Upper School Course Catalog 2024

EXPLORING The Upper School

Table of Contents Portrait of a Graduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Our Students’ Valued Voices – Reflections from our Graduates. . . . . . . . . . . . . . . . . . . . . . . . 4 Graduation Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Student Schedule Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 English Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Fine Arts Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 History and Social Sciences Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Mathematics Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Science Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 World Languages Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Experiential Learning: Leadership Lab, Maymester, and the Batten Leadership Program . . 42 Upper School Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Upper School Faculty Listing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Course Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Course Description

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PORTRAIT OF A GRADUATE Norfolk Academy graduates step toward the next stage of their learning journey with the moral principles, spiritual awareness, knowledge, and skills that prepare them to lead in creating a world that is better tomorrow than it is today.

They have been shaped by the school’s ideal of citizenship, one that interweaves integrity, service, and disciplined curiosity. Their commitment to principled action arises from learning in a community shaped by an Honor System, the taproot of the school’s culture.

Their belief in the primacy of service has been nurtured through an organized community service program, beginning in first grade, that seeks to inculcate compassion and “unselfishness of thought and action” not merely as fine aspirations, but as ingrained habits of daily life. As their journey unfolds, our graduates forge strong bonds with their teacher-coaches and with their peers; these relationships of mutual respect and appreciation teach them the skills for building and sustaining vibrant friendships throughout their lives.

Their view of learning as a lifelong enterprise, central to leadership in our globally-connected world, comes from maturing at a school where their teachers encourage questioning and depth of investigation. Our graduates approach learning as an integrated endeavor—one that encompasses reading, problem-solving, research, and real-world experiences. As selfmotivated individuals, they embrace the dynamic power of technology to fuel collaboration, exploration, and innovative ideas. Through the school’s structured approach to public speaking, our graduates acquire confidence, matched with a sense of responsibility, to use their voices to advance ideas and shape a more just society. Finally, our graduates find satisfaction in hard work, recognizing that meaningful achievements and discoveries come about only through persistent effort.

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Portrait of a Graduate

Our graduates are committed to living healthy lives, a value cultivated through the school’s athletic program, beginning with daily physical education in Lower School, and they appreciate the power of the arts to elevate the mind, body, and spirit, an understanding that reflects the school’s emphasis on participation in music, visual arts, dance, and drama.

They perceive beauty, both in humanity’s creations and in Nature, which is our source of greatest inspiration, and they are committed to living in a way that preserves the earth.

They embrace the diversity of the world—peoples, cultures, and geography—and they are committed to exploring, not only through travel, but also through listening to others’ stories with profound interest.

Norfolk Academy’s chartering in 1728 gives the school’s graduates a distinctive perspective; they are part of an historic institution that has been educating Americans who have helped lead the nation in all fields of endeavor and through many times of crisis and renewal. Our graduates are inspired by the school’s resilience and its ability to respond to the nation’s needs, and in the school’s story, they find strength and stamina to fuel their own individual life journeys.

Norfolk Academy graduates leave the school with a sense that there is much to be done in the world, and they are uniquely equipped for the challenge.

Portrait of a Graduate

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IN THEIR OWN WORD NA has left a tremendous impact on me through its sense of community. NA is a place of trust, empathy, and learning; more importantly, we are a community where no voice goes unheard, teachers respect students like fellow adults, and everyone is committed to the betterment of themselves and those around them. ~Ella, attending Harvard University

The Fellows Program is my favorite co-curricular experience. I made friends with people I would never have met, and it made me feel like I was part of something bigger than myself. Our summer trips have been some of the best experiences in my life, like kayaking up the Delaware, and visiting Tangier Island. ~Jennifer, attending Wake Forest University

Norfolk Academy has allowed me to truly discover who I am as a person.

Whether it has been during my intense study of the humanities or pursuing my love for the stage during a performance, I have discovered that NA truly emphasizes the whole person, allowing you to reflect upon what it is that sparks your passion and brings you joy. ~Virginia Ames, attending Virginia Tech

NA has given me a lot of freedom and a lot of chances to choose my curriculum to match the pace and area of focus that I see fit. It does so in an environment that encourages and cherishes academic accomplishment, and I strongly believe that my desire to perform well in school, which is fueled by my study of topics that I actually feel passionate about, is something that will carry on throughout college and beyond. ~Andrew, attending Duke University

The thing that most makes me a Bulldog 4

Reflections from our Graduates

DS Electives that I have taken, like Nationalism and Latin American History, have really developed my consciousness and knowledge of other countries which led to my interest in IR and political science. French and my ability to travel to France made me realize how important international experiences are, and my desire to become fluent in multiple languages only multiplied. Additionally, my interest in the mathematical side of learning, nurtured in Calculus BC and an elective in Statistics, led me to consider business as a way of rounding out my collegiate education.

Norfolk Academy has not only given me an exemplary education, but the school has also given me lifelong friends, role models, and life lessons. It has helped me develop great character, along with fostering compassion, kindness, and courage. ~Allison, attending University of Maryland

~Sarah, attending Tulane University

In my senior year, I continued my math studies by working through a Stanford course called “An Introduction to Mathematical Thinking.” The course pushed me to think about math and logic in ways that I never had before, and though it was difficult, I enjoyed the challenge. It also allowed me to work with the math department chair one-onone. I had always been impressed by his intellect and sagacity, and I am thankful for the time he took to share it with me. ~Ryan, attending University of Virginia

I have spent countless hours (to the point where I have an honorary desk) talking with my social science teachers in the history office. Speaking with them has given me new perspectives on life, and whenever I have a problem or am upset, I feel comfortable going to them for humor and advice. ~Emma, attending University of Wisconsin

is my drive to never stop learning. ~Emily, attending University of California, Los Angeles Reflections from our Graduates

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GRADUATION REQUIREMENTS The Norfolk Academy 9-12th grade curriculum features more than 110 semester and yearlong courses, offering each student the opportunity to be the architect of their academic journey during the course of their four years of record. Committed to the principles of academic freedom, and in accordance with our philosophy and objectives, our faculty develop course content so that students and teachers alike will be stimulated to continue to teach, learn and explore, to think practically and creatively, and to move toward understanding and wisdom. Though not noted as such, all core curriculum offerings are designed to be of Honors quality (or higher) in content and rigor. While we choose not to offer an Advanced Placement (AP) curriculum, our Upper School students take nearly 300 AP exams each May, and more than 80% earn a score of 3 or higher. Norfolk Academy’s demanding curriculum and high standards ensure that students are well-prepared for the academic demands of the nation’s most selective institutions of higher learning. Following graduation, 100% of our seniors matriculate at a four-year college or university, continuing Norfolk Academy’s tradition of academic excellence both on campus and beyond.

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Graduation Requirements

All students must complete 20.5 credits in grades 9–12 in order to graduate. Upper School students must enroll in five academic courses each year. The minimum graduation requirements from ninth grade forward are enumerated below.

ACADEMIC ELECTIVES (3 YEARS) Students must enroll in three, full-credit, academic elective courses as an Upper School student. These courses can be taken in any academic department.

ENGLISH (4 YEARS) Students must complete the following required courses: English 9—Literature Intensive or English 9—Writing Intensive, English 10, and four semesters of English 11–12.

FINE ARTS (TWO CLASSES) Students must complete their first 1/2 arts credit in grade 9 and an additional 1/2 arts credit during their time in the Upper School (grades 10–12).

HISTORY AND SOCIAL SCIENCES (3 YEARS) Students must complete the following required courses: World Cultures II: Modern History (taken in grade 9), U.S. History (taken in grade 11), and Political Science (taken in grade 12; seniors must enroll in one of four political science electives first semester and American Government second semester).

MATHEMATICS (4 YEARS) Students must complete the following required courses: Geometry or Integrated Mathematics; Algebra II or Algebra II AB or Algebra II BC; and Precalculus or Precalculus AB or Precalculus BC MAYMESTER (2 YEARS) Students must participate in two different Maymester experiences at the conclusion of their sophomore and junior years. Students can choose from cross-curricular courses designed by Upper School faculty, reciprocal exchanges, and professional internships, all of which will provide a unique, intensive, experiential learning opportunity.

PHYSICAL EDUCATION (1/2 CREDIT) Students complete this requirement in grade 9.

SCIENCE (2 YEARS) Students must complete two laboratory sciences: Biology and Chemistry or Inorganic Chemistry I. Nearly all students complete three years or more of science.

WORLD LANGUAGES (3 YEARS) Students must complete three years of a single modern language (beginning in grade 8) or five years of Latin (beginning in grade 6)

Graduation Requirements

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COURSE SELECTION & SCHEDULING TENTH GRADE COURSE SELECTION The following are some examples of possible tenth grade schedules. This is not an exhaustive list.

Option #1 1. English 10 2. Algebra II or Algebra II AB or Algebra II BC 3. Chemistry or Inorganic Chemistry I 4. Western Civilization 5. World Language or Latin V

Option #2 1. English 10 2. Algebra II or Algebra II AB or Algebra II BC 3. Chemistry or Inorganic Chemistry I 4. Western Civilization 5. World Language or Latin V 6. Fellows

Option #3 1. English 10 2. Algebra II or Algebra II AB or Algebra II BC 3. Chemistry or Inorganic Chemistry I 4. Western Civilization 5. World Language or Latin V 6. Optional Elective

Option #4 1. English 10 2. Algebra II or Algebra II AB or Algebra II BC 3. Chemistry or Inorganic Chemistry I 4. Western Civilization 5. World Language 6. Latin V (second language)

For planning purposes, the following are typical schedules for the junior and senior years.

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GRADE 11:

GRADE 12:

1. English 11–12 (semester offerings) 2. Precalculus or Precalculus AB or Precalculus BC 3. Physics or Physics: Principles of Engineering or Physics: Mechanics and Electromagnetism 4. U.S. History 5. World Language 6. Optional Elective • Advanced Biology (note pre-requisite on page 34) • African American History • Art History • Band/Chorus/Orchestra • Computer Science: Java • Film • Geopolitics: China, Russia, and the Middle East • Inorganic Chemistry II or Organic Chemistry • Introduction to Computer Science • Introduction to World Religions • Latin VI • Latin American History • Mass Communications • Principles of Economics • Psychology • Studio Art • U.S. Foreign Policy

1. English 11–12 (semester offerings) 2. Statistics, Calculus, Calculus AB, Calculus BC or Multivariable Calculus/Advanced Statistics 3. Ecosystem Dynamics, Advanced Biology, Advanced Anatomy & Physiology, Engineering: Process and Practice, Advanced Physics – C, Inorganic Chemistry II or Organic Chemistry 4. Political Science (semester offerings) 5. World Language 6. Optional Elective • African American History • Art History • Band/Chorus/Orchestra • Computer Science: Java • Film • Geopolitics: China, Russia, and the Middle East • Introduction to Computer Science • Introduction to World Religions • Latin Seminar I/II • Latin American History • Mass Communications • Principles of Economics • Psychology • Studio Art • U.S. Foreign Policy

Course Selection & Scheduling

FULL ROTATION SCHEDULE 8:10 Bell

9: 0

8:15

The Upper School uses a block bell rotation. Generally speaking, Mondays are fullrotation days meaning students rotate through all eight bells, each lasting 45 minutes.

Tuesday–Friday are block days meaning students rotate through only four bells, each lasting 90 minutes. In the course of a week, students will attend each of their classes three times (either on Monday, Tuesday, and Thursday or on Monday, Wednesday, and Friday). These charts show both the full-rotation and block schedules.

