Latin at a slower pace before undertaking AP Latin. Students will reinforce their knowledge of Latin grammar and vocabulary while reading the unadapted prose and poetry from a selection of authors. These authors may include Caesar, Cicero, Ovid, and Vergil among others. Prerequisite: Honors Latin III.

AP LATIN

Students gain an appreciation of Latin literature, both poetry and prose, as a work of art through their study of Vergil’s “Aeneid,” the selected letters of Pliny the Younger, and a selection of other authors from different periods of Latin literature. To accomplish this, they must develop their abilities (a) to translate, to read, and to comprehend Latin through mastery of vocabulary, morphology, and syntax, (b) to read Latin aloud with attention to linguistic, artistic, and metrical qualities, (c) to understand the interactions of the works with references to Roman culture, history, and mythology, (d) to identify and elucidate an author’s use of stylistic features and rhetorical strategies, (e) to demonstrate and share their understanding of the texts, and (f) to develop skills and strategies to succeed on the Advanced Placement exam. Prerequisite: Honors Latin III or Honors Latin IV.

HONORS LATIN V: ADVANCED READINGS IN LATIN

The wide variety of writings left by the authors of the Golden and Silver Ages of Latin literature provides an unlimited amount of material for study. This course will focus on three or four authors each year who are representative of the classics as the literary ancestors and models of modern European and English literature. Through reading the texts and participating in creative and collaborative projects, students will gain a deeper appreciation for the Latin language and an artistic appreciation for the qualities that make each work an enduring source of enjoyment. Prerequisite: Honors Latin IV or AP Latin.

HONORS LATIN VI: EPIC POETRY SEMESTER I

This is an advanced reading seminar for those students who have either completed or are currently enrolled in Honors Latin V. Through readings, discussion, and projects, students will examine and discuss in detail the genre of epic poetry in Latin literature. In collaboration with the instructor, students will choose selections of Latin epic poetry from the authors Ennius, Catullus, Vergil, Ovid, or Lucan. Prerequisite: Honors Latin V.

HONORS LATIN VI: AGE OF NERO SEMESTER II

This is an advanced reading seminar for those students who have either completed or are currently enrolled in Honors Latin V. Through readings, discussion, and projects students will examine and discuss the literature, culture, and politics produced during the tumultuous final years of the Julio-Claudian dynasty under the reign of Nero. In collaboration with the instructor, students will choose selections from the authors Suetonius, Tacitus, Seneca the Younger, and Petronius among others. Prerequisite: Honors Latin V.

Literature in Translation

These courses cannot be used to fulfill the foreign language requirement.

ANCIENT GREEK AND ROMAN DRAMA SEMESTER I

In this course, we will engage in a detailed study of ancient Greek and Roman tragic plays, and discuss the questions explored in, and raised by, these works. The course will discuss the historical and cultural backgrounds of tragedy, theatrical conventions, dramatic structure, the techniques and styles of the authors, as well as consider some modern responses to these works. We will explore such questions as: Why does human suffering make for enduring and fascinating entertainment? What makes a tragedy ‘tragic’? What can we learn from these works? How can ancient explorations of moral dilemmas help us to navigate our own similar complex questions? Authors will include Aeschylus, Sophocles, Euripides, and Seneca. (This course may be taken for English credit.)

GREEK AND ROMAN MYTHOLOGY: GODS, HEROES, AND MONSTERS SEMESTER II

This course serves as an introduction to the world of ancient Greek and Roman mythology, with a special focus on gods, heroes, and monsters. Students will learn the foundational stories of the gods and their families, the tales of heroes and monsters (both human and beast). We will examine and discuss Greek and Roman literature that features these myths, including the works of Homer, Ovid, Euripides, and Apollonius of Rhodes among others. (This course may be taken for English credit.)

ECONOMICS AND FINANCE

AP MICROECONOMICS (BMS) SEMESTER I

Have you ever wondered how many people it takes to make a pencil, or how economics can help solve problems created by pollution? This course examines economic theory that can provide answers to these questions in addition to many more, and prepares you for the Advanced Placement Microeconomic exam. Topics include demand and supply, product and factor markets, and the role of government in promoting equity and efficiency in the economy.

AP MACROECONOMICS (BMS) SEMESTER II

Have you ever wondered what causes inflation, or why $5 you spend at a coffee shop creates more than $5 in our national accounts? This course examines economic theory that can provide answers to these questions, and prepares you for the Advanced Placement Macroeconomics exam. Macroeconomic study emphasizes measurement and analysis of economic performance, the aggregate demand and supply model, the public policy and its effects, economic growth and international finance and trade. We will study the application of economic theory to contemporary issues. If also enrolled in Microeconomics, you can take one of the two AP Economics exams, or both.

ENTREPRENEURSHIP SEMESTER II

Are you ready to build a thriving business from the bottom up? If so, join Gilman’s Entrepreneurship class. This elective class takes participants from problem identification to solution deployment, learning fundamental business lessons along the way, including product development, market research, sales and marketing, budgeting and financial fundamentals, and operations. Additional sessions will focus on building websites, using Excel and Sheets, and the basics of data analysis. Working with successful alumni and parent business operators, students will get to see and learn from entrepreneurship up close,

in action. And, the class will conclude with a Shark Tank-style pitch to potential alumni investors. Interested students must participate in the two-day Startup Experience in advance of starting the class.

PERSONAL FINANCE 101 SEMESTER I, NON-COORDINATED

This course is designed to get you started on the journey to financial independence and fiscally responsible decision-making in all aspects of your adult life. We will start with the financial planning process setting short-, medium-, and long-term goals. From there we will prepare personal financial statements and learn about the time value of money using our financial calculators. We will set budgets and discuss cash management/banking options. We will address tax planning, credit cards, and consumer loans. We will learn to make automobile and housing decisions and then consider insurance options for cars and homes. We will evaluate life insurance, health insurance, and retirement plans. We will learn about the fundamentals of investing in stocks, bonds, mutual funds, and real estate. Our closing unit will consider the importance of philanthropy, generational wealth transfer, and estate planning.

ENGLISH

Gilman School’s English Department offers discussion-centered courses in literature and writing that equip students with analytical and communication skills while fostering a love of reading and literature.

Our curriculum seeks to balance a traditional education in canonical texts with exposure to more contemporary works and a diversity of cultural voices and perspectives. We encourage our students to “read as if for life,” as Charles Dickens says, developing empathy and moral convictions through a personal engagement of the literature. Gilman students learn to identify, appreciate, and interpret literary devices, rhetorical techniques, and elements of style employed by authors.

The English Department centers the development of analytical skills upon the close reading of literary texts. Our faculty recognizes, however, that written language is not the exclusive vehicle of ideas; therefore, many of our courses introduce media literacy skills by engaging and interpreting visual images, film, and other forms of media.

The Upper School English Department’s teaching of writing and the organization of ideas begins with mastery of the paragraph, moving toward argumentative essays, eventually incorporating research, development of a distinct voice, and an awareness of stylistic techniques. We encourage self-evaluation and promote student ownership over progress through such instructional methods as revision, portfolio development, student-teacher conferencing, and metacognitive exercises. Through the Gilman grammar and syntax foundation program, we develop in our students a practiced ability to compose sentences that are varied in style, grammatically correct, and properly punctuated. Many courses offer opportunities for creative and personal writing, and students interested in pursuing literary arts may elect to take creative writing courses, including those taught by the Tickner Writing Fellow, in the upperclassman years.

While the individual members of the English Department adhere to this philosophy, they enjoy autonomy in executing its goals, using various instructional techniques and with individual emphases as befits their own particular areas of specialization.

A note on AP and tracking: Our program seeks to prepare students for the rigors of a college English curriculum, and we support students who choose to take the AP English Literature or AP English Language examinations. However, we do not offer a specified AP English course in order to afford our faculty the flexibility to design courses and curriculum that take advantage of individual creativity and expertise. Because we appreciate having a diversity of perspectives and experiences in our class discussions, we do not separate students into tracks. However, the department makes use of learning resources, including the Tickner Writing Center and Academic Lab, to provide students with the support they need to succeed in a rigorous curriculum.

9th Grade REQUIRED

ENGLISH NINE

How do books help us learn about ourselves? How does literature — especially literary fiction — help us learn about others? The ninth grade English course at Gilman focuses on the power of story while also developing essential skills — close and thoughtful reading, grammar, vocabulary, as well as clear and concise writing. Through discussion, students and teachers wrestle with the important questions and overarching themes raised by the books they are reading. Students are encouraged to become attentive and reflective readers. Emphasized is the experience of embracing the life of another through imagination in order to develop empathy. Analytical writing assignments are designed to develop students’ abilities to write well-organized paragraphs culminating in the crafting of a five-paragraph essay. Further, creative writing opportunities introduce students to narrative techniques and the foundations of style.

10th Grade REQUIRED

ENGLISH TEN

In 10th grade, students explore world literature through a wide range of literary traditions. The curriculum explores classic and contemporary works, developing students’ close reading and analytical skills across diverse cultural, societal, and linguistic contexts. By engaging with literary works from around the world, students will examine the complexity of the human condition, identifying universal themes that are shared across cultures while appreciating the unique perspectives of each text. The course emphasizes close reading, analytical writing, and literary interpretation. Writing instruction builds on previous academic skills: the five-paragraph essay, quotation analysis, and creative expression. A highlight of the course is

the Shakespeare Festival, where students memorize and perform scenes from a studied play, bringing the text to life through live performance and interpretation.

10th/11th Grade ELECTIVE

LITERARY VOICES FULL YEAR (NON-COORDINATED)

This elective course is an advanced opportunity and challenge for 10th and 11th graders who wish to immerse themselves in diverse forms of creative and literary expression. Through studying short fiction, short creative nonfiction, poetry, and personal essays, this course focuses on including voices not traditionally represented in the literary canon or the Gilman 9th–11th grade English curriculum, providing opportunities for students to see themselves in texts and learn from and empathize with people different from them. Furthermore, students will refine their analytical skills through discussion and composition of alternative assessments, with an emphasis on creating meaning from a diversity of texts and perspectives in novel, creative ways. This course offers a unique opportunity for students to expand their analytical and expressive abilities, fostering personal voice and an enriched engagement with literary works.

11th Grade REQUIRED

ENGLISH ELEVEN (BMS, GILMAN, RPCS

)

The 11th grade curriculum maintains the focus on fundamental skills but features intensive experience with more demanding reading and writing requirements. The course will primarily focus on the American Experience, attempting to define what is American and how we can come to know such a thing through our literature. The curriculum features classic American literature and the work of more contemporary fiction writers, poets, playwrights, and essayists. Students will refine their analytical skills through interpretive close reading, discussion, and

composition, with emphasis on the process of drafting, editing, revising, and proofreading. Furthermore, they will examine the grammatical and mechanical structure of literature to help them hone their authorial styles and voices. They will also spend time writing a critical research essay and working on creative writing, with special attention to the art of the personal narrative.

11th/12th Grade ELECTIVE

HONORS PAPER IN ENGLISH SEMESTER I OR II

As a one-semester, quarter-credit course of independent study, Gilman upperclassmen have the opportunity to propose an Honors Paper in English. Approved students will work under the guidance of the English Department Chair (and perhaps another member of the Gilman English Department) to compose a 3,500- to 5,000-word (roughly 15-20 pages) scholarly, critical essay that will build upon the reading completed in the normal curriculum. Students undertaking this additional course will develop effective research practices and hone writing skills as they sustain an original and sophisticated argument. The Honors Paper in English is scheduled in addition to (not in place of) a normal English course. This course can be repeated for credit.

12th Grade ELECTIVES FOR SEMESTER I

AFRICAN AMERICAN LIT SEMESTER I

This senior elective examines the powerful legacy and enduring impact of African American literary voices across generations. Through close reading of seminal works across genres and periods, students examine narratives that illuminate the complexity of Black experiences in America. The course combines analytical writing, presentations, and collaborative projects to develop students’ understanding of how African American literature shapes and challenges the literary canon. Special attention is paid to questions of representation and power in literature, and how artistic expression intersects with social movements. Students develop strong written and oral communication skills through dynamic discussions, group presentations, and independent research.

AMERICAN LITERATURE OF THE ’60S SEMESTER I

The ʼ60s were a decade of revolution, protest, polarization, liberation, experimentation, and promise. The fear of nuclear annihilation and the paranoia of the Cold War permeated the American psyche. The Civil Rights Movement gave voice to disenfranchised Black Americans and fueled the movement for women’s liberation. The conflict in Vietnam, raging violently in the East, was broadcast nightly on American television. The New Left protested for free speech on campus and a new form of politics while the counterculture encouraged the youth of America to expand their consciousness, to “turn on, tune in, and drop out.” In all, the ʼ60s were a wide-spread convergence of the political, the personal, the philosophical, and the artistic. Through an interdisciplinary study of the history, literature, and music of the ʼ60s, students will analyze how the art of the ʼ60s reflects that turbulent and often romanticized decade.

ANCIENT GREEK AND ROMAN DRAMA SEMESTER I

Please see the description in the Classics section. (This course may be taken for English credit.)

THE ART OF THE MEMOIR (RPCS) SEMESTER I

Autobiography is the story of a life; memoir is a story from a life. In this course, students will explore the art of memoir, a genre where personal stories illuminate universal truths. Through the study of both short and longer works by acclaimed memoirists, students will examine how writers shape memory, identity, and experience into compelling narratives; assigned writings may include memoirs by Jeannette Walls, Joan Didion, Michelle Obama, James Baldwin, Alison Bechdel, Michelle Zauner, and Kiese Laymon. The course emphasizes key techniques of memoir writing — voice, structure, and the balance between truth and artistry — while also addressing ethical questions about storytelling: Whose stories can we tell? How does memory shape truth? Students will craft their own memoir vignettes, revising and expanding them into a polished, complete work. Peer workshops will foster a writing community and help students refine their unique voices. This course is ideal for students seeking to reflect deeply on their lives and develop their creative nonfiction skills.

CREATIVE WRITING SEMESTER I

Taught by the Gilman Writing Fellow, this course is an intensive workshop in creative writing. Because each new fellow will design the curriculum according to his or her interests and talents, the course content is variable; it will include elements in both fiction and poetry, and may cover playwriting. Students should expect to write daily, read the works of accomplished writers, and participate in critiques of one another’s writing in workshop format. Only students who enjoy reading and writing and who are willing to work hard to improve their writing should consider taking this course. Students may enroll in only one creative writing course.

CREATIVE WRITING: THE POETIC VOICE (BMS) SEMESTER I

This semester course will be an introduction to creative writing practices. Students will explore different kinds of poetry and the key elements of fiction. We will write at the start of each class and learn to mine that quick writing for buried treasure. After a few weeks, students will begin sharing first drafts and revisions around the workshop table. Alongside their own writing, students will read and respond to contemporary short fiction and poetry, attend at least one reading at a local college (or coffee house), and work on either a project or portfolio of work in the second part of the semester. Texts: “Bird by Bird” by Anne Lamott and “The Triggering Town” by Richard Hugo.

FILM AS LITERATURE SEMESTER I

Film as Literature is designed to broaden and extend students’ knowledge and appreciation of film as an art form — to help them become “cinemaliterate.” Through an immersive study of films in a variety of genres, students will develop and sharpen skills in reading, thinking, viewing, and writing about films, as well as listening and speaking in post-viewing discussions. Students will be taught to analyze film in the same way that they study a literary text, by watching and studying classic and contemporary movies. They will learn how to “read” a film by analyzing its narrative structure, genre conventions, subtext, technical and artistic factors, and purpose. Upon completion, students will possess a deeper knowledge and active comprehension of: film terms and techniques, the adaptation of literature into film scripts, film genres, elements of symbolism, literary themes in films and the art of the well-made screenplay, as well as the director’s craft. Students will leave Film as Lit with an exciting new personal foundation of cinemaliteracy.

THE GRAPHIC NOVEL AS LITERATURE AND ART (RPCS) SEMESTER I

This course will examine several foundational texts within the genre of graphic novels, analyzing them as works of literature and as cultural artifacts, and tracing the recent emergence of a major artistic and literary form. In addition to studying foundational graphic texts, students will also examine the legacies of several of these texts by critiquing their popular film adaptations. From their emergence as a niche sub-genre within the larger comic book industry, graphic novels have grown in popularity across many genres including fantasy, science fiction, historical fiction, young adult fiction, and memoir. Course readings may include works by Moore, Spiegelman, Bechdel, Beaton, and Yang, among others. In addition to studying these works analytically, students will undertake their own creative process developing a short graphic work.

THE HEROIC JOURNEY SEMESTER I

This course seeks to explore Joseph Campbell’s monomyth, the heroic journey, through a multimedia examination of classical and contemporary literature, film, and music. From Sir Thomas Malory’s “Le Morte d’Artur” through George Lucas’ “Star Wars: A New Hope,” the cycle of discovery a hero undergoes allows students to see themselves and their world through a critical lens. Using Campbell’s “Hero with a Thousand Faces,” students will identify the different stages of the hero’s journey and unwrap the archetypes seen therein through comparative analysis of these works. Class discussion will focus on analysis of author intent and understanding why folk tales and myths are effective vehicles for shared audience experience, interpretation, and societal critique.

