Upper School Course Offerings - 2020-2021

Tower Hill School

UPPER SCHOOL COURSE OFFERINGS 2020 - 2021

TABLE OF CONTENTS Upper School Academic Summary 1 Summary of Course Requirements Additional Requirements

English 3 First Semester English Courses 5 Second Semester English Courses 7

Math 24 College Prep Courses 24 Honors Courses 25 Advanced Courses 25 Science 28 College Prep Courses 28 Honors Courses 29 Advanced Courses 29

History 9 Advanced History Courses 11 Semester Electives 11

Technology and Engineering Advanced Courses

Social Science 14

French 16 Upper Level Seminar Courses 16

32 32

Visual and Performing Arts 34 Music 34 Theatre 36

Latin 17 Upper Level Seminar Courses 18

Visual Art and Design 38 Yearbook 40

Mandarin 19 Upper Level Seminar Courses 19

Additional Courses 42

Spanish 20 Upper Level Seminar Courses 20

Independent Study 43

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2020-2021

TOWER HILL SCHOOL ACADEMIC PROGRAM

GRADES 9-12 The Upper School academic program is built around three content areas: Humanities, Sciences, and Visual and Performing Arts. The Humanities program consists of courses offered in English, history, language and social science. The Sciences program consists of courses offered in science, technology and engineering, and mathematics. The Visual and Performing Arts program consists of courses offered in music, theatre, visual art and design, and yearbook.

As outlined below, students take foundational courses in each of the content areas in grades 9 and 10, and then move into more advanced work in grades 11 and 12. Students in grades 11 and 12 have minimum credit requirements for graduation that must be completed in each content area, but they also have the opportunity to focus on areas that are of greatest interest to them and to experience course work that is interdisciplinary in nature. All Upper School students participate in Winterim in January as well as Tower Term, which serves as the culminating experience at the end of each academic year.

SUMMARY OF COURSE REQUIREMENTS Humanities (English, History, Social Science, Language) • Grade 9 – English 9, Modern World History, Language • Grade 10 – English 10, U.S. History, Language • Grades 11/12 – minimum of 18 total credits, which must include the following.

-- English – 2 credits per semester -- History – minimum of 4 credits -- Language – minimum of 2 credits Sciences (Science, Technology and Engineering, Mathematics) • Grade 9 – Biology, Mathematics • Grade 10 – Chemistry, Mathematics • Grades 11/12 – minimum of 12 total credits, which must include the following: -- Science, Technology and Engineering – minimum of 6 credits -- Mathematics – minimum of 4 credits Visual and Performing Arts (Music, Theatre, Visual Art & Design, Yearbook) • Grades 9/10 – minimum of 2 credits • Grades 11/12 – any credits needed to reach a minimum cumulative total of 4

ADDITIONAL REQUIREMENTS • Grade 9 – Freshmen Seminar; minimum of 21 total credits.

• Grade 10 – Health and Decision Education; minimum of 21 total credits.

• Grades 11 – minimum of 20 total credits.

• Grade 12 – minimum of 19 total credits; at least four major courses each semester.

• Grades 9-12 – Winterim and Tower Term.

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COURSE OFFERINGS BY DEPARTMENT Course titles are followed by the course code; credit units; limit, if any, of students per section; prerequisites and/or eligible grades; and semester offered, if not a full-year course. Full-year courses that receive four credits and semester courses that receive two credits are considered major courses.

A student’s GPA is determined by the marks earned in major courses.

ENGLISH English 9 (ENG101)

English 10 (ENG201)

4 CU, required of all 9th graders

4 CU, required of all 10th graders

This course introduces students to critical literary analysis by demonstrating the parallel bases of narrative forms and archetypes across history and cultures; development of critical writing skill is paramount. Texts explore the cycle of human experience from creation to apocalypse with notable stops in between: heroism and quests, love and loss, and monsters and magic. Ancient sources of myth and contemporary literature are treated for their multiplicity and universality of perspective. Students study literary tropes in text and film with an emphasis on learning how and why common themes recur. Students will develop strong critical thinking skills and deepen reading comprehension skill; they will bolster grammatical accuracy and write cogently. All modes of expression--rhetorical, presentational, creative, and analytical--are emphasized with special attention devoted to the latter. Analytical papers, beginning with the classic 5-paragraph essay, help students practice formulating their logic clearly and authoritatively for 10th grade and beyond. Texts may include Parallel Myths, Animal Farm, Lord of the Flies, Fahrenheit 451, Haroun and the Sea of Stories, Antigone, Much Ado About Nothing, Dr. Jekyll and Mr. Hyde, I am Legend, and Dances with Wolves, along with a variety of short stories and films.

English 10 examines the multifaceted American identities that comprise the national character and aesthetic. What is “American” about the country’s literature? Evolving, multi-faceted, and as diverse as its geography and people, American literature confronts the dilemma brought by opportunity. As part of our inclusive approach to American letters, students will explore a range of texts, including: East of Eden, The Great Gatsby, Sula, Adventures of Huckleberry Finn, Catcher in the Rye, The Things They Carried, One Flew Over the Cuckoo’s Nest, The Things They Carried, and Flight, along with units on the Harlem Renaissance and Transcendentalism, treatment of American rhetoric, recognition of aesthetic movements and style through history, and a diverse selection of philosophy and film.

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Advanced English Seminar Program

First Semester Advanced English Seminar Courses (each worth 2 CU)

After the two-year sequence of English 9 and 10, students have acquired the requisite skills, core knowledge, and independence of mind to explore their passions in their junior and senior years in the Advanced English Seminar program. This series of four advanced courses gives students the opportunity to do intensive work in particular areas of interest with teachers who have unique expertise. Students select among twenty-two unique seminars offered each year by faculty members who originate, design, and develop curricula; every course requires voluminous and deep reading, significant analysis and writing, and earnest engagement and participation. Advanced English Seminars represent a range of historical periods, literary genres, geographical locales, world issues, major authors, seminal periods, and crucial styles, and all are devoted to rigorous and deep literary study with an emphasis on critical writing.

• • • • • • • • • • •

for 11th and 12th Grades

Each year, a number of students opt to sit for Advanced Placement exams in English—either Language or Literature—with a modicum of additional preparation. In addition, students interested in doing further in-depth research culminating in a written thesis may choose to apply for the following:

The Laurel Society: Honors Thesis in English (English department) This is a full-year one credit course in which a senior will research, write, and defend a thesis.

Students must apply in the spring of their junior year through a formal application process that will include submission of materials, statement of intent, and a declared path of inquiry; if accepted, the senior will begin the process of researching, investigating, and writing a long-format critical thesis in response to a self-developed and original topic, perhaps stemming from curricular work in English courses and bolstered by outside reading and research. Students will meet rigorous criteria throughout the process, to include: formal application submission by 4/15 of junior year, annotated bibliography and five pages by the end of Q1 senior year (11/1), regular benchmark meetings with each English department member throughout the fall and spring semesters to accompany page output deadlines, and completion of 30-page thesis by 4/15. Thesis submission will be followed by two oral defenses: a scholarly thesis defense before an English department and advisory panel and a subsequent public presentation of work at or around Evening of the Arts.

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Blind Spot (ENG409) Criminal Intentions (ENG434) Decades (ENG437) Haunted Minds (ENG402) Labyrinths: Magical Real & Fantasy (ENG405) Literature of the Sea (ENG423) New York, New York! (ENG421) Novel Stories (ENG403) Science & Ethics in Literature (ENG432) Shakespeare (ENG401) Who are You? (ENG436)

Second Semester Advanced English Seminar Courses (each worth 2 CU) • • • • • • • • • • •

Adaptations: Transformation of Text (ENG427) Beowulf’s Band of Brothers (ENG424) The Bible as Literature (ENG440) Comedy/Tragedy (ENG435) Dreamscapes & Borderlands (ENG419) Flash Points (ENG431) Inferno: Irish and Italian Lit. (ENG426) Intersection (ENG439) Modern American Poetry (ENG426) Representing Africa (ENG438) Trauma and (Re)Memory (ENG433)

FIRST SEMESTER COURSES Blind Spot: Unreliability and Disruption in Narrative (ENG409)

Decades: Study of Seminal Literature from Crucial Eras (ENG437)

Stories told from a first-person perspective are notorious for their narrators’ fallibility; in fact, this is often necessary to build dramatic action or to guide the reader to draw certain conclusions.

Sometimes authors compound complexity by adding disruptions to time, characterization, and more until every blind spot looks the same. Texts (and films) may include Ishiguro’s Never Let Me Go, McEwan’s Atonement, Amis’ Time’s Arrow, Nolan’s Memento, and selections from Saunders’s Civilwarland in Bad Decline.

What if we dial back from today, selecting a crucial work from each decade as we roll time away? We’d have: Whitehead’s The Underground Railroad (2016), Diaz’s The Brief Wondrous Life of Oscar Wao (2008), Carol Oates’ Black Water (1993), and Wilson’s Fences (1983). Each of these texts is a Pulitzer Prize winner/nominee that will focus our study on historical contexts, both surrounding their authorship and their chosen settings; thus, we’ll study a range of issues and times like the 19th century American south to contemporary New Jersey/Dominican Republic to 1969 Chappaquiddick to 1950s Pittsburgh, all while we study the character of our own timebound perspective. Summer reading is Black Water, and the final project will include analysis of Lee’s To Kill A Mockingbird as a frequently banned book from a contemporary, social justice-oriented point of view.

Criminal Intentions: Crime and Law in Fiction (ENG434) Courtrooms and crime scene tape, hardboiled detectives and damsels in distress. Crime fiction is frequently seen as beach-read material, and for good reason, but authors use crime as a means of making a larger critique of society, individual agency, and gender dynamics. Students in this course will take a global look at the causes, consequences, and lasting after-effects of crime while exploring the dark obsession and cruel devotion within this genre’s pages. Centering our inquiry around Fyodor Dostoyevsky’s landmark evocation of crime and law in Crime and Punishment, we will read Albert Camus’ The Stranger alongside excerpts from Kamel Daoud’s The Meursault Investigation; the witty, biting 2017 novel by Oyinkan Braithwaite, My Sister, The Serial Killer will follow. Other texts may include short pieces by Henry Nxumalo and Casey Motsisi as well as contemporary films.

Haunted Minds: Studies in Gothic and Horror Literature (ENG402) Horror writing has been seen as a genre that is “sensationalistic,” catering to the demands of the public for gore and violence. Yet, many notable authors, including Christopher Marlowe, Henry James, William Faulkner, and Joyce Carol Oates, have written well-crafted tales of the supernatural.

The aim of this course is to explore what makes us afraid and why. Students will look at what elements of the genre allow us to tap into our individual and societal fears in a way that is both entertaining and “safe,” and examine whether those fears have changed or remained the same over time. Readings for this course include Bram Stoker’s Dracula, Shirley Jackson’s Haunting of Hill House, and Neil Gaiman’s Ocean at the End of the Lane.