0 45 9:

UPPER SCHOOL BLOCK SCHEDULE R PE

00 CH

10:15

AP

BRE

1 IOD 2 PER D IO

10:

AK

EL

7 PERIOD 8

PE

30

BX

CX

DX

EX

FX

GX

HX

8:15–9:45

A Block

B Block

C Block

D Block

E Block

F Block

G Block

H Block

9:45–10:00

Chapel

Chapel

Chapel

Chapel

Chapel

Chapel

Chapel

Chapel

10:00–10:15

Break

Break

Break

Break

Break

Break

Break

Break

10:15–11:45

C Block

D Block

E Block

F Block

G Block

H Block

A Block

B Block

11:45–12:30

E Block

F Block

G Block

H Block

A Block

B Block

C Block

D Block

12:30–1:00

Lunch

Lunch

Lunch

Lunch

Lunch

Lunch

Lunch

Lunch

1:00–1:45

E Block

F Block

G Block

H Block

A Block

B Block

C Block

D Block

1:45–3:15

G Block

H Block

A Block

B Block

C Block

D Block

E Block

F Block

3:15

2:30

1:4

5

1:0

0

12:

PER

RI

OD

11:45

IOD

PERIOD 4 5 IOD PER H NC U L

AX

6

PERIOD 3

11:00

8:10 (Bell)

Course Selection & Scheduling

9

10

Norfolk Academy

ENGLISH Course Description

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The English Department encourages students to be independent thinkers, critical readers, and accomplished, versatile writers. Literacy promotes the relationships that connect us to the world and fosters an understanding of what makes us human. Norfolk Academy English teachers love to help students find writing that excites their imaginations, increases their precision, and calls their minds to higher thinking.

COURSE OFFERINGS NINTH

TENTH

ELEVENTH–TWELFTH The English Department offers more than 25 semester-long courses that together comprise the English 11–12 curriculum.

English 9 — Literature Intensive or English 9 — Writing Intensive

English 10

While some courses are offered annually, others are offered on an every-other-year basis. A sampling of these courses are listed and detailed on the following pages along with a more detailed description of the English 11–12 curriculum.

Students are also welcome to seek out English faculty to learn more about the full scope of course offerings.

• This grid is provided to demonstrate courses generally available to students by grade level. When exceptions arise, students receive individual advising to chart their academic course.

• Classes listed may not be offered every year depending on enrollment.

• Required courses appear above in bold italics.

• Course descriptions are listed in alphabetical order.

English 9 (REQUIRED)

CREDIT: 1

Ninth-grade students have the choice of two courses to satisfy their yearlong, English 9 requirement. Returning students receive a recommendation from their eighth-grade English teacher on which course would be the best fit. New students select one of the two classes. Both courses share a rigorous exploration of both literature and writing as well as some common texts, and both courses provide an excellent foundation for Upper School English instruction.

Literature Intensive

CREDIT: 1

Students explore literary genres that address the theme of growing up and shaping an identity. Texts include William Golding’s The Lord of the Flies, Zora Neale Hurston’s Their Eyes Were Watching God, Charles Dickens’ Great Expectations, William Shakespeare’s Henry IV Part One, Ernest Gaines’ A Lesson Before Dying, and various short stories, poems, and articles.

Students learn to analyze fiction and poetry through an applied understanding of literary devices and terms. Rigorous writing assignments accompany the study of these works of literature.

Writing instruction is supported by lessons on the mechanics of writing as well as the use of strong word choice. By the end of the year, the students gain a great deal of experience with the idiom of academic writing, an awareness of their own voices as writers, and facility with close, analytical reading.

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English Courses

Writing Intensive

CREDIT: 1

Students explore writing with many purposes, from personal reflection and evaluation to literary analysis and interpretation, and with many audiences, from teachers to contest judges, in mind. They study different forms of writing, too, from poetry and short fiction to novels, such as William Golding’s Lord of the Flies, and plays, including Shakespeare’s Romeo and Juliet.

Further topics of instruction include organization, grammar, syntax, and voice. And to find their own voices, students will free-write or answer specific creative prompts each Friday, simply to practice putting words to the page. The goal of the Writing Intensive Course is to develop critical thinking skills that students can use to deepen their own understanding and then clearly and effectively communicate that understanding through their writing.

CREDIT: 1

In their sophomore year of English, students delve into seminal works from the British and American literary traditions. The course introduces students to great works and examines major authors from a range of periods: Medieval, Renaissance, Seventeenth and Eighteenth Centuries, Romantic, and Modern. Core texts include British works such as Jane Austen’s Pride and Prejudice, Mary Shelley’s Frankenstein, and Shakespeare’s Macbeth, as well as American works such as The Adventures of Huckleberry Finn by Mark Twain, Incidents in the Life of a Slave Girl by Harriet Jacobs, and The Great Gatsby by F. Scott Fitzgerald. The curriculum includes a substantial amount of writing, primarily analytical essays designed to focus perceptions of the literature, including a research paper that explores the thematic connections between Never Let Me Go by Kazuo Ishiguro and​either Pride and Prejudice or Frankenstein. The course promotes intellectual and moral growth by fostering growing sophistication in abilities to explore material, read perceptively, and to think, write, and speak clearly.

English 11–12 (FOUR SEMESTERS REQUIRED) English for juniors and seniors at Norfolk Academy offers students a variety of semester-long courses that look in depth at a topic chosen by the instructor. Since juniors and seniors will choose an English course each semester, they will invariably find themselves exposed to a variety of British, American, and world literature authors from a variety of time periods and backgrounds.

Some English courses are designated as advanced because they will not only require more challenging reading and writing than other English courses, but they will also involve students in advanced critical discourse about the writings assigned in the course. Students qualify to take advanced courses in English based on past performance in English courses, their aptitude for reading and writing at the highest levels, and their interest in dedicating themselves to this additional and more demanding work.

Course offerings during the past few years have included the courses below, and descriptions for a sampling of these courses are provided on the following pages.

ADVANCED LEVEL

REGULAR LEVEL

•

Anglo-Saxon & Medieval Literature

•

American Drama

•

Creative Writing: In an Irish Tenor

•

Biography in Its Many Forms

•

Creative Writing: Narrative Journalism

•

Black Literature

•

Creative Writing: We Shall Not Be Moved (Native American and African American Writers)

•

Gender and Its Discontents

•

Great Adventures

•

Enlightenment vs. Romanticism

•

Literary Childhoods

•

Literature from the Margins

•

Shakespeare

•

Literature of the American West

•

Short Fiction

•

Modernist Self-Fashioning

•

Speculative Fiction

•

Philosophical Literature

•

The Comedic Tradition

•

Psychological Literature

•

The Story as Teacher: Understanding Allegory

•

Reflections of War

•

Revolutionary Women Writers

•

The Tragic Tradition

American Drama

CREDIT: 0.5

In this course, we will analyze several of the most influential American plays from the middle of the 19th century to the present, including The Crucible, Wit, and Fences, and grapple with how American artists convey their observations about some of the deepest issues of their times. In addition to forging connections between the playwrights and discussing cultural issues, we will identify recurring themes and metaphors in American drama.

The class will combine lecture, discussion, and selected scenes from films of these plays. A field trip to the theatre may be included.

Anglo-Saxon & Medieval Literature: A New Tradition Takes Shape (Advanced) CREDIT: 0.5 This course will explore several early works from the first 600 years of what eventually will become “The English Tradition.”

Starting with the most significant work from the Anglo-Saxon Period, Beowulf, the course will trace the development of a distinctly British perspective on the craft of story-telling as we discuss how the stories we tell reflect the culture of the times, and the heroes we are compelled to yearn for demonstrate all that is good and, unfortunately, bad in human nature throughout the ages. Considerable time will be spent exploring the most significant story-cycle in British literature, the legend of King Arthur and his Knights of the Round Table, as envisioned by Sir English Courses

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ENGLISH

English 10 (REQUIRED)

Thomas Malory in Le Morte D’Arthur and the Anonymous Gawain Poet in his romance “Sir Gawain and the Green Knight.” We will explore life and culture in the Middle Ages with the first major poet in the English language, Geoffrey Chaucer, as we engage with his thirty pilgrims on their journey to Canterbury. Along the way, we will also have the opportunity to observe the growth and development of a new language that will eventually have significant influence on the world stage. The course will also devote some time to examine Dante’s The Inferno, though not of the English tradition, a medieval work that greatly influenced writers throughout Western Civilization to this very day.

Biography in Its Many Forms

CREDIT: 0.5

Biographers and memoirists use their art to examine and memorialize the life of an individual human being. Our work in this course will explore how a book gives form and meaning to a person’s life. What are the benefits and costs of crystallizing something as complex and puzzling as a life into a cohesive narrative with intentional themes? Students will examine biography, memoir, and film to understand what emerges when a writer examines a single life. Together we will read works such as The Color of Water by James McBride, Chronicles: Volume One

by Bob Dylan, and The Choice by Edith Eva Eger. Students will derive meaning from their experiences through their own memoir writing.

Black Literature

CREDIT: 0.5

This course will consider the many ways in which Black literature has mattered in the United States, looking at a variety of texts from literary, historical, and cultural perspectives. Selected works include Solomon Northup’s 12 Years a Slave, W.E.B. DuBois’ The Souls of Black Folk, and Ibram X. Kendi’s How to be an Anti-Racist.

Students will write in a variety of forms for assignments in the course, and they will do research and present about some aspects of Black intellectual and artistic culture in America.

Creative Writing: Narrative Journalism (Advanced) CREDIT: 0.5 In the 1960s, several American journalists—Truman Capote and Tom Wolfe most notably—pioneered what became a new style of nonfiction writing for newspapers and magazines; literary journalism, now also called narrative journalism, combined the factual reporting with the storytelling techniques of fiction to create absolutely riveting articles and books. Participants in this course will read works of some of these pioneering writers, including John McPhee, Tom Wolfe, Joan Didion, Rachel Carson, as well as more contemporary writers like Samantha Power and Nicholas Kristof. Students will also gain experience in reporting, researching, and writing nonfiction; they will learn creative techniques that make nonfiction compelling, even as writers adhere to factual accuracy; and they will explore the ethical issues facing journalists today in a rapidly changing media landscape.

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English Courses

Literary Childhoods

CREDIT: 0.5

This course will explore a variety of questions about the nature and meaning of childhood in literary texts ranging from fairy tales, short stories, poems, and novels. We will read narratives traditionally considered to be meant for children (as well as some considered adult classics) such as Lewis Carroll’s Alice in Wonderland and Coraline by Neil Gaiman with the intent to interpret those texts according to the tools of psychoanalytic and cultural literary theory. We will write expository essays analyzing these texts, and we will write our own modern versions. Our work in the course will also involve some significant time with some younger students at our own school and/or elsewhere, perhaps completing our own children’s books.

Literature of the American West (Advanced) CREDIT: 0.5 Go West, young Bulldogs! This course examines the literary tradition of the American West and its contemporary manifestations. Core to the course is the belief that the West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. To this end, we will examine themes fundamental to understanding the region, such as time, geography, water, peoples, and boom and bust cycles through works including Larry McMurty’s Lonesome Dove, Willa Cather’s My Antonia, and Charles Portis’ True Grit.

Philosophical Literature (Advanced)

CREDIT: 0.5

In this course we will consider the ways that literature has registered and furthered some of the most inviting and challenging questions ever posed by philosophers. Our course will begin with a study of ethics, the most applied and perhaps most practical branch of philosophy, and then continue to think about issues of justice, consciousness, metaphysics, and truth.

