championed the integration of academic excellence with authentic Christian faith
The document is a coalescing of the historic curriculum of our school, and contains content going back over a century Our purpose is to better onboard new faculty, help set guardrails and clarity for the vertical and horizontal articulation of the curriculum, provide structure and support for the character formation program in the classroom, preserve the rigor of our academic program, and - above all - preserve the integrity of our mission to integrate faith and learning Our vision is for faculty to use this as a reference document and lodestar as they design curriculum and plan lessons. While they do so, faculty should always remember our founding headmaster’s statement:
“The central aim of this school is to correlate Christian principles, the great and eternal verities, with education of a type high enough to merit intimacy with such exalted ideals ”
Frank E. Gaebelein, founding headmaster of
Last Updated: February 2025
The Stony Brook
School.
He served as head from 1922 to 1963.
Mission
The Stony Brook School is an independent college preparatory school that exists to challenge young men and women to know Jesus Christ as Lord, to love others as themselves and to grow in knowledge and skill, in order that they way serve the world through their character and leadership
Platform of Principles
The Stony Brook School was founded by the Stony Brook Assembly, a summer Bible camp and conference focused on teaching the historic truths of Christianity By design, the Assembly was strongly ecumenical and invited a wide variety of denominational speakers At its core, however, were seven doctrinal principles to which all speakers agreed The Platform has remained unchanged since its original writing in 1909
I. The Deity of our Lord Jesus Christ.
II. The need and efficacy of the sacrifice of the Lord Jesus Christ for the redemption of the world.
III. The presence and power of the Holy Spirit in the work of redemption.
IV. The divine institution and mission of the Church.
V. The divine inspiration, integrity, and authority of the Bible.
VI. The broad and binding obligation resting upon the Church for the evangelization of the world.
VII. The consummation of the Kingdom in the appearing of the great God and our Savior Jesus Christ.
Philosophy of Education
This statement was adopted by SBS in 2004, and was an adaptation of a previous Philosophy Statement from the 1970’s originally authored by Dean of Faculty D Bruce Lockerbie
We believe that the education provided by The Stony Brook School should begin with a concern for the student's relationship with God through his son Jesus Christ and extend throughout every other aspect of his or her life This is consistent with the stated purpose of the founders of the School, who expressed their belief that all truth originates with God and who emphasized the placing of Christian character before career
We believe that students learn as they follow examples, as they are exposed to ideas, as they practice skills, and as they are challenged to investigate and to think creatively and critically We believe, therefore, that it is our responsibility to provide the role models, the body of knowledge, the practical experiences, and the intellectual and artistic challenges that students need. To this end we have sought to provide challenges and meet needs first. historically, in a boarding and day school context and also, more recently, in a virtual school context As an integral part of personal growth, we believe that it is also important to provide a program for healthy physical development. To foster wise decision-making and to help our students respond with integrity to all these challenges and opportunities, we are committed to doing all we can to create an atmosphere of love, security, and hope.
We believe that the student body must be coeducational and also reflect the diversity of our society racially, culturally, and economically. Ideally, the student body should grow to be outstanding both spiritually and intellectually and show promise of excellence in many disciplines While the School seeks to serve as many children of Christian parents as possible, we welcome students from families not professing the Christian faith
We believe that our curriculum must be governed by the formal study of the Bible and the rigorous requirements of college preparation. We seek to discover the most effective ways that students learn even as we challenge them with the great essentials of knowledge Within the framework of the School's spiritual and academic objectives, we want to include as large a choice of courses and learning experiences as possible
We intend to emphasize the importance of Christian character, while at the same time fostering significant academic achievement that we will measure according to our own rigorous evaluation, national testing programs, and our graduates’ acceptance to a variety of outstanding colleges and universities. We will work to see our students become those who serve and lead in the great task of loving God with all their heart, soul, mind, and strength, while at the same time loving others as themselves
Our Purpose
Since 1922, teachers at The Stony Brook School have been challenging students to pursue moral character and spiritual growth through an academic program committed to excellence in all things A Stony Brook education seeks to form whole persons, not merely clever intellects. Founding headmaster Dr. Frank Gaebelein explained in his inaugural address to students and faculty, “The central aim of this school is to correlate Christian principles, the great and eternal verities, with education of a type high enough to merit intimacy with such exalted ideals.” For Gaebelein – and generations of passionate educators who followed – the school’s commitment to Christian education required that its students and teachers rigorously pursue enduring wisdom, knowledge, and skill
When schools seek academic excellence that is not moored to a larger vision of human flourishing, they produce graduates with mere skill who lack the virtue and purpose to serve God and neighbor This conviction is put quite pointedly in the school’s motto: “Character Before Career”
Character formation at The Stony Brook School is woven into the fabric of our entire program. Our focus on "Character Before Career" is reflected in the design of our curriculum, the passion and skill of our teachers, and the very ethos and “feel” of our community
“Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things What you have learned and received and heard and seen in me practice these things, and the God of peace will be with you.” Philippians 4:8-9
committed to the Augustinian dictum that “All Truth is God’s Truth ” The Stony Brook curriculum is devoted to seeking out and understanding God as He is revealed through both his word and His creation: as Dr. Gaebelein put it, the integration of faith and learning Our science labs, art studios, and humanities seminars are all devoted to seeking out God’s goodness, truth, and beauty in all things – including the best that has been thought and said across world history and culture. Our curriculum retains the hallmarks of the classical Western tradition, from Homer to Shakespeare to Dante to Milton, but also intentionally exposes students to thinkers and writers from all global cultures and traditions This vision of passing along the received wisdom of scripture and culture is perhaps best captured by the ancient concept of paideia: the training of a citizen to engage with culture with wisdom and virtue
It is our firm belief at Stony Brook that a curriculum is only as good as the teachers who embody it. Our teachers are intellectually curious, masters in their fields, and eager to demonstrate both theory and practice in their classes. But the role of a Stony Brook teacher goes beyond academic instruction Great teachers also provide a model of love, humility, and discipline for their students. They inspire a deep-seated wonder about God’s creation and saving mission in their students. In this, we prepare our students to “love others as themselves and to grow in knowledge and skill, in order that they may serve the world through their character and leadership ”
Academically, the Stony Brook curriculum is built around a triad of challenge, structure, and support. As alumnus and educator David Hicks ‘66 puts it, “the activity of learning takes place in the no-man’s land between what the student can accomplish and what he may not be able to accomplish.” Thus, our courses combine challenging texts, assignments, and projects with individualized attention and support.
Ultimately, great education must go beyond quizzes and lesson plans. Among Dr. Gaebelein's legacies is his innovative approach to holistic education in a Christian context “The day has long passed, if indeed it was ever present,” he says, “when learning meant only what went on in the classroom and nothing more ” In that spirit, the purpose of the school is represented in our entire communal life, from co-curricular pursuits to the shared time and spaces of our school year In everything we do, the charge to our students is clear: become who you were made to be
––––
Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect Romans 12:2
p p y y g of faith and learning,” “Character Before Career,” and “All truth is God’s truth ” In order to understand SBS’s distinctive mission and our historic pedagogical vision, this section will briefly summarize these bedrock principles. Further reading on these important topics can be found in the writings of great SBS luminaries such as Frank E Gaebelein’s The Pattern of God’s Truth and Christian Education in a Democracy, Bruce Lockerbie’s A Christian Paideia, and David Hicks’s Norms & Nobility.
Integration of Faith and Learning
The central educational vision of SBS and Christian education is encapsulated in the phrase “the integration of faith and learning.” Though now a common phrase and framework in Christian schools, it was first coined by Frank Gaebelein in his seminal works Christian Education in a Democracy and The Pattern of God’s Truth: The Integration of Faith and Learning Gaebelein writes in the latter of what this “faith-learning integration” is: “[Integration in Christian education is] the living union of its subject matter, administration, and even of its personnel, with the eternal and infinite pattern of God's truth This is the heart of integration and the crux of the problem ” (The Pattern of God’s Truth 48-50)
For Gaebelein, and for SBS today, integrating authentic Christian faith with authentic academic excellence is the purpose of our existence. We aim to break down partitions between the sacred and the secular, and pursue truth wherever it may be found Because God is the author of all reality, he is the author of all truth Integration of faith and learning can, however, be nebulous to define. Here, we will discuss some ideas of what it is and what it is not.
What the Integration of Faith and Learning is Not
It is first helpful to know what faith-learning integration is not. By this phrase, we do not simply mean the chapel services or spiritual life program, and its infusion into secular math, arts, or science curricula Extending spiritual and moral formation programming into the existing curriculum may have a place at certain times, but it is not integration. Neither do we mean that integration is the discipleship of students, the reading of Bible passages in a class, the prayer before a meal, the attendance of Bible studies, the advisory program, the character formation program, the existence of auxiliary programs, or the assignment of Christian theological readings. Integration of faith and learning cannot be achieved by “the addition of biblical or Christian theological precepts as illustrative examples within any particular discipline ”1 These may be worthy goals, but they will not accomplish an institutional-level integration of faith and learning.
1 Beers, Stephen and Beers, Jane. “The Integration of Faith & Learning” in The Soul of a Christian University. Abilene, TX: Abilene Christian University Press, 2008
Integrating faith and learning means the process of infusing the formal, informal, non-formal curriculum with a God-centered, Christian worldview Gaebelein wrote that “the segregation of various fields of knowledge into the sacred and the secular sets up distinctions contrary to the Christian faith” (Christian Education in a Democracy 72) As such, he proposes six criteria by which a Christian educational institution may be defined:
1. A Christian educational institution must be built upon a thoroughgoing Christian philosophy of education
2 It must have a faculty thoroughly committed to its distinctive philosophy
3 The entire curriculum must be Christ-centered
4. It must have a student body that will actively support its philosophy and aims.
5 It must recognize the two aspects of Christian education - the required and the voluntary
6. It must actually do the truth through applying the Christian ethic in all its relationships.2
It is the sixth and final point on which “the integration of faith and learning” may be found It requires an institutional commitment to the Christian worldview in all facets of its programming and existence. From financial policies to admissions candidates to hiring practices to athletics to marketing, all elements of the institution must prioritize the mission of the School because, above all else, the School is God’s, not man’s
Dr Raquel Korniejczuk summarizes Gaebelein’s vision of full integration of faith and learning as follows: “The ideal or total integration motivates emphasizing truth as fully as possible, and is characterized by:
● A focus on truth. The worldview includes the biblical conception of nature, man, and history The subject is just another disclosure of God. Teachers and students examine together the basic presuppositions of the textbook, class contributions, and prevalent ideologies, testing them by biblical principles to see whether they are Christian and can be accepted
● Truth is universal. Truth includes all subjects and pervades all disciplines. A Christian teacher cannot hide the truth, because the truth permeates all the thoughts and activities the teacher develops in and outside the classroom
● Truth as unity. All truth is God's truth. There is no dichotomy between sacred and secular. Christian teachers understand and present to students the wholeness of life The Bible is incorporated in the curriculum as a unifying vision The purpose of any educational activity is to learn to think Christianly about science, art, and human society. Though God may have a fully comprehensive and unified view of reality, we finite human beings do not Even our hermeneutics and theological methodologies are subject to the distortion and limitations of human interpretation and construction.”3
2 Gaebelein, Frank E Christian Education
that is never fully achieved but remains a guiding principle. In the 1970s, he applied SBS’s model to higher education and proposed a scheme of four levels of integration between “faith and learning ” The below schematic explains how this model works in practice:
teachers. A popular motto in many Classical schools proclaims that “the teacher is the text.” By this, they mean that the caliber of education is inextricably linked to the instructor who teaches, cares for, and models Christian living and thinking. At SBS, having master teachers who care passionately about the mission of authentic Christian faith and academic excellence is the bedrock of our existence As Gaebelein believed, there is “no Christian education without Christian teachers” (Christian Education in a Democracy 71)
SBS has sought to apply the framework of a Christian worldview in all academic disciplines Teachers have historically been asked to teach outside their own department to preach in chapel or teach a course in the Bible Department (there was not originally a “Bible Department”). The School has designed an interdisciplinary and integrated humanities curriculum that has students seeing the deep connections of the Biblical narrative to the cultural, historical, philosophical, and literary traditions of the ancient world. In science, mathematics, and arts classes, our teachers are instructed to lead students in the conversations of “why” the order and beauty of God’s creation is designed in this way and how it helps us to better understand our world and our neighbours Integrating faith and learning sees our teachers not only systematically incorporate Christian faith into their subject, but also be concerned for their students' integration The whole school aims to provide a coherent Christian worldview and emphasizes student responses to that mission
“In fact, it is not the slightest exaggeration to say that this matter of integration, or uniting the parts into a living whole, is the problem of problems, not only in Christian education but also in all other education as well." (The Pattern of God’s Truth 48-50)
This phrase, originally taken from St. Augustine and his work On the Trinity, is the all-encompassing theme of Frank Gaebelein’s writings and he even structures his landmark book The Pattern of God’s Truth around this idea He argues that:
“The whole of [scriptural] truth must be related to life to be known for what it really is. So it follows that for Christian education to adopt the principle that all truth is God’s truth means not only words but also deeds” (The Pattern of God’s Truth 35)
Through this, we see the essential nature of our educational mission: the unity of truth The worlds of literature, art, philosophy, science, and math become “the Christian’s rightful domain” (Arthur Holmes, The Idea of a Christian College 17) because we know that Jesus Christ as the incarnation of the Word, or logos, is the pursuit of the Christian school As Paul writes in Colossians, it is Christ “in whom are hidden all the treasures of wisdom and knowledge.” Because the Bible does not have an exhaustive explanation of all truth, we believe God has given us the capacity to reason in order to understand, organize, and use what He has revealed to us in creation (Holmes 17)
Former English instructor Jean Linzee (at SBS 1976-77, 78-79, 1991-2016).
and neighbor. This conviction is put quite pointedly in the school’s motto: “Character Before Career.” Our focus on character is reflected in the design of our curriculum, the passion and skill of our teachers, and the very ethos of our community.
Many schools are committed to the ideals of character education, but very few intentionally design their school to cultivate moral and intellectual virtue. At Stony Brook, character education permeates every aspect of our school. We believe character is formed through the following:
Exposure to compelling moral exemplars: Not only do we hire men and women of character to serve on our faculty and staff, but we also have developed a curriculum that purposely focuses on a core virtue in each grade. We know that students will imitate that which they love, and so we put before them teachers who will inspire them towards holiness and also teach them to analyze characters in texts and historical figures using the conceptual framework of the virtues and the vices We challenge them to relate the good and bad moral decisions in the texts they study to their own lives, so the scholarly and the pragmatic synchronize and enhance one another
Intentional discipleship: Our teachers, coaches, dorm parents, and advisors make sure every student is known and loved We meet with students regularly during advisory, chapel services, extra help sessions, and dorm prayer to help them discover who God has created them to be and give them advice on how to grow in virtue and resist the vices.
Formative community practices: In our classrooms, in chapel, in advisory, at workjob, at meals, on the weekend, and in the dorm, we have developed community habits that cultivate a love of serving others, a spirit of gratitude, and a desire for wisdom This dovetails with the Character Formation Program and app, developing specifically for SBS students to contemplate and internalize authentic Christian virtue and character
God's gracious and transformative love: We recognize that without God's grace working in the hearts and minds of young people, we can do nothing We rely on God, praying regularly for our students and for guidance as we develop plans. "Unless the Lord builds the house, those who build it labor in vain" (Psalm 127:1a).
Cultivation of virtue: Cultivating virtue in the 21st century requires wisdom and imagination - the wisdom to know what is eternally true, and good, and beautiful, and the imagination to dream up strategies for inspiring Generation Z and Generation Alpha towards justice, courage, and love when their culture is telling them to focus on themselves, to put their hope in technology, and to do whatever feels good. At the Brook, we know that character is more than a buzzword True character education is counter-cultural
Founding Head of School Frank Gaebelein took as one of his educational mottos the Augustinian maxim that “all truth is God’s truth ” This truth, he wrote, “breaks down the division of knowledge between secular and religious, and brings ... life and thought ‘into captivity to Christ.’” As a result, Gaebelein advocated for classrooms that fearlessly explored academic disciplines and subjects with vigor and excellence This, he argued, was the mark of a great school
World Class STEM Offerings
Academic Excellence
Since 1922, teachers at The Stony Brook School have used an academic program committed to excellence in all things to challenge students to pursue moral character and spiritual growth At Stony Brook, our rigorous curriculum and instruction flows from our Christian mission rather than against it.
Integrated Humanities Curriculum
Stony Brook’s signature Humanities program invites students to consider the great questions of human existence through an integrated study of literature, history, and the Bible. From Humanities 9 to Faith and Culture, the capstone course of our curriculum, our teachers guide students through close readings and reflections on the best that has been thought and said in human history.
We encourage our students to fearlessly study and master God’s world STEM faculty at the school are distinguished for their commitment to “learning by doing” and project-based approach to the classroom. Our science students have the option to study and research at local laboratories We offer some of the top math offerings in the nation with multiple classes beyond AP Calculus BC, and our state-of-the-art STEM Lab houses our internationally competitive robotics and rocketry teams.
Primacy of the Arts
The visual and performing arts curriculum at The Stony Brook School is based on two essential truths: First, the creation process enables students to notice and explore the richness and complexity that can be found in the everyday world around them; second, that the language of art provides a unique means for students to articulate and communicate the discoveries made during that exploration
Understanding by Design
SBS uses Understanding by Design (UbD) to craft curricula that focus on deep learning and meaningful classroom experiences By aligning learning outcomes with enduring understandings and essential questions, SBS ensures that students engage in critical thinking, transferable skills, and real-world applications that lead to sustained academic growth
communication, and citizenship - with a 6th C: Christianity. This approach ensures that students not only develop essential skills for modern success but also ground their learning in a Christian worldview, fostering moral discernment and purposeful engagement in the world.
World Language Immersion
At The Stony Brook School, we follow ACTFL's recommendation that 90% or more of classroom time involves the use of the target language, encompassing everything learners say, read, hear, write, and view Starting from level one, our pedagogy immerses students in the target language to develop proficiency through authentic production and reception of language, with exceptions only for specific instructional purposes.
Classical Adjacent
SBS pedagogy and curriculum is influenced by the Classical education model, and informed by modern practices. SBS has several humanities courses that are based partially on the Classical education model of an interdisciplinary “humanities” or “humane letters” course focused on the cultivation of moral and intellectual virtues in the great tradition of the liberal arts SBS, in fact, helped shape the modern revival of Classical education, especially in the writings of David V Hicks ‘66 - an experienced head of school, alum and former board member of SBS who is a major influence in classical and Christian education.
A Christian Paideia
An SBS education aims to train young people to be full, ideal citizens (a paideia in Greek). It aims to form and train alums who embrace lives full of virtue and purpose and for their society and culture to benefit from them and their contributions As SBS alum David Hicks wrote, “Education as paideia is not preparation for life, for college, or for work; it is our inherited means of living fully in the present, while we grow in wisdom and in grace, in conscience and in style, entering gradually into ‘the good life ‘”
From Wonder to Wisdom
Our curriculum guides students from wonder to wisdom by igniting their innate curiosity and leading them toward profound understanding. Inspired by the journeys of figures like Dante and Augustine, who began with wonder and pursued Truth, Goodness, and Beauty, we design educational experiences that captivate the imagination and encourage deep exploration By engaging with classic literature, hands-on activities, and reflective practices, students are drawn beyond mere information acquisition toward a lifelong pursuit of knowledge and virtue.
Integration of Faith and Learning
The hallmark of the SBS curriculum is, and will always be, the integration of faith and learning As discussed earlier, courses at The Stony Brook School incorporate Christian worldview alongside and embedded into academic content, encouraging students to explore how their faith informs and intersects with their field of study Teachers and administrators should design curriculum pursuing the idea that “all truth is God’s truth” wherever it may be found. This should be a primary learning outcome. Classroom discussions and activities further deepen understanding by reflecting on ethical and moral implications of the subject matter, guided by Christian virtue, to foster both intellectual and personal growth.
SBS curriculum also cultivates virtue and character formation through intentional conversations about virtue, vice, the transcendentals, and “big picture” questions about life. To read more on this, turn to the section on Character Formation & Enduring Questions in this document
The following links provide specific information and templates for designing curriculum, units, and course materials at SBS
● Understanding By Design Template
● Learning Goals and Course Outcomes
● Lesson Plan Design
● Faculty Handbook for Discussions
● Faculty Handbook for Writing
● Andrew Barber's Presentation on Character Formation in the Classroom (former SBS faculty)
● SBS Curriculum Map (2020)
Former English instructor D Bruce Lockerbie (at SBS 1957-1991)
curriculum planning that focuses on achieving deeper understanding and meaningful learning outcomes. Developed by Grant Wiggins and Jay McTighe, UbD emphasizes a "backward design" approach, where educators first identify the desired learning results, then determine acceptable evidence of learning, and finally plan instructional activities. Its core principles advocate for teaching that prioritizes transferable skills and enduring understandings rather than rote memorization
Central to UbD are the Essential Questions and Enduring Understandings, which encourage students to think critically and apply knowledge across contexts By aligning goals, assessments, and teaching strategies, UbD helps educators create purposeful and coherent curricula that engage learners in exploring big ideas and making connections to real-world applications At SBS, we accordingly backwards-design our curriculum from 12th grade to 7th grade (or to 5th grade on Gravitas) to focus on the formation of these critical skills
Unit Design with UbD
The content below is a summary of the UbD process for specific units in any given SBS course Faculty should use these standards when crafting their syllabus and learning outcomes. The following documents are essential in crafting SBS curriculum
○ Understanding By Design Unit Design
■ Understanding By Design Template
○ SBS Unit & Lesson Plan Template
■ SBS Learning Goals and Course Outcomes
SBS Unit Plan Design Template
The following template is designed for crafting units in line with UbD and SBS expectations. This framework is based on documents from Understanding by Design, with significant influence from materials from the Covenant School in Texas and resources available through the Society for Classical Learning
Unit Plan Template
Unit Title:
Enduring Understandings
Course:
Unit Outcomes
● Identify the 4-6 points of essential knowledge that this unit forms students to retain and grasp eventually
● Focus on big, abstract, and transferable ideas
● Ideas that are worth being familiar with, and are important to know and to do - even beyond the subject
● Summarizes important principles in skill areas
● Offer a particular proposition of general significance
● Should be acquired through questioning, analysis, and synthesis
● Students construct understanding by engaging with ideas in real-world contexts
● Address counterintuitive or easily misunderstood concepts
● Rooted in evidence, historical understanding, and moral reasoning
Sample:
● Read and analyze selections from The Iliad with confidence, developing skills to engage with challenging ancient texts.
● Explain the cultural significance of The Iliad, particularly its impact on Greek identity, values, and the classical tradition.
● Understand and interpret the concept of arete, examining how Homer presents virtue and vice and their influence on the classical worldview
● Connect Homeric thought to later philosophical traditions, tracing how arete shapes future Greek philosophical and political ideas.
Teacher: Unit Dates:
Essential Questions
● Identify the 3-5 essential questions that the unit seeks to investigate based on the course description and outcomes
○ Consider the Moral & Intellectual virtues we aim to form in each grade (7th - courage, 8thtemperance, 9th - justice, 10th - wisdom, 11thlove, 12th - hope)
● What are the normative questions for this unit?
○ Normative questions are questions that direct the inquiry and norm students to think about the greater truth, goodness, or beauty of the content
○ Example: “What is the meaning and purpose of our existence? What are humanity’s absolute rights and duties? What form of government and what way of life is best? How does this mathematical expression help us understand the cosmos?”
● The questions do not need to be explicitly answered, but should spark more questions and bring meaning to discrete facts and skills
Sample:
● How did geography impact the civilizations of Ancient Greece?
● What is the good life according to Homer? What is arete?
● Why would Christians bother reading The Iliad? How does the Homeric worldview compare to the Biblical worldview?
Knowledge & Skills
● Identify the primary components and topics necessary to master the unit’s content This might include:
○ Vocabulary, definitions, theory, ideas, people, places/geography, names, dates, formulas, procedures/algorithms/steps to be taken…
Integration of Faith & Learning
● Describe how you will integrate faith into your unit and lessons
● How will students think “Christianly” about this topic?
● What presence will Scripture have in this unit, if any?
● How does it connect to the pursuit of “all truth is God’s truth”? To our mantra of “Character Before Career?”
Assessment Evidence
● Describe the observable and/or measureable demonstrations/products/performances of understanding, knowledge, and abilities
● List the summative and formative assessments for the unit (quiz, test, project, debate, discussion, etc )
● Criteria for evaluating (and often assigning a number/letter to) student performance
● Specify the core assignments (homework, quiz, test, report, essay, presentation) central to the unit
Sample:
● Two Socratic seminar discussions on Books I and IX of “The Iliad”
● Details of individual (daily) homework assignments
by and adapted from a similar resource from Madison-Ridgeland Academy and shared through CESA resources.
Teacher-Directed Learning
Instructional Strategy
Brief Description Resources
Lecture Lecture is direct instruction by a teacher, who is the primary communicator of information
Interactive Lecture (lecture that promotes discussion)
Active Learning
Interactive Lecture is direct instruction coupled with student engagement strategies to promote participation.
In an Active Learning Classroom, teachers utilize highly interactive strategies to facilitate learning to ensure that all students are engaged in lesson activity.
Guided Practice Guided Practice is interactive instruction between teachers and students
Teacher Modeling / Demonstration Teacher Modeling is an effective instructional strategy that allows students to observe the teacher’s thought processes as they demonstrate a particular skill
Review and Practice
Flipped Lessons
Progress & Accountability Checks
(homework, notebooks, skills, etc )
Review and Practice activities must go beyond simply checking to see how well students are prepared for an upcoming test By utilizing this strategy, teachers should determine if a lesson or a portion of a lesson needs to be re-taught
Teachers make use of video lectures outside the class in order to bring what was being done in the homework space back into the classroom In short: lecture at home, homework in class
Progress & Accountability Checks ensure that students become more responsible for learning with the ultimate goal of them taking ownership of their education This strategy is also a great way to reinforce student effort. Student effort significantly improves the probability of academic growth, which in turn fosters a growth mindset
Effective Lecture
Interactive Lecture #1
Interactive Lecture #2
Active Learning Strategies
The Importance of Guided Practice in the Classroom
Why Modeling is so important
The 3 Most Common Modeling Mistakes Teachers Make
Checking Student’s Understanding
Flipped Classrooms #1
Flipped Classrooms #2
Student Accountability
Instructional Strategy
Socratic Seminar
Harkness Discussion
Student-led Instruction or Activity
Student/Group Presentation, Performance, or Debate
In a Socratic Seminar activity, students help one another understand the ideas, issues, and values reflected in a text through a group discussion format The teacher leads the discussion and poses the questions/parameters The goal is to reach a better understanding of truth and the subject material
In a Harkness discussion, students are responsible for asking questions to each other and driving the discussion The discussion and questions are student-led The goal of a Harkness discussion is for students to discover their own thoughts
Based on what a student has learned during a lesson, they are given the task of providing instruction or demonstrating a skill to others
These are various activities in which students are asked to effectively communicate information or perform before an audience or group of listeners
An Independent Student Activity occurs when students are assigned some tasks to work on individually, usually without instructional support
Resources
Faculty Handbook for Discussions
Leading a Socratic Seminar
Harkness - Phillips Exeter Academy
Faculty Handbook for Discussions
Teach Me: Student-Led Instruction Strategies
Designing Effective Group Presentations
Structured Academic Controversies (in lieu of debates)
Setting Up Norms for Independent Work
Independent Classroom Activities for Newcomers
A lab is a structured, hands-on learning activity focused on experiential learning It involves data collection and analysis, encourages student reasoning and inferences, and often includes non-predetermined outcomes Labs often develop experimental design skills and lab techniques, fostering a deeper understanding of scientific concepts through the scientific process.
Teachers in this method use AI tools such as Flint or ChatGPT to complete an interactive assignment. Examples might include interviewing a historical or literary character, having an oral dialogue in a target language, roleplaying as a character, or getting feedback on an essay
Flint AI Use Cases
Activity groups to complete an assigned task with clear guidelines, expectations, and timeframes to complete the activity
Students Create Presentations/Proj ects Using Technology (PowerPoint, Google Slides, etc.)
Teachers utilize technology during instructional lessons for various purposes: learning activities, quick (formative) assessments, for students to present a project, etc
Many tools are available that simulate lab experiences that may not be available in person. These may be utilized when the materials are not readily available, or students are absent for an extended leave and need to make up experiments
Teachers utilize this highly interactive strategy to ensure that most, if not all students are engaged in lesson activity. Technology is an integral part of this strategy and is used by the teacher to introduce new content information, or practice/review information already covered
Group Activities are not Necessarily Collaboration
Students, either individually or collaboratively, create a presentation or project utilizing some type of technology program to develop and present their work
Open Educational Resources Virtual Labs Providers
How to Integrate Technology
Project-Based Learning
Former Science instructor and administrator Marvin Goldberg (at SBS 1945-1996)
above. Using the instructional and pedagogical strategies outlined above, faculty can then apply them to the individual lesson plans with a view towards the enduring understandings of that particular unit
When crafting lesson plans, faculty should be cognizant of the UbD and learning outcomes and may use the following resources
○ Understanding By Design Unit Design
■ Understanding By Design Template
○ SBS Unit & Lesson Plan Template
■ SBS Learning Goals and Course Outcomes
Most SBS classes are ~80 minute block periods The following lesson plan rubrics should be used as the default structure for an SBS class period. Teachers have wide autonomy in lesson plan design but, as with the design of our curriculum with UbD, individual lesson plans should be crafted intentionally and designed with specific learning outcomes in mind. Each lesson plan should fit with the overall unit and course objectives as communicated in the course syllabus and the units that are backward-designed
SBS Lesson Plan Design Template
The following template is designed for crafting lessons in line with UbD and SBS expectations. This template is optional, and the School does not regularly collect lesson plans from teachers This framework is based on documents from Understanding by Design, with significant influence from materials from the Covenant School in Texas and resources available through the Society for Classical Learning.
Former World Languages Chair and Latin instructor Dr. Martha Pavao (at SBS 1993-2020).
Lesson Topic:
Lesson Plan Template
Desired Results
Lesson Objectives
● What are the primary goals this lesson intends to address?
● What standards (unit goals, departmental scope/sequence, AP standards, etc ), if any, do these goals link to?
Enduring Understandings
● Identify the 4-6 points of essential knowledge that this unit forms students to retain and grasp eventually
● Focus on big, abstract, and transferable ideas
● Ideas that are worth being familiar with, and are important to know and to do - even beyond the subject
● Summarizes important principles in skill areas
Students will know…
● Identify the primary components and topics necessary to understand the lesson’s content This might include:
○ Vocabulary, definitions, theory, ideas, people, places/geography, names, dates, formulas, procedures/algorithms/steps to be taken…
Essential Questions
● Identify the 1-3 essential and normative questions that the lesson seeks to investigate based on the unit plan and course syllabus
● Design questions that connect and bring meaning to discrete facts and skills
○ They should be doorways through which learners explore key concepts
● What are the normative questions for this lesson?
○ Normative questions are questions that direct the inquiry and norm students to think about the greater truth, goodness, or beauty of the content
Students will be able to…
● What key knowledge and skills will students acquire as a result of this unit?
● What should they eventually be able to do as a result of such knowledge and skill?
Assessment Evidence
Performance Tasks
● Through what tasks will students demonstrate the desired understandings?
○ Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding
○ Rubrics might be used here
Other Evidence
● Through what other evidence will students demonstrate achievement of the desired results?
○ Includes pre-assessment, formative assessment, and summative assessment evidence Can be individual or group based. Can include informal methods such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay
Learning Plan
Learning Activities
● Description of learning experiences and instruction that will enable students to achieve the desired results
○ This is the core of the lesson plan and may be a minute-by-minute breakdown of the class
● Lessons and activities may be drawn from the Curriculum Guide’s Pedagogical and Instructional Strategies
● The best lesson plans chunk out the period and incorporate 3-4 activities over a block period. Below is a standard recommended lesson plan for the 83 minute block period at SBS
8 Minutes A “Do Now” or warmup Please take attendance at this time You may also check homework and/or check dress code
15 Minutes “I do” - teacher gives direct instruction via lecture or other means
15 Minutes “We do” - teacher and students work through a problem or text together and discuss actively
15 Minutes* “Y’all do” - students work through the problem or text in small groups and discuss actively, with limited teacher involvement
15 Minutes “You do” - student individually works through the problem or text, with teacher available for help
10 Minutes Group discussion and reflection. Assignment of homework and other class items
5 minutes An Exit Ticket, brief quiz, or other reflective activity
● Connect to the scope, sequence, and pacing found in the unit plan and course syllabus
● Details of individual (daily) homework assignments
● Consider ending class with an Exit Ticket or similar activity
8 Minutes A “Do Now” or warmup. Please take attendance at this time. You may also check homework and/or check dress code
15 Minutes “I do” - teacher gives direct instruction via lecture or other means
15 Minutes “We do” - teacher and students work through a problem or text together and discuss actively
15 Minutes* “Y’all do” - students work through the problem or text in small groups and discuss actively, with limited teacher involvement
15 Minutes “You do” - student individually works through the problem or text, with teacher available for help.
10 Minutes Group discussion and reflection. Assignment of homework and other class items.
5 minutes An Exit Ticket, brief quiz, or other reflective activity
*7th-8th Grade Teachers should consider using one of the middle slots (perhaps “Y’all do”) for an outdoor or physical activity monitored directly by the teacher.
Sample Chunked Lesson Plan #2
15 Minutes Have a TO DO” List on the board that your students know they must begin as soon as the bell rings to start class - while you take attendance and check dress code and then walk around the room checking/collecting HW:
● Copy their HW for your class for that night into their Planner
● Put their HW due that day on the top right corner of their desk
● Opening Activity/Warm-up that they do themselves once #1 and #2 are done in preparation for something in class today (could be a worksheet, could be studying for the quiz that is happening that day, etc….)
10 Minutes Going over together the Opening Activity the students did OR giving the Assessment for which they were reviewing
20 Minutes Presentation/Explanation of NEW material for the day
20 Minutes* Active Engagement with NEW material
10 Minutes Processing, Reflecting, Journaling, or other individual work
10 Minutes Summarizing/Reteaching
3 minutes An Exit Ticket, brief quiz, or other reflective activity
*7th-8th Grade Teachers should consider using one of the middle slots and flexing this tie for an outdoor or physical activity monitored directly by the teacher.
SBS faculty should have a high standard of academic rigor, while also prioritizing the structure and support needed for students to reach that challenge To do so, faculty aim to do the following to help students flourish:
Challenge
Faculty uphold high academic standards by assigning rigorous and meaningful work that pushes students to think critically and engage deeply with challenging texts and complex ideas They hold students accountable for their learning, encouraging perseverance and resilience while fostering intellectual curiosity and independence.
Structure
Faculty ensure an organized approach to teaching by preparing detailed lesson plans, setting clear and consistent expectations, and implementing effective classroom practices They create opportunities for active learning, group collaboration, and meaningful assessments, providing students with the tools and framework needed to succeed in a structured environment.
Support
Faculty actively support students by offering Office Hours and, if necessary, personalized tutoring and one-on-one feedback to address specific challenges They maintain open communication with students and families, provide timely, growth-focused feedback on assignments, and adapt teaching strategies to meet diverse learning needs, helping students build confidence and achieve their academic goals
This document highlights qualities of the ideal Stony Brook School teacher No teacher will live up to all of the standards all of the time, nor will teachers be held to standards of perfection Rather, the purpose of painting this ideal picture is to communicate our beliefs and priorities as a school and to help teachers and administrators identify areas for professional growth The qualities listed below are qualities that all SBS teachers should be striving for and growing in an intentional way 4
The Qualified SBS Teacher
● Lives in a Personal Relationship with Jesus Christ
○ Personal attractive and open faith in Jesus Christ; agreement with Platform of Principles
○ Vibrant faith for the Gospel and a commitment for life in a faith community
○ Ability to integrate Christian faith and their academic subject
○ Views all students as image-bearers of God and worthy of dignity and value
● Practices Professionalism
○ Works with humility and collegiality as a member of a faculty and departmental team
■ Fulfills the Five Essential Habits of an SBS Teacher
■ Exhibits professionalism in attendance, communications, timely completion of tasks, and respect for deadlines
○ Creates structures and supports that enable student learning
■ Demonstrates pedagogical competence by understanding course content and adapting classroom instruction with diverse learning activities and teaching methods
■ Organizes classroom time, space, and activities to maximize student learning
■ Creates a safe and welcoming classroom environment while managing and respecting different student personalities and cultures
■ Uses the Portal to communicate assignments and expectations in a timely manner and in according to the Grading Expectations for a faculty member
● Leads by Serving Others
○ Reaches across boundaries of religion, race, ethnicity, gender, and politics
○ Embraces the boarding school teaching vocation as requiring sacrifice, hard work, often beyond what is expected in other vocations
○ Supports the work of the School by fulfilling duties outside of the classroom including in residential life, spiritual life, and co-curriculars
4 This document was updated by Department Chairs and the Academic Office in 2024 to include a tiered approach. Included in this packet are two earlier editions of the Excellent SBS Teacher The first version of this was implemented in the 1970’s by D. Bruce Lockerbie, former Dean of Faculty, and the next was used from 2014 to 2024, and was authored by former Academic Dean and current Chief Strategy Officer, Dr Sean Riley The current iteration is meant to combine these documents and is not designed to replace their content.
● Disciples Students in the Great Conversation
○ Disciples students outside the classroom and works to bring God’s kingdom to local and global communities
○ Increase education in the Christian tradition, the natural world, and in his/her own teaching discipline
● Demonstrates Pedagogical Expertise
○ Embodies the Portrait of an SBS Graduate
○ Demonstrates pedagogical competence by mastering course content and instructing students in ways that cultivate curiosity and wonder
○ Creates structures and supports that enable students to meet the academic rigor of their curriculum
■ Organizes classroom time, space, and curriculum wisely in order to maximize student learning and engagement
■ Plans lessons that varies instruction and assessment to allow a diverse group of learners the chance to demonstrate strengths and work on weaknesses
■ Offers individualized extra help to students who need it and helps students make plans for success given their unique learning profile
■ Encourages students, not holding them to standards of perfection but rather understanding where they are intellectually and pushing them to the next step
■ Holds students accountable for their own learning by checking for comprehension, creating classroom activities that require each student to demonstrate knowledge (seminars, labs, projects, presentations, debates, group work)
○ Challenges students by holding them to developmentally appropriate high academic and behavioral standards
● Learns Deeply
○ Lifelong learner
○ Learns outside the school by attending conferences, seminars, and workshops
○ Collaborates with department members to enhance the curriculum and classroom instruction of the School
Former English, Latin, and Math instructor Pierson Curtis (at SBS 1924-1968) teaches outside the chapel
● Inspires students to wonder and to love truth, beauty, and goodness
○ Demonstrates lifelong learning through professional development, reading and research, discussions, etc
○ Affirms the existence of truth, beauty, and goodness as realities worthy of pursuit in their particular discipline and is an exemplar of that pursuit for the students
○ Exposes students to beauty through aesthetically pleasing visual aids, orderly and purposeful classroom design and decoration, and where appropriate to the beauty of God’s creation
● Trains students to be morally, intellectually, and aesthetically virtuous, skilled, and knowledgeable
○ Demonstrates pedagogical mastery with a deep understanding of course content and how to guide students in meaningful discussion about the enduring questions of the course
○ Creates structures and supports that enable students to flourish and pursue lifelong learning
○ Teaches students how to reason well and encourages intellectual virtues such as humility, curiosity, tenacity, rigor, courage, empathy, integrity, and justice
○ Cultivates character-forming experiences in students in alignment with the grade level virtues of SBS: courage, temperance, justice, wisdom, love, and hope
● Invests Deeply in the mission of the school
○ Embodies the mission and culture of SBS
○ Teaches and trains other teachers and writes or researches in their field
○ Creates curriculum that upholds truth, beauty, and goodness within their discipline
○ Demonstrates the fruits of the Spirit and winsomely affirms the truth of the Gospel while exhibiting Christian maturity
Former History instructor and administrator Judy Oulund (at SBS 1976-2010)
As a Christian school serving students from a widely diverse group of nations, ethnicities, and creeds, The Stony Brook School is committed as a matter of mission to recognizing and honoring the Imago Dei – the Image of God – in each of its students, faculty, and staff Our school life is animated with the belief that God has called those “of every tribe and tongue” to be his people As such, Stony Brook always seeks to unite a diverse population around a common purpose and aim: bringing God’s grace, peace, and justice to every corner of the earth The School’s academic practices are always considered with this in mind
The wide range of backgrounds and perspectives we bring to the classroom charges our study with purpose and provides mutual value to teachers and students alike A diverse classroom requires fellow learners to carefully consider both their unique perspectives and their own blindspots, approaching the common task of learning with humility and patience The global makeup of our student body also requires the School to develop a curriculum that considers universal questions and human experiences, studying the great works of human literature rather than the parochial concerns of our particular time and place.
As such, it is our responsibility to ensure that Stony Brook classrooms are accessible to students of different races, nations, ethnicities, and genders. This includes the hospitality of our teachers, who we entrust to maintain classroom spaces that are welcoming and safe for all to learn It requires us to maintain a curriculum of universal significance where students of all backgrounds can recognize themselves in our texts and art. The School especially prioritizes communal practices of fellowship, rest, and celebration that erode the superficial social barriers that often define high schools We remain united as a community as we mutually enjoy each other's company, food, music, and conversation. To protect this vision, the School will not tolerate any instances of harassment, bullying, or discrimination, and tasks each community member with proactively including and standing up for each other on campus
It is our goal as a school to ensure that all members of our community experience the power of the gospel that unifies all people under the banner of Christ Graduates with this experience will have grown in self knowledge, humility, and ultimately love. They will have gained empathy towards others and a greater awareness of the diversity of global cultures They will have learned how to disagree with others and explore complex issues from a variety of perspectives. This is an essential part of a Stony Brook education, and it is one that always challenges the school to be more and more a model of Christ’s radical love
––––
"I sit with Shakespeare and he winces not Across the color line I move arm in arm with Balzac and Dumas where smiling men and welcoming women glide in gilded halls From out the caves of evening that swing between the strong-limbed earth and the tracery of the stars, I summon Aristotle and Aurelius and what soul I will, and they come all graciously with no scorn nor condescension So, wed with Truth, I dwell above the Veil Is this the life you grudge us, O knightly America? Is this the life you long to change into the dull red hideousness of Georgia? Are you so afraid lest peering from this high Pisgah, between Philistine and Amalekite, we sight the Promised Land?"