HISTORICAL FICTION: AMERICA SEMESTER I

Please see the description in the History section. (This course may be taken for English or History credit.)

HOLOCAUST STUDIES SEMESTER I

Please see the description in the History section. (This course may be taken for English or History credit.)

IRISH LITERATURE (RPCS) SEMESTER I

Please see the description in the History section. (This course may be taken for English or History credit.)

LITERARY ADAPTATIONS SEMESTER I

You’ve heard it dozens of times: “The book was better than the movie.” In an age consumed with retellings, we are trained to view adaptations through a comparative lens, working under the assumption that a “true” adaptation is a faithful translation of the original text. But what if the adaptation’s goal is something else entirely? This course will examine the complex relationship between a source and its retellings, paying particular attention to the ways literary and visual representations differ in their semiotics and storytelling methods. Our central focus will lie with Shakespeare’s “Hamlet,” the story of a man tasked with avenging his father’s murder yet finding himself incapable of taking action. In this course, students will lead discussions and craft analytical essays in response to both Shakespeare’s “Hamlet” and a variety of adaptations of the play (including films, music, poetry, and other plays). Students will also engage with an adaptation of their choosing, offering insight (through critical and creative writing) into the value of divergence and what it might reveal about our cultural development as well as philosophical truths.

LITERARY LETTERS SEMESTER I

English poet John Donne wrote, “more than kisses, letters mingle souls”; students in this course will study and try their hand at this soulful mingling. Through the analysis of epistolary novels, a play, and other short fiction in letter form, students will uncover the complexities of this style and these stories. Chbosky’s “Perks of Being a Wallflower” will be the summer reading selection, and then students will begin the fall semester by writing a personal essay, telling part of their life story in the form of a letter; from there, they’ll read and discuss three works: Gurney’s “Love Letters,” Walker’s “The Color Purple,” and Robinson’s “Gilead.” Each of these handles the form differently — Andy and Melissa’s correspondence lasts a lifetime, Celie prays to God, and John prepares his son for his imminent death — but the common sentiment seems to be, as one character puts it, that a letter can be “a present of myself to you.”

LITERATURE OF THE AMERICAN WEST (BMS) SEMESTER I

The Western has proven one of the most enduring genres in the American imagination. Its iconography continues to pervade popular culture, with countless artists offering their reinterpretations of the American West’s complex legacy. This course will explore what makes the Western so compelling as a genre while also deconstructing its fantasies and misrepresentations. We will dissect the

genre’s early stereotypes of race and masculinity, discuss various depictions of feminine agency and self-actualization, study indigenous voices and the history of colonization, and explore the role of revisionist pieces and subgenres in transforming our understanding of the Western and American culture. This course will afford opportunities to analyze the conventions of the genre across various media, particularly film and television. Students will synthesize multiple works as part of their research project.

MODERN EUROPEAN INTELLECTUAL THOUGHT SEMESTER I

Please see the description in the History section. (This course may be taken for English or History credit.)

URBAN STUDIES: LITERATURE SEMESTER I

Please see the description in the History section. (This course may be taken for English or History credit.)

TERROR LITERATURE (BMS) SEMESTER I

Terror in American Literature: One of the less studied traditions in American literature is the unnamed fear that accompanies many of the facets of America that we consider most unique. Have we always been afraid of what we might be on our way to becoming? Students will read and write with the aim of defining and exploring the different elements that make up an American sense of terror. We may begin with close analytical readings of colonial preacher Jonathan Edwards and short fiction by Nathaniel Hawthorne and Charlotte Perkins Gilman, before encountering longer works by Shirley Jackson and Stephen King. We will also consider films to appreciate how these elements of terror cross the boundaries between mediums. Summer reading consists of two short stories by Edgar Allen Poe: “The Tell-Tale Heart” and “The Masque of the Red Death.”

WRITERS IN REVOLT SEMESTER I

The literature of the Writers in Revolt English elective focuses on revolt and protest against societal expectations and prejudices. As we study, discuss, and write about the literature, students also work on a semester-long project requiring them to identify something (a practice, policy, belief, or institution) that they wish to revolt against. After considering and formulating various protest techniques to utilize, they draw attention to their personal

revolt through assembly presentations, interviews, social media posts, and surveys. Finally, they execute their revolt in an effort to actualize as much change as possible.

12th Grade ELECTIVES FOR SEMESTER II

AFRICAN AMERICAN WRITERS SEMESTER II

Building on the literary foundations of African American Literature, this course moves beyond fiction. We examine the dynamic intersection of African American nonfiction, film, music, and oratory across U.S. history. Students engage with influential Black voices through memoirs, essays, speeches, documentaries, and musical expression. Through seminar-style discussions led by students, the class explores Black artists and writers across different mediums. Together, we examine their approaches to identity, justice, and racial consciousness in American culture. Students engage in independent film studies and music criticism. They craft analyses of significant works in Black cinema and develop critical reviews of influential albums and songs. The course emphasizes active student participation through leading discussions and creating multimedia projects. Through presentations and analysis, students connect historical works to contemporary conversations, exploring the powerful relationship between artistic expression and civic engagement.

CHINA AND MODERN EAST ASIA SEMESTER II

Please see the description in the History section. (This course may be taken for English or History credit.)

COMEDY SEMESTER II

Just as tragedy has the power to connect and unite human beings, so does comedy. Just as tears can cause us to recognize a need for change, so can laughter. In this course, students will read, watch, analyze, and write comedy. The cornerstone of the class will be the study of satire as a technique for social criticism. Students will manage an “Onion”-type online school newspaper for which they will generate content. They will also learn the fundamentals and applications of improvisation and sketch writing in the comedy-creation process.

CREATIVE WRITING SEMESTER II

Please see the description under Semester I.

CREATIVE WRITING FOR TELEVISION (RPCS) SEMESTER II

This course invites students to explore and create writing for twenty-first century television programs. Through close study of contemporary series across genres, students will learn how writers build character, structure episodes, and craft compelling season arcs. Students will develop, pitch, and workshop their own ideas for half-hour sitcom and one-hour drama forms. This course will culminate in an original pilot script, supported by table reads and peer revision. Various television performances will be viewed to strengthen student writing in the class. By the end of the course, students will have established a regular writing practice and gained experience in collaborative television writing.

CREATIVE WRITING: THE FOUND OBJECT (BMS) SEMESTER II

Twentieth-century composer and artist John Cage harnessed randomness (coin toss) into his creative process. Cubists and later artists of the Pop-Art era like Warhol and Lichtenstein incorporated found objects into their painting, sculpture, and assemblages. This course takes the ‘found object’ — something tossed out or overlooked — and uses art to reimagine it. Students will need to take walks on campus and around Baltimore/their home turf and find objects. They will photograph them, sketch them, and, sometimes, pick them up and bring them to class where the found objects will become writing subjects.

DETECTIVE FICTION (BMS) SEMESTER II

The Search for Truth: This course will explore the ways in which detectives are involved in understanding the nature of human connections and social constructs. The nature of authority, in particular, seems to merit close scrutiny in the gritty, corrupt worlds created by many of our best detective writers. We may begin with a close reading of Baltimore’s own Edgar Allen Poe before moving on to analysis of the fertile post-war writings of Dashiell Hammett and Raymond Chandler, along with Jonathan Lethem’s recent take on the genre, “Motherless Brooklyn.” Students should expect to write in a variety of styles about both literature and film.

DYSTOPIAN FICTION SEMESTER II

Environmental destruction. Nuclear disaster. Government, religious, and technological control. The modern literary sphere is flooded with dystopian stories featuring such opposing themes as conformity and individuality,

isolation and community, and control and rebellion. The ultimate goal of each novel seems to stem from the hero’s desperate attempt at survival against all odds. This course seeks to consider why contemporary readers are drawn to such stories by examining the emergence of the dystopian novel from foundational utopian texts such as Plato’s “Republic” and More’s “Utopia,” investigating the development of the dystopian hero, and interrogating the political, social, cultural, and religious trends of our society that might influence writers of this genre. In addition to discussion and analytical writing, members of the class will produce their own dystopian short fiction.

ENVIRONMENTAL LITERATURE (RPCS) SEMESTER II

This course examines our relationship with nature, the ecological impacts of consumption, and the evolution of our environmental awareness. Central to the course is the exploration of the complex connections humans have to both cultivated and wild spaces, across past, present, and future contexts. Students will engage with key environmental issues, such as the competing needs of human society and the natural world, the growth of certain groups at the expense of others, and the rights and responsibilities of dominant species. The course will draw on both fictional and nonfictional texts, as well as films, podcasts, and other media. Students can expect to write short response papers addressing the ethical dilemmas posed by the authors and longer analytical essays that delve into major course themes.

EXISTENTIALISM IN LITERATURE SEMESTER II

To study philosophy is to wrestle with an essential question: “What is the meaning of life?” The philosophy behind existentialism, however, asks a different and, perhaps, more fundamental question: “Does life have a meaning at all?” Through the study of existential philosophy and literature, students will consider the meanings and problems of existence. Students will read the philosophical writings of Kierkegaard, Nietzsche, Heidegger, and Sartre and will seek to better understand the basic existential concepts of being. Moreover, students will apply existential theories to the reading of influential modern and postmodern literature. Through the study and contemplation of existential concepts and themes, students will be encouraged to consider the vital joy inherent in deep meditation on existence, that the struggle to understand one’s place in the world is, in and of itself, enough to fill the heart and mind.

GREEK AND ROMAN MYTHOLOGY SEMESTER II

Please see the description in the Classics section. (This course may be taken for English credit.)

HISTORICAL FICTION: WORLD SEMESTER II

Please see the description in the History section. (This course may be taken for English or History credit.)

LAW AND LITERATURE SEMESTER II

This course seeks to examine the intersection of law and literature by introducing students to aspects of the law featured in classical and contemporary literature. Reading will include classic short novels, a play, and a contemporary novel. These reading will be supplemented by excerpts from Judge Richard Posner’s “Law and Literature” and seminal Supreme Court cases. Students will gain experience with the Socratic method, briefing case law, and the obligations of attorneys and judges. Guest speakers will provide students a grounding in how the legal system works, with introductions to civil procedure, the stages of a criminal trial, and an examination of the Bill of Rights.

LITERATURE OF THE AMERICAN SOUTH (BMS) SEMESTER II

This course examines depictions of the American South through the eyes of twenty-first century authors and filmmakers. By analyzing the works of living artists, we will understand how conventions of the Southern literary tradition have been reinterpreted. To what extent do contemporary Southern authors and works about the South evoke the existential struggles of their precursors? How have modern creators sought to expand our conceptions of the American South and its people? Students will apply techniques of literary criticism to novels, poetry, and film, comparing representations of shared themes across media.

LITERATURE OF BALTIMORE: REGIONAL VOICES (BMS) SEMESTER II

From F. Scott Fitzgerald to Ta-Nehisi Coates, Baltimore has been home to writers across centuries who have had important impacts on the national literary conversation. This course will include opportunities for place-based learning; students will explore Baltimore institutions and literary landmarks while studying the work of Baltimore

writers past and present. Writers may include Edgar Allen Poe, Laura Lippman, Ta-Nehisi Coates, D. Watkins, and David Simon.

LITERATURE OF CHILDHOOD SEMESTER II

As second-semester seniors, you are on the verge of leaving home for a great journey. Like all adventures, along the way you will encounter moments of fear, confusion, and joy. The world is a complicated place and the thought of leaving your home can be very intimidating. This natural apprehension can be mitigated by focusing on lessons taught in early childhood education. This course will examine the lessons and values championed in children’s literature. Students will reflect on how these virtues are being applied in their own life. They will examine the books they read as children and compare them to more modern publications. We will write and illustrate children’s books which will be shared with Lower School buddies. The goal is for seniors to reflect on basic values and how they can reflect those values as they prepare to graduate.

LITERARY ROLE MODELS SEMESTER II

Stevie Wonder’s song “Do Like You” showcases a boy named Keita who wants to be the “baddest dancer in the whole neighborhood.” The song’s refrain includes a request for help: Keita asks his big sister, “Show me how to do like you, show me how to do it.” This course will focus on these types of requests for guidance as well as efforts to lead by example. Through the literary selections, students will analyze and discuss what it takes to notice and lean on others, what it means to be a role model, and how these fictional relationships broaden and deepen our own experiences. A father of three girls, in one of the works, feels his “self-preservation and courage battling against each other”; a retired cop urges his son to “hurry up and become a man already”; a grandmother explains that “getting grown means learning how to work the current: learning when to hold fast, when to drop anchor, when to let it sweep you up”; finally, a father and son navigate a post-apocalyptic world, “each the other’s world entire.”

MADNESS, MYSTERY, MACABRE: EDGAR ALLAN POE IN LITERATURE AND FILM (RPCS) SEMESTER II

A literary icon, a master of the Gothic genre, and, at one point, a Baltimore resident, Edgar Allan Poe is an enigmatic and pivotal author in American literature. This senior elective course will explore the depths of Poe’s dark and haunting narratives, his use of the Gothic, the

macabre, and the psychological. Through analyzing his short stories, poems, and film adaptations, students will investigate themes of madness, death, the supernatural, and the complexities of human nature. Students will read a selection of Poe’s most famous works, such as “The Tell-Tale Heart,” “The Fall of the House of Usher,” “The Raven,” and “The Cask of Amontillado,” and film adaptations such as “The Pale Blue Eye.” Students will analyze Poe’s unique style, use of unreliable narrators, and exploration of the human psyche, while also considering the historical and cultural contexts of his writing. In addition to literary analysis, students will engage in creative assignments, discussions, debates, and a field trip to Fells Point. The course will culminate in an independent research project and presentation.

URBAN STUDIES: PUBLIC POLICY SEMESTER II

Please see the description in the History section. (This course may be taken for English or History credit.)

WORLD WAR II: A GLOBAL HISTORY SEMESTER II

Please see the description in the History section. (This course may be taken for English or History credit.)

HEALTH AND PEER EDUCATION

Health Seminars

Designed to support cocurricular programming, including Health Education and College Counseling, all Upper School students are pre-enrolled in a required (pass/fail) Seminar section that meets during afternoon blocks, once per two-week cycle (twice a month), all year (16 seminars in total).

FRESHMAN SEMINAR

Freshman Seminar is designed to support students in successfully transitioning into Upper School. Eight of 16 lessons focus on health and are co-taught by peer educators from the 11th and 12th grades. Freshmen explore personal decisions related to managing stress and anxiety, use of technology, sleep, healthy relationships, food choices, and alcohol and drugs. The eight additional sessions are led by a rotation of presenters who will help freshmen explore honor, mental health, basic first aid, CIE, library resources, and college prep.

SOPHOMORE SEMINAR

Sophomore Seminar includes eight health education lessons focused on substance abuse prevention and human sexuality. The eight additional sessions are led by a rotation of presenters and include discussion about the Outward Bound trip, mental health and wellness, community service, CIE, and college prep.

JUNIOR SEMINAR

Junior Seminar is evenly split between health education and college prep. Health lessons cover topics including stress management, alcohol and other drug prevention, and sex ed. In addition, college counselors will work with juniors to begin scaffolding the college process, through a combination of large-group presentations, smaller-group discussion, and one-on-one meetings.

SENIOR SEMINAR

Senior Seminar is comprised of meetings with college counseling (first quarter), followed by a series of Health Seminars designed to support students as they prepare to make the transition from high school to college. Seniors explore familiar health education topics with a new lens and an eye toward life on a college campus.

Peer Education

PEER EDUCATION AFTERNOON BLOCK

Peer educators are 11th and 12th grade student role models who facilitate the Freshmen Seminar by sharing their experience and wisdom with ninth graders. Peer educators work in pairs to support a small group of freshmen through discussion on a range of topics from time management to healthy relationships to decisions about alcohol and other drugs. In addition to meetings with freshmen, peer educators must attend sessions to prepare for Freshman Seminar, plus attendance at mandatory training retreats in August and January. The course is limited to 25 juniors who, if the course fits into their schedule, will also need to submit an application and demonstrate the skills and attitude needed for the program.

HISTORY

To satisfy the Gilman School requirements in history, all students must complete World Cultures in the freshman year, Making Modern Europe in the sophomore year, and United States History in the junior year. Freshmen, juniors, and seniors may choose from among a variety of elective courses.

Departmental approval is required for enrollment in an honors or an Advanced Placement course.

9th Grade REQUIRED

WORLD CULTURES

This yearlong course is required of all freshmen and explores the geography, history, and cultures that inform the lives of the world’s population. Students will investigate the political, economic, and social practices of the peoples of the world through close examination of non-Western regions with the objectives of identifying commonalities and gaining an understanding of the Earth as a global community. Teachers emphasize fundamental social studies skills, such as reading, writing, researching,

note-taking, and speaking while students also continue to develop their ability to think critically and creatively to identify solutions to problems facing people anywhere and everywhere.

9th Grade ELECTIVE

AMERICAN GOVERNMENT

Intended primarily for freshmen, but open to juniors and seniors. This introductory course spends one quarter examining each of the three branches of the federal

government in their contemporary and historical context. A fourth unit investigates the political process through elections. In odd years that unit would be in the fourth quarter to correspond to primary elections; in even years it would be in the first quarter to examine general elections. The format of the course includes discussion, lecture, and video presentations. Reading assignments include primary documents and academic interpretations. Students are expected to demonstrate an understanding of the reading assignments and an awareness of each author’s interpretation. Students will present several oral reports, write essays, and take short quizzes and unit tests. Some of these assessments are done in collaboration with classmates. Grading is based on the student’s performance on these assessments.