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Labyrinths: Magic Realism and Fantasy in World Literature (ENG405)

Novel Stories: Studies in Nineteenth Century British Fiction (ENG403)

Contemporary writers of magical realism, surrealism, and fantasy often abandon traditional narratives for experimental ones. In these stories, the difference between what’s “real” and what’s “imaginary” is not immediately clear. A love-struck man is followed by yellow butterflies. A woman wrestles an underwater monster. Cats talk, and fish fall from the sky. Why do writers make the impossible happen? How are phenomenal events used to re-imagine history, war, philosophy, and culture? Texts include Marquez’s One Hundred Years of Solitude, Kafka’s The Metamorphosis, Erdrich’s Love Medicine, along with short stories.

Films include Pan’s Labyrinth, The Fisher King, and Birdman.

Who is laughing maniacally in the attic in Jane Eyre? Why is a monster stalking Victor Frankenstein? What causes Heathcliff to wander the moors in Wuthering Heights? When will Mr. Darcy win the heart of Elizabeth in Pride and Prejudice? These questions and more keep readers returning to English novels of the nineteenth century and filmmakers capturing modern audiences. In this course, we will uncover the answers to these questions while exploring and analyzing the novels, discussing the history and culture that inspired them, learning about the authors who wrote them, and viewing the films that seek to recapture their worlds. Readings may include Pride and Prejudice, Jane Eyre, Frankenstein, Wuthering Heights, A Tale of Two Cities, and Cranford.

Literature of the Sea: Explorers, Pilgrims, and Mad Captains (ENG423 Sea literature has canonized figures that live forever in our culture. There is the mad captain and demagogue Ahab, the flawed hero Odysseus, the spiritual and inquisitive Marlow. Texts include Philbrick’s In the Heart of the Sea, Hemingway’s The Old Man and the Sea, Homer’s The Odyssey, Conrad’s Heart of Darkness, selections from Herman Melville’s Moby-Dick, along with short stories and poetry. Films include Castaway, Master and Commander, and Jaws. This course focuses on the sea as both subject and setting in literature as well as mankind’s relationship to it. How do we survive physical and emotional trauma? What is a spiritual life? What makes an individual “great”? Or “mad”? Paradoxes abound; the sea creates, and it destroys.

“New York, New York!”: Gotham’s Literary History (ENG421) In the span of four hundred years, Manhattan Island has been transformed—from a natural oasis to the urban bastion it is today. This course will trace that metamorphosis, beginning with the Lenape’s unspoiled “Manahatta” and concluding with 9/11’s cataclysm; the following texts and films form the core of our look into Gotham’s literary history: Doctorow’s Ragtime, White’s Here Is New York, Lee’s Do The Right Thing, McInerney’s Bright Lights, Big City, Miller’s Death of a Salesman, units on immigration and rap & hip hop, Nat’l Geographic’s Inside 9/11, and Daldry’s Extremely Loud and Incredibly Close.

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Science and Ethics in Literature (ENG432) the Scientific ethics, a set of moral obligations that advocate for integrity in all stages of scientific inquiry, not only direct scientific study but also shepherd society toward defining right and wrong.

But, sometimes this doesn’t hold true: “they were so preoccupied with whether or not they could, they didn’t stop to think if they should” (Jurassic Park). Are there cases in which science’s questions should not be answered? Or should science ignore humankind’s cultural tastes in favor of unbiased inquiry? In science, how do individuals’ rights hold up to those of the many?

We will attempt to answer questions related to medical and experimental ethics through both nonfiction and fiction. The summer reading text is Skloot’s The Immortal Life of Henrietta Lacks.

Course texts may include Fadiman’s The Spirit Catches You and You Fall Down, Irving’s The Cider House Rules, and McNamara’s I’ll Be Gone in the Dark, along with short stories and poetry.

Films may include Gattaca, Jurassic Park, and Mommy Dead and Dearest.

SECOND SEMESTER COURSES

Shakespeare (ENG401) “All the world’s a stage...and one man in his time plays many parts” (As You Like It, 2.7.146).

People think that William Shakespeare’s work is intimidating-- riddling language bundled inside an antique wrapper. The truth is that Shakespeare’s work is as timely and accessible as it is complex and flawed, and it’s not as challenging as we think. He criticized tradition, championed the disenfranchised, lamented societal rigidity, and questioned every binary we can conjure. In this course, we’ll study sonnets, four of Shakespeare’s major works (three tragedies and one comedy), a bit of Elizabethan/Jacobean history, and a dash of theatrics. Plays include Hamlet, King Lear, Twelfth Night, and Romeo and Juliet. Films include those

by Zefirelli, Luhrmann, Nunn, and others. Summer reading is Bryson’s Shakespeare.

Adaptations: Transformation of Text (ENG427) Why are films rarely as successful as their written counterparts? What does it take to produce a film that adeptly mirrors or even transcends its literary inspiration? In this course, students will study various texts— nonfiction, novel, short story, children’s fiction— and their visual/audio adaptations. When texts are transformed, what makes the cut? What is gained in the transformation? How does the visual interpretation remain authentic to that which inspired it? Texts and films may include The Handmaid’s Tale, Brokeback Mountain, Fight Club, Sherlock, and various children’s books/films.

Who are You?: Understanding the Self through Memoir (Wrambel) (ENG436)

Beowulf’s Band of Brothers: European Epics and Sagas (ENG424)

How would you tell the story of your life?

Would your narrative be chronological or more fragmented? Would you portray your actions as boldly heroic or humbly quotidian? Memoirists must decide on the “truthiness” of their own histories, dictating which moments are illuminated and which ones are pushed aside. In addition to composing our own written work, this course will borrow from texts such as Sedaris’ Me Talk Pretty One Day, King’s On Writing, Hong Kingston’s The Woman Warrior, and Cepeda’s Bird of Paradise: How I Became Latina, as well as short excerpts from “Modern Love”, “Eat: Memory,” The New Yorker and Harper’s. Summer reading is Walls’ The Glass Castle.

Beowulf, the legendary Geat warrior, is not the only hero to face monsters, treacherous kings, enemy tribes, and perilous sea crossings.

In this course, students will read epics and sagas that recount the triumphs and tragedies of heroes and some heroines (e.g. Medb and Boudica) with a focus on the heroic codes and the cultures that define them. Readings may include the Táin Bó Cúalnge (The Cattle Raid of Cooley), Beowulf, Norse and Icelandic sagas, The Song of Roland, and Norse, Germanic, and Irish myths. Time permitting, students will explore the relationship between some of the early tales and excerpts of later works by such authors as W.B. Yeats and John Millington Synge.

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The Bible as Literature (ENG441) When Chris Martin of Coldplay sings “my castles stand on pillars of salt and pillars of sand,” he is alluding to two stories from the most significant piece of literature ever—The Bible. In this course, Old and New Testaments will not be studied as religious texts but as pieces of literature worthy of close scrutiny and criticism. This is a book of paradoxes, stories of clarity and confusion, truth and hypocrisy, and peace and violence. Students in this course will explore the historical creation and assembly of the Bible and the significance of its ancient stories. Students will also read excerpts from Pearl S. Buck’s The Story Bible, C.S. Lewis’s The Screwtape Letters, and Colm Toibin’s The Testament of Mary. Films include Cool Hand Luke and Life of Pi.

Comedy/Tragedy: Dueling Impulses in Theatre (ENG435) In Stranger than Fiction, Will Ferrell’s character, the protagonist in his own story, has to decide whether it’s a comedy or a tragedy. In Albee’s Who’s Afraid of Virginia Woolf?, a married couple must decide whether they’re happy or something else. Characters who are out of control of their own circumstances-- because their context is challenging, toxic, or simply unjust-- may write, choose, or dream their way to freedom. In this course, the elision, overlap, and abrasion of comedic and tragic impulses in theatre are our specialty. We will study plays like Albee’s Who’s Afraid of Virginia Woolf? and Shakespeare’s As You Like It; we will also delve into American musical theatre tradition with shows like Stein’s Fiddler on the Roof and the work of Sondheim.

Screenplays may include Stranger than Fiction, The Truman Show, and Lady Bird.

to see how they reflect or distort our own, and in doing so, what they may suggest to us about the way we define time, reality, normality, and identity.

Texts may include Sir Orfeo, selections from the Mabinogion, Alice in Wonderland, Neverwhere, The Ladies of Grace Adieu, and Kindred.

Flash Points: Literature of Contemporary Issues (ENG431) Will humanity ever reach the end of its quest for social justice? Realistically, perhaps not, but the end isn’t where victory lies; it’s in the number of feet walking the path. The first step in the quest is developing greater consciousness, by looking at contemporary issues where they flare in conflict— at flash points. This course uses both fiction and nonfiction to consider ways of negotiating today’s most challenging problems. Units include environmental justice, terrorism and surveillance, migration, and human rights. Texts in this course may include Pat Barker’s Regeneration, Helon Habila’s Oil on Water, Tsitsi Dangarembga’s Nervous Conditions, and/or Michael Ondaatje’s Anil’s Ghost.

Inferno: Damnation and Transformation in Irish and Italian Literature (ENG426) Dante’s Inferno is a text that spirals into Hell then helixes up. Students will ascend, too, from purgatorio and paradiso, studying how writers—both Italian and Irish—navigate states of damnation and transformation. Texts include Dante’s Inferno, Calvino’s The Baron in the Trees and other stories, Joyce’s Dubliners, McCann’s Everything In This Country Must, and poetry by Heaney, Yeats, and Boland, among others. Films may include The Godfather, In the Name of the Father, and The Secret of Roan Inish.

Intersection: Where Nonfiction Crosses Paths with History (ENG439)

Dreamscapes and Borderlands: Alternate Realities in Literature (ENG419)

Hillenbrand’s Unbroken is about an American POW in Japan during WWII. Shaara’s Killer Angels renders the Civil War’s Battle of Gettysburg in realistic yet dramatized detail. Krakauer’s Into Thin Air traces the steps of an ill-fated expedition to Mt. Everest. Brown’s Bury My Heart at Wounded Knee treats the eradication of Native Americans from the west. McNamara’s I’ll Be Gone in the Dark investigates the cold case of the Golden State killer. There are so many ways for writers to convert their research into compelling stories that, in turn, formulate our understanding of “historical fact.”

Often authors present us with realms of magic and/or madness that border our own ordinary universe. In each of these other worlds, we may recognize some of the elements of “reality,” but they are oddly distorted or out of place. Other elements are alien to our experience, even nightmarish or monstrous from our point of view, but the characters accept them as “normal.” In this course, we will explore these dream worlds

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Modern American Poetry (ENG422)

Trauma and (Re)Memory: Trauma Theory in Literature (ENG433)

Who told Picasso and Pollock they should paint like that? Who are the poets to match? The answers to Modernism’s questions are studied in this course— a dual treatment of Modern art’s values and American poetry’s character. This is not a creative writing course but an inclusive survey, beginning with Dickinson and Whitman to provide a basis for American poetic ancestry.

Students learn to analyze how poetry’s tiny pieces are built, parallel Early Modernist paintings with poetry, pick poetic winners during “March Madness,” and identify the role of Robert Frost’s woodchuck. Texts include too many poems to count (sometimes read from Oxford Book of American Poetry) and some essays by poets and critics (Paglia’s Break, Blow, Burn). Single author books include Hayes’ American Sonnets for My Once and Future Assassin, Forsythe’s Perennial, and Abdurraqib’s The Crown Ain’t Worth Much.