Major thinkers to be considered alongside our readings will be Plato, Kant, Spinoza, Hume, Nietzsche, Freud, Sartre, Arendt, and many others. Shorter works by writers such as Dostoyevsky, Kafka, Borges, Beckett, and others will supplement our literary works. If time allows, films such as Waking Life and The Examined Life will also further illuminate our work with these complex ideas.

Many written assignments will help students grapple with our literary texts as well as with the profound questions of philosophy.

Reflections of War (Advanced)

CREDIT: 0.5

At the center of this course is a question that’s both practical and philosophical: What is our obligation to serve the society we inhabit, and what should be the limits of that obligation?

Students will soon discover fundamental differences in how members of disparate cultures regard a person’s place in society and the relative significance of a human life. This course will expand students’ historical and cultural understanding of values like purpose and duty, freedom and country through such works as The Remains of the Day by Kazuo Ishiguro, Survival in Auschwitz (If This is a Man) by Primo Levi, and In Pharaoh’s Army by Tobias Wolff. If history teaches that human existence should not merely be a means of serving institutions with their own agendas,

Revolutionary Women Writers (Advanced) CREDIT: 0.5 As Taylor Swift sings, “I’m so sick of running, as fast as I can, / ‘cause if I were a man, / then I’d be the man.” Since the 18th century, women writers in Britain and the United States have questioned the traditional gender roles of their times through their revolutionary writings, but they have not always been recognized as canonical writers like their male counterparts. This course examines the feminist literary revolution from its origins in Mary Wollstonecraft’s “Vindication of the Rights of Woman” to its contemporary expression in 21st-century essays by Nora Ephron and Tina Fey. Additional readings include Jane Eyre by Charlotte Brontë, Ethan Frome by Edith Wharton, and The Joy Luck Club by Amy Tan.

The Story as Teacher: Understanding Allegory CREDIT: 0.5 Since ancient times, thinkers and artists have turned to storytelling to convey cultural values, political messages, and religious ideals, and have often done so in an indirect way: through stories that involve talking animals, impossible events, or people from other places and times. Why do they do it? What makes fables and parables–both of which fall under the larger category of allegory–so appealing? In this course we will observe the creativity, beauty, and import of symbolic stories such as Aesop’s Fables, The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson, and Animal Farm by George Orwell while resisting the reductive question, “What does this actually mean?”

Instead, we will appreciate allegory for its ability to hold multiple layers of meaning at once, and we will examine how the allegory has evolved over the millennia, remaining a potent form of art and speech even today.

The Tragic Tradition (Advanced) Short Fiction

CREDIT: 0.5

This course will focus on the short story as a literary form that, on the one hand, can present plot and characterization at the simplest and most realistic of levels, yet on the other hand, powerfully convey truths about the human condition. Our primary source will be the anthology The Art of the Short Story, which contains works by 52 recognized masters of the genre from countries all over the world, but we will focus much of our attention on American writers of the past century. As we explore the short fiction of the past 100 years in a roughly chronological fashion, we will also be tracing the development of the culture and consciousness of our country and contemporary society as it has been shaped by the accelerating change of the modern era. In addition to the primary texts, we will supplement our study with additional stories from such masters of the genre as Ambrose Bierce, Shirley Jackson, Ernest Hemingway, Dorothy Parker, Flannery O’Connor, Langston Hughes, John Cheever, Raymond Carver, John Updike, Eudora Welty, and numerous others. We will also use critical writings to enhance our understanding of the impressionistic power of the short story.

CREDIT: 0.5

What makes an event “tragic”? To the ancient Greeks, whose literary giants first considered “tragedy” as a dramatic form, only those of outstanding accomplishment or high rank could experience tragedy. Through the ages, though, the notion of tragedy has broadened to include the notion that virtually anyone could suffer tragic events and their attendant consequences.

In this course, we will trace the evolution of the genre from the Classical Greeks through the Elizabethan Age (yes, Shakespeare!) to what has become known as “modern” tragedy. Readings will include not only plays like Death of a Salesman, but also a Victorian novel and excerpts from Milton’s epic poem, Paradise Lost.

English Courses

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ENGLISH

and independence matters more than conformity, what are the dangers of seeking personal fulfillment, and how should collective needs factor into a person’s life decisions?

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Norfolk Academy

FINE ARTS Course Description

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As the universal language of civilization, the arts help to motivate, inspire, and, during a student’s journey of self-discovery, allow for the creative expression of ideas and feelings in a variety of ways.

The Fine Arts Department strives to develop a lifelong appreciation of the arts through creation, performance, and observation.

COURSE OFFERINGS NINTH

TENTH

ELEVENTH

TWELFTH

MIDDLE SCHOOL 1/2 CREDIT COURSES

FULL YEAR

FULL YEAR

FULL YEAR

Art in the Ancient World Band Chorus Drama Electronic Music Exploring Kinesthetic Pathways Exploring Two-Dimensional Art Exploring Three-Dimensional Art Orchestra

Band Chorus Orchestra Yearbook

Band Chorus Orchestra Yearbook

Band Chorus Orchestra Yearbook

SEMESTER COURSES

SEMESTER COURSES

SEMESTER COURSES

Art Exploration I/II Art History I Art History II Film Studies I Film Studies II Mass Communications Visual Expression I/II

Art Exploration I/II Art History I Art History II Film Studies I Film Studies II Film Studies III Mass Communications Visual Expression I/II

Art Exploration I/II Art History I Art History II Art Lab I/II Film Studies I Film Studies II Film Studies III Mass Communications Visual Expression I/II

AFTER SCHOOL

AFTER SCHOOL

AFTER SCHOOL

AFTER SCHOOL

Dance Drama: Fall/Spring Play, Winter Musical NA-TV

Dance Drama: Fall/Spring Play, Winter Musical NA-TV

Dance Drama: Fall/Spring Play, Winter Musical NA-TV

Dance Drama: Fall/Spring Play, Winter Musical NA-TV

• This grid is provided to demonstrate courses generally available to students by grade level. When exceptions arise, students receive individual advising to chart their academic course.

• Classes listed may not be offered every year depending on enrollment.

• Course descriptions are listed in alphabetical order.

18

Fine Arts Courses

Dance

CREDIT: 0.5

Dance Team is a performing ensemble for students in grades 7–12 that challenges the novice and the experienced dancer in the idioms of classical ballet, modern dance, jazz, hip-hop, pointe, musical theatre, and tap. Pilates, conditioning, and the opportunities to work with guest choreographers are also features of the dance program. During the winter, the Dance Team is an integral part of the Winter Musical. Students may enroll in each season as an after-school opportunity.

Exploring Kinesthetic Pathways CREDIT: 0.5 Using the body to create, to express thoughts, ideas, and concepts.

Eye-hand coordination, flexibility, spatial awareness, general motor skills, critical thinking, and analytical skills will be enhanced through participation and experimentation. Kinesthetic intelligence development increases the capacity to manipulate objects and use a variety of physical skills. This intelligence involves a sense of timing and the perfection of skills through mind-body union. Athletes, dancers, surgeons, and crafts people exhibit well-developed bodily kinesthetic intelligence - such will be our pursuit in this curricular experience.

DRAMA Drama

CREDIT: 0.5

Students discuss the origins of theatre and develop an understanding of theatre in relation to history and culture through the study of Greek, Japanese, and Italian theatre styles, concluding with the design and creation of their own Venetian Carnival mask. They’ll gain knowledge of fundamental theatre terminology and stage configurations, and free themselves to take risks and hone interactive skills through participation in improvisational games. To identify and discuss the dramatic elements in artistic compositions, and achieve critical thinking skills, students study genres and all design elements of a production: scenic, lighting, sound, choreography, costumes, makeup, and stage combat.

Students learn hands-on from our in-house working professionals and see what our student-led, after-school, backstage production crews have to offer.

Through theatre exercises, class presentations, and a playwright project, students will develop and improve their ease and confidence of public speaking. They will have the opportunity to think and act creatively, individually, and collaboratively when they finish out the year with a class performance on stage.

Drama: Fall/Spring Play

CREDIT: 0.5

Theater Arts (fall and spring seasons) are open to student actors— with or without previous experience—as well as those interested in the behind-the-scenes aspects of drama. The stage crafts include lighting, sound, set design, costume design, special effects, and stage management. Students may enroll in each season as an afterschool opportunity. Recent Norfolk Academy productions include Little Women, Our Town, The Crucible, and Radium Girls.

Drama: Winter Musical

CREDIT: 0.5

Open tryouts are offered for all students interested in participating in the creation of the Winter Musical. Students participate in all aspects of creating, developing, rehearsing, and performing in a large Broadway-style musical. Recent Norfolk Academy productions include Bye Bye Birdie, The Addams Family, and The Little Mermaid. Students may enroll in the musical as an after-school opportunity.

MUSIC Band

CREDIT: 0.5

Band allows brass, wind, piano, guitar, and bass students a chance to study and perform different styles of jazz as well as the opportunity to improvise! Students will perform at the winter and spring concerts and have opportunities to perform at school functions throughout the year. Participation in the Virginia Association of Independent Schools and the Virginia Band and Orchestra Directors Association competitions and festivals is an option for playing outside of school. (Note: Choral music and instrumental music classes meet during the same bell. Students may select one or both.)

Fine Arts Courses

19

FINE ARTS

DANCE

Chorus

CREDIT: 0.5

Make harmony with others! The yearlong course in choral music is for singers at all levels of experience interested in making music in classical and popular styles. Students will perform at the winter and spring concerts and have the opportunity to audition for District 2 Chorus, a selective group comprised of students from Virginia Beach, Norfolk, and the Eastern Shore.

With the director’s consent, singers with ability and the desire for a challenge may form small groups and work a cappella! (Note: Choral music and instrumental music classes meet during the same bell. Students may select one or both.)

Electronic Music

CREDIT: 0.5

Electronic Music is designed for students interested in the creation and production of electronic music. Students will learn the history and evolution of electronic music as well as explore the fundamentals of electronic music production, learning the basics of sound acoustics, sequencing, scoring, recording, and sampling.

In addition to the technical aspects of electronic music production, this course will also explore the creative aspects of music-making.

This class provides students the opportunity to compose original music and scores working with technology such as Midi keyboards and digital audio workstations. By the end of the course, students will possess a solid understanding of the fundamentals of electronic music production and be able to create their own electronic music tracks. Any prior performance experience or knowledge of music theory is helpful but not at all required.

Orchestra

CREDIT: 0.5

String musicians will have the opportunity to develop and hone their technique through studying music of all styles.

Improvisation and alternative bowing techniques can be studied as well! Students will perform at the winter and spring concerts and have opportunities to perform at school functions throughout the year. Participation in the Virginia Band and Orchestra Directors Association events are open to qualified string players interested in performing outside of school. For musicians interested in a greater challenge, chamber music ensembles may be formed with the consent of the director. (Note: Choral music and instrumental music classes meet during the same bell. Students may select one or both.)

VISUAL ARTS: STUDIO ART COURSES Upper School Visual Art Courses The Visual Art Department at NA offers a welcoming studio environment where all students are encouraged to both make and think about art. Our studio artmaking practice is centered around creative expression and informed perception related to ourselves and the world around us through engagement with a wide variety of media, processes, ideas, and projects. Whether students devote themselves to an intensive pursuit of art throughout Upper School or choose to explore the discipline one semester at a time as their schedules allow, the goal is that all art students will enhance their unique abilities to think creatively, express effectively, perceive insightfully, and communicate intelligently. *Note: One semester of Visual Expression is the prerequisite for all other studio art courses. There is one exception: If a student can demonstrate their ability to succeed at an intermediate or advanced level through past work, aptitude, and interest, they may move straight into one of the other courses with teacher approval.

