Upper School Curriculum Guide 2018-19 by Greens Farms Academy

CURRICULUM

GUIDE

UPPER SCHOOL COURSE CATALOG 2018-2019

MISSION STATEMENT

Quisque pro Omnibus. Each for All GFA engages students as partners in an innovative, inclusive, and globally minded community to prepare them for a life of purpose.

PHILOSOPHY Partners: Our students collaborate with teachers to develop their voices to effect change, to become lifelong learners who take ownership of their educations, and to have an instinct for self-reflection that builds character and drives improvement. Innovative: Building on a demanding curriculum, our faculty seeks innovative and effective methods to help students cultivate the skills and habits of mind necessary to excel. Inclusive: GFA strives to create a diverse community that values the identities, perspectives, and experiences of all its members. Globally Minded: We empower our students to discover their place in the world and help them to become globally competent citizens engaged in building a sustainable future.

CORE VALUES PASSION • INTEGRITY • EMPATHY • CURIOSITY • EXCELLENCE

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TABLE OF CONTENTS

US Graduation & Credit Requirements

COURSE OFFERINGS

Computer Science

English

Global Studies

History

Mathematics

Performing Arts

Science

Visual Arts

World Languages

Independent Studies

Global Online Academy

ATHLETICS 33 HONOR CODE

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US GRADUATION & CREDIT REQUIREMENTS ENGLISH English 9, 10, 11 and electives or AP in 12th grade.

4 CREDITS

HISTORY Modern World History or AP World History in 10th grade. United States History or AP United States History in 11th grade.

2 CREDITS

MATHEMATICS Algebra 1, Geometry, Algebra 2. Students must be enrolled in a full-year mathematics course through 11th grade.

3 CREDITS

SCIENCE Biology and a physical science.

2 CREDITS

VISUAL AND PERFORMING ARTS WORLD LANGUAGES 3 years in language courses. GLOBAL STUDIES International Relations

3 CREDITS ½ credit

ATHLETICS 9th grade and 10th grade students are required to participate in the athletic program all three seasons, with two of the three on a team. 11th grade students are required to participate in two seasons, one on a team, and 12th grade students are required to participate in two seasons. CREDITS Greens Farms Academy requires the successful completion of at least 20 academic credits between 9th and 12th grades. A minimum equivalent of five full-credit courses must be taken each semester. A student’s fifth credit may not be a non-AP Performing Arts or Visual Arts course. Students may take up to a maximum of 6.5 credits per semester. The only exception is that students may take up to seven credits if one of their courses is a non-AP Performing Arts or Visual Arts course. The school recommends that in most cases students take no more than three APs in a given year. Decisions on the applicability of credits earned in other schools or in summer programs will be made by the Head of Upper School and Assistant Head for Academic Affairs in consultation with department heads.

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1 CREDIT

UPPER SCHOOL CURRICULUM GUIDE

COURSE OFFERINGS

computer science

COMPUTER SCIENCE Introduction to Computer Science—Become a creator in the digital world by exploring the field of Computer Science from bits to apps. Projects throughout the course will teach students about big ideas in computing related to history, ethics, privacy, big data, security and the Internet. Students will learn the fundamentals of programming, develop user interfaces, develop apps and games, and study the basic algorithmic building blocks used to solve computational problems. There are no prerequisites for this course, and it is open to students in 9th-12th grades. (½ credit; 1st semester) Introduction to Physical Computing—Discover and explore the pros and cons of programmable electronic objects. Projects throughout this course will expose how electronics can be embedded into objects in the world and how these objects communicate with phones and websites. Expect to learn basic electronics with breadboards, sensors and a variety of output devices and to apply programming concepts to control the behavior of the objects you create. Project concepts will vary from the practical (biomedical uses) to the whimsical (art installations). There are no prerequisites for this course, and it is open to students in 9th-12th grades. (½ credit; 2nd semester) Introduction to Designing Robots—No experience is required for this semester long course, but come prepared to immerse yourself in discovery of basic principles in mechanical engineering, electrical engineering and computer science. Using autonomous robots this course will cover the fundamentals of problem solving, algorithm design and program design. Building the robots will involve using tools necessary to construct a mechanical machine in a hands-on environment where the development process is design, test, and revise. There are no prerequisites for this course, and it is open to students in 9th-12th grades. (½ credit; 2nd semester) AP Computer Science—This course is designed to introduce students to the steps and techniques necessary for computer programming. Topics include program design and implementation, algorithm analysis, standard data structures, and object-oriented programming design. AP Computer Science in Java emphasizes programming methodology with an emphasis on problem solving and algorithm development to solve various real-world problems in preparation for the Advanced Placement exam. There are no prerequisites for this course. The course is open to students in 10-12th grade by permission of the department. (1 credit; full year) Ethical Hacking—This lab-intensive course gives students practical experience with network security concepts and techniques. After learning how perimeter defenses work, students will get hands-on experience by scanning and attacking an interactive environment, as well as testing, hacking and securing their own systems. The class will examine different network strategies, explore trends in network implementation, and learn problem-solving strategies necessary in the field of information security. Topics will include Intrusion Detection, Policy Creation, Social Engineering, DoS Attacks, Buffer Overflows and Virus Creation. There are no prerequisites for this course, and it is open to students in 9th-12th grades. (½ credit; full year) Game Design—If you love games and game mechanics and want to learn how to make them, then this course will start you down that path. Making games is a creative and technical art form. In this course you will familiarize yourself with the tools and practices of game development. You will get started developing your own video games using the industry standard game development tools, including the Unity3D game engine and C#. At the end of the course, you will have completed three hands-on projects and will be able to leverage an array of game development techniques to create your own basic games. Topics will cover game mechanics and logic algorithms, shading, texture mapping, modeling and 3D game physics. There are no prerequisites for this course, and it is open to students in 9th-12th grades. Not offered 2018-2019 . (½ credit; full year)

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english

ENGLISH English 9: Myriad Forms; Myriad Voices—In this course students, will explore myriad voices in literature, spanning centuries and representing several literary genres, including the Homeric epic, Shakespearean comedy, poetry from the Elizabethan period to the present and twentieth and twenty-first century prose fiction. Class exploration will take the form of reading, writing about, and discussing these works. In the process, students will develop their own creative and analytical voices, both in writing and in discussions around the table. As is the case in all GFA English courses, the class will look closely at sentences, both in student writing and in the literature of the course, because when writers understand how sentences work, they become more skillful readers, more powerful writers, and deeper thinkers. More specifically, this year’s grammar studies will seek to expand students’ knowledge and application of clauses and more advanced phrases. Writing practice and assessments, as well as discussion, will increase fluency in identifying, applying, and analyzing the ways in which these grammatical elements create meaning. (1 credit; full year) English 10: World Literature—After a freshman English course that works to span centuries and genres, the sophomore course seeks to span various world literatures. Through a study of both ancient and modern texts, this course will take students on a journey around the world through literary cultures and genres. Texts include Ha Jin’s Waiting, Remarque’s All Quiet on the Western Front, Satrapi’s Complete Persepolis, Shakespeare’s The Merchant of Venice, an ancient Greek play, poetry from around the globe, and two independent reading books chosen from an array of international works. Writing assignments will include both literary analysis and personal/ creative pieces, and each student will be responsible for daily contributions to class discussion. In addition, students will be expected to give at least one oral presentation in class and produce a multifaceted project. Although study of vocabulary and grammar continues, the grammar topics shift to usage and application of rules learned in earlier courses. Themes explored in the course will include the importance of culture, tradition, and narrative voice with an emphasis on expanding students’ worldviews while improving their analytical and critical skills. (1 credit; full year) Advanced American Literature—This junior course moves through a selection of American literature from the nineteenth century through the present; texts may include novels, plays, short stories, essays and poetry, both past and present. As we read, we will ask ourselves how these works grapple with their moral, psychological, religious, and political preoccupations, and we will pay special attention to the forms of expression writers use to craft meaning. Inspired by Emerson’s call for young Americans to develop intellectual self-reliance, this course will enlist students to take increased responsibility for their learning and for charting their own paths of inquiry through the texts we read, around the Harkness table and in their written work. In the second semester, students will submit a portfolio of critical and reflective writing as their culminating assessment for the course. Students in this course may elect to take the AP Language and Composition exam in the spring. (1 credit; full year) AP English—The AP course is designed for the 12th grade student who has a strong interest in literature and writing. This advanced study offers students the opportunity to engage in spirited and sophisticated scholarship as they take on intellectually and aesthetically important works of poetry, drama, and prose fiction. The core texts for the course are William Shakespeare’s Hamlet, Ralph Ellison’s Invisible Man, Jane Austen’s Pride and Prejudice, Emily Bronte’s Wuthering Heights, and a challenging novel or play of the student’s choosing. Interspersed between readings of these larger works will be intensive, close study of poems from a wide range of periods, stylistic traditions, and poetic perspectives. The class culminates in the spring AP Literature and Composition Exam, and while most of our preparation for it will consist of the scholarly experience and expertise students will gain in their daily close reading, as well as the analytical writing they will do based on that reading, students will also do some structured exercises in

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english

the close analysis the exam demands and work through practice AP tests. Class format is largely student-led class discussion. Prerequisite: an application and departmental permission. (1 credit; full year) 11TH & 12TH GRADE ENGLISH SEMESTER COURSES Latin American Literature-This course introduces students to modern and contemporary literary works from Central and South America. While Latino/a literature in the United States is expansive, multifaceted, and diverse, students will familiarize themselves with the complex stories of fluid identities and societies by reading novels, short stories and poetry from authors with roots in the Dominican Republic, Colombia, and Argentina. Students will discuss and write about a variety of subjects and themes, including the role of traditional values in different societies, the impact of multi-generational perspectives, and the resilience of the human spirit in spite of oppressive governments. Students will also learn from various film/audio clips to further their understanding of cultures whose traditions vary greatly despite the authors’ unifying identities as Latino/a voices. Students will respond to the texts in informal journal writing as well as analytical essays and other assessments. The class culminates in a creative project that will be largely informed by class discussions and themes within the texts. (½ credit, 1st semester) New World Voices—This course is designed to introduce students to current literary works from a selected group of developing nations, including Afghanistan, Iran, Pakistan, Turkey, China, Nigeria and India. In these works of fiction and personal narrative, students will learn about the social and historical environments from which the literary voices arise. At the same time they will recognize the uniqueness of each time and place and learn to appreciate the common human struggles faced by each character. The class will discuss and write about a variety of themes including the search for identity, the role of traditional values in rapidly changing societies, the destructive effects of violence on children, and the human need for freedom. Time permitting, students will read additional short stories or poems from some of the countries. Films and film clips from several of the countries will also be part of the curriculum. Students will respond frequently to the texts and films in informal writing, as well as in analytical essays and other assessments. At the end of the term, each student will work independently on a major project to be presented to the class, incorporating reading, analysis, writing and a creative component. (½ credit; 1st semester) Creative Writing Workshop: Narrative Nonfiction—In this writing workshop, students read narrative nonfiction by writers that may include Joan Didion, Jesmyn Ward, Tobias Wolff, Patricia Hampl, Jo Ann Beard, Vladimir Nabokov, Raymond Carver, Maya Angelou, Daniel Alarcon, E.B. White, Susan Orlean, Brent Staples, Philip Lopate, and David Foster Wallace, analyzing craft and then applying what they have learned to their own work. Students learn through their reading and writing that the best nonfiction writers use traditional storytelling techniques of plot, character, metaphor, dialogue, and scene, shaping their own experiences and observations into personal essays, profiles, travel narratives, and memoir. Students also discuss the ethical considerations that arise when writing about real people and events. In daily workshops students read their work aloud and receive peer commentary both in class and again in writing. During the course of the semester, the class collaborates with AP Photography on a self-published “‘zine” of writing and photography, and the students compile a final portfolio of their writing. (½ credit, 1st semester) Politics, Prose and Poetry—This course focuses on texts that illustrate the vitality of the human spirit amidst societal, social and political obstacles. Works studied will shed light on individuals and groups whose voices have been excluded from traditional literary canons and political spaces. Students will respond to the readings through a blend of analytical and personal essays and their own poetry, which will mirror the multi-faceted texts. All of the works emphasize the