Traumatic experiences often have a way of imprinting themselves on human consciousness, so much so that emotional distress, as well as physiological symptoms, such as insomnia or physical pain, often plague the victim for years following the event. How do writers represent this psychological phenomenon in American literature? This course will examine texts through the lens of trauma theory and explore the multitudinous ways that authors attempt to represent or witness tragedy. We will consider these pieces of literature as products of their historical context as well as borrow extensively from contemporary psychological study. Texts may include Morrison’s Beloved, Henriquez’s The Book of Unknown Americans, Bechdel’s Fun Home, and Kaufman’s The Laramie Project.

Films may include Room and Shutter Island.

Representing Africa: Literature of the African Continent (ENG438) “Being defiant can be a good thing sometimes,” wrote Chimamanda Ngozi Adichie in her novel Purple Hibiscus. How have African people seen themselves in relation to the larger world? This course tackles the diversity and heterogeneity of African writing (and writing about Africa), numerous important issues outwardly applicable to the world at large: colonization and its aftermath, persistent tensions between tradition and modernity, the complexities of gender roles, and integration of Africa with the larger world, and the intricacies of race and identity. Over the course of the semester, we will examine a variety of literary and cultural texts (novels, poetry, journalism, and film) by writers from throughout Sub-Saharan Africa. Texts may include: Achebe’s Things Fall Apart, Ngugi wa Thiong’o’s Weep Not, Child, Ngozi Adichie’s Purple Hibiscus, and Gordimer’s The Conservationist.

HISTORY Modern World History (HIS105) 4 CU, required of all 9th graders

In this course, students examine World History from the age of exploration to the present day.

Topics regarding governance, culture, religion, intellectual thought, industrialization, nationalism and globalization will steer our discussions of how the world has transformed significantly.

Special attention is given to 20th century events that set the stage for the complexity of our present global world. There is a heavy emphasis on research, writing and the analysis of primary documents, all to enhance the student experience of historical inquiry.

United State History (HIS210)

4 CU, this course (or HIS215) is required of all 10th graders This yearlong survey course explores the development of the nation from the preColumbian period to the present day. Students will be exposed to the political, economic, diplomatic, social, and intellectual aspects of the development of the United States. In addition, students will master a broad body of historical knowledge and demonstrate understanding of historical chronology, use documents to support historical arguments, be exposed to different historical interpretations, and develop analytical skills to interpret the historical materials studied.

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HISTORY 10

ADVANCED HISTORY COURSES

SEMESTER ELECTIVES

Advanced United States History (HIS215)

Ancient Rome and the Rise of Christianity (HIS441)

2 CU, open to students in grades 11-12, 1st semester

4 CU, with permission of Mrs. Fletcher

In this advanced yearlong survey course, students trace the development of American history from the pre-Columbian period to contemporary times and explore the political, economic, diplomatic, social, and intellectual aspects of the development of the United States.

Students will master a broad body of historical knowledge and demonstrate understanding of historical chronology, use documents to support historical arguments, be exposed to different historical interpretations, and develop analytical skills to interpret the historical materials studied. The course will emphasize studentcentered discussion, close reading of primary and secondary sources, and independent research and writing. The additional workload of this course, designed to aid students in further developing their historical thinking skills, should be attractive to students who have demonstrated strong ability and interest in prior history courses.

In this course, students will examine the political, economic, and social foundations of Rome’s regal, republic, and empire phases of development. Deeper analysis will focus on the emergence of Christianity and the impact it had on Rome. Essential questions and thematic focus will examine the characteristics of each era of Roman history, factors facilitating the rise and fall of the eras, as well as the social, political, and economic changes that are unique to each periodization of Roman history.

The Civil War (HIS426)

2 CU, open to students in grades 11-12, 1st semester This course seeks to examine America’s most divisive war in considerable depth. In particular, we will try to answer key questions about the nature of the war, such as: Why did compromise between North and South fail in the 1850s? Was secession legal? Why did it take Abraham Lincoln until late 1862 to make emancipation a war goal?

Why did the North win? Why did the South lose?

To what degree was it a “total war”? Was it a just war? Various sources shall be employed in seeking a more comprehensive understanding of the conflict, such as primary documents, historical essays, documentary and commercial films, music, literature, and art. We will also devote time to Reconstruction and seek to understand its most significant successes and failures. Finally, we will consider why the conflict remains, in the words of historian James M. McPherson, “the war that never goes away”.

Advanced Modern European History (HIS401) 4 CU, open to students in grades 11-12, with permission of Mrs. Fletcher

This course provides a college-level introduction to European history since the Renaissance.

Emphasis will be placed on refining writing skills and on independent, critical thinking. Great attention will be paid to the analysis of historical documents. A research paper will provide students with a chance to pursue a topic of special interest and complete their preparation for college work.

Advanced U.S. Government & Politics (HIS403)

Epidemics in Society: The Impact of Disease on Patterns in World History (HIS416)

4 CU, open to students in grades 11-12, with permission of Mrs. Fletcher

2CU, open to students in grades 11-12, 1st semester

This course introduces students to the political culture of the United States. Topics include the three branches of government, political ideology, key legislation, and the creation and implementation of policy. The course investigates the underpinnings of the government and its impact on voter behavior and policy-making.

Contemporary themes, utilizing the latest primary and secondary sources, will be used throughout the course.

This course will explore the impact of deadly illnesses in history as well as their far-reaching implications. Studying disease allows us to look at humans through the lens of a fight for survival while having vast political, demographic,

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ecological and psychological ramifications.

Religion, gender, socioeconomic status, migratory patterns as well as philanthropic gestures will factor into our study of various diseases, including the bubonic plague, cholera, malaria and HIV/ AIDS. We will end the course highlighting the deadly germs making their mark in the world of public health today. Much focus will be placed on forming independent and critical thinking skills.

Women’s History and Contemporary Issues (HIS433)

shift to the “golden age” of Caribbean piracy during the 17th and 18th centuries and consider the causes of piracy, who became pirates (and why), and the ways in which pirates shaped the development of Atlantic world history. If time allows, the course will trace piratical activity up to the present day.

The People Demand: Revolutionary Action from Around the World (HIS442) 2 CU, open to students in grades 11-12, 1st semester

2 CU, open to students in grades 11-12, 1st semester

The United Nations Secretary General António Guterres states, “Achieving gender equality and empowering women and girls is the unfinished business of our time, and the greatest human rights challenge in our world.” This course will help students gain a better understanding of how this can be achieved and why gender equality matters. It will focus on the social, political, economic, and cultural history of women in the United States. Students will explore the contributions and achievements made by women as well as barriers they face.

To connect historical events to modern day experiences of women, students will research and discuss contemporary issues affecting both American women and women all over the world. he intersection of gender and culture, gender and poverty, and gender and race will be explored. Contemporary issues to be focused on will include modern feminism, Title IX, the “pink tax,” the #MeToo movement, equal access to education, reproductive rights, violence, political representation, and beyond. The course will rely on students’ ability to make historical connections, think critically, examine varying perspectives, and create and support opinions on contemporary issues. Analysis of primary sources, documentaries, novels and scholarly articles will be used to help accomplish these goals.

The Real Pirates of the Atlantic (HIS437) 2 CU, open to students in grades 11-12, 1st semester

In this elective, students will explore the history of piracy from medieval times to the present day, paying particular attention to the famous pirates, outlaws, and raiders of the Atlantic world. This course will begin with the Viking Age, examining the fierce marauders who struck terror into the hearts of Christian Europe and invaded much of their known world. From there, the course will

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Franz Fanon famously wrote “What matters is not to know the world but to change it.” This course will strive to use moments of historical change to allow students to better know the world. With particular attention to the Middle East, Africa, Asia, and South America, students will examine the revolutionary movements that have sought to redefine freedom and humanity in the modern world. In addition to politics, students will study the cultural and social dimensions of revolution, and explore film, poetry, music and theatre as revolutionary mediums. Through this course, students will gain a deeper understanding of the dynamism, vision, and ingenuity of people from the nonwestern world.

Modern Black America (HIS423)

2 CU, open to students in grades 11-12, 1st semester The course begins with an understanding of black identity and culture as social constructs, reinforced through historical and modern experiences. A study of Black Lives Matter follows, resulting in the formulation of research questions that will frame a chronological survey beginning in the waning years of the Civil War and progressing to the contemporary period.

Major topics include Jim Crowism, the Great Migration, the Civil Rights Movement, and the criminalization via racial profiling of African Americans, particularly black youth. A study of race and the process of being racialized in America requires course members to confront topics in an academic environment defined by respect and introspection.

Inventions that Changed the World (HIS417)

Immigration History (HIS434)

2CU, open to students in grades 11-12, 2nd semester

2 CU, open to students in grades 11-12, 2nd semester

Our world today is a product of profound inventions, some deliberate and others perhaps a bit more accidental, with some being positive and others quite destructive. This course will cover a vast array of inventions from ancient to modern times and will analyze their impact on the world. In studying such inventions as glass, nuclear power, and artificial intelligence, as well as the invention of cultural ideas and norms, students will explore the implications on society, politics, economics, and culture. Much focus will be placed on forming independent and critical thinking.

Throughout history, America has been described as the “land of opportunity.” For this reason and so many more, people from other countries have immigrated to the United States in search of a better life. This course will examine the social, political, cultural, legal, and economic history of immigration in the United States. The course will provide a chronological overview of the history of immigration while tackling key themes of migration and settlement and the national identity of America. In the current political climate, immigration continues to be a frequently debated issue. This course will additionally explore contemporary topics through the eyes of immigrants’ own stories. Students will research and debate both sides of issues, including paths to citizenship, securing the border, travel bans, Dreamers, etc. Questions about the existence of the “American Dream” for immigrants will be addressed, and where appropriate, exploration of world immigration issues will be included in order to enrich the students’ understanding of immigration history as a whole. The course will rely on students’ ability to make historical connections, think critically, examine varying perspectives, and create and support opinions on contemporary issues.

Dead Empires (HIS427)

2CU, open to students in grades 11-12, 2nd semester Dead Empires examines the political, economic, and social foundations of the Ancient Near East. Key content will include the Babylonians, Assyrians, Hittites, and other smaller states of the region. The course will trace the international relations and diplomatic encounters occurring throughout the area. Essential questions and thematic focus will examine characteristics of an empire, factors facilitating the birth of empires, and reasons for the fall of the Ancient Near East empires. Historical thinking skills and content will be assessed throughout the units of the course.

Comparative Government & Politics (HIS439)

World Religions (HIS443)

2 CU, open to students in grades 11-12, 2nd semester

2 CU, open to students in grades 11-12, 2nd semester

In this elective, students will explore questions in contemporary comparative politics. The course will focus on the challenges for democratization and democratic stability, how countries vary in their political institutions and why these differences matter, and what explains the persistence and causes of ethnic and sociopolitical civil conflict. Country cases will be drawn from different regions of the world in order to ground students in the set of tools used in comparative analysis. These will include the United Kingdom and the European Union for advanced democracies; Russia and China for communist and post-communist countries; and Mexico, Nigeria, and Iran for developing and lessdeveloped countries. Those interested in sitting for the AP Comparative Government and Politics exam will be provided supplemental materials.