-W E B Du Bois
character in our classrooms by leading students into the Great Conversation about humanity, our purpose, and our world While the relational aspect of SBS, in addition to chapels, our advisory program, and discipleship opportunities, allows much of our mission to be “caught” instead of taught, it is a cornerstone of the SBS experience that students explicitly discuss the importance of character and Christian virtue in our classrooms The content below summarizes how SBS arranges these conversations, and focuses on helping students “to know and to become ”
Virtue Formation
Each grade level also has a unifying moral or intellectual virtue that undergirds the curriculum as part of their text selection and course objectives, especially in the humanities classes
A virtue is a quality that allows something to achieve its proper end or to fulfill its specific function Specifically human virtues are habits of thought, feeling, and action that enable a human being to flourish individually and contribute to the common good Specifically Christian virtues are gifts of God that enable us to enjoy right relationship with God, fulfill God's calling on our lives, and with the Church, build his Kingdom
Below is a list of each course that covers, to some extent, the moral or intellectual virtue in question These virtues match the four cardinal virtues in the Classical tradition (wisdom, justice, courage, and temperance) and the three theological virtues of church tradition (faith, hope, and love) While some classes will emphasize the virtue more than others, the intention of this chart is to identify where these virtues are being discussed and cultivated in the SBS curriculum and to identify any weaknesses or overlaps
Courage 7th The ability to act rightly in the face of fear, danger, or adversity The resolve to confront challenges and persevere in pursuit of what is good, true, or just, even at personal cost
Temperance 8th
The proper ordering of desires and appetites, ensuring they align with higher purposes and are not excessive or deficient
Primary: English 7 Literature, World History 7
Additional: Old Testament, World History 8, Humanities 9, Humanities 10, English 9 (H), AP English Language, English Electives
Primary: English 8, World History 8
Additional: New Testament, Humanities 9, Humanities 10, English 10 (H), AP English Language, AP English Literature, Health & Human Flourishing, Visual and Performing Arts classes
5
Justice 9th
A disposition to judge, act, and feel rightly in situations that call for a distribution of goods or a meting out of rewards or punishments, and a call to objective justice (characterized by persons having or receiving what is their due)
Primary: English 9 (H), Humanities 9
Additional: Faith & Culture, New Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), US History (AP), AP English Language, AP English Literature, Adv Latin Literature
Wisdom 10th
The ability to discern what is true, good, and fitting, and to act accordingly Wisdom combines knowledge, experience, and sound judgment to navigate complex situations with clarity and integrity
Love 11th A disposition to will and seek the good of others for their own sake Love entails compassion, generosity, and a desire for unity, fostering genuine relationships and the flourishing of others.
Hope 12th A confident expectation of good outcomes, rooted in trust in ultimate meaning or purpose. Hope inspires perseverance, optimism, and resilience, even in the face of uncertainty or difficulty
Primary: English 10 (H), Humanities 10
Additional: Faith & Culture, Humanities 9, English 10 (H), European History (AP), AP English Language, AP English Literature, Adv Latin Literature, Adv Chinese Literature, English electives
Primary: CP English or AP English Language, European History (AP)
Additional: Faith & Culture, Humanities 9, Humanities 10, AP English Literature, Adv. Latin Literature, Adv. Chinese Culture, Spanish IV Honors, AP Spanish, English electives, Visual and Performing Arts classes
Primary: Faith & Culture, US History (AP), AP English Literature
Additional: Faith & Culture, New Testament, Humanities 10, English 10 (H), Health & Human Flourishing, AP English Language, US History (AP), Adv Latin Literature, Visual and Performing Arts classes
Former Visual Arts and Science instructor George Linzee (at SBS 1974-2016) gives his famous “Potter’s Wheel” chapel talk
The following are the great transcendentals that can be traced back to the Classical world and the Christian scholastic traditions of education through the medieval and modern world. At SBS, we view Jesus Christ as the embodiment of Truth, Goodness, and Beauty and, as a result, our curriculum champions the pursuit of these ideals. While these are discussed in many classes at SBS, the courses and assignments that most explicitly discuss these transcendentals are covered below
Transcendental
Brief Definition
Truth Matching of the intellect with what the thing perceived actually is (the object or end of a virtue) and, secondly, the virtue of being truthful in words and deeds, and avoiding hypocrisy, dissimulation, and duplicity6
Course Coverage
New Testament 8, Humanities 9, Humanities 10, English 10 (H), Health & Human Flourishing, College Prep English, AP English Language, AP English Literature, European History (AP), Faith & Culture in the 21st Century, all Math, Science, & STEM courses
Capstone Projects: Veritas Project in Humanities 10, Jesus Paper in Faith & Culture, Worldview Paper in Faith & Culture, Ethics Bowl tri-bowls in Health & Human Flourishing
Goodness That order of peace that is called shalom, the kingdom of God, or eternal life; and the consequent battery of character traits that equip human beings to participate in and enjoy that order of peace.7
Beauty “That which gives pleasure when seen” or contemplated; the object of intelligence and the sum of all senses contemplating the divine in the intelligible world8
6 St Thomas Aquinas, Summa II 109
7 Robert C. Roberts, Virtue Ethics in Christian Perspective
8 St Thomas Aquinas, Summa I-II, 27 1
Old Testament 7, New Testament 8, Humanities 9, Humanities 10, English 9 (H), Health & Human Flourishing, AP English Language, AP English Literature, United States History (AP), Entrepreneurship & Marketing, Faith & Culture in the 21st Century
Capstone Projects: Good Life Project in Humanities 9, Veritas Project in Humanities 10, Jesus Paper in Faith & Culture, Worldview Paper in Faith & Culture, Ethics Bowl tri-bowls in Health & Human Flourishing
All Visual and Performing Arts courses, Humanities 9, Humanities 10, English 10 (H), College Prep English, AP English Language, European History (AP), AP English Literature, English electives, Faith & Culture in the 21st Century, all Math, Science, & STEM courses
Capstone Projects: Veritas Project in Humanities 10, Worldview Paper in Faith & Culture, Visual Arts portfolios and crits, Performing Arts concerts and productions
throughout an SBS education. This list is not, and cannot be, exhaustive but the primary virtues we aim to cultivate are described below Also named below are the classes where these virtues are explicitly discussed to varying degrees. It is expected that these are discussed more generally in the SBS classroom when appropriate.
Virtue
Brief Definition9
Faith The theological virtue by which we believe in God and believe all that he has said and revealed to us…because he is truth itself
Curiosity & Wonder Pursuing questions joyfully and participating in communities of inquiry
Practical Wisdom
Compassion, Gentleness, & Kindness
An overall ability and disposition to make good moral judgments
Helping those in need, out of a sense of the importance of their well-being for their own sake
Course Coverage
All Bible courses, English 8, Humanities 9, Humanities 10, European History (AP), College Prep English, AP English Literature, US History (AP), Faith & Culture
Science laboratory classes, English 7 Literature, Humanities 9, Humanities 10, European History (AP), Visual Arts and Performing Arts classes, Health & Human Flourishing
Visual Arts and Performing Arts classes, Science laboratory classes, Health & Human Flourishing, STEM design projects,
World Language classes, English 8, English 9(H), English 10 (H), Health & Human Flourishing, College Prep English, AP English Language, Visual and Performing Arts classes, STEM design projects
9
Honesty Articulating truth for its own sake, shunning bad motives, and exercising good judgment
Humility Recognizing one’s limits, advancing arguments in service of truth, and valuing community
Tenacity Persisting in the pursuit of truth and beauty with discipline and flexibility
Magnanimity Demonstrating confident humility, extending grace, and assuming the best of others
Humanities 9, Humanities 10, European History (AP), US History (AP), STEM design projects
World Language classes, Visual Arts and Performing Arts classes, Economics, Science laboratory classes, STEM design projects
Science laboratory classes, English 7 Writing, English 8, Humanities 9, Humanities 10, College Prep English, AP English Language, US History (AP), STEM design projects
Humanities 9, Humanities 10, English 10 (H), World Language classes, US History (AP), Adv. Latin Literature
wellbeing, things that the generous person values as goods for herself
Joy The pleasure caused by love, either through the presence of the thing loved, or because of the proper good of the thing loved exists and endures in it
Forgivingness Belongs to situations in which one person has culpably offended another, and in which the latter is therefore justified in being angry with the offender.
Gratitude Feeling pleasure in being the beneficiary of some grace (such as a gift, a promise, a word of encouragement, a look of approval) from some benefactor
Humanities 9, Humanities 10, College Prep English, AP English Literature
World History 7, English 7 Literature, World History 8, English 8, English 9 (H), World Language classes
Visual Arts and Performing Arts classes, Economics, Science laboratory classes, STEM design projects
World Language classes, Visual Arts and Performing Arts classes, Economics, Science laboratory classes, STEM design projects
Former Performing Arts instructor Neil Akins (at SBS 1969-89 and 1991-2004)
form young people who can think and act meaningfully on these important questions about humanity, God, our world, and our purpose in it. Similar to the previous section, this is a list of the classes where these questions are discussed to varying degrees. It is expected that these are discussed more generally in the SBS classroom when appropriate.10
All Grade Levels
Enduring Question Grade
What does it mean to be human?
All
Who is God?
What is God like and how has he revealed himself?
What is the good life for human beings?
How should we organize ourselves? What is the nature of a good society?
What are truth, goodness, & beauty?
All
All
All
All
All
Specific Course Coverage
Primary: Bible classes, Humanities 9, Humanities 10, Health & Human Flourishing, Faith & Culture
Additional: Ethics & Politics, History of Philosophy, World History 7, World History 8, Visual and Performing Arts classes, World Language classes
Additional: Ethics & Politics, History of Philosophy, Economics, European History (AP), World History 7, World History 8
Primary: Bible classes, Visual and Performing Arts classes, Humanities 9, Humanities 10, Faith & Culture
Additional: Ethics & Politics, History of Philosophy, World Language classes, STEM classes, Math classes, Science classes
10 David Hicks dubs these “normative” questions in Norms & Nobility He notes that normative questions reveal the essence or nature of things and are especially concerned with human nature, in contrast to analytical questions which pursue a specific answer
Essential Question
What does it mean to be a global citizen?
What does it mean to truly care for others?
What is courage?
What can journeys teach us about ourselves?
What is temperance?
What is love? How can it help us to foster authentic unity and diversity in our world?
7th-8th
7th-8th
7th
Primary: English 7 Literature, World History 7, English 8, World History 8, Old Testament, New Testament, World Language classes
Additional: English 7 Writing, MS Art, STEM 7, STEM 8
Primary: English 7 Literature, World History 7, English 8, World History 8, Old Testament, New Testament
Additional: English 7 Writing, MS Art, STEM 7, STEM 8
Primary: English 7 Literature, World History 7, English 8, World History 8, Old Testament, New Testament
Additional: English 7 Writing, MS Art, STEM 7, STEM 8
7th
8th
8th
Primary: English 7 Literature, World History 7, English 8, World History 8, Old Testament, New Testament
Additional: English 7 Writing, MS Art, STEM 7, STEM 8
Primary: English 8, World History 8, New Testament
Additional: English 7 Writing, MS Art, STEM 7, STEM 8, World History 7, English 7 Literature, World Language classes
Primary: English 8, World History 8, New Testament, World Language classes
Additional: English 7 Writing, MS Art, STEM 7, STEM 8, World History 7, English 7 Literature
Former English instructor and administrator David Church (at SBS 1986-2016).
What is the Bible and what is its message?
How does God work in history?
9th-10th
Primary: Humanities 9, Bible classes
Additional: English 10 (H), AP English Literature
How has the human experience changed over time?
What is goodness?
What is justice?
What is the best form of government?
How do we understand nature?
What is knowledge? How do we know anything?
What are the origins of the universe, Earth, and its inhabitants?
What is wisdom?
9th-10th
Primary: Humanities 9, History classes
Additional: English 8, English 9 (H), English 10 (H), AP English Literature, World Language classes
9th-10th Primary: Humanities 9, Humanities 10, History classes
Additional: World Language classes, English 8, English 9 (H), English 10 (H), AP English Literature
9th-10th
Primary: Humanities 9, Humanities 10, History classes, Faith & Culture
Additional: English 7 Literature, English 9 (H), English 10 (H), AP English Literature
9th Primary: English 9 (H), Humanities 9, Faith & Culture
Additional: Faith & Culture, Old Testament, New Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), US History (AP), AP English Language, AP English Literature, Adv Latin Literature, Ethics & Politics, History of Philosophy
9th
Primary: English 9 (H), Humanities 9
Additional: Faith & Culture, Economics, Old Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), US History (AP), AP English Literature, Ethics & Politics, History of Philosophy
9th Primary: Science classes, Health & Human Flourishing, STEM classes
Additional: Faith & Culture, Humanities 10, World History 8
9th Primary: Science classes, Health & Human Flourishing, STEM classes, Humanities 9
Additional: Faith & Culture, Humanities 10, College Prep English
10th Primary: Humanities 10, English 10 (H), Humanities 9, College Prep English, European History (AP), Ethics & Politics, Faith & Culture
Additional: Science classes, Health & Human Flourishing, STEM classes, Visual and Performing Arts classes, English 9 (H), AP English Literature
What is the nature and origin of evil?
10th
Primary: Humanities 10, English 10 (H), Humanities 9, English 9 (H), College Prep English, European History (AP), Ethics & Politics, US History (AP), Faith & Culture
Additional: History of Philosophy, Adv Law & Government
What roles does religion play in society?
How have civilizations and cultures defined success?
10th
10th
What are the qualities of a good leader?
10th
Primary: History courses, Bible courses, Faith & Culture, AP English Literature, World History 7, World History 8
Additional: Economics, Ethics & Politics, History of Philosophy, Adv Law & Government, World Language classes
Primary: History courses, Bible courses, Faith & Culture, AP English Literature
Additional: World History 7, World History 8, Economics, Ethics & Politics, History of Philosophy, Adv Law & Government, World Language classes
Primary: History courses, Bible courses, Faith & Culture, AP English Literature
Additional: Economics, Ethics & Politics, History of Philosophy, Adv Law & Government, World Language classes
Former Physical Education instructor and administrator Jane Taylor (at SBS 1974-83 and 1985-2018)
What is the meaning of life?
11th-12th
What is the nature of reality?
11th-12th
What can we know, and what methods can we use to find truth?
11th-12th
Primary: Faith & Culture, European History (AP), Ethics & Politics, History of Philosophy, AP English Literature
Additional: Economics, Adv Law & Government, Health & Human Flourishing
Primary: Science classes, STEM classes, Math classes, Faith & Culture, European History (AP), Ethics & Politics, History of Philosophy, AP English Literature
Additional: Economics, Adv. Law & Government, Health & Human Flourishing
Primary: Faith & Culture, Science classes, STEM classes, European History (AP), Ethics & Politics, History of Philosophy, AP English Language, College Prep English, AP English Literature
Additional: Economics, Adv Law & Government, Health & Human Flourishing, English 8
What is beauty?
11th-12th
What skills and character traits do we need to be able to create beauty?
How should different cultures and peoples interact and care for each other in the modern world?
What is love?
11th-12th
Primary: Visual and Performing Arts classes, World Language classes, Math classes, Humanities 10, European History (AP), College Prep English, AP English Literature
Additional: Economics, Ethics & Politics, History of Philosophy, Adv Law & Government, English 8, English 9 (H)
Primary: Visual and Performing Arts classes, World Language classes, Math classes, Humanities 10, European History (AP), AP English Literature
Additional: Economics, Ethics & Politics, History of Philosophy, Law & Gov
11th-12th
11th
What makes a law a good law?
11th
Primary: World Language classes, Visual and Performing Arts classes, Humanities 10, European History (AP), AP English Literature
Additional: Economics, Ethics & Politics, History of Philosophy, Adv Law & Government
Primary: English 8, European History (AP), AP English Language, College Prep English, Ethics & Politics, History of Philosophy, Humanities 9, Humanities 10, Faith & Culture
Additional: Economics, Old Testament, English 10 (H), Health & Human Flourishing, US History (AP)
Primary: European History (AP), US History (AP), Adv Law & Government, Humanities 9, Health & Human Flourishing
Additional: Faith & Culture, Economics, Old Testament, New Testament, Humanities 10, English 10 (H), European History (AP), US History (AP), Adv Latin Literature
Additional: Faith & Culture, Economics, Old Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), US History (AP)
Is war ever justified? Under what conditions?
What is the best economic system?
How and when should governments interfere in markets?
11th
11th
11th
Primary: European History (AP), US History (AP), Adv Law & Government, Humanities 10, Faith & Culture
Additional: Old Testament, English 9 (H), English 10 (H), Health & Human Flourishing, European History (AP), US History (AP), Adv Latin Literature
Primary: Economics, European History (AP), US History (AP), Adv Law & Government
Additional: Faith & Culture, Economics, Old Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), US History (AP), AP English Literature, Ethics & Politics, History of Philosophy
Primary: Economics, European History (AP), US History (AP), Adv Law & Government
Additional: Faith & Culture, Economics, Old Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), US History (AP), AP English Literature, Ethics & Politics, History of Philosophy
What is hope?
Do humans have free will?
Do people define events or do events define them?
12th
Primary: US History (AP), AP English Literature, College Prep English, Humanities 10, Faith & Culture
Additional: Humanities 9, World History 7, World History 8, English 8, English 7 Literature, English 10 (H), Adv Latin Literature
12th Primary: Faith & Culture, US History (AP), European History (AP), AP English Literature, College Prep English, Humanities 10, Ethics & Politics, History of Philosophy,
Additional: Humanities 9, English 10 (H), Health & Human Flourishing, European History (AP), Adv Law & Government
12th Primary: US History (AP), Adv Law & Government, Economics, European History (AP), AP English Literature, College Prep English
Additional: Faith & Culture, Old Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), Ethics & Politics, History of Philosophy
What is freedom?
How ought we to care for the environment?
12th
Primary: US History (AP), Adv Law & Government, Economics, European History (AP), AP English Literature, College Prep English
Additional: Faith & Culture, New Testament, Humanities 10, English 10 (H), Health & Human Flourishing, European History (AP), AP English Literature, Ethics & Politics, History of Philosophy
12th
Primary: AP Environmental Science, Science classes, Adv Scientific Research
Additional: Faith & Culture, New Testament, Humanities 9, Humanities 10
What are the benefits and dangers of technology?
How has the impact of technology on society changed over time?
12th
12th
Primary: Health & Human Flourishing, European History (AP), Ethics & Politics, History of Philosophy
Additional: Humanities 9, Humanities 10, World History 7, World History 8, English 8
Primary: Health & Human Flourishing, European History (AP), Ethics & Politics, History of Philosophy, US History (AP)
Additional: Humanities 9, Humanities 10, World History 7, World History 8, English 8
Former Science instructor Michael Hickey (at SBS 1986-2019).
John 1, Revelation, various messianic prophecies in the Old Testament (especially Isaiah and Jeremiah)
close examination or a skimming of the reading.
OT
Book Course
Book Course
Genesis Old Testament, Humanities 9 Matthew New Testament, Humanities 10
Exodus
Old Testament, Humanities 9, English 10 Mark New Testament
Leviticus Old Testament, Humanities 9 Luke Humanities 10
Numbers Old Testament, Humanities 9 John Faith and Culture, Humanities 10
Deuteronomy Old Testament, Humanities 9 Acts Humanities 10
Joshua Old Testament, Humanities 9 Romans New Testament, Faith & Culture
Judges Old Testament, Humanities 9 1 Corinthians New Testament
Ruth 2 Corinthians New Testament
1 Samuel Old Testament, Humanities 9 Galatians New Testament, Humanities 10, AP English Lang
2 Samuel Old Testament, Humanities 9 Ephesians New Testament, AP English Lang
1 Kings Old Testament, Humanities 9 Philippians New Testament, AP English Lang.
2 Kings Old Testament, Humanities 9 Colossians New Testament, AP English Lang
1 Chronicles Old Testament 1 Thessalonians New Testament
2 Chronicles 2 Thessalonians New Testament
Ezra Old Testament, Humanities 9 1 Timothy New Testament
Nehemiah Old Testament, Humanities 9 2 Timothy New Testament
Esther Old Testament Titus New Testament
Job Old Testament Philemon
Psalms Old Testament, Humanities 9, College Prep English Hebrews New Testament, Humanities 10
Proverbs Old Testament, College Prep English James New Testament
Ecclesiastes Old Testament, College Prep English 1 Peter New Testament
Song of Solomon 2 Peter New Testament
Isaiah Old Testament, Humanities 9 1 John New Testament
Jeremiah Old Testament, Humanities 9 2 John New Testament
Lamentations Old Testament 3 John New Testament
Ezekiel Old Testament, Humanities 9 Jude New Testament
Daniel Old Testament, Humanities 9 Revelation New Testament, Humanities 10
Hosea Old Testament
Joel Old Testament
Amos Old Testament Tobit
Obadiah Old Testament Judith
Jonah Old Testament 1 Maccabees Humanities 9
Micah Old Testament 2 Maccabees Humanities 9
Nahum Old Testament Wisdom of Solomon
Habakkuk Old Testament Sirach
Zephaniah Old Testament Baruch
Haggai Old Testament
Zechariah Old Testament
Malachi Old Testament
Billy Graham speaks on the steps of Carson Auditorium in 1957, after leading a crusade at Madison Square Garden.
Integrated Humanities Curriculum
Below is a grade-level chart depicting the primary, and historical, text lists for each grade level. An “anchor text” is a foundational book for that grade level which the English Department and Academic Office has decided is integral to the outcomes and themes for that particular grade These texts should not be changed without the explicit permission of the English Department Chair and the Academic Office. A “choice text” represents a text that faculty may include in the curriculum that follows the departmental guidelines and goals for the course
Each grade level at SBS has a chronological theme for the year based on the Bible and History sequence. For example, in 9th grade students study the ancient world by reading the Old Testament and The Iliad in Humanities 9 and The Odyssey in English 9. This sequence is designed for students to fully understand the cultural, historical, theological, and philosophical contexts of each of the classic texts and to better understand their approaches to the “enduring questions ”
For many decades, SBS has read a Shakespeare in every academic year after grade 7 and, when possible with the thematic frame of the year, read at least one epic. We aim to continue this model in grades 8-12 and therefore read A Midsummer Night’s Dream and Beowulf in 8th grade, The Merchant of Venice and The Odyssey in 9th, Twelfth Night and The Aeneid in 10th, Macbeth in 11th, and Hamlet in 12th.
English
Anchor Texts
Required Grade-Level Texts
Grade 7
Theme:
Global Citizenship & the Virtue of Courage
The Hobbit, Brown Girl Dreaming, Lizzie Bright & the Buckminster Boy
English
Choice Texts
Faculty-Selected Texts (1-3) within departmental guidelines
Current: The Tale of Despereaux, The Phantom Tollbooth, Mrs Frisby and the Rats of NIMH, Wee Free Men, The Sword in the Stone
Historical: The Old Man and the Sea, The Rime of the Ancient Mariner, Treasure Island, Johnny Tremain, To Kill a Mockingbird
History Texts
Close Study Texts are listed here, see History Dept. literature for a comprehensive list
Selected ancient and medieval history primary sources
Bible Texts
Close Study Texts are listed here, see “Scriptural Coverage” in the previous section for a comprehensive list
Selections from the Old Testament including: Genesis, Exodus, Leviticus, Numbers, Deuteronomy, Joshua, 1 Samuel, 1-2 Kings, Esther, Job, Psalms, Proverbs, Ecclesiastes, Hosea, Jonah, Isaiah, Jeremiah, and Daniel
Grade 8
Theme: Global
Citizenship & the Virtue of Temperance
A Midsummer Night’s Dream, Long Way Down, Beowulf
Current: The Outsiders, A Christmas Carol
Historical: Julius Caesar, The Good Earth, The Prince and the Pauper, The Pearl, Lost Horizon, Wizard of Earthsea
The Boy Who Harnessed the Wind and selected primary sources from premodern and modern China, Japan, and the Americas
Selections from the New Testament including: Mark, Matthew, Luke, John, Acts, Romans, 1 Corinthians, 2 Corinthians, Galatians, Ephesians, Philippians, Colossians, Hebrews, James, Revelation
Grade 9
The Merchant of Venice, The Odyssey
Theme:
Ancient Literature & the Virtue of Justice
Current: Animal Farm, Just Mercy
Historical: Cry the Beloved Country,The Hiding Place, The Hate U Give, The Chosen, The Lord of the Flies, A Separate Peace, A Tale of Two Cities, Antigone, To Kill a Mockingbird, The Great Divorce
Lengthy primary source selections from ancient sources such as: The Epic of Gilgamesh, The Iliad, The Republic, Nicomachean Ethics, Politics, and Parallel Lives
Please see this link for a comprehensive list: Humanities 9 Sourcebook
Medieval Literature & the Virtue of Wisdom [in Exile]
Current: Kindred, Fahrenheit 451
Historical: The Great Divorce, Birthing Hope, Sir Gawain and the Green Knight, Cry the Beloved Country, Beowulf, The Canterbury Tales, selected poetry
Lengthy primary source selections from antiquity and the medieval world including: Meditations, The Consolation of Philosophy, Confessions, On the Incarnation, The Rule of St Benedict, The Life of Charlemagne, The Quran and more
Please see this link for a comprehensive list: Humanities Sourcebook Cont
The Gospel of Luke, Acts, and Galatians (Humanities 10)
Excerpts from Exodus (English 10)
Grade
11
Theme:
European Literature & the Virtue of Love
Othello or Much Ado About Nothing (College Prep), Macbeth (AP), Invisible Man, Educated
Current: Typical American, A Room of One’s Own, Les Miserables, When Breath Becomes Air
Historical: Pride and Prejudice, A Passage to India, Paradise Lost, Job, The Tempest, Heart of Darkness, Brideshead Revisited, Brave New World, British poetry, The Souls of Black Folk, Great Expectations, World War Z, Jurassic Park
Selected primary sources from the modern Western world including: The Prince, Erasmus, Martin Luther, Hobbes and Locke, Wealth of Nations, Enlightenment writers, The Communist Manifesto, “The White Man’s Burden,” Nietzsche, Freud, Mussolini, and selected poetry.
Psalms, Proverbs, and Ecclesiastes (College Prep) Or Galatians, Ephesians, Philippians, and Colossians (AP)
Grade 12
Theme:
American/British Literature & the Virtue of Hope
Hamlet, The Brothers Karamazov, Chemistry
*Varied texts for English elective classes
Current: Transcendent Kingdom, Sing Unburied Sing, The Great Gatsby
Historical: Absalom, Absalom!, The Sound and the Fury, Beloved, Cat on a Hot Tin Roof, Fences, The Adventures of Huckleberry Finn, American poetry
Selected primary sources from American experience including: the Declaration of Independence, U S Constitution, Gettysburg Address, "I Have a Dream" speech by Martin Luther King Jr., and more
The Gospel of John
Lengthy primary source selections on Christianity in the modern world including: Letters from a Birmingham Jail, Confessions, Jesus and the Disinherited, The Myth of Sisyphus, Beyond Good & Evil, & Works of Love
The following is a list of all texts read at SBS in English and History classes Please see the Scriptural Coverage section above for a list of the Bible Department Readings
Please see the following documents for a more comprehensive analysis:
● Major Texts at SBS
● Humanities 9 and Humanities 10 readings
Grade 7
Theme:
Global Citizenship & the Virtue of Courage
Text List
Literature: The Hobbit, Brown Girl Dreaming, Lizzie Bright & the Buckminster Boy, The Tale of Despereaux, The Phantom Tollbooth, Mrs Frisby and the Rats of NIMH, Wee Free Men, The Sword in the Stone, and selected short stories, fairy tales, and poems
History: History Alive! textbook, and selected ancient and medieval history primary sources
Grade 8
Theme:
Global Citizenship & the Virtue of Temperance
Grade 9
Theme:
Ancient Literature & the Virtue of Justice
Grade 10
Theme:
Medieval Literature & the Virtue of Wisdom [in Exile]
Literature: A Midsummer Night’s Dream, Long Way Down, Beowulf, The Outsiders, A Christmas Carol, and selected short stories and poems
History: Geography Alive! textbook, The Boy Who Harnessed the Wind and selected primary sources from premodern and modern China, Japan, and the Americas
Literature: The Merchant of Venice, The Odyssey, Animal Farm, Just Mercy, and selected short stories and poems
History: The Epic of Gilgamesh (selections), The Iliad (books 1, 3, 9, 11, 16, 18, 22, 24), Hammurabi’s Code, Antigone and more primary source readings in Humanities 9
Literature: Twelfth Night, The Aeneid, The Inferno, Kindred, Fahrenheit 451, selected short stories and poems
History: Meditations, The Consolation of Philosophy, Confessions, The Rule of St. Benedict, The Quran (selections) and more primary source readings in Humanities 10
Theme:
European Literature & the Virtue of Love
Grade 12
Theme:
American/British Literature & the Virtue of Hope
Invisible Man, Educated, Typical American, A Room of One’s Own, Les Misérables, When Breath Becomes Air,
History: Leviathan, Two Treatises on Government, What is Enlightenment, Virtue and Terror, White Man’s Burden, To the Person Sitting in the Darkness, and selected primary sources from premodern and modern Western world including: The Prince, Martin Luther, Wealth of Nations, and readings from the Enlightenment
Literature: Hamlet, The Brothers Karamazov, Chemistry, Transcendent Kingdom, Sing Unburied Sing, The Great Gatsby, and/or varied texts for English elective classes
History: After the Fact: The Art of Historical Detection, Narrative of the Life of Frederick Douglass, In the Garden of Beasts, and selected primary sources from American experience including: the Declaration of Independence, U.S. Constitution, Gettysburg Address, "I Have a Dream" speech by Martin Luther King Jr., and more
Faith & Culture: World Religions by Houston Smith, Myth of Sisyphus by Albert Camus, Anti-Christ and Beyond Good and Evil by Friedrich Nietzsche, Confessions by Augustine, Idolatry 2.0 by N.T Wright, Jesus and the Disinherited by Howard Thurman, Anthropology and the Abnormal by Ruth Benedict, Morality is Not Relative by James Rachels, Letter from a Birmingham Jail by Martin Luther King, Jr., Works of Love by Soren Kierkegaard, “Envy” from Glittering Vices by Rebecca DeYoung, Meditation on a Toolshed by C.S. Lewis, The Ethics of Belief by W.K. Clifford, The Will to Believe by William James, Proslogion by Anselm, Summa Theologica by Aquinas, Why Christian Faith Still Makes Sense by C.S. Evans, Cognitive Science of Religion by Kelly James Clark/Justin Barrett, The Evidential Problem of Evil by William Rowe, Evolutionary Argument Against Naturalism by Alvin Plantinga
Former Math Department Chair and Math instructor Thom Brownworth (at SBS 1967-2017).
The “Essay Wheel” writing curriculum of The Stony Brook School is based on Harvard University’s Writing Program and its Elements of the Academic Essay and Messiah University’s Writing Across the Curriculum and their Essay Wheel The below “wheel” is a direct adaptation of Messiah University’s Essay Wheel and created in consultation with and with the permission of Messiah’s Director of Writing, Prof. Christine Perrin.
This Essay Wheel is intended to be a scaffolded approach to unify the vision and language for writing analytical essays in grades 7-12 in all disciplines and departments. Though by no means the only writing materials or curriculum that our students use, it intentionally encourages students and faculty to communicate patterns in their writing to identify opportunities to grow in wisdom and skill in their rhetoric.
Faculty are encouraged to “customize” this Essay Wheel. Find samples of this here and here.
analyzed (not be peripheral) It should be stated early and it should govern the whole essay
Analysis
The work of breaking down, interpreting, and commenting upon the data, of saying what can be inferred from the data such that it is evidence for a thesis Analysis is what you do with data when you go beyond observing or summarizing it: you show how its parts contribute to a whole or how causes contribute to an effect; you draw out the significance or implication or assumption not apparent to a superficial view Analysis is what most makes the writer feel present, as a reasoning individual; so your essay should do more analyzing than summarizing or quoting
Argument
The series of ideas that the essay lays out which, taken together, support the essay’s thesis A successful argument will do more than reiterate the thesis, but rather make clear how each idea develops from the one before it The argument should show you not only analyzing the evidence, but also reflecting on the ideas in other important ways: defining your terms or assumptions; considering counter-argument – possible alternative arguments, or objections or problems, that a skeptical or resistant reader might raise; offering a qualification or limitation to the case you’ve made; incorporating any complications that arise, a way in which the case isn’t quite so simple as you’ve made it seem; drawing out an implication, often in the conclusion
Evidence
The data – facts, examples, or details – that you refer to, quote, or summarize to support your thesis There needs to be enough evidence to be persuasive; the right kind of evidence to support the thesis; a thorough consideration of evidence (with no obvious pieces of evidence overlooked); and sufficiently concrete evidence for the reader to trust
Structure
The sequence of main sections or sub-topics, and the turning points between them The sections should be perceptible and follow a logical order, and the links in that order should be apparent to the reader But it should also be a progressive order there should have a continuous direction of development or complication, not be simply a list or a series of restatements of or takes on the thesis (“Macbeth is ambitious: he’s ambitious here; and he’s ambitious here; and he’s ambitious here, too; thus, Macbeth is ambitious”) or list of elements found in the text For some courses or assignments, the structure may be tightly organized or required by an instructor (ex: a chemistry lab report, an AP history DBQ, etc.).
Motive
The reason, which you give at the start of your essay, why someone might want or need to read an essay on this topic, and to hear your particular thesis argued why that thesis isn’t just obvious to all, why other people might hold other theses on your topic (that you think are wrong or insufficient) or be puzzled or unclear about it This won’t necessarily be the reason you got interested in the topic (which could be private and idiosyncratic) or the personal motivation behind your engagement with it Defining a genuine motive should often be done in your introductory paragraphs.
Orienting
Bits of information, explanation, and summary that orient the reader who isn’t expert in the subject, enabling such a reader to follow the argument. The orienting question is, what does my reader need here? The answer can take many forms: necessary information about the text, author, or event (e g , given in your introduction); a summary of a text or passage about to be analyzed; pieces of information given along the way about passages, people, or events mentioned
The below content is taken from the Faculty Handbook for Writing
Students at The Stony Brook School write in a myriad of different formats and styles An analytical historical essay, for instance, will differ substantially from the conclusion of a lab experiment or a creative writing narrative. However, the binding vision is that our students will be able to harness their wonder and imagination into the written word This means they will be inspired to communicate effectively, synthesize complex ideas, and reason critically - all while winsomely and eloquently speaking with their own unique voice
The types of writing explained below are designed to be a sample of the different writing “choreographies” an ideal SBS graduate will be able to skillfully compose. This selection is not designed to be exhaustive, but is instead aimed at creating a shared language and set of scaffolded expectations that our students will build on every year of their SBS experience Students should be exposed to the basics of these kinds of writing early and often in their SBS careers in order to successfully add complexities in the higher grades.
These descriptions are meant to be a portrait of the types of writing we want our students to master They are not meant to be formulaic or prescriptive - faculty should be able to assign writing that fits their particular curriculum and pedagogy A particular disclaimer here concerns AP classes, where the College Board will often determine the most effective writing style for a specific test. In cases such as these, the students will use the overarching goals of these categories, but by that point in their SBS career will have the wisdom and critical thinking skills to tailor their writing to specific situations
Analytical Writing
In an analytical essay, students will support and defend an interpretive or argumentative claim In order to cogently write such analysis, students will identify and present evidence wisely and precisely. This involves synthesizing information from a variety of evidence, data, and sources and demonstrating how and why that evidence proves the writer’s claim Students will need to exhibit wisdom and discernment to discover this evidence through research, experimentation, and critical analysis of a text. They must also be able to effectively communicate the broader implications of their claim
In many cases, this claim will be distilled into a thesis, the brief summary (typically 1-2 sentences) of the author’s argument Many thesis statements, such as those in a history class, will also include a reason The reason argues why the claim is correct and captures big picture support(s) that explain why the student’s argument is sound based on the synthesized evidence These supporting arguments will add depth to the overall claim by connecting evidence in body paragraphs Students should be able to masterfully compose an hourglass essay: an exordium that introduces the topic and context, the body paragraphs that narrow the focus to the supporting arguments and their evidence, and a conclusion that situates the essay in a broader and meaningful context
Examples of Analytical Writing in the SBS Curriculum
● The conclusion in a lab report (synthesis of evidence from multiple sources and arguing a wider implication)
● A Document Based Question in a history class (synthesis of multiple primary/secondary sources and the creation of an overall argument)
● English analysis or synthesis essay
● Math proof demonstrates understanding of the structure of mathematical arguments
Persuasive Writing
At its core, a persuasive essay convinces the reader of its position and/or course of action through a compelling use of logic and evidence To accomplish this, the writer’s curiosity will generate an issue, find a necessary question, then persuade the audience of the best path forward This involves teaching students to reason through complex issues and make logical use of evidence to prove a position’s validity. Students will sharpen their rhetorical skills by convincingly structuring an argument with appropriate proofs or supporting data, and then motivate the reader to action through subjective or objective appeals. While there is often significant overlap with analytical writing, persuasive writing encourages the student to cultivate their own creative and narrative voice that will connect with the readers The student’s unique voice will use logical and compositional tools to inform, persuade, and motivate the reader.
Persuasive writing also creates culturally-engaged thinkers by asking writers to interact with evidence, data, and counterpoints for opposing positions. In so doing, they identify assumptions and practice making difficult decisions A strong persuasive essay fosters empathy by participating in dialogue with different viewpoints In short, our students will need to winsomely persuade future employers, business partners, friends, and family An effective persuasive composition helps them grow in wisdom to use their rhetorical skills virtuously and with love.
Examples of Persuasive Writing in the SBS Curriculum
● A project or funding proposal in a STEM class
● A philosophical or theological position paper in a History or Bible class
● A position paper in an English class
Narrative and creative writing communicates personal experiences and meaning through the mediums of stories and language. This style of writing may take many forms: creative writing, poetry, fiction, and non-fiction. These all help a writer acquire and develop their own individual voice as an image-bearer of God The emergence of a creative and narrative voice in all writing - analytical, persuasive, expositional, and scientific - is an essential skill to make writing compelling and relevant to a broader context
Although it lacks the objectivism of analytical writing, the narrative and creative writing process develops a writer’s organization beyond a formulaic structure into a type of writing incorporating tone, voice, structure, imagery, and details Students use language to convey meaning and evoke an emotional, intellectual, or logical response in their audience. Narrative writing also therefore creates empathy through the capacity to foster understanding and reasoning for events, people, and stories This ability to effectively describe and summarize is found in all types of writing at SBS and is sharpened in the narrative and creating writing process
Students make sophisticated use of important communication styles that are not as prevalent in analytical or persuasive writing: metaphors, transitional devices, personal style, discernible voice, effective wording, and a purposeful variety of sentence structures Narrative writing challenges the writer to break out of a formulaic style and authentically engage and challenge the audience Although his may be the most difficult form of writing for many students, but the ability to compose a compelling story and effectively communicate with the use of language, subtext, and syntax This focus on developing personal expression helps the students succeed in the personal narrative of a college application
. Examples of Narrative & Creative Writing in the SBS Curriculum
● The personal narrative for a student’s college application
● A poem or short story in an English class
● A summary of the methodologies and discoveries of a project or experiment in a STEM class
● A non-fiction history of an event, person, community, or idea in History, Bible, or English
● A creative writing piece in a History or Bible class, relying on historical or theological analysis and application
● An art “crit”
● A translation piece in World Languages, where personal writing style and flow help make the English translation readable and relatable
Expository writing focuses on the explanation of a text, topic, or data set The writer explicates, informs, and describes the subject to the reader while avoiding a subjective opinion. This requires a nuanced understanding of the text itself, as students must act as detectives to contextualize the passage or evidence, identify use of language, synthesize patterns, and discover subtext. Expository writing allows students to not only be able to interpret a document or set of evidence with clarity and precision, but also use their creativity to discover that evidence through explication or experimentation
Students are also challenged to present their explication in effective and accessible ways This causes writers to think empathetically about their audience and how the audience will digest their information Tools such as charts, graphs, summaries or analysis of existing research, statistics, quotations, descriptive details, or comparisons are helpful, but true growth comes in the writer’s pursuit of understanding their readers and how to best reach them
Examples of Expository Writing in the SBS Curriculum
● Poetry explication in an English class
● An exegesis of a Biblical passage in a Bible class
● Art criticism or writing in Visual Arts, English, or History
● Primary source analysis in History
● Lab report on observations and methodology in a STEM course
Scientific & Technical Writing
Although students will not write as often in their Science, Math, & STEM courses, the ability to effectively express their findings and reports in a clear and compelling manner is integral to a STEM project. Effective STEM writing emphasizes a precise use of language that conveys a synthesis and/or interpretation of data, which ultimately makes the conclusions of a project accessible and persuasive in a broader context This means that the planning and methodology of investigations are concisely communicated, and explanations are clearly constructed All of this must be accomplished with an objective writing style characterized by clarity of thought and expression Technical writing may be more descriptive than writing in the humanities, but it must nevertheless be succinct and thorough.
These skill sets are shared with expositional writing, as students are explaining a process without a personal opinion, and analytical writing, as students focus on making a claim and substantiating it with evidence and reasoning Of special emphasis is the ability to compose a strong abstract and a strong conclusion, both of which incorporate synthesis, analysis, and application. This is both a writing skill and a science skill. Strong technical writers also explain the implications of this project and how it builds on prior work Since students must capably express themselves in English in order to publish in math, science, or STEM journals, the ability to write effectively is an essential skill for a successful STEM student.
● Scholarly article in math or scientific journal
● Gathering research and summarizing that research in
● Project report
Engineering Writing
Writing in STEM and engineering courses at SBS focus on defining problems and designing solutions. Projects are concisely identified through creation of a point of view based on the needs and insights of a community. These project proposals must be precisely and effectively worded in order to clearly articulate the defined problem and its significance As a project progresses into the prototyping and testing phases, students must synthesize and present methodology in a compelling manner that invites further feedback from constituents This may result in project reports, interpersonal communication, and development and description of models - all of which incorporate effective written communication Successfully obtaining, evaluating, and communicating information about the project and its iterative results are rooted in the ability to synthesize and analyze through the written word.
