Curriculum Guide

Westover Sc h o o l

CURRICULUM GUIDE 2013-2014

WESTOVER SCHOOL Middlebury, CT

CURRICULUM GUIDE 2013-2014

TABLE OF CONTENTS

Graduation Requirements and Scheduling

PAGE 1

English

3

Mathematics

11

Languages

14

19

English as a Second Language

History

20

Science

26

30

Women in Science and Engineering (WISE)

Arts

Performance Emphasis Track

Drama Emphasis Planner

32-43 37 49

Short Courses

44

Independent Senior Project (ISP)

44

Online School for Girls Courses for Westover Credit

45

Sports

48

GRADUATION REQUIREMENTS AND SCHEDULING A student must complete a minimum of 18 credits and must complete her Senior year in attendance at Westover (except in cases of school-sponsored exchanges) in order to receive a Westover School diploma.

Subject and credit minimum requirements for graduation are as follows: SUBJECT CREDIT English 4 Mathematics 3 Foreign Language 3 History 21/3 Laboratory Science 21/3 Arts and Music 2 Participation in sports is required throughout a student’s years at Westover. Health and Wellness and Foundations: Computer Literacy, Library Research and Finding Your Voice are required of all Freshmen and new Sophomores. Please see page 44 for course descriptions.

When requesting elective courses, students should realize that registration must be limited in such courses, and they are not guaranteed enrollment. In some courses seniors will be given priority, while in some others course selection will be made on the basis of academic strength.

In general, Westover does not award credit for courses taken at other institutions. Exceptions are: • high school level courses taken at previous schools, with approval of Westover department head.

• courses required for advancement in a discipline, with prior approval of the department head and the Director of Studies.

• courses offered by the Online School for Girls, with approval of the enrollment committee.

ACADEMIC COURSE LOAD A student will normally take 5 courses per term and may take no more than 6 courses.

• An academic program consisting of 5 academic courses and one studio art course is allowed with no additional permission required.

• A more rigorous course load, such as one consisting of 6 academic courses, should only be undertaken by a student who has demonstrated strong and consistent academic achievement, as evidenced by the attainment of High Honors with Distinction, for example, and must be approved by the Director of Studies.

• A 4 course load, the minimum, must have the permission of the advisor and the Director of Studies.

• Students who elect to take 3 full-length AP courses in one year may take at most 2 other academic courses.

• Students who wish to take 4 full-length AP courses in one year must secure the permission of the Director of Studies.

•N o student may take 5 full-length AP Courses over one academic year.

NOTE: Any student enrolled in an AP course is expected to take the AP exam in that course.

SPECIAL PROGRAMS In addition to the traditional curriculum, Westover offers a variety of special programs including Women in Science and Engineering (WISE) and Invest In Girls (IIG), and participation in art history and music programs outside the school.

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ENGLISH ■ NINTH GRADE - ENGLISH I (1 credit, full year) Readings in English I provide an introduction to the interrelated themes of self-discovery, identity, the journey, and the return along with the Homeric values of intelligence, versatility, and patience through lyric poetry, epic, and fiction. In addition, students learn vocabulary through their reading and are introduced to etymology. s a beginning English course, English I emphasizes basic skills. The study of grammar and puncA tuation is combined with the mnemonic and listening skills necessary for academic competence.

Through both expository and narrative written work, students are taught to write a unified, orderly, and well-developed paragraph before developing their thinking in longer written assignments.

Texts used in English I include the following:

• Shakespeare’s Sonnets and 20th and 21st century lyric poetry • Homer, The Odyssey • Hurston, Their Eyes Were Watching God • Chaucer, The Canterbury Tales

■ TENTH GRADE - ENGLISH II (1 credit, full year) English II provides an introductory study of literary form, drawing its readings from poetry, novels, and plays drawn from various periods of English and American literature. Students are taught how to think about and how to write on the characteristic elements of each literary genre.

In English II, intensive study of grammar and punctuation during the Fall and Winter terms culminates in a study of Common Errors in sentence structure and composition. Continued work on paragraph construction and development leads to instruction in the techniques of essay writing.

Though critical writing is emphasized, students also have opportunities to write personal essays and poetry.

Texts used in English II include the following:

• Perrine, Sound and Sense • Warriner’s High School Handbook • Cather, My Antonia OR Anderson, Winesburg, Ohio • Shakespeare, both Othello and The Tempest ■ ELEVENTH & TWELFTH GRADE - ENGLISH ELECTIVES (3 trimester electives each year; 1/3 credit each) Eleventh and twelfth grade students at Westover are required to take three English electives a year.

Along with the literature studied and papers written in these courses, grammar previously learned is reviewed by means of brief instruction and regular Common Errors quizzes. Additionally, students are required to write poems for The Lantern, the school’s literary magazine.

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ENGLISH (CONTINUED) FALL ENGLISH ELECTIVES ■ SHAKESPEAREAN COMEDY AND ROMANCE (1/3 credit, one trimester) In this course we will trace the profound and moving development of Shakespeare’s writing of comedy from the middle of his career through to the later, stranger works often labeled romances.

Romance here refers not to romantic love but to a story of strange and unlikely adventures that combines the tragic and the comic to achieve the promise of final redemption. In our reading of A Midsummer Night’s Dream, Twelfth Night, and The Winter’s Tale, we will examine how Shakespeare blends fairy tale, myth, and music to represent his affirmations of art and life.

Primary emphasis will be on the plays themselves. Each work will be approached through an exploration of the relationship of imagery and dramatic structure to thematic content and overall meaning. Portions of each play will be assigned each week for careful reading outside of class, and short written assignments will be made to encourage students to develop critical perspective in their reading.

■ DANTE’S VISION (1/3 credit, one trimester) A course designed to acquaint students with one of the world’s most careful and generous A close study of Dante’s Inferno, arguably the greatest vision of hell and punishment ever written, and the Purgatorio, which is, as Dorothy Sayers says, “the least known, the least quoted – and the most beloved” of the three books comprising Dante’s Commedia. Each book abounds with vivid, potent images of sin and vice, though in the Inferno souls repudiate judgment while in the Purgatorio souls accept judgment and are therefore transformed by their pain.

Course requirements will include study questions, quizzes, recitations, in-class writing, papers, and class participation.

■ THE CRAFT OF POETRY (1/3 credit, one trimester) A course for students who are interested in poetry and for those who have had some success in the writing of poetry. To strengthen and diversify poetry writing skills, we will consult the testimony of a number of poets and make use of exercises designed and effectively used by poets in writing workshops. Because the surest means to writing effective poetry is to read poetry, we will also give critical attention to a great deal of lyric poetry past and present with a view to understanding how it is made and how it achieves its effects. Creative writing assignments will range from formal poem assignments to weekly experiments in verse. Students will also write a critical essay. Sources on the writing of poetry will include works by Tony Hoagland, Ted Kooser, Richard Hugo, and Mary Oliver. Students must be willing to commit themselves to frequent writing and revision.

■ DOSTOEVSKY (1/3 credit, one trimester) An exploration of the work of one of the world’s great psychological and philosophical novelists and religious thinkers. The course will concentrate on a thorough examination of the last and greatest phase of Dostoevsky’s long spiritual journey by offering a concentrated study of his most important work, The Brothers Karamazov, the book that has been called the fifth gospel. Though 4

some consideration will be given to critical materials, emphasis will be on the ideas that emerge from a close reading of the text and on the importance of those ideas for the nineteenth century and for our time.

Questions and short critical essays will be assigned to encourage careful and thoughtful reading.

Some reading quizzes can be expected. Reading assignments will not exceed in length what is assigned in other prose fiction electives. Classes will be given over almost entirely to textual analysis and discussion.

■ HARDY SOULS (1/3 credit, one trimester)

Thomas Hardy, the famed English poet and author of many classic and beloved novels, was particularly riveted by the question of what it meant to be modern. Well aware that the rigid and traditional institutions of the 19th century Victorian world were rapidly falling into disarray at the dawn of the fast-moving, more socially mobile 20th century world, Hardy found some of his greatest inspiration in the tragic portraits of young men and women caught between these two worlds by the forces of modernization. This course will study two of his most famous character portraits, Tess of the D’Urbervilles (1891) and Jude the Obscure (1895). By focusing on these two works, we will pay particular attention to gender and to the different effects these new pressures of modernity have on young men and on young women, leading to very different crises and outcomes.

■ I SING OF HEROES AND OF KINGS: THREE EPIC NARRATIVES (1/3 credit, one trimester) This course will be dedicated to a careful, extensive reading in three epic poems: the Epic of Gilgamesh from ancient Mesopotamia, Homer’s Iliad, and the medieval French Song of Roland.

We will consider the origins of epic literature in oral performance; we will trace the development of epic as exemplified in these three poems; we will explore their similarities and differences in poetic convention, structure, theme, and worldview. But our main aim will be to discern what answer each poem may bring to the question that all three pose so powerfully, a question which is as ancient as it is modern: what can we do to give our lives meaning?

■ LOVE AND DEATH IN THE MODERN NOVEL (1/3 credit, one trimester) What do we talk about when we talk about love? Who is the truly loving person? Can you ever love too much? Is love always the morally right choice? Is love a choice at all? This course will examine love in its many forms—romance, friendship, familial affection, charity—through the lens of the modern novel. In a world of political upheaval, moral outrage, rampant change, and death, how can we remain open to the human drives toward love, life, fidelity, and creativity? This class will center on a close reading of Mikhail Bulgakov’s masterpiece, The Master and Margarita, with additional readings drawn from among the following authors: C.S. Lewis, Søren Kierkegaard, Leo Tolstoy, Milan Kundera, William Maxwell, J.D. Salinger, and James Joyce.

■ INTENSIVE WRITING SEMINAR (1/3 credit, one trimester, students recommended by department) This course is specifically designed for all newly matriculated juniors as well as for those returning juniors who need to further review grammar, develop their critical writing, and improve their reading comprehension. Along with intensive review of grammar, diction, and Common Errors, 5

ENGLISH (CONTINUED) students will write frequent critical essays, including one research essay. Reading for the course will be largely drawn from Flannery O’Connor’s short story collection A Good Man Is Hard To Find.

Students should NOT register for this course. Instead, members of the English department will recommend placement in this course.

WINTER ENGLISH ELECTIVES ■ BANNED BOOKS (1/3 credit, one trimester) An exploration of what it is about important novels and short stories from different literary periods by women authors who have written about widely different subject matter that has caused these books to be banned. Beginning with an exploration of Mary Shelley’s Frankenstein, which was banned in 1955 by the apartheid regime of South Africa, other works that we will consider will include (but will not be limited to) Carson McCullers’ The Heart is a Lonely Hunter, Shirley Jackson’s The Lottery, and a selection of short stories from Lung Ying-tai’s Big River, Big Sea: Untold Stories of 1949.

Students in this course will read these works with the following questions in mind: What experiences do these books speak to that make them seem dangerous to various governments?

Why are the women characters portrayed or the women writers themselves seen as objectionable?

Would the books be banned if the authors were male? Is literary censorship a proper role for government? Students should expect substantial nightly reading assignments, frequent in-class writings, and two papers.

■ GENESIS, JOB, AND THE GOSPELS (1/3 credit, one trimester) A course directed at both acquainting students with the varied writings of the Bible and providing students with tools for reflecting on those writings. We will pay strict attention to the different literary genres of the Hebrew Bible and New Testament. Our reading will be supplemented with readings from Greek, Babylonian, Hindu and other mythologies. This year’s course will concentrate on the New Testament Gospels.