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COURSE OFFERINGS

english

importance of learning from history in order to write new stories, whether in the United States or beyond. Readings for the class may include Shakespeare’s Othello, Coates’ Between the World and Me, Baldwin’s The First Next Time, Wright’s 12 Million Black Voices, Hamilton and Beyoncé’s Lemonade. (½ credit; 2nd semester) Creative Writing Workshop: Fiction—In this writing workshop, students read short stories by writers that may include Lydia Davis, Grace Paley, Ernest Hemingway, Denis Johnson, Amy Hempel, Junot Diaz, George Saunders, Jamaica Kincaid, John Updike, T.C. Boyle, James Salter, and Lorrie Moore, analyzing craft and then applying what they have learned to their own work. Students write short stories using tools and techniques of the writers studied, working toward developing their own style and voice. As students investigate the writing process they will keep a writer’s notebook for free-writing and specific exercises including recording images, overheard conversations, story ideas, dreams, and memories, understanding that it is all material. In daily workshops students read their work aloud and receive peer commentary both in class and again in writing. The final project will require students to create a portfolio of their writing. (½ credit, 2nd semester) Environmental Literature and Nature Writing—Students in this course will interrogate visions of nature articulated by writers from the 19th century to today, with an emphasis on tracing interactions between nature and different people groups. Through close reading, literary analysis, journal writing and weekly outdoor fieldwork, students will discover what can be learned from their environment and consider how nature leaves its own footprint on us. While we will look to textual analysis through class discussion and writing in pursuit of these answers, a large part of this course will consist of outdoor fieldwork designed to inspire original writing in the form of personal essays, poetry and photography. Students should expect to be outdoors in all weather and produce a final project that rises out of an extended involvement with the outdoors. Not offered in 2018-2019. (½ credit) Great Books—Drawing from both the classics and current literature, this course will engage students in discussion, debate, critical thinking, and reflective writing through shared inquiry into books of enduring value. The texts studied in the course are chosen collaboratively by both the instructor and participants. Beyond reading, writing, and discussion, the class may ask students to engage in online discussion with students from other schools in the United States and the world. Not offered in 2018-2019. (½ credit) Literature Between Borders—Students in this course will explore writing by and about people who find themselves living between cultures. For some, life in between can be a “both/and” experience—living and belonging in two different groups. Others end up with more of an “either/ or”, or even “neither/nor” experience. But in any of these cases, in-between terrain can often be a fertile ground for literary work, and our reading, writing, and discussion in this course will not only sample this harvest, but also cultivate our own between-spaces. Our reading—fiction, non-fiction and poetry—will offer opportunities to explore the ways that writing “between the lines” can affect authors’ approaches to language and form. We will also do a significant amount of creative and personal writing, and spend a certain amount of time on work that straddles the line between personal and analytical writing. Not offered in 2018-2019. (½ credit) The Wisdom of the Ancient Greeks—Students will read and discuss works (tragedy, comedy and philosophy) from Ancient Greece, analyzing each work for both literary technique and thematic content. For each Ancient Greek text, students will also read a more recent short story and poem addressing the same theme, and films will also be part of the course. Students will gain some familiarity with Ancient Greek history and culture as background for their reading. Students will write frequent short comments on the works, analytical essays and a short story, and the course will end with a final project. (½ credit, 2nd semester)

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COURSE OFFERINGS

global studies

GLOBAL STUDIES GFA’s World Perspectives Program links the curriculum of the school’s divisions and academic departments around the broad topic of global studies. In the Upper School, the academic program exposes students to broad and diverse ideas from the field, and provides them the intellectual skills to critique, synthesize, and communicate effectively. 9th grade introduces interdisciplinary and cross cultural study through the Big Histories of the World course. The 10th grade courses in the humanities focus on world literature, history and cultures. In addition, all students are required to take a course on International Relations in their junior or senior years. Diploma with a Concentration in Global Studies—For students who are truly passionate about global studies, GFA offers a Diploma with a Concentration in Global Studies, which can be earned by completing the following in addition to regular graduation requirements: •

Complete a course from the approved list of global studies courses: Latin American Literature; Introduction to Economics; Environmental Economics; Comparative Religions in a Global Context; New World Voices; AP Environmental Science or Environmental Science; and Global Online Academy courses on global health, intercultural studies, politics, philosophy and economics. Requests for other courses to qualify require the approval of the Director of Global Education.

• Take a language through Level 4. • Write a reflection essay on an international travel program or an approved off-campus study program. • Take the Global Thesis course and present at the World Perspectives Symposium. It is recommended that students who are interested in pursuing a Diploma with a Concentration in Global Studies bring up their interest during course counseling in the spring of their 10th grade year to facilitate schedule planning. International Relations—This course exposes students to ideas from some of the greatest thinkers in international relations. We explore the different schools of thought and philosophies that have developed in the field, and look at their predictably divergent assessments of, and answers to, the main problems in the international order arena. We look at a series of questions central to the study of International Relations; issues such as war and peace in the modern state system, the growth of the global economy, the role of International law and supranational institutions, and the challenges posed by nuclear proliferation and terrorism. Students explore the complexity of current affairs through case studies, simulations of international crises, and in-depth analysis of global issues. Throughout the course, discussion is grounded in real-world problems, with the primary emphasis on current global issues and their historical background, as well as on concepts and theories. (½ credit; 1st or 2nd semester, full year, or summer) International Relations: U.S. Latin-America—This course is an introduction to the field of international relations with a focus on U.S.-Latin America relations. It is taught entirely in Spanish. We begin with an overview of the history of the modern state system and the most influential theories of international relations. Then we trace the history of U.S.-Latin America relations and examine the key issues that tie the two regions together. Latin America is the largest foreign supplier of oil to the U.S., its fastest-growing trading partner, and its biggest supplier of illegal drugs. The region is also the largest source of U.S. immigrants, both documented and not. We will explore these issues to gain a deeper understanding of the complex links between the U.S. and Latin American countries. The course also aims to push students to think critically about the world, write and communicate persuasively, and to view issues from multiple perspectives. Assessments include tests, short reflection papers, simulations, and a project. This course is open to juniors and seniors and satisfies the international relations course requirement. (½ credit; full year) 9 www.gfacademy.org

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COURSE OFFERINGS

global studies

Global Thesis H—This course aims to deepen students’ understanding of the world by guiding them through an independent research project on a global issue. The global thesis process is driven by students’ inquiry about questions of global significance. The course begins with a period of exploration in which students consider a wide range of questions related to their topic of interest. Once they select a research question, they produce a formal proposal in which they must justify the significance of their project. Students then use research methods from various academic disciplines to collect and analyze real-world data. They share their findings in an academic paper and a presentation at the World Perspectives Symposium. Along the way, they develop their critical thinking, research, writing and public speaking skills, and their ability to think about the issues from a global perspective. Prerequisite: 3.33 GPA for the entire US career; statement of interest (1 page, single-spaced); approval by Director of Global Education. (1 credit; full year) Big Histories of the World—This course explores the intellectual history of ‘big histories’— attempts by individuals in various locations and moments in time to make sense of the universe and their place in it. The course departs from the present: David Christian’s modern story of the origins and evolution of the cosmos, the earth, life, and humanity. David Christian’s history is ‘big’ in that it takes a broad view of the past, going back to the origins of the universe and moving forward into the present in great leaps. Each stage in the story involves the development of a greater level of complexity in the organization of matter and energy, life forms, and human systems. Greater complexity also implies greater vulnerability: complex systems might be fragile and risk disintegration into chaos. Students consider these concepts as lenses through which to explore change over time. Then they move back in time and across in space to survey various ‘big histories’ of the world including creation myths in hunting and gathering societies, creation stories grounded on world religions, and the early intellectual roots of the modern creation story. Along the way, they gain a deeper understanding of the ways in which both context and human interactions shape our understanding of history itself. This course is cross-listed with the History Department. Typically taken in the 9th grade. (1 credit; full year) Introduction to Economics—This course will introduce students to the basic tools of economic theory and their most common applications. The first half of the course will focus on microeconomics theory, which deals with the interaction of consumers and firms through markets. A major theme of this section will concern the strengths and weaknesses of markets as a mechanism for coordinating the production and distribution of goods and services. The second half of the course will turn to macroeconomic theory, which deals with the operation of the national economy. This section will explore the causes and consequences of recessions and booms, inflation, and unemployment and the policy responses to each. Throughout the course, students will read articles from the Economist magazine and The Wall Street Journal in search for common uses of economics. The course’s textbook will be Gregory Mankiw’s Principles of Economics. This course is open to juniors and seniors. (½ credit; 2nd semester) Environmental Economics—This course will help students understand environmental problems through the lens of economics. The course begins with a survey of core concepts in economics to explain how efficient markets work: supply, demand, price equilibrium, and utility and profit maximization. Then we turn our attention to environmental problems that arise when markets fail to efficiently allocate resources. Water pollution, deforestation, overfishing and global warming are all “market failures” that require government intervention in order to improve environmental outcomes. What kind of intervention? How much regulation is enough? Does a carbon-tax work? Should there be subsidies for renewable energy? Students will evaluate the costs and benefits of various environmental policies. They will also explore market-based solutions to environmental problems by proposing green start-up companies and evaluating investments that take environmental concerns into account. Students will walk a way with a deeper understanding of the causes and potential solutions to the most pressing environmental problems of our time. This course is open to juniors and seniors. (½ credit; 1st semester). 10 www.gfacademy.org