Examples of Engineering Writing in the SBS Curriculum
● Lab reports
● Summary of methodology for a project,
● Scholarly article in math or scientific journal
● Gathering research and summarizing that research in
Former History instructor Milton Hostetter (at SBS 1961-1999)
Writing Formation
Midyear
● Proficiently compose an organized paragraph that expresses and develops a cogent idea or narrative
7th
● Employ the foundations of strong grammar and syntax
● Demonstrate growth towards discovering a personal writing style and its role in writing
8th
● Successfully compose a strong paragraph with an original interpretative or analytical claim
● Support the paragraph’s claim with a proficiently developed analysis based on evidence
● Link together multiple paragraphs with a clear overall theme and direction
● Skillfully and eloquently use grammar and syntax to engage the reader
● Demonstrate growth in a personal writing style and its role in academic or narrative writing
End of Year
● Proficiently compose a paragraph with a clear interpretative or analytical idea
● Support the paragraph’s claim with a proficiently developed narrative or analysis based on evidence
● Demonstrate growth towards wise and eloquent use of grammar and syntax
● Demonstrate growth towards synthesizing ideas, data, and evidence into a conclusion or argument
● Compose a multi-paragraph essay with an introduction, supporting arguments, and a conclusion
● Support a piece’s claim with a proficiently developed analysis based on evidence
● Distill the paper’s argument or interpretation into a short summary
● Skillfully and eloquently use grammar and syntax to effectively engage the reader
● Discover and utilize evidence for a claim or interpretation
● Demonstrate further growth in a personal writing style and its role in academic or narrative writing
Writing Formation
Midyear
● Proficiently write a multi-paragraph essay with an introduction, supporting arguments, and a conclusion
● Craft a competent and clear thesis statement, condensed into a 1-2 sentence argument or claim
9th
● Research and synthesize evidence from multiple sources or perspectives and analyze their implications
● Discover and utilize a personal writing voice and its role in academic or narrative writing
End of Year
● Skillfully write a multi-paragraph essay with an introduction, supporting arguments, and a conclusion that successfully defends an argument
● Craft a competent and clear thesis statement that asserts an argument or claim related to the evidence or data
● Research, synthesize, and critically evaluate evidence from multiple sources or perspectives and analyze their implications
● Cultivate and refine a personal writing voice and its role in academic or narrative writing
10th
● Skillfully write a multi-paragraph essay with an introduction, supporting arguments, and a conclusion that successfully defends a nuanced argument
● Craft an evidence-based thesis statement that distills and synthesizes an argument
● Research, synthesize, and critically evaluate evidence from multiple sources or perspectives and draw inferences about their significance
● Demonstrate further growth of a personal writing voice in academic or narrative writing
● Exhibit excellence in writing a multi-paragraph essay with an introduction, supporting arguments, and a conclusion that successfully defends a nuanced argument
● Skillfully craft an evidence-based thesis statement that distills and synthesizes a complex argument
● Research, synthesize, and critically evaluate evidence from multiple sources or perspectives and analyze their implications
● Cultivate a personal writing voice in all types of academic and narrative writing
11th
Writing Formation
End of Year
● Exhibit excellence in writing a multi-paragraph essay with an introduction, supporting arguments, and a conclusion that successfully defends a nuanced argument
● Craft an evidence-based thesis statement that distills and synthesizes a complex argument
● Skillfully research, synthesize, and critically evaluate evidence from multiple sources or perspectives and analyze their implications
● Cultivate and effectively use a personal writing voice in all types of academic and narrative writing, including the college application essay
● Make connections and applications between the intellectual curiosity and creativity of the classroom to cultural, vocational, and real world problems
12th
● Exhibit excellence in writing a multi-paragraph essay with an introduction, supporting arguments, and a conclusion that successfully defends a nuanced argument
● Craft an evidence-based thesis statement that distills and synthesizes a complex argument and takes an original position
● Skillfully research, synthesize, and critically evaluate evidence from multiple sources or perspectives and analyze their implications
● Cultivate and effectively use a personal writing voice in all types of academic and narrative writing, including the college application essay and vocational writing
● Apply intellectual curiosity and creativity outside of the classroom to cultural, vocational, and real world problems
Book Recommendations
Christian Education and Pedagogy
These books are penned by SBS faculty and alumni and represent the deep contributions of SBS to Christian education.
● The Pattern of God’s Truth: The Integration of Faith & Learning by Frank E Gaebelein
● Christian Education in a Democracy by Frank E. Gaebelein
● The Christian, The Arts, and Truth by Frank E Gaebelein and D Bruce Lockerbie
● A Passion for Learning: A History of Christian Thought on Education by D Bruce Lockerbie
● A Christian Paideia by D. Bruce Lockerbie
● Norms and Nobility by David V Hicks
● The Academic Imperative: A Reassessment of Christian Education’s Priorities by Richard A Riesen
● Piety and Philosophy: A Primer for Christian Schools by Richard A. Riesen
Books in this section are mission-aligned texts about pedagogy and Christian schooling:
● Flourishing Together: A Christian Vision for Students, Educators, and Schools by Lynn Swaner and Andy Wolfe
● The Idea of a Christian College by Arthur F Holmes
● The Seven Laws of Teaching by John Milton Gregory
● Beauty in the Word: Rethinking the Foundation of Education by Stratford Caldecott
● Virtuous Minds by Philip E Dow
● Virtue Ethics in Christian Perspective by Robert C Roberts
● The Black Intellectual Tradition: Reading Freedom in Classical Literature by Angel Parham and Anika Prather
● Glittering Vices by Rebecca DeYoung
Pragmatic and Practical
These books offer specific tools about designing lesson plans, curriculum, and training students.
● Understanding by Design by Grant Wiggins & Jay McTighe
● The Understanding by Design Guide to Creating High Quality Units by Wiggins & McTighe
● The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson by Silver, Strong and Perini
● Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School by Matt Copeland
● Small Teaching: Everyday Lessons from the Science of Learning by James Lang
Classroom by John C Bean and Dan Melzer
● Writing Analytically by David Rosenwasser and Jill Stephen “Toolboxes” for Each Academic Department and Discipline
● A History Teaching Toolbox by Russel Tarr
● The Math Teacher’s Toolbox by Wong and Bukalov
● The ELL Teacher’s Toolbox by Ferlazzo and Hull-Sypnieski
● The Science Teacher’s Toolbox by Dale and White
● The Language Teacher Toolkit by Smith and Conti
● The Classroom Chef: Sharpen Your Lessons, Season Your Classes, Make Math Meaningful by John Stevens
● The following books have helped the current versions of Humanities and Bible courses: Theology & Church History
● From Eden to the New Jerusalem by T Desmond Alexander
● An Old Testament Theology by Bruce Waltke
● The Promise-Pan of God by Walt Kaiser
● From Paradise to Promised Land by T Desmond Alexander
● God's Big Picture: Tracing the Storyline of the Bible by Vaughan Roberts
● Historical Theology by Alister McGrath
● Christian Theology: An Introduction by Alister McGrath
● The Story of Christianity by Justo Gonzalez
● A Survey of the New Testament by Robert Gundry
History
● The World around the Old Testament:The People and Places of the Ancient Near East ed Arnold & Strawn
● Ancient Near Eastern Thought and the Old Testament: Introducing the Conceptual World of the Hebrew Bible by John Walton
● Historical and Chronological Context of the Bible by Bruce W. Gore
● Hidden Riches by Christopher Hays
● History of the Ancient World by Susan Wise Bauer
● History of the Medieval World by Susan Wise Bauer
● Powers & Thrones by Dan Jones
● Lost to the West by Lars Brownworth
g g
● Faculty Handbook for Discussions
● Faculty Handbook for Writing
● Understanding By Design Unit Design
● Understanding By Design Template
● Learning Goals and Course Outcomes
● Individual UbD Lesson Plan Template
Character Formation in the SBS Curriculum
● Brief Accounts of Christian Virtues
● Andrew Barber's Presentation on Character Formation in the Classroom
Departmental Appendices
Each departmental appendix outlines the comprehensive curriculum and formation of that department’s classes In each appendix is: a departmental mission statement, a summary of the department’s pedagogical distinctives and emphases, a collection of the syllabi for that department, a scope and sequence for the department, and an annotated summary of the course offerings, learning outcomes, and units.
●Bible Department
●English Department
●History Department
●Mathematics Department
●Performing Arts Department
●Science Department
●STEM Department
●Visual Arts Department
●World Languages Department
The Bible Department at The Stony Brook School instructs students in the Christian faith and scriptures Drawing on a rich array of pedagogical tools and methods, students of all backgrounds learn to engage scripture academically and are encouraged to apply their understanding to the contexts of corporate worship and personal devotion The Bible Department seeks also to cultivate in students a deep understanding of God and of themselves--their relation to God, the world, and their vocations With this in mind, we hope to foster in students moral, intellectual, and spiritual virtues both through the learning and mastery of content and personal and collective reflection on the scriptures
Departmental Distinctives
Interdisciplinary Approach: As part of the school’s approach to an integration of faith and learning, the Bible serves as the spine of our humanities curriculum, particularly as used in our Humanities 9, Humanities 10, and English 11 courses This approach encourages students to see God’s work in all things
Capstone Experience: All Stony Brook graduates complete their education with “Faith and Culture,” a discussion-based seminar that studies Christian theology alongside other world religions The course encourages students to consider some of the deepest questions of life: Why am I here? Is there a purpose to life? What does it mean to be human? Is it reasonable to have faith in God? How do I know right and wrong?
In and Out of the Classroom: Our pursuit of God and his works continues outside the classroom, from weekly chapel services to seasonal Bible studies All of our teachers see the Great Commission as critical to their work, “making disciples of all nations, and teaching them all that I have commanded.”
Embodied Practices: At Stony Brook, we recognize that moral and spiritual growth cannot happen through mere didactic instruction Thus, special priority is given to rhythms and patterns of life that instill both students and faculty with an appropriate humility and wonder in God’s presence This includes campus prayer, singing, and service routines that are built into our schedule and work alongside the more academic goals of the Bible Department
Bible Department Curriculum
Scope & Sequence
The Bible curriculum at SBS aims to challenge students to know Jesus Christ as lord through the reading of Scripture, study of historical and modern Christian doctrine and theology, and examination of the history of the Christian church While the Bible curriculum extends far past the Bible Department at SBS, and is integrated into every aspect of our institution, the below chart summarizes the scope and sequence for formation of readers, thinkers, and writers in our Bible Department classes
● Bible Department Scope & Sequence
Syllabi
Please find below a compendium of all Bible Department Syllabi for the 2024-2025 year. An executive summary of these syllabi is found in the Course Descriptions and Outcomes section
● Bible
Resources
The resources below are intended to centralize many pedagogical and teaching resources for the Bible Department, both currently and historically.
Bible Department Resources:
○ Frank E Gaebelein’s 1948 essay on “Religion (Bible) Curriculum at The Stony Brook School”
○ Humanities 9-10 Faculty Guidebook
○ Previous Bible Curriculums
■ 7th Grade - Leslie Paige (2013-2020)
■ 7th Grade Bible (2010-2012)
■ 1944 SBS Bible Curriculum
Curriculum Guide: Bible Department Appendix
General Faculty Resources:
○ Faculty Handbook for Writing
○ Faculty Handbook for Discussions
○ Humanities 9-10 Faculty Guidebook
Course Offerings
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the Bible Department For more detailed information, see the specific class syllabus and the scope and sequence document.
MS.010/ Old Testament
Term: Fall | Grades: Required for all 7th graders
Course Description:
This comprehensive course in the Old Testament will explore the major stories, characters, and themes from Genesis through Malachi, or Creation to the Second Temple Period. Through both the close reading of texts and careful interaction with the broader plotlines of scripture, students will develop skills of textual interpretation, public speaking, and critical thinking
Units Covered:
1. Torah – Creation, the Patriarchs, Israel’s formation, and the significance of the Law.
2. Israel’s History – Joshua through Esther, the monarchy, exile, and return.
3 Wisdom Literature – Job, Psalms, Proverbs, Ecclesiastes, Song of Songs
4. The Prophets – Isaiah through Malachi, prophecy in Israel’s history and theology.
Course Outcomes:
● Develop an understanding of the overarching biblical narrative.
● Engage in critical thinking about wisdom, suffering, and morality as presented in the Old Testament
● Gain proficiency in textual interpretation and public speaking
● Explore the role of prophecy in biblical theology.
MS.015/ New Testament
Term: Spring | Grades: Required for all 8th graders
Course Description:
This course in the New Testament will introduce students to the Gospels, the epistles, and Revelation. Students will be challenged to examine the accounts the New Testament provides of Jesus the Christ and the claims that he is the fulfillment of Old Testament prophecies and the Savior of the world. Students will continue to grow in their interpretive skill set of careful and critical reading of texts and formulating reasoned positions based upon their reading
Units Covered:
1 The Gospels – The life, teachings, and significance of Jesus
2. Acts of the Apostles – The history and formation of the early church.
3 Paul’s Epistles – Theological foundations of Christian life and ethics
4 General Epistles & Revelation – Teachings from James, Hebrews, and John, and an analysis of Revelation
Course Outcomes:
● Understand the central role of Jesus as the fulfillment of Old Testament prophecy
● Analyze the historical, social, and political context of the early church.
● Develop interpretive reading and thesis-writing skills
● Engage with key theological teachings of the New Testament.
H.120/ Humanities 9
Term: Year | Credits: 1 | Grades: Required for all 9th graders
Course Description:
Through extensive study of Hebrew Scripture and other primary sources, Humanities 9 introduces students to ancient narratives that portray the social, religious, political, economic, and cultural conditions of the Ancient Near East. The ancient Israelites are compared with other ancient cultures, from the Sumerians to the Greeks. Primary and secondary sources such as films, works of art, essays, and epics are also studied for their interpretations of characters and events The course ends with the collision of Jewish and Greek civilization during the Hellenization of Israel.
Units Covered:
1 Historical Methods & Creation Myths
2. Ancient Mesopotamia & Flood Myths
3 The Patriarchs of Israel
4 Ancient Egypt & the Exodus
5. Bronze Age Greece
Course Outcomes:
6 Near Eastern Empires
7. Aksum, Achaemenid Persia, & the Prophets
8 Classical Greece
9 Classical Greek Philosophy
10.The Hellenistic World
● Mastery in writing argumentative essays with a strong thesis, well-supported by historical and theological reasoning
● Development of skills to analyze historical and scriptural texts, understanding their context, audience, and purpose.
● Ability to identify significant historical figures, events, and ideas to construct effective arguments
● Understanding the continuity and change in history and the complexity of past societies.
● Integration of faith and learning by exploring God's relationship with humanity and understanding the centrality of Jesus Christ in history
Bible Department Outcomes:
Humanities 9-10 are also Bible Department courses. Given this unique nature, the courses also form students to think critically about foundational theological truths of the Christian faith Students should have a strong understanding of the following theological concepts at the end of Humanities 9:
● The Bible’s ‘meta-narrative’ of Creation, Fall, and Redemption
● The Old Testament’s composition and organization into the books of Torah (Law), History, Wisdom/Poetry, and Prophecy
● The nature and attributes of God
● Creation as God’s royal temple-garden project
● Human beings as image-bearers of God and “royal priests” in charge of working and keeping the garden of God’s Creation
● The covenantal promises of the Old Testament: Covenant of Grace (or Edenic Covenant), Noahic Covenant,Abrahamic Covenant, Mosaic Covenant (or the Law), Davidic Covenant, and New Covenant.
● The nation of Israel and their covenantal relationship with God, as well as their role in “blessing all the families of the earth” through the coming Messiah
● The Exodus out of Egypt and entry into the Promised Land
● The Law, holiness, and humanity’s failure to keep the Law
● The failure of human kingship and the promise of a just and righteous king in the Davidic Covenant
● Messianic typologies and prophecies beginning in Genesis 3:15 (the Covenant of Grace) and extending across the entire OT culminating in the New Covenant of Jeremiah and Ezekiel
● The historical and theological context of the New Testament (ex: messianic hopes for Israel, Hellenistic Israel, and Hellenistic Jewish groups)
H.140/ Humanities 10
Term: Year | Credits: 1 | Grades: Required for all 10th graders
Course Description: Humanities 10 continues the narrative begun in Humanities 9 The course begins in the Hellenistic world and assesses the development and strength of the Roman Empire. Through careful examination of the Gospels and the Book of Acts, the life and teachings of Jesus are studied in depth The course then traces the development of the early church up to the time of Constantine, where issues of orthodoxy and heresy are explored Students then observe the rise of the Islamic and Byzantine Empires before turning to Medieval Europe at the time of Charlemagne The course concludes with an extensive research project on the Crusades and a thorough analysis of the High Middle Ages and the disasters of the fourteenth century.
Units Covered:
1. The Roman Republic & Empire
2 The Gospels & the Early Church
3 Christological Controversies & Orthodoxy
4. The Early Middle Ages
5. Crisis & Recovery in the West
6 Feudalism, The High Middle Ages, and The Crusades
7. The Calamitous 14th Century
Course Outcomes:
● Proficiency in writing argumentative essays with strong theses, organized structure, and well-supported evidence
● Understanding historical contexts, significance, and purpose of primary and secondary sources
● Historical analysis through identifying changes, continuities, and causal connections.
● Exploration of classical and medieval moral and intellectual virtues, with a focus on Jesus’ life and teachings
● Integration of faith and learning through contextual exploration of historical figures and events
Bible Department Outcomes:
Humanities 9-10 are also Bible Department courses. Given this unique nature, the courses also form students to think critically about foundational theological truths of the Christian faith Students should have a strong understanding of the following theological concepts at the end of Humanities 10:
● The Bible’s ‘meta-narrative’ of Creation, Fall, and Redemption
● The New Testament’s composition and organization into the Gospels, History (Acts), Epistles, and Prophecy (Revelation)
● The person and nature of Jesus and his life, ministry, death, and resurrection
● The message of all four Gospels of Jesus as the incarnate God, the promised Messiah, and the savior of the world
● The kingdom of God and Jesus’s teachings regarding its coming to all humanity
● The fulfillment of the God’s covenantal promises, Messianic prophecies, and the Old Testament in Jesus
● The purpose and mission of the Christian church, and the history of the early church as found in the book of Acts and early church writings
● The historical and theological context of the New Testament epistles, especially Galatians and the Pauline epistles
● The relationship and distinction between the Law and the Gospel, especially as presented in Galatians
● The nature of Jesus as the incarnation of God who is fully God and fully human, and the Christology of the Council of Nicaea and the Council of Chalcedon
● The person and work of the Holy Spirit and His role as a member of the Trinity with God the Father and God the Son
● The promise of Christ’s return and the consummation of God’s Creation as His garden-temple-palace with humanity as his royal priests and image-bearers
● The history of the Christian church from antiquity to the 14th century, including readings from the patristic period, the major ecumenical councils, and the Great Schism between the Eastern and Western churches
E.170/ College Preparatory English
Term: Year | Credits: 1
Grades: Required for all juniors who are not enrolled in AP English Language or seniors new to SBS and not enrolled in AP English Literature
Course Description
This course is designed to prepare rising juniors and seniors to become college-level readers and writers. Students will read a variety of texts both older and contemporary across multiple genres, including plays, novels, short stories, poems, personal essays, and persuasive essays The course emphasizes writing development through personal, reflective, and persuasive essays while encouraging analytical reading and critical thinking
Units Covered
1 Horoscopes for the Dead – Exploring humor and tragedy in poetry
2. When Breath Becomes Air – Facing the unknowns of life and death
3 Persuasion – The balance between decision-making and persuasion
4 The Great Gatsby – The American Dream and societal mobility
5. Invisible Man – Race, identity, and societal expectations
6 Poetry Books of the Bible – Wisdom literature and life’s meaning
7 Othello – Revenge, identity, and the power of words
Course Outcomes
By the end of the course, students will be able to:
● Construct evidence-based thesis statements and multi-paragraph essays with clear arguments
● Research, analyze, and synthesize sources to develop nuanced arguments
● Develop a strong personal writing voice across academic and narrative styles.
● Apply intellectual curiosity and creativity to real-world writing and problem-solving
Texts: Wordly Wise Grade 11, Horoscopes for the Dead, When Breath Becomes Air, Persuasion, The Great Gatsby, The Bible (NIV), Invisible Man, Othello
E.301/ AP English Language & Composition
Prerequisite: A- in English 10 or B+ in English 10 Honors
Term: Year | Credits: 1
Grades: Required for all juniors who are not enrolled in College Preparatory English
Course Description
This AP-level course develops students’ abilities in evidence-based analytic and argumentative writing while refining rhetorical analysis skills Through the study of nonfiction texts including historical documents, essays, speeches, and visual media students learn to evaluate, synthesize, and construct well-supported arguments The course emphasizes clear, persuasive writing and rigorous analysis in preparation for the AP English Language and Composition Exam
Units Covered
1 Foundations of Rhetoric – Introduction to argumentation and rhetorical analysis
2. Great Expectations – Social class, ambition, and personal growth
3 A Room of One’s Own & Other Essays – Argument development and critical writing
4 Catcher in the Rye – Identity, adolescence, and alienation
5. Educated – Memoir analysis and worldview formation
6 Macbeth – Power, ambition, and moral corruption
Course Outcomes
By the end of the course, students will be able to:
● Develop and defend evidence-based arguments in writing.
● Identify and analyze rhetorical strategies used in nonfiction texts
● Enhance writing quality through improved grammar, structure, and literary analysis
● Apply rhetorical techniques to craft compelling persuasive essays.
Texts: Great Expectations, A Room of One’s Own, Catcher in the Rye, Educated, Macbeth, and various essays, poems, and biblical selections
B.040/ Faith and Culture in the 21st Century
Term: Year | Credits: 1
Grades: Required for all seniors
Course Description
This senior-level discussion-based seminar serves as the capstone of the Bible curriculum It is designed to integrate with humanities coursework by examining human life within a broad historical and cultural context. In particular, Christian theology is investigated through an in-depth scriptural study of The Gospel of John and a comparative study of the major religions of the world In keeping with our mission, students will engage in a scholarly examination of the person and work of Jesus Christ. Through this course, The Stony Brook School seeks to challenge students to understand the multivalent reasons why human beings believe the things they do, and thus to become more thoughtful about how they approach answering the significant questions of life: Why am I here? Is there a purpose to life? What does it mean to be human? Is it reasonable to have faith in God? How do I know right and wrong? Major assessments include a paper articulating a reasoned worldview, a paper describing the student’s understanding of the Christian faith, a group presentation on a major world religion, and the memorization of John’s Prologue (John 1:1-18) The course will develop the following skills: writing, research, hermeneutics, public speaking, debate, critical reasoning, and memorization
Units Covered
1 Philosophy & Worldview
○ What does it mean to be human?
○ Is goodness real or relative?
○ How do we know what we know?
○ Is religious faith reasonable?
2. World Religions
○ Overview of major religious traditions (Hinduism, Buddhism, Judaism, Islam, Christianity)
○ Key beliefs, practices, and ethical teachings
○ Comparative study of similarities and distinctions
3 Biblical Theology & the Gospel of John
○ Who is Jesus according to John?
○ The significance of Jesus’s life, death, and resurrection
○ Analyzing the claims of John’s Gospel
Course Outcomes
By the end of this course, students will:
● Clearly articulate and give reasons for their beliefs about human nature, morality, and religious faith
● Demonstrate an elementary understanding of central philosophical problems raised by viewpoints such as existentialism, moral relativism, and monotheism
● Develop intellectual humility through reading and discussing philosophical and religious topics with those who differ.
● Publicly present research on philosophical and religious ideas with clarity and proficiency
Curriculum Guide: Bible Department Appendix
Texts: Gospel of John, World Religions by Houston Smith, Myth of Sisyphus by Albert Camus, Anti-Christ and Beyond Good and Evil by Friedrich Nietzsche, Confessions by Augustine, Idolatry 2 0 by N T Wright, Jesus and the Disinherited by Howard Thurman, Anthropology and the Abnormal by Ruth Benedict, Morality is Not Relative by James Rachels, Letter from a Birmingham Jail by Martin Luther King, Jr , Works of Love by Soren Kierkegaard, “Envy” from Glittering Vices by Rebecca DeYoung, Meditation on a Toolshed by C.S. Lewis, The Ethics of Belief by W K Clifford, The Will to Believe by William James, Proslogion by Anselm, Summa Theologica by Aquinas, Why Christian Faith Still Makes Sense by C S Evans, Cognitive Science of Religion by Kelly James Clark/Justin Barrett, The Evidential Problem of Evil by William Rowe, Evolutionary Argument Against Naturalism by Alvin Plantinga
Departmental Scope & Sequence
The Bible curriculum at SBS aims to challenge students to know Jesus Christ as lord through the reading of Scripture, study of historical and modern Christian doctrine and theology, and examination of the history of the Christian church. While the Bible curriculum extends far past the Bible Department at SBS, and is integrated into every aspect of our institution, the below chart summarizes the scope and sequence for formation of readers, thinkers, and writers in our Bible Department classes.
Students Will Be Able To….
Essential Skill #1
READING AND COMPREHENSION
Students understand the concept of genre and can distinguish various genres; Students understand the overall message of the Bible and the centrality of Jesus as the risen Messiah
Students will spend a long time reading and understanding the major themes of the gospels, the arguments of Paul’s letters, and the impact of the apostles on the early church The centrality of Jesus crucified and risen is emphasized throughout.
Students will understand the context, audience, meaning, historical significance, point of view, and purpose, of Old Testament Scriptures and other primary and secondary sources, as well as the meaning and significance of ancient cosmology, the unfolding of God’s redemptive plan for human beings through covenants following the Fall, the genesis and history of Israel, the law, and forms of government among the Israelites, prophecy, and typology in the Old Testament.
Students demonstrate mastery in identifying and analyzing point of view, purpose and audience within a text.
Students demonstrate mastery of identifying an author’s rhetorical situation, argumentative claims, and evidence in support of such claims, particularly in non-fiction texts, and students can analyze how the rhetorical situation affects the author’s compositional choices and evaluate the author’s reasoning based on his or her evidence
Students demonstrate an elementary understanding of central philosophical problems raised by philosophical viewpoints such as existentialism, moral relativism, and monotheism.
Essential Skill
WRITING
Students understand the concept of a thesis statement and practice the crafting of them
Students will continue to work on thesis statements in written and spoken form, along with how to write introductions and conclusions.
Students will be able to write an five paragraph argumentative essay, the thesis of which will contain a logical argument which will be substantiated by evidence from primary and secondary sources and interpretive analysis of that evidence.
Students will be able to assert a complex claim with three (3) reasons to support it, effectively decode the prompt and offer a complete and sophisticated response.
Students will be able to write essays which either analyze and respond to existing texts or construct positive rhetorical arguments of their own: in response to other authors, students will be able to analyze information from multiple sources and form a synthetic thesis, as well as then analyzing an author’s rhetorical choices and articulating their significance; constructively, students will be able to develop a rhetorically-informe d argument supported by multiple points of evidence.
Students can clearly articulate and give reasons for their beliefs about human nature, morality, and religious faith
Essential Skill #3
SPEAKING
Students practice public speaking Students will present different projects to the class and teach part of one class session.
Students will be able articulate text-based interpretations of the sources covered in class, as well as provide and receive critical analysis of those interpretations from their peers in classroom seminar discussions
Students will be able to compose arguments and express themselves eloquently and confidently.
Students will be able to articulate their thoughts and perspectives on how various texts pertain to a given question. They will demonstrate their ability to argue with proper support through graded group discussions.
Students publicly present on philosophical and religious ideas and essays with charity and proficiency
Essential Skill #4
ENGAGING
The students will spend a lot of time in the text of the Bible thinking about the cultures and ideas seen therein. They will also think about God’s work.
Students will engage with the themes and beliefs of the various NT writers and be asked to evaluate them both theologically and literarily.
Students will critically evaluate their own preconceptions about ancient theological and philosophical works and learn to experience them as sources of life-changing wisdom.
Students will compose arguments using reason, and virtuous discourse, to move hearts and minds toward truth and justice in the pursuit of moral excellence.
Students will be able to charitably evaluate the strengths and weaknesses of others’ arguments while also crafting their own arguments in order to present truth as honestly and clearly as possible.
Students develop intellectual humility through reading and discussing philosophical and religious topics with those who differ.
Content Mapping
Specific course content is covered below based on the units and subtopics for each class. The structure below covers the core history sequence in an outline format Please see the specific syllabus for each course for a more detailed breakdown.
Humanities 9
1 Creation Stories & Historical Methods
a Genesis 1-5
b. Enuma Elish and Mesopotamian cosmogony
c Hesiod’s Theogony and Greek cosmogony
2 Ancient Mesopotamia & Flood Narratives
a. Ancient Sumer and Mesopotamia
b Epic of Gilgamesh and its flood narrative
c. Genesis 6-9
3. The Patriarchs of Israel
a Genesis 12-50
4. Ancient Egypt and the Exodus
a Ancient Egypt
b Exodus - Deuteronomy
5. Bronze Age Greece
a Minoan and Mycenaean civilization
b Bronze Age Collapse
c. Homer’s Iliad (abridged) and the “Homeric Ideal” essay
6 Near Eastern Empires
a. Including the Assyrians and Babylonians
b Judges - 2 Kings
c Psalms, Proverbs, and Ecclesiastes
7. The Prophets & Persia
a Prophetic books including Isaiah, Jeremiah, and Daniel
b Achaemenid Persia
c. Esther and Ezra - Nehemiah
d Ancient Kush and Meroe
8 Classical Greece
a. The Greek city-state
b Ancient Athens and Sparta
9. Classical Greek Philosophy
a Socrates, Plato, and Aristotle
10 The Hellenistic World
a. The Macedonian Empire and the Hellenism
b Hellenistic schools of philosophy: Stoicism, Cynicism, and Epicureanism
c 1-2 Maccabees and the Apocrypha
d. Hellenistic Israel
Humanities 10
1 Ancient Rome
a. The Roman Republic
b The Roman Empire
c The Fall of the western Roman Empire
2. The Gospels & the Early Church
a The Gospel of Luke
b Acts
c. Rabbinical Judaism
d The Epistles (esp Galatians, 1 Corinthians, and Ephesians)
John 1, Revelation, various messianic prophecies in the Old Testament (especially Isaiah and Jeremiah)
Paul’s Epistles (AP)
The Gospel of John
Scriptural Coverage by Book
This list contains all classes at SBS that read some level of scripture formally. It does not distinguish between a close examination or a skimming of the reading
OT Book Course
NT Book Course
Genesis Old Testament, Humanities 9 Matthew New Testament, Humanities 10
Exodus Old Testament, Humanities 9, English 10 Mark New Testament
Leviticus Old Testament, Humanities 9 Luke Humanities 10
Numbers Old Testament, Humanities 9 John Faith and Culture, Humanities 10
Deuteronomy Old Testament, Humanities 9 Acts Humanities 10
Joshua Old Testament, Humanities 9
Romans New Testament, Faith & Culture
Judges Old Testament, Humanities 9 1 Corinthians New Testament
Ruth 2 Corinthians New Testament
1 Samuel Old Testament, Humanities 9 Galatians New Testament, Humanities 10, AP English Lang.
2 Samuel Old Testament, Humanities 9 Ephesians New Testament, AP English Lang
1 Kings Old Testament, Humanities 9 Philippians New Testament, AP English Lang
2 Kings Old Testament, Humanities 9 Colossians New Testament, AP English Lang.
1 Chronicles Old Testament 1 Thessalonians New Testament
2 Chronicles 2 Thessalonians New Testament
Ezra Old Testament, Humanities 9 1 Timothy New Testament
Nehemiah Old Testament, Humanities 9 2 Timothy New Testament
Esther Old Testament Titus New Testament
Job Old Testament Philemon
Psalms Old Testament, Humanities 9, College Prep English Hebrews New Testament, Humanities 10
Proverbs Old Testament, College Prep English James New Testament
Ecclesiastes Old Testament, College Prep English 1 Peter New Testament
Song of Solomon 2 Peter New Testament
Isaiah Old Testament, Humanities 9 1 John New Testament
Jeremiah Old Testament, Humanities 9 2 John New Testament
Lamentations Old Testament 3 John New Testament
Ezekiel Old Testament, Humanities 9 Jude New Testament
Daniel Old Testament, Humanities 9 Revelation New Testament, Humanities 10
Hosea Old Testament
Curriculum Guide: Bible Department Appendix
Joel Old Testament Apocrypha Course
Amos Old Testament Tobit
Obadiah Old Testament Judith
Jonah Old Testament 1 Maccabees Humanities 9
Micah Old Testament 2 Maccabees Humanities 9
Nahum Old Testament Wisdom of Solomon
Habakkuk Old Testament Sirach
Zephaniah Old Testament Baruch
Haggai Old Testament
Zechariah Old Testament
Malachi Old Testament
The English Department at The Stony Brook School hopes to challenge students to become effective and confident readers, writers, and thinkers by engaging with historically, culturally, and religiously significant texts. In doing so, we hope to help them cultivate wisdom and a love of language
Departmental Distinctives
Cultivating Life-Long Readers: At Stony Brook, it is our strongly held belief that students develop wisdom and understanding (of themselves, of others, and of God) through reading great literature This experience of great works of literature must involve humble reading that is charitable and receptive to the wisdom of the text. As our students read and study the best that has been thought and said in the great texts of the world, they are developing reading comprehension and vocabulary alongside poetic imagination and moral vision of themselves and their neighbors.
Diversity of Form and Content: Texts chosen for study demonstrate a diversity of form, including both poetry, narratives, and creative non-fiction For each Stony Brook English class, teachers prioritize the reading of narratives, especially plays, novels, and epic poems Some years may include the reading of short stories Texts also show a diversity of content. Every course includes a significant combination of the old and the new: literature of enduring cultural significance, literature of contemporary significance, and especially literature that connects to the backgrounds of diverse readers.
Mastery of the Written Word: Students in Stony Brook English classes are challenged to grow in their ability to write reflectively, persuasively, and analytically Great writers share their love of the created world with particular care to their audience The Department aims to produce graduates who can write an essay supporting an argumentative or interpretive thesis. By the senior year, students should be able to write about themselves in a compelling and creative way Students are given opportunities to experience experimental and developmental writing. This includes “writing as thinking” that is not subject to highly critical evaluation alongside more carefully crafted and planned writing.
“The Good Man, Skilled in Speaking:” Stony Brook graduates should be articulate in public Our students are challenged to listen to others and courteously and coherently In English classes, students practice helping one another rehearse and test ideas and interpretation through large and small group discussions. Our classes aim for student-centric discussions rather than teacher-centric discussions Throughout their career in the English department, students practice speaking clearly and effectively in class, through discussions, debates, and presentations. This practice combines memorization with verbal delivery as a way to respond to well-crafted literature and to demonstrate appreciation and understanding
English Department Curriculum
Scope & Sequence
The English curriculum at SBS is designed to help students develop strong foundational skills in grammar, writing analytical and persuasive essays, reading literature critically, speaking and writing persuasively, and fostering creative and imaginative thought. The below chart synthesizes our essential skills and outcomes.
● English Tabular Scope & Sequence 2024-2025
Syllabi
Please find below a compendium of all English Department Syllabi for the 2024-2025 year An executive summary of these syllabi is found in the Course Descriptions and Outcomes section.
● English
Curriculum Guide: English Department Appendix
Resources
This following Google Drive folder contains many pedagogical and teaching resources for the English Department
English Department Resources:
○ English Department Shared Google Drive
■ English Department Principles and Goals
■ English DepartmentText Selection Guidelines
■ Guidelines & Goals Grammar & Writing
■ Teaching Grammar Resources
General Faculty Resources:
○ Faculty Handbook for Writing
○ Faculty Handbook for Discussions
Departmental Principles & Goals
Overall: At every level, students are asked to demonstrate growth in reading comprehension and in writing as a first priority Additionally, students should be demonstrating growth in verbal communication, in vocabulary development, and in the understanding of basic grammar.
1) A Hermeneutic of Love:
“Oh stand, stand at the window As the tears scald and start; You shall love your crooked neighbour With your crooked heart” --W.H. Auden
Alan Jacobs has argued that both in direct communication with others, and in the reading of authors, we ought to be guided by a “hermeneutic of love,” rather than a “hermeneutic of suspicion.” A hermeneutic of love requires us to have charity toward our communication partners We should seek to respect their intentions, to listen charitably, and to make room for the voices of others Students and teachers should seek to practice a hermeneutic of love toward the texts we read together and toward each other as we speak and listen and respond to one another
Teachers should be cultivating classes in which students feel respected, cared for, and listened to. When teachers challenge and correct students, students should be able to recognize that this comes from charity--from a desire for the best for that student, as well as empathy for the student Especially in these increasingly polarized times, we should be aiming at gentleness, at a posture of understanding, and at charity toward those with whom we disagree
2) Primary vs Secondary Aims
We should be asking students to think about the big, primary questions: about God, the created order, human nature, and human acts and artifacts We should be using a common vocabulary about character formation (virtues and vices). We should be aiming at core skills (reasoning, reading, writing, speaking, listening creating) We should use secondary matters (current events, behavior management, test-taking…) to point back to, and focus on, primary matters.
3) Reading: Students should be challenged to develop wisdom and understanding (of themselves, of others, and of God) through reading great literature They should also be challenged to grow in reading comprehension and vocabulary development through reading literature.
Principles for texts chosen for reading:
A) Each year should include a study of both poetry and narratives and “creative non-fiction.” Each year, priority should be given to the reading of narratives, especially plays, novels, and epic poems Some years may include the reading of short stories.
B) Every year should include a significant combination of “the old and the new”: literature of enduring cultural significance and literature of contemporary significance, especially literature that connects to the backgrounds of diverse readers. The literature chosen should be “historically, culturally, and religiously significant ”
C) The literature assigned should include both male and female protagonists
D) The readings chosen should both encourage and challenge developing readers.
4) Writing: Students should be challenged to grow in their ability to write reflectively, persuasively, and analytically.
Principles for Writing:
A) By the senior year, we aim to produce students who can write about themselves in a compelling and creative way
B) We also aim to produce graduates who can write a sustained essay supporting an argumentative or interpretive thesis.
C) Students should be given opportunities to experience exploratory, developmental writing--”writing as thinking” that is not subject to highly critical evaluation--, and also more carefully crafted and planned writing.
D) Students should demonstrate an ability to meet the writing goals appropriate to a given year both with and without a computer. Writing without a computer should include in-class writing.
5) Listening and Speaking: Students should be challenged to grow in their ability to engage in good communication during class and through interactive homework assignments.
Principles for Listening and Speaking:
A) Students should demonstrate the ability to listen to others and to react to what they hear through civil engagement
B) Students should be practicing helping one another rehearse and test ideas and interpretation through large and small group discussions Students should be working toward generating student-centric discussions rather than teacher-centric discussions.
C) Students should be practicing speaking clearly and effectively in class, through discussions, debates, and presentations.
D) Students should be practicing combining memorization with verbal delivery as a way to respond to well-crafted literature and to demonstrate appreciation and understanding
6) Vocabulary: Students should be challenged every year to strengthen their vocabulary In grades 7-10, this should include asking students to demonstrate long-term memory of a growing list of vocabulary words
7) Grammar and Writing (continued): Students should be challenged to demonstrate the ability to recognize and use a basic set of grammatical terms and concepts. Please review the following document for guidelines for grammar and writing as well as the English Department scope and sequence
Text Selection Guidelines
Please see this document for a comprehensive review of the standards and guidelines for text selection in the English Department. Below is an executive summary of the content therein:
To keep our integrated humanities curriculum unified, we have a unifying virtue per year to base our texts and questions around. Faculty choice texts should generally connect thematically to the virtue for that grade level unless it is a mixed-grade elective
Below, please find the current and historical text selections for each grade level and their corresponding virtues. This portion is taken from the larger Curriculum Guide of SBS
English
Anchor Texts
Required Grade-Level Texts
Grade 7
Theme:
Global Citizenship & the Virtue of Courage
Grade 8
Theme:
Global Citizenship & the Virtue of Temperance
Grade 9
Theme:
Ancient Literature & the Virtue of Justice
The Hobbit, Brown Girl Dreaming, Lizzie Bright & the Buckminster Boy
English Choice Texts
Faculty-Selected Texts (1-3) within departmental guidelines
Current: The Tale of Despereaux, The Phantom Tollbooth, Mrs Frisby and the Rats of NIMH, Wee Free Men, The Sword in the Stone
Historical: The Old Man and the Sea, The Rime of the Ancient Mariner, Treasure Island, Johnny Tremain, To Kill a Mockingbird
A Midsummer Night’s Dream, Long Way Down, Beowulf
Current: The Outsiders, A Christmas Carol
Historical: Julius Caesar, The Good Earth, The Prince and the Pauper, The Pearl, Lost Horizon, Wizard of Earthsea
The Merchant of Venice, The Odyssey
Current: Animal Farm, Just Mercy
Historical: Cry the Beloved Country,The Hiding Place, The Hate U Give, The Chosen, The Lord of the Flies, A Separate Peace, A Tale of Two Cities, Antigone, To Kill a Mockingbird, The Great Divorce
Grade 10
Theme: Medieval
Literature & the Virtue of Wisdom [in Exile]
Grade 11
Twelfth Night, The Aeneid, The Inferno
Theme: European Literature & the Virtue of Love Othello or Much Ado About Nothing (College Prep), Macbeth (AP), Invisible Man, Educated
Current: Kindred, Fahrenheit 451
Historical: The Great Divorce, Birthing Hope, Sir Gawain and the Green Knight, Cry the Beloved Country, Beowulf, The Canterbury Tales, selected poetry
Grade 12
Theme:
American/British Literature & the Virtue of Hope
Hamlet, The Brothers Karamazov, Chemistry
*Varied texts for English elective classes
Current: Typical American, A Room of One’s Own, Les Miserables, When Breath Becomes Air
Historical: Pride and Prejudice, A Passage to India, Paradise Lost, Job, The Tempest, Heart of Darkness, Brideshead Revisited, Brave New World, British poetry, The Souls of Black Folk, Great Expectations, World War Z, Jurassic Park
Current: Transcendent Kingdom, Sing Unburied Sing, The Great Gatsby
Historical: Absalom, Absalom!, The Sound and the Fury, Beloved, Cat on a Hot Tin Roof, Fences, The Adventures of Huckleberry Finn, American poetry
Goals of Text Selection
Our texts should be
Christological
● Jesus is the direct representation of God and the ultimate good.
● Move beyond “all truth is God’s truth” to make faith explicit in the curriculum
● Normalize faith discussions (e g , "as a Christian, I see it this way ") rather than forcing conversion moments.
● Texts like Brothers Karamazov, The Samurai, and Gilead provide deep, explicit Christological engagement.
Re-Enchanting:
● Challenge materialism by revealing cracks in a secular worldview.
● Offer an invitational, compelling vision of a divinely ordered world
● Texts like Brave New World, Tolkien’s works, and Wendell Berry’s fiction provide a sense of awe and transcendence.
● Historical & Modern:
● Balance the wisdom of historical texts with the relevance of modern voices
● Western literary tradition remains valuable but must be engaged critically
● Modern texts ensure relevance and diverse perspectives (Invisible Man bridges both).
Engaging:
● Acknowledge declining student reading habits and incorporate at least one ‘dessert’ book.