Course requirements will include study questions, quizzes, in-class writing, papers, and class participation.

■ HOLY SINNERS (1/3 credit, one trimester) Can a sinful act be a manifestation of the greatest virtue? When is virtue a mask for hypocrisy?

In our readings of three modern novels, we will explore the paradoxes of faith, doubt, sin, and redemption encountered by flawed human characters who stumble through a world wracked by selfishness, corruption, and violence. Students should be prepared to read works that may challenge their assumptions about good and evil. Work for the course will include short interpretive exercises, critical essays, and regular reading quizzes. We will read Shusako Endo’s Silence, Graham Greene’s The Power and the Glory, and Iris Murdoch’s The Bell.

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■ THE METAPHYSICAL POETS: A CLOSE READING (1/3 credit, one trimester) The Metaphysical Poets, as they are sometimes called, were masters of wit, paradox, logical subtlety, and emotional intensity. This remarkable group of seventeenth-century English writers—John Donne, George Herbert, Andrew Marvell, and Henry Vaughan—wrote poems that were at once highly serious and decidedly playful, fusing reason and passion into a distinctive poetic style. Perhaps more than any other school, the Metaphysicals embodied Yeats’s principle that poetry is made from the quarrels we have with ourselves. As time allows, we will conclude by examining how their legacy persists in the work of later poets such as Emily Dickinson, G.M. Hopkins, Elizabeth Bishop, Richard Wilbur, and Billy Collins. The parallel aim of this course is to teach students essential skills for reading poetry well. Students will learn close reading techniques aimed at enhancing their understanding of and appreciation for literary language. Course requirements include weekly annotation exercises and two critical papers.

■ POETRY AND ART OF THE ROMANTIC AGE

Co-taught by English and Art History faculty, this course may earn 1/3 credit as an English elective, while simultaneously fulfilling the requirement of an Art History course. The student may also choose to take this course in order to earn 1/3 credit in Art History, in which case the course will not fulfill an English elective requirement.

(1/3 credit, one trimester) In an age of revolutions political, industrial, and scientific, a number of poets and painters believed they were creating an artistic revolution. These poets and artists, whose works we conveniently refer to by the term Romanticism, experimented with new forms of lyric sensibility and expression in ways that remain strikingly modern even after two hundred years. Through a careful reading of selected poems by Blake, Wordsworth, Coleridge, Shelley, and Keats, and through analysis of artistic works by artists including Delacroix, Géricault, Goya, and Turner just to name a few, we will explore some of the fundamental Romantic concepts of the imagination, artistic inspiration, the persistence of memory, mysticism, the sublime, artistic and social liberty, and the apprehension of the natural world. While the literature we study will primarily be poems, we will also examine several key prose statements of the Romantic understanding of the imagination in literary and artistic creation. Students must be prepared to read carefully, write weekly annotations of poems and artworks, and write critical essays. A field trip will enhance our study of the period. In addition, our study of the poet, printer, and painter William Blake will be enriched through some work with Westover’s printing press.

■ THE SHORT STORY (1/3 credit, one trimester) An exploration of the elements and aims of short story writing. Students will gain an appreciation of the economy of short fiction as they both study stories written by masters of the craft and write their own stories.

Students can expect to read three to four stories each week. Authors will include Anton Chekhov, Isak Dinesen, Leo Tolstoy, Joyce Carol Oates, Flannery O’Connor, Alice Walker, Jorge Luis Borges, Tim O’Brien, E.M. Forster, Gabriel García Marquez, Jhumpa Lahiri, Guy de Maupassant, James Joyce and Tobias Wolff.

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ENGLISH (CONTINUED) ■ VIRGINIA WOOLF

(1/3 credit, one trimester) An exploration of the writings of one of the twentieth century’s most brilliant and innovative authors. We will begin the course with a consideration of Woolf’s importance as a feminist writer through careful study of the influential essay A Room of One’s Own. As we go on to examine her narrative experimentation with point of view and ‘stream of consciousness’ writing in such novels as Mrs. Dalloway, To the Lighthouse, and The Waves, we will explore in what ways Woolf’s fictions reflect yet expand on her feminist convictions to touch on profound human truths.

■ AP ENGLISH LITERATURE (1/3 credit, one trimester, students recommended by department) This intensive literature and writing skills trimester elective for seniors is designed to give training for the Composition and Literature Examination in Advanced Placement English in the spring.

The course aims to strengthen understanding of literary and rhetorical terms and to hone critical reading and writing skills through further exposure to acknowledged classics of drama, fiction, and lyric poetry. The syllabus, centered on a single text well suited to the kinds of essay questions favored by the AP exam, will demand careful reading in addition to extensive writing from students. All students in the course are required to take the AP examination; an exam fee of approximately $90 is charged.

SPRING ENGLISH ELECTIVES ■ CAMERA EYE: DOCUMENTARY MODERNISM IN 1930s AMERICA (1/3 credit, one trimester) Although the idea of the documentary may suggest objectivity, documentary journalists, photographers, and filmmakers in the early twentieth century all saw their work as a “creative treatment of actuality,” in the words of John Grierson. As writers and artists turned toward the plight of those displaced by the Depression, oppressed by poverty, and cheated by economic and social injustice, they felt the ethical and political imperative to represent the lives of the unfortunate. The camera offered a model both of reportage and of artistic vision, whether as a transparent depiction of the real or as a suggestive mode of juxtaposition and montage. In addition to a consideration of the photography of Walker Evans and Dorothea Lange and the films of Pare Lorentz, we will read across a range of genres from poetry to prose in which writers enter into fruitful dialogue with the resources of visual documentation. The heart of the course will be James Agee and Walker Evans’ Let Us Now Praise Famous Men and John Steinbeck’s Grapes of Wrath, supplemented by the poetry of Muriel Rukeyser and William Carlos Williams.

In keeping with this year’s thematic focus on the Face of the Other, we will pay particular attention to the ethical responsibility of documentarians to the people they represent, a concern that haunted many of the writers we will be reading.

■ CHARLES DICKENS (1/3 credit, one trimester) Charles Dickens’ allure owes in large part to the range of people, plots, and ideas that populate his novels. In this course we will immerse ourselves in this vast mixture by giving a close reading to two of his greatest novels. In A Tale of Two Cities and Great Expectations we find people who 8

have been seized by their past as well as those who are awakened to the future; we find scoundrels, saints, cowards, heroes, misanthropes and charismatics; and we find strong women. Along with this panoply of characters and character traits, we are given much larger pictures of fate, coincidence, and history.

Questions and critical essays will be assigned to encourage careful and thoughtful reading. Reading quizzes are to be expected. Classes will be given over almost entirely to textual analysis and discussion.

■ CONTEMPORARY POETRY: 1945 – PRESENT (1/3 credit, one trimester)

Poetry today is characterized by its variety, by its many voices, aims, and techniques. This course is designed to enable the student to explicate and evaluate modern lyric poems independently.

Each student is expected to read about twelve poems a week, to take precise notes and annotate the poems, to intelligently discuss the poems in class, and to write two critical papers. Our syllabus will be compiled from among the following post-World War II poets: Elizabeth Bishop, Sylvia Plath, John Berryman, Robert Lowell, Lorine Niedecker, James Wright, Richard Wilbur, Allen Ginsberg, Charles Olson, Frank O’Hara, Robert Duncan, Phillip Larkin, Donald Justice, A.R. Ammons, James Merrill, William Stafford, Edward Dorn, Richard Hugo, Denise Levertov, Adrienne Rich, Seamus Heaney, Anthony Hecht, Mark Strand, Howard Nemerov, Phillip Levine, Gary Snyder, Charles Wright, Geoffrey Hill, Fanny Howe, Gjertrud Schnackenberg, Billy Collins, Wendell Berry, Carolyn Forché, Rita Dove, Louise Glück, and Li-Young Lee. ■ JOSEPH CONRAD (1/3 credit, one trimester) Born Jozef Konrad Nalecz Korzeniowski in 1857 of Polish parents in the Ukraine, Joseph Conrad went to sea at age sixteen and did not speak English, his third language, until nearly twenty.

Nevertheless, Conrad was quickly recognized as one of the masters of English fiction when his first novel, Almayer’s Folly, over which he labored for five years while still aboard ship, was published in 1895. Giving up the sea to pursue writing, Conrad introduced many of the most influential narrative innovations of English modernism. In this course we will explore Conrad’s revolutionary impact on fiction, both thematically, in his controversial subject matter, and narratively, in his more notable innovations. We will pay particular attention to the development of his increasingly complex narrative framing devices by tracing the development of his most famous narrator, Marlow, through the four works in which he appears: “Youth: A Narrative” (1898), “Heart of Darkness” (1899), Lord Jim (1900), and Chance (1913).

■ MEDIEVAL QUESTS: MALORY’S MYSTERIES (1/3 credit, one trimester) For this course we will be studying Malory’s Le Morte D’Arthur as our primary text, along with some shorter medieval works, such as Sir Gawain and the Green Knight, and a few contemporary works, both literary (Eliot’s The Waste Land) and scholarly (excerpts from Joseph Campbell, Weston’s Ritual and Romance). Our study of medieval texts (all in translation) will be largely symbolic and psychological rather than historical per se, as we will explore the ways in which these medieval romances enact spiritual, sexual, and moral mysteries of human existence through universal symbols. We will also pursue, as a secondary question, whether these quest motifs and the codes of chivalry itself are always premised on the figure of woman as the ‘other’ or the outside of the social or moral order.

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ENGLISH (CONTINUED) ■ TRUTH, BEAUTY, JUSTICE (1/3 credit, one trimester)

A course designed to acquaint students with several of our enduring questions through a variety of philosophical and religious texts. Among the issues of the course will be the idea and practice of questioning. Why do some ideas stubbornly maintain the form of questions: e.g., Why am I here?

What ought I to do? What can I know? Is there a God? What is love, truth, honor, virtue, beauty, justice? What sort of questioning does the investigation of these ideas require? Where do I begin?

Among the readings for the course will include the following:

• Plato’s Euthyphro, Apology, Crito, Meno, and Phaedo • Descartes’ Meditations • Tolstoy’s A Confession

Course requirements will include study questions, quizzes, in-class writing, papers, a journal, and class participation.

■ EDITH WHARTON (1/3 credit, one trimester) In thirty-two volumes of fiction published over the first four decades of the twentieth century, Edith Wharton (1862-1937) examined, with keen insight born of personal experience and in prose as clear and sharp as crystal, the profound costs both of living in conformity to rigid social conventions and of rebelling against them. We will read three of Wharton’s finest novels, The House of Mirth, Summer, and The Age of Innocence, stories whose characters respond in dramatically different ways to the requirement of their time (the turn of the last century) and place (among the elite of New York City or the rural poor of New England) that they “sacrifice feeling on the altar of respectability.”

■ AP ENGLISH LANGUAGE AND COMPOSITION (1/3 credit, one trimester, students recommended by department) As preparation for selected juniors to take the Advanced Placement Language and Composition examination at the end of their junior year, this course builds in students an understanding and appreciation of the variety of different prose styles and rhetorical techniques used by writers. We will read essays from a variety of historical periods and rhetorical contexts to develop sensitivity to style, tone, and devices. Students will also hone their composition skills by writing prose to address a variety of purposes. Students must be prepared for frequent short writing assignments and regular quizzes on vocabulary and terms. All students in the course are required to take the AP exam; an exam fee of approximately $90 is charged.