10th Grade REQUIRED

MAKING MODERN EUROPE FULL YEAR

Intended for 10th graders only, this course will survey major intellectual, social, and political themes in the development of European civilization from the Renaissance to the present day. First and foremost, this course will present a history of ideas. Students will read selections from a wide variety of authors and explore how history, studied in context, relates to politics, literature, art, and music. Learning objectives will focus on critical thinking, comprehensive reading, and concise, well-organized writing. Most readings will come from Perry’s “Sources of the Western Tradition,” but students also will encounter literature from the past and historical writing by contemporary scholars. The course culminates with a capstone historical research paper, based on the interpretation and analysis of primary sources, and will use proper Chicago Style citation including footnotes and a bibliography.

10th Grade ELECTIVES

ART HISTORY: ART THROUGH THE AGES FULL YEAR

Art History is a class that gives students the opportunity to explore the diverse cultural traditions of art and architecture that comprise our global community. Objectives of this course include cultivating aesthetic appreciation for the arts, building a knowledge and vocabulary to better understand works of art, and providing an opportunity for students to explore various forms of art that they find interesting. As a class, we explore the art and

architecture found in various civilizations, some of which include ancient Mesopotamia, Egypt, Greece, Rome, South and East Asia, as well as the Americas. This course provides an opportunity for students with any level of artistic background to view art and architecture through a historical contextual lens. Further, in class we strive towards developing an appreciation for the art-making process, understanding the role that art plays in helping to define culture, and further exploring an appreciation of art and architecture in the modern world. In doing so, students are encouraged to develop an awareness of art as it exists in their daily lives.

BECOMING HUMAN FULL YEAR

Gilman’s adaptation of Yale University’s most popular course in history, The Science of Well-being, is a yearlong exploration for sophomores that flows from Gilman’s mission to educate boys in mind, body, and spirit. This elective digs deeply into life’s biggest questions about meaning, transcendence, and happiness and provides skills to realize answers in one’s own life. This course explores current research on brain science and physiology, as well as the philosophy and theology underlying spiritual dimensions of humanity, integrating topics related to mind (e.g., evolution, neurobiology, human development, and psychology), body (nutrition, sleep, and the benefits and power of mindfulness) and spirit (the pillars of Western and Eastern philosophy and theology through Hebrew and Christian scriptures as well as sacred texts from other world religions).

MUSIC HISTORY FULL YEAR

Music Appreciation and World Culture is the first step of your journey to explore and hopefully start to untangle the mysterious power that music has on billions of people worldwide every day. Beginning with a broad introduction to basic music concepts and organizing elements, we will delve deeper into the musical components, enabling you to become more perceptive listeners. This course is designed to develop your critical listening skills and foster a deeper understanding of the elemental and structural nature of music — how music is created and how it has evolved as an art form within the rich context of history. We will cover a wide variety of styles and genres from Africa, Asia, Australia, Europe, North America, and South America. We will explore music within its historical context, examining the social, political, scientific, and artistic landscapes of each period.

11th

Grade Course

REQUIRED

UNITED STATES HISTORY (BMS, GILMAN, RPCS)

This course, taught at Gilman, Bryn Mawr, and Roland Park Country School, surveys the history of the United States from colonial times to the post-World War II era. While readings and specific assignments will vary from teacher to teacher, all require analytical papers, essay tests, and extensive readings, including primary sources.

11th Grade ELECTIVE

AP ART HISTORY FULL YEAR

This yearlong course is designed to introduce students to the fundamentals of art history via a semi-chronological survey of art from the Paleolithic era through Postmodernism. Through intense study and observation of works of art, we will learn about the cultural and religious values, scientific and artistic advancements, and political climate of civilizations and peoples across space and time. The course covers the standard art historical canon — ancient Mesopotamian through the Roman Empire, Early Christian, the Renaissance, European modernism — yet, significant attention is paid to work outside the canon, specifically art from Asia, the Pacific, Indigenous Americas, Africa, and the global contemporary. This course will cover the formal and interpretive aspects of art, while contextualizing that art within its proper historical time frame and comparing it to modern interpretations and implications.

AP ART HISTORY (BMS) FULL YEAR

Students cultivate their understanding of art history through analyzing works of art and placing them in historical context as they explore concepts like culture and cultural interactions, theories and interpretations of art, the impact of materials, processes, and techniques on art and art making, and understanding purpose and audience in art historical analysis. This is a college-level course that prepares students to take the AP exam in May.

12th Grade YEARLONG ELECTIVES

AP ART HISTORY FULL YEAR

Please see the description under 11th Grade Electives.

AP ART HISTORY (BMS) FULL YEAR

Please see the description under 11th Grade Electives.

A HISTORY OF MATHEMATICS FULL YEAR

This course will explore major themes in mathematics, from the basic development of numbers and calculations through the study of infinity, calculus, and number theory. Students will understand critical historical mathematics events in various civilizations, ranging from the antiquity of Babylonia and Egypt through classical Greece, the Middle and Far East, and on to modern Europe. Students will learn about notable mathematicians and the impact of their discoveries (such as Fermat, Descartes, Newton and Leibniz, Euler, and Gauss). Students will also learn about the study of the relationship between mathematics and culture, known as ethnomathematics.

12th Grade ELECTIVES FOR SEMESTER I

AFRICAN AMERICAN HISTORY SEMESTER I

This elective course will introduce students to the terminology, perspectives, and frameworks that Black people have developed over time to interrogate society. Instead of covering “key events” (usually slavery, the Harlem Renaissance, and the Civil Rights Movement, among others), we will grapple with key constructs like history, Blackness, whiteness, [anti-Black] racism, the Black body, soul, revolution, ethnocentrism, Afrocentrism, masculinity, femininity, gender, sexuality, and so on. To exercise these skills, students will engage in primary-source readings, research, case study development, and discussions on issues pertinent to the field of African American studies. Students will explore the various ways people of African descent have navigated our society and engage in a reflective process, redefining those key constructs for themselves.

EARLY ISLAMIC EMPIRE SEMESTER I

How did a small religious movement expand out of the deserts of Arabia into one of the largest and most influential empires in world history? This course examines the rise of Islam in late antiquity and its rapid expansion under the Umayyad and Abbasid caliphates, with a particular focus on how historians reconstruct the early Islamic past. Students will take on the role of historians by investigating this period through a wide range of material evidence, including coins, inscriptions, art, architecture, and archaeological remains. Through the analysis of these materials alongside primary and secondary literary sources, students will explore how the early Muslim caliphs developed systems of governance, expressed their religious and political authority, incorporated different religious and ethnic groups into the state, and shaped a shared yet diverse civilization that stretched from Spain to India. By emphasizing historical interpretation, particularly the skills historians use when sources are fragmentary or contested, students will take on the challenges of studying pre-modern history while also gaining a broad understanding of the early Islamic world.

HONORS ETHICS (BMS) SEMESTER I

This course examines a broad range of ethical quandaries related to topics such as: AI, art restitution, public health, politics and cultural appropriation.* Students will learn about moral philosophical concepts in conjunction with historical, as well as ongoing, ethical debates, as they cultivate the ability to articulate their own philosophical perspectives through dialogue. Ultimately, students will be able to adapt these moral thinking processes to solve novel ethical quandaries in the future. Topics for this course may vary by semester.

HONORS THE GREAT WAR SEMESTER I

This honors-level course will provide an in-depth look at the Great War (1914-1918). It will begin with a review of the late 19th century European conflicts, alliances, and the rise of intense nationalism that contributed to the start of the war. While the course is structured chronologically, there will also be topical discussions such as the role of propaganda in “total war,” technological and weapons advances, the contribution of colonial troops, the Christmas Truce of 1914, and the economic, psychological, and political scars left following the war. In addition to the nightly readings, we will read Ernest Hemingway’s novel, “A Farewell to Arms” in the first quarter, as well as Ernst Junger’s autobiographical account of the war, “Storm of Steel,” in the second quarter. The course will make extensive use of primary sources to supplement

the secondary source readings. The culmination of the course is completion of a poetry project in lieu of a final exam. Students will memorize, recite, and analyze a poem written by a person who experienced the war.

HISTORICAL FICTION: AMERICA SEMESTER I

In this American historical fiction course, students will read and write works of historical fiction to help understand the time period and individuals living during the eras being studied. Reading historical fiction written from various points in history about diverse individuals — this course will focus on American history — will allow for deeper understanding of our shared past. Writing historical fiction requires a balance of research and creativity, and while it often includes real people and events, the genre offers a fiction writer many opportunities to tell a wholly unique story. (This course may be taken either for English or History credit.)

HONORS HISTORY OF CAPITALISM (RPCS) SEMESTER I

This course explores the modern understanding of the theory of capitalism — and interrogates that theory. The course will introduce students to traditional economic theory through the basics of microeconomics and macroeconomics, then explore non-traditional modifications of those theories (such as “doughnut” theory). Along the way, students will explore a series of case studies in economic history, including Adam Smith’s original argument against Europe’s mercantilist economies, the post-World War I hyperinflation in Weimar Germany, and the Great Depression and New Deal in 1930s America.

HONORS HISTORY OF THE KENNEDYS: POWER, POLITICS, AND LEGACY IN MODERN AMERICA SEMESTER I

This course explores the remarkable rise, influence, and enduring legacy of the Kennedy family, using their story as a lens through which to examine major developments in U.S. history during the second half of the twentieth century to the present. Focusing primarily on John F. Kennedy, Robert F. Kennedy, and Edward “Ted” Kennedy, students will trace how each brother shaped — and was shaped by — the political, cultural, and social forces of their time. Topics include the Cold War, the Civil Rights Movement, the Vietnam War, political scandal, and the evolution of the modern Democratic Party.

Students will also investigate the broader concept of political dynasties in American life, considering how the Kennedy name became both a symbol of idealism and a source of controversy. The course concludes with an examination of the Kennedy legacy today, including a critical look at contemporary political figures such as Robert F. Kennedy, Jr. Through primary sources, historical scholarship, film, and class discussion, students will develop a deeper understanding of how individual leaders and family networks influence national identity, political power, and public memory.

HOLOCAUST STUDIES SEMESTER I

This course will guide students’ investigation of the events surrounding the Nazi destruction of European Jewry during World War II. As students study the evolution of the Final Solution, they will consider the history of antisemitism in Europe, the role of antisemitism in the nature of the Nazi regime, and the contingencies that shaped Nazi anti-Jewish policies. At the heart of this analysis will be a close study of the key events that transformed persecution into genocide during World War II. The Holocaust Museum will be an important resource during this process. During the final section of the course, students will explore the difficulties of finding meaning in the memory of the Holocaust by encountering memoir, fiction, essays, and films with Holocaust themes. (This course may be taken either for English or History credit.)

IRISH LITERATURE (RPCS) SEMESTER I

This course explores how Irish writers have crafted fiction and poetry from their experiences of Irish life, culture, and landscape. Through their eyes and imagination, students will gain a deeper understanding of Ireland’s history, struggles, and vibrant traditions. Irish writers have made significant contributions to English literature, drawing on the complexities of their nation’s past and present. We will begin by studying foundational Irish myths and legends, then shift focus to how the turbulent political and religious climate of Ireland is reflected in novels, poetry, songs, and more. Themes explored in this course will include language and territory, citizenship, famine and abundance, gender, and tradition, as well as colonial domination and national revolt. Texts will include The Táin, by Thomas Kinsella, The House of Splendid Isolation by Edna O’Brien and The Van by Roddy Doyle. Through these works, we will uncover the ways in which Irish writers have shaped and been shaped by their unique cultural landscape. (This course may be taken for English or History credit.)

MODERN EUROPEAN INTELLECTUAL THOUGHT SEMESTER I

This course surveys European thought from the Enlightenment to post-World War II. Topics include the French and Scottish Enlightenments, the German Romantics and Idealists, Classical Liberalism, Irrationalism, Totalitarianism, and Existentialism. The class will discuss ideas about politics, economics, philosophy, and religion. Students will explore the intellectual movements of Modern Europe through primary source material as well as the School’s extensive online collection of academic journals and periodicals. The required texts include “An Intellectual History of Modern Europe,” “Notes from the Underground,” “Animal Farm,” and “The Stranger.” (This course may be taken for English or History credit.)

NATIVE AMERICAN CONTEMPORARY LITERATURE AND CULTURE (BMS) SEMESTER I

The purpose of this course is to begin to explore Indigenous American identities through history, literature, and contemporary culture. Indigenous cultures hold a complex place in the history of North America. The class will highlight the regions that became the United States and that country’s collective mythology: one that is both idealized in fiction and marginalized in reality. We will delve deeply into the stories of contemporary Indigenous voices in literature, history, film, art, music, and activism as we explore the contemporary issues and historical context for each written work. This course will require students to think creatively and deeply in order to look past the “normal” narrative and to grapple with complex ideas and sources as they write a number of historical and literary analyses. (This course may be taken for English or History credit.)

PROFILES IN LEADERSHIP SEMESTER I, NON-COORDINATED

Through an examination of American political, business, and cultural leaders of the 19th and 20th centuries, students will define characteristics and values which set transformational leaders apart from those who merely occupy leadership roles. In addition, students will describe contemporary culture, detail the accompanying challenges, and strive to identify the traits and values needed to develop effective leadership skills in the 21st century. Finally, students will undergo self-assessment of their own strengths and weaknesses as aspiring leaders.

AP UNITED STATES GOVERNMENT AND POLITICS (BMS) SEMESTER I

The AP United States Government and Politics course is designed to provide the student with an experience equivalent to a one-semester college introductory course. It includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. Students will develop familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics and will study the variety of theoretical perspectives and explanations for various behaviors and outcomes. Students will be expected to move beyond factual recall and develop an analytical perspective on government and politics in the United States.

URBAN STUDIES: LITERATURE SEMESTER I

We will explore the nature of urban environments through engagement with narrative-based historical texts, creative nonfiction, poetry, film, music, fiction, journalism, public policy, statistical data, and informational journals. Through journal reflections, creative writing, essays, projects and presentations, we will critically engage with the local context of Baltimore in comparison to other urban environments. Through visits from guest speakers, we will learn about future initiatives in Baltimore and, inspired by their work, we will imagine solutions to the current challenges of the city. Students may choose to take the class for a full year or for one semester; taking semester I is not a prerequisite for taking semester II. (This course may be taken for English or History credit.)

WORLD RELIGIONS: EASTERN RELIGIONS

SEMESTER

I

Huston Smith states, “The community today can be no single tradition; it is the planet. … For understanding, at least in realms as inherently noble as the great faiths of humankind, brings respect; and respect prepares the way for a higher power, love — the only power that can quench the flames of fear, suspicion, and prejudice, and provide the means by which the people of this small but precious Earth can become one to one another.” Our world is becoming more connected and more intertwined and yet remains regionalized. It is essential that we listen to others with an ear to understanding. This semester course on world religions will attempt to provide historical context and trace the development of Hinduism, Buddhism, and Confucianism. In addition, the philosophical, moral, and ethical ways of thinking (and acting) will

be examined by reading selections of each religion’s sacred texts. The course will seek to discover the beauty of the world’s wisdom, what the religions ought to be in their most perfect of forms.

12th Grade ELECTIVES FOR SEMESTER II

HONORS AMERICAN MUSIC AND BLACK IDENTITY (RPCS) SEMESTER II

This course will examine one of the most important expressions of American identity, following the thread that runs from blues to jazz to soul to funk to rap and hip-hop. No prior musical ability or knowledge is required for the course, although we will delve into the formal properties of this music in addition to its history and cultural meanings. From Robert Johnson to Duke Ellington, Howlin’ Wolf to Sly Stone, Miles Davis to Prince, Black Americans have pioneered the creation of American culture and identity. This course asks why and how that process has occurred through music.

AP COMPARATIVE GOVERNMENT AND POLITICS (BMS) SEMESTER II

This course will provide an introduction to major theoretical approaches to comparative politics and examine case studies of the political systems and processes of the following countries: China, Great Britain, Iran, Mexico, Nigeria, and Russia. The goal of studying these nations will be to allow students to compare and contrast political institutions across nations and draw generalizations on the basis of these case studies. Students taking this course are required to take the Advanced Placement Comparative Government and Politics exam.

CHINA AND MODERN EAST ASIA SEMESTER II

After the cataclysms of revolution and war in the 20th century, the East Asian region in general, and China in particular, has reemerged as one of crucial importance in the modern world. The purpose of this course is to examine the evolution of modern East Asian history and culture, so we can develop an understanding of how the region evolved to the one we see today. The course will focus primarily on China and Japan since the 19th century, with occasional forays into the Koreas and Southeast Asia. There will be extensive discussion of fiction, including the novels “Kokoro” by Natsume Soseki and “To Live” by Yu Hua. (This course may be taken for English or History credit.)

HISTORICAL FICTION: WORLD SEMESTER II

In this world historical fiction course, students will read and write works of historical fiction to help understand the time period and individuals living during the eras being studied. Reading historical fiction written from various points in history about diverse individuals — this course will focus on world history — will allow for deeper understanding of our shared past. Writing historical fiction requires a balance of research and creativity, and while it often includes real people and events, the genre offers a fiction writer many opportunities to tell a wholly unique story. (This course may be taken either for English or History credit.)