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COURSE OFFERINGS

global studies/history

Comparative Religions in a Global Context—Students in this course will compare world religions to gain a deeper understanding both of the diversity of perspectives on spirituality and of their rising importance in a globalized world. Students will explore human beliefs, learn to engage in meaningful dialogue about them, and develop empathy for spiritual practices and worldviews that differ from their own. They will examine the meanings of the word “religion” and gain foundational knowledge of five primary world religions. They will also survey current religious practices around the world and bring that analysis inwards, exploring the historic and current role of religion within the United States. The course will end with a capstone project in which students will visit a place of worship of their choosing and develop a micro-ethnography based on their observations, interviews, and personal reflection, culminating in a presentation in class and a poster session available to the wider GFA community. This course is open to juniors and seniors; there are no prerequisites. (½ credit; 1st semester) HISTORY The Modern World (1500-Present)—Looking at World History since 1500, this course investigates the rise of the West and its reshaping of the global world system in the modern era. The impact of the West on other cultures will be explored as will the reactions of those cultures to Western power. The question of Western decline and the “rise of the rest” will close the course. This course will provide students with a firm grounding in the world as it is today, placing a particular emphasis on current developments in Asia and the Middle East. Open to 10th graders. (1 credit; full year) AP World History—This course is open to sophomores and is based upon the College Board AP Curriculum. It approaches World History with an emphasis on five major themes: Interactions Between Humans and the Environment; Development and Interaction of Cultures; State-Building, Expansion, and Conflict; Creation, Expansion, and Interaction of Economic Systems; and Development and Transformation of Social Structures. These themes are explored in the context of a chronological structure, which looks at human history from origins to the present. In this process, students sharpen critical skills and habits of mind, including crafting arguments from historical evidence, comparison and contextualization, and historical interpretation and synthesis. This course is open to 10th graders. Prerequisites: 9th grade history with a grade of Aor better and departmental permission. (1 credit; full year) United States History—This course is a survey of the important concepts in the development of the United States from colonial times to the present, stressing social, economic, and political developments and relating them to contemporary issues. Students will write short critical papers and develop their research skills through the completion of the Junior research paper. This course also employs primary source documents, and students learn the skill of historical evaluation. This is normally taken in 11th grade; permission to take this course in 12th grade requires permission of the Head of Upper School. (1 credit; full year) AP United States History—This is a college-level survey course dealing with the history of the United States from the colonial period to the present. Students read a wide variety of sources, both primary and secondary, detailing the social, economic, political, and cultural development and growth of the United States. This course stresses the historiography of United States history. Prerequisite: The Modern World (1500-present) with a grade of A- or better, or AP World History with a grade of B or better; departmental permission. This is normally taken in 11th grade; permission to take this course in 12th grade requires permission of the Head of Upper School. (1 credit; full year)

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COURSE OFFERINGS

history

HISTORY ELECTIVES Foundations of World History—This 9th grade elective explores topics in world history down to the year 1500. From the origins of man to the development of agriculture and the first civilizations and on the civilizations of the Classical Age, the course lays a foundation for world societies, foundations still very much at the heart of the world today. Units include both secondary and primary source readings, a variety of research opportunities and/or project based assessments. The goal is to immerse students in the study of history while developing close reading, analytical writing, and critical thinking skills. Open to 9th graders. (1 credit; full year) Big Histories of the World—This course will explore the intellectual history of ‘big histories’—attempts by individuals in various locations and moments in time to make sense of the universe and their place in it. The course departs from the present: David Christian’s modern story of the origins and evolution of the cosmos, the earth, life and humanity. David Christian’s history is ‘big’ in that it takes a broad view of the past, going back to the origins of the universe and moving forward into the present in great leaps. Each stage in the story involves the development of a greater level of complexity in the organization of matter and energy, life forms, and human systems. Greater complexity also implies greater vulnerability: complex systems might be fragile and risk disintegration into chaos. Students will consider these concepts as lenses through which to explore change over time. Then they will move back in time and across in space to survey various ‘big histories’ of the world including creation myths in hunting and gathering societies, creation stories grounded on world religions, and the early intellectual roots of the modern creation story. Along the way, they will gain a deeper understanding of the ways in which both context and human interactions shape our understanding of history itself. This course is aimed at 9th grade students interested in the sciences, global studies and/or environmental studies. This course is cross-listed with Global Studies. Typically taken in the 9th grade. (1 credit; full year) AP Modern European History—This course offers a college-level preparation for the Advanced Placement Examination in Modern European History. The course focuses upon intellectual and cultural developments, and the political, diplomatic, social, and economic history of Europe from the High Renaissance to the present. The many topics surveyed are: the secularization of learning and culture; changes in religious thought and organization; developments in social, economic, and political thought; the rise and functioning of the modern state; development and growth of nationalism; war and military conflict; urbanization; interdependence in global and world markets; private and state contributions to economic growth; and the development of mixed economies. This course is open to seniors. Prerequisite: US History with a grade of A- or better, or AP US History with a grade of B or better; departmental permission. (1 credit; full year) Art from the Renaissance to Neo-Classicism—This course will explore the important stylistic developments in the 15th-18th centuries. The course begins with an in-depth analysis of Renaissance art, exploring such topics as humanism, classicism, and naturalism. From Caravaggio to Velazquez, the Baroque style will provide a window into the soul of the creative process. Similarly, the Rococo style will shed light on the coming collapse of the Old Regime. The class concludes by examining the development of Neo-Classical style and its influence on the French Revolution. This course is open to juniors and seniors. (½ credit; 1st semester) Art from Neo-Classicism to Modern Art—This course will begin with an examination of the Neo-Classical style of art and its interest in the mythological themes of antiquity. From there, students will explore the Romantic style and its obsession with the sublime. A study of the significant styles of the latter half of the 19th century (Realism, Impressionism and PostImpressionism) will provide students with an opportunity to consider the following questions: Do artists have a responsibility to improve society? In what ways did the bourgeoisie determine the composition and content of art? What is Modernity? The second half of the course will focus on the important stylistic trends of the 20th century. As such, students will consider the growing popularity of abstract art. What is Cubism? What is its significance? Students will also pursue an 12 www.gfacademy.org

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COURSE OFFERINGS

history/mathematics

understanding of the psychological dimensions of Surrealism. The course will conclude with an in-depth study of America’s contribution to the world of modern art. Works of abstract Expressionism, Pop Art and Photorealism will all be featured in discussions. This course is open to juniors and seniors. (½ credit; 2nd semester) Identity in the United States: Race, Class, and Gender—This class will examine identity through the lens of critical cultural studies. We will spend the first part of the course developing the necessary vocabulary and analytical tools to discuss specific political and social issues in the contemporary United States. In the remainder of the course, students will explore a number of case studies from across the eight core identifiers; case studies may include the school-to-prison pipeline, immigration, the Occupy movement, gay marriage, and definitions of masculinity. Throughout this course, students will be asked to reflect on how privilege and inequality impact opportunities and outcomes for individuals and communities. Students will also be encouraged to examine their own identities, privilege, and ability to affect social change. This course is open to juniors and seniors. Not Offered 2018-2019. (½ credit) Independent Study in History—Students may propose topics for independent study by approaching a mentor and writing and submitting a course of study proposal. In the past, topics have included work in AP Government and Politics and topic research in art history. (½ credit; full year) Qualitative Research (YPAR)—This course is part of a collaboration with the Center for the Study of Boys’ and Girls’ Lives (CSBGL) at the University of Pennsylvania Graduate School of Education. Students engage in a year-long group research project aimed at identifying, analyzing, and addressing a problem or opportunity in the GFA community. The course employs the Youth Participatory Action Research (YPAR) model, which trains students to engage in research to improve their communities. In the first part of the course, students identify an issue in school culture and conduct literature review to put the problem in a broader context. Students then learn about and use a range of research methods, some quantitative, but mostly qualitative, to more fully understand the problem; for example, students learn how to design and analyze data from peer focus groups and surveys. In April, students share their findings with the GFA community at the Symposium and at the annual CSBGL conference at UPenn, with students and faculty from other CSBGL member schools in attendance. In the spring, students implement their findings, working with the school administration to improve the community in ways consistent with their research findings. Through the experience, students grow as critical thinkers, researchers, collaborators, and communicators. They also experience what it is like to effect change in their world. The course is open to students in tenth through twelfth grade. (½ credit; full year) MATHEMATICS Algebra 1—This course is a standard first-year high school introductory algebra course. While most of the focus is on assuring proficiency in basic algebraic skills and processes, considerable time will be devoted to applying these skills to realistic, interesting problems. Topics include solving equations, inequalities and systems, factoring, polynomials, rational expressions, irrational numbers, radicals, and quadratic equations. It is in Algebra 1 that students acquire an appreciation for the value and power of their new algebraic and graphing tools. (1 credit; full year) Geometry—This course introduces the students to the study of geometric objects and their properties such as parallel lines, symmetry, congruency and similarity of triangles and polygons, properties of secants and tangents to circles, area and volume of various shapes, right triangles (including trigonometric ratios), and vectors. Occasional investigations utilizing dynamic geometry software such as The Geometer’s Sketchpad or GeoGebra will introduce a new topic, while rigorous proof of geometric statements (including analytical methods) and the development of strong communication skills will be emphasized. Prerequisite: Algebra 1. (1 credit; full year) 13 www.gfacademy.org

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COURSE OFFERINGS

mathematics

Geometry H—This is an honors-level course that explores similar content and themes as in Geometry with additional rigor. No textbook is utilized in this course, and the topics are addressed mostly from a problem-solving standpoint. Supplementary topics may be included at the discretion of the instructor based on the interests of the students, but as stated above students will be introduced to the study of geometric objects and their properties such as parallel lines, symmetry, congruency and similarity of triangles and polygons, properties of secants and tangents to circles, area and volume of various shapes, right triangles (including trigonometric ratios), and vectors. Occasional investigations utilizing dynamic geometry software such as The Geometer’s Sketchpad or GeoGebra will introduce a new topic, while rigorous proof of geometric statements (including analytical methods) and the development of strong communication skills will be emphasized. Prerequisite: Algebra 1; departmental permission. (1 credit; full year) Algebra 2 & Trigonometry—This course focuses on the study of functions—linear, quadratic, polynomial, rational, exponential, logarithmic and trigonometric—and provides an introduction to basic probability concepts. Additional topics may be included at the discretion of the instructor. These concepts are explored algebraically, graphically and numerically, and through this triplex approach, students will continue to acquire an understanding of algebraic structure and how algebra can be used to model various situations. The TI Nspire CAS graphing calculator becomes an integral tool used not only for numerical manipulation but also for visualization and verification. Prerequisite: Algebra 1; Geometry or Geometry H is conventionally completed before this course. (1 credit; full year) Algebra 2 & Trigonometry H—This is an honors-level course that explores similar content and themes as in Algebra 2 & Trigonometry with additional rigor. Supplementary topics may be included at the discretion of the instructor based on the interests of the students, but the main focus is the study of functions—linear, quadratic, polynomial, rational, exponential, logarithmic and trigonometric—and an introduction to basic probability concepts. Additional topics may be included at the discretion of the instructor. These concepts are explored algebraically, graphically and numerically, and through this triplex approach, students will continue to acquire an understanding of algebraic structure and how algebra can be used to model various situations. The TI Nspire CAS graphing calculator becomes an integral tool used not only for numerical manipulation but also for visualization and verification. Prerequisite: Algebra 1; Geometry or Geometry H is conventionally completed before this course; departmental permission. (1 credit; full year) Pre-Calculus—This course is designed to provide the essential mathematical background needed in Calculus: the topics presented develop both an intuitive base and introduce some of the working tools for the study of advanced mathematics. Topics include in-depth algebraic concepts, elementary and trigonometric functions with applications, matrices, parametric and polar equations, vectors, analytic geometry, and sequences and series. The TI Nspire CAS graphing calculator is used extensively in this course as a means of exploration and investigation of applications. Prerequisite: Algebra 2 & Trigonometry or Algebra 2 & Trigonometry H. (1 credit; full year) Pre-Calculus H—This is an honors-level course that explores similar content and themes as presented in Pre-Calculus, with additional rigor. No textbook is utilized in this course, and the topics are addressed almost entirely from a problem-solving standpoint. Supplementary topics may be introduced at the discretion of the instructor, but as stated in the Pre-Calculus description, topics in this course are prerequisites for Calculus, and the topics presented develop both an intuitive base and introduce some of the working tools for the study of advanced mathematics. Topics include in-depth algebraic concepts, elementary and trigonometric functions with applications, matrices, parametric and polar equations, vectors, analytic geometry, sequences and series, and an introduction to limits. The TI Nspire CAS graphing calculator is used extensively in this course as a means of exploration and investigation of applications. Prerequisite: Algebra 2 & Trigonometry or Algebra 2 & Trigonometry H; departmental permission. (1 credit; full year) 14 www.gfacademy.org