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MATHEMATICS REQUIREMENTS The mathematics program at Westover is a sequence of courses from Algebra plus Geometry through Calculus. In all courses, modern methods of presenting concepts are blended with traditional training in basic skills. The emphasis is on student involvement in reading, discussion, and the development of problem solving strategies.

Technology is an important element in all courses. Entering students are introduced to the operation of the graphing calculator. All mathematics courses require the TI-84 Plus or the TI-84 Silver Edition calculator.

Three units of math are required for graduation.

Students with strong ability and interest in math and science may be invited to participate in the cocurricular enrichment program, Women in Science and Engineering (WISE), described on pages 30-31.

■ ALGEBRA PLUS GEOMETRY (1 credit, full year) This course covers all the major topics included in a typical Algebra I class as well as essential geometry concepts. The algebra and geometry topics are introduced independently but are regularly integrated in problem solving. Students completing this course will advance to either Algebra II or Honors Algebra II; in some cases students may be required to take Geometry Plus Algebra.

■ GEOMETRY PLUS ALGEBRA (1 credit, full year) This course covers all the major topics included in a typical Geometry class while extending the student’s Algebra skills with an intensive review that is integrated throughout the year. Students completing this course will advance to either Algebra II or Honors Algebra II. ■ HONORS GEOMETRY PLUS ALGEBRA (1 credit, full year, prerequisite: by department assignment in November) This course covers all the major topics included in a typical honors level Geometry class while extending the student’s grasp of Algebra by solving challenging exercises throughout the year.

Students completing this course will advance to either Algebra II or Honors Algebra II. ■ ALGEBRA II (1 credit, full year, prerequisite: Algebra Plus Geometry or Geometry Plus Algebra) A course in advanced algebra which leads towards Pre-Calculus and Trigonometry. Topics covered include variations and graphs, linear relations, systems of equations, inequalities, powers, roots, parabolas and quadratic equations, polynomial and rational functions, logarithms, introductory trigonometry, matrices, and sequences and series. Reading and problem solving are emphasized, and real-life situations are used to motivate algebraic ideas throughout this course.

■ HONORS ALGEBRA II (1 credit, full year, prerequisite: Algebra Plus Geometry or Geometry Plus Algebra) A third year course in mathematics covering standard second year algebraic topics at an accelerated pace. In addition, advanced topics of algebra are studied and an introduction to pre-calculus and functional trigonometry is given.

■ HONORS PRE-CALCULUS/CALCULUS (1 credit, full year, prerequisite: Honors Algebra II and permission of the department) A full year course which leads towards the study of AP Calculus BC. It covers trigonometry and all precalculus topics, and includes an introduction to calculus. It is assumed that students in this course will be able to move at a faster pace and that they will take AP Calculus BC at Westover in the following year.

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MATHEMATICS (CONTINUED) ■ FALL & WINTER: PRE-CALCULUS AND TRIGONOMETRY (2/3 credit, two trimesters, prerequisite: Honors Algebra II, Algebra II or permission of the department) This course will review all elementary functions and introduce advanced properties of specific functions essential to calculus. Special attention will be given to polynomial functions, rational functions, logarithmic functions, exponential functions, and trigonometric functions. Followed by: ■ SPRING: ADVANCED PRE-CALCULUS (1/3 credit, one trimester; prerequisite: Pre-Calculus and Trigonometry, or permission of the department) Through problem solving and curve sketching this course will extend and connect the major topics covered in the Pre-Calculus course. Topics in discrete mathematics, matrix algebra, statistics and probability will be added as time permits.

■ FALL & WINTER: HONORS PRE-CALCULUS AND TRIGONOMETRY (2/3 credit, two trimesters, prerequisite: Honors Algebra II, Algebra II or permission of the department) An intensive study of polynomial, rational, exponential, logarithmic and trigonometric functions and graphs. Introductory trigonometric identities, proofs and linear programming are also covered.

This course requires students to solve problems algebraically and to use their graphing calculator to analyze problem situations both graphically and numerically. Students in this course are expected to apply and to build upon the previously learned skill of reading mathematical texts. Followed by: ■ SPRING: HONORS ADVANCED PRE-CALCULUS (1/3 credit, one trimester; prerequisite: Honors Pre-Calculus and Trigonometry, or permission of the department) This course is designed to reinforce and connect all the concepts introduced in Honors PreCalculus and Trigonometry. Additional topics in trigonometry, conic sections, linear and nonlinear systems of equations, and systems of inequalities, are covered. The concept of the derivative is introduced through limits. Students in this course are expected to apply and to build upon the previously learned skill of reading mathematical texts.

■ CALCULUS (1 credit, full year; prerequisite: Pre-Calculus & Advanced Pre-Calculus) A full year course of calculus designed to cover all the major topics of AP Calculus AB but with less rigor. Students enrolled in this course are not expected to take the Advanced Placement exam.

■ AP CALCULUS (AB) (1 credit, full year; prerequisite: Honors Pre-Calculus and Trigonometry & Honors Advanced Pre-Calculus) A full year course designed to represent first semester college-level calculus, including the theory of limits, as well as differentiation and integration. Emphasis is placed on a multirepresentational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. This course has one additional class meeting per week. Students enrolled in this course are required to take the Advanced Placement exam; the cost of the exam is approximately $90.

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■ AP CALCULUS (BC) (1 credit, full year; prerequisite: Honors Pre-Calculus/Calculus or AB Calculus) A full year course designed to represent second semester college-level calculus. Emphasis is placed on a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. Topics beyond the scope of AP Calculus AB are explored. Students may take this course as a sequel to AP Calculus AB or after taking Honors Pre-Calculus/Calculus. Because the A, B, and C syllabi for calculus will be covered, the pace of this course is extremely fast, and the course has one additional class meeting per week.

Students enrolled in this course are required to take the Advanced Placement exam; the cost of the exam is approximately $90.

■ AP STATISTICS (1 credit, full year; prerequisite: Honors Algebra II; may be taken concurrently with another math course) A course equivalent to a one-semester, introductory, college level course. The goal of the AP Statistics course is to introduce students to the major concepts of collecting and analyzing data, and for drawing conclusions from their analysis. Active learning and communication are high priorities.

Students learn to use the statistical capabilities of their graphing calculator to carry out routine computations, create graphical displays and perform some analyses. Students enrolled in this course are required to take the Advanced Placement exam; the cost of the exam is approximately $90.

■ AP MACROECONOMICS (1 credit, full year; permission of department required) Please see page 45 for course description.

■ INDEPENDENT STUDY (1, 2/3 or 1/3 credit; permission of department required) A course for students who have successfully completed the standard courses offered in the mathematics program at Westover.

■ ADVANCED MATHEMATICS: MULTIVARIABLE CALCULUS AND DIFFERENTIAL EQUATIONS (1 credit, full year; prerequisite: AP Calculus BC; permission of department required)) Please see page 45 for course description.

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LANGUAGES The Language Department offers course sequences from the introductory to the Advanced Placement levels in Chinese, French, Latin, and Spanish. The Department determines the level at which a new student is placed in the language program she chooses. Each student is required to successfully complete Westover’s third-level course in one of these languages in order to graduate, though she is encouraged to pursue the study of her chosen language beyond the requirement or to begin the study of a second foreign language. We ask that students do not sign up for courses in languages spoken at home.

CHINESE ■ CHINESE I (1 credit, full year) In this introductory course students learn pronunciation patterns, tones, and the basic grammatical structures of Mandarin Chinese. Chinese is used extensively in class, and students are expected to actively participate in class exercises and discussions. Students are exposed to approximately 500 words for oral practice and conversation. In addition, they are introduced to approximately 400 complex style Chinese characters. Projects and units on Chinese history and culture complement the language portion of the course.

■ CHINESE II (1 credit, full year) Students will continue to hone their tones, pronunciation, and use of grammatical structures in Mandarin Chinese. Students will be exposed to an additional 500 Chinese characters written in the complex style. They will have frequent opportunities to practice both their written and spoken Chinese using a word processing program and recorded exercises. Chinese is used almost exclusively in class, and students are expected to actively participate in class exercises and discussions. Projects and units on Chinese culture and history will expose students to other aspects of China.

■ CHINESE III (1 credit, full year) Students will build upon the skills learned in the introductory courses. They will further develop the ability to use technology and multimedia tools to enhance their experience, allowing them to practice their skills independently. They will be introduced to an additional 400 characters written in the complex style. The class will use the ACTFL (American Council on the Teaching of Foreign Languages) Standards for Language Learning. Chinese will be used almost exclusively for all means of communication: speaking, reading, writing, and listening. Students will learn about Chinese culture through a series of dialogues and narratives. Successful study of the language and culture will give students the confidence to effectively communicate with native speakers of the language.

■ CHINESE IV (1 credit, full year) This advanced course prepares students to further develop their proficiency communicating in all aspects of the Chinese language: speaking, reading, writing, and listening. Students will translate articles not only from the textbook, but also from authentic materials that correspond to a variety of themes. Chinese commercials, movies, and news excerpts will give students the opportunity to experience Chinese culture through technology. Students will produce news reports and professional presentations narrating global events. Students will be exposed to an additional 400 characters written in the complex style. The course will follow the ACTFL (American Council on the Teaching of Foreign Languages) Standards for Language Learning and will provide many opportunities for students to use the language in realistic situations.

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■ AP CHINESE (V) (1 credit, full year; permission of the department required) The goal of this college-level course is to prepare its students for the AP Exam in Chinese Language and Culture while building upon material and skills learned in previous years of study.The course will emphasize learning culture through reading, writing, listening to, and speaking the language.

The exam will assess a student’s communication skills, her ability to produce and understand spoken and written language, as well as her familiarity with Chinese culture. The AP Chinese course and examination are based on Mandarin Chinese. Classes are taught solely in Chinese and students are required to reciprocate in their use of the language. Students will gain advanced proficiency and will be able to use the target language in authentic settings. Students in this course are required to take the Advanced Placement exam; the cost of this exam is approximately $90.

FRENCH ■ FRENCH I (1 credit, full year) In this introductory course, students will learn the basic communicative functions as well as the basic structures of the French language. Grammar lessons will be reinforced with photos and images, skits, and physical response exercises. Students will also be exposed to cultural aspects of the French-speaking world through activities such as researching and listening to traditional songs and cooking authentic French food. Classes are conducted in French.

■ FRENCH II (1 credit, full year) Students will continue to develop grammatical and speaking skills in this second year course, with an increased emphasis on writing. Some basic grammatical lessons will be supplemented with more advanced material according to the needs and interests of the class. Students will experience French culture through songs, skits, film and use of the Internet. Active participation in class discussions and exercises is essential. Classes are conducted in French.

■ FRENCH III (1 credit, full year) Students will continue to hone skills in grammar, speaking and listening in this third year course, with an increased emphasis on developing advanced reading and writing skills. As in previous courses, students will be expected to apply these skills in communicative activities in the classroom. Basic grammar lessons will be supplemented with images and video, skits, and use of the Internet. Students will be exposed to culture through short stories, periodical articles, and films, thus improving their vocabulary and reading comprehension skills. This class will be taught solely in French. Active participation is essential.