HONORS THE IMMIGRANT JOURNEY: SHAPING AMERICA, 1776 TO TODAY (RPCS) SEMESTER II

Many Americans have a romanticized idea of America’s immigrant past. They point to idealized visions of Ellis Island, or the famous words of Emma Lazarus etched into the base of the Statue of Liberty, “Give me your tired, your poor, Your huddled masses yearning to breathe free…” In fact, America’s immigration history is more contested, more nuanced, and more complicated than many assume. This course seeks to provide historical context to current debates over immigration reform, integration, and citizenship. It will also explore the basic question: How has America historically treated its immigrants? The course follows a chronological overview of U.S. immigration history, but it also includes mini-units that cover salient issues in political discourse today such as xenophobia, deportation policy, border policing, and sanctuary cities.

LATIN AMERICAN HISTORY SEMESTER II

This course examines Latin America’s history from pre-Columbian civilizations to the present, with a focus on the legacies of conquest, colonialism, nationalism, revolution, and globalization. Using John Chasteen’s Born in Blood and Fire as our foundation, we will trace the patterns of inequality, resistance, and cultural change that have come to define the region today. In addition to the textbook, students will analyze historical documents, scholarship, literature, film, and art to explore Latin America’s rich history and culture. Particular attention will be given to the contrasting histories of Mexico, Argentina, Brazil, Venezuela, and Columbia which will provide representative case studies, as well as the complex and ever-evolving intercontinental relationship between the two Americas — the north and the south — and how they have shaped each other through cooperation and competition.

HONORS MODERN MIDDLE EAST HISTORY (BMS) SEMESTER II

As evidenced by the headlines today, the Middle East has been one of the most misunderstood regions in the world since the end of WWI. This class seeks to shatter the many myths surrounding the incredibly diverse region stretching from Afghanistan in the east to Morocco and Algeria in the west. We will view the history of the region through the words and creations of the Arabs, Turks, Persians, Palestinians, Israelis, and other peoples who have lived there during the past 100 years. Close readings of the literary, artistic, cinematic, and musical sources these peoples have produced over the past century will provide the narrative for the course as we explore the region’s complicated political, social, economic, religious, and cultural development. We will emphasize the many contradictory themes that have run through the region’s recent history and literature: democracy and autocracy, colonialism and nationalism, repression and liberation, diversity and exclusion, modernization and tradition. Students will write a combination of historical and literary analyses based on the sources we examine.

HONORS POLITICS AND MASS MEDIA (RPCS) SEMESTER II

Our democratic government was founded on the notion that freedom of the press is fundamental to preserving the people’s power and limiting the government’s power. But how have a free press and rapidly expanding forms of electronic media affected our democracy? This class will help students develop a critical lens as they consume political media content in the 21st century. We will explore questions such as: To what extent do the news media educate — or manipulate — citizens? Has information been “weaponized” by actors seeking political and financial gain? To what extent is social media a negative force in politics, dividing us into ideological echo chambers, or a positive force for connection and activism? How have new developments in media affected the ability of citizens to participate meaningfully in society and politics — and is more citizen participation necessarily a good thing? How does the First Amendment protect freedom of the press, and, given the almost unfettered expansion of social media, should we regulate the media more than we do?

URBAN STUDIES: PUBLIC POLICY SEMESTER II

We will explore the urban landscape of Baltimore through engagement with public policies related to land use and zoning, economic development, housing, education, and environmental protection. Our engagement will

include reviewing actual policies, projects, and proposals for future projects. Finally, Urban Studies students will develop an appreciation of Baltimore’s past, present, and potential future through field trips to local small businesses, nonprofits, and public spaces. Students may choose to take the class for a full year or for one semester; taking semester I is not a prerequisite for taking semester II (This course may be taken for English or History credit.)

HONORS U.S. HISTORY SINCE 1974 SEMESTER II

This course examines the political, social, cultural, and economic transformation of the United States from the mid-1970s to the present. Beginning with the aftermath of Watergate and the end of the Vietnam War, students will trace how the nation grappled with crises of confidence and dramatic changes in domestic life. Major topics include the rise of conservatism, the Reagan Revolution, the end of the Cold War, technological change, the events of and U.S. response to 9/11, and the factors that set the stage for our current political and cultural environment.

Students will analyze how leaders shaped the direction of the country, and how everyday Americans experienced these changes in their workplaces, communities, and cultural environments. The course also considers the changing role of the media, the polarization of political parties, and the challenges of the post–9/11 world. Using primary sources, scholarship, film, and current events, students will develop the tools to understand today’s America as the product of key turning points over the past fifty years, and will reflect on how history continues to shape contemporary public life.

WORLD RELIGIONS: WESTERN RELIGIONS SEMESTER II

Huston Smith states, “The community today can be no single tradition; it is the planet. … For understanding, at least in realms as inherently noble as the great faiths of humankind, brings respect; and respect prepares the way for a higher power, love — the only power that can quench the flames of fear, suspicion, and prejudice, and provide the means by which the people of this small but

precious Earth can become one to one another.” Our world is becoming more connected, more intertwined, and yet remains regionalized. This semester course on the Western religions will attempt to provide historical context and trace the development of Judaism, Christianity, and Islam. The course is a survey of the Bible, including the study of both the Old Testament and New Testament. The first part of the course is dedicated to the study of the Hebrews, the laws, prophets, and wisdom literature. The second part of the course is dedicated to the study of the life and teachings of Jesus Christ. The third part of the course is dedicated to Islam and will analyze selections of the Quran. The intention of the course is to gain a better historical and current understanding of the three major Western religions.

WORLD WAR II: A GLOBAL HISTORY SEMESTER II

In this course we will examine the central cataclysm of the 20th century whose repercussions can still be felt in the world today, more than 70 years after its end. The class will provide a chronological overview of World War II, examining both the European and Asian theaters of the war. Events of focus will include but not be limited to the Battle of Britain, the German invasion of the Soviet Union, the Battle of Stalingrad, the North African campaign, the invasion of Italy, and D-Day. We will spend time examining certain topics in more depth, including the interwar years, diplomatic origins of the war, the rise of Nazis in Germany, acts of genocide, including the Japanese invasion of China in 1937 and the rape of Nanking and the Holocaust. We will also consider and the use of strategic bombing and civilian targets in the war, culminating in the fire bombing of Dresden and atomic bombings of Hiroshima and Nagasaki. This class also fulfills an English credit, and we will therefore read Pierre Boulle’s “The Bridge Over the River Kwai” in the third quarter and Kurt Vonnegut’s “Slaughterhouse Five” in the fourth quarter. We will use documentaries and films extensively, including the 1970s British series “World at War” and the more recent “World War II in Color.” We will also rely heavily on primary accounts from the combatants who participated in the conflict. (This course may be taken either for English or History credit.)

MATHEMATICS

Gilman’s Upper School Mathematics program presupposes a firm foundation in first-year algebra in the eighth grade. The graduation requirement is three years of mathematics, which is math through pre-calculus with trigonometry. This minimum requirement should enable Gilman students to continue their study of mathematics at the college level. Our program also attempts to meet the needs of exceptionally talented students with a strong interest in mathematics with an honors sequence. We offer an accelerated and enriched program for these students, which prepares them for the Advanced Placement examinations in AB Calculus, BC Calculus, and Statistics. For those students who complete this honors program in less than four years, the Mathematics Department will offer instruction in additional topics to the extent that staffing and scheduling permit.

Departmental approval is required for enrollment in an honors or an Advanced Placement course. The Mathematics Department encourages movement between honors and regular classes to best serve each student. In order to ensure that students are successful in their course placement, we have found that the following guidelines are appropriate: In order to move from a regular to an honors section, a student must complete the year with at least a 92 average in the regular sections with grades higher than 90 on both the midyear and final exams. He must also have a recommendation from his teacher that he possesses the proper work habits and a talent for problem-solving.

9th Grade REQUIRED

ALGEBRA I

This course introduces students to the theory and structure of algebra and builds a foundation for more advanced classes. At its heart, algebra is a generalization of arithmetic in which symbols represent numbers. This course provides a starting point for many of the topics students will study throughout Upper School such as simplifying expressions, solving equations, graphing functions, and representing real-world situations using numbers and symbols.

ALGEBRA II

This course builds on the foundation of a traditional Algebra I course. It includes a review of linear functions before studying radical, quadratic, polynomial, rational, exponential, and logarithmic functions. In each unit, students will simplify expressions, solve equations, produce graphs, and apply those functions to real world situations.

HONORS ALGEBRA II

This course opens with the study of functions and transformations. It then covers linear, quadratic, polynomial, rational, exponential, logarithmic, and trigonometric functions. In each unit, students will connect Algebraic and graphical representations of functions. Throughout the year, students will be expected to apply their knowledge to novel situations during class and on assessments.

9th Grade ELECTIVE

BASEBALL AND STATISTICS

This course is a full exploration into the world of baseball and statistics. Many boys are familiar with baseball and have watched or played it for years. This is a great opportunity to explore concepts of elementary statistics through the lens of baseball. This course offers an opportunity to explore the following concepts of mathematics/ statistics: distributions, probability, graphs, and expectations. We will also explore how the game has changed through the years and get an introduction to programming in R, a statistical software package widely used in baseball analysis.

10th Grade REQUIRED

GEOMETRY

This course begins with an introduction to formal logic and rigorous mathematical proofs, especially those using congruent triangles. The second semester emphasizes the Geometry of measurement, including polygons, circles, three dimensional figures, and right triangle trigonometry.

HONORS AB GEOMETRY

This course seeks to provide an emphasis on formal mathematical proof at a more modest pace than BC Geometry. Students will also learn properties of quadrilaterals, circles, three dimensional figures, and polygons while receiving an introduction to right triangle trigonometry.

HONORS BC GEOMETRY

This course is rooted in the concept of formal proof, and students learn techniques using congruent triangles, parallel lines, circles, inequalities, and indirect proof. Students also study the properties of quadrilaterals, circles, polygons, three dimensional figures, and centers of triangles. The course typically includes an introduction to trigonometry.

11th Grade REQUIRED

PRE-CALCULUS

The first semester of this course provides a thorough review of topics from Algebra II focusing on function transformations, exponents, and logarithms. The second semester presents a thorough study of trigonometry including identities and equations. The course finishes with a study of rational functions and a brief introduction to Calculus. Prerequisites: Algebra II and Geometry.

HONORS AB PRE-CALCULUS

The unifying theme in this course is that of functions. Topics covered include polynomials, transformation of functions, exponential and logarithmic functions, and trigonometry. An extensive look at trigonometry is taken

before ending the year with a look at the foundations of calculus, including the concept of a limit and an introduction to the derivative.

HONORS BC PRE-CALCULUS

This course devotes the first semester of the year to studying functions of both finite and infinite mathematics. Emphasis is placed on the traditional pre-calculus topics including selected topics from trigonometry, the inverse trig functions, polar coordinates, polar forms of complex numbers, vectors and other topics to prepare for calculus. The second semester of the course introduces differential calculus and applications of the derivative to prepare students to enter the AP Calculus program; this course is a prerequisite for AP BC Calculus.

11th Grade ELECTIVES

HONORS ABSTRACT ALGEBRA

Please see the description under 12th Grade Electives

HONORS LINEAR ALGEBRA AND DIFFERENTIAL EQUATIONS (BMS)

Please see the description under 12th Grade Electives

AP STATISTICS

Please see the description under 12th Grade Electives.

12th Grade YEARLONG ELECTIVES

HONORS ABSTRACT ALGEBRA

This course will provide an introduction to abstract algebraic structures, like groups, rings, and fields. These structures encode symmetries; we will use this to study spaces students have seen, like the integers or Rubik’s cubes, as well as new spaces, like quaternions and dihedral groups. Students will learn how to write formal proofs. This course is intended for those who have a curiosity beyond the standard high school courses and want an introduction to undergraduate-level math. Prerequisite or Corequisite: BC Calculus.

CALCULUS (BMS, GILMAN)

The emphasis of this course is for students to be able to select and apply calculus concepts in the context of problem-solving. The course will strengthen the algebraic underpinnings of calculus and re-examine advanced pre-calculus skills as it explores such calculus topics as limits, continuity, differentiation, and integration.

CALCULUS (RPCS)

This course begins with a study of limits and continuity. Then, the derivative will be defined and applied to solving applications related to maxima, minima, related rates, and optimization. As time and interest permits, the course concludes with an introduction to integral calculus and using integrals to find the area under a curve and to solve other applications involving accumulation. While Algebra II and Trigonometry are necessary prerequisites for this course, algebra and trigonometry will occur as needed to facilitate meaningful engagement to the selected calculus topics. May not be taken in conjunction with or after AP Calculus AB or BC.

AP AB CALCULUS (BMS, GILMAN, RPCS)

The syllabus follows the guidelines of the Advanced Placement exam in AB Calculus. After a study of functions and their inverses, limits, and continuity, the focus of the course is the introduction of differential and integral calculus and its applications such as max/min problems, related rates, curve sketching, areas, and volumes. All students are expected to take the AP exam.

AP BC CALCULUS (BMS, GILMAN)

This course completes the study of the syllabus for the AP exam in BC Calculus. The course begins with a review of the derivative and its applications. The course then covers additional applications of differential calculus, the definite integral and its applications, computation of antiderivatives, series, and Taylor’s formula, and some work on solving simple differential equations. All students are expected to take the AP exam.

AP STATISTICS (BMS, GILMAN, RPCS)

Designed for students who will pursue a variety of college majors. Statistics is a branch of mathematics that almost all students will find very useful. Topics in both descriptive and inferential statistics are covered, as well as ideas concerning probability. Some of the data needed is

collected by students, and other information is gathered from newspapers, government databases, medical data, political and environmental surveys, and other sources. Some simulations and uses of computer software and graphing calculator applications are included. There is emphasis on the interpretation of statistical results as well as the predictive power of statistics. Students in the RPCS section are required to have a TI-84 graphing calculator for this course, to complete mandatory summer reading, and to take the AP exam in May.

FINANCIAL MATH

This course provides a curriculum focused on understanding key data analysis, probabilistic concepts, calculations, and actuarial science. Students are challenged to work toward a mastery of computational skills, deepen their comprehension of key ideas and solution strategies by extending their knowledge through a variety of real-world problem-solving applications leading them to understand how current and historical events can be described quantitatively. Through a combination of traditional classes, guest speakers, and projects, students explore the connections between algebra, geometry, data, statistics, and probability.

HONORS LINEAR ALGEBRA AND DIFFERENTIAL EQUATIONS (BMS)

Linear Algebra and Differential Equations is the study of fundamental concepts in matrix theory and ordinary differential equations. Students will explore widely applicable topics such as Gaussian elimination, vector spaces, linear transformations, eigenvectors, linear differential equations, and Laplace transformations. A blend of pure and applied mathematics, the course material includes an introduction to mathematical proofs and connections to science, statistics, and engineering. Prerequisite: Completion of AP Calculus BC and Multivariable Calculus.

STATISTICS (RPCS)

This course is an introduction to statistics, a field whose ideas and concepts pervade modern society and whose importance in business, technology, science, and research is considerable and ever growing. The course consists of three parts: descriptive statistics, probability, and inferential statistics. Topics include: sampling techniques; data display; large and small sampling theory; binomial and normal probability distributions; and regression and correlation. Applications of inferential statistics are introduced in business, economic, and industrial contexts. Students will design and administer an original survey

with a partner to use as the data set for their semester-long project. In addition, students will be assessed on smaller units through tests and/or hands-on investigations and smaller projects. Students will become proficient in using technology to analyze and summarize their data. This course will develop competencies in Excel and on TI graphing series calculators. We will use an online textbook called “Mymathlab.”

12th Grade ELECTIVES FOR SEMESTER I

DISCRETE MATH (BMS) SEMESTER I

Discrete Mathematics for the Humanities and Social Sciences: If you have ever thought, “When will I ever use this math?” then this is the course for you. Discrete Mathematics has applications in a wide and diverse range of interesting fields, including architecture, interior design, art, business, transportation and scheduling, politics and government, city planning, international policies, economics, sports, entertainment, and computer security. In this course, topics covered will include matrices and Markov chains, graph theory, linear programming, optimization, voting methods, game theory and fairness, and codes and cryptography. Students will research new mathematical ideas and practicing new mathematical techniques, as well as complete projects and written assignments to investigate specific applications of discrete mathematics.

HONORS MULTIVARIABLE CALCULUS (BMS) SEMESTER I

This course is a continuation of the study of functions begun in the B and C semesters of Advanced Placement Calculus. The course focuses on applications and extensions of topics covered in BC, and it is designed to provide closure to some of those topics while, at the same time, preparing students for their uses and applications in both the theoretical and applied mathematics the students will see in college. Topics include the mathematics of vectors with dot and cross products, graphing functions in three dimensions, partial derivatives, and methods to locate extrema and saddle points on surfaces. If time permits, there will be an investigation of multiple integrals to calculate area, volume, surface area, and arc length in three dimensions. Prerequisite: AP BC Calculus.