Art Exploration I (FALL SEMESTER)

CREDIT: 0.5

Students are invited to adopt an exploratory mindset as they build on what they learned in their Visual Expression course, beginning more traditionally and progressing toward innovation as new challenges and opportunities emerge on their artistic journey. A balance of teacher- and student-driven assignments will encourage deeper looking and exciting discoveries as students delve into the nuances of 2- and 3-D form, material, technique, and content. These explorations will propel students in the discovery of their own unique voice as they seek ways to most effectively convey their ideas about a range of topics and underlying themes.

Art Exploration II (SPRING SEMESTER)

Fine Arts Courses

CREDIT: 0.5

With a balanced emphasis on experimentation and results, students will engage in a series of open-ended teacher- and student-driven assignments—daily, weekly, and longer-term—using a variety of materials, methods, and processes. Problem-finding and problem-solving will go hand-in-hand as students learn how to initiate and develop a personal investigation into areas of interest.

Through visual research, material investigation, experimentation, and revision, students will develop a disciplined approach to self-directed practice within a communal studio environment.

Emphasis will be on refining skills in the service of innovation.

Art Lab II (SPRING SEMESTER) CREDIT: 0.5

See description for Art Exploration I. Note that Art Exploration II may be taken alone or as a continuation of Art Exploration I, as projects will not be repeated.

20

Art Lab I (FALL SEMESTER)

CREDIT: 0.5

See description for Art Lab I. Note that Art Lab II may be taken alone or as a continuation of Art Lab I, as projects will not be repeated.

Students create new meaning, develop expressive abilities, and communicate relevant artistic ideas through intentional, inquirybased artmaking experiences. They will be guided in the use of a wide range of 2-D or 3-D media, skills, and techniques related both to contemporary and historical themes and perspectives.

Projects may include, but are not limited to, drawing, painting, printmaking, collage, and mixed-media in 2-D Art, and clay, fine craft, plaster, found object assemblage, and mixed-media in 3-D Art. Student artists are introduced to the problem-solving, responsible risk-taking, rigor, and flexible cycle of the artmaking

process, including planning, producing, reflecting, and revising.

Students employ critical analysis and interpretation of their own artwork and that of others in order to achieve artistic goals related to perception, innovation, individual expression, strong technique, and expert craftsmanship.

Visual Expression I (FALL SEMESTER)

CREDIT: 0.5

Through studio work—major projects, mini assignments, and sketchbooks—as well as journal entries and discussion about the work of past and present artists, students learn more about the language of art by engaging with design as a means of expressing ideas visually. Each student is invited to approach this foundational course with a sense of curiosity and inquiry, willing to observe closely, build skills, take responsible risks, and work at the edge of their comfort zones with a variety 2-D and 3-D materials and processes. Students engage with illusion, abstraction, metaphor, self-reflection, nature, culture, and more as they respond in innovative ways to prompts and parameters with a balance of structure and open-endedness.

Visual Expression II (SPRING SEMESTER)

CREDIT: 0.5

See description for Visual Expression I. Note that Visual Expression II may be taken alone or as a continuation of Visual Expression I, as projects will not be repeated.

ART HISTORY, FILM, AND YEARBOOK COURSES Art History I

CREDIT: 0.5

Art History I surveys a selection of sculpture, painting, and architecture in the Western tradition, from prehistoric caves to Early Renaissance masterpieces. Students participate each day in guided discussions of artworks. Various assessments gauge recognition and recall of artworks and vocabulary while fostering critical thinking and sound writing skills. Qualified students are encouraged to prepare outside of class, with the teacher’s guidance, for the Art History Advanced Placement Examination.

Art History II

CREDIT: 0.5

Art History II surveys a selection of sculpture, painting, and architecture in the Western tradition, from Romanesque Art to contemporary masterpieces. Students participate each day in guided discussions of artworks. Various assessments gauge recognition and recall of artworks and vocabulary while fostering critical thinking and sound writing skills. Qualified students are encouraged to prepare outside of class, with the teacher’s guidance, for the Art History Advanced Placement Examination.

Art in the Ancient World

CREDIT: 0.5

This course introduces students to the art and architecture of the greater Mediterranean world, exploring how these traditions built upon one another to set the scene for Medieval, Renaissance, and contemporary visual culture. Beginning with the earliest evidence for symbolic representation in African and European Paleolithic contexts, students will explore why this uniquely human phenomenon emerged 60,000 years ago, while developing skills in critical visual analysis, contextual analysis, comparison, and interpretation. These techniques will guide our study of Neolithic and Bronze Age art of the Mediterranean and Near East, focusing on the intersection of art, power, and cultural contact. Students will build on these themes through in-depth study of the rich visual culture of the Classical world, paying particular attention to the influence of Greco-Roman art in the Renaissance and the influence of these traditions on contemporary aesthetics. The course concludes by introducing the art and architecture of the Early Medieval world, where Byzantine, western European, and Islamic traditions collide in fascinating new ways. Individual and group projects, brief student-led presentations, and guest lectures from leading experts occur throughout the course. (Note: This course is not offered every year.)

Fine Arts Courses

21

FINE ARTS

Exploring Two-Dimensional Art and Exploring Three-Dimensional Art CREDIT: 0.5

Film Studies I

CREDIT: 0.5

In Film Studies I, students trace the evolution of the moving image from the earliest shadow shows to contemporary film.

Students explore the critical elements and the seminal innovators who have contributed to the artistic and technical developments of film. Offering hands-on experience in filmmaking with an emphasis on writing, editing, and directing, this course aims to present students with a broad introduction to the world of film.

Film Studies II

CREDIT: 0.5

Film Studies II is designed for the student who has completed Film Studies I and seeks to develop more advanced filmmaking and editing techniques with a stronger emphasis on writing, camera techniques, and photography. Students enjoy greater access to technology and have the opportunity to explore special effects and cinema techniques in the areas of lighting design, props, green screen projection, composition, and public service announcements (PSA).

Mass Communications CREDIT: 0.5 This course engulfs students in contemporary journalism, including social media, and it asks that students truly examine their own media consumption. Students learn communications theory, history, and broadcasting history as well as social media and the impact of media on society. Students will read and write critiques of contemporary news stories, as well as monitor their media consumption in addition to writing news stories for a short-form newscast. The class will develop a television podcast to demonstrate their understanding of social media and its impact on their everyday lives.

NA-TV

Are you the next great sportscaster, or do you just enjoy watching your classmates score that winning goal? Either way, athletic broadcasting is a great way for you to make a big impact on the school. You will learn how to film sporting events, the correct way to commentate, and how to operate the computer or audio mixer to control our live-streaming coverage of varsity sports. The NATV team works at most home varsity games to provide coverage and a public face for Norfolk Academy to the community, our parents, grandparents, friends, and potential college coaches.

Each week there is a scheduling meeting where broadcast assignments are made; usually students can pick and choose the games they want to cover unless the team is extremely busy on a particular day. The broadcasting team is open to all students in grades 9–12 and runs for each athletic season, after school, as a separate team. If students complete the requirements for working on NA-TV for two seasons, they will earn a 1/2 arts credit towards graduation.

Yearbook

Film Studies III

CREDIT: 0.5

This course is designed for the accomplished student who has completed Film Studies II and who seeks to develop more advanced filmmaking and editing techniques with a stronger emphasis on writing. Students enjoy greater access to technology and have the opportunity to explore special effects and cinema techniques in the areas of lighting design, props, rear-screen and blue-screen projection, composition, and stop-motion animation.

22

Fine Arts Courses

CREDIT: 0.5

CREDIT: 1

The school’s yearbook is a scheduled activity, carried out over two years, for which students may earn a fine arts credit. Yearbook staff not only exercise creative control over the yearbook’s theme, layout, and 300+ pages, but they also learn lessons in photography, graphic arts, copy editing, and publications production, skills which are applicable to the professional world after high school. Each staff member is assigned to multiple spreads throughout the publication which cover the most traditional and popular events at Norfolk Academy. Students also have the ability to learn some skills in Photoshop and to hone in on page design which includes spacing, template design, and journalism. Many students obtain editorial positions as upperclassmen. The production of the yearbook is a two-year commitment.

HISTORY AND SOCIAL SCIENCES

23

Course Description

The History and Social Sciences Department supports effective, engaging, and relevant course offerings so that all students can become knowledgeable about, and involved in, civic affairs.

Development of perspective on many facets of human experience is the aim of the study of history.

One function of the department is the study of contemporary issues with a view toward placing them in world-historical context, so that our students can become better at identifying problems and developing innovative solutions.

COURSE OFFERINGS NINTH

TENTH

ELEVENTH

TWELFTH

World Cultures II: Modern History

FULL YEAR

FULL YEAR

FULL YEAR

Western Civilization

Principles of Economics

Principles of Economics

Psychology

Psychology

U.S. History

SEMESTER COURSES SEMESTER COURSES

SEMESTER COURSES

Geopolitics: China, Russia, and the Middle East

African American History

Introduction to World Religions U.S. Foreign Policy

African American History Geopolitics: China, Russia, and the Middle East Introduction to World Religions Latin American History U.S. Foreign Policy

American Government American Political Foundations or Constitutional Law or Contemporary Political Issues or Twentieth Century U.S.: Politics, Culture, and Society Geopolitics: China, Russia, and the Middle East Introduction to World Religions Latin American History U.S. Foreign Policy

• This grid is provided to demonstrate courses generally available to students by grade level. When exceptions arise, students receive individual advising to chart their academic course.

• It is important to note that classes listed may not be offered every year depending on enrollment.

• Required courses appear above in bold italics.

• Course descriptions are listed in alphabetical order.

Note: Seniors are required to take two semester courses in the political science curriculum, one topical course (either American Political Foundations, Constitutional Law, Contemporary Political Issues, or Twentieth Century U.S.: Politics, Culture, and Society) and American Government.

24

History and Social Science Courses

CREDIT: 0.5

This semester-long, elective course for juniors and seniors exposes students to a more detailed understanding of African American history than is covered in the required U.S. History course. Students will study African American history from pre-modern Africa and the African slave trade to the present day. Special focus will be on the lives of free and enslaved African Americans in antebellum America, the Civil War and emancipation, the civil rights struggles of Reconstruction, the rise of Jim Crow, and the long history of the twentieth-century civil rights movement. Additionally, students will sharpen their essaywriting skills with a review of a book of their choice by a historical Black author or a book about African Americans in the nation’s history. To enroll, students must have either already completed U.S. History or be concurrently enrolled in U.S. History.

Geopolitics: China, Russia, and the Middle East CREDIT: 0.5 This semester-long elective course focuses on the greatest geopolitical challenges facing the United States today: China, Russia, and the Middle East. The People’s Republic of China is the United States’ only “near-peer competitor.” The last few decades have seen unprecedented Chinese military expansion, but its economy and society are showing increasing signs of strain.

Though its economic potential is dwarfed by the United States and China, Russia continues to “punch above its weight” with its military and security services (such as its invasions of Ukraine).

Finally, in the Middle East (broadly defined), terrorism and the wars in Iraq and Afghanistan have been replaced in importance by a growing “Cold War” between Sunni and Shiite states (the latter led by Iran). The Arab-Israeli conflict also remains as relevant and combustible as ever. This course is open to all juniors and seniors as an elective. To enroll as a sophomore, students must be concurrently enrolled in Western Civilization.