■ FRENCH IV (1 credit, full year) This advanced level course offers a survey of French literature and history throughout the centuries.

Students will examine such historical topics as the French Renaissance and the French Revolution, and will study excerpts of works by French authors such as Voltaire, Molière, and Hugo. This course also offers an in-depth review of grammatical structures. Classes are taught solely in French; students will be required to speak only French in class and to participate in group discussions with enthusiasm.

■ AP FRENCH (V) (1 credit, full year; permission of the department required) This course, which requires an advanced degree of proficiency, prepares students for the AP exam offered in May. Students will be exposed to the numerous formats of the exam and will be trained in aural, oral, and written exercises. The course includes an in-depth review of the most complex 15

LANGUAGES (CONTINUED) structures of French grammar. Students will enrich their vocabulary bank and gain more cultural awareness. They will also further their understanding of the Francophone world and its cultures through the extensive study of articles (both print and online), broadcasts, podcasts, films and literature. Classes are taught solely in French; students will be required to speak only French in class and to participate in group discussions with enthusiasm. Students enrolled in this course are required to take the Advanced Placement exam; the cost of this exam is approximately $90.

LATIN ■ LATIN I (1 credit, full year) This course offers an introduction to the elements of Latin grammar, syntax, and vocabulary as tools for reading the language. Students will also explore the history of Rome, classical mythology, and the Latin roots of English words. Our readings cover a variety of topics including the Trojan War, the comedy of Plautus & Terence, the eruption of Mt. Vesuvius, and the Catilinarian conspiracy. Composition and introductory oral communication are used to reinforce the grammatical concepts of the course. Elements of Roman culture and society are presented through Latin passages and supplemented with English readings.

■ LATIN II (1 credit, full year) After reviewing the material learned in Latin I, we continue the study of Latin grammar and syntax. Our Latin readings tell the story of the Roman poet Horace, who lived in the second half of the first century BCE, one of the most exciting periods in Roman history and the golden age of Latin literature. We follow Horace from his school days in Rome to his travels in Greece to his involvement in the Roman civil war to his career as one of the Latin language’s leading poets.

Along the way we encounter such fascinating historical figures as Cicero, Brutus, Augustus, Vergil, Antony and Cleopatra.

As in Latin I, we pay steady attention to the Latin origins of English words, as well as to the structural differences between the two languages, as a way of developing a deeper understanding and appreciation of both. And we continue our exploration of the historical and cultural context in which the Romans wrote, and of the connections between that context and our own.

■ LATIN III (1 credit, full year) This course seeks to enhance the facility, understanding, and enjoyment with which students read a wide variety of Latin poetry and prose. Readings set during the rule of the Emperor Domitian involve such topics as marriage, country life, and Roman law. Selections from the works of writers such as Ovid, Catullus, Horace, Vergil, Cicero and Phaedrus bring an ancient language and culture to life in our modern classroom. Composition is integrated as a significant component of the winter term.

■ LATIN IV/AP LATIN (1 credit, full year; permission of the department required for the AP course) Latin IV and AP Latin are offered concurrently and operate on a two-year cycle. This course provides an opportunity to study masterpieces of Latin poetry and the finest of Latin prose. In addition to detaild study of meter, rhetoric, grammar, and syntax, we may discuss themes of war, strategy, love, hate, family, friendshiop, shange, hospitality, and destiny. The primary readings will be from Vergils’ Aeneid and Julius Caesar’s Commentarii de Bello Gallico, with close attention to matters of content, style, grammar, and context. Additional authors include Catullus, Ovid, and Cicero. Composition is integrated as a significant component of the course.

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Completion of the second year of the cycle will prepare students for the Advanced Placement Exam.

Students enrolled in the second course are required to take the Advanced Placement Exam in May; the cost of this exam is approximately $90.

SPANISH ■ SPANISH I (1 credit, full year) In this introductory course, students will learn the basic communicative functions as well as the basic structures of the Spanish language Students will perform reading, writing, speaking and aural comprehension exercises. They are also introduced to cultural aspects of Spain and Latin America.

Classes are conducted in Spanish.

■ SPANISH II (1 credit, full year) Students will continue to develop grammatical and speaking skills in this second year course, with an increased emphasis on writing. Increased emphasis is placed on oral-aural skills, along with practice in writing and reading. Students are further exposed to Hispanic culture in reading materials.

Classes are conducted in Spanish.

■ SPANISH III (1 credit, full year) This course extends the study of basic patterns with concentration on the more complex aspects of Spanish grammar in addition to expanding vocabulary. The focus is on the continued improvement of comprehending spoken and written material, and augmenting speaking and writing skills in Spanish. Students practice their listening and speaking skills by speaking with their instructor and classmates in the classroom through varied activities. The complexity of the short readings gradually increases over the course of the year. Various websites are introduced to the students to aid in their preparation and study outside of class as well. As the year progresses, increased emphasis is placed on the student’s proficiency in speaking Spanish. Classes are conducted in Spanish.

■ HONORS SPANISH III (1 credit, full year; permission of the department required) Like Spanish III, this course extends the study of basic patterns with concentration on the more complex aspects of Spanish grammar. Concepts are covered in depth and reinforced by a wide range of discussion-based activities. Literary selections in the text, chosen from a wide variety of Hispanic writers, both classic and contemporary, are used for both class discussion and writing assignments, giving students the opportunity to consolidate their knowledge by the active use of the language. The course also offers increased exposure to Hispanic culture and art through frequent use of Internet, film and media resources. As the year progresses, increased emphasis is placed on oral proficiency. Classes are conducted in Spanish.

■ ADVANCED ELECTIVES IN SPANISH/SPANISH IV These electives are enrichment courses designed for advanced students of Spanish who wish to increase their knowledge of Hispanic culture and to gain proficiency in communicative skills, especially speaking and reading. Though classes will be discussion based, it is expected that students will be able to use essential structures and vocabulary of Spanish in reading, writing, and conversing.

The instructor will review and test these elements as needed. A student who wishes to take any of these electives MUST enroll in the fall elective, and may choose to continue with the winter or spring elective or both. The student who chooses to take all three electives will earn one full credit in Spanish IV. ◆ FALL: CURRENT EVENTS IN SPANISH (1/3 credit, one trimester; permission of the department required) The fall term elective will include a comprehensive grammar review in order to strengthen the skills needed for reading, writing and speaking Spanish throughout the remainder of the year.

The class will also use newspaper and internet sources to research and present current events in the Hispanic world. Participation in class discussion is essential.

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LANGUAGES (CONTINUED) ◆ WINTER: CUSTOMS AND HOLIDAYS (1/3 credit, one trimester; permission of the department required) Students will study a variety of Hispanic customs and holidays in order to become more familiar with the cultural practices of Hispanic peoples around the world. Participation in class discussion is essential. ◆ SPRING: HISPANIC FILMS NOTE: Students enrolled in Honors Spanish III, Honors Spanish IV, or AP Spanish may concurrently enroll in the spring term elective.

(1/3 credit, one trimester; permission of the department required.)

Students will view, study, and discuss in depth four or five films from various Hispanic countries. Participation in class discussion is essential.

■ HONORS SPANISH IV (1 credit, full year; permission of the department required) Building on three years prior study of the Spanish language and cultures associated with it, this upper-level course aims to provide a thorough review of all grammar structures, expansion of vocabulary, a general insight to Hispanic literature, as well as an increased proficiency in communicating and understanding Spanish. A wide variety of projects will be assigned throughout the year that help enhance the student’s overall confidence and comfort in using Spanish.

The students will be able to make connections and draw comparisons with cultures commonly associated with the Spanish language and those of their own culture through many resources suchas the Internet, film and other media. All students will be expected to use only Spanish at all times in this course. Classes are conducted entirely in Spanish.

■ AP SPANISH (V) (1 credit, full year; permission of the department required) An AP Spanish Language course is comparable to an advanced level college Spanish language course.

Emphasizing the use of Spanish for active communication, it encompasses aural/oral skills, reading comprehension, grammar in context, and composition. In this course, special emphasis is placed on the use of authentic source materials and the integration of language skills. There is extensive training in combining listening, reading, and speaking (or listening, reading, and writing) skills in order to demonstrate understanding of authentic Spanish-language source materials.

Classes are conducted entirely in Spanish. Students enrolled in this course are required to take the Advanced Placement exam in May; the cost of this exam is approximately $90.

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ENGLISH AS A SECOND LANGUAGE The English as a Second Language program is designed for students who have already attained a high/intermediate level of competence in both spoken and written English, but may need some additional support to be successful in Westover’s rigorous academic curriculum. The aim of the program is to refine students’ English skills so that these non-native speakers may be fully engaged in the Westover community. A fee is charged for English as a Second Language courses.

■ ENGLISH AS A SECOND LANGUAGE I (1 credit, full year) ESL I is an intensive course in which the new students will hone their listening, speaking, reading, and writing skills in English so as to be able to participate as fully as possible in their academic courses, especially English and History, and in every other aspect of Westover life.

In addition to focusing on the English language, students will learn about United States history and culture. They will be required to do substantial work outside class; in particular, ESL I students will be expected to practice English with native speakers at every opportunity. Careful attention will be paid to individual students and their specific needs.

ESL I meets four times a week. Students in ESL I are also enrolled in English I and receive a combined English I/ESL grade for their work in both courses. This combined grade will be the average of the grades in the two courses.

■ ENGLISH AS A SECOND LANGUAGE II (Not for credit) In ESL II, students have tutorial help as necessary for their coursework at Westover. Students will be expected to bring questions to tutoring sessions based on their work in other courses.

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HISTORY The History program at Westover is designed to develop the student’s understanding and appreciation of economic, social, cultural and political changes throughout the world and the United States. To satisfy graduation requirements, each student must complete two trimesters each of World and European History and three trimesters of U.S. History. We encourage students who have an interest in history to take additional electives or Advanced Placement courses. All of these courses emphasize the geography underlying the historical events, the art and literature of the eras discussed, and parallels between current events and the historical record. A variety of historical materials are used, and emphasis is placed on the development of reading, writing and analytical skills. Instruction includes discussions, debates, simulations, use of technology, and trips to sites of historical importance. As historian David McCullough once said, “History is a guide to navigation in perilous times. History is who we are and why we are the way we are.”

WORLD AND EUROPEAN HISTORY COURSES FOR FRESHMEN AND SOPHOMORES Students will take a total of four history electives by the end of their sophomore year, two World History electives and two European History electives. We recommend that students take two of the following courses during their freshmen year. They will take an additional two electives their sophomore year. Sophomores who want to be considered for AP World History must have taken two electives their freshman year.

■ AP WORLD HISTORY (TENTH GRADE) (1 credit, full year; permission of the department required. While this is a sophomore course, seniors and juniors will be allowed to take it if there is room.)

This course provides a grand sweep of world history, beginning with ancient cultures and examining the gradual growth of modern civilizations. Familiar events such as European navigation, the industrial revolution and World War Two will make their appearance, but students will also gain exposure to areas of history not covered in other courses. While we will focus on larger patterns and trends there will be time to delve into the interesting facts that make history come alive: How did the Aztecs build an empire without wheels? In a world of polytheistic societies, how did the Jews turn to worship only one God? Why have India and China always been the most populous nations? There will be strong emphasis on the development of historical skills: detection of patterns, exploration of cause and effect, discussion of continuity and change over time. Yet, we will take an interdisciplinary approach, incorporating geography, archeology, anthropolgy and sociology into our study of the past. Ultimately, our challenge will be to find new ways of telling the story of humanity and perhaps discover a single narrative that encompasses the entire globe. All students are required to take the AP exam and pay the exam fee of approximately $90.