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COURSE OFFERINGS

mathematics

AP Calculus 1 (AB)—This Advanced Placement course in Calculus covers all topics of the AP Calculus AB curriculum, including an in-depth study of differential and integral calculus, as well as applications to physics and economics. Prerequisites: Pre-Calculus or Pre-Calculus H; departmental permission; students transitioning from PreCalculus to AP Calculus AB are strongly encouraged to take Intro to Limits at the GFA Summer Academy. (1 credit; full year) AP Calculus BC—In addition to all topics of the AP Calculus AB curriculum this faster-paced AP course covers methods of integration, convergence of series, Taylor and Power Series, and calculus of polar and parametric functions in one year. Prerequisite: Pre-Calculus H; departmental permission. (1 credit; full year) Multivariable Calculus—This course introduces students interested in careers in STEM related fields to the concepts of partial derivatives, multiple integrals, vector functions and linear algebra. In addition, the software package Mathematica will be used to illustrate surfaces and space curves. Prerequisite: AP Calculus BC; departmental permission. (1 credit; full year) AP Statistics—This AP course in Statistics is designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The topics are divided into four major themes: exploratory analysis; planning a project; probability; and statistical inference. Working within these themes, students learn to identify important variables, observe patterns in order to detect and form conjectures about relationships among variables, anticipate and reasonably model these relationships, form hypotheses, and draw valid conclusions based upon analytical methods. Prerequisite: Pre-Calculus or Pre-Calculus H (may be taken concurrently); departmental permission. (1 credit; full year) Fundamentals of Calculus—This semester elective course is an introduction to the study of differential and integral calculus at an elementary level. Students will learn to find limits, derivatives, and integrals and acquire the ability to apply those concepts to problem-solving situations. With the exposure of the “big picture” of Calculus in this course, students will receive a firm foundation for future college calculus courses and for fields requiring calculus-related concepts. It is anticipated, though not required, that students enrolled in the Fundamentals of Calculus course will enroll in the Fundamentals of Probability and Statistics course during the 2nd semester. Prerequisite: Pre-Calculus or Pre-Calculus H. (½ credit; 1st semester) Fundamentals of Probability and Statistics—This semester course is an introduction to the field of probability and statistics at an elementary level. Students will work with simulated and real data sets to study the central concepts of statistics—data analysis, probability, and inference. Course content will include, though not exclusively: exploring data arguments, probability distributions, estimation and error, and sampling methods. Students enrolled in this course will receive a firm foundation for future college statistics courses and for fields requiring statisticsrelated concepts. This course may be taken concurrently with a mathematics course at a level of Pre-Calculus or above, excluding AP Statistics. Prerequisite: completion of the Mathematics core (Algebra 1, 2, and Geometry). (½ credit; 2nd semester) Independent Study in Mathematics—This course is offered on an as-needed basis to students who have completed GFA’s entire mathematics curriculum. In the past, Independent Study has been offered in Linear Algebra, and the course content is mutually decided by the teacher and student(s). (½ credit; either semester)

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COURSE OFFERINGS

performing arts

PERFORMING ARTS Concert Choir—Vocal techniques, sight singing, and the art of performing in a vocal ensemble are incorporated into the study of a repertoire, which includes works from the Baroque through the 21st century, both sacred and secular, and from many different world cultures. Students perform throughout the year in school concerts and at community events. The Concert Choir is a non-auditioned choir and is open to any student in the Upper School. However, there is an audition for placement purposes only. Note: students wishing to audition for GFA a capella groups must be enrolled in Concert or Chamber Choir (1 credit; full year) Chamber Choir—This singing group is a smaller group, with numbers averaging between 12 and 16 members. Vocal techniques, sight singing, and the art of ensemble singing are stressed. The repertoire ranges from Renaissance music to music of the 21st century and encompasses a broad range of music from around the world. This choir also performs throughout the year in school concerts and at community events. Prerequisite: an audition; ability to sight sing; Concert Choir (or transfer equivalent) for at least one year; departmental permission. Note: students wishing to audition for GFA a capella groups must be enrolled in Concert or Chamber Choir (1 credit; full year) Chamber Orchestra—The goals of this course are to further enhance a student’s knowledge of orchestral repertoire from a variety of musical and cultural traditions and to reinforce ensemble and instrument skills. In addition, students are required to take playing tests, keep a practice chart, and participate in several concerts per year. Prerequisite: several years of experience playing a stringed instrument. (1 credit; full year) Wind Ensemble—This group plays a wide variety of traditional concert band and jazz band music, including music from Broadway shows and movies, transcriptions and arrangements of orchestral literature, contemporary and classic big band jazz, marches, and an interesting mixture of music from around the world. This group performs in two or three concerts per year and attends at least one off-campus music festival. In addition to serving as the core ensemble for orchestral winds and percussion, Wind Ensemble students often form small jazz combos that perform frequently during the year. Prerequisite: several years of experience playing a wind or percussion instrument, guitar, electric bass, or piano; ability to read music is essential; possible audition for students enrolling for the first time. (1 credit; full year) Music Technology—This is a hands-on course in sound creation, sound design, and sound reinforcement. Using the computer and the synthesizer, students compose sound pieces in a variety of styles. One group project involves a collaborative effort with the Guild School in New York City. In this “Book on Tape” project, students create books on CD, complete with original music and sound effects, for the visually impaired students of the Guild School. Students are required to complete a number of individual and group projects that range from composing an aleatoric piece to writing and recording a PSA (public service announcement). Students will use Garage Band, Logic, and ProTools for recording and mixing. This course is open to any Upper School student. (1 credit; full year) Music Theory—This course is a study of the fundamentals of music in terms of notation and analysis. Emphasis is placed on developing the rhythmic, melodic, and harmonic skills necessary to analyze pieces, compose original works, and arrange pieces for various ensembles. Emphasis is also placed on understanding and using traditional systems of tonal harmony through ear training, composing, and analysis. Creativity, keyboard skills, and compositional skills are stressed. Students are asked to work on individual pieces as well as group projects. Prerequisite: basic knowledge of music notation; participation in school music activities is highly encouraged. (1 credit; full year)

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COURSE OFFERINGS

performing arts

AP Music Theory—This course integrates aspects of melody, harmony, texture, rhythm and form, history, and style. Aural skills developed include sight singing, keyboard harmony, and melodic, rhythmic and harmonic dictation. Students will read, notate, and compose music. In-class performance is part of the learning process. Students are expected to demonstrate a high level of proficiency in all areas of music theory. Prerequisite: Music Theory; departmental permission. (1 credit; full year) Composing & Arranging—This course focuses on composing and arranging music in various styles for both vocal and instrumental use. A study of classical, jazz, and folk forms is included. Students are encouraged to perform their works at assemblies and concerts, and to enter their works in the Connecticut Music Educators’ Association sponsored composers’ competition. Prerequisite: Music Theory or AP Music Theory; departmental permission. (1 credit; full year) Intermediate Theatre—This is the entry-level class in the Upper School. A logical place for those who have had Introduction to Theatre in 8th grade at GFA, it also acts as a good place to begin for those who have not had theatre at all. Emphasis will be on building blocks like correct vocal production, breathing and movement for the stage. Poetry, monologues and improvisation will be used to help open a creative link to theatrical storytelling. For those not new to this discipline it will explore the theatre more deeply with an emphasis on the first-hand experience by going on a field trip to see a play outside of school. Being exposed to world theatrical literature begins in this course as well. Performance in the spring in the Upper School or elsewhere in the GFA community is a feature of this class. Intermediate Theatre meets twice a week. Prerequisite: none. (½ credit; full year) Advanced Theatre Production—This course emphasizes all production elements and their use. Guest artists help teach with sets, lighting, sound, and costumes as primary elements in focusing attention and creating mood and character in a theatrical production. A field trip to see a local production enhances the experience, and scene work is directed toward these theatrical elements. A full range of periods and styles of plays is explored. Prerequisite: Intermediate Theatre or departmental permission. Offered in 2018-2019. (1 credit; full year) Advanced Theatre Directing—An acting/beginning directing course emphasizing the relationship of the director to the look and feel of a final production. Students direct one another after exploring the techniques and skills involved in creating a production as a director. Scene work here is centered on the relationship of actors and director. A wide range of theatrical literature is covered in an attempt to expose students to as much different theatrical writing as possible. Prerequisite: Intermediate Theatre or departmental permission. Offered in 2019-2020. (1 credit; full year) Advanced Theatre Companies—This course focuses on Shakespeare and his company, Molière and his company, and modern theatrical companies of all sorts. How did these creative artists come together to make what we now consider “classic” theatre? How did the plays they created evolve, and what was the cultural impulse behind them? There is scene work with an emphasis on proper vocal and movement technique, allowing students to explore the dynamics within their own “theatre company” here at GFA. Students also engage in performance opportunities around the school, when and where they present themselves. Prerequisite: Intermediate Theatre or departmental permission. Offered in 2020-2021. (1 credit; full year) Theatre Design—In this course, students will learn to collaborate with playwrights and/or directors to design sets, props, lighting, projections and costumes. A rotating set of guest lecturers will give students brief lessons in the fundamentals of stage carpentry, sewing, 3D rendering, rigging, light programming, and video and still image projection. They will include professionals in the industry who work with costuming, lighting, projection, stage design, and prop building. The designs in this course will focus on the visual aspect of story telling, with an emphasis on the way decisions in technical theatre can dictate emotional tone, character development, and a sense of place and time period. Open to students in 10th-12th grades. (½ credit, 2nd semester) 17 www.gfacademy.org