Poet Franz Werfel describes religion as the “everlasting dialogue between humanity and God.” In this course, students will explore how people across different times and cultural contexts have pursued a connection with the Divine. Whether you consider religion to be the “opiate of the masses” or a liberating truth, you can expect to learn about the major spiritual traditions of the world and the contexts that produced them. Using a variety of primary source documents and religious texts, students will study how wisdom traditions have developed, interacted, and transformed over time.

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Macroeconomics and Financial Markets (SOC438)

Art History (HIS444)

2 CU, open to students in grades 11-12, 2nd semester The creation of art and design has been an integral part of what makes us human, from the dawn of civilization to the modern world. What does art show us about cultures of the past, their values, beliefs, and knowledge? In this course, students will explore how art reflects the zeitgeist of pivotal time periods, with an emphasis on the transformation and evolutions that took place from the 18th to the 21st centuries. Students will examine the ways in which artists and artistic movements reflected historical events and eras during critical periods, such as the Enlightenment, the French Revolution, the Napoleonic era, the Industrial Revolution, the Romantic period, World Wars I and II, the Cold War, and the post-modern world.

SOCIAL SCIENCE

2 CU, open to students in grades 11-12, 2nd semester Why do financial markets brace themselves when Elon Musk starts to tweet? How were the Great Depression and the Great Recession similar? Why are some countries rich and some countries poor? In this course, students will learn how banks work; how federal policies drive GDP, interest rates, and unemployment; and where U.S. tax dollars go. Not only will students be able to interpret the U.S. Jobs Report and the Consumer Price Index, but they will delve into the economics behind international treaties, such as the Paris Climate Accords. Students will work in teams on case studies with a global focus and complete a stock-market project.

In short, students will engage with the world and expand their thinking. Those interested in sitting for the AP Macroeconomics exam will be provided supplemental materials.

Psychology: Human Development and Society (SOC440) 2CU, open to students in grades 11-12, 2nd semester

Introduction to Business and Microeconomics (SOC436)

Human Development and Society is the study of the mind and of human behavior in a social context. The course will use current research and foundational theories of psychology to gain an understanding of individual development across physical, cognitive, emotional, and social spheres. Students will analyze how biological, psychological, and sociocultural factors and their interactions influence individuals’ behavior and mental processes. This course will explore the history of psychological understanding and how the evolution of these theories has differently impacted marginalized and nonmarginalized groups. Students can anticipate making connections to how human behavior has shaped history.

2 CU, open to students in grades 11-12, 1st semester What makes a company like Apple or Amazon successful? How does McDonald’s use game theory to price its Big Mac meal? What is the best way to thwart ticket scalpers? This course will introduce students to the language of commerce and the world of economics on a micro level. Students will choose a public company to follow as they learn about markets, business structures, profit maximization, and competition. In addition to tackling supply and demand theory, students will learn how to read financial statements and perform a break-even analysis. Students will plan and develop their own “Undercover Boss” projects incorporating observational, analytical, and benchmarking data. In other projects, students will analyze current and historic events from an economic viewpoint and discern the qualities of effective leaders. Those interested in sitting for the AP Microeconomics exam will be provided supplemental materials.

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LANGUAGE

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LANGUAGE FRENCH

Upper Level French Seminar Courses

French 1 (FRE101) 4 CU

Students acquire the skills necessary for listening, speaking, reading, and writing, and learn to communicate thoughts, needs, wants, and reactions in spoken and written French. Special attention is given to vocabulary, syntax and grammatical structure. Lessons will be explained progressively in French. Pattern drills and varied spoken exercises provide ample practice in each specific domain of language acquisition. French and francophone culture and civilization are presented in context.

French 2 (FRE201)

4 CU, French 1 or its equivalent is a prerequisite Students continue to develop and build their communicative skills in listening, speaking, reading, and writing. The transition from concrete to abstract language is emphasized throughout the course, as French and francophone culture and civilization are presented in context. Students cover all the basic grammatical structures while also learning practical application of concepts.

Students increase their knowledge of vocabulary and syntax through daily exercises, written and oral drills, and writing assignments, while also reinforcing and recycling learned grammatical structures.

French 3 (FRE301)

4 CU, French 2 is a prerequisite A primary objective of this course is the consolidation of basics, particularly in the areas of vocabulary, verbal constructions through the past subjunctive, idioms, and additional grammar.

Reading skills are improved through frequent readings on French and Francophone cultures and history. Written compositions of varying length are an important part of the course, as students integrate and apply their language skills.

The use of French in the classroom is expected.

Listening comprehension is furthered by frequent auditory stimuli, both from textbook-based audio clips and authentic televised newscasts and cultural programs from the French-speaking world. References to French and francophone culture and civilization are an integral part of this course.

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The upper level courses continue to build the core language skills while exposing students to authentic materials of increasing length and difficulty. Students who have completed French 3 have two options.

• Option 1 – Students who would benefit

from further strengthening and refinement of their language skills should consider taking the regular seminar courses (300 level). Upon successful completion of these courses, students may, with permission of the department chair, choose to take the advanced seminar classes.

• Option 2 – Students who demonstrate

particular excellence in French 3 may, with permission of the department chair, move directly into the advanced seminar courses (400 level). These courses focus on the discussion of ideas and concepts in French, with special attention given to producing longer written compositions and essays. Students will be expected not only to comprehend the content of written and spoken language, but also to conduct critical analysis of literature, film and culture.

French Culture and Language through Film (FRE327) 2 CU, 1st semester, French 3 is a prerequisite

This course serves as a bridge to the advanced French electives. Moving away from direct daily study of French grammar, this course aims to strengthen students’ communication skills in French (speaking, listening, reading, and writing) and to prepare them for the advanced conversation, film and literature electives. By viewing four French films of varied genres (animation, historical drama, romantic comedy, documentary style drama), students will consolidate their language skills while learning about important aspects of French culture such as commonly held stereotypes, French society, education, the European Union, immigration, and the French Resistance during World War II.

Paris in Film and Literature (FRE415)

Growing Up: French Films on Childhood, Adolescence, and Adulthood (FRE432)

2 CU, 1st semester, French 3 is a prerequisite, with permission of Mr. Silva Beginning with Paris, je t’aime, a 2006 collection of 18 short films set in Paris, this advanced course will explore varying views of Paris in recent films and in classic and contemporary literature.

The dominant themes will be the depiction of the arrondissements and famous Parisian landmarks and monuments, the search for love, the power of friendship and community, tolerance and cultural difference, and views of several important historical events. All class work will be in French. Students will be expected to engage actively in daily discussion, to keep a reading notebook, to view online interviews with authors and filmmakers, to listen to related news reports from French television, to write short response papers, and to prepare oral presentations on film sequences or authors/filmmakers. The course will culminate in a final project that will include a creative component, an oral component, and an analytical writing component.

2 CU, 2nd semester, French 3 is a prerequisite, with permission of Mr. Silva This advanced elective will introduce students to a large variety of French language films that focus on the theme of growing up. The course begins with two films on childhood by the groundbreaking New Wave director François Truffant: Les 400 coups (1959) and L’Argent de poche (1976). After in-depth study of these seminal films, students will watch, discuss, and analyze films released since 1990, including Persepolis (Vincent Paronnaud and Marjane Satrapi, 2007), Les choristes (Christophe Barratier, 2004), and Bande de filles (Céline Sciamma, 2014). While examining the many experiences of childhood, adolescence, and young adulthood depicted in these French language films, students will read Le coeur à rire et à pleurer: Contes vrais de mon enfance (1999), a memoir by the famed Guadeloupean author Maryse Condé.

Advanced Conversation – Café Français (FRE422) 2 CU, 2nd semester, one semester elective is a prerequisite, with permission of Mr. Silva

LATIN

This upper level conversation course is designed for motivated French students interested in advancing their oral proficiency towards fluency in the language. The goal of the course, conducted strictly in French, is to improve the students’ listening and speaking skills so that they will be able to effectively communicate with native speakers in various settings. Great emphasis will be placed on students’ daily participation and effort in class. Students will lead discussions, make frequent oral presentations, engage in role-play exercises, and debate in French.

Materials for the course will be drawn from French newspaper and magazine articles, radio and television programs, blogs and films. Course themes include cultural concepts of friendship, gender equality, immigration, reality television, blogging and French slang, technology, and education. The semester will conclude with a group video project based on the themes explored during the semester.

Latin 2 (LAT201)

4 CU, the equivalent of a first-year Latin course is a prerequisite Using the reading/translation method, students complete their study of morphology and syntax, increase their vocabulary, and are exposed to all advanced grammatical structures. In addition, students sharpen their skills in analytical reading and sight-translation. Foremost among the points of grammar are subordinate clauses in indirect statement and the subjunctive mood.

Through a wide selection of readings, students also advance their knowledge of Roman culture.

Supplementing the course is an analysis of Classics in cinema.

Latin 3 (LAT301)

4 CU, Latin 2 is a prerequisite Students begin formal exploration of Latin literature with a view toward reading independently and enjoying Latin prose and poetry in the original. The first three quarters of the course are spent translating The Millionaire’s Dinner Party, adapted selections of The Satyricon by Petronius Arbiter (AD 27-66),

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one of the first novels in Western literature.

This course stresses the accuracy and quality of written and oral translation, for it requires the final acquisition of all the grammatical and syntactical fundamentals learned in Latin 1 and 2 as well as the capacity to retain and use them in their entirety. In the fourth quarter, students translate and analyze selections from the poet Catullus (84-54 B.C.).

Ovid’s Metamorphoses (LAT 415)

2 CU, 2nd semester, Latin 3 is a prerequisite, with permission of Mr. Silva Students will translate selected readings from the Metamorphoses. A literal but polished verbal and written translation will be emphasized.

Students will examine the syntax, rhetorical devices, meter, and style of Ovid’s poetry with a view toward a comprehensive literary analysis.

Students will also consider how the myths told

by Ovid symbolize the human condition. In addition, students will analyze Ovid’s influence on Western culture, with special attention to art and literature. As an enhancement to their learning, students will present a report in the form of an extended commentary of a literary, archaeological, or historical aspect of the text.

Upper Level Advanced Latin Seminar Courses The content of the advanced Latin seminar courses forms a foundation of an appreciation of Latin literature and Roman history and culture. Authors will be presented on a rotating basis. In alternate years, the courses will prepare students for the AP exam by covering selections from Julius Caesar’s de Bello Gallico and Vergil’s Aeneid. In other years, students will read selections from a variety of poets and prose authors including Terence, Horace, Ovid, Pliny the Younger, and Suetonius. Translation skills, both verbal and written, will be stressed, as well as the thorough identification and evaluation of syntax and rhetorical devices.

Of equal importance will be literary analysis and discussion of the texts and their place in Western literature.

Julius Caesar’s Gallic War (LAT413)

2 CU, 1st semester, Latin 3 is a prerequisite, with permission of Mr. Silva Students will translate from Books I-VI of Caesar’s Commentarii de Bello Gallico. Sections of the Latin not translated will be read in English. Literal but polished verbal and written translation will be emphasized. Students will examine the syntax, rhetorical devices, and style of Caesar’s prose with a view toward a comprehensive literary and historical analysis.