● Prioritize plot-driven, page-turning books like Jurassic Park, The Martian, or Annihilation to foster enjoyment.
● Engagement should not contradict mission but should encourage students to love reading
Guardrails
Profanity:
● Lower School (7th-9th grades): Avoid R-rated language, aiming for PG-13 or lower
● Upper School: Some leniency; occasional R-rated language may be acceptable if merited
● Guiding Questions:
○ Can students read aloud without constant censorship or discomfort?
○ Is the profanity contextual and reasonable rather than gratuitous?
○ Does the book train people to think with profanity?
● Teacher Practice: PG words (hell & damn) may be read aloud; discretion is advised for PG-13 language
Racial Slurs:
● Avoid texts where majority-culture authors use them (e g , Huck Finn)
● Do not read racial slurs aloud or place students in a position to self-censor.
● Provide warnings and explain the intended effect of racial slurs in assigned texts
Sexuality/Sexual Language:
● Lower School: Allusion rather than explicit description Sexual acts should occur off-stage
● Upper School: More leeway but should prioritize allusion/tasteful description over explicitness
● Principle: Descriptions should be thematic rather than arousing (e.g., Morrison’s Bluest Eye vs. Rand’s The Fountainhead)
● Big Picture: Better to play it safe skip overly explicit passages without advertisement
● Ultimate Guideline: Curriculum unity must reinforce, not undermine, the Covenant Agreement.
Representation & Diversity:
● Quantitative Approach: Aim for balance, but avoid tokenism.
● Philosophical Approach: Balance two perspectives:
○ Particular/Societal Suffering: Focuses on oppression, inequality, and justice.
○ Universal/Cosmic Suffering: Emphasizes human frailty, mortality, and wisdom
● Balance Required: Avoiding an exclusive focus on either perspective ensures a well-rounded curriculum
● Practical Application: Particular/Societal books are often by minority/female authors, while Universal/Cosmic books tend to be by majority authors
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the English Department For more detailed information, see the specific class syllabus and the scope and sequence document.
MS.105/ English 7 Literature
Term: Year | Grades: Required for all 7th graders
Course Description
The literature in English 7 correlates to the question: What does it mean to journey through life with courage? Students learn to read narrative literature for meaning and significance by asking questions, discovering causes and effects, and making inferences based on the text. In the study of both prose and poetry, students learn to identify the speaker, occasion, subject, audience, and purpose of the piece In the case of poetry, students also learn about the concepts of figurative language, rhythm, and meter Vocabulary study, using the Wordly Wise level 7 textbook, is an important part of the course. Throughout the year, students are given opportunities in class to strengthen their interpretive and oratory skills
Units Covered
1 Introduction to Literary Analysis
2 Narrative Structure and Theme
3. Poetry and Figurative Language
4 Reading and Responding to Fiction
5. The Hero’s Journey
Course Outcomes
● Develop reading comprehension and analytical skills for literature.
● Identify literary devices such as theme, figurative language, and structure
● Engage in discussions and oral presentations with clear argumentation
● Strengthen vocabulary through Wordly Wise exercises.
● Cultivate an appreciation for literature and the role of courage in storytelling
MS.106/ English 7 Writing
Term: Year | Grades: Required for all 7th graders
Course Description
English Writing 7 teaches students how to write clearly and effectively with a focus on mastering the paragraph Students learn about the writing process by practicing prewriting activities, writing drafts, and revising content for
Curriculum Guide: English Department Appendix
clarity and correct English usage Students write narrative, persuasive, and informative pieces throughout the year Free writing in journals is also part of the course Grammar is taught throughout the year
Units Covered
1 Parts of Speech and Sentence Structure
2. Writing Clear and Concise Paragraphs
3 Grammar and Punctuation through Daily Practice
4. Writing Workshop: Narrative, Persuasive, and Informative Writing
Course Outcomes
● Identify and apply parts of speech in real-world sentences.
● Write well-structured paragraphs with strong topic sentences and supporting details
● Utilize proper grammar and punctuation in writing
● Develop narrative, persuasive, and informative writing skills.
● Practice writing fluency through daily exercises and journal writing
MS.110/ English 8
Term: Year | Grades: Required for all 8th graders
Course Description
In English 8, students continue to develop the skills taught in English 7. In addition to practicing the personal and analytical essay, students learn the art of composition along with bolstering grammatical skills They are also expected to engage in a more sophisticated analysis of literature, making comparisons and connections between separate literary works. The books studied are chosen to enrich the student’s understanding of material encountered in other areas of the eighth-grade curriculum In this class, students will also study a Shakespearean play
Units Covered
1 The Art of Poetry (Introduction to poetic composition and analysis)
2. Storytelling (Examining short stories and narrative structure)
3 The Epic (Studying Beowulf and heroism)
4. Love and Temperance (Analyzing A Midsummer Night’s Dream)
Course Outcomes
● Develop a deeper understanding of literary themes and textual analysis.
● Strengthen composition skills through personal and analytical essays
● Master grammar and vocabulary for clear communication
● Engage with classical and contemporary literary texts.
● Explore themes of temperance, virtue, and storytelling across cultures
E.120/ English 9
Term: Year | Credits: 1
Grades: Required for all 9th graders
Course Description:
9th Grade English cooperates with Humanities 9 in offering a careful study of The Odyssey The course will include a study of other works as well, drawn from world, American, and/or British literature. This course also includes a substantial focus on the development and cultivation of critical thinking in students, giving them a strong foundation in logic and argumentation In the process, students will be challenged to grow as readers and writers. The course will build on English 8 in the study of grammar and in coaching student writers. This course will also help students develop as presenters and public speakers
Units Covered:
1 Treasure Island – Annotation, thematic analysis, and composition
2. Justice as a Virtue in Short Stories & Poetry – Analysis of fiction and poetry through the lens of justice
3 Animal Farm – Allegory, political structures, and textual analysis
4 The Text and Ourselves – Reader response criticism and personal writing
5. The Odyssey – Epic poetry, heroism, and literary traditions
6 The Merchant of Venice – Shakespearean drama and ethical dilemmas
Course Outcomes:
By the end of the course, students will:
● Produce meaningful analysis of complex literature in both writing and speech
● Identify various grammatical structures and use them in writing
● Use textual evidence to support literary analysis
● Confidently read and recite literature aloud
● Develop persuasive arguments using rhetorical strategies
Texts:
● Treasure Island – Robert Louis Stevenson
● How to Read Literature Like a Professor for Kids – Thomas C Foster
● Animal Farm – George Orwell
● The Odyssey – Homer (Emily Wilson translation)
● The Merchant of Venice – William Shakespeare
● Vocabulary for the High School Student
● The Blue Book of Punctuation and Grammar
E.121/ English 9 Honors
Prerequisite: A- in previous English course
Term: Year | Credits: 1
Grades: Required for all 9th graders
Course Description:
English 9 Honors offers a more rigorous version of the English 9 curriculum. Students in Honors English are expected to be independent, confident readers who engage deeply with texts The course places an increased emphasis on writing sophistication, argumentation, and literary analysis
Units Covered:
1 Treasure Island & Literary Analysis – Careful annotation, close reading, and narrative structure
2. Justice as a Virtue & Short Stories – Exploring ethical questions and justice in literature
3 The Merchant of Venice – Shakespearean drama and performance-based interpretation
4. Personal Narratives & Storytelling – Crafting and presenting personal narratives
5 Animal Farm & Satirical Allegory – Political critique, allegory, and propaganda
6 The Odyssey & Classical Epic Poetry – Epic storytelling, archetypes, and persuasive writing
Course Outcomes:
By the end of the course, students will:
● Implement careful annotation techniques to enhance comprehension
● Develop complex literary arguments supported by textual evidence
● Craft personal and analytical essays with strong rhetorical structures
● Engage in discussions and presentations with confidence and clarity
● Examine and critique varied definitions of justice and moral philosophy in literature
Texts:
● Treasure Island – Robert Louis Stevenson
● How to Read Literature Like a Professor for Kids – Thomas C. Foster
● Animal Farm – George Orwell
● The Odyssey – Homer (Emily Wilson translation)
● The Merchant of Venice – William Shakespeare
● Vocabulary for the High School Student
E.140/ English 10
Term: Year | Credits: 1
Grades: English 10 or 10H is required for all 10th graders
Course Description
English 10 seeks to hone students’ verbal and written communication skills in preparation for higher levels of English through rigorous writing exercises, grammar mastery, and a rich collection of both classic and modern literature English 10 cooperates with the Humanities 10 class to enrich the examination of The Aeneid Students will continue to work on presentations and public speaking. The thematic focus of this course is Wisdom in Exile, with Biblical literature woven throughout the readings Starting with Virgil and progressing to Shakespeare and Octavia Butler, students will consider the wise and unwise choices of various protagonists as they journey through unfamiliar territory
Units Covered
1 Biblical Wisdom – The story of Israel’s journey to the Promised Land as foundational literature
2 The Aeneid – Exile and the Hero’s Journey in Virgil’s Aeneid
3. Twelfth Night – Shakespearean comedy and its exploration of romance and identity
4 Kindred – A modern perspective on forced exile and survival
Course Outcomes
● Develop analytical reading and writing skills through a diverse range of literature
● Strengthen verbal communication and public speaking abilities
● Engage with complex themes of wisdom, exile, and human nature.
● Build a foundation for connecting Biblical literature to broader literary traditions
Texts: Selections from the Bible (Exodus), The Aeneid (Virgil), Twelfth Night (Shakespeare), Kindred (Octavia Butler), short stories and selected poetry
E.141/ English 10 Honors
Prerequisite: A- in previous English 9 or B+ in English 9 Honors
Term: Year | Credits: 1
Grades: English 10 or 10H is required for all 10th graders
Course Description
English 10 Honors offers a more challenging version of the English 10 curriculum, demanding deeper engagement with classical and modern texts This course emphasizes deep reading, analytical writing, and vocabulary development, with an aim to prepare students for AP-level coursework Students will engage with literary giants such as Virgil, Dante, and Shakespeare, considering how wisdom is gained through experiences of exile and transformation
Units Covered
1 Fahrenheit 451 & American Primitive – Building analytical reading and writing skills
2. Poetry & Literary Devices – Exploring figurative language, rhythm, and meaning
3 The Aeneid – Virgil’s epic and its portrayal of the hero’s journey
4 Short Stories – Close reading and thematic analysis
5. The Inferno – Dante’s Inferno and its moral and theological implications
6 Twelfth Night – Shakespearean exploration of love, disguise, and identity
Course Outcomes
● Develop advanced analytical writing and interpretation skills
● Engage with literary texts through a philosophical and historical lens
● Strengthen grammar, punctuation, and vocabulary for academic excellence.
● Reflect on wisdom, virtue, and the human experience through literature
Texts: Fahrenheit 451 (Ray Bradbury), American Primitive (Mary Oliver), The Aeneid (Virgil), short stories and poetry selections, The Inferno (Dante), Twelfth Night (Shakespeare)
E.170/ College Preparatory English
Term: Year | Credits: 1
Grades: Required for all juniors who are not enrolled in AP English Language or seniors new to SBS and not enrolled in AP English Literature
Course Description
This course is designed to prepare rising juniors and seniors to become college-level readers and writers. Students will read a variety of texts both older and contemporary across multiple genres, including plays,
Curriculum Guide: English Department Appendix
novels, short stories, poems, personal essays, and persuasive essays The course emphasizes writing development through personal, reflective, and persuasive essays while encouraging analytical reading and critical thinking.
Units Covered
1. Horoscopes for the Dead – Exploring humor and tragedy in poetry
2 When Breath Becomes Air – Facing the unknowns of life and death
3. Persuasion – The balance between decision-making and persuasion
4 The Great Gatsby – The American Dream and societal mobility
5 Invisible Man – Race, identity, and societal expectations
6. Poetry Books of the Bible – Wisdom literature and life’s meaning
7 Othello – Revenge, identity, and the power of words
Course Outcomes
By the end of the course, students will be able to:
● Construct evidence-based thesis statements and multi-paragraph essays with clear arguments.
● Research, analyze, and synthesize sources to develop nuanced arguments
● Develop a strong personal writing voice across academic and narrative styles
● Apply intellectual curiosity and creativity to real-world writing and problem-solving.
Texts: Wordly Wise Grade 11, Horoscopes for the Dead, When Breath Becomes Air, Persuasion, The Great Gatsby, The Bible (NIV), Invisible Man, Othello
E.301/ AP English Language & Composition
Prerequisite: A- in English 10 or B+ in English 10 Honors
Term: Year | Credits: 1
Grades: Required for all juniors who are not enrolled in College Preparatory English
Course Description
This AP-level course develops students’ abilities in evidence-based analytic and argumentative writing while refining rhetorical analysis skills Through the study of nonfiction texts including historical documents, essays, speeches, and visual media students learn to evaluate, synthesize, and construct well-supported arguments. The course emphasizes clear, persuasive writing and rigorous analysis in preparation for the AP English Language and Composition Exam
Units Covered
1 Foundations of Rhetoric – Introduction to argumentation and rhetorical analysis
2. Great Expectations – Social class, ambition, and personal growth
3 A Room of One’s Own & Other Essays – Argument development and critical writing
4 Catcher in the Rye – Identity, adolescence, and alienation
5 Educated – Memoir analysis and worldview formation
6. Macbeth – Power, ambition, and moral corruption
Course Outcomes
By the end of the course, students will be able to:
● Develop and defend evidence-based arguments in writing
● Identify and analyze rhetorical strategies used in nonfiction texts.
● Enhance writing quality through improved grammar, structure, and literary analysis
● Apply rhetorical techniques to craft compelling persuasive essays
Texts: Great Expectations, A Room of One’s Own, Catcher in the Rye, Educated, Macbeth, and various essays, poems, and biblical selections
E.300/ AP English Literature and Composition
Prerequisite: A- in previous AP English Language or instructor approval
Term: Year | Credits: 1
Grades: All 12th graders are required to take a full year of English courses. This usually means either AP English Literature and Composition or two semester-length electives.
Course Description
This course is designed for the outstanding and highly motivated student of English in preparation for the AP Examination in Literature and Composition Since college-level work is expected, the scope, pace, amount, and quality of work are correspondingly greater than that which is required in regular English 12. Students are offered greater challenges and more opportunities to develop and exercise critical judgments Depending upon a student’s performance on the nationally administered AP Examination and the institution in which he or she enrolls, college credit may be earned. For those students who are interested, this course also provides students with the opportunity to earn up to six college credits through Stony Brook University’s ACE program There is an associated cost of $300 per three credits for those students who wish to enroll
Units Covered
1. Fiction I: Chemistry, Transcendent Kingdom
2. Fiction II: The Brothers Karamazov)
3 Fiction III: Sing, Unburied, Sing
4. Drama I: Hamlet
Course Outcomes
Students will be able to:
5. Poetry I: British poetry
6 Drama II: Arcadia
7. Poetry II: American poetry
8 Fiction IV: The Great Gatsby
Curriculum Guide: English Department Appendix
● Identify and analyze an author’s use of literary techniques, including compositional structure, narrator perspective, figurative language, and character development
● Utilize inferences gathered from a novel or play to construct a literary argument in support of a thesis statement
● Compose an explication supported by the close reading and analysis of prose fiction.
● Compose an explication supported by the close reading and analysis of poetry
● Generate an interpretive literary essay supported by interaction with multiple secondary sources
Texts: Chemistry by Weike Wang, Transcendent Kingdom by Yaa Gyasi, The Brothers Karamazov by Fyodor Dostoevsky (trans Michael Katz), Sing, Unburied, Sing by Jesmyn Ward, The Great Gatsby by F Scott Fitzgerald, Hamlet by William Shakespeare, Arcadia by Tom Stoppard, Assorted British and American poetry
Departmental Scope & Sequence
The English curriculum at SBS is designed to help students develop strong foundational skills in grammar, writing analytical and persuasive essays, reading literature critically, speaking and writing persuasively, and fostering creative and imaginative thought. The below chart synthesizes our essential skills and outcomes.
Writing: Students Will Be Able To…
Essential Skill #1: Grammar and usage
1. Define and identify the parts of speech and their correct usage in prose sentences: nouns, pronouns (subjective and objective), verbs (transitive, intransitive, linking, helping), conjunctions, adjectives, adverbs, prepositions
2. Define and identify the primary parts of a sentence (subject, predicate, direct object, indirect object, object complements, modifiers, phrases and clauses).
3 Identify primary types of sentences and sentence patterns.
4 Demonstrate knowledge of sentence structure and parts of speech by diagramming sentences.
1. Review mastery of the parts of speech.
2 Recognize complete sentences and correct run-ons and sentence fragments
3. Understand expository paragraph structure, including topic sentences, supporting sentences, and concluding / transitional sentences.
1. Define and identify the parts of speech and their correct usage in prose sentences: nouns, verbs (action, linking, helping, transitive, intransitive), adjectives, adverbs, prepositions.
2. Define and identify the primary parts of a sentence: subject, predicates (including predicate nominatives and predicate adjectives), direct and indirect objects, prepositional phrases, dependent and independent clauses, subordinating conjunctions.
3 Identify and correct sentence fragments.
4. Demonstrate knowledge of sentence structure and parts of speech by diagramming sentences.
Review and strengthen knowledge of core elements of grammar and usage: parts of speech, parts of a sentence, types of sentences, capitalization, and punctuation.
Accurately employ English grammar and syntax in crafting literary arguments
Accurately employ English grammar and syntax in crafting literary arguments.
Essential Skill #2: Composition
1. Compose an expository paragraph which presents and defends an evidence-based argument about a text.
2. Correctly cite quotations from a text in support of a thesis claim.
1. Compose an expository paragraph about a novel or drama.
2. Compose an extended, imaginative ending to a story.
3. Compose a multi-paragraph essay which presents and defends an evidence-based argument about a text.
4. Improve their writing through proofreading.
5. Cite correctly when quoting from a primary source.
1. Compose a polished expository paragraph that responds to a theme in a literary text.
2. Compose a persuasive paragraph which includes a claim supported by reasoned evidence.
3. Compose a descriptive paragraph drawing on personal experience.
4. Compose a personal narrative consisting of multiple paragraphs.
1. Compose a polished expository essay analyzing a literary text.
2. Explicate a poem in a multi-paragraph essay.
3. Reflect on personal connections to texts in 1-2 paragraphs.
1. Write multi-paragraph essays which either analyze and respond to existing texts or construct positive rhetorical arguments of their own.
2. Analyze information from multiple sources and form a synthetic thesis, as well as then analyzing an author’s rhetorical choices and articulating their significance; constructively, students will be able to develop a rhetorically-infor med argument supported by multiple points of evidence.
1. Generate sophisticated thesis statements about the interpretation of prose fiction, dramas, and poems.
2. Develop an argument and line of reasoning supported by textual evidence and commentary.
3. Explicate a poem or prose passage in a multi-paragraph essay.
4. Engage with secondary sources in order to deepen understanding of and writing about a primary source.
Reading: Students will be able to…
Essential Skill #3: Close reading
1. Demonstrate their ability to read a prose literary narrative with understanding.
2. Demonstrate their expanding vocabulary through success on regular vocabulary evaluations
1. Demonstrate their ability to read a prose literary narrative with understanding.
2. Demonstrate their expanding vocabulary through success on regular vocabulary evaluations
1. Identify and assess the major narrative and stylistic elements of a novel, epic poem, drama, and short story, such as setting, mood, and diction.
2. Establish a story’s theme by inferring information from specific quotations.
3 Identify and describe an author’s development of characterization in a novel, epic, and drama (flat & round, static & dynamic)
4. Recognize how authors can use language to manipulate an audience through rhetorical means
5. Understand the dual nature of characters and settings in the genre of allegory.
6 Demonstrate their expanding vocabulary
1. Identify and assess the major narrative and stylistic elements of a novel, epic poem, drama, and short story, such as setting, mood, diction
2. Identify and describe an author’s development of characterization in a novel, epic, and drama.
3. Demonstrate their expanding vocabulary through success on regular vocabulary evaluations.
1. Demonstrate mastery of identifying an author’s rhetorical situation, argumentative claims, and evidence in support of such claims, particularly in non-fiction texts.
2. Analyze how the rhetorical situation affects the author’s compositional choices.
3. Evaluate the strength of the author’s reasoning based on his or her evidence.
4. Distinguish between inductive and deductive reasoning
Precisely identify and assess the major narrative and stylistic elements of a novel, drama, or poem:
1. Character: Identify and analyze how an author depicts a character’s perspective and motives, and understand how such depictions contribute to the interpretation of a text.
2. Structure: Recognize the relational influence, both narratively and thematically, of the discrete parts of a text to each other and to the whole, including the impact of an author’s
Essential Skill #4: Literary Devices
Identify and explain a text’s use of four primary literary devices: simile, metaphor, personification, and symbol.
1. Identify and explain a text’s use of four primary literary devices: simile, metaphor, personification, and symbol.
2. Recognize the poetic use of alliteration, assonance, and rhyme; begin to articulate the ways such devices contribute to a poem’s total effect.
through success on regular vocabulary evaluations.
Identify, analyze, and explain the following basic literary or poetic devices:
1. Three types of irony (situational, dramatic, verbal).
1. Identify, analyze, and explain the rhetorical strategies of logos, ethos, and pathos.
sequential revelation of information.
3. Narrator: Identify how an author develops a narrator or speaker’s point of view, and analyze how the narrator’s perspective and its reliability influence interpretation of a text.
4. Figurative language: Recognize and explain an author’s use of figurative language.
1. Precisely identify, analyze, and explain the following literary or poetic devices: a. Poetic techniques: symbol, simile, metaphor, personification, allusion.
Memorize and orally recite a poem. Stage and collaboratively present a scene from Shakespeare.
1. Memorize and orally recite a poem.
2 Stage and collaboratively present a scene from Shakespeare
1. Memorize and orally recite a poem
2. Present on a topic from Virgil’s Aeneid
1. Articulate their thoughts and perspectives on how various texts pertain to a given question
2. Demonstrate their ability to argue with proper support through graded group discussions.
metrical lines of English poetry.
2. Identify and analyze some of the most common poetic fixed forms.
1. Articulate their understanding of key literary elements of texts (devices, themes, language, context) in presentations to classmates
2. Memorize and orally recite a soliloquy from Shakespeare.
The History Department introduces students to the study of the past so that they may better understand themselves and their place in the natural world, acquire cultural competency and understanding of global perspectives, develop fundamental skills of historical analysis, and grow in virtues, particularly empathy, humility and wisdom Students are inspired to investigate the human experience in order that they may recognize the power of narrative, the centrality of Christ in the human story, and the image of God in His creation as the source of all goodness and truth.
Departmental Distinctives
Integration of Faith and Learning: History students at Stony Brook are taught to explore and understand important figures, events, movements and ideas from the past from the perspective of the time period and on their own terms This requires us to approach the past with humility, and with acknowledgement of what can and cannot be known. Graduates of the history department must apply historical knowledge and understanding in such a way that promotes the growth of their character and Christian faith alongside a respect of the dignity of all people
Close Readings of Texts: History classes at Stony Brook require and cultivate careful and attentive reading of complex texts As a goal, students should be able to demonstrate mastery in identifying and analyzing point of view, purpose, and audience within a text. This includes a grounding understanding of the important figures, events, movements and ideas from a particular period in time and their significance. While reading texts, students are expected to draw connections between important figures, events, movements and ideas from one particular place and time to another.
Historical Thinking and Analysis: Stony Brook History courses examine and analyze major changes and continuities over time Students learn to account for the complexity and contingency of the past in their reading, writing, and analysis. In this process, we must examine some of the most central questions of human nature and culture, differentiating between agentic and structural forces in shaping human behavior and learning to establish cause and effect relationships.
Sophisticated Historical Writing: Students in the department learn to assert a complex claim and give reasons to support it Our history courses encourage students to develop mastery in researching and integrating primary and secondary sources as evidence to support these claims. A historical argument should also illustrate mastery in the use of important figures, events, movements and ideas from the past
History Department Curriculum
Scope & Sequence
The History curriculum at SBS is designed to help students develop strong historical thinking skills, reason wisely about the past, and to read, write, and speak with clarity and incisiveness
● History Department Scope and Sequence
Syllabi
Please find below a compendium of all History Department Syllabi for the 2024-2025 year. An executive summary of these syllabi is found in the Course Descriptions and Outcomes section
● History
Resources
This following Google Drive folder contains many pedagogical and teaching resources for the History Department.
● History Dept. Resources
○ Grading Rubrics
○ HistoricalThinking
○ History Pedagogy/Lesson Plans
○ Reading Sources
○ Research Papers
● Faculty Handbook for Writing
● Faculty Handbook for Discussions
● Humanities Faculty Manual
Course Offerings
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the History Department For more detailed information, see the specific class syllabus and the scope and sequence document.
MS.205/ World History 7
Term: Year | Grades: Required for all 7th graders
Course Description
The seventh grade World History course centers on an exploration of some of the world’s most ancient civilizations Chronologically, the course is a survey beginning with an examination of the world’s earliest civilizations and ending with regional and transregional transformations circa 1000 A D Students are trained to analyze political, economic, religious, social, and cultural aspects of societies from the distant past. Through careful reading and analysis of primary and secondary texts, students learn to develop historical thinking and writing skills.
Units Covered
1. Human Settlement and the Role of Geography
2 The Neolithic Revolution and the Emergence of Complex Civilizations
3 Development of Ancient Egyptian and Middle Eastern Societies
4. Formation and Influence of Ancient Indian States
5 Rise of Ancient Chinese Societies and Trade Systems
6 First American States and Societies
7. West African States and Their Cultural and Economic Systems
Course Outcomes
Students will:
● Analyze the geographic, political, economic, and cultural foundations of ancient civilizations
● Develop historical thinking skills through analysis of primary and secondary sources.
● Trace the origins, expansion, and consolidation of early states across different regions.
● Examine continuities and changes in social, political, and religious hierarchies over time
● Establish cause and effect relationships within historical contexts.
MS.210/ World History 8
Term: Year | Grades: Required for all 8th graders
Course Description
Eighth grade Modern World History focuses on post-WWII non-western history. Using case studies of different countries, the course seeks to create global literacy in the students Evolving China, post-colonial Africa, tension in the Middle East, and the politics of the Indian subcontinent will be studied while students develop a critical eye towards understanding current events One of the major themes of the course is, “how is the historical record used or misused for current political purposes?” In preparation for skills needed in high school, this course emphasizes reading, writing, and public speaking.
Units Covered
1. Tools of Historical Thought
2 Industrialization and Change in 19th-Century Japan
3 Imperialism and Modern Japanese Society
4. Responses to Imperialism in 19th-Century China
5 Industrialization and Imperialism’s Global Effects
6. Contemporary Globalization in Modern Africa
7. WWII and Its Effects on the Indian Subcontinent
Course Outcomes
Students will:
● Develop analytical writing and thesis construction skills
● Practice close reading and sourcing of primary and secondary texts.
● Identify key historical figures, movements, and ideas and their significance
● Analyze cause and effect relationships within a global historical context
● Evaluate the historical record's role in shaping and interpreting current events.
H.120/ Humanities 9
Term: Year | Credits: 1 | Grades: Required for all 9th graders
Course Description:
Through extensive study of Hebrew Scripture and other primary sources, Humanities 9 introduces students to ancient narratives that portray the social, religious, political, economic, and cultural conditions of the Ancient Near East. The ancient Israelites are compared with other ancient cultures, from the Sumerians to the Greeks. Primary and secondary sources such as films, works of art, essays, and epics are also studied for their interpretations of characters and events. The course ends with the collision of Jewish and Greek civilization during the Hellenization of Israel.
Units Covered:
1. Historical Methods & Creation Myths
2 Ancient Mesopotamia & Flood Myths
3 The Patriarchs of Israel
4. Ancient Egypt & the Exodus
5 Bronze Age Greece
Course Outcomes:
6. Near Eastern Empires
7 Aksum, Achaemenid Persia, & the Prophets
8 Classical Greece
9. Classical Greek Philosophy
10 The Hellenistic World
● Mastery in writing argumentative essays with a strong thesis, well-supported by historical and theological reasoning
● Development of skills to analyze historical and scriptural texts, understanding their context, audience, and purpose
● Ability to identify significant historical figures, events, and ideas to construct effective arguments.
● Understanding the continuity and change in history and the complexity of past societies
● Integration of faith and learning by exploring God's relationship with humanity and understanding the centrality of Jesus Christ in history.
Bible Department Outcomes:
Humanities 9-10 are also Bible Department courses. Given this unique nature, the courses also form students to think critically about foundational theological truths of the Christian faith Students should have a strong understanding of the following theological concepts at the end of Humanities 9:
● The Bible’s ‘meta-narrative’ of Creation, Fall, and Redemption
● The Old Testament’s composition and organization into the books of Torah (Law), History, Wisdom/Poetry, and Prophecy
● The nature and attributes of God
● Creation as God’s royal temple-garden project
● Human beings as image-bearers of God and “royal priests” in charge of working and keeping the garden of God’s Creation
● The covenantal promises of the Old Testament: Covenant of Grace (or Edenic Covenant), Noahic Covenant,Abrahamic Covenant, Mosaic Covenant (or the Law), Davidic Covenant, and New Covenant.
● The nation of Israel and their covenantal relationship with God, as well as their role in “blessing all the families of the earth” through the coming Messiah
● The Exodus out of Egypt and entry into the Promised Land
● The Law, holiness, and humanity’s failure to keep the Law
● The failure of human kingship and the promise of a just and righteous king in the Davidic Covenant
● Messianic typologies and prophecies beginning in Genesis 3:15 (the Covenant of Grace) and extending across the entire OT culminating in the New Covenant of Jeremiah and Ezekiel
● The historical and theological context of the New Testament (ex: messianic hopes for Israel, Hellenistic Israel, and Hellenistic Jewish groups)
H.140/ Humanities 10
Term: Year | Credits: 1 | Grades: Required for all 10th graders
Course Description:
Humanities 10 continues the narrative begun in Humanities 9. The course begins in the Hellenistic world and assesses the development and strength of the Roman Empire Through careful examination of the Gospels and the Book of Acts, the life and teachings of Jesus are studied in depth. The course then traces the development of the early church up to the time of Constantine, where issues of orthodoxy and heresy are explored Students then observe the rise of the Islamic and Byzantine Empires before turning to Medieval Europe at the time of Charlemagne. The course concludes with an extensive research project on the Crusades and a thorough analysis of the High Middle Ages and the disasters of the fourteenth century
Units Covered:
1 The Roman Republic & Empire
2 The Gospels & the Early Church
3. Christological Controversies & Orthodoxy
4 The Early Middle Ages
Course Outcomes:
5 Crisis & Recovery in the West
6 Feudalism, The High Middle Ages, and The Crusades
7 The Calamitous 14th Century
● Proficiency in writing argumentative essays with strong theses, organized structure, and well-supported evidence.
● Understanding historical contexts, significance, and purpose of primary and secondary sources
● Historical analysis through identifying changes, continuities, and causal connections
● Exploration of classical and medieval moral and intellectual virtues, with a focus on Jesus’ life and teachings
● Integration of faith and learning through contextual exploration of historical figures and events
Bible Department Outcomes:
Humanities 9-10 are also Bible Department courses Given this unique nature, the courses also form students to think critically about foundational theological truths of the Christian faith. Students should have a strong understanding of the following theological concepts at the end of Humanities 10:
● The Bible’s ‘meta-narrative’ of Creation, Fall, and Redemption
● The New Testament’s composition and organization into the Gospels, History (Acts), Epistles, and Prophecy (Revelation)
● The person and nature of Jesus and his life, ministry, death, and resurrection
● The message of all four Gospels of Jesus as the incarnate God, the promised Messiah, and the savior of the world
● The kingdom of God and Jesus’s teachings regarding its coming to all humanity
● The fulfillment of the God’s covenantal promises, Messianic prophecies, and the Old Testament in Jesus
● The purpose and mission of the Christian church, and the history of the early church as found in the book of Acts and early church writings
Curriculum Guide: History Department Appendix
● The historical and theological context of the New Testament epistles, especially Galatians and the Pauline epistles
● The relationship and distinction between the Law and the Gospel, especially as presented in Galatians
● The nature of Jesus as the incarnation of God who is fully God and fully human, and the Christology of the Council of Nicaea and the Council of Chalcedon
● The person and work of the Holy Spirit and His role as a member of the Trinity with God the Father and God the Son
● The promise of Christ’s return and the consummation of God’s Creation as His garden-temple-palace with humanity as his royal priests and image-bearers
● The history of the Christian church from antiquity to the 14th century, including readings from the patristic period, the major ecumenical councils, and the Great Schism between the Eastern and Western churches
H.160/ European History
Term: Year | Credits: 1 | Grades: AP or Reg Euro History is required for all 11th Graders
Course Description:
European History is an introductory course in the historical and cultural developments of the European continent and, by extension, the rest of the world insofar as it has been impacted by Europeans Students engage the intellectual, political, economic, religious, and social aspects of European civilization from the Renaissance to the present Along the way, they delve deeply into topics like the rise of the nation-state, the Scientific Revolution, the Enlightenment, the French Revolution, the Industrial Revolution, the World Wars, and the Cold War. Classroom practices and assessments, including tests, independent research papers, seminar discussions, and student presentations, all aim to help students understand human history and to impart to them the intellectual virtues needed for historical inquiry into truth, goodness, and beauty.
Units Covered:
1. Renaissance and Reformation
2 Exploration and Absolutism
3 Scientific Revolution and Enlightenment
4. French Revolution and Industrial Revolution
5 Nationalism and Unification
6 Imperialism and La Belle Époque
7. WWI and Russian Revolution
8 Fascism and WWII
9. Cold War and Contemporary Europe
Course Outcomes:
● Develop critical reading and analytical writing skills through the study of historical texts and primary sources
● Gain an understanding of the political, social, economic, and intellectual developments of European history.
Curriculum Guide: History Department Appendix
● Analyze the causes and effects of significant historical events and movements
● Engage with themes of continuity and change across periods of European history
● Explore the interplay between historical developments and modern European identity.
H.300/ AP European History
Prerequisite: B+ in previous History course and B+ in previous English course
Term: Year | Credits: 1 | Grades: AP or Reg Euro. History is required for all 11th Graders
Course Description:
Taught at a more demanding level than European History, Advanced Placement European History is designed for those students wishing to do college-level work in preparation for the AP Examination in May. The course begins with the Renaissance and Reformation and ends in the present, delving deeply along the way into topics like the rise of the nation-state, the Scientific Revolution, the Enlightenment, the French Revolution, the Industrial Revolution, the World Wars, and the Cold War We stress intellectual and cultural history while tracing the political, economic, religious, and social themes through the centuries Added emphasis is placed on critical reading, writing, and point-of-view analysis in primary source documents. Classroom practices and assessments aim to help students understand human history and to impart to them the intellectual virtues they need for historical inquiry into truth, goodness, and beauty
Units Covered:
1 Renaissance and Reformation
2. Exploration, Religious Wars, and Absolutism
3 Scientific Revolution and Enlightenment
4. French Revolution and Napoleonic Empire
5 Concert of Europe and Unifications
6 Imperialism and La Belle Époque
7. WWI and Inter-War Period
8 Fascism and WWII
9 Cold War and Contemporary Europe
Course Outcomes:
● Master the ability to write complex essays with a strong thesis supported by detailed evidence
● Analyze primary and secondary sources for point of view, purpose, and historical significance.
● Demonstrate understanding of European historical trends and patterns over time
● Explore the intersection of faith and history by assessing historical movements in light of enduring human values.
● Prepare for the AP exam by excelling in SAQs, DBQs, and LEQs
H.180/ United States History
Term: Year | Credits: 1
Grades: AP or Regular U S History is required for all 12th graders
Course Description
United States History provides an economic, political, religious, and sociological perspective into the foundations of the United States and the subsequent successes and failures of the Republic through the past three centuries. Students are challenged to examine and critique modern America with respect to her historical foundations
Emphasis is placed on understanding Americans in their major conflicts beginning with the Revolutionary War and ending in the present war on terrorism. This course seeks to use history as a medium to teach critical thinking, analytical writing, and rhetorical presentation in preparation for college
Units Covered
1 Colonial Foundations and English Influence
2 Revolution and Constitution
3. Early Republic and Westward Expansion
4 Slavery, Sectionalism, and Civil War
Course Outcomes
Students will demonstrate:
5 Reconstruction and Industrialization
6 Progressive Era and World War I
7. Interwar Period and World War II
8 Cold War and Civil Rights
9. Post-Cold War and Modern Challenges
● The ability to construct well-organized and evidence-based historical arguments
● Proficiency in identifying and analyzing historical events, figures, and movements within their context.
● Skills in comparing perspectives across different periods and evaluating their causes and effects
● A nuanced understanding of the interplay between economic, political, and cultural forces in shaping history
● The ability to synthesize historical information into coherent essays and presentations
H.301/ AP United States History
Prerequisite: B+ in previous History course, or B in previous History AP/Honors course
Term: Year | Credits: 1
Grades: AP or Regular U S History is required for all 12th graders
Course Description
This course is designed for students wishing to do college-level work and prepare for the AP Examination in May In addition to the content and virtues taught in the United States History course, the Advanced Placement course looks more broadly at the whole of U S history, from pre-colonial times to the present, with an added emphasis on working with primary source materials For those students who are interested, this course also provides the opportunity to earn up to six college credits through Stony Brook University’s ACE program.
Units Covered
1. Pre-Colonial America and Contact
2 Colonization and the Atlantic World
3 Revolutionary America
4. Nation-Building and Westward Expansion
Course Outcomes
Students will demonstrate:
5. Civil War and Reconstruction
6 Gilded Age and Progressivism
7 World Wars and the Great Depression
8. Cold War and Social Movements
9 Post-Cold War and Modern America
● Advanced skills in analyzing and synthesizing primary and secondary sources
● The ability to write evidence-based historical essays, including document-based questions (DBQs) and long essays (LEQs).
● An understanding of significant continuities and changes across U S history and their implications
● Proficiency in employing historical thinking skills such as causation, comparison, and contextualization
● The ability to critically evaluate the role of the United States in global history and its domestic developments
Departmental Scope & Sequence
The History curriculum at SBS is designed to help students develop strong historical thinking skills, reason wisely about the past, and to read, write, and speak with clarity and incisiveness. The below chart synthesizes our essential skills and outcomes.
Middle School Scope and Sequence
Writing: Students will be able to (SWBAT)
1 Assert a simple claim with a reason or reasons to support it.
Thesis
2. Address the prompt directly
3 Demonstrate understanding of the appropriate skill(s)
1. Construct strong, analytical single paragraph responses
2. Draft clear and analytical topic sentences.
3 Provide evidence to support claims.
4. Demonstrate growth towards drafting an essay with an introduction, body and conclusion paragraph. (1 paragraph each)
1 Assert a simple claim with two (2) to three (3) reasons to support it.
2. Address the prompt directly, but do not merely paraphrase or repeat it
3. Demonstrate application of the appropriate historical skill(s)
1. Construct strong, analytical single paragraph responses
2. Draft clear and analytical topic sentences.
3 Provide evidence to support claims
4. Draft an essay with an introduction, body and conclusion. (1 paragraph each)
1 Assert a simple claim with three (3) reasons to support it.
2. Effectively decode the prompt and offer a complete and robust response
3. Demonstrate proficiency in applying the appropriate historical skill(s).
1. Construct analytical paragraphs with strong topic sentences and evidence to support claims.
2. Demonstrate proficiency in researching and integrating primary and secondary sources as evidence to support claims.
3 Exhibit proficiency in drafting an essay with an introduction, multiple body paragraphs and a conclusion.
Essay
Construction
Reading: Students will be able to (SWBAT)
Close Reading
Sourcing
Demonstrate emerging ability to identify and analyze point of view, purpose and audience within a text.
1. Differentiate between primary and secondary sources
2 Accurately cite sources
3. Construct a bibliography/works cited page.
Demonstrate satisfactory ability to identify and analyze point of view, purpose and audience within a text.
1. Differentiate between primary and secondary sources
2 Accurately cite sources
3. Construct a bibliography/works cited page.
Humanities 9
Demonstrate proficiency in identifying and analyzing point of view, purpose and audience within a text.
1. Demonstrate proficiency in identifying primary and secondary sources germane to the task at hand
2. Exhibit proficiency in accurately citing sources.
3 Construct a bibliography/works cited page.
Context
1. Identify important figures, events, movements and ideas from a particular period in time and explain their significance.
2. Draw connections between important figures, events, movements and ideas from one particular place and time to another.
3 Use important figures, events, movements and ideas from the past to advance an argument.
1. Identify important figures, events, movements and ideas from a particular period in time and explain their significance.
2. Draw connections between important figures, events, movements and ideas from one particular place and time to another.
3 Use important figures, events, movements and ideas from the past to advance an argument.
1. Demonstrate proficiency in identify important figures, events, movements and ideas from a particular period in time and explain their significance.
2. Exhibit proficiency in drawing connections between important figures, events, movements and ideas from one particular place and time to another.
3 Illustrate proficient use of important figures, events, movements and ideas from the past to advance an argument.
World History 7
Analysis: Students will be able to (SWBAT)
1. Identify major changes and continuities over time.
Thinking
Historically
2. Account for the complexity and contingency of the past in their reading, writing and analysis.
3. Differentiate between agentic and structural forces in shaping human behavior.
4. Establish cause and effect relationships.
1. Identify major changes and continuities over time.
2. Account for the complexity and contingency of the past in their reading, writing and analysis.
3. Differentiate between agentic and structural forces in shaping human behavior.
4. Establish cause and effect relationships.
Integration of Faith and Learning: Students will be able to (SWBAT)
Empathy
Humility
Moral Imagination
Explore and understand important figures, events, movements and ideas from the past from the perspective of the time period and on their own terms.
Approach the past with acknowledgement of what can and cannot be known and a respect of the dignity of all people.
Apply historical knowledge and understanding in such a way that promotes the growth of character and Christian faith.
Explore and understand important figures, events, movements and ideas from the past from the perspective of the time period and on their own terms.
Approach the past with acknowledgement of what can and cannot be known and a respect of the dignity of all people.
Apply historical knowledge and understanding in such a way that promotes the growth of character and Christian faith.
Humanities 9
1. Demonstrate proficiency in identifying major changes and continuities over time.
2. Exhibit proficiency in accounting for the complexity and contingency of the past in their reading, writing and analysis.
3. Differentiate between agentic and structural forces in shaping human behavior.
4. Illustrate proficiency in establishing cause and effect relationships.
Explore and understand important figures, events, movements and ideas from the past from the perspective of the time period and on their own terms.
Approach the past with acknowledgement of what can and cannot be known and a respect of the dignity of all people.