FALL WORLD AND EUROPEAN HISTORY ELECTIVES - NINTH AND TENTH GRADES ■ A TALE OF TWO EMPIRES: GREAT BRITAIN AND GERMANY (European History) (1/3 credit, one trimester) February 10, 1840, Queen Victoria married her German cousin, Albert. This was not the first German/British union, though it was the most romantic. Since the 17th century Germans had come to England to rule as kings (George I) or, like Albert, to marry into the royal family. Victoria’s daughter, in turn, married the German Emperor Frederick III, and it wasn’t uncommon for young Englishmen to spend a few years at a Heidleburg University dangling after German maidens and drinking beer at Octoberfest. Yet, on July 28, 1914, these two friends faced each other across No Man’s Land and fought a brutal war for over 4 years. What made them turn from friends to mortal enemies? This course will look at the development of Victorian England and newly unified Germany against the backdrop of the Industrial Revolution, Imperialism and growing Nationalism.

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■ A TALE OF TWO CITIES: PARIS AND ST. PETERSBURG (European History) (1/3 credit, one trimester) Paris, France 1789. St. Petersburg, Russia, 1917. These two cosmopolitan cities served as the backdrop for two of the most influential revolutions in European history. In this course we will study the cultures of each of these cities and the economic, political and social factors that contributed to the French and Russian Revolutions. We will explore some intriguing parallels between these two epic events as we study the major figures involved, the goals they held, and the tragic outcomes of these tumultuous eras. By examining the artwork and literature of each era we will consider the various perspectives held by both the revolutionaries and their opponents and gain an appreciation for the impact these important events have had on Europeans from France to Russia and all points in between.

■ LET FREEDOM RING! (World History) (1/3 credit, one trimester) All that is necessary for the triumph of evil is that good men do nothing.

Edmund Burke, 18th century British Philosopher At the close of World War II, the world learned that 11 million people had been killed in the Holocaust, and the cry rang out around the world for a clear statement of and commitment to the rights all people have no matter their race, gender, age, ethnic background or religion. Yet today, women in Afghanistan, the Karen people of Burma and the citizens of Darfur and Tibet continue to be deprived of their basic human rights. Can humanity ever live up to the ideals we have set for ourselves? This course will start with the Enlightenment – the era in which these ideals were born.

We will learn about the many good people throughout history who have taken action against the mistreatment of others. Our study of various human rights movements will take us around the globe and introduce us to some intrepid activists: Nobel Peace Prize winner Aung San Suu Kyi who is fighting for the political freedom of her people; Tibetan poet Woeser, who, at great personal risk, blogs daily about the plight of Tibetans from her home in Beijing; and teacher-activist Safia Ama Jan, who was assassinated by the Taliban for educating Afghani girls.

WINTER WORLD AND EUROPEAN HISTORY ELECTIVES - NINTH AND TENTH GRADES ■ GOLD, GLORY AND GOSPEL (World History) (1/3 credit, one trimester) Portuguese missionaries looked for Christian converts along the Amazon River. English industrialists filled their bank accounts with the profits made off of Indian cotton. The Japanese flag flying over the rice paddies of Korea brought glory to the Empire of the Sun. King Leopold of Belgium tried to drain every last bit of wealth from the Congo River basin before he was forced to turn over custody to the Belgian government that continued his exploitation of the Congolese people. Seizing gold, spreading the gospel, enhancing national glory; these are the reasons why one country would take over and dominate a group of people.

As soon as Vasco da Gama sailed around Africa and Christopher Columbus crossed the Atlantic, Europeans felt it was their right and their duty to explore the world and conquer new lands. In this class we will examine how Belgium, England and Japan forever altered the course of life in three dynamic regions with rich and varied histories. What impact did the colonizing powers have on the conquered and vice versa? What struggles did people go through in order to keep their cultures alive? Come and see how the drive for wealth, notoriety and the desire to spread religion came together to alter the history of the world.

■ A TALE OF TWO EMPIRES: GREAT BRITAIN AND GERMANY (European History) Please see page 20 for course description.

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HISTORY (CONTINUED) SPRING WORLD AND EUROPEAN HISTORY ELECTIVES - NINTH & TENTH GRADES ■ A TALE OF TWO CITIES: PARIS AND ST. PETERSBURG (European History) Please see page 21 for course description.

■ A HISTORY OF SOUTH AFRICA (World History) (1/3 credit, one trimester) The Apartheid system condemned nearly 90% of the population of South Africa to a life of silent poverty for decades in the 20th century. Who were the Afrikaner minority who held control of the nation for so many years? How did the traditional African cultures survive despite this systematic suppression? How does this nation of eleven languages, three races and numerous religious traditions fare on the world stage today? In this course we will study the legacy of European colonization in the southern section of the African continent and the tenacity of the native Africans in keeping their cultures alive throughout the modern era. In addition, we will examine the influence Nazi racial doctrines had on Apartheid and the great lengths the government went to in keepng this system in place. We will also study the role of internal and external protest in toppling Apartheid and the process by which South Africa moved beyond its historical tragedy to become the most cosmopolitan nation in Africa today.

WINTER TERM UPPER LEVEL EUROPEAN OR WORLD HISTORY ELECTIVE ■ T HE ETHICS, HISTORY AND SCIENCE OF SEXUALITY (1/3 credit, one trimester; may be taken for history [World or European] or science credit.)

This course seeks to provide a deeper look at the ethical forces at play within students and within our world. This trimester the course aims to develop a rich background of information for sexuality. Examples of topics of discussion will include: to what extent do society’s perceptions of women’s sexuality affect women’s rights and roles throughout history? To what extent does one’s biological sex determine one’s gender and personal characteristics? What role does the media play in influencing self-image and attitudes towards sex? How much should our government determine the legality of our sexual and marital rights? Through a seminar format the course will explore the biology, psychology, history and ethics of sexuality. The course will include oral presentations and a final research paper.

UNITED STATES HISTORY (Three trimesters required by the end of the Senior year. Prerequisite: two each of Ninth and Tenth grade World and European History courses.)

Westover’s United States History requirement is fulfilled by the completion of three trimester courses. Several courses will be offered each term, and course offerings will vary somewhat from year to year. This year’s offerings include the following:

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FALL U.S. HISTORY ELECTIVES ■ WORLD WAR II (1/3 credit, one trimester) Before America’s victory in World War II, no nation had ever won such an extensive two-front war. We had been an isolated and peaceful nation until the Japanese attacked Pearl Harbor. How was our nation able to respond so quickly in both Europe and Asia to defeat the Fascist powers?

Sixty-five years after the fighting ceased questions still linger about America’s role in the Second World War. Why did we side with the Communists in order to win the war in Europe? How much did the American population know about the Holocaust and the Bhutan Death March while the global conflict raged? In this course we will use both primary and secondary sources to examine several aspects of the war. We will pay close attention to the role of the First World War, the Japanese invasion of Manchuria and the Great Depression in hastening the conflict. Also to be considered are the various ideologies and leaders governing the powerful nations in both Europe

and Asia in 1940. Our treatment of the war will include the military engagements as well as circumstances on the home front. Finally, we will examine the legacy of the Second World War: the atomic age, the Cold War, and the creation of the United Nations with a new role for America in international relations.

■ THE SUPREME COURT (1/3 credit, one trimester) The Supreme Court is charged with determining what is and is not constitutional, a process often fraught with tension and controversy. Its decisions have directed the development of our country since its formation and its judgments continue to influence our aspects of our daily lives ranging from education to the economy to entertainment. This course will survey the history of the Court and focus on several landmark cases. We will re-enact some of the prominent trials in an effort to understand why the Court ruled as it did and explore how Justices continue to interpret and apply a Constitution written in the 18th century to the laws and practices of the 21st century.

By studying the history of the Court, students will learn to use the Constitution to craft and support legal arguments regarding current legislation, and together we will develop a greater understanding of the third branch of the federal government.

■ COLONIAL AMERICA “We’ve spawned a new race; rougher, simpler, more violent, more enterprising, less refined. We’re a new nationality. We require a new nation.”

Benjamin Franklin, 1776 (1/3 credit, one trimester) Even at the very beginning of the Revolutionary War, it was obvious to the British that the colonists were a breed apart. What elements were combined that created the uniquely American culture? Not only did they have revolutionary ideas, but they had a new vocabulary which incorporated such words as groundhog, eggplant, bobsled and bullfrog, as their experiences diverged from European life. These new “Americans” were a combination of multiple identities, and they created a multi-racial, multi-ethnic society. This will be a survey of the social, cultural and institutional.

WINTER U.S. HISTORY ELECTIVES ■ THE COLD WAR (1/3 credit, one trimester) What do 1950s television sitcoms and the United Nations Security Council have in common?

How about MTV videos and President Ronald Reagan? Teen movies of the 1980s and NATO? All of these responded in some way to America’s fear of the spread of Communism and the possibility of a nuclear war. American domestic policy and culture has always been intertwined with our foreign policy, so as Communism crept westward from the USSR and China, American leaders and civilians alike responded to the dual catastrophe of the ideology and the possibility of World War Three. Children learned to “duck and cover” while their parents built bomb shelters “in case of an emergency” and even the Warriner’s English Grammar textbook got into the act of helping Americans to learn to navigate life in the shadow of the Cold War. In this course we will use primary sources including films and music to study this crucial and frightening era in American history.

■ “THE TIMES, THEY ARE A CHANGIN’ ”: AMERICA IN THE 1960s (1/3 credit, one trimester) Vietnam, Berkeley, Watts, Little Rock…these were just a few of the settings for the political and social turmoil of the 1960s. The voices of protest came through the music of Bob Dylan and Joan Baez and the words of Martin Luther King, Jr. and Malcolm X. The 1960s was a decade filled with challenges to the status quo and a call for the people to rise up and make profound and dramatic changes — but how lasting were those changes? This course will look at who was protesting, what they wanted, and how they tried to make their voices heard. We will place these events within the larger historical context so that we can understand the causes as well as the effects of this tumultuous decade.

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HISTORY (CONTINUED) ■ BOOM AND BUST: SOCIETY AND CULTURE IN THE 1920s, 1930s and 1940s (1/3 credit, one trimester) This course will begin by looking at the euphoria of the years following World War I: short skirts, women voting, bath tub gin; the roaring twenties was a time of dramatic social and cultural change.

But on October 24, 1929 it all suddenly crashed to a halt; the stock market fell, dance marathons were replaced by bread lines, and the country faced the worst depression in its history. The course will also look at the economic factors that played into the stock market crash and contributed to the severity of the Depression. Literature, art, music and film will be emphasized. We will end with a consideration of the United States’ emergence from isolationism, the Japanese attack on Pearl Harbor, and our entry into the European war.

■ “OTHERIZATION” IN AMERICAN HISTORY: TWO WITCH-HUNTS (1/3 credit, one trimester) Early in the year 1692, a group of girls began accusing people who lived in and around the village of Salem, Massachusetts, of practicing witchcraft. By the end of that year, scores of the accused had been imprisoned and nineteen of them had been put to death. In the mid-twentieth century, America sustained another “witch-hunt,” as thousands lost their livelihoods when they were accused of participating in a Communist conspiracy to subvert American democracy.