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COURSE OFFERINGS

performing arts/science

Music Theatre: Broadway & Beyond—This course combines a classic “survey style” history of how the American Musical was born. The course continually re-creates itself with hands-on performances. Students will have the opportunity to sing, act and dance pieces from representative musicals. This course will combine the historical perspective with the practical aspects of performing parts of musical productions—remarkable iconic works that have come to define The American Broadway Musical. Field trips, including seeing a show in New York, will be part of this class, and guests will come to share their expertise in the profession with the students. This course is open to any 11th or 12th grade student. (½ credit; 1st semester) Jazz & Blues: The Heart & Soul of American Popular Music—The history of American popular music of the 20th century is a chronicle of synchronous popular culture. The music that has come to be known as “jazz” is the ever-changing and evolving music of the American people. This semester course defines and explores the various developmental styles of jazz: New Orleans jazz (Dixieland) and its roots; ragtime and stride piano; Chicago and the “Swing Era”; the Big Bands; bebop; the “cool school”; fusion and the avant-garde movement (free jazz); the education movement in jazz; and neoclassicism in contemporary jazz. Major figures in jazz, including Louis Armstrong, Charlie Parker, John Coltrane, Miles Davis, and Duke Ellington are studied, using their leadership roles to expand on the various movements in and permutations of jazz. The primary text for the course is Jazz Styles by Mark C. Gridley and David Cutler. Other readings are taken from the following: The Birth of Bebop by Scott Deveaux, Ken Burns’s Jazz: The Story of American Music, The History of Jazz by Ted Gioia, A New History of Jazz by Alyn Shipton, The Oxford Companion to Jazz by Bill Kirchner, and Jazz 101: A Complete Guide to Learning and Loving Jazz by John Szwed. Major sources of listening materials will include The Smithsonian Collection of Classic Jazz, Ken Burns’s The History of Jazz and selected other recordings as applicable. This course is open to any 11th or 12th grade student. (½ credit; 2nd semester) The History of the Symphony—This semester course will explore the origins and journey of the compositional form “the symphony.” Students will analyze major works in music history and the impact they had on the music scene when they were composed, and how they relate to the contemporary world today. These will include: Haydn’s Symphony No. 104; Mozart’s Symphony No. 40 and Symphony No. 41 (“Jupiter”); Beethoven’s Symphony No. 1, which caused major controversy after its premiere; Beethoven’s Symphony No. 9 (which contains the famous “Ode to Joy”); Brahms Symphony No. 1; and Dvorak’s Symphony No. 9 (“From the New World”), which is considered by some the first piece of “American” music. There will be lectures by conductors from local symphonies, and field trips to hear symphony concerts, including the American Chamber Orchestra, one of the groups conducted by GFA’s Chris Hisey. This course is open to any 11th or 12th grade student. (½ credit; 2nd semester) SCIENCE Biology—Through a variety of inquiry-based labs, hands-on activities and project work, students will investigate the major themes that connect all living things. Students will use the nearby beach habitat to study ecology and biodiversity and the campus organic garden to learn about photosynthesis and nutrient cycles. Other topics include evolution, cell biology, genetics and human physiology. In addition, students will sharpen their laboratory skills and formulate evidence-based claims. Typically taken in 9th grade. (1 credit; full year) Biology H—This course is for students who wish to explore life through a more in-depth study of evolution, ecology, metabolism, cell biology, genetics and physiology. Students will learn to like scientists through inquiry-based labs and gain a deeper understanding of core biology concepts through projects and classroom activities. Student will also learn how to critically evaluate experimental data and write strong scientific arguments. Departmental permission required. Typically taken in 9th grade. (1 credit; full year)

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COURSE OFFERINGS

science

Chemistry—This course is designed to provide students with an understanding of the fundamental principles of chemistry. Units of study include classifying and quantifying matter, atomic structure, bonding, chemical reactions and stoichiometry, energy in reactions, and water and solution chemistry. Student-directed activities such as Pogil and simulations form a cooperative and integral part of the course. Laboratory work forms an integral part of the course. Projects give students an opportunity to examine the applications of chemistry in society. Typically taken in 10th grade. (1 credit; full year) Chemistry H—This course is designed to provide a strong background in inorganic chemical principles. The major topics of study include atomic structure, chemical reactions, stoichiometry, periodicity, chemical bonding, forces and theories of matter, solutions, thermodynamics, kinetics and equilibrium, acid-base chemistry, redox reactions, and electrochemistry. Brief units on nuclear chemistry and organic chemistry complete the syllabus. Laboratory experiences provide the students with hands-on opportunities to study the topics covered during lecture. This course has a strong emphasis on problem-solving and critical thinking. Students who are interested may wish to take the SAT II Chemistry Subject test following this course; such preparation may require extra study beyond the material covered in class. Prerequisite: grade of A- or better in math, B or better in honors math; departmental permission. Typically taken in 10th grade. (1 credit; full year) Physics—This course is an introduction to the principles of physics through a conceptual- and algebra-based approach. Topics include Newton’s laws, energy, motion, mechanics, heat, sound, light, electricity, and magnetism. In addition to basic physical principles, the course examines some philosophical aspects of physics and interactions between physics and society. The course has a conceptual and interactive approach, with frequent hands-on laboratories and activities, real world applications and problem solving. Prerequisite: Biology; concurrent enrollment in or completion of Algebra 2. Students wishing to take Physics and Algebra 2 concurrently must consult the Department Chair. (1 credit; full year) Physics H—This course investigates the traditional topics of motion, momentum, energy, light, electricity, magnetism, and atomic and nuclear physics. Emphasis is placed on applying math techniques to problem-solving and developing basic principles from analysis of lab work. Students considering careers in the physical sciences or who wish to continue with AP Physics the next year should take this course. Prerequisite: concurrent enrollment in or completion of Pre-Calculus H, or A- or better in Precalculus; departmental permission. (1 credit; full year) AP Biology—This course is designed to offer interested students a solid foundation in collegelevel introductory biology with a focus on inquiry-based learning. The students will develop an appreciation for the study of life and be able to ask and answer questions about the world around them in order to understand the unifying principles within our diverse biological world. The course is structured around the College Board’s four big ideas and the connected enduring understandings. Through an intensive laboratory component, students will develop science practices that are essential skills for conducting scientific investigations. Prerequisite: Biology and Chemistry; departmental permission. (1 credit; full year) AP Chemistry—This course is modeled after a college chemistry course. It focuses on some areas of chemistry not previously explored in our first year chemistry course. This revised AP course is structured around the College Board’s six big ideas and the connected enduring understandings. Topics from Chemistry and Chemistry H to be explored in greater depth include: bonding; periodic law; thermodynamics; and kinetics; electrochemistry; and equilibrium. Prerequisite: Biology and Chemistry; departmental permission. (1 credit; full year) AP Environmental Science—Students in this college-level, interdisciplinary science course will use scientific principles, content and methodologies to study the interrelationships of the natural world, and human impacts, and learn to identify and analyze environmental problems. 19 www.gfacademy.org

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COURSE OFFERINGS

science

Critical-thinking skills will be applied to evaluate risks associated with these problems and to examine alternative solutions for resolution and prevention of such problems. It will include laboratory and field investigation components, and field trips to sites of local interest such as a cemetery, wastewater treatment plant, and a power plant. The Audubon property, New Creek salt marsh and Burying Hill beach will be used for field study. Prerequisite: Biology and Chemistry; departmental permission. (1 credit; full year) AP Physics—This college-level course is designed for those students with a keen interest in physics and a solid background in mathematics. Calculus is used extensively. The year is split between topics of mechanics and those of electricity and magnetism, and much of the material is discussed from a theoretical point of view. Analytical and problem-solving skills are developed, and lab work is more open-ended than in previous science courses. Prerequisite: Biology, Chemistry, and Physics H or A- or better in Physics; concurrent enrollment in or completion of AP Calculus; departmental permission. (1 credit; full year) Astronomy—This semester elective focuses on understanding how the laws of physics have led to our current understanding of the universe. Students investigate classical astronomy, astronomical instruments, and the solar system. Composition of the sun and stars, the evolution of stars, the big bang, and relativity are also discussed. Assessments include labs, several major tests, and several short presentations. There may be a field trip to a local observatory and observations of any special celestial events, i.e. solar or lunar eclipses. Prerequisite: Biology; Chemistry or Physics. Not offered in 2018-2019. (½ credit; 2nd semester) Environmental Science—This multidisciplinary introductory course will provide students with a widely-sourced perspective on the many interrelationships among environmental systems and human actions. This perspective will enable them to develop their own informed response to the pressing environmental issues their generation will inherit. In addition to exploring ethical issues, this is a hands-on science course. Students will perform field and laboratory exercises; and design and conduct research on the nearby habitats, including the Audubon property, New Creek salt marsh, and Burying Hill beach. Students will learn to analyze and interpret data and evaluate scientific arguments. Prerequisite: Biology and Chemistry. (1 credit; full year) Regenerative Landscapes—In this semester course, students will learn about creating healthy landscapes and ecosystems through a combination of classroom work and hands-on engagement with regenerative landscaping methods around the GFA grounds. Topics will include: soil health, composting, landscape design, storm water management, water conservation, plant biology, plant propagation and integrated pest management. Students will actively participate in field experiments to learn the fundamentals of plant selection and how plants contribute to ecosystem function. The course will focus on how to restore landscapes and habitats that have been lost from improper management. Additionally, this course will discuss and implement best management practices for maintaining landscapes with an emphasis on environmental stewardship. Prerequisite: Biology. (½ credit; full year) Human Ecology and Sustainability Seminar H—This yearlong course is an in-depth exploration of what it means to live well in a place, and is the culminating experience for students seeking GFA’s Diploma with a Concentration in Sustainability Studies. Through case studies, primary literature, and other readings, students in this course will study sustainability theory, environmental ethics, and environmental justice. A major focus of this course will be for students to identify and carry out a relevant research or action-based project that connects and demonstrates understanding of the interdisciplinary threads of this program. Students in this course will also be required to participate in a place-based, off campus immersion experience that will help the group become a collaborative cohort of leaders in sustainability. This course requires an application and is open to seniors. The application should be submitted in the spring of junior year. Prerequisite: departmental permission. (1 credit; full year).

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COURSE OFFERINGS

science

Oceanography—This course will examine the oceans and how they function. We will start with physical oceanography and learn about the ocean basins (how they form and change), waves, tides, and oceanic currents. Then, we will consider chemical oceanography by looking at what salinity means, where dissolved oxygen comes from and how nutrient levels change. After that, we will study biological oceanography by learning about plankton, food webs, and the different kinds of ecosystems you find in the oceans. To wrap up the semester, we will examine ways in which human activities have had a negative impact on the oceans and students will have the chance to investigate an issue of their choosing. Prerequisite: Biology. (½ credit, 1st semester) Marine Biology—In this course, we will focus on the different organisms that live in the oceans. As we move through the different groups of marine organisms, students will engage in labs that investigate the structure and function of the organisms we study. They will hone their microscopy and dissection skills, as well as data collection and analysis. Students will learn about the inhabitants of the aquarium tanks at school, as well as some basic tank maintenance. While studying certain groups of organisms, we will also consider ways in which human activities influence those animals, such as investigating overfishing, coral bleaching, and whale conservation. Prerequisite: Biology. (½ credit, 2nd semester) Research and Experimental Design—This semester course will expose students to the principles and practices inherent in scientific research. Topics covered include reading and understanding scientific publications, scientific literature searching including citation research, statistical design of experiments, project planning, visual presentation of numeric data (Tufte’s work), scientific writing, and presentation methods for scientific findings. During the class, students will select a specific project to plan. Assignments will be applications of the topics studied to the chosen project. The end product of the class will be a complete research plan, which the student may choose to execute during further research. This course is a prerequisite for independent research studies in the sciences and should be taken in the spring by students planning to do research the following year, or may be taken in the fall as a first step of an independent research study. Prerequisite: Biology and Chemistry; departmental permission. Note: this course may be taken as early as second semester of sophomore year, concurrently with Chemistry. (½ credit; 1st or 2nd semester) Engineering—This elective class focuses on the engineering design process: the process an engineer goes through to understand, design, and execute a project. Students will explore the fundamentals of engineering as well as specific engineering disciplines: aerospace, environmental, computer, civil, electronic, and mechanical. Through a hands-on approach, students will gain skills in collaborative project design, troubleshooting, and scientific testing. Projects, class trips, and guest speakers will be integral to the course. By interacting with professional engineers, we hope that students will come away with an appreciation for the real-world applications of the subject. Open to students in 10th-12th grades. (½ credit; 1st semester) STEAM Independent Project H—This course is the culminating experience in the STEAM Program. Students in this course will meet as a group to share literature and discuss experiments and projects. Each will propose, design, and carry out an independent project that demonstrates understanding of interdisciplinary learning by applying and connecting what has been learned over the course of the STEAM program. Students in this course are expected to identify a problem or question, design and execute a meaningful project, and report on their projects to the GFA community. Student projects may be entered into competitions. This course is open to seniors. Prerequisites: GPA of 3.33 for the entire US career; approval by STEAM Director required (see below). (1 credit; full year) Diploma with a Concentration in Human Ecology and Sustainability—For students who are passionate about study of the environment and sustainability issues, GFA offers an interdisciplinary, project-focused program designed to empower students to explore their