12th Grade ELECTIVES FOR SEMESTER II

HONORS ANALYSIS AND DISCRETE STRUCTURES (BMS) SEMESTER II

Honors Analysis and Discrete Structures is an advanced mathematics course designed to develop rigorous analytical thinking and problem-solving skills through the exploration of college-level math topics. Students will investigate strategic decision-making in game theory; network models and relationships in graph theory; and formal logic and proofs in real analysis. Through hands-on problem-solving and collaborative inquiry, students will learn to think abstractly, communicate mathematical ideas precisely, and apply discrete structures to real-world scenarios in computer science, economics, and optimization. Prerequisite: Successful completion of at least one semester of AP Calculus AB or BC, 85% or better at the semester, and department approval.

MODERN LANGUAGES

The goal of language studies at Gilman is for students to attain proficiency across three modes of communication: interpersonal, interpretive, and presentational. Students will be able to understand, interpret, and produce messages in the target language in relation to authentic materials drawn from a variety of backgrounds and contexts. Students will explore level-appropriate aspects of the following themes: world challenges; families and communities; personal and public identities; contemporary life and science; and technology.

Interpersonal: Students will be able to communicate with each other in speaking or writing using appropriate language depending on context.

Interpretive: Students will be able to understand the meaning, intention, and tone of authentic written, audio, and visual materials.

Presentational: Students will be able to collaborate or work individually to present and create original, comprehensible, and contextually appropriate material for specific audiences.

The Modern Languages Department offers students the opportunity to complete their language requirement by choosing between Arabic, Chinese, French, Russian, and Spanish. A student must complete three consecutive years of the same language at the Upper School level.

Departmental approval is required for enrollment in an honors or an Advanced Placement course. Completing a summer reading assignment is required for most of these courses. This assignment is due on the first day of school. An assessment of the assignment, either oral or written, will be given in a subsequent class.

Chinese

CHINESE I (RPCS

)

Mandarin Chinese I will focus on all four aspects of communication: listening, speaking, reading, and writing. Students will be engaged in vocabulary and grammar exercises, use of audio and video materials, and cultural exploration. Special emphasis will be placed on pronunciation and the recognition on tones in order to convey the correct meaning.

CHINESE II (RPCS)

Students will participate collaboratively in guided conversations and presentations in both written and oral format on their way to progress through the proficiency levels. The themes will be focused on daily life topics throughout the year. They will develop strategies and language skills to talk about themselves and communicate with others on familiar topics and situations. Students will also learn to understand the various cultures in China and compare them with their own cultures, and thus appreciate the diversity of languages and cultures around the world, which enables the students to become global citizens in terms of both language and cultural awareness.

CHINESE III (RPCS)

Chinese III will expand and spiral previous knowledge into more complex structures that link to daily life topics in all four aspects of communication throughout the year. Special emphasis will focus on vocabulary and grammar in order to achieve more independent reading and writing skills. Students will also develop oral skills and strategies to express themselves and communicate with others in Chinese.

CHINESE IV HONORS (RPCS)

Students will work on enhancing interpretive skills, both interpersonal and presentational. This course aims to develop real-life communicative skills in Chinese with a focus on oral interactions. Students will learn to use Mandarin to converse at an advanced level, including but not limited to: school life, sports, and travel. Students will prepare written responses and oral presentations on a variety of themes and complete speaking and writing exercises in class. Class discussions on culture will also be integrated into each unit. Students will develop effective

learning habits and strategies to facilitate and promote long-term language acquisition and to aid in knowledge retention. This course has required summer reading.

AP CHINESE LANGUAGE AND CULTURE (RPCS)

The AP Chinese Language and Culture course in Mandarin Chinese emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. It strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Chinese. The AP Chinese Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions). There is emphasis on preparation for the AP exam in May. This course has required summer work. Prerequisite: Chinese IV Honors or Chinese V; department approval required.

CHINESE V (RPCS)

Students will work on enhancing interpretive skills, both interpersonal and presentational. This course aims to prepare students to communicate effectively and understand authentic materials. Students will learn to use Mandarin at an advanced level, including but not limited to: school life, shopping, and dining. Students will prepare written responses and oral presentations on a variety of themes and complete speaking and writing exercises in class. Class discussions on culture will also be integrated into each unit. Students will develop effective learning habits and strategies to facilitate and promote long-term language acquisition and to aid in knowledge retention. This course has required summer reading.

French – Regular Sequence

FRENCH I (BMS)

This beginning-level course is designed for those students who have had little or no French. This class strives to meet the learning needs of a broad range of students. Along with the use of a traditional textbook, the material

presented includes very up-to-date online audio and video exercises, which the students can also access at home. In class, students will work on mastering the material through a variety of energetic and engaging activities that focus on speaking, listening, reading, and writing. Students will learn the present tense, including the command form, of regular and irregular verbs; the passé composé; the alphabet and numbers; time; adjectives and adjective agreement; and vocabulary related to school, family, the home, shopping, eating, and travel. Assessment is based on the students’ performances in the four areas of speaking, listening, reading, and writing.

FRENCH II

This course is the standard sequel to the introductory course and is intended for those students who are entering ninth grade with some preparation. Thematic units of study, guided by essential questions, will serve as the basis for language acquisition. Underpinning all aspects of language acquisition in French II is an exploration of French and Francophone cultures, which will be interwoven throughout each theme in question. Students will widen their appreciation of and engagement with the cultural, political, and social particularities of Francophone life. Essential topics in French grammar that support level-appropriate communication will be woven through each theme. Themes and topics of the year include food traditions from the Francophone world and French and Francophone perspectives on health and wellness, among others. Upon completion of the course, students are able to speak and write in a series of simple sentences about familiar subjects that they have studied. Essential structural concepts include navigating across present, past, and future tenses.

FRENCH III

French III is an intermediate-level course, which builds on and sharpens the interpersonal, interpretive, and presentational communication skills that students acquired in French II. Students will broaden their cultural base by studying themes that relate to personal relationships, media, and political and social issues, among others. Students will draw comparisons and explore the contrasts between different Francophone cultures and their own. The goal is for students to move beyond concrete topics that deal with the individual toward issues that are important for global citizens. This course aims to more evenly balance language content learning and communication skill development, and particular emphasis is placed on developing speaking skills. Upon completion of the course students will be able to navigate across

different tenses in their written and spoken language, incorporating more complex sentence structures and navigating through unexpected complications or questions.

FRENCH IV/FRENCH V

French IV/V is a unique conversation-style course where juniors and seniors continue to develop their language skills in a less prescriptive manner. Students in French IV may continue to French V, and in the case that they are on this two-year track, there will be an A year and a B year in the course. This helps to avoid repetition and also opens opportunities for different types of projects and exposure to primary resources. Some examples of course materials are “Face à Face,” a textbook designed to incorporate award-winning short films from France and other Francophone countries; “Ouragan,” a contemporary French novel by Laurent Gaudé that takes place in New Orleans; “Intouchables,” a 2011 French film that depicts two characters with contrasting class, race, and nationality backgrounds and the friendship bond they form; excerpts from “Le petit prince” by Antoine de Saint-Éxupéry, an internationally known classic; and, a more recent addition, “Le monde sans fin,” a 2021 graphic novel co-authored by Christophe Blain and Jean-Marc Jancovici, which discusses climate change and the impact humans have on the environment. Students in French IV/V will have some grammar instruction, but the primary focus of the course is on cultural content, communication skills that can be used for thoughtful discussion, and building comfort and confidence with the language.

FRENCH V: THE FRANCOPHONE WOMAN (BMS)

The French Woman through the Ages and in the Contemporary World: In this course we will explore the representation of women in the Francophone world. Readings, films, and songs will provide students with opportunities for discussion of women’s roles, challenges, and opportunities in the Francophone world, and will be the basis upon which we conduct cross-cultural comparisons. We will begin our inquiry by looking at multiple points of view on the properties of the “feminine” and how it relates to the “masculine.” Do the new iPhone advertisements target a specific gender? What does body language reveal about women and men? We will analyze women through thematic lenses, organized into units, including “Rites de passage,” “Les ‘belles rebelles’: la mode et la femme,” and “Les femmes et le pouvoir de l’imagination.” In the second semester, we will study women’s Francophone film, advertisements, and literature from outside of the “hexagon,” paying particular attention to

questions of immigration, feminine identity, and westernization. This is a yearlong course and may not be dropped at the end of the semester.

French – Honors Sequence

HONORS FRENCH II

This course is a more rigorous continuation from Middle School French study and is intended for those students who are entering ninth grade with some preparation and notable skill. Thematic units of study, guided by essential questions, will serve as the basis for language acquisition. Underpinning all aspects of language acquisition in French II Honors is an exploration of French and Francophone cultures, which will be interwoven throughout each theme. Students will widen their appreciation of and engagement with the cultural, political, and social particularities of Francophone life. Essential topics in French grammar that support level-appropriate communication will be woven through each theme. Themes and topics of the year include food traditions from the Francophone world and French and Francophone perspectives on health and wellness, among others. Honors French students are expected to push themselves to take risks with their communication, experimenting with new content and striving to push the limit of what they can say. Upon completion of the course, students are able to speak and write in a series of simple and compound sentences about familiar subjects that they have studied, as well as navigate across different time frames. Essential structural concepts include navigating across present, past, and future tenses. Prerequisite: AP French Language.

HONORS FRENCH III

French III Honors is a high-intermediate-level course, which builds on and sharpens the interpersonal, interpretive, and presentational communication skills that students acquired in French II Honors. It is the prerequisite for AP French and is conducted almost exclusively in French. Students will broaden their cultural base by studying themes that relate to personal relationships, media, and political and social issues, among others. Students will draw comparisons and explore the contrasts between different Francophone cultures and their own. The goal is for students to move beyond concrete topics that deal with the individual toward issues that are important for global citizens. This course more evenly balances language content learning and communication skill development, and particular emphasis is placed on developing speaking skills through guided class discus-

sion. Upon completion of the course, students will be able to communicate in paragraph-length discourse across different time frames, incorporating complex sentence structures in different grammatical moods, and navigating through unexpected complications or questions. Prerequisite: AP French Language.

AP FRENCH LANGUAGE

AP French Language and Culture is a college-level course intended for students who have demonstrated the enthusiasm and aptitude presented in French III Honors or French IV. At its core, AP French is a humanities course that is taught in French with a focus on the Francophone world. This course takes an interdisciplinary approach and is structured around six themes as outlined by the College Board: Families and Communities, Science and Technology, Beauty and Aesthetics, Contemporary Life, Global Challenges, and Personal and Public Identities. As students explore topics in these themes, they will sharpen their critical communication skills in French and draw connections between the Francophone world and their native culture. Review of language mechanics factor minimally in this course; rather, strong emphasis is placed on class discussions conducted entirely in French.

HONORS FRENCH VI (BMS) YEAR OR SEMESTER, ONE CREDIT OR ONE HALF CREDIT

Honors French VI is a course designed for students who have completed French V or AP French. In the fall semester, we will explore the topic of “la banlieue” through a variety of media, such as slam poetry and the film “Intouchable,” to discuss contemporary French identity and who gets to call themselves “French.” Students will be primarily evaluated through class discussions and interactive projects. In the spring semester, we will look at the intersections of identity — especially race, class, and gender — using a series of contemporary films, including “La Haine,” “Portrait de la jeune fille en feu,” and “Bande de filles.” Students will be evaluated primarily on class discussions and creative writing assignments. Students may take the course first semester, second semester, or both semesters.

HONORS FRENCH SEMINAR ON LANGUAGE AND CULTURE — LEGENDS AND LIBERATION: STUDIES IN THE COLONIAL FRANCOPHONE WORLD SEMESTER I

This course invites students to explore the impact of France’s colonial history in both the places she colonized as well as within her own borders. Leaning on the oral tradition, students will hear (and read) legends from Francophone African countries as a way to broaden their understanding of the values and lore of different ethnic groups that make up la francophonie. Selections from La belle histoire de Leuk-le-lièvre serve as a bridge between legends and their role in French language education of young students across francophone African countries. This cultural understanding will serve as a springboard for an exploration into the colonial experience of these peoples, ending the semester with the decolonization period of the 1950s and ’60s, with a focus on the war for Algerian independence. Students will watch documentaries such as Octobre à Paris and Ici on noie les algériens to understand and critically assess how “douce France” navigated decolonisation. The semester will end with a cultural comparison of these matters to social justice issues in contemporary America. Prerequisite: AP French Language.

HONORS FRENCH SEMINAR ON LANGUAGE AND CULTURE — SCAPEGOATS, SPIES, AND STANDERS-BY: FRANCE’S HISTORY OF ANTISEMITISM AND RESISTANCE SEMESTER

II

This course asks students to reconsider their understanding of France and her history by examining the ways in which different cultural and religious backgrounds intersect with French identity and values. Students will investigate the Dreyfus affair and read Zola’s “J’accuse…!” as an entry-point into France’s long history of antisemitism. They will have the opportunity to propose and argue their own “J’accuse” as well. Further areas of investigation include the French Resistance through World War II by way of the novella Le silence de la mer, as well as a critical look at its lingering lore and mythology through selections from the documentary “Le chagrin et la pitié.” Prerequisite: AP French Language.

HONORS

FRENCH SENIOR SEMINAR: IDENTITY AND VOICE

– THE NÉGRITUDE MOVEMENT AND ITS LEGACY (BMS) SEMESTER I

During this course, we will explore Black Francophone voices from the 20th century and consider how racial identity and voice are interrelated. We will study the Négritude movement, including a variety of works from the primary authors, Césaire, Senghor, and Damas, to discuss in what ways this literary movement was revolutionary. We will also examine what lasting themes and effects the movement has had on the expression of contemporary Francophone voices, focusing especially on women and other writers who were not well-represented in the initial movement. The class will be conducted in French to improve students’ already advanced level of fluency by focusing on conversational, auditory, and writing skills. This course has a required summer assignment. Prerequisites: AP French Language or French V with a minimum of 90% and teacher recommendation.

HONORS FRENCH SENIOR SEMINAR: INTERSECTIONS OF IDENTITY (BMS) SEMESTER II

Our objective in this course is to explore issues and Our objective in this course is to explore issues and events related to identity in contemporary France via diverse Francophone voices represented in films, short stories, and art. What does it mean to be “French”? In what ways has France’s colonial history set the tone for current conflicts? How do power and privilege shape identity and expression? We will analyze films and examine how different directors and techniques highlight the characters’ identities and power in their communities, especially considering the intersections of race, class, and gender. The class will be conducted in French to improve students’ already advanced level of fluency by focusing on conversational, auditory, and writing skills. This course has a required summer assignment. Prerequisites: AP French Language or French V with a minimum of 90% and teacher recommendation.

Spanish – Regular Sequence

SPANISH I: BEGINNING

This is the first course in the sequence for students who are beginning with Spanish for the first time in the ninth grade. (Note: Most Gilman ninth graders enter with some preparation in Spanish and thus move directly into Spanish II or Honors Spanish II.)

Spanish I is designed to teach beginning students to develop proficiency in listening, speaking, reading, and writing in the target language, with an emphasis on developing proper intonation and pronunciation. The course presents meaningful vocabulary that relates to the students’ daily lives. Students learn to communicate effectively about topics familiar to them, such as their family, friends, neighborhood, personal interests, and school life. Students in Spanish I focus on mastering the present, present progressive, immediate future tenses, and the simple past. Students will learn about the Spanish-speaking world. They will focus on Mexico, the Caribbean, and Central America. This course should inspire students to use their Spanish in meaningful ways. This course will expose and encourage the students to understand and appreciate differences of another culture. The students will be exposed to different accents that come from the textbook series. Students practice their Spanish by role-play, writing dialogues, and answering questions orally and in writing. This course should allow students to form open ideas about the Latinx and Hispanic cultures.

SPANISH II

Spanish II is designed for students to continue to develop their oral, aural, and written communication skills while deepening their cultural knowledge. Students will explore topics pertinent to today’s globalized world, including health, technology, and housing. Through projects, presentations, and exposure to level-appropriate authentic resources, students will consider the relevance of these topics to their own lives while simultaneously expanding their knowledge of these issues within the greater context of the Spanish-speaking world. Throughout the course, new vocabulary will be introduced in context, including through short reading selections, original songs and excerpts from local and international media sources. Additional activities will provide students with opportunities to further refine their listening and reading skills. In terms of grammar, students will expand their knowledge of the preterite, examine the uses of the imperfect, and focus on the relationship between these two aspects of the past. Towards the end of the course, students will begin to explore the difference between the subjunctive and indicative moods. The process of writing will be stressed as students edit their drafts through a systematic approach of peer review, teacher feedback, and self-correction. Orally, students will be able to effectively participate in straight-forward communicative tasks (ACTFL intermediate-low range). Students will be assessed on their participation in class, homework, short essays, projects, quizzes, and tests.