Apply historical knowledge and understanding in such a way that promotes the growth of character and Christian faith.
Upper School Scope and Sequence
Writing: Students will be able to (SWBAT)
Thesis
Essay Construction
1. Assert a complex claim with three (3) reasons to support it.
2. Effectively decode the prompt and offer a complete and robust response
3. Demonstrate mastery in applying the appropriate historical skill(s).
1. Demonstrate mastery in researching and integrating primary and secondary sources as evidence to support claims.
2. Exhibit mastery in drafting an essay with an introduction, multiple body paragraphs and a conclusion.
3. Generate strong responses to a variety of question formats
1. Assert a complex claim with three (3) reasons to support it.
2. Effectively decode the prompt and offer a complete and robust response
3. Demonstrate mastery in applying the appropriate historical skill(s).
1. Demonstrate mastery in researching and integrating primary and secondary sources as evidence to support claims. .
2. Exhibit mastery in drafting an essay with an introduction, multiple body paragraphs and a conclusion.
3. Generate strong responses to a variety of question formats
1. Assert a complex claim with three (3) reasons to support it.
2. Effectively decode the prompt and offer a complete and robust response
3. Demonstrate excellence in applying the appropriate historical skill(s).
1. Demonstrate excellence in researching and integrating primary and secondary sources as evidence to support claims.
2. Exhibit excellence in drafting an essay with an introduction, multiple body paragraphs and a conclusion.
3. Generate strong responses to a variety of question formats including Short Answer Questions (SAQs), Long Essay Questions (LEQs) and Document Based Questions (DBQs).
Humanities 10
Reading: Students will be able to (SWBAT)
Close Reading
Sourcing
Demonstrate mastery in identifying and analyzing point of view, purpose and audience within a text.
1 Demonstrate mastery in identifying primary and secondary sources germane to the task at hand
2. Draw meaningful connections between sources in support of an argument (e g corroboration, contradiction).
3. Exhibit proficiency in accurately citing sources
4. Construct a bibliography/works cited page.
Context 1. Demonstrate mastery in identifying important figures, events, movements and ideas from a particular period in time and explain their significance
2. Exhibit mastery in drawing connections between important figures, events, movements and ideas from one particular place and time to another.
3 Illustrate mastery in use of important figures, events, movements and ideas from the past to advance an argument
Demonstrate mastery in identifying and analyzing point of view, purpose and audience within a text.
1 Demonstrate mastery in Identifying primary and secondary sources germane to the task at hand.
2 Draw meaningful connections between sources in support of an argument (e.g. corroboration, contradiction).
3 Exhibit proficiency in accurately citing sources.
4. Construct a bibliography/works cited page
Demonstrate excellence in identifying and analyzing point of view, purpose and audience within a text.
1 Demonstrate excellence in identifying primary and secondary sources germane to the task at hand.
2 Draw meaningful connections between sources in support of an argument (e.g. corroboration, contradiction).
3 Exhibit proficiency in accurately citing sources.
4. Construct a bibliography/works cited page
1. Demonstrate mastery in identifying important figures, events, movements and ideas from a particular period in time and explain their significance.
2 Exhibit mastery in drawing connections between important figures, events, movements and ideas from one particular place and time to another
3. Illustrate mastery in use of important figures, events, movements and ideas from the past to advance an argument
1. Demonstrate excellence in identifying important figures, events, movements and ideas from a particular period in time and explain their significance.
2 Exhibit excellence in drawing connections between important figures, events, movements and ideas from one particular place and time to another
3. Illustrate excellence in use of important figures, events, movements and ideas from the past to advance an argument
Humanities 10
Analysis: Students will be able to (SWBAT)
Thinking Historically
1. Demonstrate mastery in identifying major changes and continuities over time.
2. Exhibit mastery in accounting for the complexity and contingency of the past in their reading, writing and analysis.
3. Differentiate between agentic and structural forces in shaping human behavior.
4. Illustrate mastery in establishing cause and effect relationships.
1. Demonstrate mastery in identifying major changes and continuities over time.
2. Exhibit mastery in accounting for the complexity and contingency of the past in their reading, writing and analysis.
3. Differentiate between agentic and structural forces in shaping human behavior.
4. Illustrate mastery in establishing cause and effect relationships.
Integration of Faith and Learning: Students will be able to (SWBAT)
Empathy
Explore and understand important figures, events, movements and ideas from the past from the perspective of the time period and on their own terms
Humility Approach the past with acknowledgement of what can and cannot be known and a respect of the dignity of all people
Moral Imagination
Apply historical knowledge and understanding in such a way that promotes the growth of character and Christian faith.
Explore and understand important figures, events, movements and ideas from the past from the perspective of the time period and on their own terms.
Approach the past with acknowledgement of what can and cannot be known and a respect of the dignity of all people.
Apply historical knowledge and understanding in such a way that promotes the growth of character and Christian faith.
1. Demonstrate excellence in identifying major changes and continuities over time.
2. Exhibit excellence in accounting for the complexity and contingency of the past in their reading, writing and analysis.
3. Differentiate between agentic and structural forces in shaping human behavior.
4. Illustrate excellence in establishing cause and effect relationships.
Explore and understand important figures, events, movements and ideas from the past from the perspective of the time period and on their own terms.
Approach the past with acknowledgement of what can and cannot be known and a respect of the dignity of all people.
Apply historical knowledge and understanding in such a way that promotes the growth of character and Christian faith.
Content Mapping
Specific course content is covered below based on the units and subtopics for each class The structure below covers the core history sequence in an outline format. Please see the specific syllabus for each course for a more detailed breakdown.
Humanities 9
1. Creation Stories & Historical Methods
a Genesis 1-5
b Enuma Elish and Mesopotamian cosmogony
c. Hesiod’s Theogony and Greek cosmogony
2 Ancient Mesopotamia & Flood Narratives
a Ancient Sumer and Mesopotamia
b. Epic of Gilgamesh and its flood narrative
c Genesis 6-9
3. The Patriarchs of Israel
a Genesis 12-50
4 Ancient Egypt and the Exodus
a. Ancient Egypt
b Exodus - Deuteronomy
5 Bronze Age Greece
a. Minoan and Mycenaean civilization
b Bronze Age Collapse
c Homer’s Iliad (abridged) and the “Homeric Ideal” essay
6. Near Eastern Empires
a Including the Assyrians and Babylonians
b. Judges - 2 Kings
c Psalms, Proverbs, and Ecclesiastes
7 The Prophets & Persia
a. Prophetic books including Isaiah, Jeremiah, and Daniel
b Achaemenid Persia
c Esther and Ezra - Nehemiah
d. Ancient Kush and Meroe
8 Classical Greece
a. The Greek city-state
b. Ancient Athens and Sparta
9 Classical Greek Philosophy
a. Socrates, Plato, and Aristotle
10 The Hellenistic World
a The Macedonian Empire and the Hellenism
b. Hellenistic schools of philosophy: Stoicism, Cynicism, and Epicureanism
c 1-2 Maccabees and the Apocrypha
d Hellenistic Israel
Summative Assessment:
● The Good Life project
● A final exam (historically)
1 Ancient Rome
a. The Roman Republic
b The Roman Empire
Humanities 10
c. The Fall of the western Roman Empire
2 The Gospels & the Early Church
a The Gospel of Luke
b. Acts
c Rabbinical Judaism
d The Epistles (esp Galatians, 1 Corinthians, and Ephesians)
3. Christological Controversies & Orthodoxy
a Early church history
b. The church fathers
c. The Arian Controversy & the Council of Nicaea
4 The Early Middle Ages
a. The Byzantine Empire
b The Carolingian Empire
c Early medieval theology & monasticism
5. Crisis & Recovery in the West
a The Vikings
b Medieval Europe & the Dark Ages
c. The Normans
d Islam
6. The High Middle Ages and The Crusades
a. Feudalism and manorialism
b High Middle Ages in Europe
c. East-West Schism of the church
d The Crusades
7 The Calamitous 14th Century
a. The Black Death
b Hundred Years’ War
c Great Western Schism
8. Renaissance & Rebirth
a The Renaissance
b. Italian city-states
c Renaissance humanism and artwork
d The Reformation
Curriculum Guide: History Department Appendix
Summative Assessment:
● The Veritas project
● A final exam (historically)
critical thinking skills, an appreciation for the order and beauty of mathematics and how it reflects the nature of our Creator, an understanding of the importance of applying mathematical and logical thinking to real life situations, and the foundation needed to study math at advanced and college levels
Departmental Distinctives
University-Level Math Offerings: Math students at Stony Brook have access to a world-class array of advanced courses including full year, dual enrollment courses in Multivariable Calculus and Linear Algebra, as well as our Advanced Topics in Mathematics, Advanced Probability & Statistics, and Advanced Logic classes SBS is proud to be among only a handful of secondary schools offering such advanced courses
Nationally Distinctive in Math Competitions: Stony Brook students are regularly successful in national math competitions We annually have 60+ students compete in the American Math Competition (AMC) and consistently have 7-10+ students qualify for the elite American Invitational Mathematics Examination (AIME and the top 5% of math students nationally) and have had several students qualify for the USAMO (top 225 students nationally)
Integration
with
Other Disciplines:
Stony Brook math courses push students to apply the textbook knowledge they’ve acquired to the world around them, both using hands-on projects and solving problems outside of the classroom One of the most obvious ways that Stony Brook students apply what they’ve learned is through the many other classes across the curriculum that rely on math to do their work. Students who study matrices and derivatives in their math classes will find that knowledge put to work in their science classes and economics classes Because of this, the department works hand in glove with other departments on a horizontal alignment of skills taught.
Math Department Curriculum
Scope & Sequence
The Mathematics curriculum at SBS is designed to help students develop strong problem solving and critical thinking skills, an appreciation for the order and beauty of mathematics Our course outcomes align with the New York State Next Generation Mathematics Learning Standards (2017), and exceed those into multiple courses of college-level mathematics
● Math Department Scope & Sequence
Syllabi
Please find below a compendium of all Science Department Syllabi for the 2024-2025 year. An executive summary of these syllabi is found in the Course Descriptions and Outcomes section
● Math
Course Offerings
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the Math Department For more detailed information, see the specific class syllabus and the scope and sequence document.
MS.405/ Pre-Algebra I
Term: Year | Grade Level: 7th and 8th graders only
Course Description
Building on arithmetic skills, Pre-Algebra I serves to strengthen core problem-solving skills and introduce the language and logic of algebraic thinking In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to whole numbers, integers, equations, fractions, decimals, ratios, proportions, percents, and graphing. With particularly advanced groups of Pre-Algebra I students, some basic geometry and statistics may be introduced Pre-Algebra I is intended for 7th and 8th grade students who will benefit from spreading their Pre-Algebra experience over the course of 2 years.
Units Covered
1. Expressions
2 Equations
3 Inequalities
4. Factors
5 Fractions
6 Exponents
7. Ratios and Proportions
8 Probability
Course Outcomes
9. Percent
10 Linear Functions
11 Angle Relationships and Right Triangles
12.Measurement, Area, and Volume
13 Data Analysis
14 Polynomials
15.Nonlinear Functions
16 Transformations
● Reinforce and build basic arithmetic skills involving whole numbers, integers, fractions, decimals, ratios, and percents.
● Use computation and algebraic skills to problem-solve.
● Develop an understanding of algebraic variables, expressions, and equations
● Learn to solve one and two-variable equations and graph linear equations.
● Prepare for success in higher-level math courses
MS.406/ Pre-Algebra II
Term: Year | Grade Level: 7th and 8th graders only
Course Description
Building on arithmetic skills, Pre-Algebra II serves to strengthen core problem-solving skills and introduce the language and logic of algebraic thinking In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to variables, mathematical expressions, integers, solving equations and inequalities, factors, fractions, exponents, rational numbers, ratios, proportions, basic probability, percents, linear functions, square roots, volume and area of geometric figures, and polynomials Pre-Algebra II is intended for 7th, 8th, and 9th grade students who are able to master Pre-Algebra concepts in a single year.
Units Covered
1. Whole Numbers
2 Integers and Basic Equations
3 Solving Equations and Problem-Solving
4. Fractions and Mixed Numbers
5 Decimals
Course Outcomes
6. Ratios, Proportions, and Triangle Applications
7 Percents
8 Graphing and Introduction to Statistics and Probability
9 Geometry and Measurement
10.Exponents and Polynomials (if time allows)
● Reinforce and build basic arithmetic skills involving whole numbers, integers, fractions, decimals, ratios, and percents
● Use computation and algebraic skills to problem-solve.
● Develop an understanding of algebraic variables, expressions, and equations
● Learn to solve one and two-variable equations and graph linear equations.
● Prepare for success in higher-level math courses
Term: Year | Credits: 1 | Grade Level: 7th-10th | Prerequisite: C+ in Pre-Algebra II
Course Description
Building on arithmetic and Pre-Algebra skills, Algebra I serves to strengthen core problem-solving skills and thoroughly investigate the language and logic of basic algebraic thinking. In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to mathematical expressions, multi-step equations, integers, rational numbers, inequalities, exponents, polynomials, factoring, linear graphing, systems of equations, absolute value equations, rational expressions, radicals, radical equations, relations and functions, quadratic equations, and quadratic graphs Algebra I is intended for 7th-10th grade students and is considered the first year of the required high school math sequence All 7th and 8th grade
N.120/ Algebra I
students enrolled in Algebra 1 must complete the year with a B+ or higher final average with a B+ on the final exam in order to receive credit for this high school course
Units Covered
1 Real Numbers
2. Solving Equations and Problem-Solving
3 Graphs and Functions
4. Solving Inequalities and Absolute Value Equations
Course Outcomes
Students will:
5 Solving Systems of Linear Equations
6. Exponents and Polynomials
7 Factoring Polynomials
8. Rational Expressions
9 Roots, Radicals, and Trigonometric Ratios
10 Quadratic Equations
● Develop a strong foundation in algebraic concepts and problem-solving strategies
● Enhance numerical literacy and computational skills.
● Interpret and analyze data using algebraic methods
● Gain proficiency in graphing and understanding functions
● Apply algebraic concepts to real-life problem-solving situations.
N.130/ Geometry
Term: Year | Credits: 1 | Grade Level: 8th-12th | Prerequisite: For 8th-9th graders: B+ or higher in Algebra I; for 10th-12th graders: Completion of Algebra I
Course Description
Building on arithmetic and Algebra I skills, Geometry is a traditional course in plane and spatial geometry. Geometry serves to strengthen core problem-solving skills and thoroughly investigate the language and logic within geometric topics In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to reasoning, symbolic logic, parallel and perpendicular lines, triangles, congruence, formal two-column proofs, quadrilaterals, parallelograms, area, surface area, volume, ratio and proportions, transformations, coordinate geometry, right triangle trigonometry, circles, and other related topics. Algebra I skills are woven into the course as a continual form of review Geometry is considered the second year of the required high school math sequence and is normally sequenced between Algebra I and Algebra II, although motivated students may take Geometry concurrently with Algebra II Honors with approval from the Math Department Chair
Units Covered
1 A Beginning of Geometry
2 Introduction to Reasoning and Proofs
3. Parallel and Perpendicular Lines
4 Triangles and Congruence
5. Special Properties of Triangles
6 Quadrilaterals
Course Outcomes
Students will:
7 Similarity 8 Transformations
9. Right Triangles and Trigonometry
10 Area
11. Surface Area and Volume
12 Circles and Other Conic Sections
● Establish a strong foundation in plane and spatial geometry, including lines, polygons, and solids
● Develop deductive reasoning and proof-writing skills through guided inquiry and practice.
● Explore and apply geometric relationships to solve real-world problems
● Utilize algebraic skills to reinforce and extend geometric understanding
● Interpret and analyze data using geometric principles.
N.140 + N. 141 / Algebra II & Algebra II Honors
Term: Year | Credits: 1 | Prerequisite: Algebra I and Geometry for Regular; B+ in Algebra I and B+ in Geometry for Honors
Course Description
Building on Algebra I skills and the logical thinking acquired in Geometry, Algebra II serves to strengthen core problem-solving skills and thoroughly investigate the language and logic of advanced algebraic thinking In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to linear equations, linear graphs, quadratic functions and graphs, rational functions and graphs, complex numbers, exponents, logarithms, trigonometric functions, and basic trigonometric graphs Algebra II is considered the third year of the required high school math sequence and is normally sequenced after Geometry.
Units Covered
1. Real Numbers and Algebraic Expressions
2 Equations, Inequalities, and Problem Solving
3 Graphs and Functions
4. Systems of Equations
5 Exponents, Polynomials, and Polynomial Functions
6 More Work with Matrices
7 Rational Expressions
8. Rational Exponents, Radicals, and Complex Numbers
9 Quadratic Equations and Functions
10.Exponential and Logarithmic Functions
11 Conic Sections
12 Sequences, Series, and the Binomial Theorem (Honors only)
13 Counting and Probability Theory (Honors only)
14.Trigonometric Functions (Honors only)
15 Trigonometric Identities, Equations, and Applications (Honors only)
Course Outcomes
Students will:
● Identify similarities between the real and complex number systems.
● Recognize all functions as mappings between domain and range sets
● Understand that linear and quadratic functions are subsets of polynomial functions.
● Model real-world problems using polynomial and transcendental functions
● Apply advanced probabilistic methods to make decisions and perform statistical analysis
N.142/ College Preparatory Functions & Trigonometry
Term: Year | Credits: 1 | Prerequisite: Algebra II
Course Description
Building on Algebra II skills and the logical thinking acquired in Geometry, this course serves to strengthen core problem-solving skills and thoroughly investigate the language and logic of advanced algebraic thinking while reinforcing basic and advanced algebraic concepts. In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to graphing, conic sections, trigonometry, logarithms, introductory sequences and series, matrices, probability, statistics, graphing, and analyzing graphs This course serves to reinforce the most critical skills from Algebra II, expose students to advanced Algebra II skills not yet explored, and prepare students for Pre-Calculus Honors
Units Covered
1 Intro to Right Angle Trigonometry and the Unit Circle
2 Basic Algebraic Concept Review
3 Trigonometric Equations
4 Algebraic Graphing Concepts
5 Graphing Trigonometric Functions
6 Algebraic Manipulation
7 Trigonometric Manipulation
Course Outcomes
Students will exhibit:
● Mastery of basic algebraic manipulation techniques
● Comfort with numbers and variables in all forms
● Basic understanding of numerical models and their interpretations
● The fundamental relationship between algebra and trigonometry
● Basic understanding of practical math for day-to-day life outside of school through project-based learning
● The ability to create and interpret graphical models and representations
N.144/ Practical Statistics & Personal Finance
Term: Year | Credits: 1 | Prerequisite: Algebra II
Course Description
This course is an introduction to statistics designed to introduce students to statistical thinking, probability, and the interpretation of data. The second half of the course introduces students to the basics of personal finance and financial math This math elective is tailored for students considering majoring in Business or the Social Sciences The course equips students with practical skills in data analysis and financial literacy, preparing them for both university-level coursework and the financial demands of adulthood.
Units Covered
1. Introduction to Statistics
2 Descriptive Statistics
3 Probability
4. Inferential Statistics
5 Project Work
Course Outcomes
Students will:
6. 6. Introduction to Personal Finance
7 Budgeting
8 Saving and Investing
9. Credit and Debt Management
10 Income and Employment
11. Financial Planning
● Differentiate between qualitative and quantitative data and understand levels of measurement
● Calculate and interpret measures of central tendency and dispersion.
● Apply probability rules and recognize key probability distributions
● Create and manage personal budgets while tracking expenses effectively.
● Understand saving and investment options, including stocks, bonds, and mutual funds
● Use credit cards responsibly and develop strategies for managing debt
● Demonstrate knowledge of financial planning, including retirement and emergency funds.
N.161/ Pre-Calculus Honors
Term: Year | Credits: 1 | Prerequisite: B in Algebra II Honors
Course Description
Building on Algebra II skills and the logical thinking acquired in Geometry, Pre-Calculus serves to strengthen core problem-solving skills and thoroughly investigate the language and logic of advanced algebraic and pre-calculus thinking In this course, students discover the beauty and order of mathematical relationships and acquire
Curriculum Guide: Mathematics Department Appendix
knowledge and skills related to functions, families of graphs, polynomials, rational functions, power functions, trigonometry, trigonometric graphs, analytical trigonometry, conic sections, limits, and discrete math topics such as sequences and series, matrices, and probability. Pre-Calculus Honors includes a more in-depth treatment of Pre-Calculus topics because it is designed for the highly motivated mathematics student
Units Covered
1 Modeling and Equation Solving
2. Functions and Their Properties
3 Linear and Quadratic Functions
4 Polynomial and Rational Functions
5. Exponential and Logarithmic Functions
Course Outcomes
Students will:
6 Trigonometric Functions, Graphs, and Identities
7 Vectors and Parametric Equations
8 Polar Coordinates and Polar Graphs
9. Conic Sections
10 Combinatorics and Probability
11 Limits and Intro to Calculus
● Graph linear, polynomial, rational, trigonometric, exponential, and parametric equations
● Identify and analyze properties of functions, including inverse, composite, and transformations.
● Solve real-world problems requiring optimization of quadratic and exponential functions
● Apply trigonometric identities and analyze polar and parametric functions
● Solve problems involving sequences, series, and probability using combinatorial methods.
● Demonstrate foundational understanding of limits and derivatives as an introduction to calculus
N.360/ AP Calculus AB
Term: Year | Credits: 1 | Prerequisite: B in Pre-Calculus Honors
Course Description
This course fulfills the AB syllabus recommended by the College Board for the AP Examination in Mathematics AP Calculus AB is roughly equivalent to a first-semester college calculus course devoted to topics in differential and integral calculus The AP course covers topics in these areas, including limits, derivatives, definite integrals, and the Fundamental Theorem of Calculus. The course teaches students to approach calculus concepts and problems represented graphically, numerically, analytically, and verbally, and to make connections among these representations
Units Covered
1 Limits and Continuity
2. Differentiation: Definition and Fundamental Properties
3 Applications of Derivatives
4 Integration and Accumulation of Change
5. Applications of Integration
6 Differential Equations
7 Review and Practice for the AP Exam
Course Outcomes
Students will:
● Demonstrate an understanding of limits, derivatives, and integrals as foundational calculus concepts
● Apply differentiation and integration techniques to solve mathematical and real-world problems.
● Connect multiple representations of calculus concepts (graphical, numerical, analytical, and verbal)
● Solve differential equations and model systems of change.
● Prepare for success on the AP Calculus AB examination through rigorous coursework and practice
N.361/ AP Calculus BC
Term: Year | Credits: 1 | Prerequisite: A+ in Pre-Calculus Honors
Course Description
AP Calculus BC is roughly equivalent to a full year of college calculus This course covers the AB topics as well as parametric, polar, and vector functions. Topics such as integration and differentiation are also explored in greater depth Polynomial approximations and series is another optional component in the BC syllabus The course teaches students to approach calculus concepts and problems represented graphically, numerically, analytically, and verbally, and to make connections among these representations.
Units Covered
1. Limits and Continuity
2 Differentiation and Its Applications
3 Integration Techniques and Applications
4. Differential Equations and Mathematical Models
Course Outcomes
Students will:
5. Infinite Series and Polynomial Approximations
6 Parametric, Polar, and Vector Functions
7. Advanced Applications of Calculus
8 AP Exam Review and Practice
● Explore advanced calculus concepts, including infinite series, parametric equations, and polar functions.
● Apply differentiation and integration to solve complex mathematical problems
● Demonstrate mastery of calculus through multirepresentational problem-solving
● Analyze and interpret mathematical models involving sequences, series, and advanced functions.
● Prepare for success on the AP Calculus BC examination through rigorous coursework and practice
N.363/ AP Statistics
Term: Year | Credits: 1 | Prerequisite: B in Pre-Calculus Honors
Course Description
This course fulfills the AP syllabus recommended by the College Board for the AP Examination in Mathematics The AP Statistics course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data There are four themes in the AP Statistics course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference Students use technology, investigations, problem-solving, and writing as they build conceptual understanding.
Units Covered
1. Exploring One-Variable Data
2 Exploring Two-Variable Data
3. Collecting Data
4 Probability, Random Variables, and Probability Distributions
Course Outcomes
Students will:
5. Sampling Distributions
6 Inference for Categorical Data: Proportions
7. Inference for Quantitative Data: Means
8 Inference for Categorical Data: Chi-Square
9 Inference for Quantitative Data: Slopes
● Understand methods for collecting and analyzing data for statistical inference.
● Describe patterns, trends, associations, and relationships in data
● Explain random phenomena using the language of probability distributions
● Justify conclusions using evidence from data, definitions, or statistical inference.
N.143/ College-Level Linear Algebra
Term: Year | Credits: 1 | Prerequisite: A in Calculus BC or B in Calculus BC
Course Description
Building on advanced algebra skills and logical thinking acquired in previous math courses, Linear Algebra serves to strengthen core problem-solving skills and thoroughly investigate the language and logic of advanced mathematical thinking while reinforcing basic and advanced algebraic concepts In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to linear equations, large systems of equations, matrices, determinants, linear transformations, vector spaces and subspaces, and
orthogonal bases The concepts from Linear Algebra are highly applicable in engineering, chemistry, physics, biology, economics, social sciences, and computer science For those students who are interested, this course also provides students with the opportunity to earn up to three college credits through Stony Brook University’s ACE program There is an associated cost of $300 per three credits for those students who wish to enroll
Units Covered
1 Linear Equations
2. Matrix Algebra
3 Determinants
4 Vector Spaces 5 Eigenvalues and Eigenvectors 6. Orthogonality and Least Squares 7 Symmetric Matrices and Quadratic Forms
8 Geometry of Vector Spaces
Course Outcomes
Students will:
● Represent and solve systems of linear equations using matrices and vectors.
● Analyze and apply concepts of vector spaces, eigenvalues, and eigenvectors
● Utilize orthogonal projections and least-squares techniques in mathematical modeling
● Explore geometric interpretations of linear algebra concepts in real-world contexts.
● Connect linear algebra to other mathematical disciplines and scientific applications
N.169/ College-Level Multivariable Calculus
Term: Year | Credits: 1 | Prerequisite: A in Calculus BC or B in Calculus BC
Course Description
Building on AP Calculus skills and the logical thinking acquired in previous math courses, Multivariable Calculus serves to strengthen core problem-solving skills and thoroughly investigate the language and logic of multivariable calculus thinking In this course, students discover the beauty and order of mathematical relationships and acquire knowledge and skills related to calculus techniques for functions of three or more variables, including the understanding of limits, continuity, differentiability, critical points, and integrals that apply to curves and surfaces defined by these functions This course includes the study of gradients, Green's Theorem, Stokes' Theorem, partial differentiation, iterated integration, line integrals, vector-valued functions and their dot and cross products. The course will conclude with an introduction to differential equations and elementary analysis For those students who are interested, this course may provide students with the opportunity to earn up to three college credits through Stony Brook University’s ACE program. There is an associated cost of $300 per three credits for those students who wish to enroll
Units Covered
1 Parametric Equations and Polar Coordinates
2. Vectors and Geometry of Space
3 Vector Functions
4 Partial Derivatives
5. Multiple Integrals 6 Vector Calculus
7 Differential Equations
Course Outcomes
Students will:
● Extend the principles of single-variable calculus to multivariable functions, including partial differentiation, gradients, and optimization techniques such as Lagrange multipliers.
● Evaluate multiple integrals in various coordinate systems (Cartesian, polar, cylindrical, and spherical) and apply them to problems involving volume, surface area, and physical models.
● Apply vector calculus concepts, including Green's Theorem, Stokes' Theorem, and the Divergence Theorem, to analyze vector fields and solve applied problems in physics and engineering
● Solve line and surface integrals and explore their applications in modeling physical systems and force fields
● Utilize computational tools to visualize and analyze multivariable functions, ensuring connections to real-world applications in science, engineering, and economics.
N.170/ Advanced Topics in Mathematics
Term: Year | Credits: 1 | Prerequisite: Instructor approval and B in Linear Algebra and/or Multivariable Calculus
Course Description
This course is a rigorous, college-level math course designed for high-achieving students of mathematics Topics such as combinatorics, probability, real analysis, complex analysis, advanced calculus, and number theory will be covered to expose students to a variety of advanced subjects.
Units Covered
Units are highly flexible and will adapt to student capacities and interests, providing a dynamic learning experience
1. Advanced Calculus
2 Topology
3 Number Theory
4. Hyperbolic Functions
Course Outcomes
Students will:
5 Differential Equations
6. Chaotic Systems
7 Logic
8. Advanced topics in probability
1 Demonstrate mastery of advanced mathematical concepts, including advanced calculus techniques, number theory, and differential equations.
2. Explore theoretical topics such as topology, real analysis, and hyperbolic functions to build a robust understanding of abstract mathematics
3. Apply mathematical reasoning to solve complex problems, including those involving combinatorics, probability, and advanced calculus
4 Engage in independent research projects on specialized topics in a university-style model
5 Develop a deeper appreciation for the interconnectedness of advanced mathematical topics and their real-world applications
6. Learn how to approach advanced mathematical texts including short papers and longer textbooks.
Departmental Scope & Sequence
The Mathematics curriculum at SBS is designed to help students develop strong problem solving and critical thinking skills, an appreciation for the order and beauty of mathematics. Our course outcomes align with the New York State Next Generation Mathematics Learning Standards (2017), and exceed those into multiple courses of college-level mathematics. The below chart synthesizes our essential skills.
Pre-
Algebra
● Basic addition, subtraction, multiplication, and division
● Fractions and percents
● Integers and decimals
● Simplifying radicals
● Writing in scientific notation
Algebra I
● Evaluating algebraic equations with variable expressions
● Solving two variable equations
● Pythagorean theorem
● Congruence of triangles
● Plotting lines on a plane
● Square roots
● Order of operations on a 4-function calc
Geometry
● Approximating basic roots & irrationals
● Factoring quadratic equations
● Solving with the quadratic formula
● Solving equations and factoring using the greatest common factor and/or the least common multiple
● Solving proportions
● Introduction to sine, cosine, and tangent
● Plotting using an X & Y table
● Knowledge of trigonometric functions
● Solving basic trigonometric equations
● Graphing constructions
● Trigonometric equations
● Order of operations
● Approximating logarithmic exponential values
Algebra II
PreCalc. & CPFT
Calculus & Statistics
● Approximating transcendental functions to 1-2 places
● Factoring higher powers
● Solving logarithmic equations
● Solving exponential equations
● Solving with the quadratic equations and using the “completing the square” method
● Synthetic and long division
● Knowledge of Geometry’s trigonometric functions & their inverses
● Introduction to trigonometric identities
● Graphing the 12 parent functions
● Graphing piecewise functions
Linear Algebra, MV
Calculus, and beyond
● Approximating transcendental functions to 1-2 places
● Fraction decomposition
● Solving trigonometric functions
● Working in radians
● Taylor expansions of trigonometric functions
● Graphing parent functions with translations, dilations, & reflections
● Visualize quantitative data
● Graphing box and whisker plots
● Graphing histograms
● Intersection of curves
● Zeroes & regressions
● Converting units
● Introduction to matrices
● Linear programming
● Using polar mode to graph
● Probability
● Binomial distribution
● nPr and nCr
● Conic sections
● Skills specific to AP Calculus Exam and AP Statistics Exam (see College Board syllabus)
● Compute a five-number summary
● Hyperbolic trigonometric functions
● Reduced Row-Echelon Form
● Eigenvalues
● Multiple integrals
Content Mapping
Specific course content is covered below based on the units and subtopics for each class The structure below covers the core math sequence from Pre-Algebra to Adv. Topics in Math. Elective classes, such as College Prep Functions & Trig and Statistics & Finance, will be covered at the end.
Pre-Algebra I & II
1. The Whole Numbers
1 1 Study Skill Tips for Success in Mathematics
1 2 Place Value, Names for Numbers, and Reading Tables
1.3 Adding and Subtracting Whole Numbers, and Perimeter
1.4 Rounding and Estimating
1.5 Multiplying Whole Numbers and Area
1.6 Dividing Whole Numbers
1.7 Exponents and Order of Operations
1.8 Introduction to Variables, Algebraic Expressions, and Equations
2. Integers and Introduction to Solving Equations
2.1 Introduction to Integers
2.2 Adding Integers
2.3 Subtracting Integers
2.4 Multiplying and Dividing Integers
2.5 Order of Operations
2.6 Solving Equations: The Addition and Multiplication Properties
3 Solving Equations and Problem Solving
3 1 Simplifying Algebraic Expressions
3 2 Solving Equations: Review of the Addition and Multiplication Properties
3 3 Solving Linear Equations in One Variable
3 4 Linear Equations in One Variable and Problem Solving
4. Fractions and Mixed Numbers
4 1 Introduction to Fractions and Mixed Numbers
4 2 Factors and Simplest Form
4 3 Multiplying and Dividing Fractions
4 4 Adding and Subtracting Like Fractions, Least Common Denominator, and Equivalent Fractions
4 5 Adding and Subtracting Unlike Fractions
4 6 Complex Fractions and Review of Order of Operations
4 7 Operations on Mixed Numbers
4 8 Solving Equations Containing Fractions
5. Decimals
5 1 Introduction to Decimals
5 2 Adding and Subtracting Decimals
5.3 Multiplying Decimals and Circumference of a Circle
5.4 Dividing Decimals
5.5 Fractions, Decimals, and Order of Operations
5.6 Solving Equations Containing Decimals
5 7 Decimal Applications: Mean, Median, and Mode
6. Ratio, Proportion, and Triangle Applications
6 1 Ratios and Rates
6 2 Proportions
6 3 Proportions and Problem Solving
6 4 Square Roots and the Pythagorean Theorem
6.5 Congruent and Similar Triangles
7. Percent
7.1 Percents, Decimals, and Fractions
7.2 Solving Percent Problems with Equations
7.3 Solving Percent Problems with Proportions
7.4 Applications of Percent
7.5 Percent and Problem Solving: Sales Tax, Commission, and Discount
7.6 Percent and Problem Solving: Interest
8. Graphing and Introduction to Statistics and Probability
8.1 Pictographs, Bar Graphs, Histograms, Line Graphs, and Introduction to Statistics
8.2 Circle Graphs
8 3 The Rectangular Coordinate System and Paired Data
8 4 Graphing Linear Equations in Two Variables
8 5 Counting and Introduction to Probability
9. Geometry and Measurement
9 1 Lines and Angles
9 2 Perimeter
9 3 Area, Volume, and Surface Area
9 4 Linear Measurement
9 5 Weight and Mass
9 6 Capacity
9 7 Temperature and Conversions Between the U S and Metric Systems
10. Exponents and Polynomials
10 1 Adding and Subtracting Polynomials
10 2 Multiplication Properties of Exponents
10 3 Multiplying Polynomials
10 4 Introduction to Factoring Polynomials
Algebra I
1. Review of Real Numbers
1.1 Study Skill Tips for Success in Mathematics
1 2 Symbols and Sets of Numbers
1 3 Fractions and Mixed Numbers
1.4 Exponents, Order of Operations, Variable Expressions, and Equations
1 5 Adding Real Numbers
1 6 Subtracting Real Numbers
1.7 Multiplying and Dividing Real Numbers
1 8 Properties of Real Numbers
2. Equations, Inequalities, and Problem Solving
2 1 Simplifying Algebraic Expressions
2.2 The Addition Property of Equality
2 3 The Multiplication Property of Equality
2 4 Solving Linear Equations
2.5 An Introduction to Problem Solving
2 6 Formulas and Problem Solving
2.7 Percent and Mixture Problem Solving
2.8 Further Problem Solving
2 9 Solving Linear Inequalities
3. Graphing
3 1 Reading Graphs and the Rectangular Coordinate System
3.2 Graphing Linear Equations
3 3 Intercepts
3 4 Slope and Rate of Change
3.5 Equations of Lines
3 6 Functions
4. Solving Systems of Linear Equations and Inequalities
4 1 Solving Systems of Linear Equations by Graphing
4.2 Solving Systems of Linear Equations by Substitution
4 3 Solving Systems of Linear Equations by Addition
4 4 Systems of Linear Equations and Problem Solving
4.5 Graphing Linear Inequalities
4 6 Systems of Linear Inequalities
5. Exponents and Polynomials
5 1 Exponents
5.2 Adding and Subtracting Polynomials
5 3 Multiplying Polynomials
5 4 Special Products
5.5 Negative Exponents and Scientific Notation
5 6 Dividing Polynomials
6. Factoring Polynomials
6 1 The Greatest Common Factor and Factoring by Grouping
6.2 Factoring Trinomials of the Form x 2 + bx + c
6 3 Factoring Trinomials of the Form ax2 + bx + c and Perfect Square Trinomials
6 4 Factoring Trinomials of the Form ax2 + bx + c by Grouping
6.5 Factoring Binomials
6 6 Solving Quadratic Equations by Factoring
6 7 Quadratic Equations and Problem Solving
7. Rational Expressions
7 1 Simplifying Rational Expressions
7.2 Multiplying and Dividing Rational Expressions
7 3 Adding and Subtracting Rational Expressions with Common Denominators and Least Common Denominator
7 4 Adding and Subtracting Rational Expressions with Unlike Denominators
Unit 4: Contextual Applications of Differentiation
4 1 Interpreting the Meaning of a Derivative in Context
4 2 Straight-Line Motion: Connecting Position, Velocity, and Acceleration
4.3 Rates of Change in Context
4 4 Solving Related Rates Problems
4 5 Approximating Values of a Function Using the Derivative
4 6 Determining Relative Maximums and Minimums of a Function
4.7 Using the Mean Value Theorem
4 8 Connecting a Function’s Increasing and Decreasing Behavior with the Sign of Its Derivative
4.9 Sketching Graphs of Functions Using Derivative Information
4 10 Connecting a Function’s Concavity with the Second Derivative
Unit 5: Analytical Applications of Differentiation
5.1 Using Local Linearity to Find Linear Approximations
5 2 Solving Optimization Problems
5.3 Applying L’Hospital’s Rule for Determining Limits
Unit 6: Integration and Accumulation of Change
6 1 Exploring Accumulations of Change
6.2 Approximating Areas with Riemann Sums
6 3 Interpreting the Definite Integral as the Limit of a Riemann Sum
6.4 The Fundamental Theorem of Calculus and Accumulation Functions
6.5 Finding Antiderivatives and Indefinite Integrals
6 6 Integrating Using Substitution
Unit 7: Differential Equations
7 1 Modeling Situations with Differential Equations
7.2 Verifying Solutions for Differential Equations
7.3 Sketching Slope Fields
7 4 Solving Separable Differential Equations
Unit 8: Applications of Integration
8 1 Finding the Area Between Curves
8 2 Finding the Volume of a Solid of Revolution
(BC only) Unit 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
9 1 Defining and Differentiating Parametric Equations
9.2 Finding the Arc Length of a Parametric Curve
9 3 Differentiating Vector-Valued Functions
9 4 Integrating Vector-Valued Functions
9.5 Working with Polar Coordinates
(BC only) Unit 10: Infinite Sequences and Series
10.1 Defining Convergent and Divergent Series
10 2 Working with Geometric Series
10 3 The nth-Term Test for Divergence
10.4 Integral Test and P-Series
10 5 Comparison Tests
10.6 Alternating Series and Conditional Convergence
10 7 Ratio Test
10 8 Taylor Polynomials and Approximations
10 9 Maclaurin and Taylor Series
10 10 Representing Functions as Power Series
10.11 Radius and Interval of Convergence
Unit 1: Exploring One-Variable Data
1 1 Introducing Statistics
1.2 Identifying Types of Variables
1 3 Displaying and Describing Categorical Data
1.4 Displaying and Summarizing Quantitative Data
1.5 Comparing Distributions of Quantitative Data
1 6 Calculating Measures of Center
1.7 Calculating Measures of Spread
1 8 Using Percentiles, z-Scores, and Other Measures of Position
1 9 Exploring the Effects of Linear Transformations on Data
Unit 2: Exploring Two-Variable Data
2 1 Constructing and Interpreting Scatterplots
2.2 Calculating and Interpreting the Correlation Coefficient
2 3 Modeling Linear Relationships with Least-Squares Regression
2 4 Interpreting Regression Output from Technology
2.5 Assessing the Fit of a Linear Model
2 6 Analyzing Residuals and Outliers in Regression
2 7 Recognizing Transformations to Achieve Linearity
Unit 3: Collecting Data
3 1 Understanding Populations, Samples, and Random Sampling
3.2 Designing and Implementing Observational Studies
3 3 Planning and Conducting Experiments
3 4 Random Assignment and Controlling for Confounding Variables
3.5 Distinguishing Between Experiments and Observational Studies
3 6 Evaluating Bias and Sampling Error in Data Collection
Unit 4: Probability, Random Variables, and Probability Distributions
4 1 Defining Randomness, Probability, and Events
4 2 Calculating Probabilities Using the Addition Rule
4.3 Applying Conditional Probability and the Multiplication Rule
4 4 Determining Independence of Events
4 5 Defining Discrete and Continuous Random Variables
4.6 Calculating Expected Value (Mean) and Variance of Random Variables
4 7 Exploring Binomial and Geometric Distributions
Unit 5: Sampling Distributions
5 1 Introducing Sampling Distributions
5.2 Understanding the Central Limit Theorem
5 3 Calculating and Interpreting the Sampling Distribution of a Sample Mean
5.4 Calculating and Interpreting the Sampling Distribution of a Sample Proportion
Unit 6: Inference for Categorical Data: Proportions
6 1 Constructing and Interpreting Confidence Intervals for a Proportion
6.2 Performing Significance Tests for a Proportion
6 3 Comparing Two Proportions Using Confidence Intervals
6.4 Comparing Two Proportions Using Significance Tests
Unit 7: Inference for Quantitative Data: Means
7 1 Constructing and Interpreting Confidence Intervals for a Mean
7.2 Performing Significance Tests for a Mean
7 3 Comparing Two Means Using Confidence Intervals
7.4 Comparing Two Means Using Significance Tests (Independent Samples)
7.5 Performing Paired Data Analysis
Unit 8: Inference for Categorical Data: Chi-Square
8.1 Introducing the Chi-Square Test for Goodness of Fit
8 2 Performing the Chi-Square Test for Independence
8.3 Performing the Chi-Square Test for Homogeneity
Unit 9: Inference for Quantitative Data: Slopes
9 1 Constructing and Interpreting Confidence Intervals for the Slope of a Regression Line
9.2 Performing Significance Tests for the Slope of a Regression Line
College-Level Multivariable Calculus
Note: Unit divisions are labeled beginning with Chapter 12 (12 1, 12 2, etc ) to align with the textbook which begins at Chapter 12
Unit 1: Parametric equations and polar coordinates
10.1 Curves defined by parametric equations,
10.2 Calculus with parametric curves
10 3 Polar Coordinates
Unit 2: Vectors and the Geometry of Space
12 1 Three-Dimensional Coordinate Systems
12 2 Vectors
12 3 The Dot Product
12 4 The Cross Product
12 5 Equations of Lines and Planes
12 6 Cylinders and Quadric Surfaces
Unit 3: Vector Functions
13 1 Vector Functions and Space Curves
13 2 Derivatives and Integrals of Vector Functions
13 3 Arc Length and Curvature
13 4 Motion in Space: Velocity and Acceleration
Unit 4: Partial Derivatives
14 1 Functions of Several Variables
14 2 Limits and Continuity
14 3 Partial Derivatives
14 4 Tangent Planes and Linear Approximations
14 5 The Chain Rule
14 6 Directional Derivatives and the Gradient Vector
14 7 Maximum and Minimum Values
14 8 Lagrange Multipliers
Unit 5: Multiple Integrals
15 1 Double Integrals over Rectangles
15 2 Iterated Integrals
15 3 Double Integrals over General Regions
15 4 Double Integrals in Polar Coordinates
15 5 Applications of Double Integrals
15 6 Surface Area
15 7 Triple Integrals
15 8 Triple Integrals in Cylindrical Coordinates
15.9 Triple Integrals in Spherical Coordinates
15.10 Change of Variables in Multiple Integrals
Unit 6: Vector Calculus
16 1 Vector Fields
16 2 Line Integrals
16.3 The Fundamental Theorem for Line Integrals
16 4 Green’s Theorem
16 5 Curl and Divergence
16 6 Parametric Surfaces and Their Areas
16 7 Surface Integrals
16 8 Stokes’ Theorem
16 9 The Divergence Theorem
Unit 1: Linear Equations
College-Level Linear Algebra
1.1 Systems of linear equations
1 2 Row reduction and echelon forms
1 3 Vector equations
1.4 The matrix equation Ax=bAx = bAx=b
1 5 Solution sets of linear systems
1 6 Applications of linear systems
1.7 Linear independence
1 8 Linear transformations
1.9 Matrices of linear transformations
Unit 2: Matrix Algebra
2.1 Matrix operations
2 2 Inverse of a matrix
2 3 Characteristics of invertible matrices
2.4 Partitioned matrices
2 5 Matrix factorizations
2 6 Leontief input-output model
2.7 Subspaces of RnR^nRn
2 8 Dimension and rank
Unit 3: Determinants
3 1 Introduction to determinants
3.2 Properties of determinants
3 3 Cramer’s Rule
3 4 Volume and linear transformations
Unit 4: Vector Spaces
4.1 Vector spaces and subspaces
4.2 Null spaces, column spaces, and linear transformations
4 3 Linearly independent sets and bases
4.4 Coordinate systems
4 5 Dimension and rank
4 6 Change of basis
4.7 Applications to difference equations
4 8 Markov chains
Unit 5: Eigenvalues and Eigenvectors
5 1 Eigenvectors and eigenvalues
5.2 The characteristic equation
5 3 Diagonalization
5.4 Eigenvectors and linear transformations
5 5 Complex eigenvalues
5 6 Applications to dynamical systems
5.7 Applications to differential equations
Unit 6: Orthogonality and Least Squares
6.1 Inner product, length, and orthogonality
6 2 Orthogonal sets and projections
6 3 The Gram-Schmidt process
6.4 Least-squares problems
6 5 Applications to linear models
Unit 7: Symmetric Matrices and Quadratic Forms
7 1 Diagonalization of symmetric matrices
7.2 Quadratic forms
7 3 Constrained optimization
7 4 Singular Value Decomposition (SVD)
7.5 Applications in image processing
7 6 Applications in statistics
Unit 8: Geometry of Vector Spaces
8 1 Affine combinations and independence
8.2 Convex combinations
8 3 Hyperplanes
8 4 Polytopes
8.5 Curves and surfaces
Advanced Topics in Mathematics
By its design, this course changes its curricular content each year to fit with the students’ abilities and interests The fundamental units are covered below, while each year also sees additional coursework in logic, analysis, combinatorics, probability, topology, and number theory The units below may be rearranged depending on the student body for that course year.