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COURSE OFFERINGS

science

passions and become stewards of their world. This concentration can be earned by completing the following in addition to regular graduation requirements. • Environmental Science OR AP Environmental Science • Chemistry OR Chemistry Honors • Economics or Environmental Economics • Fundamentals of Probability and Statistics, AP Statistics, or Island School math course • Human Ecology and Sustainability Seminar (Senior Year)— Approval by the Director of Sustainability Studies is required. • One elective course from the following: Big Histories Environmental Literature and Nature Writing Oceanography and Marine Biology AP Biology Regenerative Landscapes GOA course (with approval) Independent study (with approval) Other GFA course (with approval) Students who spend a semester at Island School, Mountain School, High Mountain Institute, Chewonki, or another approved semester or yearlong program are exempt from the elective requirement. To facilitate scheduling, it is recommended that students who are interested in pursuing the Diploma declare their interest during course counseling of their 10th grade year. Diploma with a Concentration in STEAM (Science, Technology, Engineering, Art and Mathematics)—For students who are passionate about the interdisciplinary study of science, technology, engineering, the arts, and math, GFA offers a Diploma with a Concentration in STEAM. To facilitate scheduling, it is recommended that students who are interested in pursuing a Diploma with a Concentration in STEAM declare their interest by the spring of their 10th grade year. The diploma can be earned by completing the following: • 4 credits of science • AP Calculus • An AP Science course • 1 credit of Computer Science or Engineering electives: GOA CS electives, Introduction to Programming, Introduction to the Internet of Things, Ethical Hacking, Game Design, Introduction to Engineering, Introduction to Designing Robots, AP Computer Science • Design Thinking • STEAM Independent Project (Honors) or STEAM-approved Independent Research in Science Juniors must have a one page topic proposal approved by the end of the school year in order to enroll in the STEAM Independent Project or to have an Independent Research Project approved for the concentration. Students should initiate the process by meeting with the STEAM directors no later than a week after the World Perspectives Symposium. STEAM Directors may stipulate that additional work must be completed over the summer in order to enroll in the STEAM Independent Project. 22 www.gfacademy.org

UPPER SCHOOL CURRICULUM GUIDE

COURSE OFFERINGS

visual arts

VISUAL ARTS Students enrolled in visual arts classes in the Upper School explore the elements and principles of art through a wide variety of media and techniques, develop and expand their artistic voice, and refine their creative and conceptual visions. A variety of media are covered, from the most basic overview in Introduction to Visual Arts all the way to Advanced Placement Portfolio levels. In addition to studio projects, students are asked to participate in critiques and dialogues on art history. Students are evaluated based on their effort and participation in class, quality of finished product, originality of thought, and demonstrated understanding of concepts presented. Student art is often displayed in common areas and is returned after it has been on exhibit. Note: All art students will be required to maintain a sketchbook/art journal that will be used in their classes. Introduction to Visual Arts—A full-year, one-credit course consisting of the three core disciplines offered in the Upper School: Studio Art, Photography and Video. This integrated curriculum enables students to develop skills in craftsmanship, idea generation, critical thinking and the common vocabulary across the disciplines. A range of approaches to surface, form, space, and time will be addressed through a variety of traditions and technologies, as well as concepts of theory and art history. In the fourth quarter, students will choose which medium they wish to continue to explore more in-depth. There are no prerequisites for this course. (1 credit; full year) Intermediate Studio Art—This course is a full-year, one-credit course that increases students’ skills and competency in drawing, printmaking, and painting. Continuing to build on skill development and visual problem solving, students will continue to explore composition through perspective, figure and gesture drawing, portraiture, use of negative space, and color theory. The course will reinforce the principles of design with an emphasis on collage, color theory and paint. The goal is the process, not a specific technique, and the student will be encouraged to experiment. Key to this process is the student’s visual documentation of their experiments and discoveries in their sketchbook. Prerequisite: Introduction to Visual Arts or permission of the instructor. (1 credit; full year) Intermediate Photography—This course combines practice with theory and investigates the process of photography through a variety of approaches and technologies with an emphasis on Documentary. Through regular slide presentations and demonstrations we will see and discuss examples of photography from a range of historical and contemporary photographic practices, from traditional film to state of the art digital technologies. The course emphasizes art making as an ongoing process that involves the student in informed, imaginative, and critical decision-making and risk taking. Through class discussions and group and individual critiques, students will learn to analyze and discuss known works of photography, their own photographs and those of their peers, within a contemporary and historical art context. In semester one students will learn how to analyze photographic images within a cultural context, and be reinforced in methods of shooting and composition, developing film, scanning negatives, and digital manipulations. Semester two will expand upon students’ knowledge of digital and analogue photography in theory and practice. Students have the opportunity to visit local and regional photographic exhibitions in New York City. Prerequisite: Introduction to Visual Arts or permission of the instructor. (1 credit; full year) Intermediate Video Production—This course combines practice with theory and investigates the process of Video Production through a variety of approaches and technologies with an emphasis on Documentary. Students produce an in-depth documentary project and direct and produce a short narrative film. Additionally, students produce a collaborative work, shot on location during field trips. Students explore more sophisticated editing and special-effects techniques and software. Also, students are responsible for readings in both film theory and technique, and view and discuss a variety of both traditional and experimental works. Regular critiques are part of the process. Prerequisite: Introduction to Visual Arts or permission of the instructor. (1 credit; full year) 23 www.gfacademy.org

UPPER SCHOOL CURRICULUM GUIDE

COURSE OFFERINGS

visual arts

Design Thinking—A semester-long, project-based course that uses current and emerging technologies to creatively address real-world needs and applications in two and three dimensions. The course may employ technologies such as PhotoShop, 3-D imaging, prototyping, animatronics, and wearable technology among others to solve problems through a visual arts lens. Through demonstrations, examples of current artists and designers’ works and guest speakers, students will be introduced to a range of approaches of 2-D, 3-D and 4-D (time arts) design. Each module will have short introductions of new techniques/materials, with an end goal of using these to express ideas and prove mastery. The semester will build from 2 to 3 to 4 dimensions and culminate with a project drawing on skills developed over the semester. The course is a requirement for students who wish to earn a Diploma with a Concentration in STEAM. Open to students in 10th-12th grades. (½ credit; 1st or 2nd semester). Advanced Studio Art—This is a full-year, one-credit course in which students demonstrate the ability to work more independently with a strong sense of purpose on longer- term projects. Students are strongly encouraged to discover a disciplined personal style in their art and pursue it with vigor. Both content and form are stressed through drawing, painting, printmaking and 3-D projects. This course emphasizes increased personal visual awareness and style, steady skill growth, and a thorough review of all art principles. Portfolio development will begin for students interesting in preparing a portfolio for college admission and for those intending on continuing to the AP level, part of the Breadth section will be completed. Visual documentation of their experiments and discoveries in their sketchbook will be an important component. Prerequisite: Intermediate Studio Art or permission of the department. (1 credit; full year) AP Art: Photography—Students in this class will be enabled to develop mastery in concept, composition, and execution of photography and 2-D design, and investigate all three aspects of AP portfolio development: quality, concentration, and breadth. By early May, students will be prepared for and take the AP Studio Art Exam. Students will develop a body of work investigating a strong underlying visual idea in 2-D design that grows out of a coherent plan of action or investigation (i.e., a concentration). The course teaches students a variety of concepts and approaches in photography and 2-D design so that the student is able to demonstrate a range of abilities and versatility with technique, problem solving, and ideation (i.e., breadth). Prerequisite: B+ or higher in Intermediate Photography, a portfolio review, and permission of the department. (1 credit; full year) Advanced Video Production—Students in Advanced Video Production work one-on-one with the instructor to design a program of in-depth work in film-making that includes both independent and collaborative projects. Students will develop a body of work investigating a strong underlying idea that grows out of a coherent plan of action or investigation. Building upon the skills learned in the intermediate level class, students will experiment and explore new directions in their own personal voice. Prerequisite: Intermediate Video Production (1 credit; full year) AP Art: Studio—This course provides an enriching and challenging studio situation for the highly motivated and advanced art student. This is a full-year, one-credit course designed for students who wish to prepare for the AP Exam in Studio Art. (Drawing, 2-D or in special cases, 3-D) The emphasis is on the preparation and development of a portfolio under the guidelines set forth by the College Board, and students are required to explore a wide variety of styles and techniques. Sketchbook and written assignments are given, completion of which will require time spent outside of class. Students will be expected to work with the teacher in maintaining a digital portfolio of their artwork for submission to the College Board in May. The digital portfolio may also be used by the student as supplemental material for college applications. Students may be asked to complete some work during the summer to strengthen their portfolios or to cover areas of omission. This is a rigorous, time-consuming course with high standards. Students should be prepared to spend time outside of class working on their coursework. Prerequisite: B+ or higher in Advanced Studio Art, a portfolio review that includes the sketchbook, and permission of the department. (1 credit; full year) 24 www.gfacademy.org

UPPER SCHOOL CURRICULUM GUIDE

COURSE OFFERINGS

visual arts/world languages

Advanced Arts Seminar—This course brings together advanced-level art students working in a variety of media, including painting, drawing, printmaking, photography, video, sculpture, digital design, installation and performance art. Multiple visual arts instructors guide students through informed critical decision-making. At the beginning of the year, each student proposes either a semester-long or yearlong thesis project, working independently or in collaboration, coming together for regular group critiques. At the end of the year these projects culminate with a formal exhibition in the Performing Arts Center. Prerequisites: B+ or higher in Advanced Studio Art; AP Art: Photography; or Advanced Video Production, and permission of the department. (½ credit; full year) WORLD LANGUAGES French 1—This is a beginning-level language course that offers exposure to French language and Francophone cultures. In this immersion-based setting, students learn the four skills: reading, listening, speaking, and writing. There is an intense focus on vocabulary and grammar, which are introduced thematically. Students will read beginning-level texts and learn how to write short essays. (1 credit; full year) French 2—In this course students continue to build upon their previously learned knowledge and skills. Over the course of the year, they study the past tenses and narration, allowing them to handle daily life situations with confidence while improving their command of the four skills: reading, writing, speaking, and listening. Careful attention is paid to linguistic accuracy. Using an increased vocabulary students practice integrating circumlocution, formulating questions, describing, narrating and negotiating meaning. The course uses interactive exercises and authentic materials to provide an immersion into French and Francophone cultures. Prerequisite: French 1 and/or placement by the department. (1 credit; full year) French 3—This course is a continuation of French 2 and allows the student to advance his/her proficiency in reading, writing, speaking, and listening. The focus of the course is to recombine and expand upon elements previously learned, enabling students to express themselves in greater detail. New grammatical structures will be taught, with a culmination in learning the subjunctive mood. Students explore overarching themes on French and Francophone history and culture, such as urban life, the French Revolution, and humanitarian aid. Prerequisite: French 2 or placement by the department. (1 credit; full year) French 3H—This honors course is an advanced version of the Level 3 course and covers the material in more depth; accordingly, it is designed for students who demonstrate strong interest and skill in the subject area. Students should expect additional reading and writing and a swifter scope and sequence of material. They will also learn to express themselves with more spontaneity, fluency, and accuracy. More advanced literary works are read and are complemented by relevant historical and cultural information. Emphasis is placed upon the frequency of writing and the scope and sequence of grammar. Prerequisite: A- or better in French 2; departmental permission. (1 credit; full year) French 4: Classic French Cinema—This course is designed to continue the practice of French, emphasizing oral communication. The students discover different aspects of 20th century French culture by examining classics of early and modern French cinema. They learn film vocabulary, read articles about the historical contexts that frame the films in question, write short response papers on each film and make oral presentations. They are also engaged in a short film making project. Reading, writing, listening and speaking skills will be developed via the medium of film that provides ample contextualized and meaningful material for study and reflection. Classes will remain heavily focused on oral communication via discussion, presentation, and debate. Grammar is reviewed in context. This course is not a pre-AP course. Prerequisite: French 3 or 3H or placement by the department. (1 credit; full year)