SPANISH III

Spanish III is designed for students to continue to sharpen their communication skills while broadening their cultural base. Spanish III students will analyze a number of topics relevant to the Spanish-speaking world while at the same time making connections to their own community and experiences. Among the topics that will be discussed are celebrations and traditions, natural disasters and legends, health care, modern media, film, food, travel, the world of work, and environmental issues. Upon completion of this course, students will have the skills and language necessary to carry out a number of practical functions, including narrating a story, expressing their opinions and perspectives on cultural topics, telling others what to do or not to do, making recommendations, discussing future plans and making predictions. New vocabulary and grammar will be introduced in context through brief reading and audio selections. Students will further refine their listening and reading skills through exposure to level-appropriate authentic resources, with a focus on the use of previous knowledge, context, cognates, and word families. In terms of grammar, the first semester will feature a thorough review of the narrative tenses, while in the second semester, students will review the use of pronouns and learn about the impersonal se. Students will be introduced to the present perfect and future tenses as well as formal and informal commands and the present subjunctive. In their writing, students will create more coherent and fluid texts through the inclusion of transitional phrases and relative pronouns. Orally, students will be able to effectively participate in predictable and concrete exchanges (ACTFL mid-intermediate range). Students will be assessed on their participation in class, homework, short essays, projects, quizzes, and tests.

SPANISH IV

Spanish IV is designed for students to continue to sharpen their communication skills while broadening their cultural base. Spanish IV students will analyze various topics relevant to today’s globalized world, including the environment, urban life, health, the world of work, and the arts. Through projects, presentations, and exposure to level-appropriate authentic resources, we will consider these topics in relation to students’ immediate lives while at the same time examining these issues within the greater context of the Spanish-speaking world. Throughout the course, new vocabulary and grammar will be introduced in context, including through presentation of short reading selections, original songs and excerpts from local and international media sources. Additional activities will provide students with opportunities to further refine their listening and reading skills. In terms of grammar, the focus will shift towards the subjunctive and imperative

moods. Students will also delve further into the perfect tenses in both the indicative and subjunctive moods and the conditional and future tenses. In their writing, students will create more coherent and fluid texts through more sophisticated use of transitional phrases and relative pronouns. The process of writing will be stressed as students will respond to teacher feedback on early drafts and correct their own errors in final drafts. Orally, students will be able to effectively participate in predictable and concrete exchanges (ACTFL mid-intermediate range). Students will be assessed on their participation in class, homework, short essays, projects, quizzes, and tests.

ADVANCED SPANISH V: SPANISH CIVILIZATION

Hispanic Civilization is a course that provides an understanding and appreciation of the Spanish-speaking world (Hispanic America, Spain, and the U.S.) through language, culture, history, social aspects, literature, and art. The units in this course are geographically oriented, and they will focus on individual countries or particular Hispanic groups, as well as specific themes, such as traditions and values, national identity, personal beliefs, and immigration. The topics will make reference to both historic events and current events in order to have a better understanding of the Hispanic world. Writing skills will be practiced by the completion of compositions and short essays, and communication skills will be developed by class discussions, movies and short videos, and oral presentations. Students will get familiarized with literary texts, movies, documentaries and periodicals. Structure will also be addressed by reviewing some of the grammar studied in Spanish IV and Honors Spanish III. The new material will cover reflexives with change in meaning, transitional expressions, subjunctive with adverbial and adjective clauses, imperfect subjunctive and si clauses. We will also explain in more detail the uses for prepositions, relative pronouns, qué versus cuál, negative, affirmative and indefinite expressions, and diminutives and augmentatives. Technology will be a key part of this course. Audio and written activities will allow students to practice all the learning skills in class and outside of class. These resources also help the students improve their language skills, especially in terms of listening and understanding written texts. Students will improve their language skills and their understanding of the Hispanic world through the cultural contexts studied in class. For example: readings on culture themes, presentations on Hispanic countries and their traditions, famous people in history or at present, everyday things, and current events. Students will be provided with authentic materials, such as films, news broadcasts, or TV shows. Spanish is the primary vehicle for classroom communication.

SPANISH V: CULTURES OF LATIN AMERICA THROUGH FILM AND LITERATURE (BMS)

This is a yearlong course and may not be dropped at the end of the first semester. This course intended for students who have successfully completed Spanish IV and are interested in gaining a deeper cultural awareness of the Spanish-speaking Latin American countries. Students are introduced to a variety of Hispanic films, short stories, and poems by authors such as Jorge Lu Borges and Pablo Neruda. This intermediate-advanced class is a comprehensive course that will help students strengthen all four skill areas in the target language, with a special emphasis on reading and speaking. Through research projects, readings, films and other media, students will learn about current topics and historical events of Central and South America as well as the Caribbean and Mexico. Prerequisite: Spanish IV with a minimum of 70% end-of-year grade. Open to seniors.

SPANISH V (RPCS)

This course is designed to further students’ progress in the development of the four language skills, while deepening their insight into Hispanic culture through exposure to readings by modern writers of the Spanish-speaking world. Students will explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges. In addition, the important concepts of Spanish grammar are reviewed, including the subjunctive, pronouns, commands, and si clauses. Students will be assessed using a variety of methods including oral/aural assignments, presentations, dialogues, short compositions, and other displays. Students are expected to participate using the target language.

SPANISH VI: SENIOR SEMINAR ON LANGUAGE AND CULTURE SEMESTER I

Spanish Conversation I actively encourages students to participate in lively discussions designed to enhance interpersonal communication skills and foster comfort in speaking Spanish. The main goal is to attain communicative proficiency in Spanish, with a focus on speaking while practicing other language communication skills like listening, reading, and writing. Spoken Spanish will improve as students express ideas and opinions that are important to them. The course covers topics of interest such as the paranormal, social media, famous people, friendship and family, and other subjects proposed by students, often from their perspective. Many themes will spark imagination, like creating an original app, defending

your opinion in a group debate, or sharing your thoughts on the next NFL or World Cup champion. As we know, people express themselves most genuinely when they feel strongly about something. The course offers the opportunity to cultivate an appreciation for the rich diversity of Spanish and Hispanic-American cultures, as well as listen to students’ opinions and ideas on current events in the U.S.

SPANISH VI: SENIOR SEMINAR ON SPANISH LANGUAGE AND CULTURE SEMESTER II

Spanish Conversation II is a continuation of Spanish Conversation I. The main goals are to achieve communicative proficiency in Spanish while participating in engaging discussions to enhance interpersonal communication skills and feel more comfortable speaking Spanish. Additionally, students will showcase their creativity by producing TV shows targeting teenagers’ interests, reenacting movie scenes, and organizing trips to Hispanic countries, among other activities. Topics covered include subliminal messages, common Spanish expressions and sayings, Hispanic games, Latin American cultural traditions, trivia, movies, and more. Once again, students will play a central role in shaping the course and actively contributing with their ideas and opinions.

Spanish – Honors Sequence

HONORS SPANISH II

Spanish II Honors is designed for students who excelled in their beginning-level language classes and are seeking the challenge of honors-level language study at Gilman. As this is an honors course, students should expect greater rigor in terms of the pace of the class and expectations for student work, in addition to speaking exclusively in Spanish in class. The course will cover thematic topics including health and well-being, technology, housing, the environment, urban life, and the world of work in relation to students’ immediate lives and in the greater context of the Spanish-speaking world. Students begin the year with a review of key foundational vocabulary and grammar, delving deeper into certain structures they may have encountered in their previous language study in order to gain a more nuanced understanding of these elements in real usage. Subsequent grammar topics include the narrative tenses, formal and informal commands, an introduction to the subjunctive mood, a global view of the perfect tenses, and the future and conditional tenses. Students will build confidence in speaking through daily class pairwork activities as well as group and individual presentations. Students’ writing will be enhanced through

the use of new structures such as the impersonal se and relative pronouns and a more sophisticated arsenal of transitional phrases. For formal compositions, the process of writing will be stressed as students will correct their own errors in final drafts completed outside of class. Students will also enrich their experience with the language in its cultural context through Spanish-language films and other authentic Spanish-language texts. Grades are based on participation, homework, compositions, projects, quizzes, and tests. Spanish II Honors students are required to complete a summer reading assignment on the Aztec myth, “Los novios.”

HONORS SPANISH III

Spanish III Honors is designed for students who have successfully completed Spanish II Honors and are looking to continue with the challenge of an honors-level language course with greater rigor in terms of the pace of the class and expectations for student work. The class is taught almost exclusively in Spanish, and students are expected to make every effort to interact in Spanish in the classroom. The class is organized around a series of cultural topics, including art, heroes, indigenous tribes, science and technology, women of the Spanish-speaking world, and fantasy and imagination. Students will broaden their cultural knowledge while refining their listening and reading skills as they tackle a variety of authentic resources, including short stories, online publications, brief videos, and feature-length films. Students will employ critical thought in identifying and appreciating cultural perspectives from the Spanish-speaking world that may be different from their own. Vocabulary development will allow students to discuss personal relations, literature and art, popular culture, the economy, science and technology, daily life, leisure activities, and travel. In terms of grammar, students will review the indicative and imperative moods while focusing on key areas of difficulty for non-native speakers, including the Spanish pronoun system, prepositions and the many uses of se in Spanish. Students will then move onto the subjunctive mood, reviewing its use in present tense before working with the imperfect subjunctive and si clauses. Throughout the course, the process of writing will be stressed as students will respond to teacher and classmates’ feedback on early drafts of short essays and correct their own errors in final drafts. Students will be assessed on their participation in class, homework, short essays, projects, quizzes, and tests.

AP SPANISH LANGUAGE

The AP Spanish Language and Culture course takes on an interdisciplinary, thematic approach that engages student learning through the in-depth study of six principal themes: personal and public identities, families and communities, contemporary life, world challenges, science and technology, and beauty and aesthetics. The ultimate goal of the course is for students to be able to understand and make themselves understood in interactions with native speakers of distinct backgrounds in a variety of contexts. To this end, students will engage with authentic resources from throughout the Spanish-speaking world, including online publications, newscasts, literary texts, essays, podcasts, songs, and films. Additionally, students will make comparisons and connections between their native language and culture and that of diverse areas of the Spanish-speaking world, focusing on the products, practices, and perspectives of the target cultures. Students will attain and practice multiple learning strategies, including the use of context in interpreting texts, the synthesis of information from various sources (including graphs and visual media), the use of graphic organizers, and effective paraphrasing. Grammatical and lexical topics will focus on the difference between formal and informal registers and written academic language versus spoken colloquial language. Other such topics will be addressed as dictated by student needs. Instruction and class interaction will occur exclusively in Spanish. Students are required to take the AP exam in Spanish Language. This course has a required summer reading assignment.

AP SPANISH LITERATURE

This level of Spanish is designed to get students ready to take the AP exam in May. The students learn about the six thematic areas as prescribed by the AP Board: las sociedades en contacto: pluralismo racial y desigualdad económica, la construcción del género, el tiempo y el espacio, las relaciones interpersonales, la dualidad del ser, la creación literaria. The students come to understand authentic text in relations the historic time and the literary genres. Throughout the year the students gain a better understanding of the overarching themes and concepts that are found in the different texts that they read. Through a focus on essential questions students come to be more aware of the Spanish culture. The text that is used for this level is “Reflexiones.” Students are expected to take the AP exam in Spanish Literature. Summer reading counts for 20% of the first marking period grade.

HONORS SPANISH SENIOR SEMINAR: HISTORIA, LITERATURA, Y CULTURA DE AMÉRICA LATINA (BMS) SEMESTER I

The purpose of this course is to deepen the students’ knowledge and understanding of Latin American history, literature, and culture. Some of the topics included in the course are: the history of Cuba and its dynamic relationship with the United States, literature works by renowned Latin American writers such as García Márquez and Jorge Luis Borges. It will also include a unit on the African legacy in Latin American culture. The students will watch documentaries and read research articles in order to better understand these topics. The students will write compositions, give presentations and take part in debates and discussions based on readings and research they have done. This course has a required summer reading assignment. Prerequisites: AP Spanish Language or Spanish V with a minimum of 90% and teacher recommendation.

HONORS SPANISH SENIOR SEMINAR: CONTEMPORARY TOPICS AND SOCIAL MOVEMENTS IN LATIN AMERICA (BMS) SEMESTER II

This class centers on the exploration of the rich and diverse cultures within the Spanish-speaking world. By employing a multimedia approach, which includes documentaries, films, and a variety of texts, students will study a wide spectrum of cultural topics. These subjects range from immigration to the United States, the use of craftivism as a form of protest, the power of the Cartonera movement, the poetic mastery of Pablo Neruda through his odes, to an insightful examination of Venezuela in the 21st century. Through this comprehensive approach, students will gain a complete understanding of the rich tapestry that constitutes the contemporary Spanish-speaking cultural landscape. Students will refine their oral skills in the target language through different activities such as oral presentations, discussions and debates. Prerequisites: AP Spanish Language or Spanish V with a minimum of 90% and teacher recommendation.

PERFORMING ARTS AND MUSIC

Music ELECTIVES

AP MUSIC THEORY (BMS)

This yearlong course is offered to the student who has achieved a mastery of basic music theory skills. We build on the fundamentals of music theory: note names and clefs, rhythm and meter, major and minor scales, intervals, and triads. This course will cover four-part harmony, figured bass notation, scales and modes, moducations,

cadences, and form. Listening to and analyzing major works are integral components of this course as well as ear training and sight-singing.

CONCERT BAND FULL YEAR, AFTERNOON BLOCK

This class incorporates the study and performance of various styles of instrumental music through a variety of performing media, critical listening, study, and analysis. There is a strong emphasis on practice and preparation.

Class meetings take the form of intensive rehearsals where the student will develop musicianship through listening, study, and performance; study and perform significant repertoire for winds and percussion; develop an awareness of and ability to express beauty; pursue a standard of excellence in performance; develop techniques for analysis through study and critical listening; and develop a sense of cooperation and flexibility by working with others towards common goals.

HANDBELL CHOIR FULL YEAR, AFTERNOON BLOCK

Handbells are enchanting to hear, but even more impressive is watching a 15-member ensemble handle 62 chromatically tuned bells covering more than five octaves. This considerable coordinated effort involves ringing, plucking, malleting, shaking, damping, and a host of other techniques. The individual musicians synchronize their motions, creating the musical effect of a solo instrument. Admission to Bell Choir is by audition.

GLEE CLUB FULL YEAR, AFTERNOON BLOCK

The Glee Club is open to all students who enjoy singing. Emphasizing healthy vocal production (especially through the voice change) and cooperative learning, we will learn and perform music from a variety of musical periods and styles. Our immediate goal is to discover and develop the challenge and joy of ensemble singing; our long-term goal is to periodically share these accomplishments by performing at School and in the community.

JAZZ BAND FULL YEAR, AFTERNOON BLOCK

The Jazz Band course is an elective that offers students a chance to enhance their musical knowledge and skills by performing various styles of jazz music (swing, Latin, bebop, rock, etc.). Eligibility for the course is based on participation in the Concert Band and instrumental needs of the group (by audition). Students playing guitar, bass, piano, and drum set are the only exceptions to this prerequisite.

MUSIC HISTORY FULL YEAR

Please see the description in the History section under 11th Grade Electives.

STRING ENSEMBLE FULL YEAR, AFTERNOON BLOCK

This class is offered to students with previous experience on a conventional string instrument. Whatever the level of proficiency, all members find new challenges and opportunities that will enhance their abilities as student musicians. Class members will study and perform inspirational music of varying periods. Students must have a foundation of technical skill that will enable them to develop leadership skills necessary to perform literature that may require smaller ensembles. Student involvement in concert and performance activities will be part of the grading process for this course. On occasion, there are special events, rehearsals, or concerts during non-school hours.

Theatre and Drama

SENIOR ELECTIVE

FOOTLIGHTS THEATRE ENSEMBLE (RPCS)

FULL YEAR

RPCS Footlights Theatre Ensemble (FTE) is an auditioned theatre ensemble of sophomores, juniors, and seniors at Roland Park Country School and seniors at BMS and Gilman. From acting, directing, and writing for both stage and film to stage management and technical design/production, students will have the opportunity to gain a wide variety of practical experience. The ensemble will plan, design, and host three performance projects throughout the year: a mystery dinner theater, a Haunted Trail, and a 48-hour film festival. There are out-of-class rehearsals and planning sessions for performance projects on some evenings and weekends. Students are required to participate in a minimum of one main stage production each year and must create a portfolio of their performance or technical work by the course’s completion. In past years, FTE, along with Semiquavers and Roses, has created an interdisciplinary piece that toured in the summer. Admission by audition only.

PSYCHOLOGY

AP PSYCHOLOGY (RPCS)

This course introduces students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and methods associated with each of the major subfields within psychology. The course emphasizes the history of psychology as a science, the different theoretical approaches that underline explanation of behavior, and the contemporary research methods used by psychologists. A college-level text is used, and student assignments and grades are based on college-level expectations. This course prepares students for the AP exam.

PSYCHOLOGY (RPCS) SEMESTER II

This course is an introduction to essential topics in psychology. Students who are curious about why we, as humans, think, feel, and act as we do will engage in fascinating study and discussion of our behaviors and the mind. Students will gain insight into the history of psychology, research methods, the brain, development over the lifespan, human cognition, learning and memory, our social identities and relationships, personalities, emotion and motivation, and psychological disorders and their treatments. The course will provide students the opportunity to evaluate how psychological concepts and theories have meaning in their own lives.

HONORS SOCIAL PSYCHOLOGY (BMS) SEMESTER II

This course delves deeply into the scientific study of how individuals think, behave, influence, and are influenced by others. Of primary concern is social psychologists’ use of experimental and correlational research methods to gain insight into concepts of self, social cognition, prejudice and discrimination, aggression, and stereotypes. Through thoughtful consideration of these psychological theories, we will work to make sense of events occurring around the world and in our own lives.