The course will be devoted to a thorough comparative study of two of American history’s most engrossing and troubling chapters, the Salem Witchcraft Trails and the McCarthy Era, and of their broader historical contexts. Using such primary sources as court records and other legal documents, transcripts of legislative hearings, contemporary accounts, memoirs, speeches, and letters, we will try to understand how and why these two particular episodes occurred and what brought them to an end. And we will use what we learn as the partial basis for an exploration of a more general question: what leads people to “otherize” their neighbors – to turn members of a shared community into “us” and “them.”

SPRING U.S. HISTORY ELECTIVES ■ “GIVE US YOUR TIRED, YOUR POOR”: THE IMMIGRANT EXPERIENCE IN AMERICA (1/3 credit, one trimester) Since the founding of New Amsterdam, the island of Manhattan has become a doorway for immigrants seeking a freer and more prosperous life in the New World. This course will follow the various waves of immigration that have flooded through Ellis Island seeking political and religious asylum and also immigrants arriving at the California coast seeking jobs and riches. n NORTH VERSUS SOUTH: THE AMERICAN CIVIL WAR (1/3 credit, one trimester) The civil war is considered the watershed event in American history. The nation which existed before 1861 was drastically changed by the four years of war that nearly ended the one hundred year republican experiment, ravaging the cities and countryside and taking the lives of over 600,000 men. In this course we will examine the culture which gave rise to this conflict, the political issues which had gone unresolved at the close of the Revolution and the writing of the Constitution, and the final events which sparked the taking up of arms. We will discuss the military aspects of the war and study the personalities of Abraham Lincoln and Jeferson Davis. The course will conclude with a study of the Reconstruction process and an assessment of its failures and successes. n OUTBREAK! THE STORY OF DISEASE AND EPIDEMICS IN AMERICAN HISTORY

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(1/3 credit, one trimester) Polio. Plague. Typhoid. Cholera. How and why have such diseases emerged and how have they shaped the history of America? In this class we will look at the role of disease in the early

depopulation of the Americas; urbanization and its effects on health; the place of doctors and alternative practitioners; scientific understanding of disease and germ theory; the development of public health; prejudice and infection; the ethics of quarantine; and the tensions between protecting the public good and individual rights. We will be examining specific diseases and their impact on Americans and their history.

ADVANCED PLACEMENT COURSES NOTE: Students electing to take an AP History course are required to take at least one history elective during the previous year. All students are required to take the AP exam and pay the exam fee of approximately $90.

■ AP EUROPEAN HISTORY (1 credit, full year; permission of the department required) What did more to shape the nature of European society: the pomp and magnificence of the court of Louis XIV or the price of pepper? The political theories of the philosophers or the childbearing practices of peasants? If history is a telescope through which we see the past, this is a course which proposes to look through both ends. Through readings of a variety of sources, such as political documents, novels, plays, letters, paintings and philosophical tracts, we will examine both the great and the small in an attempt to answer the question, “What really makes things change?”

This challenging course provides a survey of European History from the Renaissance to the post-World War II period. It is intended to prepare students for the nationally administered Advanced Placement examination in European History.

■ AP UNITED STATES HISTORY: THE STORY OF AMERICA (1 credit, full year; permission of the department required) Colonization. The Revolution. Westward Expansion. Immigration. The World Wars. The Great Depression. The Civil Rights Movement. In this full year course we recount the story of America from the beginning to the present. Students work extensively with primary sources and analytical texts to determine the motives behind and the consequences of major events. We will examine the contributions of presidents and poets, senators and slaves, workers and writers in creating our diverse nation. We will read novels and view films that celebrate American culture and history, and our curriculum will be a blend of social, economic, political, cultural and military history.

All assignments will focus on improving skills of analysis and understanding of factual material.

Students will write frequent essays and complete multiple-choice tests in preparation for the format of the Advanced Placement Exam in May. The student who completes this course will have a solid foundation in American History.

■ AP WORLD HISTORY (TENTH GRADE) ( 1 credit, full year; permission of the department required. While this is a sophomore course, seniors and juniors will be allowed to take it if there is room.)

Please see page 20 for course description.

■ A MERICAN GOVERNMENT AND POLITICS AND AP COMPARATIVE GOVERNMENT AND POLITICS NOTE: students may not take this class while simultaneously taking another AP History course.

(1 credit, corequisite: U.S. History.)

Please see page 46 for course description.

■ A P HUMAN GEOGRAPHY (1 credit, prerequisite: one year of high school history.)

Please see page 47 for course description.

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SCIENCE REQUIREMENTS The Science Department offers a balanced and varied curriculum of biological and physical sciences. These include year long surveys of the major disciplines as well as trimester electives devoted to more specialized topics. To satisfy graduation requirements, each student must complete at least two full years of laboratory science, one biological and one physical, in addition to at least one of the trimester electives. Most students, however, opt for at least three full years of science, a program considered as a minimum by most competitive colleges. When possible, two full years of science should be completed by the end of the Junior year. AP Chemistry and AP Environmental Science will be offered in years alternating with AP Biology. AP Physics will be offered every year.

BIOLOGY ■ BIOLOGY (1 credit, full year) An introduction to the study of life, tracing its evolution from organic molecules through singlecelled organisms to more complex plant and animal forms and their interrelationships in and with their environment. The course emphasizes structure and functional adaptations to the pressures of survival found in diverse environments. Topics of current interest, such as infectious disease, genetic engineering, and environmental pollution, are included in the curriculum. In the lab and in the field both quantitative and observational skills are developed.

■ AP BIOLOGY (offered again in 2014-2015) (1 credit, full year, prerequisite: Honors Chemistry and permission of the department) A course designed for the highly motivated student with a special interest in biology. Since this is the second biology course the students will take, the course moves at a rigorous pace. Reading from a college text, weekly laboratory work with extensive written reports, and weekly study questions will demand serious attention and organization from the successful student. Each week, students will attend an additional lab/class period. Students will be required to take the AP Biology exam; a fee of approximately $90 is charged.

Expected Order of Topics: Fall — Cellular Biology and Biochemistry (Energetics and Genetics); Winter — Evolution and the Diversity of Archaebacteria, Eubacteria, Fungi, Protista, and Plantae Kingdom (anatomy and physiology); Spring — Animal Diversity (anatomy and physiology) and Ecology.

CHEMISTRY ■ CHEMISTRY (1 credit, full year) This course will emphasize chemistry’s influence on society. Students will learn what important roles chemistry plays in their lives as well as its effect on the environment around them. They will learn to use chemistry to think through and make informed decisions about issues involving science and technology, and they will consider both the potential and limitations of science. Laboratory experiments and group discussions are essential to topics which include water, air, pollution, petroleum, food, health, nuclear chemistry and industrial chemistry.

In addition, the course is meant to expose students to the scientific method in addressing some of the impacts of our chosen sources of energy, natural vs. man-made materials, and the overall quality of our air and water as a result of the industrialization of society. Lab exercises and classroom activities are meant to stimulate conversation about the pros and cons of both existing and emerging technologies.

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■ HONORS CHEMISTRY (This course is a prerequisite for all AP Science options) (1 credit, full year) An introduction to the study of chemical systems. The structure and properties of atoms, the periodic table, and fundamental chemical reactions are introduced early in the course and are followed by more detailed and specialized topics including the behavior and properties of gases, solutions, and acids and bases. Biological, industrial and nuclear chemistry are considered in addition to environmental issues. Frequent labs reinforce principles encountered in class and teach a variety of laboratory and experimental skills. Twenty percent of the lab exercises are student designed. Group lab work encourages collaborative, communication, and thinking skills.

■ AP CHEMISTRY (offered this year, 2013-2014) (1 credit, full year, prerequisite: Honors Chemistry and permission of the department) This course is designed for the highly motivated science student with a special interest in chemistry and/or engineering. An emphasis on chemical calculations, the mathematical formulation of principles, and more complex laboratory experiments drawn from college texts differentiate this course from its prerequisite. Each week students will attend an additional laboratory/class period.

Students enrolled in this course are required to take to take the AP Chemistry exam; a fee of approximately $90 is charged.

Topics: Fall – The Structure of Matter and Stoichiometry; Winter – Periodicity and the Control of Chemical Reactions; Spring – Thermochemistry, Electrochemistry and Nuclear Chemistry.

PHYSICS ■ PHYSICS (1 credit, full year; concurrent Algebra II desirable) This conceptual course begins with an introduction to the history and to the basic principles and topics of Newtonian physics. We then move onward, using these basic ideas, to study and apply the phenomena and concepts of physics, including gravitation, waves and wave mechanics, electricity and magnetism, and light. Time permitting, we will also look at some aspects of modern physical theory, including the foundations of relativity and quantum mechanics. Students will learn, through reading, labs, and demonstrations, how to work and think logically and how to solve basic problems related to the physical world around them.

■ HONORS PHYSICS (1 credit, full year, concurrent Algebra II desirable) This course examines the fundamental laws of nature, laws which govern the behavior of the matter, energy, space and time comprising our universe. Topics include Newtonian mechanics, wave mechanics, thermodynamics, electricity, magnetism, light and some aspects of modern physics including relativity and quantum mechanics. These concepts will be developed thoroughly through mathematical analysis. Emphasis will also be placed on the historical development of scientific thought and on the impact which the study of physics has had on the way we see the world. Labs will explore and extend the concepts introduced in class.

■ AP PHYSICS (1 credit, full year, prerequisite: Honors Chemistry, Honors Physics [or AP Chemistry or AP Environmental Science with permission of the instructor], concurrent Calculus desirable but not required, or permission of the department) This course meets the requirements of the AP Physics B curriculum and is designed to provide a foundation for advanced college courses in physical sciences, mathematics, or engineering. Topics covered will include those of the Honors Physics course, but with greater emphasis placed on derivation of equations, problem-solving, experimental design, and analysis of laboratory data. In 27

SCIENCE (CONTINUED) addition, the course will address certain advanced topics not covered in the regular course. As in other AP courses, there will be one extra class meeting per week. Students in this course are required to take the AP Physics B exam in May; a fee of approximately $90 is charged.

Expected Order of Topics: Fall — Forces and Motion, Gravitation; Winter — Momentum, nergy, Thermodynamics, Wave Mechanics; Spring — Electricity, Magnetism, Light and Topics in Modern Physics.

ENVIRONMENTAL SCIENCE ■ AP ENVIRONMENTAL SCIENCE (offered this year, 2013-2014) (1 credit, full year, prerequisite: at least two years of science, one of Biology and one of either Honors Chemistry or Honors Physics, and permission of the department) As the subtle and delicate balance of our planet’s interwoven physical and biological systems becomes better appreciated and understood, so do we humans become more aware of how crucial this balance is to our continued existence. In this interdisciplinary science course we will address and analyze some of the most pressing issues of our time. Though global warming is arguably the “hottest” environmental topic of the century, many others deserve and will receive our attention, including management of depleting resources such as land, water, minerals, and fossil fuels, the steady growth of human population, the increasing demand for decreasing reserves of energy and nutrition, decreasing biological diversity, and increasing pollution of air and water. The weekly labs will be diverse, some in the field, others in the lab, some physical, and others with a focus on biology and organisms. Each week students will attend an additional laboratory/class period.