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COURSE OFFERINGS

world languages

French 4H: French/Francophone Cultures: Advanced Grammar and Language—This honors course is designed for the student who is preparing for the Advanced Placement Language Examination. This demanding program focuses on the development of polished written and oral expression, and explores numerous literary works. Students are expected to function with fluency and accuracy in a wider range of open-ended situations. Activities encourage debate and discussion among the students who also read literature of different genres from which they are expected to draw inferences and comprehend abstract ideas. Based on the material presented in class, compositions expressing personal feelings and supporting ideas are required. The elimination of errors is an on-going process and special attention is given to analytical writing. Prerequisite: A- or better in French 3 or B+ or better in French 3H; departmental permission. (1 credit; full year) French 5: Expressions of Identity in Franchophone Film and Literature—This course focuses on films that provide the context for introducing students to the diversity of Francophone cultures and themes such as colonialism, independence, and immigration. Topics may include the French occupation of IndoChina; the revolution and liberation of Algeria; and the struggle for identity in the Caribbean. Reading, writing, listening and speaking skills will be developed via the medium of film that provides ample contextualized and meaningful material for study and reflection. Students will demonstrate their skills, knowledge and creativity via a final project on identity. Prerequisite: French 4 or French 4H and/or placement by the department. (1 credit; full year). AP French Language—This course is the equivalent to an intermediate to advanced college level course; it demands focus and attention to detail. The course is organized around the following six themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, Beauty and Aesthetics and exposes students to information, ideas and language from a variety of authentic sources from the Francophone world. Students’ interpretive comprehension will be assessed through the use of multiple-choice questions and short written or spoken presentations in response to audio and/or textual stimuli. Students’ presentational language will be assessed through the writing of persuasive essays and on spoken presentations in response to a given stimulus on which they compare cultural features of their own community to those in the Francophone world. Student’s interpersonal language will be assessed through the writing of letters and emails and by participating in a simulated conversation. All the while students must pay careful attention to appropriate register, social and emotional context and make reference to their knowledge of the Francophone world. Prerequisite: B+ or better in French 4H; departmental permission. (1 credit; full year) Identity and Community: French/Franchophone Literature and Film (Post AP) H—This course is for students who have completed study in AP French language, heritage students or students who have returned from study abroad. The course focuses on the construction of the self and her/his role in society as seen through French and Francophone literature and cinema. The main goal of the course is to provide students opportunities to broaden their written and oral proficiencies with an intense focus on critical reading and literary analysis. Themes may include: Camus and existentialism, postcolonial voices in French/Francophone literature, Québécoise Identity, and Orientalism. Prerequisite: completion of AP French; departmental permission. (½ credit; full year) Mandarin 1—This is a course for beginners offered to students in 9th-12th grades. Mandarin 1 emphasizes learning the four language skills: listening, speaking, reading and writing. In this course students learn to express themselves and understand others by focusing on topics closely related to their own experience and their daily life. They study pronunciation, tones, character writing and basic grammar. “Pinyin” is used as the phonetic transcription system for Chinese characters. Students learn to read and write simple passages in Chinese characters about the themes learned. The course also aims to improve the students’ general knowledge of Chinese culture, geography and history. (1 credit; full year) 26 www.gfacademy.org

UPPER SCHOOL CURRICULUM GUIDE

COURSE OFFERINGS

world languages

Mandarin 2—This course continues to introduce Chinese grammar, vocabulary, characters, and usage. The four language skills (listening, speaking, reading and writing) will be further developed. Careful attention is paid to accuracy. Using an increased vocabulary and sentence structures, students respond to a variety of functions: formulating questions, describing, and narrating. The text, Integrated Chinese, combines audio-visual material as well as interactive exercises to provide an immersion into the Chinese language and culture. Prerequisite: Mandarin 1 and/or placement by the department. (1 credit; full year) Mandarin 3—This course is designed to continue learning the four skills (reading, writing, speaking, and listening). The student is given regular opportunities for meaningful communication in different themes by using more complex structures and vocabulary. The focus of the course is to recombine and expand elements previously learned in order to enable the students to express language more accurately. Students learn to read and understand short essays and to produce compositions on class themes. This course begins a formal introduction to literature and reading selections. The text, Integrated Chinese, combines audio-visual material as well as interactive exercises to provide an immersion into the Chinese language and culture. Prerequisite: Mandarin 2 and/or placement by the department. (1 credit; full year) Mandarin 4—This immersion course emphasizes oral communication and listening skills through vocabulary exercises, readings and discussions around various themes. Students will be able to communicate with greater confidence. They discover different aspects of Chinese culture through literary excerpts, movies and songs. They will be encouraged to discuss current events and to develop their creativity through projects using posters, videos, and oral presentations. Extensive reading materials will be used and essays are written regularly. Honors sectioning may be available if appropriate. Prerequisite: Mandarin 3 and/or placement by the department. (1 credit; full year) Mandarin 4H—This immersion course aims to prepare students for the Advanced Placement Language Examination during the following year. Focusing on reading, writing, listening and speaking, students learn to express themselves using a greater variety of structures, themes and cultural topics. Vocabulary is introduced in a significantly larger volume and higher speed. Readings will be much more advanced and will cover social, cultural, international, economic and political issues which students are then encouraged to discuss and debate in-depth. In addition, students work to polish their writing skills. Prerequisite: A- or better in Mandarin 3; departmental permission. (1 credit; full year) AP Mandarin—This course is intended for qualified students who are interested in completing studies comparable in content and difficulty to a full-year course at the second-year college level. The course is taught entirely in Chinese. It includes aural/oral skills, reading comprehension, grammar, and composition. Course content reflects intellectual interests shared by the students and the teacher (cultural celebrations, beliefs and attitudes, interests and career, teen life/self and the global community, famous people, social issues and current events, art and music appreciation, literature and poetry, geography/climate/ political divisions, etc.). Students are expected to read and write on a weekly basis. Oral skills are also emphasized through class discussion, which provides opportunities for students to articulate and debate their understanding of the materials in Chinese. Students following this course take the AP Chinese culture and language. Prerequisite: B+ or better in Mandarin 4H, departmental permission. (1 credit; full year) Post AP Mandarin H—This is a college level course taught entirely in the target language. Students continue to develop their proficiencies at a higher level via the 3 modes of communication: interpersonal, interpretive and presentational. Students apply their knowledge and skills learned to communicative tasks in real-life contexts and develop the ability to debate and to write using various discourse styles. In addition to learning about various subjects of Chinese history, culture and current affairs, students will select a topic of their interest to research. As a culminating project, students will use their original research to write an in-depth paper and 27 www.gfacademy.org

UPPER SCHOOL CURRICULUM GUIDE

COURSE OFFERINGS

world languages

present their findings orally. Possible topics include geography and population, ethnic and regional diversity, travel and transportation, holidays and cuisines, sports and games, current affairs, and societal relationships. Prerequisite: completion of AP Mandarin; departmental permission. (1 credit; full year) Spanish 1—This is a beginning-level language course. The goal for this course is to give Upper School students an opportunity to begin a foundation for the Spanish language with an intense focus on vocabulary and grammar. This immersion course will emphasize learning the four skills: reading, writing, speaking and listening. Students are expected to read beginning pieces of literature and to learn how to write essays. (1 credit; full year) Spanish 2—This course builds on students’ knowledge of grammar, structure, and syntax in Spanish allowing them to communicate with confidence. Students improve their command of the four skills: reading, writing, speaking and listening. Culturally rich thematic units provide the content and structure for the course and work to give students a broader understanding of the Spanish-speaking world. Using an increased vocabulary, students practice integrating circumlocution, formulating questions, describing, narrating and negotiating meaning. As the year progresses, students will work intensively with the past tenses and will be expected to express themselves with more spontaneity, fluency and accuracy. In order to prepare students for future coursework, Spanish 2 focuses on the use of authentic listening and reading materials aimed to increase higher-level target language comprehension. Prerequisite: Spanish 1 and/or placement by the department. (1 credit; full year) Spanish 3—This course is designed to continue practicing the four skills: reading, writing, speaking, and listening. The student is given regular opportunities for meaningful communication with much practice in sustaining conversation beyond simple statements or questions. The focus of the course is to recombine and expand elements previously learned in order to enable the students to express language more accurately. Formal grammatical structures are learned, such as the subjunctive mood, with stress placed on written and oral accuracy. Compositions are required on a regular basis. In addition, this course deepens the study of Spanish literature and film. A communicative approach continues to provide an immersion experience in the program. Prerequisite: Spanish 2 and/or placement by the department. (1 credit; full year) Spanish 3H—This honors course is an advanced version of the Spanish 3 course and covers the material in more depth; accordingly, it is designed for students who demonstrate strong interest and talent in the subject area. Additional reading and writing is accompanied by a swifter scope and sequence of material and more advanced literary works will be introduced. Students are expected to use the target language consistently and to express themselves with more spontaneity, fluency and accuracy. Grammar topics will include: the preterit vs. the imperfect, commands, the present and imperfect subjunctive, the conditional, the future and perfect tenses. Throughout the year, students will complete a variety of both individual and group projects using numerous technological tools. Prerequisite: A- or better in Spanish 2; departmental permission. (1 credit; full year). Spanish 4: Refining Cultural and Linguistic Proficiency—This course aims to improve communication skills in Spanish and to refine proficiency, both in terms of language and culture. During the course, students will learn the Spanish language in realistic, communicative contexts through reading, writing, listening and speaking. Students will develop a more sophisticated vocabulary in order to utilize the Spanish language in everyday communication. Grammar is learned in context and put into practice right away in order to help students improve comprehension and to facilitate the use and application of the language in authentic situations. Students will read literature and newspaper articles from Spanish-speaking countries, write short stories and compositions and watch/listen to movies, prompts and news in Spanish. Speaking skills will be highlighted during presentations and class activities. Prerequisite: Spanish 3 or Spanish 3H and/or placement by the department. (1 credit; full year) 28 www.gfacademy.org