SCIENCE

Gilman’s science requirement is two full-year courses of lab science although many boys take three, four, and sometimes more science courses. The normal sequence of courses is Physics or Honors Physics in ninth grade, Chemistry or Honors Chemistry in 10th grade, Biology or Honors Biology in the junior year, and electives in the senior year.

Departmental approval is required for enrollment in an honors or Advanced Placement course. Many of the elective science courses have prerequisites; please review them carefully.

9th Grade LAB COURSES

PHYSICS

This lab course is an introduction to the physical world. All incoming ninth grade students will be exposed to a year’s worth of physics. The first semester is broken down into units covering kinematics in one dimension, Newton’s Laws of Motion, Equilibrium, Conservation Laws, Circular Motion, Machines, and Work and Energy. The second semester will encompass discussions involving Electricity, Magnetism, Waves and Sound, Light and Color, and Matter and Energy. With each unit, the students will be expected to use logical thinking and algebra skills and to work independently as well as collaboratively in both lecture and lab settings.

HONORS PHYSICS

This lab course is offered to those students, by placement from their eighth grade science and math instructors, who have a deep interest in the sciences. This course covers many of the same topics as in the Physics 9 course, but in greater depth. Students enrolled in this course must be dedicated, insightful, and capable of applying more intricate math skills in their problem-solving.

10th Grade LAB COURSES

CHEMISTRY

This laboratory course is designed to introduce students to the fundamental concepts of chemistry. These include atomic theory, atomic structure, periodicity of the elements, molecular structure and behavior, stoichiometric interpretation of chemical reactions, thermodynamics, gas behavior, and solutions. The course emphasis is on abstract and logical thinking.

HONORS CHEMISTRY

This advanced level lab course is offered to sophomores who have successfully completed Honors Physics. Units covering the fundamental concepts of chemistry including atomic theory, chemical bonding, molecular structure, states of matter, stoichiometry, and thermodynamics prepare students for Honors Biology and AP Chemistry. This course is distinguished from the Chemistry course in its faster pace, depth of study, additional units, and less directed labs.

11th Grade LAB COURSES

BIOLOGY

This lab course is an investigation of the principles that govern the living world and an introduction to how scientists approach and answer biological problems. The first semester will engage students in the study of the major processes of life through a focus on human physiology. In the second semester students will study ecology and evolution with a macroscopic perspective. The ecology unit will include field studies and a focus on how humans impact the diversity of life. In the second semester students will develop a deep understanding for the evolutionary principles underlying the unity and diversity of life on earth.

HONORS BIOLOGY

Biology is the critical study of living things. It includes all of the fundamental disciplines that study life in more detail, including medicine, physiology, anatomy, biomechanics, bioengineering, neuroscience, etc. An understanding of the basic principles of biology is an invaluable part of any student’s repertoire. This laboratory course is an investigation of the principles that govern the living world and an introduction to how scientists approach and answer biological questions. In it, we will explore what we as a species know about other species on our tiny blue marble of a planet. Topics will move from a basic, working definition of life through how molecules make up that life and allow it to function, to how systems work together at every level from cell to ecosystem. We will introduce concepts through discussion, demonstration and experimentation. Major topics include human body systems in the first semester and diversity of life, ecology, and evolution in the second semester. Prerequisites: Honors Chemistry or Chemistry with teacher recommendation. May be taken concurrently with AP Chemistry.

11th Grade YEARLONG ELECTIVE

AP CHEMISTRY (GILMAN, RPCS)

A second-year chemistry course designed to build upon the successes and knowledge acquisition of first-year chemistry. Specifically, AP Chemistry is designed to analyze chemistry using a mathematical perspective and is equivalent of a first-year college general chemistry course. As such, the course is suitable only for Upper

School students who exhibit high levels of commitment, motivation, and academic maturity. Additionally, Gilman’s AP Chemistry course will be a standards-based blended learning environment. Students must demonstrate a standard of mastery learning on all assessments and labs prior to moving onto the next objectives. As such, students will have multiple opportunities to revise and resubmit work to achieve the set standards. Finally, this course is entirely accessible online, allowing students to determine their own pacing and knowledge acquisition in consultation with their teacher, culminating with sitting for the AP exam in early May and a two-week, end-of-year project for the final exam.

AP CHEMISTRY (BMS)

This course offers the opportunity to complete and receive credit for college level work in chemistry. It integrates the three aspects of a college level course: development of theoretical concepts, construction of problem-solving techniques, and participation in a laboratory program. Topics to be explored include the topics from first year chemistry studied in more depth, plus Chemical Equilibrium, Kinetics, Thermodynamics, Electrochemistry, Advanced Acid-Base Chemistry, and Organic Chemistry.

12th Grade LAB COURSES

AP BIOLOGY (GILMAN, RPCS)

AP Biology is the final part of a college-level laboratory course that uses the sanctioned AP curriculum and stresses four Big Ideas: 1. Evolution drives the diversity of life. 2. Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. 3. Living systems store, retrieve, and transmit information. 4. Biological systems interact in complex ways. The course has an emphasis on topics covered in Honors Biology and on the process of evolution in creating the diversity of life on Earth and the relationships between its forms, which is highlighted in an intensive study of animal physiology. AP Biology constitutes the second in a two-part series beginning with Honors Biology. Prerequisites: Honors Biology, Chemistry, Physics. May be taken concurrently with AP Chemistry or AP Physics.

AP CHEMISTRY (GILMAN, RPCS)

Please see the description under 11th Grade Elective

AP CHEMISTRY (BMS)

Please see the description under 11th Grade Elective

ENVIRONMENTAL SUSTAINABILITY

The world’s population surpassed 8 billion in the second part of 2022. A 2015 United Nations Report “World Population Prospects” estimates 9.7 billion people by 2050 and 11.2 billion by the end of this century. Consumption of Earth’s finite resources far exceeds human population growth. As a senior elective Environmental Sustainability will draw on the student’s prior knowledge of the core science subjects. The heart of the course will immerse students in environmental impacts and sustainable solutions related to four major concepts: food, water, population, and energy. Students will develop their understanding through discussion and reading from diverse sources including relevant journal articles, media articles, and books. Students will display their understanding through writing, individual and collaborative projects, and presentations within and beyond the classroom. Students will be expected to delve deeply into the core concepts with a view to developing perspectives, and a solution-focused action plan, from personal to local to global scale.

12th Grade YEARLONG ELECTIVES

AP ENVIRONMENTAL SCIENCE (BMS)

This course is designed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography. Field investigations, hands-on inquiry laboratory studies, simulations, experimental design and data analysis are essential components of the course. Students are expected to learn some material independently. Basic algebraic calculations, dimensional analysis and scientific notation skills to help solve problems will be required. There will be a summer reading with an associated written assignment that will be turned in at the beginning of the school year. Students must take the AP Environmental Science exam in the spring.

AP ENVIRONMENTAL SCIENCE

This course is designed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography. Field investigations, hands-on inquiry laboratory studies, simulations, experimental design, and data analysis are essential components of the course. Students are expected to learn some material independently. Basic algebraic calculations, dimensional analysis and scientific notation skills to help solve problems will be required. There will be a summer reading with an associated written assignment that will be turned in at the beginning of the school year. All students must take the Advanced Placement Environmental Science Examination in the spring. This is a yearlong course and may not be dropped at the end of first semester. This course will be open to 11th and 12th grade students and offered as a coordinated class. Prerequisite is Chemistry, with Biology as a co-requisite.

AP PHYSICS C: MECHANICS

This is a calculus-based, college-level physics course, especially appropriate for students planning to major in physical science or engineering. The class is meant to be taken as a second course in physics. The course explores topics in mechanics such as kinematics; Newton’s laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Students will be required to use derivatives and integrals throughout the course, so they must have taken or take concurrently AP Calculus AB or BC. The course has a strong hands-on lab component where the students will not only analyze data, but also design their own experiments. Students enrolled in the course are expected to take the AP exam during the second week in May.

PUBLIC HEALTH AND EPIDEMIOLOGY (BMS)

This course is designed to explore the public health and epidemiology of infectious diseases from past to present. Topics covered include historical epidemics, medical microbiology of infectious diseases, immunology, vaccine history, development, dissemination and associated public health challenges, epidemiological tools and techniques, and non-infectious disease epidemics. While agents of

human infectious disease are impartial to class, race, gender, and other intersectional influences on issues of equity and inclusion, society and its medical health infrastructures are not. Topics in bioethics, diversity, equity, and inclusion, and their influence and importance on effective public health measures in epidemiology will be woven throughout the course. In addition to traditional assessments, students will engage in a range of individual and group projects, including participation in laboratories, data collection and basic statistical analyses, and presentation of historical and scientific research topics through a variety of lenses. Prerequisite: Biology.

12th Grade ELECTIVES FOR SEMESTER I

ANATOMY AND PHYSIOLOGY (RPCS) SEMESTER I

This course provides a survey of various systems of the human body with an emphasis on their physiology. Within each system, students will learn how various organs work and interact with each other to support the larger system. Students will also have the opportunity to complete laboratory work, including several dissections.

ECOLOGY SEMESTER I (RPCS)

Chesapeake Bay Ecology and Environmental Policy: This course provides a comprehensive survey of the ecological processes that govern the Chesapeake Bay and its watershed. Regular field studies occur in the local watershed of the RPCS stream and the Stony Run stream on the Gilman campus. Having gained an understanding of current conditions and their impact on the Chesapeake Bay, students will focus on environmental policy and propose ways to improve the Bay by governing human use of the local watershed and the Bay itself. Students may not enroll in AP Environmental Science concurrently.

FORENSIC SCIENCE SEMESTER I

In this course, students act as crime scene investigators and forensic scientists to evaluate evidence and solve crimes. Students learn the methodology required to process a crime scene and the proper lab techniques needed to analyze evidence. Topics explored include forensic science and the law, crime scene preservation and documentation, evidence collection, fingerprint analysis, hair and fiber analysis, forensic toxicology, trace evidence, ballistics, forensic serology, blood spatter analysis, DNA fingerprinting, and forensic anthropology. Activities include crime scene evaluation, laboratory work, research

projects, presentations, examinations, speakers, and case studies. This course will be offered as a coordinated class. Prerequisite is Chemistry, with Biology as a co-requisite.

ORGANIC CHEMISTRY SEMESTER I

This advanced course is designed for high school seniors intending to pursue collegiate studies in the sciences. This course introduces the fascinating world of carbon-based compounds, exploring their structure, properties, reactions, and real-world applications. Topics include aliphatic and aromatic compounds, alcohols, aldehydes, ketones, acids, ethers, amines, stereochemistry, and reaction mechanisms, with a brief introduction to biochemistry. Students will gain foundational knowledge to “speak” the language of organic chemistry, preparing them for the challenges of collegiate science programs. Laboratory experiments emphasize critical techniques such as spectroscopy, molecular synthesis, and reaction analysis, bridging the gap between theoretical concepts and hands-on application. Beyond mastering chemical principles, students will hone problem-solving and pattern-recognition skills, fostering a deeper appreciation for the organic molecules integral to life on Earth. This course is ideal for students pursuing careers in chemistry, medicine, pharmacy, or related scientific fields. Students who completed regular chemistry and are interested in taking the course may do so upon teacher recommendation. This will be offered as a coordinated class. Prerequisite: Honors or AP Chemistry.

12th Grade ELECTIVES FOR SEMESTER II

DATA SCIENCE (RPCS) SEMESTER II

In this course, students will learn to use the R statistical software to visualize, analyze, and manage data effectively. The curriculum covers core statistical concepts such as probability, hypothesis testing, and data manipulation, with a strong emphasis on applying these techniques to real-world datasets. Students will work with large data sets, learning to perform appropriate analyses and generate professional graphics. By the end of the course, students will have gained practical coding skills, a solid foundation in statistics, and the ability to conduct thorough data analysis grounded in real-world applications. Some coding and statistics background is helpful, but is not required.

ENGINEERING SEMESTER II

Topics covered include fundamental engineering principles such as design process, load testing, static equilibrium, and computer modeling. Students will practice hands-on engineering skills such as data analysis, report writing, and professional-style presentations, all performed in a project-based team setting. Students will gain insight into STEM career opportunities via professional guest speakers. Class design projects will be geared toward competition in local STEM engineering contests. This course will inspire students to hone their skills in math and science through application to real-world situations that will challenge their creativity while feeding curiosity.

KINESIOLOGY (RPCS) SEMESTER II

This course will introduce the basic concepts of kinesiology and the physical activity experience. Students will gain an understanding of biomechanics of physical activity, sport and exercise physiology, sport psychology, and motor behavior, as well as their connection to sports, athletics and dance performance. In addition to a traditional classroom setting, students will have the opportunity to participate in exercise labs. They will also learn about potential professions in the field of kinesiology.

MEDICAL PROBLEM SOLVING SEMESTER II

How do doctors diagnose and treat patients? What factors influence the types of treatment a patient has available to them? What are the different ways that a diagnosis and treatment can influence not only the patient but also those close to a patient? These are some of the questions that students in Medical Problem Solving I explore while collaboratively solving medical mystery cases. Throughout the semester, students use a problem-solving method similar to the approach used in many medical schools. Students enhance their critical thinking skills as they examine data, draw conclusions, diagnose, and treat patients. The problem-solving techniques used help students understand and appreciate relevant medical/ biological facts as they confront the principles and practices of medicine. Students explore anatomy and physiology pertaining to medical scenarios and gain an understanding of the disease process, demographics of disease, and pharmacology. Additional learning experiences include debating current issues in health and medicine and the creation of a final capstone project.

SUSTAINABLE FOOD SYSTEMS: GROW TO NOURISH (RPCS) SEMESTER II

How does the journey of our food — from seed to plate — impact the environment, society, and our health? In this course, students will explore the science, ecology, and ethics behind sustainable food systems. From growing your own food and examining soil health to investigating global agricultural practices, this course connects science with real-world challenges. Through hands-on activities, field studies, and collaborative projects, students will learn about sustainable farming techniques, food justice, and innovative technologies shaping the future of food. Whether it’s composting, analyzing the carbon footprint of your lunch, or studying the role of pollinators, this course empowers students to make informed choices for a healthier planet and community. By the end of the course, students will not only understand the many interconnected systems that work together to bring food from the farm to our tables but also gain practical skills to grow and nourish sustainable solutions for the future.

TECHNOLOGY

Gilman students may elect to take various technology courses. Many classes in the Upper School curriculum incorporate computer technology as an integral part of the course. Please note that there are several attractive GOA options available in Computer Science for both juniors and seniors.

Departmental approval is required for enrollment in an Advanced Placement course.

9th Grade ELECTIVES

ROBOTICS I SEMESTER I, ONE HALF CREDIT

This course is designed for ninth grade students with a special interest in STEM. Using Arduino, Parallax, and GoBilda robots, students will learn basic principles of robotics, programming, and engineering, and will reinforce other math and science concepts. The course seeks to develop problem-solving skills by overcoming challenges through group cooperation, brainstorming, project management, and STEM outreach experiences, including participation in local robotics competitions. The course will emphasize the collaboration between Python and

Java coding and automation. There are no prerequisites for this course. Students who take Robotics I must also take Computer Science I during second semester.

COMPUTER SCIENCE I SEMESTER II, ONE HALF CREDIT

This course is designed as an introductory coding course that focuses on using Java and other languages for object-oriented programming. Students will develop skills in creating algorithms and data structures, problem-solving, documenting, and debugging. Students will receive an introduction to several key topics, including variables, data types, boolean expressions, conditional logic, loops, writing classes, methods, hierarchies, and

arrays. There are no prerequisites for this course. Students who take Computer Science I must also take Robotics I during first semester.

10th Grade ELECTIVES

ROBOTICS II SEMESTER I, ONE HALF CREDIT

Students will build combat robots and use robotics to solve design solutions to real-world problems. Students will build essential knowledge in CAD programs, such as Autodesk Fusion, soldering, and programming electronic components for their robots. Students will collaborate with peers to design, build, test, and adjust their PLA antweight robot for competition, learning the design principles and procedures for participation in these Battlebot-style matches. Students will participate in local combat robotics competitions, such as the Maryland Area Combat Robotics contests. Students will also use robotics to propose and design a solution to a real-world problem of their choice. There are no prerequisites for this course. Students who take Robotics II must also take Computer Science II during second semester.

COMPUTER SCIENCE II SEMESTER II, ONE HALF CREDIT

This course is designed as an introductory coding course that explores foundational topics in computing, such as using software, algorithms, and coding to solve problems, utilizing data visualization to analyze information, and understanding fundamental functionality of the internet, routing, and cybersecurity. Students will discuss the social, legal, and ethical considerations of computational systems. Students will practice computational thinking, collaboration, and communication throughout the course. There are no prerequisites for this course. Students who take Computer Science II must also take Robotics II during first semester.

11th Grade YEARLONG ELECTIVE

AP COMPUTER SCIENCE

A

AP Computer Science A introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social impli-

cations of computing systems. The course emphasizes object-oriented programming and design using the Java programming language.