Latin American History

CREDIT: 0.5

This semester-long, jointly-taught course for juniors and seniors explores the history of the Americas from the cosmological beginnings of the Andean and Mesoamerican cultures to present day. We will examine the indigenous societies of the hemisphere, the sources and patterns of European overseas expansion, and the developing connections between Europe, West Africa, and the Americas. Topics for discussion will include the following: demographic and ecological changes brought on by migration, disease, and conquest; the transformation of indigenous societies and the development of the new “settler” societies and economies; the rise of the slave trade and the plantation complex; the development of hybrid religious cultures; the growth and expansion of European empires; independence movements in the Americas; and postcolonial strife and progress. The course also explores neocolonialism, nationalism, revolution, capitalism, narcoculture, and immigration.

Principles of Economics

CREDIT: 1

This course is designed to introduce students to all of the basic concepts of microeconomics and macroeconomics. Students will learn how markets operate and interact by exploring supply, demand, factors and costs of production, and competition.

They will also gain insight into aggregate economic issues and how those issues influence fiscal, monetary, and governmental policy and action on a national and international level. Guest speakers will share their knowledge on topics including investment, entrepreneurship, international trade, and historical interpretations of economic philosophy. Opportunities will be provided for students to participate in semester-long and singleday stock market competitions.

Introduction to World Religions CREDIT: 0.5 Introduction to World Religions is a semesterlong, elective course that seeks to expose students to the histories, varieties, and value systems of the major world religions. Included for special attention are Buddhism, Jainism, Confucianism, Daoism, Shinto, Zoroastrianism, Judaism, Christianity, and Islam. Significant, although smaller, faiths (e.g. Sikhism, Baha’i, and primitive or indigenous religions) receive proportionate attention. This course seeks not to compare or judge religious faiths, but rather to familiarize students with different belief and faith systems. Students complete a semester project that involves either authoring a critical response to a controversial book, researching an answer to a prosposed question, or creating artwork that reflects an aspect of the religions studied in class.

History and Social Science Courses

25

HISTORY AND SOCIAL SCIENCES

African American History

Political Science Grade 12

(TWO SEMESTERS REQUIRED)

“We aim to prepare students to become useful and responsible citizens of a democracy.”

—Norfolk Academy Statement of Philosophy These semester courses for seniors occupy a very important place not only in the History and Social Sciences curriculum, but also within the pedagogical philosophy of the school as a whole, which aims to produce the citizen-scholars necessary to maintain the health of our American democracy. Equally, if not more importantly, these courses will provide students with opportunities to further cultivate the habits of mind requisite to the exercise of responsible citizenship and civic engagement. We hope that this study of political theory and practice will kindle a life-long dedication to serving our communities—local, national, and global. Finally, these courses challenge seniors to continue developing their abilities to exercise responsible rhetoric in both the spoken and written word, to engage in respectful and productive dialogue with others, to work cooperatively to achieve goals, and other critical thinking skills necessary to succeed at the college level.

All seniors must choose one of four, first-semester courses—American Political Foundations, Constitutional Law, Contemporary Political Issues, or Twentieth Century United States: Politics, Society, and Culture—before completing the capstone course in American Government during the second semester.

The following five semester courses make up the Political Science course selections.

American Government (REQUIRED) CREDIT: 0.5

Contemporary Political Issues

This second-semester, required, capstone course for seniors will introduce the fundamental principles of American government, political processes, and the rights and responsibilities of citizenship. Proceeding from an understanding of the Constitution, we will examine the key institutions, roles, and behaviors through which our American democracy operates, including Congress, the Presidency, the federal bureaucracy, and the courts; political parties and elections; public policy; and civil rights and civil liberties. By developing greater fluency in political language and concepts, students will develop a better understanding of the different perspectives that shape the American political landscape and prepare themselves to take part in it.

This first-semester course for seniors will expose students to current, hot-button issues in the American political and legal landscape. Such issues have included the death penalty, an assault weapons ban, affirmative action, abortion, and immigration. Students will learn about each topic through articles, videos, case law, and their own research and have the opportunity to debate the topic with classmates. Students will practice research, writing, and public speaking skills in an encouraging and collaborative classroom environment.

American Political Foundations

This first-semester course for seniors uses the mediums of film and popular music to examine the social history of the United States from the Cold War until today. Over the course of the last century, both film and popular music have emerged as two of the preeminent avenues for American cultural expression. Together these mediums have time and time again been used to explore the fundamental question of what it means to be an American, and when viewed as historical resources, they can give us unparalleled access to our collective past and our historical memory. We will use film and music to examine themes of war, social justice, and the distance between the American dream and the American reality. As we dissect both screenplays and song lyrics, students will develop their analytical reasoning, analytical writing, research, and public speaking skills. The class will culminate in a final project which will enable students to demonstrate depth of inquiry as they wrestle with the music and movies of today and what these works say about our greatest fears and desires as Americans.

CREDIT: 0.5

This first-semester course for seniors guides students to discover the philosophical underpinnings that helped build a fledgling nation into the strongest, democratic republic in modern history.

Students will sample philosophy, psychology, history, and political science as they discover their own political selves and how they fit into the American political system. Topics include the meaning and function of politics; philosophical understandings of human nature; political socialization and public opinion; American political culture and beliefs; and constitutional foundations.

Constitutional Law

CREDIT: 0.5

This first-semester course for seniors is an in-depth study of the Supreme Court’s rules on speech, press, privacy, searches, and much more. The course covers how our Constitution operates, laying the foundation for the required, second-semester course in American Government, and how the 1st, 2nd, 4th, 5th, 6th, 8th, 9th, 10th, and 14th Amendments are protections for everyone.

In the end, students will understand how the decisions of the nation’s highest court impact their own lives. In Constitutional Law, students will learn to understand our nation’s founding documents, explore precedent-setting Supreme Court cases, and tackle difficult questions about what the Founding Fathers really intended. Students will also build a foundation for evaluating future judicial decisions based on Supreme Court precedent.

26

History and Social Science Courses

CREDIT: 0.5

Twentieth-Century United States: Politics, Society, and Culture CREDIT: 0.5

CREDIT: 1

This is a full-year, elective course for juniors and seniors interested in studying introductory psychology at the college level and for those preparing to take the Psychology Advanced Placement Examination. The course provides an overview of psychology from both the social science and natural science perspectives. First-semester lectures, readings, and films will focus on the history of, and approaches to, the study of psychology, research methods, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation, and emotion. Second-semester topics include issues in human development, personality theory, testing and individual differences, abnormal behavior, treatment of abnormal behavior, and social psychology.

U.S. Foreign Policy

U.S. History (REQUIRED)

This required course for eleventh-grade students covers the nation’s political, social, and economic history from initial European expansion to the present day. Interpretations of primary and secondary readings and class discussions comprise key components of the course. Students develop and sharpen analytical and writing skills through the strategic use of available technology and through a culminating term paper or project devoted to solving an American historical problem using extensive research and formal citations. Accomplished students may elect to take the U. S. History Advanced Placement Examination, but the syllabus does not adhere to the AP curriculum.

Western Civilization CREDIT: 0.5

This is a semester-long, political science elective focusing on the formulation and execution of contemporary American national security strategy. The course focuses first on policy formulation at the National Security Council level and within the legislative branch. The second theme is diplomacy, with special attention paid to the Foreign Service and how an embassy’s Country Team functions on a practical level. The third theme is intelligence; we discuss not only the “human intelligence” so beloved in movies, but also lesser known but vital aspects such as signals and image intelligence. The course culminates in a detailed discussion of the largest component of the U.S. national security bureaucracy: the Department of Defense. In addition to this material, students in the course also follow contemporary world politics closely.

This course is open to all juniors and seniors as an elective. To enroll as a sophomore, students must be concurrently enrolled in Western Civilization.

CREDIT: 1

CREDIT: 1

This elective course for tenth-grade students takes a largely chronological approach to Western Civilization from the origins of Greek Humanism and Christianity through the present.

Areas of emphasis include political developments and theories, economic patterns, social trends, cultural trends, and Western interactions with the wider world. Through readings, lectures, and discussions, students are exposed to a variety of historical interpretations and primary sources. This course emphasizes the acquisition of fundamental historical thinking skills that are the foundation for further historical study in the Upper School.

World Cultures II: Modern History (REQUIRED)

CREDIT: 1

Ninth grade students extend their understanding of the world by examining the impacts of imperialism on culture and history with a focus on non-Western experiences. Students continue to study the relationships between geography and culture, between belief and conflict, and between technological and ideological change. The course guides students in comparing the norms of non-Western cultures with those of our own and in challenging residual forms of stereotyping and prejudice. Contemporary issues constitute key points of emphasis to enhance student awareness of how culture influences human behavior, state action, and ultimately international relations. The students hone their analytical, critical thinking, and writing skills by producing advanced research projects.

History and Social Sciences Courses

27

HISTORY AND SOCIAL SCIENCES

Psychology

28

Norfolk Academy

MATHEMATICS Course Description

29

The driving force behind the mathematics program is the development of skills in critical thinking, problem-solving, written and verbal mathematical communication, and mathematical modeling.

The Mathematics Department strives to provide a strong foundation in one of education’s core competencies. Mathematics is not only a cornerstone of our society’s development, innovation, and genius, but also an imperative for cultivating a child’s logical mind and problem-solving abilities.

COURSE OFFERINGS NINTH

TENTH

ELEVENTH

TWELFTH FULL YEAR

Algebra II BC Geometry or Integrated Mathematics

Algebra II or Algebra II AB or Algebra II BC Introduction to Computer Science Precalculus BC

Calculus BC Computer Science: Java Introduction to Computer Science Precalculus or Precalculus AB or Precalculus BC

Calculus Calculus AB Calculus BC Computer Science: Java Introduction to Computer Science Statistics

SEMESTER COURSES Advanced Statistics Multivariable Calculus

• This grid is provided to demonstrate courses generally available to students by grade level. When exceptions arise, students receive individual advising to chart their academic course.

• Classes listed may not be offered every year depending on enrollment.

• Required courses appear above in bold italics.

• Course descriptions are listed in alphabetical order.

Advanced Statistics

CREDIT: 0.5

Advanced Statistics is a one-semester course open to those students who have completed or are currently taking Calculus AB or BC. This course adheres to the AP Statistics syllabus and is designed to prepare students to sit for the Statistics Advanced Placement Examination which can garner them credit for a university-level, one-semester, statistics course, depending on the score earned.

Algebra II (REQUIRED)

CREDIT: 1

Algebra II provides a review and extension of the basic algebraic concepts from Algebra I and geometry. Students discuss, represent, and solve increasingly sophisticated, real-world problems using algebraic and graphing techniques. They will use a graphing calculator to enhance their understanding of mathematical concepts. They study the properties and the algebra of functions, systems of equations and inequalities, as well as applied trigonometry.

30

Mathematics Courses

CREDIT: 1

Algebra II AB moves at a fast pace with challenging problems. It provides an extension of the algebraic concepts from Algebra I and geometry. Students discuss, represent, and solve increasingly sophisticated, real-world problems using advanced algebraic and graphing techniques. They will become proficient on the graphing calculator. They study the properties and the algebra of functions, systems of equations and inequalities, as well as applied trigonometry. Additional topics include matrices, sequences and series, and probability. Students are recommended for this course based on their previous performance in Algebra I, Geometry, 9th grade test scores, and their teacher’s recommendation.