Course work will include two critical essays and a presentation. Students planning on taking the AP Latin exam in May should also take Advanced Latin in the spring and may be required to complete additional work beyond the course requirements.

Selected Letters of Pliny the Younger (LAT411) 2 CU, 1st semester, Latin 3 is a prerequisite, with permission of Mr. Silva

In this advanced elective, students will translate and analyze selected letters of Pliny the Younger (AD 62-113) whose work belongs to the Silver Age of Latin literature. Pliny’s correspondence chronicles the fashionable, intellectual and civil life of his day, and deals with a wide variety of subjects, including the description of a Roman villa, a dinner party, the acquisition of a piece of statuary, Pliny’s love for his young wife, ghost stories, floating islands, and other marvels. By far, the best known and most important are two letters describing the famous eruption of Vesuvius, in which his uncle perished, and a letter to the emperor Trajan on his attempts to suppress Christianity. In addition to tests and quizzes, students will be expected to present two reports commenting on aspects of the letters.

Vergil’s Aeneid (LAT414)

2 CU, 2nd semester, Latin 3 is a prerequisite, with permission of Mr. Silva Students will translate from Books I-VI of Vergil’s Aeneid. Sections of the Latin not translated will be read in English. Literal but polished verbal and written translation will be emphasized.

Students will examine the syntax, rhetorical devices, meter, and style of Vergil’s poetry with a view toward a comprehensive literary analysis.

Course work will include two critical essays and a presentation. Students taking the AP Latin exam in May should also have taken Advanced Latin first semester and may be required to complete additional work beyond the course requirements.

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MANDARIN Upper Level Mandarin Seminar Courses

Mandarin 1 (MAN101) 4 CU

This course provides an introduction to Mandarin for students with no prior knowledge of the language. The instructor will provide an overview of pronunciation and the four tones and will lay a foundation for a study of Chinese characters. The main focus of the course is active communication, as students are expected to immerse themselves in the language by expressing daily thoughts, wants and reactions in Mandarin. Special attention is given to vocabulary, which is introduced through definitions, illustrations and short conversations. The use of basic grammatical structures and patterns is introduced and listening comprehension skills are practiced daily.

Geography, culture, history, and current events of China are presented in order to promote global awareness.

Chinese Short Stories (MAN451)

2 CU, 1st semester, Mandarin 3 is a prerequisite, with permission of Mr. Silva This advanced Chinese language course focuses on contemporary short stories. The course is designed to help students enhance reading skills, expand mastery of advanced vocabulary, and prepare to analyze authentic materials. The historical, cultural, and literary forces that shape these cultural works will also be examined. This course stresses oral discussion, composition, and accuracy of language performance. By reading texts written by contemporary writers, students will also gain knowledge of China from an analytical and comparative perspective. The class is conducted exclusively in Chinese.

Mandarin 2 (MAN201) 4 CU

Classical Chinese Literature (MAN452)

This course aims to further develop fundamental language skills—speaking, reading, listening, and writing—in a communicative context. The course materials introduce, through lively narratives, the basic core of China’s culture, history, legends, geography, ethical values, and modern transformation, while gradually exposing students to selected authentic texts of literary interest.

Students will have the opportunity to explore a variety of online Mandarin learning tools and use them regularly for language practice and project creation. By the end of the course, students are expected to communicate basic information in personal and presentation formats, use learned grammar and Chinese radical knowledge to enhance their reading ability, and write a short paragraph on familiar topics.

2 CU, 2nd semester, Mandarin 3 is a prerequisite, with permission of Mr. Silva

This course introduces to students the essentials of classical Chinese through a close reading of authentic materials. A wide range of genres, including prose, poems and short stories will be introduced to enrich students’ understanding of various writing conventions and styles. The historical, cultural and literary forces that shape these works will also be examined.

Mandarin 3 (MAN301)

4 CU, Mandarin 2 is a prerequisite Taught entirely in Mandarin, this course culminates the study of the fundamental language skills—speaking, reading, listening, writing—in a communicative context. In keeping with the practice of exploring China’s culture, history, legends, geography, ethical values and modern transformation through authentic narratives and resources, students will further progress in their written expression. Reading skills will also improve by analyzing more classical and traditional texts with an eye towards preparing students for advanced electives. As a culmination to the course, students will be able to communicate with a variety of complex structures in a variety of formats.

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SPANISH Upper Level Spanish Seminar Courses

Spanish 1 (SPA101) 4 CU

The upper level courses promote proficiency in in the language and an appreciation of the Spanishspeaking world while continually building the core skills necessary for communication: speaking, listening, writing and reading. Students are expected to communicate thoughts, wants, needs and reactions in Spanish. There are two options for students who have completed Spanish 3

Students are introduced to the Spanish language as they acquire proficiencies in speaking, listening, writing and reading.

The main focus is active communication, as students are expected to immerse themselves in the language by expressing daily thoughts, wants and reactions in both spoken and written Spanish. Oral communication is emphasized through practical conversations and exercises that take place in class. Special attention is given to vocabulary, which is introduced through definitions, illustrations and daily conversations.

The use of basic grammatical rules, verb constructions, and pronunciation are also stressed. Basic geography, culture, history, and current events of the Spanish-speaking world are presented to promote global awareness and break stereotypes.

• Option 1 – Students who would benefit from further strengthening and refinement of their language skills should consider taking the regular seminar courses (300 level). These courses review the more intricate aspects of Spanish grammar while also enriching other aspects of language study. Upon successful completion of these courses, students may, with permission of the department chair, choose to take the advanced seminar courses.

• Option 2 – Students who demonstrate

Spanish 2 (SPA201)

particular excellence in Spanish 3 may, with permission of the department chairperson, move directly into the advanced seminar courses (400 level). These electives require students to demonstrate mastery of complex language skills while also expanding politically, historically and culturally.

4 CU, Spanish 1 or the two-year Middle School sequence is a prerequisite Continuing the emphasis on the four skills of language learning established in Spanish 1, this course is designed to cover the basic grammatical structures of the language.

Grammar is explained primarily in Spanish, while exercises and drills strengthen the concepts learned. Students develop vocabulary from various media and are encouraged to communicate in oral and written Spanish.

Culture and history are presented through readings, video clips, films and music.

Cultural Studies of Spain and Latin America (SPA340) 2 CU, 1st semester, Spanish 3 is a prerequisite

In this regular course, students study the legends, traditions, art, music, food and literature of Spain and Latin America. The course focuses on preColumbian peoples who inhabited the Americas and how they influenced culture in current nations such as Mexico, Peru, and Bolivia. In addition, students learn more about various traditions and legends, including Día de los muertos, La llorona, and pivotal literature works by Gabriel García Mázquez and Miguel Angel Asturias, among others. Students will be required to create group and individual projects as well as do research about different topics discussed in class.

Spanish 3 (SPA301)

4 CU, Spanish 2 is a prerequisite The curriculum in Spanish 3 is designed to further develop all aspects of communication: listening, speaking, reading, and writing.

Students will continue the study of grammatical patterns, verb forms and thematic vocabulary and can expect regular practice of written and oral skills. Their listening comprehension is sharpened in an immersion environment, and cultural study is implemented by reading selected articles and excerpts of literature from authentic sources. In this way, students continue to familiarize themselves with different perspectives of the Spanish-speaking world.

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works of Spanish and Latin American short stories and theater as well as the historical, political, and cultural contexts in which they were written. Students will encounter a variety of literary styles and will explore universal themes, such as love, justice, violence, reality, and identity. In-class discussion will be the backbone of the course, but students will also have the opportunity to hone their writing skills as they analyze and interpret a diverse body of literature. In addition, students will have the chance to experience some of the cultural products referenced in literary works in the form of food, drink, film, and music.

Introduction to Spanish Conversation (SPA351)

2 CU, 1st semester, Spanish 3 is a prerequisite This regular seminar course is designed for students interested in advancing their oral proficiency in Spanish and developing a deeper understanding of Hispanic culture. This elective, conducted strictly in Spanish, strives to improve students’ listening and speaking skills so that they can understand and utilize phrases and vocabulary of immediate personal and cultural relevance. Themes will include personal relationships, sports and extracurricular activities, music and dance, technology, idiomatic expressions, and slang. Students will be expected to participate in discussions, make oral presentations, use circumlocution, refine grammatical skills, and listen to authentic materials in Spanish; audiovisual resources will represent the diversity of the Spanish-speaking world. Assessments for this course primarily will be oral and will include a short individual interview and/or group component.

Filmmakers of the Spanish Speaking World (SPA329)

2 CU, 2nd semester, Spanish 3 is a prerequisite This regular course will examine a variety of films from Spain and Latin America. Through cinematic presentations from a diverse group of filmmakers, writers, directors and actors, students will have the opportunity to explore trends in history, culture, society, gender issues and politics. They will study how these and other themes have been imagined and represented cinematically. By viewing, analyzing, and discussing films in the target language, students will naturally expand their vocabulary and improve their communicative abilities.

Advanced Conversation – Café Español (SPA411) 2 CU, 1st semester, Spanish 3 or two regular seminar electives are a prerequisite, with permission of Mr. Silva

This advanced seminar course is designed for seriously committed Spanish students interested in furthering their oral proficiency towards fluency in the language. The goal of the course, conducted strictly in Spanish, is to improve the students’ listening and speaking skills in order to effectively communicate with native speakers in various settings. Students will be expected to lead discussions, make several oral presentations, speak Spanish on the phone, engage in role-play exercises, and debate in Spanish. Audio-visual and reading materials include Spanish online newspapers and media, online vidoeconferences, films, online newspapers and magazine articles, and TV. Most quizzes and tests will be oral and will include some sort of personal interview or oral group assessment.

La Telenovela (SPA352)

2 CU, 2nd semester, Spanish 3 is a prerequisite The telenovela has become a centerpiece of Latin American culture, with hundreds of millions of viewers worldwide. In this regular seminar course, students will explore the popular form of the telenovela by learning about its formulations, archetypal characters, and cultural impact. Students will increase their aural, oral, and grammatical proficiency through classroom discussions, authentic readings in the target language, and screenings of telenovela episodes. Students will be expected to answer comprehension questions, write reflections, and discuss episodes and readings in Spanish. Students will also explore how the telenovela has created a intersection between television and other cultural fields such as literature, film, and theater. Assessments will incorporate listening and speaking components as well as written sections focused on relevant vocabulary and grammar. The course will culminate in a final project, for which students will write, produce, and film their own minitelenovela.

Cultural Perspectives through Short Stories and Theater (SPA430)

2 CU, 1st semester, Spanish 3 or two regular seminar electives are a prerequisite, with permission of Mr. Silva This course will examine some of the major

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A Spanish Horror Story: Mysteries, Murders, Aliens and Conspiracies (SPA435)

Filmmakers of the Spanish Speaking World (SPA429)

2 CU, 2nd semester, Spanish 3 or two regular seminar electives are a prerequisite, with permission of Mr. Silva This advanced course will examine a variety of films from Spain and Latin America. Through cinematic presentations from a diverse group of filmmakers, writers, directors and actors, students will have the opportunity to explore trends in history, culture, society, gender issues and politics.