AP COMPUTER SCIENCE (BMS)

AP Computer Science A (Java) — This yearlong course in computer science introduces students to computers and computer programming methodology, fundamental data structures, decision structures, and compound statements. Students develop skills to design and implement computer-based solutions to complex problems and abstract dilemmas. A programming background is helpful but not necessary. Students must have consent from the Computer Science department. Students take the AP Computer Science exam in May. Apple computers are used.

12th Grade YEARLONG ELECTIVES

AP COMPUTER SCIENCE A

Please see the description under 11th Grade Elective

AP COMPUTER SCIENCE (BMS)

Please see the description under 11th Grade Elective.

AP COMPUTER SCIENCE PRINCIPLES (RPCS)

Computer Science Principles is designed to introduce students to the central ideas and practices of computational thinking and show how computing changes the world. Students will have the opportunity to use programming, computational thinking, and data analytics to create digital artifacts and documents representing design and analysis in areas including the structure of the internet and how it works; algorithms; and the impact that these have on science, business, and society. Students are taught how to use computational tools and techniques, including abstraction, modeling, and simulation to collaborate in solving problems that connect computation to their lives. The course is rigorous and rich in computational content, includes critical thinking skills, and engages students in the creative aspects of the field. This course emphasizes themes that help students build a solid understanding and facility with computing and computational thinking — knowledge that is important, if not integral, to being part of a well-educated and informed citizenry. Students take the AP Computer Science Principles exam in May. This course is suitable for students who have completed Algebra.

AP CYBERSECURITY (BMS)

AP Cybersecurity is a course that offers a broad introduction to the field and aligns closely with a college-level, introductory cybersecurity course. Students learn about common threats and vulnerabilities and how they combine to create risk. Students study how individuals and organizations manage risk and how risk can be mitigated through a defense-in-depth strategy. Students explore specific vulnerabilities, attacks, mitigations, and detection measures across a variety of domains, including physical spaces, computer networks, devices, and data and applications. Throughout the course, students consider the impact of cybersecurity on individuals, organizations, societies, and governments. Content and skills taught in the course align with the professional skills outlined in the National Initiative for Cybersecurity Education Workforce Framework.

HONORS DATA STRUCTURES (BMS) FULL YEAR

This course examines implementing data structures and algorithms for efficiently organizing and manipulating large amounts of data. Classic data structures such as sets, linked lists, queues, stacks, trees, graphs, and hash tables will be examined. Runtime efficiency of these structures will be compared using big-oh notation. Students will also develop a deeper understanding of software engineering principles and will learn how to design larger programming projects. Prerequisite: AP Computer Science A.

11th/12th Grade

ELECTIVE FOR SEMESTER I/II

FOUNDATIONS IN AI SEMESTER I/II

This course provides foundations in designing, building, and deploying generative AI systems through prompt engineering, building secure workflows and applications, using Python for AI system development, evaluating AI solutions, and considering the ethical, environmental, and educational implications of AI. Students will begin with prompt engineering to solve real-world natural language tasks, with particular attention to the impact of structure and ambiguity on accuracy, bias, and hallucination. This will expand into building multi-step AI workflows that integrate large language models with tools, datasets, and other systems. Students will evaluate the AI solutions and gain foundational experiences in designing agentic AI systems. There are no prerequisites for this course.

12th Grade ELECTIVES FOR SEMESTER I

GRAPHIC DESIGN I (BMS) SEMESTER I

This semester course teaches students the basics of graphic design, including visual cohesiveness, layout, and color usage. Students will use these design concepts to create projects using the software applications Adobe Photoshop, Illustrator, and InDesign. Over the course of the semester, students will develop a portfolio of pieces ranging from a book cover to a logo design to a magazine. This course will also cover basic advertising principles and teach students how to analyze print design. No previous art or computer knowledge is required.

INDUSTRIAL DESIGN (BMS) SEMESTER I

A maker is a person who constructs new ideas, often at the intersection of coding, design, and new technologies, and who learns through doing. This project-based course will challenge students to develop innovative solutions to problems using technology. The steps in the design thinking process: research, ideate, develop, prototype, refine, and build will be central to the workflow of the class. Students will explore topics including programming, 3D printing, and electronics in a self-directed manner and will produce a project of their own design to be presented at a Maker Faire. They will contribute to the Maker community by documenting their progress and collaborating with other makers when appropriate.

HONORS MACHINE LEARNING: DATA AND IMPACT (BMS) SEMESTER I

Machine Learning I is an advanced computer science course that examines computer systems that learn from data rather than following explicitly programmed instructions. This course follows the entire data lifecycle that feeds AI systems — from the gathering and curating of datasets to the biases that can be learned from data, to the societal impact and ethics of these systems in our world today. As part of this, students will examine case studies that delve into data privacy, AI governance, and auditing commercial systems. Students will also train their own models for prediction, recognition and language processing, and apply their learning to audit their own systems. Prerequisite: None, open to all backgrounds.

12th Grade ELECTIVES FOR SEMESTER II

GRAPHIC DESIGN I (BMS) SEMESTER II

Please see the description in Semester I.

GRAPHIC DESIGN II (BMS) SEMESTER II

This upper-level elective course builds upon the foundational knowledge gained in Graphic Design I. Students will continue to build their portfolios and apply design skills to more complex projects, including packaging design, 3D design, and interactive or responsive design. The course will also delve deeper into the study of font and layout. The culminating project will be a personal reflection piece, meant to be used as the student’s graphic design résumé. Prerequisite: Graphic Design I.

HONORS MACHINE LEARNING: MODELS AND ALGORITHMS (BMS) SEMESTER II

Machine Learning II is an advanced computer science course that examines computer systems that are able to learn from data rather than following explicitly programmed instructions. This course will introduce fundamental ML concepts and classical approaches, as well as discuss how machine learning fits into the wider field of Artificial Intelligence. The course will cover mathematical concepts that are fundamental to the field, such as linear regression and mathematical modeling, and introduce higher-level computing concepts like neural nets. Students will work in Python and apply ML techniques to topics of prediction, gameplay, image recognition, and natural language processing. These conversations will be paired with discussions of the limitations of each technique and ethical concerns related to the field. Prerequisite: Strong background in coding and/or math desired.

SUSTAINABLE DESIGN AND ENGINEERING (RPCS) SEMESTER II

This project-based elective course explores how engineers use sustainable design principles to produce products, processes, and services in a way that reduces use of nonrenewable resources, minimizes environmental impact, and connects people with the natural environment. Group and individual activities will allow students to investigate how sustainable design presents itself in various engineering fields and to explore sustainable design concepts such as Life Cycle Assessment. Topics include: civil engineering and green building design, chemical engineering and sustainable materials, electrical engineering and alternative energy generation, and mechanical engineering and efficient systems.

VISUAL ARTS

The objective of the Visual Arts Department is to acquaint the student with the realm of visual expression and understanding through a variety of course offerings. In Drawing, Painting, Studio Art, Sculpture, Woodworking, and Photography, the concepts and principles of two-dimensional and three-dimensional design are covered. Emphasis is on both technical and aesthetic understanding. The program seeks to stimulate the imagination and develop creativity.

The College Board offers students the opportunity to gain Advanced Placement in Studio Art in many colleges and art schools. Students submit slides of original work to the College Board in May of their senior year.

Enrollment in any studio arts courses after the introductory course requires departmental approval (Mr. Connolly). Departmental approval is also required for enrollment in an honors or Advanced Placement course.

All of the studio art courses at RPCS require a $160 fee for supplies.

Studio Art: Drawing/Painting ELECTIVES

GRAPHIC DESIGN I (BMS) SEMESTER I

Please see the description in the Technology section.

Studio Art: Ceramics ELECTIVE

CERAMICS/ADVANCED CERAMICS SEMESTER I/II

This is a semester-long course and may involve a combination of wheel-throwing and hand-building, as well as work in figurative and other methods of creatively working with clay, glaze, and other surface finishes. The name of the course will depend on the student’s prior Ceramics experience.

AP 3-D ART AND DESIGN: CERAMICS (RPCS) FULL YEAR

The Advanced Placement program in 3D Design is intended for highly motivated students who are seriously interested in the study of ceramics from a conceptual standpoint. Students should be made aware that AP work involves significantly more commitment than the typical high school art course. The AP Portfolio consists of two sections — Selected Works and Sustained Investigation. The Selected Works section provides the student the opportunity to show their actual ability and “permits the student to select the works that best exhibit a synthesis of form, technique, and content.” The Sustained Investigation section “should show a body of related works that demonstrate an inquiry-based sustained investigation of materials, processes, and ideas through practice, experimentation, and revision.” It is advisable for all candidates to take supportive courses in History of Art and other visual arts offerings. Knowledge of artistic trends, movements, methods of interpretation, and representation would be most beneficial. This course may have required summer work. Prerequisite: Three years of Ceramics or Portfolio Review. Department approval required.

DRAWING AND PAINTING I FULL YEAR

The first semester of this course will deal with creative and technical skill development in drawing. A variety of materials will be used, such as pencil, charcoal, pen and ink, conté crayon, and ink wash. We will cover units addressing line, tone, texture, linear perspective, composition, and portraiture. In the spring, we will focus on painting. We’ll begin with watercolor and move on to acrylic as we explore the conventions of paint usage and the complexities of color. Units will start with a master copy and then move through observational exercises tied to still life, interior, landscape, and portraiture before providing space for personal direction and possibly abstraction.

DRAWING AND PAINTING II FULL YEAR

This course is designed to allow students to continue with drawing and painting on a more advanced level. In this course, we will continue to explore materials, subjects, and techniques, but as the first semester progresses, students will be encouraged to develop a more personalized approach to the problem. We will draw in the fall and move on to oil paint in the spring. As the semester continues, students will be free to begin to explore a more independent direction in painting. Prerequisite: Drawing and Painting I. Departmental approval required.

HONORS ADVANCED STUDIO ART III FULL YEAR

This course is designed for students interested in developing a strong portfolio of independent work. In-class work will focus predominantly on observational work with subjects ranging from still life and landscape to portraiture and direct-from-life figure painting. In addition, issues such as abstraction, appropriation, and installation will also be covered. In conjunction with this, there will be ongoing discussions about a broad range of contemporary issues in art-making that should be taken into account as students consider a personal direction. After quarter 1 students will begin working to build a portfolio of personal, self-guided work with a view toward submitting this portfolio to the AP Studio program in May. Prerequisite: Drawing and Painting II. Departmental approval required.

ADVANCED STUDIO ART (RPCS) SEMESTER I/II

This semester or yearlong course is available to 10th, 11th, and 12th grade students who have completed Introduction to Studio Art (and preferably at least one other visual art elective) and are committed to studying visual art throughout Upper School and beyond, perhaps in art school or studying studio art in college. This class is student-led and will include media exploration through drawing, painting, mixed media, and printmaking. Students may explore subject matter that inspires them including landscape, portraiture, and abstraction. They will be working from life and reference photos and there may be some plein air art-making opportunities. This course may be utilized as a pre-AP course to begin portfolio development or as an alternative to Advanced Drawing or Painting, as similar skills will be covered.

HONORS ADVANCED STUDIO ART IV FULL YEAR

This course is designed for students interested in developing a strong portfolio of independent work. In-class work will focus predominantly on observational work with subjects ranging from still life and landscape to portraiture and direct-from-life figure painting. In addition, issues such as abstraction, appropriation, and installation will also be covered. In conjunction with this, there will be ongoing discussions about a broad range of contemporary issues in art-making that should be taken into account as students consider a personal direction. During the second semester of this yearlong course, students will work with increasing independence as they develop their Thesis Exhibition. In late April, this work will be included in a year-end Student Thesis Exhibition in the Lumen Center. Prerequisite: Advanced Art III. Departmental approval required.

AP 2-D ART AND DESIGN: STUDIO ART (RPCS) FULL YEAR

The Advanced Placement program in Art and Design is intended for highly motivated students who are seriously interested in the study of art. Students should be made aware that AP work involves significantly more commitment than the typical high school art course. Students can submit one of the Advanced Placement Studio Art Portfolios — Drawing or Two-Dimensional Design. The AP Portfolio consists of two sections — Selected Works and Sustained Investigation. The Selected Works section provides the student the opportunity to show their actual ability and “permits the student to select the works that best exhibit a synthesis of form, technique, and content.” The Sustained Investigation section “should show a body of related works that demonstrate

an inquiry-based sustained investigation of materials, processes, and ideas through practice, experimentation, and revision.” For the Selected Works, the students send in five actual artworks. For the Sustained Investigation section, students submit 15 digital images each. The two sections are scored separately by different evaluators but are weighed the same. The two scores are then combined and the average becomes the score of the portfolio. It is advisable for all candidates to take supportive courses in History of Art and other visual arts offerings. Knowledge of artistic trends, movements, methods of interpretation, and representation would be most beneficial. This course has required summer work.

Studio Art: Photography, Digital, and Film ELECTIVES

PINHOLE TO DIGITAL FULL YEAR

During this introduction to the art of photography, we will explore a variety of approaches to image-making as we progress through the history of the photographic medium from cameraless photography to modern digital photography. Topics include pinhole photography, photograms, cyanotype, composition, color, light and shadow, portraiture, and photojournalism. Students also will choose a world-class photographer whose work and life they will explore, culminating in a class presentation. The emphasis in this course will be on creative exploration of each process, amplified with instruction in the practice of that particular technology and its role in the history of photography. No background in photography is necessary nor is it necessary to own a camera to enroll in this course. Enrollment priority is given to freshmen.

PHOTOGRAPHY II FULL YEAR

This studio course begins with a technical review of the fundamentals of photographic practice. Emphasis is then placed on the aesthetics of photographic vision and individual expressiveness. The format includes class demonstrations, lab work, field assignments, and critiques. Students’ work will explore the conceptual and practical principles of digital photography, focusing on camera operation, studies of perspective, long exposures, light and shadow, portraiture, visual narrative, and the use of Adobe Lightroom and Photoshop. Students may choose to use traditional processes, digital processes, or a combination of the two to create exciting photographic bodies of work. Structured as an intensive workshop, students will refine

the skills learned in Pinhole to Digital, further develop their imaging skills, and explore more advanced processes, techniques, and themes. Departmental approval required.

Studio Art: Sculpture and Woodworking ELECTIVES

ADVANCED AND EXPERIMENTAL PHOTOGRAPHY (RPCS) SEMESTER I/II

This course is designed for the student who has a genuine interest in exploring photography at an advanced level. Emphasis will be placed on honing technical skills while developing ideas for more conceptual photographic work. It may involve a combination of analog and digital photography, as well as work in Adobe Photoshop and other methods of creatively manipulating imagery. Students will investigate concepts related to visual storytelling, surrealism, social justice, and personal expression. Projects build upon the foundation established in earlier photo classes with further emphasis on risk-taking and the development of an individual voice. May be utilized as a pre-AP course to begin portfolio development or as a full-time alternative to AP Photography, as we will be covering similar skills. Visual Journal (Sketchbook) outside of class.

AP 2-D ART AND DESIGN: PHOTOGRAPHY (RPCS) FULL YEAR

AP Photography is a yearlong course for students committed to the completion of the Two-Dimensional Design portfolio. The majority of the year is spent developing a sustained investigation: a body of 15 images exploring a meaningful theme, concept, or visual idea. Students are expected to produce work that demonstrates a range of their ability; this includes work in film, digital imaging, and experimental photographic techniques. Students will continue work in their journals throughout the year, exploring ideas and experimenting with visual concepts. Students also participate in peer critiques throughout the year and prepare their work for presentation at the AP Exhibit in the spring. AP Photography is for highly motivated art students wishing to submit their portfolio for AP credit consideration. This course has required summer work. Departmental approval required.

SCULPTURE AND WOODWORKING I FULL YEAR

This introductory course enhances students’ understanding and manipulation of space, emphasizes problem-solving, structural and spatial reasoning, and provides training in the fundamental processes and conceptual development of sculpture. Students will be exposed to an array of processes, tools, and materials, and will develop an understanding of the interaction of forms within a space. Students will explore the works of modern, as well as contemporary, artists to understand the processes of designing, planning, and creating functional, site-oriented installations. Using readily available materials such as paper, metal, wood, and found objects, students will investigate three-dimensional ideas and translate them into art.

SCULPTURE AND WOODWORKING II FULL YEAR

Refine the skills learned in Sculpture I, further your conceptual and technical skills, explore advanced topics, and participate in group critiques. Students will investigate three-dimensional ideas and use these materials and processes to respond to assigned spatial problems in a creative manner. Departmental approval required.

HONORS SCULPTURE AND WOODWORKING III FULL YEAR

Through an effective relationship between expressive content, composition, materiality, and structure, students will create sculptures using subtractive processes in plaster, stone, and wood. An emphasis on individual exploration of both media and concept will be encouraged. Departmental approval required.

HONORS SCULPTURE AND WOODWORKING IV FULL YEAR

Aimed at assembling a cohesive portfolio, this class requires considerable motivation, discipline, and imagination. Students will use three-dimensional materials to assemble a thesis body of work using innovative concepts and forms. Emphasis will be placed on the development of students’ artistic style and successful communication of that style through various solutions to self-created visual problems. This course is intended for highly motivated students who are seriously interested in the study of art. Departmental approval required.

Upper School Course Guide • 2026–2027