Algebra II BC (REQUIRED)

CREDIT: 1

Algebra II BC is an intensive, accelerated course intended for the accomplished student with the proven motivation to prepare for advanced mathematics courses. This course provides students with a sound understanding of all elementary functions, from linear functions through the trigonometric and circular functions, and explores sequences, series, matrices and determinants, data analysis, and probability. They will become proficient on the graphing calculator. Students are recommended for this course based on their previous performance in Algebra I, Geometry, 9th grade test scores, and their teacher’s recommendation.

Calculus

CREDIT: 1

Calculus is a twelfth-grade course for students who have successfully completed Precalculus and would like to explore the major concepts of calculus in high school. Students review essential precalculus topics before progressing to the study of limits, the derivative, and the foundations of differential and integral calculus, and apply these topics to business, economics, and the biological sciences. Preparing students for the Advanced Placement Examination is not a goal of this course.

Calculus AB

CREDIT: 1

Calculus AB is a course in single variable calculus that includes techniques and applications of the derivative, the definite integral, and the Fundamental Theorem of Calculus. This senior-level course is equivalent to at least a semester of calculus at most colleges and universities. Students master algebraic, numerical, and graphical representations throughout the course. To shift the emphasis from mere computation to a deeper understanding of concepts, students use a graphing calculator. Students must exhibit a willingness to work both in and out of class, a willingness to collaborate with classmates to foster mutual understanding, and a sincere intent to place out of first-semester, college calculus by scoring well on the Advanced Placement Examination. A Precalculus grade of at least 95 and a Math PSAT or SAT of at least 600 are required to take Calculus AB.

Calculus BC

CREDIT: 1

Calculus BC is a course in single variable calculus that includes all the topics of Calculus AB plus additional content in differential and integral calculus including parametric, polar, and vector functions and series. This course is equivalent to at least a year of calculus at most colleges and universities. Students master algebraic, numerical, and graphical representations throughout the course. A graphing calculator is used so that students might identify and elaborate upon the connections among various representations of functions. Students must exhibit a willingness to work both in and out of class, a willingness to collaborate with classmates to foster mutual understanding, and a sincere intent to place out of first-year, college calculus by scoring well on the Advanced Placement Examination. The prerequisite course is Precalculus BC.

Computer Science: Object-Oriented Programming in Java

CREDIT: 1

Computer Science: Object-Oriented Programming in Java is a comprehensive programming course that is a great foundation for students interested in technical fields, engineering, and other areas that require a computer science course in the curriculum.

After successful completion of the course, students will be prepared to take the Computer Science A Advanced Placement Examination. Students will develop problem-solving and logical thinking skills. Topics include computer systems, object-oriented program design concepts and implementation, classes, strings, arrays, recursion, and analysis of algorithms. Standard Java classes and methods will be used as students develop Java applications. Students must have completed Algebra II AB/ Algebra II BC and/or Introduction to Computer Science to enroll in this course.

Mathematics Courses

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MATHEMATICS

Algebra II AB (REQUIRED)

Geometry (REQUIRED)

Precalculus (REQUIRED)

CREDIT: 1

Ninth-grade students explore geometry as an axiomatic system: they learn to accept the undefined, formulate definitions, establish axioms, and prove theorems. In addition to basic solid geometry, students master parallelism, perpendicularity, congruence, similarity, right triangles, parallelograms and other special quadrilaterals, coordinate geometry, and circles and their segments. Indirect and direct proofs, constructions, applied problems, and outside projects are all part of this course of study.

Integrated Mathematics (REQUIRED)

CREDIT: 1

Introduction to Computer Science broadly introduces students to the field of computer science and how it relates to other fields by looking at five major concepts: creative development, data, algorithms and programming, computer systems and networks, and impact of computing. Students will develop computational thinking skills as they explore these topics, including introductory programming skills. Students will design and implement a computer program that might solve a problem, enable innovation, explore personal interests, or express creativity.

Multivariable Calculus

Precalculus completes the formal study of the elementary functions begun in Algebra I and continued in Algebra II, including polynomial, power, rational, exponential, and logarithmic functions. There will be a greater emphasis on critical thinking and real-world modeling. Students use these skills to study circular functions, trigonometric inverses and identities, and applications of trigonometric functions.

Precalculus AB (REQUIRED) CREDIT: 1

Integrated Mathematics is a course designed for 9th grade students new to Norfolk Academy who have previously taken Geometry and Algebra. The course weaves together the concepts from these two foundational courses into an in-depth experience designed to create problem solvers who have mastered the concepts of Geometry and Algebra I, who are fluent in their procedures, and who can apply their learning to real-world situations. This course is offered as needed.

Introduction to Computer Science

CREDIT: 1

CREDIT: 0.5

Multivariable Calculus is a one-semester course for those students who have completed Calculus BC. Topics will include the geometry of Euclidean Space, differentiation of vector-valued functions, and double and triple integrals.

CREDIT: 1

Precalculus AB completes the formal study of the elementary functions begun in Algebra I and continued in Algebra II, including polynomial, power, rational, exponential, and logarithmic functions. There will be a greater emphasis on critical thinking and real-world modeling. Students use these skills to study circular functions, trigonometric inverses, identities, and their proofs and applications of trigonometric functions.

Additional content includes parametric equations, limits, and continuity. Recommendation into Precalculus AB will be made by the Algebra II or Algebra II BC teacher.

Precalculus BC (REQUIRED)

CREDIT: 1

Precalculus BC is designed to prepare students who have a passion for math and high achievement in previous math classes for integral calculus. This rigorous course extends the concepts of intermediate algebra and introduces various topics of college algebra and calculus. Precalculus BC topics include a detailed study of functions and their graphs, a review of polynomial, power and rational functions, a look at the theory of equations, and an investigation of the exponential, logarithmic, and logistic functions. Additional content includes trigonometric functions and analytic trigonometry, analytic geometry, parametric equations, polar equations, discrete mathematics, limits, continuity, and differential calculus. Recommendation into Precalculus BC will be made by the Algebra II BC teacher.

Statistics

CREDIT: 1

The Statistics course develops educated producers and consumers of statistics. Students explore basic descriptive and inferential statistics, engage in the exploratory analysis of data, and make use of graphical and numerical techniques to study patterns and departures from patterns. They test mathematical conjectures about relationships among variables by using published data sets or data sets collected through means of statistical inference. Students use models to draw conclusions from data and then test the durability of mathematical models with inferential statistics. This course is for seniors who are currently enrolled in Precalculus, Calculus, or Calculus AB or no other math course.

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Mathematics Courses

SCIENCE Course Description

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Science is a way of knowing and experiencing the natural world. It is both a social and intellectual endeavor that provides the foundation for informed decision-making, problem-solving, improved quality of life, and technological advances. Learning science is an active process, and all students have access to challenging, relevant, exciting, hands-on, content-rich science experiences.

COURSE OFFERINGS NINTH

Biology Engineering, Design, and Innovation (EDI)

TENTH

ELEVENTH

TWELFTH

Chemistry or Inorganic Chemistry I

Advanced Biology Inorganic Chemistry II Organic Chemistry Physics Physics: Mechanics and Electromagnetism Physics: Principles of Engineering

Advanced Anatomy & Physiology Advanced Biology Advanced Physics – C Ecosystem Dynamics Engineering: Process and Practice Inorganic Chemistry II Organic Chemistry

• This grid is provided to demonstrate courses generally available to students by grade level. When exceptions arise, students receive individual advising to chart their academic course.

• Classes listed may not be offered every year depending on enrollment.

• Required courses appear above in bold italics.

• Course descriptions are listed in alphabetical order.

Advanced Anatomy & Physiology

CREDIT: 1

Advanced Anatomy & Physiology employs a systemic approach to the study of anatomy and physiology and is intended for highachieving students interested in pre-health fields. Students will learn both gross and microscopic anatomy of major body systems: skeletal, muscular, nervous, cardiovascular, digestive, respiratory, and reproductive. Students will engage in lectures, laboratories, dissections, and gain exposure to medical connections within each unit. Laboratories will explore sports physiology, nutritional impacts on the body, and employ engineering and design principles in the construction of support braces. Successful completion of Advanced Biology, Inorganic Chemistry II, or Organic Chemistry is required for this course.

Advanced Biology

CREDIT: 1

This course explores the fundamental concepts of living systems from a molecular point of view. A goal of this course is to convey the importance of science (specifically biological research) to everyday life. Students master the many facets of DNA, including current research techniques and related ethical issues. Laboratory work heightens creative and problem-solving abilities. Accomplished students are encouraged to take the Biology Advanced Placement Examination at the end of the year.

Successful completion of Chemistry or Inorganic Chemistry I and completion of or concurrent enrollment in a physics course is required to take Advanced Biology as a junior.

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Science Courses

Advanced Physics – C

CREDIT: 1

Advanced Physics – C is a calculus-based, second-year, physics course. It provides a more quantitative look at the concepts covered in Physics: Mechanics and Electromagnetism. Students will use calculus and extended laboratory investigations to develop their understanding of forces, energy, waves, and circuits.

As needed, students will be introduced to basic concepts of multivariable calculus, vector calculus, and differential equations.

Students will have the opportunity to create their own lab twice during the year to investigate concepts of particular interest to them. This course prepares students for the Physics C Mechanics and the Physics C Electromagnetism Advanced Placement Examinations. Students must have completed or be concurrently enrolled in Calculus BC in addition to completing Physics: Mechanics and Electromagnetism with an average of 92 or higher to enroll in this course.

Biology (REQUIRED)

CREDIT: 1

Ninth-grade Biology is a yearlong, lab science course. The first semester uses a cellular and molecular approach to engage students in the fundamental study of life. Students investigate topics ranging from introductory biochemistry, cell structure/ function, energy/metabolism, genetics, and heredity. The second semester covers topics ranging from human genetics to bioethics, evolution, forensics, and human anatomy/physiology.

SCIENCE

Chemistry (REQUIRED) As the central science, chemistry provides students with an understanding of the why of biology and the what of physics. Each sophomore will take either Chemistry or Inorganic Chemistry I.

Chemistry

Inorganic Chemistry I

CREDIT: 1

CREDIT: 1

In this course students will observe natural phenomena through qualitative and quantitative data to draw conclusions about the world around them. Class time will be divided into lecture, problem-solving, and laboratory exploration. Students will practice their measurement and analytical skills while looking at the following topics: molecular structure, chemical nomenclature, states of matter, and reaction chemistry.

In this course students will perform a variety of experimental procedures to collect qualitative and quantitative data. From the data, students will draw conclusions and synthesize data analysis thorugh formalized laboratory reports. Students will also be required to apply challenging mathematical concepts to course content and laboratory conclusions. Collectively students will apply mathematical and conceptual ideas to the following topics: scientific measurement and error calculation, modern view of atomic and molecular structure and function, states of matter, reaction types, thermochemistry, kinetics, equilibrium, acid/base, and redox.

Ecosystem Dynamics

Engineering: Process and Practice

CREDIT: 1

Ecosystem Dynamics will explore the physical, chemical, and biological components of a variety of ecosystems with emphasis on the Chesapeake Bay. Through an intense, hands-on approach, students will develop an appreciation for the complexity and interconnectedness of ecosystem structures and how human activities influence ecosystems. Emphasis will be interdisciplinary and focus on scientific methodology, research studies, and primary literature reviews of essential topics. The main goal of this course is for the student to be more responsible for their natural environs and be able to recognize and properly respond to current environmental issues that influence their community.