Students enrolled in this course are required to take the AP Environmental Science exam in May; a fee of approximately $90 is charged.

SCIENCE ELECTIVES ■ F ALL: INTRODUCTION TO PSYCHOLOGY (1/3 credit, one trimester) This course is designed to provide an introduction to the field of psychology. We will study the fundamentals of this subject and learn to think critically and creatively about psychological concepts.

Our primary focus will be on the study of how biological, cognitive, and social factors influence human experience and behavior. Among the specific topics that we will cover are theories of personality, development over lifespan, psychological disorders, and behavior in social and cultural contexts.

■ W INTER: ANATOMY AND PHYSIOLOGY (1/3 credit, one trimester; prerequisite: Biology) It can be argued that an understanding of the human body, and how it works, is one of the most important biological disciplines that a person can explore. After all, our bodies are with us no matter where we go or what we do! In the last 200 years, our understanding of anatomy and physiology has grown exponentially, and with that understanding, so has our grasp of the causes and treatments of many diseases. This course will explore the structure and functions of the human body from the cells and tissues to the organ system levels. With each organ system we will also examine the causes and treatments of diseases from a genetic to infections level, and current advances in medicine and epidemiology.

(Please note: This elective is subject to change based upon the interests of incoming faculty.)

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â– W INTER: THE ETHICS, HISTORY AND SCIENCE OF SEXUALITY (ELEVENTH & TWELFTH GRADES) (1/3 credit, one trimester; may be taken for history (world or European) or science credit.)

Please see page 22 for course description. â– S PRING: GENETICS (1/3 credit, one trimester What makes us who we are? Is it our DNA? Our environment? How are the diseases and disorders that may affect us connected to the genetic code inside each of our cells? Just because we can modify DNA, should we? In our rapidly advancing world of biotechnology and our increased understanding of the genetic code and how it functions, we have questions to consider that were not even a possibility 60 years ago before DNA was discovered. This course will explore topics from the three main branches of genetic study: Transmission genetics (how traits are passed from generation to generation), Molecular genetics (the structure, function and operations of the DNA molecule itself), and Population genetics (how traits are expressed in populations and how those traits change over time). In addition to the history of genetic study, we will explore new and emerging research in the field and the social and ethical controversies and questions that accompany these technological advances.

(Please note: This elective is subject to change based upon the interests of incoming faculty.)

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WOMEN IN SCIENCE AND ENGINEERING (WISE) WISE is open to freshmen and sophomores by application. Program requirements include:

• two terms of WISE I, one of which must be Introduction to Computer Programming. (all three terms are recommended)

• four advanced electives or AP Computer Science and two advanced electives.

• Engineering Design Project completed in the Junior or Senior year. Students may substitute an Independent Research Project with a formal proposal and approval by the department.

College level summer programs may, with permission, be substituted for an advanced elective.

WISE I — FIRST YEAR COURSES ■ FALL: PHYSICAL AND STRUCTURAL ENGINEERING (1/3 credit, one trimester, pass/fail) Physical & Structural Engineering draws on hands-on projects to explore the world of structural engineering. The course requires students to make observations about how the physical world behaves and use this information to design projects that perform optimally. Past projects have included building mid- to large- scale structural elements, constructing scale model houses, and bridge manufacturing. Exploration of structural materials, forces acting on structures, and historical significance of structures are discussed.

■ WINTER: ROBOTICS (1/3 credit, one trimester, pass/fail) This course is designed to introduce students to the cutting-edge field of robotics by allowing them to build structures and bring them to “life” through programming. By finding a greater understanding of the functions associated with a variety of materials, students will work collaboratively to construct machines designed to complete engineering challenges. They will then work to teach their creations how to perform various tasks. In this way, students will apply concepts from mechanical and structural engineering while gaining valuable experience in computer programming.

■ SPRING: INTRODUCTION TO COMPUTER PROGRAMMING)

(1/3 credit, one trimester, required for students in WISE I, pass/fail) Introduction to Computer Programming uses the Alice program and command-line utilities to bring to life the Java programming language. Students will explore computer systems, the history of computing, and basic control structures. This course also introduces the basics of object-oriented program design and develops the abstract thinking skills necessary to tackle AP Computer Science.

This course is required for all WISE I students.

ADVANCED ELECTIVES (TENTH THROUGH TWELFTH GRADES) NOTE: Students not in the WISE program who are interested in any of these electives should speak to the Director of the WISE program.

■ AP COMPUTER SCIENCE (1 credit, full year, prerequisite: Introduction to Computer Programming or permission of the department) This course introduces computer science concepts including basic program form, development of algorithms, data types, control structures, and object-oriented design using the Java programming language. The course culminates with the Advanced Placement Computer Science exam; an exam fee of approximately $90 is charged.

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■ FALL: PROJECTILES (1/3 credit, one trimester, no prerequisite) NOTE: This course may be taken for WISE or science credit. WISE students will be given preference.

How have human beings thrown objects throughout history? Students will investigate and build projectile launchers such as the catapult, trebuchet, cannon and basic rocket. Through construction and then competition amongst groups, they will encounter the engineering and physical principles behind these devices as well as the history associated with them.

■ WINTER: FORENSIC SCIENCE (1/3 credit, one trimester, graded, open to grades 10 -12, no prerequisite) NOTE: This course may be taken for WISE or science credit. WISE students will be given preference.

Forensic Science is a hands-on course aimed at introducing students to the application of the scientific method in the analysis of crime scene investigations. The course will consist of a number of simulated crime scenes where students will learn how to process and analyze any evidence using various laboratory techniques, including the analysis of DNA, blood, hair, fiber, glass, paint and insects, to name but a few. As detectives we will learn how to interview witnesses, create a timeline for the crime and, in conjunction with the forensic evidence, use deductive reasoning to determine who committed the crime. If time allows, we will also have a murder mystery dinner.

■ WINTER: MOBILE APP DEVELOPMENT (1/3 credit, one trimester, graded, prerequisite: AP Computer Science exam score of 4 or higher or permission of instructor) As handheld devices become increasingly prevalent and powerful, the demand for specially designed mobile applications is exploding. This course will delve into the intricacies of developing specifically for mobile devices, focusing on iPhone/iPod development. In addition to using objectoriented concepts from the AP course, students will be learning to design and develop intuitive Graphical User Interfaces, store data in advanced structures, and create their own graphics. By the end of the term, we will have several working applications and a strong knowledge base from which to design future applications.

■ SPRING: E NGINEERING DESIGN PROJECT (REQUIRED IN ELEVENTH OR TWELFTH GRADE) (1/3 credit, one trimester) Serving as the capstone project of the WISE Program, the Engineering Design Project is undertaken during the Junior or Senior year. The students will work together to design and potentially build a physical structure or machine. This course is as varied as the imagination of its students, but will incorporate design principles and formal design documents. The Engineering Design Project or an alternative Independent Research Project is required for graduation from the WISE Program.

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ARTS REQUIREMENTS The Arts, both visual and performing, are essential to life and to learning. Art courses encourage a student to become more aware of the world around her, to appreciate beauty, and to make use of thoroughly taught skills to express herself with confidence.

Two credits in the Arts are required for graduation. Freshmen and new Sophomores are required to take Introduction to Visual Art, and those planning to take Advanced Studio courses should take Elements of Art. The basic Arts requirements are: • 1/3 credit: Introduction to Visual Art

• 1/3 credit in music and

• 1/3 credit in Art History or Humanities* The remaining credits may be taken in Advanced Studio courses, Art History, Humanities, or in Performing Arts (music, theatre and dance.) Please see page 37 for an explanation of Performance Emphasis Track. *NOTE: When choosing a Humanities course, the student must decide whether it will be used for music or Art History credit; it may not be used for both.

STUDIO ARTS **NOTE: Students who may hesitate to take an art course because of materials fees should speak to their advisor and the Dean of Students about the possibility of receiving support from the faculty fund.

■ FALL OR WINTER: INTRODUCTION TO VISUAL ART This course is a prerequisite for Basic Photo, Ceramics I, Needle Arts and Elements of Art. A student may pass out of this course for full credit with approval of the Art Department. In order to do so, she must present a portfolio or disk of her most recent work to Sara Poskas.

(1/3 credit, one trimester; Requirement for all Freshmen and new Sophomores) This one-term required course provides both the novice and experienced student the opportunity to create works of art, while promoting visual perception and literacy. Girls will learn the basic principles of art and design through a series of hands-on projects, using various 2D and 3D media.

Assignments will be based on the following concepts: line, value, pattern, form, shape, positive and negative space. Collaborative thinking and risk taking will be encouraged as girls learn to group and individually critique work, which is a skill that is carried over in other Westover studio art courses. As students are introduced to essential art vocabulary terms, they will learn to convey their thoughts and ideas about art more effectively to others. Both abstract and representational imagery will be explored as subject matter. A field trip to a local art gallery or museum will enable students to see acclaimed works of art in a formal setting. Additionally, students will take a Westover art walk to increase awareness of – and promote interest in – the plethora of studio art and art history electives offered here on campus. (materials fee: $45.00**) ■ WINTER OR SPRING: ELEMENTS OF ART (1/3 credit, one trimester, prerequisite: Introduction to Visual Art or approved portfolio) This one term intermediate level studio art course is designed for those girls who have successfully completed Introduction to Visual Art. In this class students will expand their perceptual, conceptual and technical skills as they continue to develop the visual language needed to express their experiences and ideas. Students will be encouraged to think critically and creatively as they create abstract and representational images. Ideas and thoughts will be articulated during individual and group critique sessions. Self evaluation and peer evaluation will foster a sense of empowerment and motivation. Students will develop their art vocabulary as essential art terms will be taught through handson studio projects. Projects will stem off skills learned in Introduction to Visual Art, but will provide a new level of challenge. Periodically students will view digital images of the work of artists, both 32

past and present, to enhance their own projects. Students, through the making and viewing of art, will gain skills to become confident visual investigators and critical thinkers in our media-saturated world. (materials fee: $50.00**) ADVANCED STUDIO COURSES Two terms of drawing are required as a prerequisite for painting, or the student must receive special permission of the department.

The same advanced studio course may be taken more than once; as students build on their level of experience, more demanding assignments are given, and a gradual increase of independence is expected. Trips to galleries, art museums, and studios are made when appropriate, and occasionally a visiting artist will talk with a class.