UPPER SCHOOL CURRICULUM GUIDE

COURSE OFFERINGS

world languages

Spanish 4H: Spanish and Latin American Voices: Advanced Analysis of Grammar, Film and Literature—This course is designed for the student who is preparing for the AP Spanish Language Examination during the following year. This demanding program focuses on the development of polished written and oral expression, and the exploration of numerous literary works and films. Students are expected to function with fluency and accuracy in a wider range of open-ended situations. Activities encourage oral debates and discussion among the students. Students read literature of different genres and are expected to draw inferences and comprehend abstract ideas. Also, they write compositions based on the material presented in class, expressing personal feelings and supporting ideas. The elimination of errors is an on-going process and special attention is given to avoiding direct translation. Prerequisite: A- or better in Spanish 3 or B+ or better in Spanish 3H; departmental permission. (1 credit; full year) Spanish 5:—Spanish Intellectual History and Contemporary Latin American Politics—The first semester of this course begins with an in-depth study of Spanish intellectual history beginning in the 19th century. Students apply the content from previous years study of Spanish to engage in literary critique through examining realist literature and social commentary. Students also engage in how Spain examines its own history, focusing on representations of post-civil war Spain through film. The second semester of this course transitions to a study of the history of Government in 20th Century Latin America with a special focus on an economic context. Works of art, literature, music and poetry will be used in conjunction with current events in Latin America to explore the perspective of countries like, Bolivia and Peru on paths to economic development. Throughout the year this course includes writing assignments and speaking presentations that seek to improve students’ pre-existing language abilities. Prerequisite: Spanish 4 or Spanish 4H and/or placement by the department. (1 credit; full year) AP Spanish Language and Culture—This course covers the equivalent of an advanced college course in writing and conversation. It encompasses aural/oral skills, reading comprehension, grammar and composition. The course emphasizes the use of Spanish for active communication. The student will be able to comprehend formal and informal spoken Spanish, acquire vocabulary and have a grasp of structure to allow accurate reading of newspapers, magazine articles, and other modern literature texts. Also, the student will be able to compose expository passages and to express ideas orally with accuracy and fluency. Extensive training in the organization and writing of compositions is an integral part of this language course as well as spontaneous verbal production. Texts include “Preparing for the AP Spanish Language and Culture Exam”, as well as selected literature and articles from Spanish language press and news. Prerequisite: B+ or better in Spanish 4H; departmental permission. (1 credit; full year) Contemporary Topics in Spanish and Latin American Literature and Film (Post AP)—This course is for students who have completed study in AP Spanish language, heritage students or students who have returned from a study abroad program. The course introduces students to the formal study of a representative body of texts and films from Peninsular Spain and Latin America and U.S. Hispanic literature. In addition, the study of literature and film is alternated with the study of current events. The overarching aims of the course are to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills—with special attention to critical reading and analytical writing— and to encourage them to reflect on the many voices and themes included in a rich and diverse body of literature written in Spanish. Also, students will acquire the technical vocabulary necessary for advanced literary analysis in Spanish as well as some literary theory. Themes will include: family relations, gender construction, societies in conflict, the enigma of our existence, and a poetic look into Spanish in the Sahara. Prerequisite: completion of AP Spanish; departmental permission. (1 credit; full year)

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COURSE OFFERINGS

world languages/independent studies

Independent Study in World Languages—Upon completion of Level 5 or AP in French, Mandarin or Spanish, a student can choose to design an Independent Study that will allow further advanced study of a language. With the guidance of a language teacher, the student will create a course of study that includes literature, film, art, grammar and a culminating project. (½ credit; full or half year) INDEPENDENT STUDIES AT GFA GFA offers these special programs of more extended study to qualified 11th and 12th grade students ready to undertake ambitious projects and exploration. Individual Independent Study—Any student in 11th-12th grades who wishes to pursue a special area of study not offered as a specific course may, under special circumstances, create an Independent Study with an instructor. This course must meet a minimum of two to three periods per week for either the full year or for a semester, depending on the intensity of the study and its culminating requirement. Prerequisite: a well-defined plan of study, including goals and a syllabus, which are then may be refined by the instructor and student together; department permission; permission of the Head of Upper School; a completed Independent Study Application signed by the student, instructor, Department Head and Head of Upper School must be submitted in the spring prior to the year of study. (½ credit; full year or either semester)

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COURSE OFFERINGS

global online academy

Greens Farms Academy is pleased to offer Global Online Academy (GOA) courses to our students in 9th-12th grades. Established in 2011, GOA offers diverse and rigorous credit bearing courses to students in member schools around the world. Students participate in a truly global classroom, learning alongside peers with diverse backgrounds and experiences. Courses are designed, developed, and taught by teachers from member schools and meet the standards of rigor and high quality for which these schools are well known. Students must have the ability and motivation to work independently and will be collaborating with their classmates and instructor completely online through the Global Online Academy. About Global Online Academy Courses—Global Online Academy courses are interactive, instructional, and experiential. There are semester-long and yearlong options in subjects ranging from digital journalism to neuropsychology. All GOA courses have synchronous components (when students collaborate together, or work with their teacher, at a set time, generally using video conferencing software) and asynchronous components (students choose when to participate). Please note that GOA courses require the same time commitment and have similar workloads as any other course you would take at GFA. While there may be books and/or supplies to purchase, GFA tuition covers the cost of enrollment in GOA courses. The following guidelines apply to GOA courses: • GOA courses are elective course offerings and are not intended to fulfill or replace core requirements. • All GOA courses receive GFA course credit (semester courses ½ credit, yearlong courses 1 credit). • GOA courses will be scheduled and treated in the same manner as traditional courses in respect to academic policies. • Students interested in signing up for a GOA class should request the course on their four-year course plan. • The GOA site director from each member school enrolls students in every class and handles all GOA requests. • Approval to take a GOA course will be determined by the GOA site director and the Head of Upper School based on a number of criteria. • GOA adheres to strict drop/add policies and requires that students drop or add classes within the first week of the GOA semester. • GOA course grades are listed and reported on GFA student transcripts. For questions about GOA courses or for full course descriptions, please see the GOA site director, Justine Fellows, or visit Global Online Academy online, www.globalonlineacademy.org

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COURSE OFFERINGS

global online academy

YEAR LONG COURSES: Arabic Language Through Culture (Levels I-III) Japanese Language Through Culture I Japanese Language Through Culture II FIRST SEMESTER COURSES: 9/11 in a Global Context Advanced Topics in Economics Applying Philosophy to Modern Global Issues Bioethics Computer Science I: Computational Thinking Creative Nonfiction Digital Photography Filmmaking Genocide and Human Rights Global Health Introduction to Psychology Introduction to Investments iOS App Design Medical Problem Solving I Microeconomics Number Theory Poetry Writing Positive Psychology Social Psychology

SECOND SEMESTER COURSES: 9/11 in a Global Context Abnormal Psychology Advocacy Architecture Bioethics Climate Change and Global Inequality Comparative Politics Computer Science I: Computational Thinking Computer Science II: Analyzing Data with Python Computer Science II: Game Design and Development Computer Science II: Java Entrepreneurship in a Global Context Fiction Writing Game Theory Gender Studies Graphic Design Introduction to Psychology iOS App Design Linear Algebra Macroeconomics Medical Problem Solving I Medical Problem Solving II Music Theory & Digital Composition Neuropsychology Positive Psychology Prisons and the Criminal Law

Application Process: Note on course plan or email signifying interest to GOA Site Director, jfellows@gfacademy.org, due by March 2nd, 2018.

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COURSE OFFERINGS

athletics

ATHLETICS The GFA athletic program offers a wide selection of competitive teams and recreational programs. Freshmen and sophomores are required to participate in the athletic program all three seasons, with two of the three on a team. Juniors are required to participate in two seasons, one on a team, and seniors are required to participate two seasons. The competitive teams emphasize success through the development of positive self-esteem, cooperative effort, hard work, and excellent coaching. There is a team for each student who wants to participate, except where not possible due to facilities, personnel, or sign-up. Each team plays a full schedule of interscholastic games. The teams practice in the afternoons five days a week. Practice times vary, but generally run to 5:30 pm. The recreational programs emphasize increased fitness and ability in a variety of “lifetime” sports by providing an opportunity to play and learn in noncompetitive settings; these generally meet two or three days a week. With approval of the Director of Athletics, students who participate in intensive off-campus club sports may do a season of off-campus independent athletics in lieu of their requirement. In addition, students in 9th and 10th grades may substitute the musical or the play production for a season of sports. FALL OFFERINGS Girls— Teams: Cross Country, Field Hockey, Soccer, Volleyball Recreational: Personal Fitness/BootCamp Boys— Teams: Cross Country, Soccer Recreational: Personal Fitness/BootCamp WINTER OFFERINGS Girls— Teams: Basketball, Squash, Fencing Recreational: Kickboxing, Personal Fitness, Spinning, Climbing Boys— Teams: Basketball, Squash, Wrestling, Fencing Recreational: Kickboxing, Personal Fitness, Spinning, Climbing SPRING OFFERINGS Girls— Teams: Golf, Lacrosse, Softball, Tennis, Sailing (coed), Ultimate Frisbee (coed), Track Boys— Teams: Baseball, Golf, Lacrosse, Tennis, Sailing (coed), Ultimate Frisbee (coed), Track

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COURSE OFFERINGS

honor code

HONOR CODE During the 1999-2000 school year, a committee of the Greens Farms Academy Upper School Student Council created the first Honor Code, which carefully details the high standards to which GFA students hold themselves. The expectations of the Honor Code are not only the expectations of the faculty and administration; they are also the standards that Greens Farms Academy students have set for themselves and for one another. The Greens Farms Academy Honor Code is an important document created in the spirit of integrity and honesty, based upon trust and responsibility. It is the responsibility of GFA students to understand and sign the Honor Code Pledge and to abide by the standards established by the Honor Code in all areas of academic life. When students are unsure of whether or not certain behaviors violate this code, they are obliged to consult the appropriate faculty members for clarification. The excuse that a student did not know that certain behavior constituted a violation of this code is not an acceptable defense. Likewise, GFA faculty should give clear assignments that avoid encouraging academic dishonesty (e.g. a closed-book take-home test). The faculty should outline any specific standards for their courses at the beginning of the year or the term (e.g. special instructions about how to work with either a lab partner or homework partner). The following definitions of acts of academic dishonesty are included as a reference for students. All students should familiarize themselves with these terms to avoid breaking the Honor Code Pledge. • Cheating: Eluding the rules set forth on any form of academic work by using unauthorized materials or by being dishonest in any way. • Plagiarism: The unauthorized use of the language and thoughts of another and the representation of them as one’s own. • Fabrication: Constructing or inventing any information that is false or untrue, in any aspect of academic work. • Multiple submission: Submitting whole or partial parts of a work previously turned in as an assignment to fulfill later or unrelated academic work. • Facilitating academic dishonesty: To knowingly aid another individual’s act of academic dishonesty. • Unfair advantage: To obtain any forbidden or selective information in an academic exercise that other students do not have means to obtain or that puts other students at a disadvantage. • False citation: To knowingly credit an incorrect or false source of quotes and ideas. • Unauthorized collaboration: To work with any other person or gain any outside assistance on an academic exercise which was specifically assigned to be individual work, or for which permission to collaborate was not obtained from the teacher. (Please refer to The Source (GFA Handbook) for a full copy of the Honor Code and the school’s response to academic dishonesty in GFA’s Discipline Code.)

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UPPER SCHOOL CURRICULUM GUIDE

GREENS FARMS ACADEMY 35 Beachside Avenue, PO Box 998 Greens Farms, CT 06838-0998 T. 203.256.0717

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Greens Farms Academy does not discriminate against any person in admission, financial aid, program involvement, employment, or otherwise because of sexual orientation, race, religion, age, gender, national origin or disability.