CREDIT: 1

The goal of this hands-on, project-based course is to introduce students to the broad and diverse fields of engineering through practicing the engineering design process. Teams of students work collaboratively to research, design, build, and test their solutions to the problem under investigation. The course will push students to think both critically and creatively and to try new things that might not work. Through design competitions, students will learn to use tools in the classroom, in the woodshop, in the studio, and on the computer. Students enrolling in this course must possess a strong willingness to work collaboratively with their peers, to create solutions from scratch, and to think outside-of-the-box. To enroll in this course, students must be recommended for and concurrently enrolled in AB/BC Calculus and have taken Physics: Principles of Engineering or Physics: Mechanics and Electromagnetism. Enrollment is limited, and should interest exceed course capacity, the final selections for registration will be based on performance in junior-level physics and math.

Science Courses

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Engineering, Design, and Innovation (EDI): CREDIT: 0.5 This middle school EDI course is a continuation of our incredibly popular lower school EDI course. At the middle school level, students focus on fewer topics, but dive deeper into each one. Our project-based curriculum focuses on practical applications of engineering topics such as CAD, structural engineering, circuits, computer science, and more. By structuring projects that focus on a specific end user, students gain empathy and can see the direct impact they have on their community.

Furthermore, this course affords students an opportunity to use their hands to design and build as well as learn how to use new technology and tools such as 3D printers and laser cutters. The goal of the course is for students to gain a sense of accomplishment through perseverance, creativity, and entrepreneurial spirit.

Inorganic Chemistry II

CREDIT: 1

This course for juniors and seniors begins by reviewing the content explored in the tenth-grade chemistry curriculum.

The primary goal of Inorganic Chemistry II is to help students prepare for their university experience; therefore, this course explores many areas of chemistry including atomic structure, states of matter, solution chemistry, thermochemistry, kinetics, equilibrium, acid/base, and redox. Inorganic Chemistry II is a problem-based learning environment where students will use a variety of presentation tools to explain and solve problems in today’s society. Students will perform a variety of labs that will introduce them to basic laboratory procedures and equipment that will be central to a science experience in a college laboratory.

Students will also read and evaluate professional scientific journals. This course is offered every other year, alternating with Organic Chemistry. Students should be well prepared to take the Chemistry Advanced Placement Examination if they elect to do so.

Organic Chemistry

CREDIT: 1

Organic Chemistry is designed for select juniors and seniors who plan to pursue an area of college study in the medical, biomedical engineering, or chemical engineering fields. In the first semester, the course will provide a rigorous introduction to the basic concepts of a college-level, introductory organic chemistry course, including drawing bond line diagrams, structure and function of major functional groups, chemical nomenclature, reaction mechanisms, and instrumental analysis. The second semester will take a hands-on approach to understanding how the structure and function of nutrition, medicine, and drugs impact the major systems of the human body. This course is offered every other year, alternating with Inorganic Chemistry II.

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Science Courses

Physics

CREDIT: 1

The physics course introduces the main principles of physics, which is modeled on the College Board’s Physics 1 curriculum: “an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits.” Through inquirybased learning, students will develop scientific critical thinking and reasoning skills. We will also explore the history of natural philosophy, astronomy, cosmology, and other topics as time allows, and emphasize the development of problem-solving ability. Knowledge of algebra and basic trigonometry is necessary.

Students cannot register for this course while taking a BC-level math class.

Physics: Mechanics and Electromagnetism

CREDIT: 1

Physics: Mechanics and Electromagnetism is an algebra-based course, equivalent to a first-semester college physics course. It provides a qualitative understanding of physics fundamentals for the humanities-oriented student and a foundation for students interested in the applied sciences, medicine, engineering, and the more mathematically rigorous courses offered at the college level.

The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It will also provide an introduction to electrostatics and electric circuits. This course prepares students for the Physics 1 Advanced Placement Examination.

Students must be in AB- or BC-level math to take this course.

Physics: Principles for Engineering

CREDIT: 1

This course is an algebra-based course that goes beyond a basic understanding of physical concepts and trains students on the application of the concepts to real-world problems. The course provides a qualitative understanding of physics fundamentals for the humanities-oriented student and a foundation for students interested in the applied sciences, medicine, and engineering fields. Topics covered include Newtonian and fluid mechanics, sound, harmonic motion, and electric circuits. The course will provide students an opportunity to learn the foundational material of each topic, then through design and creation of hands-on projects, test their knowledge of the material. To enroll in this course, students must be recommended for AB- or BClevel math.

WORLD LANGUAGES Course Description

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The World Languages Department plays a vital role in preparing our students to become engaged global citizens as language and communication are at the heart of the human experience. All students are required to complete three years of a single modern language, either French, German, or Spanish, or five years of Latin. Approximately 75 percent of our graduates complete four or five years of their chosen modern language. The department offers additional electives in Latin.

COURSE OFFERINGS NINTH

TENTH

ELEVENTH

TWELFTH

French II German II Latin IV Spanish II

French III German III Latin V Spanish III

French IV German IV Latin VI Spanish IV

French V German V Latin Seminar I/II Spanish V Spanish VI

• This grid is provided to demonstrate courses generally available to students by grade level. When exceptions arise, students receive individual advising to chart their academic course.

• Classes listed may not be offered every year depending on enrollment.

• Required courses appear above in bold italics.

MODERN LANGUAGES: FRENCH, GERMAN, AND SPANISH Modern Language II (REQUIRED)

CREDIT: 1

Level II students build upon the vocabulary, verb forms, and structures learned in Level I by adding more sophisticated words on home and family life, school life, and leisure activities. Past tenses (preterite and imperfect) and commands (imperative) are introduced as well as other pronouns (relative, demonstrative, possessive) towards the end of the year. Also, there is a greater emphasis placed on prepositions. The target language is used for the majority of the instruction as well as during lectures on culture and geography.

Most students, but not all, attain the CEFR level of A2 by the end of the course. The equivalent ACTFL level is Intermediate Low. The expectation is that students can read most street signs, emails, and lists, and be able to carry on a very short conversation (ordering food, meeting someone new, etc.) unprepared.

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World Languages Courses

Modern Language III (REQUIRED)

CREDIT: 1

Level III students review all the vocabulary and grammar learned in the first two years, focus more intently on reading and listening comprehension of authentic short passages, and begin to pivot toward presentational speaking. Some classes read longer texts (children’s novellas, etc.). Vocabulary about health, sports, and daily activities feature prominently. The future tense and subjunctive mood are the new verb forms learned, and complex structures with conjunctions are introduced. Idiomatic expressions and transitional terms begin to be incorporated into students’ prose.

A majority of the students find themselves halfway to the CEFR level of B1 by the end of the course. The equivalent ACTFL level is Intermediate Mid/High. The expectation is that students will be able to answer questions asked of them without any preparation and will be able to talk for a minute on a topic that they’ve prepared. Newspaper articles are understood with some confidence. Following the third year, students are well prepared to participate in Norfolk Academy’s reciprocal international exchange programs.

CREDIT: 1

Level IV students move from mere competency to proficiency as a greater focus is made on presentational speaking. Exercises are done frequently to maintain levels of interpersonal speaking and writing. Consequently, vocabulary on larger social concerns like the media, the environment, and politics is acquired. The conditional and conditional past are learned, as well as a review of the subjunctive mood. Longer, more complex works may be read in class (novel, play, short story, poetry).

Almost all students attain the CEFR B1 level by the end of the course. The equivalent ACTFL level is Intermediate High/ Advanced Low. The expectation is that students should be able to comprehend native speakers in a conversation and should be able to gather the gist of television and radio programs. Newspaper articles are understood. Writing using compound and complex sentences is expected.

Modern Language V

CREDIT: 1

High performing Level III students as well as those continuing from Level IV compose the Level V class. The focus is purely on proficiency, both in oral and written expression. Current events and 20th-century history are a few of the topics covered. Textbook use is augmented by more authentic items from all media.

Developing one’s lexicon becomes an emphasis.

Most students find themselves mid-way to the CEFR B2 level by the end of the course. The equivalent ACTFL level is Advanced Low/Mid. The expectation is that students are able to take notes in the target language on a lecture given in the target language.

Students read a novel independently and can understand featurelength films with target language subtitles. As a culminating experience of their modern language instruction, students are expected to sit for the Advanced Placement Examination which tests all four language skills (speaking, listening, writing, and reading) and is a proper assessment for their level of proficiency in that language.

Spanish VI

CREDIT: 1

This largely discussion-based course is intended for advanced Spanish students who have successfully completed their first five years of study, taken the AP exam, and who are hoping to major or minor in Spanish in college. Designed with student input, the course will take a contemporary look at issues in the Spanishspeaking world through different media and authentic sources.

By the end of the year, students should be confident Spanish speakers and writers who can function independently in a variety of academic and social contexts in the target language.

Most students attain the CEFR B2 level by the end of this course and some will begin developing language skills at a C1 level. The equivalent ACTFL level is Advanced Mid/High.

LATIN Latin IV (REQUIRED)

CREDIT: 1

After three years of building fundamental skills in reading comprehension, grammar, and vocabulary through the use of The Cambridge Latin Course, students in Latin IV will make the transition to reading real, unadapted Latin literature using the Legamus Transitional Reader series. In the first semester, students will explore Latin prose and rhetoric by reading selections from the works of Cicero. In the second semester, the focus will shift to studying poetry, poetic devices, and meter through readings from the works of Ovid. Building vocabulary and grammar skills will continue to be important in this course, but students will also learn to critically analyze and comment on the literature they are reading.

Latin V/VI

CREDIT: 1

In Latin V/VI, students study Julius Caesar and Vergil, authors whose works are required for the Advanced Placement Examination. Those authors are taught in alternating years. This course moves beyond the basic mechanics of the Latin language into the realm of literary analysis. In the process, students will study the vocabulary, grammar, rhetoric, history, and cultural background necessary to understand, critically analyze, and write about the text.

In Latin V/VI Caesar, students read many selections from Julius Caesar’s Commentarii De Bello Gallico in Latin and then read additional selections in English. Students will gain a greater understanding of Julius Caesar as a literary figure, a military leader, a politician, and eventually a catalyst for the political

upheaval that led to Rome’s shift from republic to empire in the 1st century BCE. In Latin V/VI Vergil, students will read selections from Vergil’s Aeneid in Latin and then read the entire work in English in addition to works from authors of Rome’s Golden Age thereby gaining a deeper understanding of the socio-historical context in which Vergil composed his epic about Aeneas’ legendary journey from Troy to found Rome.

Latin Seminar I/II

CREDIT: 0.5

Latin Seminar is the capstone course for post-AP seniors.

Courses can be taken in succession or each one-semester course can be taken independently.

In Seminar I, the fall semester, students read selections from Ovid’s epic masterpiece, the Metamorphoses. As they translate, discuss, analyze, and orate, they work towards a comprehension of Latin that is based in understanding the Latin itself, rather than filtering it through English, and appreciating its literary merit. In Seminar II, the spring semester, students go from reading Latin to writing it, and from literary discussions to philosophical ones.

They study ancient philosophers culminating in the study of Stoicism. Students read excerpts of Seneca’s Epistulae Morales in Latin and also read the entirety of emperor Marcus Aurelius’ great work, the Meditations, in English.

All along the way, they hone their Latin skills—and therefore their thinking, arranging, analyzing, and appreciating skills—by writing their reactions and ideas in their own original Latin.