Advanced Calculus (Calculus D)
1.1 Integration by Parts
1 2 Trigonometric Integrals
1.3 Trigonometric Substitution
1.4 Improper Integrals
1 5 Partial Fractions
1 6 Numerical Integration
1 7 Applications – Area, volume, and physics-based problems like work and force
1.8 Advanced Topics – Introduction to Lebesgue integration, its contrast with Riemann integration, and exploring edge cases in integration theory
Topology
1.1 Introduction to Functions in Topology
1 2 Distance and Neighborhoods
1 3 Continuity and Rigid Transformations
1.4 Open and Closed Sets
1 5 Completeness of the Reals
1 6 Projections and Transformations
1.7 Applications and Theorems – Covering the Intermediate Value Theorem (IVT) and Extreme
Value Theorem (EVT) in higher dimensions and their implications in topology
Number Theory
1 1 Introduction to Prime Quadratics
1.2 Exploring Patterns Among Non-Prime Quadratics
1 3 Proving Non-Primality of Quadratics with Square Inputs
1 4 Investigating the Problem of Square-Triangular Numbers
1.5 Generating and Generalizing Square-Triangular Numbers
1 6 Understanding and Solving Pythagorean Triples
1.7 Advanced Pythagorean Properties and Proofs
1.8 Exploring Congruence Equations and Their Solutions
1 9 Induction Proofs: Applications in Stamps and Weight Problems
1.10 The GCD and Relatively Prime Extensions
1 11 Number Theory Applications in the “3n + 1 Algorithm”
1 12 Special Projects: Proving Fermat’s Little Theorem
1.13 Encryption
Hyperbolic Functions
1.1 Introduction to Hyperbolic Functions
1 2 Basic Hyperbolic Functions (sinh, cosh, tanh)
1.3 Graphs and Properties of Hyperbolic Functions
1 4 Hyperbolic Identities
1 5 Inverse Hyperbolic Functions
1.6 Applications of Hyperbolic Functions
1 7 Hyperbolic Trigonometric Relations
Differential Equations
1 1 First Order Linear Differential Equations
1.2 Separable Equations
1 3 Variable Coefficients
1 4 Second Order Linear Differential Equations
1 5 Second Order DEs with Simple Harmonic Motion
1.6 Reduction of Order Method
1 7 Applications in Astronomy
1.8 Nonlinear Differential Equations
1 9 Exact Differential Equations
Elective: Functions & Trigonometry
1. Intro to Right Angle Trigonometry and the Unit Circle
● Ch 3 1-3 5 (Synthetic Division and Rational Functions)
5 Graphing Trigonometric Functions
● Ch 6 3-6 6 (Graphs of Sine, Cosine, Tangent, Cotangent, Secant, and Cosecant)
6 Algebraic Manipulation
● Ch 4 1-4 6 (Inverses, Exponential and Logarithmic Functions)
● Ch 9 1-9 2 (Systems of Equations and Basic Matrices)
7 Trigonometric Manipulation
● Ch 7 3-7 7 (Trigonometric Identities and Full Trigonometric Equations)
● Ch 8 1-8 2 (Law of Sines and Cosines)
Unit 1: Statistics
Elective: Statistics & Finance
1 1 Introduction to Statistics
● Types of Data (Qualitative vs Quantitative)
● Levels of Measurement
1 2 Descriptive Statistics
● Measures of Central Tendency
● Measures of Dispersion
● Data Visualization
1 3 Probability
● Basic Probability Concepts
● Probability Distributions
● Law of Large Numbers and Central Limit Theorem
1 4 Inferential Statistics
● Sampling Methods
● Hypothesis Testing
● Confidence Intervals
1 5 Correlation and Regression
● Scatter Plots
● Correlation Coefficient
● Simple Linear Regression
1 6 Statistical Project Work
● Topic Selection
● Data Collection and Analysis
● Presentation of Findings Unit 2: Personal Finance
2.1 Introduction to Personal Finance
● Fundamentals of Personal Finance
● Financial Goal Setting
2.2 Budgeting
● Budget Creation
● Expense Tracking
● Budget Adjustment
2.3 Saving and Investing
● Savings Fundamentals
● Types of Savings Accounts
● Investment Basics
● Investment Types
2 4 Credit and Debt Management
● Credit Scores
● Credit Card Management
● Loan Types
● Debt Management Strategies
2 5 Income and Employment
● Paycheck Analysis
● Income Types
● Benefits and Taxation
2 6 Financial Planning
● Short vs Long-term Planning
● Emergency Funds
● Retirement Planning
The Performing Arts Department at The Stony Brook School works to inspire those we serve through the arts to realize their full potential and to be a positive influence to not only the school but the broader community The Performing Arts Department hopes to develop and deliver the highest standard of performing arts education, which provides our students with the knowledge and skills they need to be successful in future endeavors. Just as God molded us to be creative beings, the Performing Arts Department strives to create a confidence that will allow all participants to be images of His design
Departmental Distinctives
Performance Ensembles: Music is deeply woven into The Stony Brook School's history, with three distinct ensembles enriching the college preparatory experience The Concert Choir, open to students in grades 9-12, performs at various school events and specializes in concert and chamber choral music, while the selective Chamber Singers group has an impressive performance record that includes presidential inaugurations and national competitions The Chamber Orchestra, comprising students in grades 10-12, consistently excels in competitions and can be divided into specialized string or wind ensembles. These three groups collectively perform throughout the academic year at concerts, chapel services, and special holiday events like the Christmas service of Lessons and Carols and Maundy Thursday Service
Excellence in Competitions: As a fundamental part of their program and the learning experience, the Chamber Singers, Concert Choir, and Chamber Orchestra regularly compete in regional and national competitions In the past, SBS musical groups have earned accolades at events such as the National Association for Music Education, Music in the Parks, Orlandofest, Long Island Music Festival, and many more. Individual
students also annually compete in NYSSMA and SCMEA competitions and earn All-County or All-State honors in their individual categories
Theater: Involvement with theater and drama enhances perception, sensitivity, critical ability, commitment to participation, and recognition of the potential for artistry All those who choose to participate learn transformation and transcendence. At The Stony Brook School we treasure the education of young artists. Students are encouraged to explore their interest in theater through acting, directing, set design, light and sound crew, stage crew, and playwriting
Past performances include: Anastasia, Freaky Friday, Hello, Dolly!, The Addams Family the Musical, Clue, All Shook Up, Pride and Prejudice, Into the Woods, A Midsummer Night’s Dream, Steel Magnolias, The Sound of Music, An Ideal Husband, Godspell, Much Ado About Nothing, The Time of Your Life, Fiddler on the Roof, The Winter's Tale, Our Town, West Side Story, The Lilies of the Field, The Taming of the Shrew, and The Wizard of Oz
Performing Arts Department Curriculum
Scope & Sequence
The Performing Arts outcomes at SBS are based in part on the National Standards for Music Education (2014) These nine standards include singing, performing on instruments, improvising, composing, reading and notating music, listening and analyzing, evaluating performances, understanding relationships between music and other arts, and understanding music’s connection to history and culture
The linked document below synthesizes our essential skills and objectives in each course in grades 7-12
● PA Departmental Scope & Sequence
Syllabi
Please find below a compendium of all Performing Arts Department Syllabi for the 2024-2025 year An executive summary of these syllabi is found in the Course Descriptions and Outcomes section.
● PerformingArts
Course Offerings
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the Performing Arts Department For more detailed information, see the specific class syllabus and the scope and sequence document.
MS.510/ Chorus & Drama
Term: Year | Grade Level: MS Chamber Ensemble, MS Chorus & Drama, or MS Visual Arts is required for all 7th and 8th graders
Course Description
Middle School Chorus and Drama is a year-long course designed for 7th and 8th grade students In this dynamic class, students will learn to read music, sing in parts, and explore the world of theater through basic drama techniques They will prepare several full-length choral pieces for performance at the end of each semester and participate in local festivals and competitions In addition to practical work in rehearsing and performing, students will engage in drama activities that enhance their understanding of performance arts They will learn to appreciate the historical richness of music and theater, exploring various styles and genres while developing their vocal and acting skills This course aims to foster creativity, teamwork, and a deeper appreciation for the performing arts
Course Outcomes
Students will:
● Develop foundational skills in music literacy, including sight-reading and basic music theory
● Collaborate in rehearsals to refine vocal and dramatic performances
● Analyze and perform works from diverse cultural and historical contexts, reflecting their significance
● Cultivate creativity, teamwork, and personal confidence through performance preparation
● Reflect on how beauty in music and drama mirrors the harmony of God's Creation
MS.505/ Chamber Ensemble
Term: Year | Grade Level: MS Chamber Ensemble, MS Chorus & Drama, or MS Visual Arts is required for all 7th and 8th graders
Course Description
This ensemble is comprised of students in grades 7-8 with various playing abilities This group is designed to meet the student at their ability, learn to play independently and with others, and have a performance during each semester Along with the practical work of rehearsing and performing, students will also learn to appreciate the historical richness of the musical tapestry with its various styles and genres
Course Outcomes
Students will:
● Develop music literacy through notation, theory, and sight-reading
● Collaborate with peers to refine ensemble performances across genres
● Explore and interpret music from diverse cultural and historical contexts
● Practice self-assessment and apply feedback to improve technical skills
● Understand and express creative work as part of the beauty of God’s Creation
A.120/ Chamber Ensemble 9 [LH]
Term: Year | Credits: 1 | Grade Level: 9th
Course Description
This ensemble is comprised of students in grade 9 with various playing abilities This group is designed to meet the student at their ability, learn to play independently and with others, and have a performance during each semester Along with the practical work of rehearsing and performing, students will also learn to appreciate the historical richness of the musical tapestry with its various styles and genres.
Course Outcomes
Students will:
● Develop intermediate proficiency in music literacy, including notation, sight-reading, and theory
● Perform ensemble repertoire with accurate rhythm, intonation, and dynamics
● Collaborate effectively in rehearsals and performances to refine musical pieces.
● Explore the historical and cultural significance of selected works
● Build self-discipline and teamwork through the preparation and execution of performances
A.140/ Chamber Orchestra [LH]
Term: Year | Credits: 1 | Grade Level: 10th-12th and 9th by audition
Course Description
This instrumental ensemble is comprised of students in grades 10-12 and 9th graders by audition. The ensemble specializes in concert and chamber styles of orchestral music This ensemble has many performing opportunities on and off campus and also participates in local festivals and competitions
Course Outcomes
Students will:
● Demonstrate advanced skills in music literacy, including sight-reading and complex rhythms.
● Interpret and perform a wide range of orchestral repertoire with artistic expression and technical precision
● Collaborate in rehearsals to achieve a cohesive sound and unified interpretation.
● Analyze and contextualize works within their cultural and historical frameworks
● Cultivate leadership and mentorship abilities within the ensemble setting
● Represent the school with excellence in local festivals and competitive performances.
A.150/ Chamber Singers [LH]
Term: Year | Credits: 1 | Grade Level: 9th-12th
Course Description
This singing group is chosen by audition only. The group is comprised of students in grades 9-12 and specializes in concert and chamber styles of choral music This ensemble offers several on-campus and off-campus performances each year, with and apart from the Concert Choir, and participates in local festivals and competitions
Course Outcomes
Students will:
● Achieve advanced proficiency in vocal technique, sight-singing, and music theory
● Perform challenging choral repertoire with artistry, precision, and expressiveness.
● Collaborate in rehearsals to refine intonation, balance, and dynamic contrast
● Analyze and interpret choral works from diverse historical and cultural traditions
● Exhibit professionalism and leadership in representing the school at performances and competitions.
A.160/ Concert Choir [LH]
Term: Year | Credits: 1 | Grade Level: 9th-12th
Course Description
This mixed ensemble is Stony Brook’s oldest music group The group is comprised of students in grades 9-12 The choir specializes in concert and chamber styles of choral music. This ensemble has many performing opportunities on and off campus and also participates in local festivals and competitions.
Course Outcomes
Students will:
● Demonstrate advanced skills in vocal technique, including breath control, diction, and dynamic expression
● Perform a diverse repertoire of choral music with precision and artistic interpretation.
● Collaborate with peers to create cohesive and balanced ensemble performances
● Analyze and contextualize works from various historical and cultural traditions
● Exhibit professionalism and teamwork in representing the school at performances and competitions.
A.301/ Advanced Topics in Music Theory
Term: Year | Credits: 1 | Grade Level: 11th-12th (by audition and assessment)
Course Description
This course introduces students to musicianship, theory, musical materials, and procedures It integrates aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition, and, to some extent, history and style Students develop musicianship skills such as dictation and other listening skills, sight-singing, and keyboard harmony This course combines synchronous and asynchronous instruction, making it suitable for highly motivated and qualified students. Students have the option to take the AP Music Theory exam at the end of the course
Course Outcomes
Students will:
● Identify and notate pitch, intervals, scales, keys, chords, meter, and rhythm in aural and written contexts
● Compose and harmonize melodies using appropriate voice leading and part-writing techniques.
● Analyze chord progressions and forms in a variety of tonal music
● Sight-sing melodies and perform rhythmic and melodic dictation.
● Demonstrate understanding of basic keyboard harmony through practical exercises
● Interpret and apply stylistic characteristics of Western tonal music from the Baroque, Classical, Romantic, and 20th-century eras.
Departmental Scope & Sequence
The Performing Arts outcomes at SBS are based in part on the National Standards for Music Education (2014). These nine standards include singing, performing on instruments, improvising, composing, reading and notating music, listening and analyzing, evaluating performances, understanding relationships between music and other arts, and understanding music’s connection to history and culture.
Students Will Be Able To….
● Experiment with basic elements of music and drama (e.g., rhythm, melody, character)
Generate creative ideas and make informed creative decisions
● Collaborate to create simple improvisations, making choices based on initial feedback
● Identify and solve basic artistic challenges using foundational techniques
● Develop and refine artistic ideas using feedback and revision, focusing on creating coherent works with clear structure and intent
● Apply knowledge of artistic elements (e.g., form, expression, and technique) in performances, ensuring alignment with specific cultural or historical contexts
● Explore and choose between multiple artistic techniques for achieving desired outcomes
● Synthesize and refine complex artistic ideas, demonstrating advanced creativity and technical proficiency in performance and music theory
● Evaluate and interpret the nuances of different cultural, historical, and stylistic contexts, making informed decisions to enhance artistic expression
● Lead and mentor peers in making refined creative decisions, guiding collaborative efforts
Refine and improve the quality of their creative work through continuous reflection and practice
●Apply feedback to basic performances, focusing on improving rhythm, pitch, and tone
●Practice using reflection to identify areas for growth in creating simple musical pieces
●Develop consistent practice routines to build foundational technical skills
●Use self-assessment and feedback to refine phrasing, dynamics, and articulation in more complex pieces.
●Revise compositions and performances based on standards for musical accuracy and expression
●Set targeted improvement goals built on technical skills
●Demonstrate refined artistic interpretation, ensuring technical precision and depth.
●Use advanced critique to continuously improve performances in varied styles and genres
●Regularly reflect on and apply feedback to push the boundaries of musical artistry and innovation
Curriculum Guide: Science Department Appendix
Demonstrate music literacy including notation, theory, and sight-reading
(if in Chamber Orchestra or Concert Choir/Chamber Singers)
●Introduce basic music notation (e.g., note names, rhythms, and key signatures) and simple sight-reading exercises
●Practice recognizing and notating rhythms and melodies in beginner performances
●Develop skills in reading and interpreting more complex scores, including multiple parts and key changes
●Introduce basic harmonic theory and chord structures
●Analyze and perform advanced scores, focusing on complex time signatures, harmonies, and modulations
●Apply advanced music theory to original compositions and arrangements
Understand and express their creative work as a part of the beauty of God's Creation
●Reflect on how beauty in music and drama mirrors the harmony of God's Creation
●Begin to appreciate and express the goodness and truth conveyed through artistic work, connecting it to personal values and virtues
●Deepen understanding of how beauty in art reflects divine order and cultivate intellectual virtues such as discernment and wisdom in creative decisions
●Express themes of creation and human dignity through music and drama, linking artistic choices to the pursuit of truth and beauty in God’s Creation
●Explore the transcendental nature of beauty through creative work, showing how it leads to a deeper appreciation of God's goodness and wisdom
●Engage in artistic leadership, using performances to foster moral and spiritual reflection in others
Interpret and perform works from diverse cultural and historical contexts
●Learn and perform basic pieces from various cultures, identifying key elements that reflect their historical or cultural origins
●Explore and discuss the significance of simple musical or dramatic works within their cultural context
●Analyze and interpret more complex works from diverse cultural backgrounds, focusing on accurate representation of style and context
●Perform with an understanding of the historical significance and cultural values embedded in the work
●Master advanced interpretations of culturally and historically significant works, making informed decisions to honor their origins
●Lead discussions and performances that highlight the cultural and historical relevance of diverse works, fostering deeper appreciation and understanding in others
The Science Department of The Stony Brook School seeks to develop young people, who marvel at creation in all its manifestations (physical, chemical, biological) as they seek to explore and better understand how it was formed, how it functions, and how they can sustain it by being good stewards for God’s glory and the good of the Earth The SBS science department desires students to become lifelong learners, who are critical thinkers, who take risks, who are creative, effective communicators, who work well individually and collaboratively both with their immediate peers and globally as we connect with others. We want students who not only understand and can even formulate the questions, but are also equipped with how to seek the answers Ideally, this will lead them not only to excellence in science, but in awe of Christ by Whom all things were made and in Whom all things are held together (Colossians 1:16-17).
Departmental Distinctives
Project-Based Inquiry Learning: Science students at The Stony Brook School explore creation using a project-based approach that requires a deep understanding of scientific principles, collective problem-solving, and curiosity about the world around them. Our AP Biology students design their own experiments exploring transpiration, fermentation, and photosynthesis Our science courses are built around laboratory experiments that give real responsibility and agency to our students. Students can also explore a variety of scientific subfields during their time at SBS, including Psychology, Astronomy, Marine Biology, and Anatomy
Advanced Scientific Research: Excellent SBS science students often partner with local laboratories to gain real-world experience in cutting edge scientific research, including Brookhaven National Laboratory and Cold Spring Harbor Laboratory These types of experiences are usually housed in the school’s “Advanced Scientific Research,” course, a world-class capstone research project that allows students to build an unmatched portfolio of work for prospective colleges and employers.
Hands-On Pedagogy: Science faculty at the school are distinguished for their commitment to learning by doing This is made possible in part by the school’s collection of Vernier equipment, allowing our students in various science courses access to precise sensors and tools providing accurate, real-time data to analyze. In the AP Environmental Science class, students have access to diverse outdoor lab experiences that allow them to explore and study the natural world firsthand. In our Biology and Anatomy & Physiology classes, students have many dissection opportunities , which provide them with a practical understanding of the biological structures and processes Additionally, in Chemistry classes, students learn how to handle equipment and chemicals responsibly while conducting experiments, which enhances their scientific knowledge and lab skills.
Real World Experience: Our science department offers students a range of opportunities to engage in high-level, hands-on learning and prestigious research experiences. Through programs like Barcoding Long Island and Science Olympiad, students participate in collaborative, competitive, and inquiry-based activities that extend learning beyond the classroom. Driven students can further their passion for scientific discovery by enrolling in the Advanced Scientific Research course, which supports them in pursuing internships at world-renowned institutions such as Cold Spring Harbor National Laboratory and Brookhaven National Laboratory. Several of our students have participated in Cold Spring Harbor’s esteemed Partners for the Future program, where they conduct cutting-edge research alongside professional scientists These experiences reflect our commitment to equipping ambitious students with the tools and opportunities to excel in the sciences and beyond.
Science Department Curriculum
Scope & Sequence
Science courses at The Stony Brook School are based on the Next Generation Science Standards. The linked document below synthesizes our essential skills and objectives in each course in grades 7-12
●
Science Department
Scope & Sequence
Syllabi
Please find below a compendium of all Science Department Syllabi for the 2024-2025 year. An executive summary of these syllabi is found in the Course Descriptions and Outcomes section
● Science
Curriculum Guide: Science Department Appendix
Essay Wheel & Writing
This image represents the writing done in Science courses at SBS The Department has developed their own version of the Essay Wheel and this image is on a poster in each Science classroom on campus
Course Offerings
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the Science Department For more detailed information, see the specific class syllabus and the scope and sequence document.
STEM 7: Physical Science
Term: Year | Grades: Required for all 7th graders
Course Description
STEM 7 is a hands-on, problem-based course that introduces students to physical science concepts and promotes the use of an understanding of those concepts in the context of authentic problem-solving. The course emphasizes an engineering design and inquiry approach, which encourages students to seek out information and uncover an understanding of natural phenomena. Students learn to ask questions and explore the world while designing, building, and testing innovative solutions to real-world problems. In preparation for future STEM and science courses, students will be taught how to identify problem criteria and constraints, model and test prototypes, observe (both qualitatively and quantitatively) and record, create and test hypotheses, and develop evidence-based explanations.
Units Covered
1. Motion and Forces
2. Energy: Types, Transfer, and Conservation
3. Properties and Classification of Matter
4. Waves and Their Applications
5. Engineering Design and the Scientific Process
Course Outcomes
● Develop an understanding of physical science concepts such as motion, forces, energy, and matter through hands-on, problem-based learning.
● Apply the engineering design process by identifying problem criteria and constraints, modeling and testing prototypes, and optimizing design solutions
● Conduct scientific investigations, including qualitative and quantitative observations, creating hypotheses, and developing evidence-based explanations
● Explore crosscutting concepts like patterns, cause and effect, systems, energy flow, and stability and change
● Engage in practices like analyzing and interpreting data, using computational thinking, and constructing explanations for scientific phenomena
STEM 8: Earth Science
Term: Year | Grades: Required for all 8th graders
Course Description
STEM 8 is a hands-on, problem-based course that introduces students to Earth Science concepts and promotes the use of an understanding of those concepts in the context of authentic problem-solving The course emphasizes an engineering design and inquiry approach, which encourages students to seek out information and uncover an understanding of natural phenomena Students learn to ask questions and explore the world while designing, building, and testing innovative solutions to real-world problems In preparation for future STEM and science courses, students will be taught how to identify problem criteria and constraints, model and test prototypes, observe (both qualitatively and quantitatively) and record, create and test hypotheses, and develop evidence-based explanations.
Units Covered
1 Plate Tectonics and Geological Processes
2 Weather and Climate Systems
3 Earth’s Water Resources and Cycles
4 Astronomy: Earth, Sun, and Moon Relationships
5 Engineering Design for Earth Science Applications
Course Outcomes
● Develop an understanding of Earth science concepts such as water resources, geological changes, weather and climate, and astronomy through hands-on, problem-based learning
● Utilize the engineering design process to define problems, develop solutions, and optimize designs for real-world applications
● Conduct investigations and labs to explore Earth’s systems, natural resources, and the interdependence of science, engineering, and technology
● Study crosscutting concepts including scale, proportion, stability, and the interrelationships of Earth’s systems and processes
● Explore topics like plate tectonics, weather patterns, the history of Earth, and the relationship between the Earth, sun, and moon
Biology
Term: Year | Credits: 1
Course Description
This course introduces the major concepts of biology with a special emphasis on genetics and human biology. The course includes a survey of life on Earth, basic fundamentals in physics and chemistry that lay the foundation for biological processes, a study of cells and genetics (both classical and molecular), and a study of human biology.
Units Covered
1 Intro, Science of Biology, and Scientific Process
2 Chemistry, Water, and Carbon Compounds
3 Microscopes, Cell Theory, and Cell Structure
4 Cell Transport and Homeostasis
5 Photosynthesis and Respiration
6 Mitosis and Meiosis
7 Mendelian and Molecular Genetics
8 Classification and Human Systems (Digestive, Respiratory, Circulatory, Immune, Excretory, Endocrine, Nervous, Skeletal, and Muscular Systems)
9 Reproductive System and Development
10 Ecology: Communities, Populations, Ecosystems
Course Outcomes
Students will
● Explain the characteristics of living organisms and the scientific method
● Conduct and analyze biological experiments
● Identify and describe the structure and properties of water, and its role in life processes
● Understand basic chemistry concepts relevant to biology, including macromolecules
● Use a microscope to observe and identify cell structures
● Explain cell theory and the functions of cellular organelles
● Describe mechanisms of cell transport and homeostasis
● Explain the processes of photosynthesis and cellular respiration
● Describe the cell cycle, mitosis, and meiosis, and their importance.
● Understand Mendelian genetics and predict genetic outcomes using Punnett squares.
● Describe DNA structure, replication, and the processes of transcription and translation.
● Explain biological classification systems and characteristics of mammals and humans.
● Describe the levels of organization in the human body and identify types of tissues.
● Explain the structure and function of various human systems.
● Understand principles of ecology, including levels of ecological organization, symbiosis, and energy flow in ecosystems.
Biology Honors
Term: Year | Credits: 1
Course Description
This course introduces the major concepts of biology with a special emphasis on genetics and human biology. The course includes a survey of life on Earth, basic fundamentals in physics and chemistry that lay the foundation for biological processes, a study of cells and genetics (both classical and molecular), and a study of human biology
Units Covered
1. Intro, Science of Biology, Scientific Process
2. Chemistry, Water, and Carbon Compounds
3. Microscopes, Cell Theory, and Cell Structure
4. Cell Transport, Homeostasis, and Cell Processes (Photosynthesis and Respiration)
5. Mitosis and Meiosis
6. Mendelian and Molecular Genetics (DNA, RNA, Protein Synthesis)
7. Classification and Mammalian Systems
8. Human Body Systems (Digestive, Respiratory, Circulatory, Immune, Excretory, Endocrine, Reproductive, Nervous, Skeletal, and Muscular)
9 Ecology: Communities, Populations, Ecosystems
Course Outcomes
Students will
● Explain the characteristics of living organisms and the scientific method
● Conduct and analyze biological experiments
● Identify and describe the structure and properties of water, and its role in life processes
● Understand basic chemistry concepts relevant to biology, including macromolecules
● Use a microscope to observe and identify cell structures
● Explain cell theory and the functions of cellular organelles
● Describe mechanisms of cell transport and homeostasis
● Explain the processes of photosynthesis and cellular respiration
● Describe the cell cycle, mitosis, and meiosis, and their importance
● Understand Mendelian genetics and predict genetic outcomes using Punnett squares
● Describe DNA structure, replication, and the processes of transcription and translation.
● Explain biological classification systems and characteristics of mammals and humans.
● Describe the levels of organization in the human body and identify types of tissues.
● Explain the structure and function of various human systems.
● Understand principles of ecology, including levels of ecological organization, symbiosis, and energy flow in ecosystems.
S.140/ Chemistry
Term: Year | Credits: 1
Course Description
This course is designed to show students how chemical principles and concepts are developed and operate. Among the topics covered are atomic structure, chemical bonding, and the chemical behavior of solids, liquids, and gases. The course is centered around regular laboratory work.
Units Covered
1. Introduction to Chemistry and Measurement
2. States and Properties of Matter
3. Atomic Structure and Theories
4. Periodic Trends and Organization
5. Chemical Bonding and Molecular Geometry
6. Chemical Formulas and Moles
7. Stoichiometry and Reaction Types
8. Gas Laws and Properties
Course Outcomes
Students will:
● Apply units of measurement and significant figures.
● Convert between scientific and standard notation; perform dimensional analysis.
● Describe states of matter, properties, and changes.
● Classify matter and explain separation methods.
● Explain atomic theories, structure, and isotopes.
● Understand electromagnetic radiation, atomic spectra, and electron configurations.
● Describe periodic table development, organization, and trends.
● Explain chemical bonding, molecular geometry, and intermolecular forces
● Write and name chemical formulas; use the mole concept
● Calculate molar mass, percent composition, empirical, and molecular formulas
● Write and balance chemical equations; identify reaction types
● Perform stoichiometric calculations and determine limiting reactants
● Understand gas properties and apply gas laws
S.141/ Chemistry Honors
Term: Year | Credits: 1
Course Description
This course is designed to show students how chemical principles and concepts are developed and operate Among the topics covered are atomic structure, chemical bonding, and the chemical behavior of solids, liquids, and gases The course is centered around regular laboratory work
Units Covered
1. Introduction to Chemistry and Measurement
2. States and Properties of Matter
3. Atomic Structure and Theories
4 Periodic Trends and Organization
5 Chemical Bonding and Molecular Geometry
6 Chemical Formulas and Moles
7 Stoichiometry and Reaction Types
8 Gas Laws and Properties
Course Outcomes
Students will:
● Apply units of measurement and significant figures.
● Convert between scientific and standard notation; perform dimensional analysis.
● Describe states of matter, properties, and changes.
● Classify matter and explain separation methods
● Explain atomic theories, structure, and isotopes
● Understand electromagnetic radiation, atomic spectra, and electron configurations
● Describe periodic table development, organization, and trends
● Explain chemical bonding, molecular geometry, and intermolecular forces
● Write and name chemical formulas; use the mole concept
● Calculate molar mass, percent composition, empirical, and molecular formulas
● Write and balance chemical equations; identify reaction types
● Perform stoichiometric calculations and determine limiting reactants
● Understand gas properties and apply gas laws
S.160/ Physics
Term: Year | Credits: 1
Course Description
The fundamental laws and phenomena of mechanics, dynamics, waves, sound, electricity, magnetism, and light comprise this year-long course Content is explored through classroom lecture, student discussion, interactive demonstrations, and laboratory explorations.
Units Covered
1. Math Review and Linear Motion
2 Projectile Motion
3 Newton’s First, Second, and Third Laws of Motion
4. Momentum
5 Work, Energy, and Power
6 Gravity
7. Rotational Motion
8 Electrostatics
9. Current Electricity
10.Waves and Sound
11 Light and Color
12.Optics
Course Outcomes
Students will:
● Develop an understanding of motion, forces, and energy through theoretical and practical approaches
● Conduct experiments and analyze data to evaluate physical phenomena
● Apply principles of waves, sound, and light to real-world scenarios.
● Understand the behavior of electricity and magnetism
● Use mathematical modeling and computational tools to solve physics problems
S.161/ Honors Physics
Term: Year | Credits: 1
Course Description
This is an advanced, algebra-based Physics course, requiring a fluent understanding of algebra and trigonometry. Topics covered include Mechanics (Kinematics, Dynamics, Circular Motion, Torque, Energy, Momentum), Electricity (Electric Current, DC Circuits), and Waves (Simple Harmonic Motion, Mechanical Waves, Sound). Labs comprise approximately 30% of the course.
○ Work, Kinetic and Potential Energy, Conservation of Energy
6. Momentum
○ Impulse, Conservation of Momentum in Collisions
7 DC Circuits
○ Ohm’s Law, Resistors, Kirchhoff's Rules
8 Simple Harmonic Motion
○ Mass-Spring Systems, Simple Pendulum
9. Waves and Sound
○ Transverse and Longitudinal Waves, Standing Waves, Doppler Effect
Course Outcomes
Students will:
● Explore physical principles of motion, forces, energy, and momentum in-depth
● Analyze and solve complex problems using mathematical models.
● Conduct extensive laboratory investigations to understand physics concepts
● Investigate properties of waves, sound, and simple harmonic motion.
● Apply principles of electricity and circuits to practical and theoretical problems
S.180/ Anatomy & Physiology
Term: Year | Credits: 1
Course Description
Building on what is learned in Biology, Anatomy and Physiology introduces students to the structure and function of the human body Included is an orientation of the human body, basic principles of chemistry, a study of cells and tissues, and an in-depth exploration of the many systems that coordinate to maintain homeostasis Dissection, histological studies, and physiology are featured in the required laboratory experience.
Units Covered
1. Orientation of the Human Body
2 The Chemical and Cellular Levels of Organization
3. The Tissue Level of Organization
4 The Integumentary System
5 The Skeletal System and Joints
6. The Muscular System
7 The Nervous System
8. The Endocrine System
9 The Cardiovascular System
10 The Lymphatic and Immune Systems
11. The Respiratory System
12 The Digestive System
13 The Urinary System
14.The Reproductive System
Course Outcomes
Students will:
● Describe the anatomical and physiological terminology used to study the human body
● Explain the chemical basis of life and the cellular organization of the human body.
● Analyze the structure and function of human tissues and their roles in maintaining homeostasis.
● Study the anatomy and physiology of the major organ systems and their coordination
● Identify disorders resulting from the failure of specific systems to maintain homeostasis.
S.185/ Astronomy
Term: Year | Credits: 1
Course Description
This course is an introduction to astronomical and cosmological concepts Topics include astronomical tools and techniques, the composition of the solar system, the life cycle and makeup of stars, the building blocks of a galaxy, exoplanets and extraterrestrial life, black holes, and the Big Bang. This elective is designed for juniors and seniors who want to expand their understanding of the physical universe
Units Covered
1 Astronomy as a Science
2 Coordinates, Seasons, and Sizes
3. History of Astronomy
4 Orbits
5. The Earth and the Moon
6. The Solar System
7 Exoplanets
8. Extraterrestrial Life
9 Our Sun
10 Evolution of Stars
11. Timeline of Our Universe
Curriculum Guide: Science Department Appendix
Course Outcomes
Students will:
● Explore the fundamental principles of astronomy and its scientific methods
● Analyze the structure and dynamics of the solar system, stars, and galaxies
● Understand the tools and techniques used in modern astronomy.
● Investigate the life cycle of stars and the potential for extraterrestrial life
● Examine theories related to the Big Bang and the evolution of the universe
S.303/ AP Environmental Science
Term: Year | Credits: 1
Course Description
The AP Environmental Science course is designed to be the equivalent of an introductory college course in environmental science The course explores the interrelationships of the natural world, analyzes environmental problems (both natural and human-made), and evaluates potential solutions to prevent environmental degradation, emphasizing stewardship of the Earth. APES includes one required extra lab session per week.
Units Covered
1. The Living World: Introduction to Ecosystems
2 The Living World: Biodiversity
3. Populations
4 Earth Systems and Resources
5 Land and Water Use
6. Energy Resources and Consumption
7 Atmospheric Pollution
8 Aquatic and Terrestrial Pollution
9. Global Change
Course Outcomes
Students will:
● Investigate environmental systems using the principles of ecology, geology, and chemistry
● Identify and evaluate the impact of human activities on ecosystems.
● Analyze and interpret data to explore environmental issues
● Develop solutions for environmental challenges through systems thinking
● Apply scientific practices and crosscutting concepts to understand environmental dynamics.
S.306/ AP Physics C: Mechanics
Term: Year | Credits: 1
Course Description
Mechanics is equivalent to a one-semester, calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in physical science or engineering The course explores topics such as kinematics, Newton’s laws of motion, work, energy, and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation Labs comprise approximately 20% of the course
Units Covered
1 Kinematics
2 Forces and Translational Dynamics
3. Work, Energy, and Power
4 Linear Momentum
5 Torque and Rotational Dynamics
6. Energy and Momentum of Rotating Systems
7 Oscillations
Course Outcomes
Students will:
● Model and predict motion using equations, graphs, and diagrams.
● Investigate and analyze forces, energy, and momentum using mathematical methods
● Conduct laboratory experiments to reinforce theoretical physics concepts
● Apply conservation laws to evaluate systems of objects.
S.307/ AP Physics C: Mechanics & Electricity and Magnetism
Term: Year | Credits: 1
Course Description
This class is equivalent to two one-semester, calculus-based, college-level physics courses, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics, Newton’s laws of motion, work, energy, and power; linear momentum, rotational motion, oscillations, electrostatics, conductors and capacitors, electric circuits, magnetic fields, and electromagnetism. Labs comprise approximately 20% of the course.
Units Covered
1. Kinematics
2 Newton’s Laws of Motion and Dynamics
3. Work, Energy, and Power
4 Linear Momentum
5 Rotational Motion and Dynamics
6. Oscillations
7 Electric Charges, Fields, and Gauss’s Law
8. Electric Potential
9 Conductors and Capacitors
10 Electric Circuits
11. Magnetic Fields and Electromagnetism
12 Electromagnetic Induction
Course Outcomes
Students will:
● Create representations to depict physical phenomena
● Conduct mathematical analyses to derive, calculate, and predict values.
● Apply experimental procedures to analyze data and support claims
● Connect physical principles to real-world applications through inquiry-based investigations.
S.310/ AP Psychology
Term: Year | Credits: 1
Course Description
Advanced Placement® (AP) Psychology is equivalent to an introductory college course in psychology. The course explores foundational concepts of psychology and emphasizes self-awareness, with an aim to understand, critique, and apply psychological ideas to real-world contexts. This discussion-oriented course encourages practical engagement with psychology’s influence on culture and everyday life
Units Covered
1 Biological Bases of Behavior
2 Cognition
3. Development and Learning
4 Social Psychology and Personality
5 Mental and Physical Health
Course Outcomes
Students will:
● Apply psychological perspectives, theories, concepts, and research findings.
● Evaluate qualitative and quantitative research methods and study designs
● Analyze data and visual representations of psychological concepts.
● Develop and justify arguments using evidence-based reasoning
S.301/ AP Biology
Term: Year | Credits: 1
Course Description
This course is equivalent to a two-semester college introductory biology course for biology majors. Students cultivate their understanding of biology through inquiry-based investigations exploring evolution, energetics, information storage and transfer, and system interactions. Approximately 25% of instructional time is devoted to hands-on laboratory work emphasizing scientific practices
Units Covered
1 Chemistry of Life
2 Cell Structure and Function
3. Cellular Energetics
4 Cellular Communication and Cell Cycle
5 Heredity
6. Gene Expression and Regulation
7 Natural Selection
8. Ecology
Course Outcomes
Students will:
● Conduct inquiry-based investigations to explore biological phenomena
● Develop models to illustrate processes and systems in biology
● Analyze data and use mathematical reasoning to solve biological problems.
● Evaluate scientific evidence to construct and defend arguments
S.302/ AP Chemistry
Term: Year | Credits: 1
Course Description
The AP Chemistry course is equivalent to a college-level general chemistry course The course covers the structure of matter, states of matter, reactions, and descriptive chemistry, with significant time devoted to chemical calculations and laboratory skill development AP Chemistry includes one required extra lab session per week
Units Covered
1 Atomic Structure and Properties
2 Molecular and Ionic Compound Structure and Properties
3. Intermolecular Forces and Properties
4 Chemical Reactions
5. Kinetics
6 Thermodynamics
7 Equilibrium
8. Acids and Bases
9 Applications of Thermodynamics
Course Outcomes
Students will:
● Develop and apply models of atomic and molecular structures.
● Analyze chemical reactions and predict outcomes using stoichiometric relationships
● Use thermodynamic principles to describe energy transfer in chemical systems
● Conduct laboratory investigations to explore chemical phenomena and processes.