They will study how these and other themes have been imagined and represented cinematically. By viewing, analyzing, and discussing films in the target language, students will naturally expand their vocabulary and improve their communicative abilities. This course will differ from the regular elective in assessment methods and greater expectations for oral and auditory proficiency.

Dictatorship in the Spanish-speaking World: Narratives of Resistance and Resilience (SPA434), 2 CU, 2nd semester, Spanish 3 or two regular seminar electives are a prerequisite, with permission of Mr. Silva

The past century has seen a startling number of oppressive governments in the Spanishspeaking world. This course will explore the complex realities of dictatorship in Spain and Latin America through the lens of those individuals who spoke out against injustice and fought to give voice to those whom the oppressive regimes tried to silence. Students will explore notions of geography, international relations, and colonialism through a variety of media, including film, firsthand testimony, and photography. This advanced course will be conducted entirely in Spanish and is intended for students with a strong grasp of grammatical concepts as well as comfort with and a desire to continue working on their verbal and written expression.

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2nd semester, Spanish 3 or two regular seminar electives are a prerequisite, with permission of Mr. Silva This advanced course consists of the study of horror stories, mysteries, legends, unexplained events, and conspiracies of Spain and Latin America. This content will be explored through movies, documentaries, short stories, and newspaper articles. Students will naturally expand their working vocabulary, as well as improve their reading, speaking, listening, and writing skills.

Students are expected to participate on a daily basis and to come to class prepared to discuss various topics. The course is project based, and students will be required to use complex verb tenses in presentations, debates, and dialogues, as well as in written assignments. Horror stories by authors such as Emilia Pardo BazĂĄn Benito PĂŠrez GaldĂłs will be part of the curriculum. For the final project, students will create and solve a crime scene. In order to complete this, students must choose a historical character/event related to the history of Spain or Latin America.

MATH 23

MATH

Algebra 3 with Trigonometry (MAT306) 4 CU, Geometry is a prerequisite

In this course, students review operations with algebraic expressions and equation solving techniques, and then study different types of functions, their properties, and applications.

Functions covered include polynomial, rational, exponential, logarithmic, and trigonometric functions. Additional topics may include conic sections, sequences and series, and introductory probability.

COLLEGE PREP COURSES Foundations of Algebra 2 (MAT102) 4 CU

This course provides a thorough study of the fundamental concepts, operations, and applications of algebra. Students will study numerical, polynomial, absolute value, rational, radical, and exponential expressions, as well as the solution of various equations and inequalities. Applications will be stressed, the concept of function will be introduced, and students will learn the fundamental uses of the graphing calculator.

Precalculus with Statistics (MAT406) 4 CU, Algebra 3 with Trigonometry is a prerequisite

This course provides students with an indepth study of those topics needed to be thoroughly prepared for first-year college math courses. After a review of the major functions and their applications, the course provides a thorough study of circular functions and analytic trigonometry, sequences and series, and introductory statistics and data analysis. As time permits, students will be introduced to the basic concepts of differential and integral calculus.

Algebra 2 (MAT106) 4 CU

In this course, students continue their study of algebra beyond the introductory level.

Topics covered will include the real and complex number systems, linear and absolute value equations and inequalities, systems of equations and inequalities, quadratic equations, rational expressions, radical expressions, and an introduction to functions, including linear, quadratic, exponential and logarithmic.

Applications will be included extensively.

Geometry (MAT206)

4CU, Algebra 2 or Foundations of Algebra 2 is a prerequisite Geometry provides many opportunities for students to learn how to reason mathematically.

With a spirit of exploration, students learn how to make conjectures and participate actively in the creation of the geometry they are learning.

Students study the properties of various plane and solid figures, and constructions, coordinate geometry, and algebraic techniques are included throughout. Extensive work with Geometer’s Sketchpad and creative projects are also woven into the class so that students can appreciate and understand the value of geometry in their lives.

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HONORS COURSES

Honors Calculus (MAT407)

Honors Algebra 2 (MAT107)

This course provides students with a thorough foundation of the material covered in a first semester college calculus course. Following a review of core precalculus topics, the concept of a limit is developed as well as its extension to the definitions of the derivative and definite integral. Techniques of differentiation and integration for polynomial, exponential and trigonometric functions are covered extensively. Applications include graph analysis, optimization, and related rates, as well as problems pertaining to physics and business.

4 CU, Honors Precalculus is a prerequisite

4 CU

This course focuses on work in advanced algebra, with applications included extensively.

Students study real and complex numbers, including decimal, radical and exponential forms; equation solving, including polynomial, rational, and radical equations; systems of equations and matrices; properties of and operations with functions and graphs, including linear, quadratic, power, exponential and logarithmic; conic sections; sequences and series; and introductory probability and statistics.

ADVANCED COURSES

Honors Geometry (MAT207)

4 CU, Algebra 2 or Honors Algebra 2 is a prerequisite

Advanced Mathematical Systems (MAT208)

In this course, students study formal axiomatic (Euclidean) geometry, with an emphasis on techniques of logic, proof and precision of mathematical language. Topics include parallelism and perpendicularity, congruence and similarity, properties of various plane figures, area and volume, constructions, and transformations.

Coordinate geometry and algebraic techniques are included as well as additional units in logic, oblique triangle trigonometry and applications of trigonometry. Extensive work with Geometer’s Sketchpad and creative projects are integrated into the class so that students can appreciate and understand the value of geometry in their lives

4 CU, open to 9th graders

In this advanced course, students explore the mathematical systems—numeric, algebraic, and geometric—that form the foundation for the study of functional analysis in Advanced Precalculus. The various properties are developed from an axiomatic perspective, and justifying results through formal proof is emphasized throughout the course.

Students work toward mastery of the critical mathematical skills used in later courses, in addition to developing effective approaches to various applications. The demands and pace of the course require students to have a strong mathematical aptitude, the ability to process new information in an efficient and thorough manner, and a strong work ethic.

Honors Precalculus (MAT307)

4 CU, Honors Geometry is a prerequisite Following a review of function operations and graphing techniques, the course covers polynomial and rational functions; circular, trigonometric, and inverse trigonometric functions; exponential and logarithmic functions; and conic sections. Students also study the concept of a limit using mathematical sequences and series, followed by an introduction to the definition of the derivative.

Advanced Precalculus (MAT308)

4 CU, Advanced Mathematical Systems (or Honors Algebra 2 and Honors Geometry) is a prerequisite This course provides students with an indepth study of mathematical functions and their application, preparing them for the study of calculus. In addition to a review of function operations and graphing techniques, topics covered include polynomial and rational functions; exponential and logarithmic functions; conic sections; circular, trigonometric, and inverse trigonometric functions; polar equations; sequences and series; and an introduction to the concepts and techniques of differential and integral calculus.

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Advanced Calculus I (MAT408)

4 CU, Advanced or Honors Precalculus is a prerequisite, with permission of Mrs. Jordan This course provides students with an in-depth study of the concepts, techniques and basic applications of differential and integral calculus.

The concept of limit is developed rigorously, as well as its extension to the definitions of the derivative and definite integral. Techniques and applications of differentiation and integration are covered extensively, including an introduction to differential equations. Support will be provided for those students who wish to prepare for the AP Calculus AB exam in May.

Advanced Calculus II (MAT403)

4 CU, Advanced Calculus I is a prerequisite, with permission of Mrs. Jordan In this course, students continue their study of single variable calculus, while also exploring the foundations of multi-variable calculus. Topics covered will include advanced integration techniques, including improper integrals and numerical techniques; hyperbolic functions; infinite series, including Taylor series and numerical applications; parametric and polar curves; three-dimensional analytic geometry, vectors, and vector-valued functions; differential equations, including first and second order; and partial derivatives and multiple integrals. Students who wish to do so may take the AP Calculus BC exam in May.

Advanced Statistics (MAT415)

4 CU, open to students in grades 11-12, with permission of Mrs. Jordan This college level non-calculus based course blends the rigor, calculations, and reasoning of mathematics with examples from the social sciences, the decision making of business, and the experimental procedures of the laboratory sciences. A major aim of the course is for students to develop a comprehensive grasp of the process behind statistical reasoning, including the design of a study, the collection of original data, and the reaching of conclusions by quantitatively supported inference. Students will use probability as a tool in data analysis and inference. Mastering the language of statistics and using it to develop written analysis and conclusions will be stressed.

Support will be provided for those students who wish to prepare for the AP Statistics exam in May.

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SCIENCE 27

SCIENCE COLLEGE PREP COURSES Biology (SCI102)

4 CU, this course (or SCI103) is required for all 9th graders This introductory course focuses on the big ideas of biology and sets the stage for active inquiry and participation. Topics include basic biochemistry, cellular processes, heredity, evolution, and ecology. Traditional teaching and learning methods and lab activities will be combined with the latest technology to give students a strong background for further study in upper-level biology and environmental science courses. Throughout the year, students will learn to work independently and develop deeper analytical skills in order to demonstrate understanding of content on lab activities and assessments.

Chemistry (SCI201)

4 CU, this course (or SCI202) is required for all 10th graders, Biology or Honors Biology is a prerequisite Chemistry is the study of the structure and properties of matter. Throughout this course, students become familiar with scientific methods and laboratory techniques, as well as historical developments and current advances in the field. In the first semester, students explore modern atomic structure and periodicity, inorganic nomenclature, and chemical bonding.

In the second semester, students explore all types of chemical reactions, the states of matter, and behavior of solutions. Students end the year with a unit on atmospheric chemistry and climate change, linking topics from the first and second semester with current events and research in chemistry.

Physics (SCI305)

4 CU, open to students in grades 11-12 This course is an introduction to a wide variety of traditional physics concepts including mechanics, harmonics, optics, and electricity.

Students will use algebra and trigonometry to solve standard problems, perform handson experiments and investigations that use technology to assist in data collection and interpretation. Projects during each semester guide students to research and discuss the application of physics in their own lives.

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ADVANCED COURSES

HONORS COURSES

Each gives students the opportunity to take the corresponding AP exam.

Honors Biology (SCI103)

4 CU, with permission of the department

Advanced Physics I (SCI307)

This accelerated course focuses on the big ideas of biology and sets the stage for active inquiry and participation. Topics include basic biochemistry, cellular processes, heredity, evolution, and ecology. In addition to the traditional teaching and learning methods, inquiry-based lab activities will give students a strong background for further study in upperlevel biology courses. Assessments will largely center on application, analysis, and synthesis in order to demonstrate understanding of content. This course assumes a higher level of independent work from students that requires sufficient time to accomplish additional daily reading and homework assignments.

4 CU, open to students in grades 11-12 This introductory course is equivalent to a first-semester college course in algebra-based physics. If you plan to be pre-med, nursing, OT, PT, or many other such majors, this course is for you. The course covers Newtonian mechanics, including rotational dynamics and angular momentum; work, energy, and power; and mechanical waves and sound. It also includes an introduction to electric circuits. This course will prepare students for the AP Physics I exam as well as the SAT Physics subject test.