World Languages Courses

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WORLD LANGUAGES

Modern Language IV

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Norfolk Academy

EXPERIENTIAL LEARNING

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Course Description

LEADERSHIP LAB AND MAYMESTER At the conclusion of each academic year, freshmen, sophomores, and juniors embark on innovative journeys that take learning beyond the four walls of the classroom. Interdisciplinary and experiential in nature, these one-week (Leadership Lab) and two-week (Maymester) courses offer students the opportunity to take a deep dive into specific content areas and learn through experience and reflection. All ninthgraders engage in our Leadership Lab program while Maymester programming includes cross-curricular courses designed by Upper School faculty, reciprocal exchanges with partner schools, and professional internships.

Ninth Grade Leadership Lab Leadership Lab is a foundational program for the freshman class at Norfolk Academy that fosters courage and confidence in students through academic lessons offered in the Advisory setting and an experiential, week-long leadership trip at the end of the year. The program nurtures self-awareness, love and empathy for others, and tolerance for failure, all for the purpose of helping students grow into exceptional citizens and leaders.

Maymester Specialty Courses Designed and led by Norfolk Academy faculty and complemented by a rich network of subject matter experts, these programs challenge students to take what they have learned throughout the academic year and apply that knowledge to understanding the challenges of the twenty-first century world. Most importantly, by engaging with various communities in a variety of local, domestic, and international contexts, students develop their potential for crafting sustainable and responsible solutions.

Examples of recent Maymester courses include: Along the Border in El Paso, TX

ECO: Exploring the Climate Obstacle

Applied Nutrition Science

Hiking the Appalachian Trail

The Archaeology of Greece and the Making of a Modern European State

The Stories and Structures of Great Britain Urban Architecture in Hampton Roads and Chicago

Digital Media Production in Sports

Maymester Reciprocal Exchanges Since 1973, when Norfolk Academy launched its first reciprocal exchange with Copernicus-Gymnasium in Löningen, Germany, we have sought to enrich our students’ global understanding through opportunities for deep immersion in other languages and cultures. During Maymester, we offer short-term exchanges with partner schools for students studying German, French, and Spanish.

Maymester Career Training In partnership with Norfolk Academy alumni and parents, rising seniors will undertake an immersive and multifaceted exploration of the professional world. From resumé writing to interview skills, students will prepare themselves to engage in five days of hands-on work experience alongside experts in fields such as engineering, finance, law, medicine, and education.

Examples of recent internship partners include:

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Acredale Animal Hospital

Emily Munn Law

Brown Advisory

Jordan Young Institute

CHKD Philanthropy Operations

SJ Plastic Surgery

Colliers International

TST Construction

Experiential Learning

Landmark Communications Chairman and philanthropist, Frank Batten, Sr. said, “The earlier in their careers that exceptional students begin to think of themselves as future public leaders who can promote a better society, the greater the likelihood they will become such leaders.” The Batten Leadership Program strives to help our students think of themselves in this light.

Fellows The Batten Leadership Fellows Program is a three-year, multidisciplinary, experiential academic leadership program designed to instill in our students a sense of responsibility for the intricate and systemic challenges facing our global community.

Applicants are selected in ninth grade, and during their tenth through twelfth grade years, Fellows engage in deep intellectual investigation, working within and beyond the school’s required curriculum, in a chosen field and participate in leadership programs to build critical skills necessary to effect real change in our world. All Fellows work is pursued by the student outside of traditional class time including a shared Fellows community bell, cohort meetings, and individual work on projects.

The Fellows program offers five tracks: Chesapeake Bay; Engineering, Design, and Innovation; Global Affairs; Global Health; and Literacy. These focused learning tracks reflect Norfolk Academy’s commitment to producing principled, civic-minded leaders who can effect positive change.

Medical Scholars The Batten Leadership Medical Scholars Program is a joint effort among community physicians, Eastern Virginia Medical School, Sentara Healthcare, and Norfolk Academy. Students participate in a series of medical education programs and internships in order to gain a deeper understanding of the myriad professional pathways as direct providers of health care. Since its inception, the program has inspired many Norfolk Academy students to pursue pre-med courses as undergraduates, paving the way for their entry into medical schools across the country.

Experiential Learning

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EXPERIENTIAL LEARNING

BATTEN LEADERSHIP PROGRAM

44

Norfolk Academy

UPPER SCHOOL ACTIVITIES

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Course Description

The Upper School is home to more than 25 student organizations including councils, publications, teams, and clubs through which our students can pursue their interests in community service, leadership, writing, engineering, language, social justice, and more. These groups put on muchanticipated annual events such as the Warrior Classic (a faculty vs. students basketball game), the dodgeball tournament, Coco for a Cause, Coffeehouse, food drives, and the Be Someone Concert.

Meetings are held during a shared community bell. A sampling of some of the different types of student activities follows below.

Academic Activities and Teams Book Club Girls Who Code International Relations Club/Model U.N. Junior Classical League Robotics Team Speech and Debate Team World Language Clubs (French, German, Spanish)

Student Government Honor Council Tunstall Student Council/Class Officers

Clubs Fine Arts Association Fiscal Affairs Club Girl Up Club Happy Club (Operation Smile) Livestrong Club Monogram Club (athletic boosters) NA Pep Band

Student Publications The Belfry (newspaper) Rings, Strings, and Other Things (literary magazine)

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Upper School Activities

PRISM (People Respecting the Identities of Schoolmates) Reach/Interact Club UNITiD Club (U and I Together in Diversity)

UPPER SCHOOL ACTIVITIES

AFTER SCHOOL: ATHLETICS AND THE ARTS When the bell rings at 3:15, our students take to the field and to the stage to hone their talents and perfect their craft under the guidance of our enthusiastic teacher-coaches. Many of our students participate in an after-school program during all three seasons adding richness and texture to their Norfolk Academy experience.

Fall Cheerleading Boys Cross Country Girls Cross Country Dance Team Drama: Fall Play Field Hockey Football NA-TV Sailing Boys Soccer Girls Tennis Volleyball

Winter Boys Basketball Girls Basketball Cheerleading Dance Team

Spring

Drama: Winter Musical

Baseball

Boys Indoor Track

Boys Crew

Girls Indoor Track

Girls Crew

NA-TV

Dance Team

Boys Swimming and Diving

Drama: Spring Play

Girls Swimming and Diving

Golf

Wrestling

Boys Lacrosse Girls Lacrosse NA-TV Girls Soccer Softball Boys Tennis Boys Track & Field Girls Track & Field

Upper School Activities

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Mr. Eric Acra ’84 History B.A. Washington and Lee University M.S. Old Dominion University Dr. Lewis Affronti Biology B.S. Duke University M.S. George Washington University Ph.D. Old Dominion University Mr. Garrett Bird Physics B.S. Carnegie Mellon University Dr. Grayson Bryant History B.A. University of Richmond M.A. University of Texas, Austin Ph.D. University of California, Santa Barbara Mr. George Bunn Spanish B.A. University of Virginia Dr. Robert Call Physics Science Department Chair B.S. Utah State University M.S. Utah State University Ph.D. University of North Carolina at Chapel Hill Mr. Dave Cameron History A.B. Hamilton College M.S. Ed. Old Dominion University Mr. John Craig Chemistry B.A. Wartburg College M.A. Boise State University Mr. Jord0n Crichlow Music B.A. Hampton University M.T. Hampton University Mr. Kevin Denson Psychology and Political Science B.A. Virginia Wesleyan University Ms. Kelly Dewey ’04 German B.A. Pomona College M.A. Middlebury College Mrs. Elizabeth DiJulio Art Fine Arts Department Co-Chair B.A. University of Southern Mississippi M.A. Vanderbilt University M.S.Ed. The George Washington University Mrs. Esther Diskin English A.B. Harvard University M.Phil. Trinity College Dublin Mr. Neil Duffy Physics B.S. United States Naval Academy M.S.Ed. Old Dominion University Mr. Austin Dunn Chemistry B.A. College of William & Mary M.S. University of Virginia Mr. Thierry Durand French M.A./Ph.D. Washington University in Saint Louis/ Maîtrise, université Lyon

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Upper School Faculty

Mr. Christopher Nelson German B.A. University of Massachusetts M.Ed. University of Virginia

Ms. Mary Todd Glascock Spanish B.A. University of Virginia

Mr. Mike Pfaff Biology B.S. Pennsylvania State University M.Ed. Suffolk University

Mr. Steven Goldburg ’04 Math and Physics B.E. Vanderbilt University M.Ed. Vanderbilt University Mrs. Sarah Goodson ’99 Anatomy B.S. Duke University M.A. Duke University Mrs. Megan Hallberg Math Math Department Chair B.A. Middlebury College M.A. Columbia University Teachers College Dr. Graham Hudgins Psychology B.A. Washington and Lee University M.A. Oglethorpe University M.S.Ed. Old Dominion University D.Min. Sewanee: The University of the South, School of Theology Mr. Thomas Hudgins English and College Counseling B.A. Washington and Lee University M.A. Old Dominion University Dr. David Kidd English B.A. Auburn University, M.A. University of Florida Ph.D. College of William & Mary Dr. John Lindbeck History History Department Chair B.A. University of Colorado at Boulder M.A. University of Mississippi Ph.D. University of Mississippi Mrs. Wendy Livingston College Counseling B.A. College of William & Mary M.Ed. College of William & Mary Dr. Mark Lynch Math B.S. Millsaps College Ph.D. Louisiana State University

FACULTY

Mr. Jack Gibson ’08 History and Political Science B.A. Hampden-Sydney College M.A. Johns Hopkins University

Mr. Edward Patterson Film B.S. James Madison University M.A. University of North Carolina at Chapel Hill M.S.Ed. Old Dominion University Mr. Richard Peccie English B.A. University of North Carolina at Chapel Hill M.S.Ed. Old Dominion University Dr. David Rezelman History and International Relations B.A. University of Florida B.S. University of Florida Ph.D. Temple University Mrs. Jennifer Scott College Counseling B.S. University of New Hampshire M.Ed. College of William & Mary Mr. Warren Warsaw French World Languages Department Chair B.A. George Washington University M.A. Middlebury College M.A. George Washington University Mr. Chris Watson ’93 History and Economics B.S. Washington and Lee University M.B.A. University of Virginia Mr. Sean Wetmore ’86 Political Science B.A. University of Virginia M.T. University of Virginia Mrs. Taylor Winn ’07 Spanish B.A. Wake Forest University M.A. Universidad de Sevilla Mrs. Vanessa Yearick History B.A. University of Pennsylvania J.D. University of Pennsylvania Law School

Ms. Margaret Marshall English, Latin B.A. University of Virginia M.A. University of Virginia

Mr. Ari Zito English English Department Chair B.A. Wesleyan University M.A. Middlebury College

Ms. Catherine McCallum Math B.S. College of William & Mary M.Ed. College of William & Mary

Mrs. Charlotte Zito ’99 English B.A. University of Virginia M.A. Old Dominion University

Ms. Anna Meadows Music B.A. University of Canterbury M.A. Queen’s College Mrs. Maria Moore ’00 Art History B.S. Sweet Briar College M.Ed. University of Virginia Mrs. Rebecca Nash Math B.S. University of Bristol

Upper School Faculty

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10TH GRADE COURSE SELECTIONS English History Math Science World Language Optional Elective Maymester

11TH GRADE COURSE SELECTIONS English History Math Science World Language Optional Elective Maymester

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Course Planning

12TH GRADE COURSE SELECTIONS English History Math Science World Language Optional Elective

Course Planning

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Norfolk Academy

… Fostering an atmosphere in which learning is seen as its own reward.

— from Norfolk Academy’s Philosophy & Objectives

NORFOLK ACADEMY 1585 Wesleyan Drive Norfolk, VA 23502 757-455-5582

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