● Communicate scientific information effectively through data analysis and written explanations
S.320/ Advanced Scientific Research
Term: Year | Credits: 1
Course Description
This is an advanced course meant as a capstone to the science curriculum at SBS. Students will learn to conduct a research project, developing skills such as experimental design, journaling, budgeting, data analysis, thesis formation, writing a journal article, presenting findings, creating an annotated bibliography, and using databases to read scientific literature. The course culminates in a completed journal article and an oral defense of the student’s research
Units Covered
1 Introduction to Research: Brainstorming and Research Proposal
2. Using Scientific Literature: Journals, Databases, and Citations
3 Research Planning: Budgeting and Experimental Design
4 Data Analysis: Evaluating and Interpreting Results
5. Writing and Presentation: Journal Article Format and Oral Defense
Course Outcomes
Students will:
● Design and execute a scientific research project
● Analyze data using computational and statistical tools
● Develop professional communication skills through writing and presentations.
● Collaborate effectively with peers and mentors
● Demonstrate mastery in a specific field through rigorous research.
S.150/ Health & Human Flourishing (HHF)
Term: Semester | Credits: 0 5
Course Description
This cross-disciplinary course is designed to teach students how to flourish physically, mentally, emotionally, and socially It equips students to make wise decisions about their relationships, physical development, substance use, media engagement, and mental and emotional health. The course achieves these goals through direct instruction and Ethics Bowl debates on topics such as safety, violence, reproduction, sexual ethics, digital citizenship, mental health, self-harm, and addiction
Units Covered
1 Substance Use and Abuse
2. Mental Illness and Health
3 Sexual Health and Human Flourishing
4 Media Use and Digital Citizenship
Course Outcomes
Students will:
● Analyze the effects of substance use and misuse on the body, brain, and life.
● Explore the causes, symptoms, and treatments for mental health challenges
● Examine reproductive health, sexually transmitted infections, and ethical perspectives on human sexuality.
● Evaluate personal media usage and consider ethical implications of digital citizenship
Departmental Scope & Sequence
Science courses at The Stony Brook School are based on the three dimensions of the Next Generation Science Standards. The below chart synthesizes our essential skills.
Core Curriculum
● Asking questions (for science) and defining problems (for engineering)
● Developing and using models
● Planning and carrying out investigations
● Analyzing and interpreting data
● Using mathematics and computational thinking
STEM 7
● Constructing explanations (for science) and designing solutions (for engineering)
● Engaging in argument from evidence
● Obtaining, evaluating, and communicating information
● Asking questions (for science) and defining problems (for engineering)
● Developing and using models
● Planning and carrying out investigations
● Analyzing and interpreting data
● Using mathematics and computational thinking
● Constructing explanations (for science) and designing solutions (for engineering)
● Engaging in argument from evidence
● Obtaining, evaluating, and communicating information
● Patterns
● Cause and effect
● Scale, proportion, and quantity
● Systems and system models
● Energy and matter (flows, cycles, and conservation)
● Structure and function
● Stability and change
● ESS1 B – Earth and the Solar System
● LS3.A – Inheritance of Traits
● PS2.A – Forces and Motion
● PS3 A – Definitions of Energy
● PS3.B – Conservation of Energy and Energy Transfer
● PS3.C – Relationship Between Energy and Forces
● ETS1.A – Defining and Delimiting an Engineering Problem
● ETS1.B – Developing Possible Solutions
● ETS1 C – Optimizing the Design Solution
● ETS2.A – Interdependence of Science, Engineering, and Technology
● ETS2 B – Influence of Engineering, Technology, and Science on Society and the Natural World
● Patterns
● Cause and effect
● Scale, proportion, and quantity
● Systems and system models
● Energy and matter (flows, cycles, and conservation)
● Structure and function
● Stability and change
● PS3.D – Energy in Chemical Processes & Everyday Life
● ESS1 A – The Universe and Its Stars
● ESS1.B – Earth and the Solar System
● ESS1.C – The History of Planet Earth
● ESS2 A – Earth Materials and Systems
● ESS2.C – The Roles of Water in Earth’s Surface Processes
● ESS3.A – Natural Resources
● ETS1.A – Defining and Delimiting an Engineering Problem
● ETS1.B – Developing Possible Solutions
● ETS1 C – Optimizing the Design Solution
● ETS2.A – Interdependence of Science, Engineering, and Technology
● ETS2 B – Influence of Engineering, Technology, and Science on Society and the Natural World
Biolog y (Honor s)
Science & Engineering Practices
● Asking questions (for science) and defining problems (for engineering)
● Developing and using models
● Planning and carrying out investigations
● Analyzing and interpreting data
● Using mathematics and computational thinking
● Constructing explanations (for science) and designing solutions (for engineering)
● Engaging in argument from evidence
● Obtaining, evaluating, and communicating information
Crosscutting Concepts
● Patterns
● Cause and effect
● Scale, proportion, and quantity
● Systems and system models
● Energy and matter (flows, cycles, and conservation)
● Structure and function
● Stability and change
Disciplinary Core Ideas
● HS-LS1 From Molecules to Organisms: Structures and Processes
● HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
● HS-LS3 Heredity: Inheritance and Variation of Traits
● HS-LS4 Biological Evolution: Unity and Diversity
Chemis try (Honor s)
● Asking questions (for science) and defining problems (for engineering)
● Developing and using models
● Planning and carrying out investigations
● Analyzing and interpreting data
● Using mathematics and computational thinking
● Constructing explanations (for science) and designing solutions (for engineering)
● Engaging in argument from evidence
● Obtaining, evaluating, and communicating information
● Patterns
● Cause and effect
● Scale, proportion, and quantity
● Systems and system models
● Energy and matter (flows, cycles, and conservation)
● Structure and function
● Stability and change
● PS1.A Structure and Properties of Matter
● PS1.B Chemical Reactions
● PS2.A Forces and Motion
● PS2.B Types of Interactions
● PS3.A Definitions of Energy
● PS3.B Conservation of Energy and Energy Transfer
● PS4.A Wave Properties
● PS4.B Electromagnetic Radiation
Physic s (Honor s)
Science & Engineering Practices
● Asking questions (for science) and defining problems (for engineering)
● Developing and using models
● Planning and carrying out investigations
● Analyzing and interpreting data
● Using mathematics and computational thinking
● Constructing explanations (for science) and designing solutions (for engineering)
● Engaging in argument from evidence
● Obtaining, evaluating, and communicating information
Crosscutting Concepts
● Patterns
● Cause and effect
● Scale, proportion, and quantity
● Systems and system models
● Energy and matter (flows, cycles, and conservation)
● Structure and function
● Stability and change
Disciplinary Core Ideas
● PS2.A Forces and Motion
● PS2 B Types of Interactions
● PS2.C Stability and Instability in Physical Systems
● PS3 A Definitions of Energy
● PS3.B Conservation of Energy and Energy Transfer
● PS3 C Relationship between Energy and Forces
● PS4.A Wave Properties
● PS4 B Electromagnetic Radiation
Electives
Each of our upper level electives continues the foundations from the Science & Engineering Practices and Crosscutting Concepts above They each, however, advance the Disciplinary Core Ideas appropriate to the rigor of advanced electives. Below are the specific Disciplinary Core Ideas for each elective according to the NGSS or the College Board for AP courses.
Anatomy & Physiology
● LS1.A Structure and Function
● LS1.B Growth and Development of Organisms
● LS1.C Organization for Matter and Energy Flow in Organisms
● LS1.D Information Processing
● PS1.A Structure and Properties of Matter
Astronomy
● ESS1.A The Universe and Its Stars
● ESS1 B Earth and the Solar System
● ESS1.C The History of Planet Earth
● ESS2.A Earth Materials and Systems
● ESS2.E Bio-geology
● PS2 A Forces and Motion
● PS2.B Types of Interactions
● PS3.D Energy in Chemical Processes and Everyday Life
● PS4.B Electromagnetic Radiation
● PS4.C Information Technologies and Instrumentation
AP Environmental Science
● LS1.C Organization for Matter and Energy Flow in Organisms
● LS2.A Interdependent Relationships in Ecosystems
● ESS2.B Plate Tectonics & Large-Scale System Interactions
● ESS2 D Weather and Climate
● ESS3.A Natural Resources
● ESS3.C Human Impacts of Earth Systems
● ESS3.D Global Climate Change
AP Psychology
● Concept Application
○ Apply psychological perspectives, theories, concepts, and research findings.
● Research Methods and Design
○ Evaluate qualitative and quantitative research methods and study designs.
● Data Interpretation
○ Evaluate representations of psychological concepts in quantitative and qualitative research,including tables, graphs,charts, figures, and diagrams.
● Argumentation
○ Develop and justify psychological arguments using evidence
AP Biology
Adapted from the College Board’s AP Biology outcomes:
Science Practices
1. Concept Explanation
2. Visual Representation
3. Question and Methods
4. Representing and Describing Data
5. Statistical Tests and Data Analysis
6. Argumentation
These science practices also incorporate the following skills the student can do:
a. Modeling
b. Use math appropriately
c. Scientific questioning
d. Plan and implement data collection in relation to scientific questioning
e. Analyze and evaluate
f. Work with scientific theories and explanations
g. Connect and relate knowledge
AP Chemistry
● PS1.A Structure and Properties of Matter
● PS1 B Chemical Reactions
● PS2.A Forces and Motion
● PS2.B Types of Interactions
● PS2.C Stability and Instability in Physical Systems
● PS3 A Definitions of Energy
● PS3.B Conservation of Energy and Energy Transfer
● PS3.C Relationship Between Energy and Forces
● PS3.D Energy in Chemical Processes and Everyday Life
Big Ideas
1. Evolution (EVO)
The process of evolution drives the diversity and unity of life.
2. Energetics (ENE)
Biological systems use energy and molecular building blocks to grow, reproduce and maintain dynamic homeostasis.
3. Information Storage and Transmission (IST)
Living systems store, retrieve, transmit, and respond to information essential to life processes.
4. Systems Interactions (SYI)
Biological systems interact and their interactions exhibit complex properties.
AP Physics C (both Mechanics and Electricity & Magnetism)
These are the Science Practices established by the College Board:
Practice 1
Creating Representations
Create representations that depict physical phenomena.
1.A Create diagrams, tables, charts, or schematics to represent physical situations
1.B Create quantitative graphs with appropriate scales and units, including plotting data
1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system.
Practice 2
Mathematical Routines
Conduct analyses to derive, calculate, estimate, or predict.
2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway
2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.
2.C Compare physical quantities between two or more scenarios or at different times and locations in a single scenario.
2.D Predict new values or factors of change of physical quantities using functional dependence between variables.
Advanced Scientific Research
Practice 3
Scientific Questioning and Argumentation
Describe experimental procedures, analyze data, and support claims.
3.A Create experimental procedures that are appropriate for a given scientific question
3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim
3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws.
Outcomes for ASR depend largely on the specific experiment designed and executed by the student. However, the following outcomes bind the course’s core curriculum together:
● PS2.A Forces and Motion
● PS2.B Types of Interactions
● PS2 C Stability and Instability in Physical Systems
● PS3.A Definitions of Energy
● PS3.B Conservation of Energy and Energy Transfer
● PS3.C Relationship Between Energy and Forces
● PS3.D Energy in Chemical Processes and Everyday Life
● PS4.A Wave Properties
● ESS1.B Earth and the Solar System
Health & Human Flourishing
Please also see the NY State requirements for health curriculum as covered in this document.
Relationships
● Empathy, intimacy, isolation
● Communication, conflict resolution
● Violence, Bullying, Self-advocacy
● Power, privilege, prejudice
● Difference, stereotypes & discrimination
Sexual ethics
● Dating, sexual activity, intercourse and online behavior
● Boundaries, assault, consent
● Gender, sexual orientation
● Sexually-transmitted infections
Human growth & development
● Sleep, rest and immune system
● Fitness, injury, recovery, concussions
● Diet, nutrition, body image, supplements
● Disordered eating, obesity
● Puberty, reproduction
Substance Use
● Abuse, dependency, addiction
● Alcohol, drinking & driving
● Smoking, vaping and tobacco products
● Marijuana, opiates, hallucinogens, sedatives and stimulants
Media Engagement & Consumption
● Research methods, internet safety
● Digital citizenship, bullying, social media use
● Consumer health: body image, pornography, purchasing
● Compulsive/problematic use
Mental and Emotional Health
● Identity, self-understanding
● Self-advocacy, goal-setting, decision-making
● Stress, anxiety, time-management
● Suicidality, non-suicidal self-injury
● Mental illnesses and disorders
The purpose of the STEM department at SBS is to provide as many students as possible with opportunities and resources to engage in hands on activities which stimulate their interest in Science, Technology, Engineering, and Math, with the hope that students with an aptitude and interest in STEM will gain both the skills and desire to pursue a STEM related career, and for the rest, an enriched academic experience
Departmental Distinctives
Cultivating 21st-Century Skills and Virtues:
The STEM Department at SBS is committed to preparing students to meet the challenges of a rapidly changing world with technical expertise and moral clarity Students in our business, economics, and STEM courses are encouraged to champion our mission to integrate faith and learning through redemptive entrepreneurship using STEM innovation missionally to serve others and solve real-world problems with integrity, creativity, and compassion, as part of their care for God’s people and creation.
Prestigious Partnerships and Achievements:
SBS STEM students consistently excel on national and global stages, demonstrating the high caliber of their education and innovative thinking. Notable accomplishments include:
● Being one of only 15 secondary schools invited to participate in the NASA Student Launch Initiative, alongside universities such as MIT, CalTech, and Stony Brook University.
● Designing an aeroponics experiment for the International Space Station, scheduled for launch
● Creating laser-cut face masks during the COVID-19 pandemic, gaining recognition from Fox News, ABC, and Newsday.
● Placing in the top 10 nationally in Rocketry and Science Olympiad competitions
● Earning honors at the World Championships in Robotics 4 out of the past 6 years.
Real-World Computer Science Applications:
SBS offers a robust computer science program, teaching students essential coding languages and tools such as Python, Java, machine learning, and artificial intelligence. Students apply these skills to solve practical problems, laying the groundwork for careers in tech while fostering critical thinking and innovation
Project-Based Learning and Design Thinking:
SBS STEM classes embrace a project-based learning model that empowers students to solve real-world problems through the innovative process of design thinking Guided by Stanford’s design thinking framework, students develop skills in empathizing with users, defining challenges, ideating solutions, prototyping designs, and testing them in iterative cycles Whether designing rockets, building robots, or creating sustainable engineering solutions, students are equipped to approach complex problems with creativity, collaboration, and a user-centered mindset. This emphasis on design thinking ensures graduates are prepared to tackle the challenges of the 21st century with confidence and ingenuity
STEM Department Curriculum
Scope & Sequence
The SBS STEM Department provides a comprehensive, project-based curriculum designed to develop 21st-century skills in engineering, programming, robotics, manufacturing, electronics, and entrepreneurship Students engage in real-world problem-solving, design thinking, and data-driven analysis, preparing them for future careers in STEM-related fields. Courses align with Next Generation Science Standards (NGSS) engineering practices and emphasize cross-disciplinary collaboration
● STEM Department Scope and Sequence
Syllabi
Please find below a compendium of all STEM Department Syllabi for the 2024-2025 year. An executive summary of these syllabi is found in the Course Descriptions and Outcomes section
● STEM
Course Offerings
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the STEM Department For more detailed information, see the specific class syllabus and the scope and sequence document.
T.120/ STEM Fundamentals: Robotics [LH]
Term: Fall & Spring | Credits: 0.5
Grades: 8th-12th graders
Course Description:
This course is a semester-long introduction to robotics, where students design and program robots to accomplish physical challenges The complexity of builds and coding increases based on the ability and experience of the individual student.
Units Covered:
1. Introduction to Robotics and Mechanical Design
2 Basic Coding for Robotic Functions
3. Sensors and Actuators Integration
4 Advanced Robotic Challenges (tailored to individual ability)
Course Outcomes:
● Develop foundational knowledge of robotic design and construction
● Gain proficiency in programming for physical robotic tasks
● Enhance problem-solving skills through iterative design and testing.
● Foster creativity and adaptability in response to technical challenges
T.121/ STEM Fundamentals: 3D Modeling & Printing [LH]
Term: Fall & Spring | Credits: 0 5
Grades: 9th-12th graders
Course Description:
This course teaches students the fundamentals of 3D modeling and printing. Students learn to create 2D drawings and 3D models using CAD software and prepare their designs for printing on FDM additive printers and resin UV light printers
Units Covered:
1 Basics of CAD Design
2. Introduction to 3D Modeling
3 Slicing and Preparing Models for Printing
4 Advanced Techniques in FDM and Resin Printing
Course Outcomes:
● Develop proficiency in CAD tools for designing 2D and 3D models
● Understand the principles of slicing and 3D printing preparation.
● Gain hands-on experience with FDM and resin printers
● Cultivate an understanding of design iteration and optimization.
This course introduces students to foundational programming concepts through engaging projects and interactive lessons. Students will learn the basics of drawing and animation using JavaScript and progress into web development with HTML and CSS Using Khan Academy's structured curriculum, the course offers a self-paced and adaptive learning experience that caters to individual skill levels and interests
Units Covered:
1 Intro to Programming: Basics of programming logic and structure using JavaScript
2. Drawing & Animation: Creating visual designs and animations with code.
3 Advanced Animations: Incorporating loops, conditionals, and events in JavaScript
4 HTML Basics: Structuring web pages using HTML
5. CSS Styling: Enhancing web page aesthetics with CSS.
6 Interactive Web Design: Combining HTML, CSS, and JavaScript to build interactive web pages
Course Outcomes:
● Understand foundational programming concepts, including variables, loops, and conditionals
● Develop skills in creating animations and interactive designs using JavaScript.
● Gain proficiency in HTML and CSS for web development
● Apply coding skills to create and style functional and engaging web pages
● Build problem-solving and debugging skills in a hands-on, project-based learning environment.
Are you ready to transform your ideas into reality? Come dive into the exciting world of technology where you will design, build, and code your own unique gadgets You'll be amazed at what you can create from artistic pieces to life hacks to games and toys; the possibilities are endless! This course is for beginners as well as seasoned designers, programmers, and tech enthusiasts Projects are assigned based on individual interest and ability
In this course, students will learn the fundamentals of working with microcontrollers, sensors, actuators, transistors, and basic electronic components while delving into programming principles and electronics to bring their ideas to life Hands-on work with Tinkercad, Arduino, and Raspberry Pi will allow students to apply their knowledge in practical ways. Students will gain technical skills, creativity, and confidence in tackling real-world challenges through interactive projects
Units Covered
1 Introduction to Microcontrollers & Circuits
2 Sensors & Actuators
3. Transistors & Circuit Control
4 Programming with Arduino & Raspberry Pi
5. Project-Based Learning & Prototyping
Course Outcomes
By the end of the course, students will:
● Develop foundational knowledge of electronics, circuits, and microcontrollers
● Gain hands-on experience in programming and hardware integration
● Apply design thinking to create functional, real-world gadgets.
● Enhance problem-solving and technical literacy through project-based learning
T.125/ Introduction to Python [LH]
Term: Fall | Credits: 0.5
Grades: 9th-12th graders
Course Description:
This introductory course exposes students to the Python programming language, a dynamic and flexible programming language widely used across multiple software engineering fields such as web development, game design, cybersecurity, and data science. In this project-based course, students will gain hands-on experience with Python to develop software solutions for real-world problems while forming a strong foundation to continue in the STEM sequence at SBS, where Python is an essential skill, including Computer Science, Robotics, and EID
Units Covered:
1. Python Fundamentals: Introduction to Python syntax, data types, and variables.
2 Control Structures: Utilizing loops, conditionals, and logical operations
3 Functions and Modular Programming: Defining functions and organizing code for reusability
4. Data Structures: Lists, dictionaries, and arrays for efficient data management.
5 File Handling: Reading, writing, and manipulating files in Python
6 Project Development: Developing a software solution to a real-world problem
Course Outcomes:
● Understand foundational Python programming concepts and syntax
● Develop skills in debugging and troubleshooting Python programs.
● Apply control structures and data manipulation to solve practical challenges
● Gain proficiency in modular and project-based programming approaches.
● Prepare for advanced STEM courses requiring Python skills
T.225/ Adv. Machine Learning and Artificial Intelligence with Python
Prerequisite: Introduction to Python or instructor approval Term: Spring | Credits: 0.5
Course Description:
This honors course continues the programming fundamentals taught in Introduction to Python by using Machine Learning (ML) and Artificial Intelligence (AI) to organize, interpret, and learn from data sets and to make and use decision trees Students will train models to use these algorithms to organize datasets efficiently and to predict and solve problems. Advanced topics include bagging, random forests, and gradient boosting, equipping students to contribute to advanced courses in Computer Science, Robotics, EID, and more
Units Covered:
1 Introduction to Machine Learning and AI: Understanding algorithms and decision trees
2 Data Preprocessing and Cleaning: Preparing datasets for ML models
3. Supervised Learning: Training models with decision trees and regression analysis.
4 Advanced Algorithms: Bagging, random forests, and gradient boosting techniques
5. Model Evaluation: Using metrics to assess the accuracy and efficiency of ML models.
6 Capstone Project: Designing and implementing an ML or AI-based solution
Course Outcomes:
● Gain foundational knowledge in Machine Learning and Artificial Intelligence concepts
● Learn to preprocess, clean, and interpret data for ML applications
● Implement and evaluate algorithms such as decision trees, random forests, and gradient boosting.
● Train and deploy predictive models to solve real-world problems
● Build confidence and skills to pursue further STEM studies or careers in AI, Robotics, and related fields
Are you ready to transform your ideas into reality? Come dive into the exciting world of technology where you will design, build, and code your own unique gadgets. You'll be amazed at what you can create from artistic pieces to life hacks to games and toys; the possibilities are endless! This course is for beginners as well as seasoned designers, programmers, and tech enthusiasts. Projects are assigned based on individual interest and ability.
In this course, students will learn the fundamentals of working with microcontrollers, sensors, actuators, transistors, and basic electronic components while delving into programming principles and electronics to bring their ideas to life. Hands-on work with Tinkercad, Arduino, and Raspberry Pi will allow students to apply their knowledge in practical ways Students will gain technical skills, creativity, and confidence in tackling real-world challenges through interactive projects
Untis Covered:
1. Sensors and Actuators Basics
2. Design Thinking and Prototyping
3 Programming for Gadgets
4. Advanced Electronic Projects
5 Capstone Project: Creating a Personalized Gadget
Course Outcomes:
● Understand the fundamentals of microcontrollers, sensors, and actuators
● Design, build, and program functional gadgets for practical and creative use
● Apply principles of design thinking to prototype and iterate on projects.
● Develop problem-solving and technical skills in electronics and programming
● Explore real-world STEM applications through hands-on, project-based learning
This is CS50x, Harvard University's introduction to the intellectual enterprises of computer science and the art of programming for majors and non-majors alike, with or without prior programming experience. This is an online course that teaches students how to think algorithmically and solve problems efficiently Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, PHP, and JavaScript plus SQL, CSS, and HTML. Problem sets are inspired by real-world domains of biology, cryptography, finance, forensics, and gaming
Units Covered:
1 Introduction to Computer Science Concepts
2 Abstraction and Algorithm Design
3. Data Structures and Memory Management
4 Introduction to Web Development (HTML, CSS, PHP, JavaScript)
5. Database Management and SQL
6. Problem Sets in Real-World Applications (Cryptography, Finance, Forensics, Gaming)
Course Outcomes:
● Develop skills in algorithmic thinking and problem-solving
● Understand fundamental computer science concepts such as data structures and resource management
● Gain experience in software engineering and web development.
● Build and manage databases using SQL
● Apply programming knowledge to solve real-world challenges in diverse domains
● T.270 (EID I): Completion of one full year of upper school STEM course (other than programming), or teacher recommendation.
● T.271 (EID II): Completion of Advanced EID I and teacher recommendation
● T.272 (Independent Project): Completion of Advanced EID II and teacher recommendation
Term: Year | Credits: 1
Course Description:
This sequence of project-based courses allows students to work on independent or collaborative projects in their area of interest, leveraging skills acquired in prior STEM courses. As students progress through EID I and II, projects increase in complexity and depth, culminating in the Independent Project, where highly motivated students engage in advanced engineering challenges.
Course Outcomes:
● Develop expertise in project-based learning and independent research in engineering.
● Apply design thinking to conceive, prototype, and optimize solutions for complex problems
● Collaborate effectively in team environments while managing projects efficiently
● Integrate and expand upon skills from STEM courses to create innovative engineering solutions.
● Build a professional portfolio of projects, showcasing problem-solving and technical expertise
T.280/ Entrepreneurship and Marketing I [LH]
Term: Fall | Credits: 0 5
Course Description:
This semester-long course offers an immersive experience in entrepreneurship and marketing, characterized by a highly project-based and problem-solving curriculum. Students will explore technology, design, and faith-driven entrepreneurship, engaging in hands-on activities that utilize the design thinking process to create ethical and impactful products or services The course features guest lectures from industry professionals, case studies of successful companies, and interactive projects that foster innovation and problem-solving skills. Students will also build AI literacy, learning to leverage AI tools to enhance their projects The semester culminates with a pitch event where students present their entrepreneurial solutions to contemporary issues inspired by the UN Sustainable Development Goals (SDGs)
Units Covered:
1 Introduction to Technology Trends
○ Exploring innovations in technology, entrepreneurship, and ethics
○ Activities: AI and ethics debates, GenAI persona creation, and election-related analysis.
2 Entrepreneurship Fundamentals
○ Case studies of successful businesses, including Amazon and Mo’s Bows
○ Activities: Business Plan Canvas, Flint Value Proposition Canvas, and company research.
3 Design Thinking and Prototyping
○ Introduction to the design thinking process based on Stanford's model.
○ Activities: Design challenges, partner exercises, and final prototype creation.
4 Social Entrepreneurship Using the BUILD Model
○ Steps in building a socially impactful business.
○ Activities: Business prototyping, minimum viable product (MVP) development
5 Final Project: Business Plan and Pitch Event
○ Development of a comprehensive business plan.
○ Final presentation at the pitch event, incorporating lessons learned throughout the semester
Course Outcomes:
● Demonstrate a comprehensive understanding of entrepreneurship and value proposition development
● Leverage AI tools to enhance project creativity and efficiency
● Apply the design thinking process to create innovative and practical solutions.
● Develop socially impactful business ideas using the BUILD model
● Present a well-researched business plan and pitch solutions to contemporary global issues inspired by the UN SDGs
T.330/ AP Computer Science A
Prerequisite: A in Advanced Computer Programming or instructor approval
Term: Year | Credits: 1
Format: This course is taught virtually with live students and faculty by Gravitas
Course Description
As per the goals of the course as stated on the College Board website, students will design, implement, and analyze solutions to problems They will use and implement commonly used algorithms and develop and select appropriate algorithms and data structures to solve new problems. Students will write solutions fluently in an object-oriented paradigm as well as write, run, test, and debug solutions in the Java programming language, utilizing standard Java library classes and interfaces from the AP Java subset They will read and understand programs consisting of several classes and interacting objects and read and understand a description of the design and development process leading to such a program Ethical and social implications of computer use will be discussed.
Units Covered
1 Primitive Types
2. Using Objects
3 Boolean Expressions and If Statements
4. Iteration
5 Writing Classes
Course Outcomes
● Design and implement object-oriented programs using Java
● Apply problem-solving skills to develop efficient algorithms
Array
ArrayList
● Utilize inheritance and polymorphism to enhance software design
● Analyze, test, and debug programs for correctness and efficiency
● Understand and implement searching and sorting algorithms
● Develop a strong foundation in data structures such as arrays and ArrayLists
● Prepare for the AP Computer Science A Exam with comprehensive Java programming experience
● Discuss ethical and social issues related to computer science and technology
Departmental Scope & Sequence
The SBS STEM Department provides a comprehensive, project-based curriculum designed to develop 21st-century skills in engineering, programming, robotics, manufacturing, electronics, and entrepreneurship Students engage in real-world problem-solving, design thinking, and data-driven analysis, preparing them for future careers in STEM-related fields. Courses align with Next Generation Science Standards (NGSS) engineering practices and emphasize cross-disciplinary collaboration
Given the dynamic nature of STEM courses and changing technologies, the STEM Department does not have a Scope & Sequence similar to other departments We have instead opted for a specific “Course Outcomes” for each Essential Skill and how they are formed in each of our STEM courses.
Objectives: Students apply engineering design principles to real-world challenges, utilizing Stanford-style design thinking and redemptive entrepreneurship to create solutions that serve the common good They engage in iterative prototyping and problem-solving, approaching their work as a reflection of the creative order and human responsibility to steward technology for human flourishing.
Objectives: Students design, build, and program automated systems using mechanical components, sensors, and AI-driven control structures. The curriculum emphasizes the responsible use of automation, ethical considerations in AI, and a human-centered approach to robotics that seeks to serve rather than replace
Key Topics: Autonomous systems, robotic programming, sensor integration, adaptive control, and ethics in AI and automation
Programming and Computational Thinking
Courses: Intro to Python, Advanced ML & AI, AP CS A, Advanced Computer Programming, Robotics
Objectives: Students develop fluency in Python, Java, C, and AI while engaging in computational problem-solving The program emphasizes how technology can be used for redemptive purposes, equipping students to build tools that enhance human dignity, expand access to knowledge, and promote justice.
Key Topics: Algorithm development, object-oriented programming, AI applications, computational logic, cybersecurity, and ethical data use.
Courses: 3D Modeling & Printing, Manufacturing in the 21st Century
3D Modeling and Manufacturing
Objectives: Students master computer-aided design (CAD), rapid prototyping, and CNC-based manufacturing, gaining a hands-on understanding of industrial processes. They are challenged to consider how manufacturing can be used for ethical production, sustainability, and service, reflecting a Biblical vision of creativity and stewardship
Key Topics: Fusion 360 CAD, 3D printing (FDM & resin), CNC machining, laser cutting, material processing, and sustainable design.
Courses: Gadget Creation & Design, EID
Objectives: Students explore circuit design, microcontrollers, and sensor integration, gaining practical experience in embedded systems.
Objectives: Students collaborate on long-term projects, integrating skills from multiple disciplines. They are challenged to think as innovators and entrepreneurs, leveraging redemptive design thinking to address real-world needs while learning professional project management techniques.
Objectives: Students engage in data visualization, predictive modeling, and AI-driven decision-making. The course challenges students to consider how data can be used responsibly, avoiding misuse while enabling human progress
Key Topics: Statistical modeling, data ethics, training ML models, AI bias mitigation, and applications in STEM fields
Entrepreneurship, Business, and Ethics in STEM
Courses: Entrepreneurship & Marketing I & II
Objectives: Students explore business, innovation, and product development, applying AI-driven business strategy and digital marketing in real-world projects. The curriculum integrates Christian ethics, redemptive entrepreneurship, and responsible innovation, equipping students to build ventures that honor human dignity and promote the common good.
Key Topics: Lean startups, ethical AI in business, e-commerce, data-driven marketing, user engagement, and innovation management
Art courses at the Stony Brook School strive to contribute to the integration of faith and learning by encouraging attitudes of appreciation, curiosity, reverence, and discipline which in turn promote an appreciation of Truth, Beauty, and Goodness as reflected in God’s Creation and character.
Departmental Distinctives
Integration of Faith and Creativity: Rooted in the conviction that all creative expression reflects the beauty of God’s creation, the Visual Arts Department fosters an appreciation for truth, beauty, and goodness As Frank Gaebelein argues in The Christian, the Arts, and Truth, the artistic process is not merely an act of self-expression but an opportunity to engage in divine craftsmanship Students are encouraged to develop their creative gifts as a means of worship, storytelling, and cultural engagement, recognizing the sacred in both the creative process and final work.
Empowering Artists to Take Risks and Find Their Voice: The Visual Arts Department fosters a classroom environment built on trust, creativity, and self-discovery. By creating a safe space for risk-taking, we empower students to explore their unique perspectives, embrace their individuality, and develop confidence in their artistic voice Through this supportive environment, students not only refine their craft but also uncover their gifts, passions, and personal identity as artists.
Technical Excellence and Artistic Mastery: The Visual Arts curriculum is designed to cultivate both technical skill and conceptual depth From foundational courses in drawing, painting, and 3D design to advanced exploration in digital art, photography, and ceramics, students develop a command of artistic media Through iterative practice, critique, and portfolio development, they gain the confidence and precision needed to pursue further study or professional careers in the arts
Conceptual Thinking and Cultural Literacy: Students engage in the study of art history, contemporary movements, and cultural narratives, equipping them with a broad perspective on the role of art in society Critical analysis of historical and modern works deepens their ability to synthesize artistic influences, develop original ideas, and articulate their creative vision with clarity and purpose.
Interdisciplinary and Applied Arts: The department fosters collaboration between visual arts and other disciplines, integrating design thinking, digital media, and immersive storytelling Whether designing for social impact, exploring architecture and product design, or producing site-responsive installations, students learn to apply their artistic skills in innovative and interdisciplinary ways that extend beyond the classroom
Creative Leadership and Community Engagement: Students are encouraged to view art as a means of leadership and service Through public exhibitions, collaborative projects, visiting artists and lectures, trips to local museums, and contributions to campus and community initiatives, they experience the power of visual storytelling to inform, inspire, and effect change. The department emphasizes self-directed inquiry, entrepreneurial thinking, and responsible engagement with the broader artistic and cultural landscape
Visual Arts Department Curriculum
Scope & Sequence
The Visual Arts outcomes at SBS are based in part on the National Core Arts Standards (2014) These eleven standards are based on creating, producing/presenting, responding, and connecting. In alignment with the mission of SBS to integrate faith and learning, we also include a standard on understanding and expressing their creative work as a part of the beauty of God's Creation.
● Visual Arts Departmental Scope & Sequence
● Syllabi
Please find below a compendium of all Visual Arts Department Syllabi for the 2024-2025 year An executive summary of these syllabi is found in the Course Descriptions and Outcomes section.
● VisualArts
Curriculum Guide: Visual Arts Department Appendix
Resources
The resources below are intended to centralize many pedagogical and teaching resources for the Visual Arts Department, both currently and historically
Visual Arts Department Resources: ○ SBS VisualArt Evaluation Criteria
Course Offerings
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the Bible Department For more detailed information, see the specific class syllabus and the scope and sequence document.
MS.553/ MS Visual Arts
Term: Year | Grades: MS Chamber Ensemble, MS Chorus & Drama, or MS Visual Arts is required for all 7th and 8th graders
Course Description
This yearlong course challenges students to create works ranging from drawing, painting, mixed media, printmaking, and ceramics. Students may take MS Visual Arts in both 7th and 8th grades as the curriculum rotates to foster growth in the skills and practices necessary for art at the upper school level
Units Covered
● Elements of Art (Weeks 1-15) – Focus on foundational visual principles: line, shape, value, form, texture, space, and color
● Principles of Design (Weeks 15-30) – Introduces concepts such as rhythm, repetition, contrast, emphasis, unity, and variety
Course Outcomes
By the end of this course, students will be able to:
● Identify and apply the Elements of Art and Principles of Design in original works.
● Critically analyze past and contemporary artworks, including their own
● Use visual arts as a means of self-expression, developing artistic voice and originality
● Work with a diverse range of 2D and 3D materials to explore different artistic techniques.
● Engage in the creative process and develop confidence in artistic decision-making
A.516/ Studio Art [LH]
Term: Year | Credits: 1 | Grades: 9th-12th graders
Course Description
Studio Art is an introductory studio course providing a comprehensive foundation in drawing and painting. The course builds students’ skills in perceptual ability and visual expression, incorporating principles of design through various media and methods The first semester emphasizes compositional design, linear/aerial perspective, and
drawing from observation The second semester introduces technical painting skills, critique, and gallery study to refine students’ artistic voice Successful completion may qualify students for Advanced Art
Units Covered
1 Course Orientation
2. Looking vs. Seeing
3 Composition & Elements of Art
4. Framing, Value & Spatial Depth
5 Positive & Negative Space
6 Proportions & Dynamic Sketching
Course Outcomes
By the end of this course, students will:
7. Perspective & Depth in the Picture Plane
8 Two-Point Perspective & Architecture
9. Still Life – Message & Mastery
10 Refining & Finishing Touches
11 Color Theory & Encounters with Paint
12.Fruit Transformations & Color Theory Part 2
13 Influence & Cultural Impact on Artistic Voice
● Develop perceptual skill and technical ability applied to diverse media
● Cultivate creative and adaptable problem-solving in artistic composition
● Demonstrate self-awareness, self-motivation, and self-discipline in artistic growth.
● Engage in active participation in critical dialogue, proactive planning, and collaboration with others
● Recognize and evaluate quality design in works of art.
● Acquire art literacy, including knowledge of art history and the impact of art on contemporary culture
● Explore self-promotion and practical preparation for pursuing art in higher education and professional settings.
● Maintain reverence for beauty and develop a sincere curiosity that leads to an appetite for truth
● Embrace hope and a teachable attitude, growing through challenges and setbacks
A.523/ 3D Studies [LH]
Term: Year | Credits: 1 | Grades: 9th-12th
Course Description:
This studio course explores the elements and principles of 3D design. It is divided into three distinct units:
1 Form & Space – Develops fabrication skills in the four basic methods of sculpture: additive (construction), manipulative (clay modeling), subtractive (carving), and substitutionary (casting).
2 Form & Function – Introduces skills and strategies for functional design, including product design, interior design, and architecture Students receive training on key production tools and methods of design thinking.
3 Form & Culture – Explores how art interacts with culture, including site-responsive art, performance art, and new media Emphasis is placed on artistic identity, exposure to art theory, and cultural literacy
Course Outcomes:
● Demonstrate proficiency in sculptural techniques and fabrication methods.
● Apply design thinking principles to functional and artistic 3D creations
● Engage in critical discussions of art’s role in cultural and historical contexts
● Develop an independent project for exhibition, showcasing conceptual and technical skills.
A.511/ Advanced Art
Prerequisite: Teacher recommendation plus full year of Studio Art or 3D Studies, or Portfolio Assessment Term: Year | Credits: 1
Course Description:
This course is designed for students who are interested in mastering advanced art techniques Students will work with various drawing, printmaking, and painting media. Successful completion of this course will yield an extensive student art portfolio Students research and develop personal themes independently, integrate media thoughtfully, and draw from multiple reference images to generate unified compositions
Units Covered:
1. Gesture: Developing figure drawing skills with expressive marks and movement.
2. Drawing Technique / Atelier Method: Classical observational drawing, proportion, and value accuracy.
3 Color Reduction Print: Layered color planning and registration mastery in printmaking
4. Storytelling: Creating visually compelling narrative compositions using multiple figures.
5 Oil Painting & Unique Portraiture: Moving beyond traditional portraiture with mood and ambiance
6 Mixed Media: Independent synthesis of media, exploring decomposition and recomposition in artistic processes.
Course Outcomes:
● Push technical abilities through rigorous experimentation.
● Demonstrate improvement in perceptual skills and complex techniques
● Perceive and render 3D proportions of subjects on a 2D picture plane with accuracy
● Render figures with natural body language for lifelike presence.
● Understand how layering media and reworking a drawing enhance artistic impact
● Create visual narratives that evoke curiosity, connection, or emotional response.
● Provide, receive, and apply critical feedback effectively
● Expand cultural literacy by reflecting on the interaction between art and culture
● Pursue inspiration and express personal ideas with greater intention and precision.
● Contemplate artistic creation as a means of cultivating an inner spiritual life
A.350/ AP Studio Art I & A.351/ AP Studio Art II
Prerequisite: Advanced Art, ADA, or Portfolio Assessment
Term: Year | Credits: 1 | Lab Fee: $50
Course Description:
This course enables highly motivated students to produce college-level work in studio art in preparation for the AP Studio Art: 2D Design Portfolio or AP Studio Art: Drawing Portfolio. Students develop a portfolio of up to 20 works in a variety of media as outlined by the College Board syllabus Students must submit three portfolio components (Sustained Investigation Images, Sustained Investigation Written Evidence, and Selected Works) to the AP Program via the AP Digital Portfolio by the May deadline. Each student completes their portfolio year with an "AP Show" in the school art gallery
Big Questions of the Course:
● What is true and beautiful?
● How does practicing art help me understand what gives me life?
● How does the creative process lead to a deeper, more personal relationship with inspiration?
● How does my work reveal my values and identity?
● How does practicing art require faith?
Units Covered:
1. Inquiry and Investigation - Investigate materials, processes, and ideas.
2 Making Through Practice, Experimentation, and Revision - Make works of art and design by practicing, experimenting, and revising
3. Communication and Reflection - Communicate ideas about art and design.
Course Outcomes:
● Investigate materials, processes, and ideas to develop a Sustained Investigation.
● Apply advanced artistic skills in drawing, printmaking, mixed media, and digital composition
● Demonstrate synthesis of materials, processes, and ideas in portfolio work
● Develop personal artistic voice through conceptual development and experimentation.
● Engage in rigorous critique and reflection to refine artistic practice
● Submit a final AP portfolio consisting of 15 Sustained Investigation works and 5 Selected Works.
● Participate in an AP Gallery Exhibition showcasing final works.
A.352/ Advanced Seminar in Art: Missional Media
Prerequisite: 3D Studies, Advanced Art, or Portfolio Assessment
Term: Year | Credits: 1
Course Description
This course focuses on immersive and interactive media, delivering a refined and constructive message to a specific community with intention. Students conduct performative research and work independently or collaboratively to undertake a single year-long project in a media of their choice After extensive personal and cultural investigation, students select topics for exploration Interdisciplinary projects are highly encouraged The seminar concludes with a site-responsive exhibition and a public review of student work.
Units Covered
1. UNIT I: PURPOSE
○ Identity & Personal Narrative
○ Current Events & Cultural Literacy
○ Engaging an Audience
2 UNIT II: PLAN
○ Materials Matter
○ People & Process Matter
○ Location Matters
○ Project Proposal & Reflection
3 UNIT III: PERFORM
○ Prototyping & Testing
○ Specifications
○ Build a Budget & Gather Materials
○ Construct a Timeline
4 UNIT IV: PERSEVERE
○ Working the Plan
○ Preparing for In-Process Critique
○ Public In-Process Critique
5 UNIT V: POLISH
○ Responding to Feedback
○ Writer’s Workshop
6. UNIT VI: PRESENT & PROCESS
○ Installation
○ Final Projects & Presentation Practice
○ Public Exhibition, Critique & Documentation
○ Strike Week, Return Materials & Reflection
Course Outcomes
Upon successful completion of this course, students will be able to:
● Identify how spiritual bearings impact their sense of purpose in self-expression
● Articulate their sense of purpose through their artwork in response to a specific audience
● Listen carefully and respond authentically and generously to self and others.