Advanced Biology (SCI405)

5 CU, open to students in grades 11-12, with permission of Mr. Weymouth

Honors Chemistry (SCI202)

4 CU, Biology or Honors Biology is a prerequisite, with permission of the department

This course is the equivalent of a first-year university level course in biology. Topics studied in detail include molecules and cells, heredity and evolution, and organisms and populations.

Two main goals of the course are helping students develop a conceptual framework for modern biology and an appreciation of science as a process. The primary emphasis is the development of an understanding of concepts rather than memorizing terms and technical details. Essential to this conceptual understanding are a grasp of science as a process rather than as an accumulation of facts, personal experience in scientific inquiry, recognition of unifying themes that integrate the major topics of biology, and application of biological knowledge and critical thinking to environmental and social concerns.

This course will prepare students for the AP exam as well as the SAT Biology subject test.

Students in this course explore the topics covered in Chemistry in more depth, with a focus on the use of more advanced algebraic and graphical interpretations of data. Through the study of atomic structure and bonding models, students will also investigate the relationship between physics and chemistry.

Additional topics include solution state behavior, phase changes, and an introduction to thermodynamics. Lab work is highlighted, and students will learn to write a formal lab report and complete several inquiry-based projects over the course of the year. Due to the accelerated pace and increased emphasis on mathematical interpretation of data, students must allow sufficient time to accomplish additional daily reading and homework assignments.

Advanced Chemistry (SCI403)

5 CU, open to students in grades 11-12, with permission of Mr.Weymouth This course is equivalent to a first-year general chemistry college course. Building on Honors Chemistry, students will study chemical kinetics, equilibrium, acid-base chemistry, thermodynamics, electrochemistry, and advanced models of chemistry bonding and atomic structure. This course also focuses heavily on laboratory exploration and introduces the use of visible and infrared spectroscopy as data analysis tools. Students will continue to work on formal lab report writing and will learn to produce

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detailed graphical and mathematical analysis of data, as well as work towards creating their own procedures for inquiry-based labs. Due to the advanced nature of the class, students should be prepared to spend considerable time on homework, nightly readings, and lab reports.

in the classroom further allow the student to utilize peer-to-peer teaching methods while using our own bodies as models. The course content is presented in a manner that directly relates to the recognition and treatment of sport specific injuries. If you are interested in becoming an allied health care professional such as an athletic trainer, physical therapist, nurse etc., this would be a great starter course.

Advanced Calculus-Based Physics (SCI409)

5 CU, a calculus course is a co-requisite, open to seniors, with permission of Mr. Weymouth This course is equivalent to a first-year college course in physics for scientists and engineers.

The first half will focus on Newtonian mechanics, while the second half covers electricity and magnetism. The course closely follows the AP Physics C curriculum in both mechanics and electricity and magnetism, and students will be expected to take the two corresponding AP exams in May. More advanced topics will be covered after the AP exams.

Marine Biology (SCI419)

2 CU, open to students in grades 11-12, 2nd semester Marine Biology will introduce students to diverse marine environments, explore aquatic species’ adaptations, and discuss the impacts of humans on our oceans. This course discusses the chemical and physical properties of oceans, the ecological interactions between marine species, the evolution and diversity of marine life, and critical conservation issues.

Emphasis will be placed on local conservation issues, but students will also explore global issues such as the effects of climate change on species migration patterns and coral reefs through citizen science and scholarly research.

ADDITIONAL COURSES

Modern Physics (SCI430)

Environmental Science (SCI309)

2 CU, open to students in grades 11-12, both semesters

4 CU, open to students in grades 11-12

Environmental Science is a multidisciplinary class exploring topics from geology, biology, chemistry, geography and ecology. It will focus on the current and past attitudes relating to the environment and natural resources and the interaction and complexities of humans’ interests.

Students will discuss environmental issues such as climate change, natural resource use, and endangered species. Through identifying and analyzing natural and human-made environmental problems, students will look for solutions to these issues through field projects, simulations, citizen science, and scholarly research.

Human Anatomy (SCI413)

2 CU, open to students in grades 11-12, both semesters of the human body. During this course, students will learn all of the bones and a majority of the muscles in the human body. The course will cross the disciplines of art and physics by using modeling clay, drawings, and applying biomechanical principles to understand the structure and movement of the body. Several dissections have also been added to the course to provide a hands-on three dimensional perspective to the human structure. Simulated clinical settings

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This is a conceptual physics course involving experimentation, reading, and discussion. It will tackle the big ideas in modern physics and will cover topics including nuclear physics, quantum physics, and relativity. This is a course for those interested in the big ideas of physics, but not necessarily interested in all the mathematical formalism that goes along with a more quantitative course.

TECHNOLOGY AND

ENGINEERING

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TECHNOLOGY AND ENGINEERING Introduction to Computer Science (TE101)

Engineering Bootcamp (TE414)

1 CU, both semesters

This semester course, intended for students with a diversity of technological background and experience, is a broad overview of computer science and programming, focusing on core concepts like abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Students will learn how to think algorithmically and how to solve programming problems efficiently, and will gain familiarity in a number of languages, including C, JavaScript, CSS, and HTML.

Front-end Web Design and Development (TE105)

2 CU, open to students in grades 11-12, 2nd semester This project-based course immerses students in Stanford’s d-school design cycle, which guides students as they develop their ideas into prototypes. A series of challenges will introduce students to different engineering disciplines as they tap their natural creativity, carry out background research, and learn tools to develop and test their ideas.

ADVANCED COURSES Advanced Computer Science (TE401) 4 CU, open to students in grades 10-12, Introduction to Computer Science is a recommended prerequisite, with permission of Mrs. Cover

1 CU, both semesters

Led by both computer science and visual art faculty, students in this course will discover the principles of successful user interface and user experience design (UI/UX), exercise creative project planning, create their own visual designs, and bring their designs to life using the fundamental languages of the web—HTML, CSS, and JavaScript. Students will also explore modern web development frameworks, including Bootstrap, Backbone, Angular, and React.

The focus of this year-long course will be on mastering the concepts and languages introduced in Introduction to Computer Science. Students will gain familiarity with several languages, including C, JavaScript, Python, SQL, CSS, and HTML. Students will build several database-driven, web-based applications using Flask, a Pythonpowered web-development framework. Support will be provided to those students who wish to prepare for the AP Computer Science Principles exam in May.

Robotics (TE410)

2 CU, open to students in grades 11-12, 1st semester This course welcomes students to the world of robotics. Lessons will start with an understanding of basic robot build design, programming code, and electrical systems. Students will develop their skills with additional sensors and components to complete task challenges. The semester project challenges students to combine their lessons for a game of their own design. This course provides an introduction to the FIRST Robotics Tech Challenge competition.

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MUSIC 33

VISUAL AND PERFORMING ARTS MUSIC

Guitar (MUS105)

1 CU, limit of 10, students must own a guitar or rent one from the school

Concert Band (MUS101)

This beginning course is structured to teach note reading, music theory and guitar technique.

Lessons incorporate both chord formations and strum patterns along with melody and picking techniques.

2 CU

The concert band is a performing group comprised of wind and percussion instruments.

The group performs music from a wide variety of styles and historical periods, from classical to contemporary, from show music to popular music. The group performs in formal concerts, assemblies, and local festivals throughout the year. Attendance is required at all scheduled events.

Music Theory (MUS301)

2 CU, open to students in grades 11-12 The course is divided into the following units of study:

1. Basic Harmonic Theory: intervals, scales,

Concert Choir (MUS102) 2 CU

In this course, designed for those who enjoy singing, students study choral music from madrigals to pop music. Attendance is required at concerts given throughout the year.

String Orchestra (MUS103) 2 CU

Students explore various string ensemble literature appropriate to the instrumentation of the group. Students must have a string instrument in the violin family and have had three years experience or more. Performances will be scheduled during the year.

Jazz Band (MUS201)

1 CU, open to Concert Band members only, with permission of Mr. Keim Students explore the music of jazz band literature from early swing through bebop to modern arrangements. Performances are scheduled for audiences during the year. Students will be required to audition for membership in the class.

Vocal Ensemble (MUS202)

1 CU, open to Concert Choir members only, with permission of Mr. Keim This group of vocal musicians is chosen from the Concert Choir by the choral director. Chamber vocal compositions which require clarity for a few voices will comprise the repertoire. Students will be required to audition for membership in the class.

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diatonic triads, root motion, inversions, fourpart harmony, figured bass, linear harmonic continuity, non-harmonic tones, major and minor mode.

2. Ear training: development of basic ear training through singing and dictation studies.

3. Conducting: techniques of the fundamental beat patterns, discussion and study of terminology, problems of tempo, phrasing and articulation.

4. Listening: form analysis and recognition for major forms through melodic and harmonic analysis.

5. Arranging: principles of transposition techniques, ranges of instruments, scoring for each instrument family and arranging a piece for an entire band, jazz band, chorus or orchestra.

THEATRE 35

THEATRE Traditionally, Tower Hill students perform two major productions (fall and spring) during the school year. As noted below in the course offering called Drama Production, students may choose to receive credit for their participation in one of those productions. In addition, 9th and 10th grade students may take an exemption from athletics for ONE season per year in order to participate in one of the productions. Details may be found on the school website under “Outside Activity in Place of a Sport” in the Athletic Handbook.

Production Design and Technology (THE107) 1 CU, both semesters

This course trains students in the basic technical skills needed in theatre and the entertainment industry. Students will gain knowledge of theatrical lighting, live audio, stagecraft, costuming and woodworking.

Students will help support productions in all three divisions and be expected to take part in stage crew for the production that occurs during the semester they are enrolled in this class.

Theatrical Design and Technology Practicum (THE205)

Drama Foundations: Acting (THE101) 1 CU, 1st semester

1 CU, both semesters, Production Design and Technology is a prerequisite, with permission of Mr. Kator

Drama Foundations is designed to give the students an introduction to stage acting. Using the method of Practical Aesthetics, students will study monologues, open scenes and scripted scene work, to develop character, continue to develop memorization skills and grow in confidence on stage. This class will enhance a student’s appreciation for the art of theatre.

This course is for students interested in advancing their knowledge in the areas of scene design, lighting design, sound design, and costume design. Students will focus on the design process for shows that will be produced in the Upper School. All students, regardless of the theatrical discipline they choose to focus on, will be meet in the same block, creating a ‘production meeting’ within every class period.

Actors’ Workshop (THE201)

1 CU, 2nd semester, Drama Foundations: Acting is a prerequisite This course is for students interested in fine tuning their acting skills. Focus is placed on ensemble scene work, body movement and improvisation.

By introducing different acting techniques, students are able to diversify their approach to the skills learned in Drama Foundations.

Continuing Studies in Acting (THE410) 1 CU, both semesters, Actors’ Workshop is a Prerequisite, with permission of Mr. Kator

The purpose of this class is to create a deeper dive into scene work, character development and script analysis. Providing a truly student-centered experience, curriculum will be motivated by ensemble interest and skill set. Emphasis will be placed on both collaborative and independent work outside of the classroom.