● Wrestle independently with the big questions of this course through their artwork
● Take more creative risks than previously attempted.
● Identify essential questions to examine more closely through art as a means of inquiry and performative research
● Contribute useful feedback by practicing various critical response methodologies.
● Expand cultural literacy by reflecting on the intersection of art and culture
A.530/ Ceramics I
Term: Fall & Spring | Credits: 0 5 | Grades: 9th-12th graders
Course Description
Students in this course will learn how to hand-build clay forms using the pinch, coil, and slab methods, as well as learn the basics of throwing on the potter’s wheel. The course instruction also includes glazing and firing techniques
Units Covered
1 Introduction to Material
2 Handbuilding - Pinch
3. Handbuilding - Slab
4 Handbuilding - Coil
5. Handbuilding - Free Project
Course Outcomes
6 Wheel Throwing
7 Final Project - Introducing Concept
8. Glazing
9 Studio Clean Up and Firing
10.Final Critique
● Develop technical skills in hand-building (pinch, slab, coil) and wheel throwing.
● Learn and apply ceramic terminology related to materials, techniques, and processes
● Cultivate problem-solving, self-discipline, and creative thinking through ceramics
● Analyze and critique artwork, developing critical thinking and evaluation skills.
A.531/ Ceramics II
Term: Fall & Spring | Credits: 0 5 | Grades: 9th-12th graders
Course Description
Students in this course will continue to explore the possibilities of creating with clay. They will advance their skills and techniques in the methods of their choice, using prior knowledge and experience for deeper exploration in ceramics.
Units Covered
1. Introduction to Surface Decoration
2 Prompted Projects
3 Independent Projects
Course Outcomes
4. Studio Clean Up and Bisque Firing
5 Glazing
6 Final Critique and Final Clean Up
● Advance technical skills in wheel throwing, hand-building, and surface decoration
● Expand ceramic terminology and understanding of materials, tools, and techniques.
● Strengthen the creative process through independent projects and conceptual development
● Develop critical thinking and the ability to analyze and discuss artwork effectively
A.563/ Graphic Design I [LH]
Term: Fall & Spring | Credits: 0 5 | Grades: 9th-12th
Course Description:
Graphic Design I introduces students to foundational design principles and industry-standard software Using Adobe Illustrator and Photoshop, students will learn digital composition, branding, and marketing strategies. In addition, they will have the opportunity to create print materials and work on real-world design applications, such as promotional graphics for campus events
Units Covered:
1 Introduction to Design – Understanding design elements and principles
2. Adobe Illustrator – Learning the interface and creating vector-based graphics.
3 Adobe Photoshop – Exploring raster editing and layering techniques
4. Designing for Digital Media – Social media graphics, color coding, and animation (GIF creation).
5 Designing for Print – Apparel design, page layout, and print preparation
Course Outcomes:
● Technical skills: Students will learn a basic understanding of the graphic design software in the Adobe Suite We will focus the majority of our studies on Adobe Photoshop and Adobe Illustrator
● Terminology: Students will have a basic understanding of graphic design terminology They will learn the names of basic tools, concepts, techniques, materials, and processes in the field of graphic design.
● Creative Process: Students will learn to think visually, solve problems, and communicate ideas through their work
● Critical Thinking: Students will learn to analyze and discuss design, and to develop the ability to think critically about their work and the work of others
● Theory and History: Students will develop a basic understanding of the history, criticism, and theory of graphic design.
A.564/ Graphic Design II [LH]
Prerequisite: Graphic Design I
Term: Spring | Credits: 0.5 | Grades: 9th-12th
Course Description:
Building upon Graphic Design I, this course advances students' understanding of digital media, advertising, and branding Students will refine their proficiency with Adobe Creative Suite (Illustrator, Photoshop, and InDesign) while applying their skills to real-world projects Emphasis is placed on critical thinking, creative problem-solving, and effective communication through design.
Units Covered:
Due to the flexible nature of this course and its co-teaching with Graphic Design I, the units are highly elastic and tailored to the independent projects of the student The following units are broadly covered in addition to building on the foundations of the previous term
1 Advanced Topics in Design, Adobe Illustrator, and Adobe Photoshop
2 Designing for Digital Media
3. Designing for Print
4 Independent Projects
Course Outcomes:
● Technical skills: Students will further their studies of graphic design to an advanced level of understanding of the design software in the Adobe Suite
● Terminology: Students will develop an advanced understanding of graphic design terminology. They will expand their vocabulary by learning the terms of advanced tools, concepts, techniques, materials, and processes in the field of graphic design
● Creative Process: Students will further their understanding of the creative process by applying it to their own designs They will focus on thinking visually, solving problems, and communicating ideas through their work.
● Critical Thinking: Students will further their ability to analyze and discuss design, and to further develop the ability to think critically about their work and the work of others
● Theory and History: Students will develop a broader and more advanced understanding of the history, criticism, and theory of graphic design
A.560/ Introduction to Videography [LH]
Term: Fall & Spring | Credits: 0.5 | Grades: 9th-12th
Course Description
This class combines in-class instruction and hands-on production workshops where students put into practice what they learn in the classroom Students will be introduced to the various types of videos and instructed in the basics of video framing and composition, lighting, shots, and angles Students synthesize these skills and begin to work on more advanced techniques through projects that require planning, storyboarding, and storytelling. For final projects, students have an opportunity to fine-tune skills and techniques contributing to videos for the school using professional lighting, sound, and video equipment
Units Covered
1. Introduction to Videography – Understanding the role of video in media
2. Framing & Composition – Fundamentals of shot composition and scene setup
3 Lighting Techniques – Using natural and artificial light for cinematic effects
4. Camera Shots & Angles – Exploring perspectives to enhance storytelling
5 Storyboarding & Planning – Structuring video projects before production
6 Post-Production & Editing – Fundamentals of video editing and sequencing
7. Final Production Project – Creating a polished video project for an audience
Course Outcomes
By the end of the course, students will:
● Develop an understanding of fundamental videography techniques
● Apply framing, composition, and lighting principles to their own projects.
● Utilize different camera shots and angles to enhance visual storytelling
● Plan and execute a video project from pre-production to post-production
● Gain experience using professional lighting, sound, and video equipment.
A.545/ Introduction to Photography [LH]
Term: Fall & Spring | Credits: 0 5 | Grades: 9th-12th graders
Course Description
This is a single semester course designed to introduce the student to photography as an art form Students will learn to use a DSLR camera, gain a basic understanding of the principles of exposure, learn to choose camera settings appropriate to the subject matter and shooting conditions, and cover some basic concepts of artistic composition so that they can produce good images intentionally rather than haphazardly Students will also be introduced to basic image organization and retouching using Adobe Lightroom The goal of this course is to graduate students with sufficient command of both photographic technology and photographic technique that they can take pleasure in crafting compositions that match their artistic vision Access to both the DSLR cameras and the image editing software used in this class (Adobe Lightroom) will be provided by the school.
Units Covered
1. Gearing Up – Orientation to tools, course methods, and expectations
2 How? Capture – Techniques and skills necessary for properly exposed and focused images
3 What? Capture + Composition – Introduction to compositional strategies based on the elements and principles of art
● Understand exposure, depth of field, and composition principles
● Develop technical proficiency in using Adobe Lightroom for image processing
● Explore artistic intention through composition and critical reflection
● Begin to see photography as a means of personal and cultural storytelling
A.546/ Advanced Photography 1
Prerequisite: Introduction to Photography & instructor approval
Term: Year | Credits: 1
Course Description
This is a year-long honors level course. Students will learn to operate a DSLR or advanced mirrorless camera and take advantage of its features to unlock their own creative potential as they come to understand the functionality inherent in modern cameras The course covers in-depth camera function, a thorough understanding of the principles of photographic exposure, digital asset management, post-production image improvement (retouching), and an in-depth exploration of artistic composition Students will also be challenged to develop an understanding of image as a communication medium and how images are used to suggest or reinforce ideas.
Units Covered
1. Orientation & Inspiration – Establishing workflow and artistic intent
2 Research & Experimentation – Creative problem-solving through Photoshop and Lightroom
3 Independent Concentration & Process Refinement – Self-assigned challenges leading to a cohesive body of work
4 Public Exhibition – Printing, curation, and presentation of a final portfolio
5 Portfolio Review – Professional development, publication, and self-promotion as an emerging photographer
Course Outcomes
● Operate a DSLR or advanced mirrorless camera and fully utilize its features
● Develop a unique artistic vision and express personal ideas with clarity
● Expand cultural literacy through reflection on the relationship between photography and society
● Pursue inspiration and apply advanced image editing techniques
● Prepare a professional portfolio and engage in public exhibition
A.548/ Advanced Digital Art I: Yearbook
Prerequisite: Instructor approval and Advanced Photography 1, Graphic Design II, or Portfolio assessment Term: Year | Credits: 1 | Lab Fee: $50
Course Description:
This course is intended to introduce students to a broad range of artistic and technical skills required for modern photojournalism. This course will continue to develop the camera and Photoshop skills acquired in Digital Photography 635, as well as introduce students to layout and design Students will learn the basics of portrait photography, sports photography, and photojournalistic photography and editing and retouching skills. They will be responsible to document various aspects of student life and prepare these images for the yearbook This course will help interested students find possible venues for publication of their work in the school’s yearbook, which is the major project for this course.
Units Covered:
1. Theme & Vision – Establishes a framework for the yearbook, determining theme, layout, and design direction
2 Fall at SBS – Capturing and designing layouts for all fall events, including sports and school programs
3. Winter at SBS – Expanding portrait photography, layout refinement, and continued documentation of winter events
4. Spring at SBS – Finalizing major layouts, senior portraits, and editorial revisions.
5 Year-End Events & Supplement – Compiling content for late spring events and supplementing the final yearbook design
Course Outcomes:
● Learn to share ideas and collaborate effectively in a creative environment.
● Develop strong communication skills for presenting ideas and managing a publication
● Create and compose a complete yearbook with a unified theme and artistic vision
● Practice professional project management, meeting critical deadlines with high-quality design.
A.549/ Advanced Digital Art II: Yearbook
Prerequisite: Advanced Digital Art I and instructor approval
Term: Year | Credits: 1 | Lab Fee: $50
Course Description:
This course is a continuation of Advanced Digital Art I and yearbook production remains the major project for this course. As such, students continue to be responsible for documenting student life & significant school events; organizing, editing, and retouching these images; and using these images to design the layouts for the school’s yearbook In addition, ADA II students are also responsible for the information acquisition and interviewing necessary to produce the textual components of various layouts. Students in this course also increasingly assume leadership, design, and editorial roles
Units Covered:
1 Theme Development & Leadership Roles – Senior students establish the creative direction and mentor peers.
2 Advanced Photography & Layout Techniques – Refining design skills, photography composition, and digital asset management
3. Interviewing & Writing for Publication – Developing journalistic skills to enhance the yearbook’s storytelling
4 Editorial & Final Design Revisions – Ensuring cohesive and polished production before publication
Course Outcomes:
● Assume editorial and leadership roles in a high-level collaborative design process
● Apply advanced photography and layout techniques to enhance publication quality.
● Develop writing and interviewing skills to provide engaging, informative content
● Manage large-scale projects effectively, ensuring timely and professional publication.
Departmental Scope & Sequence
The Visual Arts outcomes at SBS are based in part on the National Core Arts Standards (2014). These eleven standards are based on creating, producing/presenting, responding, and connecting. In alignment with the mission of SBS to integrate faith and learning, we also include a standard on understanding and expressing their creative work as a part of the beauty of God's Creation.
Students Will Be Able To….
Generate creative ideas and make informed creative decisions
● Explore foundational visual art techniques and creative problem-solving through guided projects.
● Experiment with various media, including drawing, painting, and digital tools.
● Develop an individual artistic voice by applying creative strategies to personal projects.
● Explore thematic and conceptual ideas through more complex compositions.
● Develop independent projects using a range of artistic media, applying advanced creative decision-making.
● Exhibit innovative and conceptual thinking through refined compositions.
Refine and improve the quality of their creative work through continuous reflection and practice
●Use feedback and self-assessment to refine technical skills and aesthetic choices.
●Engage in iterative design processes to improve artistic outcomes.
●Apply peer and instructor critique to enhance artistic intent.
●Experiment with revision techniques to refine visual storytelling.
●Apply advanced critique and revision strategies to develop artistic mastery.
●Demonstrate sustained creative practice through portfolio development.
Demonstrate technical proficiency in various artistic media and methods
●Gain proficiency in 2D and 3D media, including sculpture, painting, drawing, and digital design
●Develop basic observational and rendering skills.
●Advance skills in multiple media, exploring mixed media approaches and more intricate compositions
●Experiment with digital and experimental processes.
●Master advanced techniques in a chosen artistic medium.
●Explore mixed media, installation art, and conceptual works to broaden technical expertise.
Curriculum Guide: Visual Arts Department Appendix
Analyze and interpret visual culture within historical and contemporary contexts
Connect visual storytelling to personal, cultural, and global perspectives
●Examine major artistic movements and their influence on visual culture.
●Develop visual literacy by interpreting historical and contemporary artworks.
●Create artworks that reflect personal identity and cultural influences.
●Develop thematic narratives in visual compositions.
●Conduct comparative analysis of historical and contemporary artistic practices.
●Begin independent research on artistic influences.
●Develop artworks that engage with broader societal themes.
●Explore symbolism and metaphor in personal expression.
●Conduct in-depth research on specific artists and movements.
●Synthesize historical and cultural perspectives into personal artistic expression.
●Produce artworks that engage with global issues, ethics, and social commentary.
●Articulate personal and cultural perspectives through artist statements and critiques.
Understand and express their creative work as a part of the beauty of God's Creation
●Reflect on how beauty in artwork mirrors the harmony of God's Creation
●Begin to appreciate and express the goodness and truth conveyed through artistic work, connecting it to personal values and virtues
●Deepen understanding of how beauty in art reflects divine order and cultivate intellectual virtues such as discernment and wisdom in creative decisions
●Express themes of creation and human dignity through visual mediums, linking artistic choices to the pursuit of truth and beauty in God’s Creation
●Explore the transcendental nature of beauty through creative work, showing how it leads to a deeper appreciation of God's goodness and wisdom
●Engage in artistic leadership, using performances to foster moral and spiritual reflection in others
The World Languages Department seeks to equip students with knowledge and skills necessary to communicate with love in a linguistically and culturally diverse world. Students will explore the relationship between language, culture, and history through the lens of God’s work in creation in order to fully appreciate His beauty, truth, and goodness and to engage in meaningful ways with an increasingly global society
Departmental Distinctives
Dynamic, Interactive Classrooms: Teachers in the department work to foster learning environments that are more than rows and columns of desks, but instead require students to actively participate in the languages and cultures they study. Students develop this fluency by using language in real-world situations and immersive classroom experiences Students are also assessed for fluency, not mere memorization
World Language Immersion: At The Stony Brook School, we follow the American Council on the Teaching of Foreign Languages’s recommendation that 90% or more of classroom time involves the use of the target language, encompassing everything learners say, read, hear, write, and view Starting from level one, our pedagogy immerses students in the target language to develop proficiency through authentic production and reception of language, with exceptions only for specific instructional purposes.
Travel Abroad: Stony Brook’s travel program works closely with the World Languages department by allowing students to experience the languages they study firsthand Recent years have included trips to Spain, France, China, and Italy
Focus on the Classics: The department believes firmly in the value of ancient languages that allow us to better understand the human experience This is particularly obvious in our Latin offerings, which prepare students to read some of the great works of human literature in their original languages.
National Exams and Certifications: Students in the department are given the chance to take several national exams and earn certifications, including the National Spanish Exam and the National Latin Exam Ambitious students may pursue formal certification in their language through the ACTFL Assessment of Performance toward Proficiency in Languages (AAPL) or even a Seal of Biliteracy from ACTFL.
World Languages Department Curriculum
Scope & Sequence
The World Languages outcomes at SBS are based in part on the ACTFL’s “Can-Do Statements. ” These standards help language learners set goals and track progress, assist educators in designing communication-focused curricula and lesson plans, and provide clear benchmarks for learners' communication abilities at different proficiency stages.
● WL Departmental Scope & Sequence
Syllabi
Please find below a compendium of all World Languages Department Syllabi for the 2024-2025 year An executive summary of these syllabi is found in the Course Descriptions and Outcomes section.
● World Languages Resources
This following Google Drive folder contains many pedagogical and teaching resources for the World Languages Department.
● TBA - lesson plan and warmup templates
Course Descriptions & Objectives
Please find below an executive summary of all classes, units, and course outcomes for each class in the World Languages Department For more detailed information, see the specific class syllabus and the scope and sequence document.
W.140/ Spanish I
Term: Year | Credits: 1
Course Description
This first-year course is intended for students who do not have prior experience with the Spanish language. It introduces foundational grammar and thematic vocabulary of approximately 1000 words, including 200 regular and irregular verbs There is a balanced approach to all components of language acquisition: listening and reading comprehension, writing skills, and speaking. Students learn to introduce themselves, using short dialogues about their nationalities, family, personal interests, and school life Common and practical everyday phrases are also taught and practiced on a regular basis. Additional focus on the varied cultural aspects of the Spanish-speaking world is stressed. Students are encouraged to express themselves in Spanish during class time
Units Covered
1 Basic Vocabulary and Pronunciation
2. Foundational Grammar Structures: Present Tense of Regular Verbs
3 Numbers, Time, and Dates
4 Personal Identity and Descriptions
5. Family and Relationships
6 Daily Routines and School Life
7 Expressing Preferences and Basic Conversations
8. Introduction to Hispanic Culture
Course Outcomes
1. Acquire foundational vocabulary and grammar to communicate basic ideas in Spanish.
2 Develop skills in listening, speaking, reading, and writing at a beginner level
3. Engage in short dialogues on personal identity and everyday life.
4 Build cultural awareness of the Spanish-speaking world
5 Demonstrate confidence in using Spanish during classroom interactions
W.141/ Spanish II
Prerequisite: C in Spanish I
Term: Year | Credits: 1
Curriculum Guide: World Languages Department Appendix
Course Description
As a continuation of Spanish I, students will develop their ability to communicate in Spanish while studying new vocabulary and more complex grammatical structures such as reflexive verbs, informal commands, and possessive pronouns Past tense verb tenses are also introduced so that students can begin narrating past events and stories. Students are consistently required to speak and write in Spanish about relevant cultural topics and are required to express themselves in Spanish during class time
Units Covered
1 Reflexive Verbs and Daily Routines
2 Informal Commands and Directions
3. Expressing Possession and Preferences
4 Introduction to the Preterite and Imperfect Tenses
5 Narrating Past Events
6. Describing Cultural Traditions and Celebrations
7 Expressing Emotions and Opinions in Spanish
8. Exploring Hispanic Geography and Society
Course Outcomes
1. Develop intermediate vocabulary and grammatical skills for effective communication.
2 Narrate past events and discuss cultural topics using present and past tenses
3 Engage in intermediate-level speaking and writing activities
4. Demonstrate consistent use of Spanish in class discussions and assignments.
5 Explore and analyze cultural traditions within the Spanish-speaking world
W.142/ Spanish III
Term: Year | Credits: 1
Course Description
In the third year of study, an intensive grammar review of all indicative verb tenses occurs Additionally, the present, past, and future tenses within the subjunctive mood are taught. Students will present frequently in Spanish on Spanish-speaking countries, incorporating a variety of cultural aspects for each country Attention is given to controlling complex grammatical structures and building a more comprehensive vocabulary Many opportunities for speaking and writing are provided. Students will work towards advanced competency in reading, writing, listening, and speaking, and the class is conducted almost entirely in Spanish
Units Covered
1 Intensive Review of Indicative Verb Tenses
2. Introduction to and Mastery of the Subjunctive Mood
3 Advanced Vocabulary Acquisition
4 Cultural Presentations on Spanish-Speaking Countries
5. Listening and Reading Comprehension Development
6 Advanced Speaking and Writing Practice
Course Outcomes
● Mastery of all indicative verb tenses, including nuanced usage
● Proficiency in the subjunctive mood across present, past, and future tenses
● Improved oral presentation skills incorporating cultural knowledge of Spanish-speaking countries.
● Demonstration of advanced comprehension in Spanish reading and listening
● Clear and grammatically accurate communication in spoken and written Spanish.
W.143/ Spanish IV Honors
Term: Year | Credits: 1
Course Description
In this Honors class, students will learn to think creatively, read critically, speak intelligently, and write confidently in the Spanish language Much dedication to study is required as students work towards greater communicative competence in Spanish. Students should expect 30 minutes of homework each night and to be stretched academically The class is taught utilizing many authentic resources (current events and pop culture), which keep the class energetic and engaging The class is taught entirely in Spanish
Units Covered
1 Advanced Communication Skills in Spanish
2. Critical Reading of Authentic Texts
3 Creative and Analytical Writing in Spanish
4 Current Events and Pop Culture in the Spanish-Speaking World
5. Advanced Vocabulary and Grammar Refinement
6 Listening and Speaking Proficiency through Authentic Resources
Course Outcomes
● Demonstrate advanced competency in speaking, writing, listening, and reading in Spanish
● Analyze and interpret authentic texts and media in Spanish.
● Engage in discussions on current events and cultural topics entirely in Spanish
● Express ideas creatively and critically through essays, presentations, and debates
● Exhibit a broadened understanding of contemporary Spanish-speaking cultures.
W.341/ AP Spanish Language & Culture
Term: Year | Credits: 1
Course Description
The AP Spanish class is challenging because students are intellectually stretched as they reason, consider, and debate complex issues completely in Spanish Authentic resources are primary sources for understanding current issues in the Spanish-speaking world, such as politics, immigration, entertainment, and culture. After a tremendous amount of preparation, students will take the AP Spanish Language test in May Students should plan on 45 minutes of homework/self-study each night in AP Spanish
Units Covered
1 Global Challenges and Political Issues
2. Immigration and Cultural Integration
3 Contemporary Spanish-Speaking Media and Entertainment
4 Advanced Writing and Speaking for Argumentation
5. Interpretation of Authentic Texts and Audio Resources
6 Cultural Comparison and Analysis of the Spanish-Speaking World
Course Outcomes
● Exhibit fluency in discussing and debating complex issues in Spanish
● Demonstrate advanced reading comprehension of authentic texts and resources.
● Write persuasive and analytical essays on cultural and global topics in Spanish
● Compare and contrast cultural elements of Spanish-speaking countries with other regions
● Prepare for and successfully complete the AP Spanish Language & Culture exam.
W.151/ Spanish 1P
Term: Year | Credits: 1
Course Description
As an alternative to Spanish I and II, Spanish 1P is designed for students with previous Spanish experience but needing further foundation in grammar or oral skills necessary to begin in Spanish II Placement is done by the department. Spanish 1P fulfills all the course outcomes of Spanish I and much of the outcomes of Spanish II. Students will develop their ability to communicate in Spanish while studying new vocabulary and more complex grammatical structures, such as reflexive verbs, informal commands, possessive pronouns, and past tense verbs The listening and reading comprehension, writing and speaking skills, and cultural topics covered in Spanish I and II are covered in Spanish 1P at an accelerated pace This class is conducted almost entirely in Spanish
Units Covered
1 Foundational Grammar and Vocabulary Review
2. Reflexive Verbs and Daily Routines
3 Informal Commands and Directions
4 Possessive Pronouns and Sentence Structure
5. Introduction to Past Tenses (Preterite and Imperfect)
6 Accelerated Listening and Reading Comprehension
7. Cultural Exploration of Spanish-Speaking Countries
Course Outcomes
● Demonstrate foundational grammar and vocabulary comprehension equivalent to Spanish I and II.
● Apply complex grammatical structures, including reflexive verbs and possessive pronouns
● Communicate effectively in Spanish through writing, speaking, listening, and reading
● Narrate events and describe experiences using past tenses.
● Exhibit cultural literacy regarding traditions and customs of Spanish-speaking countries
W.130/ Latin I
Term: Year | Credits: 1
Course Description
This first-year course introduces the basic elements of the Latin language Vocabulary skills are stressed both through simple spoken Latin and through emphasis on English words derived from Latin. Cultural and historical background topics and an examination of the Greco-Roman foundations of our modern civilization form an integral part of the course Students read substantial passages in Latin (based on a Roman family), utilizing nouns and adjectives of the first three noun declensions and verbs of all four conjugations in all six tenses.
Units Covered
1. Foundations of Latin Grammar
2 Declensions and Conjugations
3. Translating Simple Sentences
4 Roman Culture and Daily Life
5 Vocabulary Building Through Derivatives
Course Outcomes
● Acquire a foundational understanding of Latin grammar, including noun declensions and verb conjugations.
● Develop translation skills for basic Latin passages
● Appreciate the cultural and historical significance of Latin and its impact on modern civilization
● Strengthen English vocabulary through Latin derivations.
W.131/ Latin II
Term: Year | Credits: 1
Prerequisite: C in Latin I
Course Description
A continuation of the process begun in Latin I, this course introduces the remaining major grammatical points with particular attention to the passive voice and subjunctive mood. The story of the Roman family, begun in Latin I, continues, covering daily life in Rome Students begin to learn in-depth Roman history, particularly the end of the Republic as it correlates to the text and to the Humanities courses at The Stony Brook School
Units Covered
1 Review of Latin I Grammar
2. Introduction to Passive Voice
3 Subjunctive Mood and Its Uses
4 Roman Family and Daily Life
5. History of the Late Roman Republic
Course Outcomes
● Demonstrate mastery of Latin grammar, including the passive voice and subjunctive mood.
● Translate increasingly complex Latin texts with precision and comprehension
● Gain insight into Roman daily life and historical events leading to the fall of the Republic.
● Strengthen connections between Latin texts and broader cultural and historical contexts
W.132/ Latin III
Term: Year | Credits: 1
Prerequisite: C in Latin II
Course Description
Beginning with a comprehensive review of grammar and syntax, Latin III transitions students from created Latin stories to translation of authentic, unabridged Latin texts by such authors as Augustus, Eutropius, Cicero, and Caesar Emphasis is placed on accurate translation and interpretation of texts, as well as the locating of texts and their authors in their proper historical and cultural context. Remaining grammar topics - conditional statements, gerundives, and more uses of the subjunctive mood - are mastered The study of Roman history continues and incorporates discussions of Roman emperors, law, and politics
Units Covered
1 Comprehensive Grammar and Syntax Review
2. Mastery of Conditional Statements and Subjunctive Mood
3 Introduction to Gerundives and Advanced Grammar Topics
4. Translation of Authentic Latin Texts (Augustus, Cicero, Caesar, and Eutropius)
5 Roman Emperors, Law, and Political Systems
6 Historical and Cultural Context of Latin Literature
Course Outcomes
● Exhibit proficiency in complex Latin grammar, including advanced subjunctive uses and gerundives
● Accurately translate and interpret authentic Latin texts, considering their literary, historical, and cultural significance
● Analyze the works of major Roman authors within their historical contexts.
● Deepen understanding of Roman law, politics, and emperors through related Latin readings
W.134 & W.135/ Advanced Latin Literature A/B
Term: Year | Credits: 1
Prerequisite: A- in Latin III
Course Description
This advanced elective course is intended for students who have demonstrated mastery of Latin grammar and a strong interest in classical civilization Conducted in a seminar format, the curriculum rotates annually, allowing students to take the course in consecutive years without repetition Students read, translate, and analyze texts from major Roman authors, focusing on literary, historical, and cultural contexts. By the end of the course, students will have the skills to self-study for the AP Latin exam if they choose to do so
Units Covered – Advanced Latin Literature A
1. Vergil’s Aeneid
○ Selections focused on heroism, fate, and Roman values
○ Analysis of literary devices, epic conventions, and cultural context
2. Cicero’s Orations
○ Political and philosophical themes in Roman rhetoric
○ Examination of persuasive techniques and historical significance
3. Roman Philosophy and Letters
○ Works by Seneca and other philosophers
○ Exploration of Stoic and Epicurean ideologies.
4 Cultural and Historical Contexts
○ Discussions on the Roman Republic’s decline and transition to Empire
Units Covered – Advanced Latin Literature B
1. Ovid’s Metamorphoses
○ Mythological narratives and themes of transformation
Curriculum Guide: World Languages Department Appendix
○ Interpretation of poetic structure and stylistic innovation
2 Caesar’s Commentarii de Bello Gallico
○ Military campaigns and Roman expansion.
○ Critical analysis of Caesar’s leadership and propaganda
3. Livy’s Ab Urbe Condita
○ Foundation myths and early Roman history
○ Study of Livy’s historiographical approach and moralizing tone
4. Special Topics in Roman Literature
○ Selected readings based on class interest and academic objectives
○ Topics may include Roman elegy, satire, or epigrams
Course Outcomes
● Demonstrate mastery in translating complex Latin texts with attention to accuracy and nuance
● Analyze Roman literary works within their cultural, historical, and philosophical contexts.
● Engage in in-depth seminar discussions that connect texts to broader themes in classical civilization
● Develop advanced research and critical thinking skills through written analyses and presentations.
● Prepare for self-study and potential success in the AP Latin exam.
W.110/ Chinese I
Term: Year | Credits: 1
Course Description:
This first-year course in Standard Chinese is for students who have no or very little prior experience in the language. Over the course of this first year, students will develop foundational skills in listening, speaking, reading, and writing, as well as gain a basic understanding of Chinese culture Students will learn Hanyu Pinyin (phonetic romanization) along with the four tones, to aid in proper pronunciation and enable digital production of simplified characters Computer-assisted technology and online course materials are integral to instruction Students will acquire a strong foundation in basic Chinese language skills by the end of this year
Units Covered:
1 Hanyu Pinyin and Tones
2. Greetings and Introductions
3 Family and Relationships
4 Daily Routines and Activities
5. Weather and Seasons
6 School Life and Education
7. Food and Dining
8 Travel and Directions
Course Outcomes:
● Develop foundational listening, speaking, reading, and writing skills in Mandarin Chinese
● Use Hanyu Pinyin effectively to assist in accurate pronunciation and typing
Curriculum Guide: World Languages Department Appendix
● Gain a basic understanding of Chinese cultural norms, traditions, and etiquette
● Engage in basic conversations, including greetings, introductions, and everyday activities
● Recognize and type simplified characters related to daily life.
W.111/ Chinese II
Term: Year | Credits: 1
Course Description:
This course is a continuation of Chinese I Students will delve deeper into more complex grammar structures, gain stronger vocabulary, and continue to improve their ability to recognize and digitally produce simplified characters. Emphasis is placed on conversational Chinese, including correct pronunciation with proper tone or inflection Technology and computer programs remain integral to the course. By the end of the year, students will be able to type full topical essays in simplified characters and hold basic conversations about daily life
Units Covered:
1 Advanced Greetings and Introductions
2 Shopping and Bargaining
3. Invitations and Dining Etiquette
4 Hobbies and Pastimes
5 Describing Locations and Directions
6. Weather and Seasonal Activities
7 Personal and Family Life
8. Festivals and Cultural Celebrations
Course Outcomes:
● Expand vocabulary and apply advanced grammar structures, including reflexive and modal verbs.
● Compose topical essays in simplified characters on a variety of themes
● Engage in conversations about daily life with correct tones and inflection
● Understand and discuss key cultural aspects, including festivals and traditions.
● Demonstrate increasing fluency in listening, speaking, reading, and writing Mandarin Chinese
W.112/ Chinese III
Term: Year | Credits: 1
Course Description:
In Chinese III, students will continue to be challenged in all four areas—listening, speaking, reading, and writing as they move towards fluency with greater ease and confidence Much of the class time will be spent learning about Chinese history, including famous historical figures and major events that impacted Chinese culture. More advanced oral presentations and comprehensive digitally produced writing assignments are expected By year-end, students will be able to give a brief overview of Chinese history in spoken Chinese
Students will also be able to engage with native speakers on a variety of topics, demonstrating cultural awareness and appropriateness while appreciating the diversity of God’s creation through Mandarin Chinese
Units Covered:
1 Historical Overview: Ancient Chinese Dynasties
2. Famous Chinese Historical Figures and Contributions
3 Major Events in Chinese History (e g , Qin Unification, Tang Cultural Flourishing)
4. Oral Presentations on Chinese Culture and History
5 Intermediate to Advanced Grammar Structures
6 Advanced Vocabulary Development
7. Listening and Speaking Fluency Exercises
8 Composition of Essays and Narratives
Course Outcomes:
● Achieve greater fluency in listening, speaking, reading, and writing Mandarin Chinese
● Present on cultural and historical topics, demonstrating advanced vocabulary and grammar usage
● Engage with native speakers on diverse topics with cultural appropriateness.
● Compose advanced essays in simplified Chinese characters
● Gain a comprehensive understanding of Chinese history and its cultural significance.
W.113/ Advanced Chinese: Literature
Term: Year | Credits: 1
Course Description:
This advanced-level course challenges students in all areas of language listening, speaking, reading, and writing through an exploration of Chinese classical and modern literature. Students will reflect and discuss how the thoughts, feelings, and experiences of Chinese people are expressed in writing and poetry The curriculum includes excerpts from the Four Classical Novels, works by Chinese philosophers, and modern authors such as Lu Xun and Lao She. By year-end, students will develop a deep understanding of the evolution of Chinese literary expression and its intersection with political, social, and economic changes
Units Covered:
1 Chinese Philosophy: Confucius, Laozi, Mengzi, and Han Feizi
2 Classical Literature: Four Great Classical Novels
3. Poetry Analysis: Tang and Song Dynasty Poets (Li Bai, Du Fu)
4 Warring States Literature: Qu Yuan’s Poetry
5. Modern Literature: Works by Lu Xun, Lao She, and Mao Zedong
6. Introduction to Contemporary Literature: Vernacular Writing
7 Literary Reflection: Revolutionary Themes and Social Change
8. Comprehensive Writing and Presentation on Literary Themes
Course Outcomes:
Curriculum Guide: World Languages Department Appendix
● Master advanced language skills through comprehensive reading and discussion of Chinese literature
● Analyze classical and modern Chinese texts for their literary, cultural, and historical significance
● Reflect on the intersection of literature with Chinese socio-political and cultural movements.
● Demonstrate advanced writing skills through essays and analysis of literary works
● Present and discuss literary themes in fluent, culturally appropriate spoken Mandarin.
W.114/ Advanced Chinese: Culture
Term: Year | Credits: 1
Course Description:
This advanced-level course provides students with an in-depth exploration of Chinese culture, including history, traditions, arts, and modern societal transformations. The curriculum emphasizes key cultural themes such as Confucianism, Daoism, Buddhism, Chinese family values, and regional traditions, while incorporating discussions on contemporary issues like globalization, technology, and urbanization Students will explore the cultural significance of Chinese art, architecture, and cuisine while developing advanced Mandarin language skills through presentations, essays, and research projects
Units Covered:
1 Foundations of Chinese Culture: Confucianism, Daoism, and Buddhism
2 Traditional Chinese Arts: Calligraphy, Painting, and Music
3. Chinese Festivals and Traditions: Lunar New Year, Mid-Autumn Festival, and More
4 Family and Social Structures: Historical and Modern Perspectives
5. Culinary Arts: Regional Chinese Cuisine and Its Cultural Significance
6. Modernization and Urbanization: Effects on Chinese Culture
7 Globalization: Chinese Culture in the World
8. Contemporary Issues: Technology, Environment, and Economic Development
9 Reflection on Chinese Cultural Heritage and Identity
Course Outcomes:
● Develop a deep understanding of key cultural elements in traditional and modern Chinese society
● Demonstrate advanced Mandarin language skills through essays, presentations, and discussions on cultural topics.
● Analyze the impact of globalization, technology, and urbanization on Chinese cultural identity
● Reflect critically on the intersection of cultural traditions and modern transformations in China
● Engage in cross-cultural dialogue, appreciating the complexity and diversity of Chinese culture.
Departmental Scope & Sequence
The World Languages outcomes at SBS are based in part on the ACTFL (American Council on the Teaching of Foreign Languages)’s “Can-Do Statements. ” These standards help language learners set goals and track progress, assist educators in designing communication-focused curricula and lesson plans, and provide clear benchmarks for learners' communication abilities at different proficiency stages.
Departmental Outcomes
● Communicate on very familiar topics using memorized words and phrases
Communication
● Ask/answer simple questions about self, family, and daily routines
● Understand and respond to classroom instructions in the target language
● Can handle short social interactions and express basic needs in sentences
● Discuss preferences, daily activities, and future plans
● Interpret and share information from short texts, ads, or schedules
● Can maintain conversations about familiar topics with more detail
● Describe past, present, and future events with accuracy
● Support personal opinions with simple reasons during discussions
● Engage in extended discussions, express opinions, and hypothesize
● Handle complex conversations and deliver formal presentations
● Analyze and interpret authentic cultural materials, such as articles or films
Culture
●Identify and compare basic cultural products (e.g., food, clothing)
●Recognize simple cultural practices and traditions (e.g., greetings, holidays)
●Follow basic cultural etiquette in everyday interactions
●Compare daily life in the target culture and own culture
●Understand common cultural expressions and idioms
●Discuss traditional customs and social norms
●Analyze the relationship between cultural practices and perspectives
●Discuss historical influences on current cultural practices
●Identify regional differences within the target culture
● Critique the impact of cultural perspectives on contemporary issues
● Engage in discussions about cultural diversity and change
● Analyze authentic texts to explore cultural values and practices
Connections
●Make connections between basic vocabulary and other subject areas (e.g., geography, math)
●Recognize cultural elements in subject-related contexts (e.g., history, art)
●Understand classroom content using the target language
●Apply language skills to understand academic concepts (e.g., science, literature)
●Analyze cultural products (e.g., films, texts) through an interdisciplinary lens
●Research and present on topics connecting language to other disciplines
●Use language to access information from target-language sources
●Engage in discussions linking current events to target culture
●Make meaningful connections between the target culture and global issues
● Critically evaluate subject-specific content in the target language
● Compare subject matter from different cultural perspectives
● Create projects demonstrating interdisciplinary understanding through language
Comparisons
●Identify similarities and differences in sounds, spelling, and syntax
●Compare basic cultural practices and products
●Understand simple word order and grammatical structures
●Use language in simulated real-life situations (e.g., role-play, dialogues)
Communities
●Participate in cultural events or celebrations within the classroom
●Compare idiomatic expressions and sentence structures
●Discuss the influence of language on cultural perspectives
●Analyze cultural differences in customs, behavior, and etiquette
●Interact with native speakers through digital platforms or projects
●Explore local and global communities where the target language is spoken
●Critically compare language structures and their impact on meaning
●Explore how language reflects cultural viewpoints
●Compare cultural norms and societal values across different regions
●Engage in sustained communication with native speakers
●Participate in community service projects involving language use
● Analyze how different cultures express shared human experiences
● Examine the impact of linguistic choices on cultural identity and worldview
● Use the language to advocate for issues within target-language communities
● Contribute meaningfully to global conversations through the target language
Spanish
Adapted from the Descubre Scope & Sequence
● Foundational vocabulary: Greetings, classroom language, and family descriptions, numbers,& adjectives.
● Key grammar: nouns, articles, and present tense verbs like ser, estar, tener, and ir.
● Present tense conjugation and basic sentence construction
Language-Specific Outcomes
● Expanded vocabulary: Daily routines, shopping, food. and celebrations, along with associated descriptive terms.
● Intermediate grammar: Reflexive verbs, direct/indirect object pronouns, and comparatives.
● Past tense conjugations
● Advanced vocabulary: Topics covering health, technology, nature, and professions, with specialized terms.
● Complex grammar: Use of commands, the subjunctive with different expressions, and the distinctions between the preterite and imperfect tenses.
● Subjunctive conjugations
● Advanced studies in Literature, Artwork, Culture, and Writing from Spanish-speaking cultures
● Advanced grammar and vocabulary approaching fluency
● Conveying complex ideas effectively in Spanish through persuasive and analytical writing
Latin
●Fundamental vocabulary: Family, daily life, home, travel, and Roman culture.
●Basic grammatical structure: Introduction to cases (nominative, accusative), present tense, and simple sentence structure.
●Roman family dynamics, daily routines, and societal roles.
●Expanded vocabulary: Social life, occupations, military, and expanded Roman geography
●Intermediate grammar: Full noun cases, past tense (perfect and imperfect), verb conjugations and introduction to subordinate clauses.
●Roman politics, religion, army life, and the empire’s expansion.
●Advanced vocabulary: Historical figures, political events, and literature.
●Major historical events, Roman literature, and social issues.
●Translating an authentic Latin text (with assistance)
● Translating an authentic Latin text without assistance
● Reading various Latin authors (a deep dive into humanities) with a strong understanding of the historical and cultural context
● Crafting analytical responses to Latin texts, demonstrating a deep understanding of grammar, style, and rhetorical structures.
Chinese
● Foundational vocabulary: Greetings, family, numbers, school-related terms, and common daily activities.
● Key grammar: Basic sentence structures, introductions to Chinese characters, and question formation
● Basic conversational skills
●Expanded vocabulary: Food, hobbies, shopping, weather, and additional daily life activities.
●Intermediate grammar: Use of measure words, auxiliary verbs, more complex sentence structures, and introductions to past and future expressions.
●Describing experiences, discussing preferences, and practicing dialogues around everyday scenarios.
●Continued efficiency and technology
●Advanced vocabulary: Travel, health, environment, and cultural traditions, and more.
●Advanced grammar: Introduction to complex sentence structures, such as relative clauses and passive voice
●Engaging with Chinese history, customs, and values through authentic materials and deeper cultural discussions, such as festivals, education, and family roles.
● Advanced grammar and vocabulary approaching fluency
● Analyzing authentic Chinese texts and cultural perspectives
● Engaging in discussions on contemporary Chinese society and culture, informed by history
French
Adapted from the Chemins Scope & Sequence
●Foundational vocabulary: Greetings, introductions, classroom language, family, days of the week, numbers, and basic descriptions.
●Key grammar: Nouns, articles, adjective agreement, and common regular verbs
●Present tense conjugation and basic sentence construction
●Expanded vocabulary: Daily routines, school life, common activities, food, and shopping.
●Intermediate grammar: Present tense conjugations of -ir and -re verbs, reflexive verbs, object pronouns, and negation.
●Past tense conjugations in the passé composé
●Advanced vocabulary: Health, technology, travel, and cultural topics.
●Complex grammar: Commands, comparatives, introduction to the imperfect tense (imparfait) with the passé composé, and basic subjunctive structures.
●Subjunctive conjugations
● Advanced studies in literature, culture, and media analysis from Francophone regions.
● Advanced grammar: Expanded use of the subjunctive (including in hypothetical situations), advanced verb tenses like the conditional and future, and idiomatic expressions.
● Formal presentations, written analysis, and interpretive discussions based on authentic Francophone sources.