Directors’ Lab (THE301)

1 CU, both semesters, Continuing Studies in Acting is a prerequisite, with permission of Mr. Kator Students interested in this course will study different approaches to directing through an advanced exploration of a scripted piece.

Students will apply the skills learned in the acting courses through a new lens, and work with the faculty to produce a fully realized production.

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Discovering Dance (THE110) 1 CU, both semesters

Take more chances and dance more dances! In this semester course, students will spend their time exploring different styles of dance including ballet, jazz, tap, modern and choreography.

The course will include units on dance history, anatomy and kinesiology. A cross-divisional dance concert will be scheduled for the end of the school year. Performance in this concert will be a requirement for students enrolled in either semester of the class.

Drama Production (THE400) 1 CU, fall or spring production

This course offering is for students who are interested in receiving credit for their participation in either the fall or spring dramatic production. This option is available to actors, stage management, and stage crew. Students receiving this credit, which would count towards the electives requirement for graduation, would be assessed on a pass/fail basis. Students would operate under the same contract system currently in use, including any additional requirements—such as attending 8th period crew call at least once a week—that would need to be met in order to fulfill the credit option.

VISUAL ART AND

DESIGN 37

VISUAL ART AND DESIGN

Painting and Mixed Media (VAD256)

Art Foundation (VAD101)

1 CU, open to students in grades 10-12, 2nd semester

This course provides students a chance to experience the range of subjects and art mediums available in the Upper School Visual Art and Design program. The course will be divided into four quarters, each taught by a different teacher with specialties ranging from drawing, painting, and collage, to 2D and 3D design, woodworking, ceramics, photography, and printmaking. The course will introduce students to an array of both historical and contemporary artists. In addition to serving as an introduction for other Visual Art and Design courses, the intent of the course is to build students’ confidence in art as well as their interest in art at Tower Hill and beyond.

The primary focus in this class is the exploration of acrylic paints and mixed media materials, and experimentation with the technical and creative processes behind them. Content includes portraiture, abstraction, color theory, and outdoor painting. Vocabulary and technique for creating 2D artwork will be built, and students will learn about art history themes and relevant contemporary artists that connect the concepts of this course. The class includes either a trip to an art museum or a visit from/to a local professional artist to see an artist’s process in person. Students will begin to develop their own visual aesthetic while using painting as a form of visual communication

Ceramics 1 (VAD261)

Woodworking 1 (VAD263)

2 CU

1 CU, open to students in grades 10-12, both semesters

1 CU, open to students in grades 10-12, 1st semester

How is it possible to take something as common as clay and transform it into a work of art? All it takes is clay, water, fire, and a good dose of imagination! In this class, students will experience what people from the dawn of history have done, and continue to do—make stuff out of clay!

Guaranteed that friends and family are going to want what you make.

Ceramics 2 (VAD361)

1 CU, Ceramics 1 is a prerequisite, both semesters Students in this course explore in greater depth the techniques studied in Ceramics 1. The class will meet concurrently with Ceramics 1.

Drawing and Painting (VAD251)

This course allows students to develop a strong foundation in basic woodworking and threedimensional design. Students will explore not only the vast array of tools and techniques utilized by the modern woodworker, but will also explore the different properties of wood as both a structural and artistic medium. Students will study the various steps involved in the development and implementation of a sound design, and work in a studio environment to bring this design from conception to final presentation. The proper use of tools and their care is covered extensively, encouraging the students to experiment with new ideas in an environment that is both safe and fosters creativity.

1 CU, Art Foundation is a prerequisite, 1st semester

Woodworking 2 (VAD363)

In this course, students will gain a strong basis for drawing and painting techniques. Students will work with a variety of materials, including graphite, charcoal, ink, and watercolor. Units include observational still-life drawing, skeletal anatomy, and design explorations in watercolor. Significant historical artworks that inform the content of the unit objectives will be reviewed, and students will have the opportunity to visit a museum to inspire and discuss relevant artworks. The course objective is to increase confidence in the technical skills required to move forward with painting and visual design practices.

As a continuation of the concepts learned in Woodworking 1, this course allows for more independent study by the student. Advanced techniques and tools are used, and often the use of other materials, such as metal or cloth, is incorporated into student projects. Individual approaches towards subject matter and personal expression are emphasized, as well as the elements of invention and design, which are used as both tool and medium in this advanced course.

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1 CU, Woodworking 1 is a prerequisite, 1st semester

Experimental Rocketry (VAD255)

1 CU, open to students in grades 10-12, 2nd semester Through the construction of several vehicles, students will gain first hand experience in the principles of stable flight, motion, aerodynamics, propulsion, tracking, data recording, and the ignition and recovery systems used in experimental rocketry. All designs begin on paper utilizing scale drawings, and then progress towards construction and a concluding launch.

As vehicles will be constructed from scratch, students will be encouraged to consider innovative solutions towards stable flight and the safe recovery of the vehicles after launch.

Possible extensions will include work towards certification in Level One high-powered rocketry.

Photography and Graphic Design 1 (VAD280)

1 CU, open to students in grades 10-12, both semesters In this course, students explore digital and film photography through a series of projects covering camera operation, editing processes, and image manipulation. Using digital SLR cameras, they will create projects based on technical skills, conceptual content, and aesthetics. They will learn general photo editing processes in Photoshop. Students will use analog 35mm cameras with black and white film, learning to develop negatives and make prints in the darkroom. Students will explore principles of 2D design and the communication of visual information through graphic design and printmaking projects. The course will cover a wide range of photography in art and history, including journalistic, commercial, and scientific applications, as well as political propaganda and contemporary pop culture. The class will also include artist presentations, a collaborative photo blog, and a field trip to NYC..

Photography and Graphic Design 2 (VAD380)

1 CU, Photography and Graphic Design 1 is a prerequisite, both semesters This semester course is a more in-depth exploration of the subjects and techniques studied in Photography and Graphic Design 1, and will allow students to pursue more independent work and self-directed projects.

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Studio Art (VAD301)

2 CU, open to students in grades 11-12, a portfolio of work may be required, with permission of Mr. Bartlett This course is designed for the highly motivated art students who wish to further hone their skills while developing original ideas and artistic style.

Students will have their own workspace, and will have opportunities to cultivate independent projects and studio practice. Students will work with 2D and 3D elements, principles of design, and technical exploration. Classes will include frequent critiques, collaboration, and conceptual/ philosophical discussions. Students will examine both historical and contemporary art and will take field trips to galleries and art museums in Philadelphia and NYC, as well as meet with visiting artists.

YEARBOOK Yearbook I (YB101) 1 CU

This hands-on course will enable students to learn journalistic, design, photographic and planning skills to produce the Evergreen yearbook, while helping them build a variety of skills for the future. Students will learn digital publishing by using a web-based platform to enhance photographs and create professional layouts. Students will create, evaluate and submit yearbook pages, either through time provided in class or by working independently on assignments online. Students will be graded on a portfolio of work they produce during the year.

Yearbook II (YB201)

Advanced Studio Art (VAD401)

4 CU, open to students in grades 11-12, samples of previous work may be required for approval, with permission of Mr. Bartlett This course builds on Studio Art’s structure and is designed for art students who are committed to working toward the development of a polished portfolio to showcase their accomplishments.

Studio Art is a recommended prerequisite, but not required with permission. This course meets with Studio Art, as well as during additional scheduled meetings and independent time. Students participate in Studio Art class discussions, critiques, and field trips.

1 CU, Yearbook I is a prerequisite In this course, students assume production leadership for the yearbook and develop an in-depth understanding of the publication process. Students build on the skills developed in Yearbook I and take leading roles in planning, organizing content and coordinating coverage of the school year. In addition, students will explore various digital design programs, develop an eye for the aesthetics of layout design, and discover how the printing process plays a role in production decisions.

Coursework includes time in class to create and submit yearbook pages, in addition to work done independently. Students will be graded on a portfolio of work they produce during the year.

Yearbook Editor (YB301)

2 CU This course will be taken by the student(s) chosen as the editor(s) for the yearbook.

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ADDDITIONAL COURSES

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ADDITIONAL COURSES Social Innovators Program (SIP100)

Freshmen Seminar (FS100)

1 CU, required of all 9th grade students The purpose of the Freshmen Seminar is threefold: to help ninth grade students understand Tower Hill’s mission and how it applies to each student as an individual, to provide a forum to help students know themselves in order to grow as Upper School students and beyond, and to afford students a space in which to process their freshmen year experiences as they occur. The course incorporates the Expectations of a Hiller: Be Proud, Present, Professional, and Proactive.

Health and Decision Education (HEA101) 1 CU, required of all 10th grade students

This seminar course provides age appropriate information on human sexuality, alcohol use and abuse, drug awareness, and other relevant topics. All information is discussed in the context of decision making and relevant issues of adolescence.

Peer Leadership (PL100

1 CU, open to students in grade 12, 2nd semester, pass/fail Peer Leadership is a program in which twelfth grade students teach and lead ninth grade students. Freshmen are divided into groups, and two or three seniors work with each group. The purpose is to provide seniors with a leadership opportunity, as well as support freshmen as they navigate their early high school experience.

Topics include, but are not limited to, social skills, time and stress management, friendships, social issues, resilience, self-care, goal setting, decision making (in general and around topics such as sexual activity and drug/alcohol use), and selfawareness. Eleventh grade students apply for the program during the spring of their junior year.

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1 CU, open to students in grades 11-12, both semesters The Social Innovators Program is a partnership program with Schoolyard Ventures and the University of Pennsylvania’s School of Social Policy and Practice. Schoolyard Ventures is an organization that develops university-level, real-world learning opportunities for ambitious high school students. It believes that developing an entrepreneurial mindset while in high school gives students substantive differentiation from their peers, better insight into their future educational and career opportunities, and more grit and resilience to accomplish their goals. The Social Innovators Program allows students to learn about entrepreneurship and experience it first-hand while earning a Certificate in Social Entrepreneurship from the University of Pennsylvania. During the program, students learn how to launch ventures of their own that create value and have a positive impact on society.

INDEPENDENT STUDY Independent studies are designed to allow students, under the supervision of a faculty member, to cultivate an interest in a topic through self-motivated and self-directed research. Independent studies are not designed to replace courses offered in the Tower Hill curriculum and should occur in areas outside of or beyond our academic program. In addition, the student is responsible for his/ her learning under the guidance of a teacher; it should not be expected that a faculty member will teach an individualized course.

Independent studies are semester-long, graded Pass/ Fail, issued one credit, and listed on the transcript. The supervising teacher is responsible for overseeing the research and deliverables agreed upon in advance and outlined in the Proposal for Independent Study form, as well as for assigning the final grade to the project.

Proposals must be approved by the Head of the Upper School and officially added to the schedule by the Director of Scheduling. Independent studies do not count toward the yearly course credit requirements unless prior approval is granted bythe Head of the Upper School.

• • • • • • • •

Independent Study in English (ENG99) Independent Study in History (HIS99) Independent Study in Language (LAN99) Independent Study in Math (MAT99) Independent Study in Science (SCI99) Independent Study in Music (MUS99) Independent Study in Theatre (THE99) Independent Study in Visual Art and Design (VAD99)

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2020-2021

UPPER SCHOOL COURSE OFFERINGS

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