FALL ELECTIVES ■ DRAWING I (1/3 credit, one trimester, prerequisite: Elements of Art) In this course students will be refining their language of Art by describing experiences in a three dimensional world on two dimensional surfaces. Students will explore the nuance of line in various media and learn how to more carefully observe and record the subject(s) under study, using methods of measurement and comparison which will help them both to find correct proportion and value and to approximate the effects of perspective. Students will expand their visual vocabulary by participating in oral and written critiques. Each student will maintain a sketchbook with drawing homework. The final project will be a culmination experience. This course will lay the foundation for accurate observational drawing for which students will find applications in many fields. (materials fee: $60.00**) ■ CERAMICS I: SLAB BUILDING FOR BEGINNERS (1/3 credit, one trimester, prerequisite: Introduction to Visual Art) One of the most satisfying materials to work with is ceramics clay. It is difficult to hold a lump of wet clay in your hands and not form something with it. This introductory level handbuilding course for beginners will introduce students to methods used to create forms with clay, with slab building being our focus. Students in this class will learn the following: kneading, wedging, recycling, firing, pinching, slab making, coiling and glazing. Students will develop these skills and improve their craftsmanship throughout the term. Ideas and thoughts will be articulated during individual and group critique sessions. Some drawing will be required as girls work out their ideas in their sketch books. Students who complete this course will be well prepared for Westover’s more intermediate level clay course, Ceramics II: Advanced Handbuilding. They may also elect to take the spring term elective Ceramics I: Coil Building for Beginners (materials fee: $60.00**) ■ CERAMICS II: ADVANCED HANDBULDING (1/3 credit, one trimester, prerequisites: Ceramics I) This intermediate course will develop and enhance skills taught in Ceramics I. This course will foster more sophisticated approaches to creating clay forms, but the fundamental basics (slab, pinching, coiling, glazing) will serve as a foundation. Teacher assigned and self-directed projects will encourage creative thinking. Students will effectively and creatively express their ideas through technique, critique and problem solving. Some drawing will be expected as students work out their ideas in sketch books that will also be presented to the class. Critique sessions will encourage collaborative thinking and promote risk-taking, as students develop their ideas in a supportive environment. A class trip to the Metropolitan Museum of Art in NYC to view ceramic pieces from around the world will serve as a source of inspiration to students as they create their own art pieces.

All projects will stress mastery of skill, aesthetic awareness, and good craftsmanship in addition to critical, creative and collaborative thinking. (materials fee: $60.00**)

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ARTS (CONTINUED) WINTER ELECTIVES ■ DRAWING II: DRAWING SPACE, LIGHT AND FORM (1/3 credit, one trimester, prerequisites: Elements of Art, Drawing I) Drawing II will build upon and refine the skills and understanding gained in Drawing I, and allow students to create drawings which are more convincing, intuitive and personally expressive.

Students will be given greater freedom in the choice of subject matter and materials, including drawing from the model. Greater attention will be paid to the way in which students conceive of and plan their drawings. They will study pictorial composition, light composition (the proportion of light to dark areas in a drawing), soft and hard edges, a variety of mark making techniques, and will use these skills to explore and to discover “intentional” picture-making. Visual vocabulary will increase by participating in oral and written critiques. Later in the term, students will begin to draw with brush and colored media. Each student will maintain a sketchbook with drawing homework.

The final project will be a culminating experience. (materials fee: $60.00**) ■ C ERAMICS COMBINATION COURSE: ADVANCED HANDBUILDING AND BEGINNING THROWING ON THE WHEEL (1/3 credit, one trimester, prerequisite: Ceramics II or permission of the department) This course is a combination of assigned and self-directed projects, as well as a further exploration of shaping clay. Basic throwing on the potter’s wheel and advanced hand-building are explored to create a series of pieces.

Mastery of skills introduced, pride in craftsmanship, time spent outside of class working in the studio as well as an exploration of personal vision are integral for success. The culmination of pieces created will evolve from the student’s choices throughout the process: concept, construction, technique (wheel, hand-building/modeling), surface decoration, glazing, and firing. (materials fee: $60.00**) SPRING ELECTIVES ■ OIL PAINTING (1/3 credit, one trimester, prerequisite: Drawing I & II, or permission of the department) This course is an introduction to the use of oil-based painting media in which the student will learn proper craft and methods. Students will learn to use oil paint and brush, applying the media to various surfaces. They will be creating Form through Value, exploring the effect of Light to Hue, be introduced to Color Theory, study additive and subtractive methods of creating color (physical vs. optical color mixing, etc.) and will very quickly begin to apply these skills to color mixing and painting. Each student will focus on composing paintings that they will execute with correct color/ value relationships from their observed subject matter using the medium of paint to convincingly depict the physical, visible world. The visual vocabulary will increase by participating in oral and written critiques. Each student will complete a final project. (materials fee: $70.00**)

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■ CERAMICS I: COIL BUILDING FOR BEGINNERS (1/3 credit, one trimester, prerequisite: Introduction to Visual Art) One of the most satisfying materials to work with is ceramics clay. It is difficult to hold a lump of wet clay in your hands and not form something with it. This introductory level handbuilding course for beginners will introduce students to methods used to create forms with clay, with coil building being our focus. Students in this class will learn the following: kneading, wedging, recycling, firing, pinching, slab making, coiling and glazing. Students will develop these skills and improve their craftsmanship throughout the term. Ideas and thoughts will be articulated during individual and group critique sessions. Some drawing will be required as girls work out their ideas in their sketch books. Students who complete this course will be well prepared for Westover’s more intermediate level clay course, Ceramics II: Advanced Handbuilding. They may also elect to take the fall term elective Ceramics I: Slab Building for Beginners (materials fee: $60.00**)

■ NEEDLE ARTS (1/3 credit, one trimester, prerequisite: Introduction to Visual Art) Knitting offers the artisan a unique opportunity to design and create fabric from scratch with nothing more than sticks, string, and imagination. This course will focus in depth on the applications of knitting in fashion and in the visual and performing arts. Students will learn basic and advanced hand-knitting techniques, how to interpret standard knitting instructions, and how to design their own work. In addition to working with yarns of various fibers, we will also explore knitting with nontraditional materials — wire, plastic, paper, and others. We also will look at the many ways that artists are employing knitting in their works. Students will apply what they have learned to a final project of their choice. (materials fee: $60.00**) ADVANCED PLACEMENT ■ AP STUDIO ART: DRAWING (1 credit, full year, prerequisite: see below) Students in this course must have successfully completed Drawing I, II, and Painting or presented an extensive portfolio, and must receive the approval of the AP Studio Art instructor prior to enrollment in the course. The student will meet with the Drawing I class, where she and the teacher will design an Independent Study Program, and will also be enrolled in Drawing II and Painting, courses that vary from year to year.

PHOTOGRAPHY Photography at Westover provides the opportunity to study in excellent modern darkrooms and studios. Excellence is encouraged through building confidence in technical skills based on understanding photographic principles, and developing those skills through hands on experience.

Personal expression flourishes through structured assignments stressing sensitivity and involvement.

Your progress will lead you to explore a wide range of experimental techniques and ways of seeing.

Museum and gallery visits to nearby New York City are offered to expose you to the richness and eloquence of the photographic print in the works of the great photographers.

Westover has cameras available for student use. If you are considering buying a camera the teacher will provide recommendations. Any student may take Basic Photography; which is recommended for the advanced photography electives.

The Emily Christopher Photography Scholarship, which covers the photography lab fee for three trimesters, is awarded each year to four students. See the photography teacher for more information. (materials fee per course: $140.00**) BASIC PHOTOGRAPHY ELECTIVES ■ FALL OR WINTER: BASIC PHOTOGRAPHY (1/3 credit, one trimester; prerequisite: Introduction to Visual Art) This course covers basic black and white photographic technique, including camera control, film exposure and development, lighting, printing methods, composition, and presentation display.

Personal expression and communication are encouraged through individual critique.

■ SPRING: BASIC FILMMAKING (1/3 credit, one trimester; prerequisite: Introduction to Visual Art) Digital Video is designed to introduce time based analog and digital video production. We will make four videos, each being progressively more complex than the prior. Each project will start with developing a concept, to script writing, through cast, location and camera angle selection and finishes with editing, either in camera or in the computer. Apple Final Cut will be used to make video capture, edit, create transitions, introduce filter effects, generate rolling credits, impose superimposition tracks and capture, filter and enhance sound files and to output digital video DVD disk or as a QuickTime movie for direct computer access. Students learn how to use the modern hybrid digital/analog video camera as well as the conventional consumer videocassette camera. Students wanting to learn how to master their families’ cameras are encouraged to bring them.

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ARTS (CONTINUED) ADVANCED PHOTOGRAPHY ELECTIVES Students will be asked to look within to discover self-awareness, and to look about to develop skills of intensified observation. Advanced Photography courses are structured to build unified portfolios that may be used for the Advanced Placement in the Studio Arts, as part of a college application package and for Scholastic Art Award Scholarships. Students interested in taking the AP in Studio Art in their senior year are encouraged to take two advanced photography courses in their junior year.

■ FALL: LARGE FORMAT PHOTOGRAPHY (1/3 credit, one trimester; prerequisite: Basic Photography) This course will introduce you to the exquisite detail and control offered with the large format camera. The large format camera permits adjustments to increase focus and regulate perspective.

Large format negatives produce prints that are sharp, with great detail and little grain. The object of this course is to create a sequenced portfolio of high quality photographs. Westover has five 4x5 view-cameras for student use. This course is also recommended for juniors interested in taking the AP in Studio Art in their senior year. Work from this course will be considered for submission to Connecticut Scholastic Art Awards competition.

■ WINTER: PERMANENT PIGMENT PRINTING (1/3 credit, one trimester; prerequisite: Basic Photography) Recent advancements in permanent pigment ink jet printers enable us to make photographs that will last for 150 years. What the implications and issues involved when taking a long view of what has been a very short-lived platform for personal expression will inform our enquiries. We will examine image capture, interactive enhancements, manipulations, and presentation. The emphasis of the course will be an exchange of ideas and experiments leading to a personalized visual image.

The nature of the media and the direction and interests of the student will guide us. The objective of this course will be to stretch the limits of photography. This course is also recommended for juniors interested in taking the AP in Studio Art in their senior year. Work from this course will be considered for submission to Connecticut Scholastic Art Awards competition.

■ SPRING: COLOR PHOTOGRAPHY I & II & III (1/3 credit, one trimester; prerequisite: Basic Photography) This course covers color photography, including color printing, shooting, vision, design, composition, theory, filtration, and manipulation. The course structured so the student may gain skills needed to make color images, understand history and current trends in color photography, and extend her abilities to communicate.

ADVANCED PLACEMENT ■ AP STUDIO ART: TWO DIMENSIONAL DESIGN/PHOTOGRAPHY (1 credit, full year, prerequisites: see below) This course guides the student in identifying strengths and weaknesses in her work, developing her editing skills, and preparing materials for presenting her portfolio to the College Board. She is required to be enrolled in an advanced photography course each trimester during her AP year.

The majority of the student’s portfolio will be prepared in these photography courses. The works presented for evaluation may have been produced in other photography classes and summer programs, and may cover a period of time longer than a single school year.

Prerequisites: Basic Photography, two upper level photography courses and/or a summer pre-college photography or art program and/or the acceptance of a portfolio submitted to the art department for review. If a student enrolled in the fall advanced photography course has completed the Concentration section of the AP she may elect to convert the course to AP Art. It is recommended to have an external hard drive to facilitate workflow and archive work.

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PERFORMANCE EMPHASIS TRACK Students who have a serious interest in the Performing Arts, (this includes theatre, dance, music, and technical theater) may choose a Performance Emphasis Track. At the end of her Junior year, a student who has successfully completed the minimum Department Requirements designated below may earn a “Distinction in the Performing Arts” in her performance area. This Distinction will appear on her transcript under the heading “Honors and Awards.” The final decision of this Award of Distinction in the Performing Arts will be at the discretion of the department, based on the consistency and quality of a student’s work. Seniors who continue in the progarm will be eligible to receive Honorable Mention at the Awards Ceremony at the end of the year.

New Girl 9th, 10th or 11th graders may be permitted to apply their prior experience to the Performance Emphasis Track at the School’s discretion.

Minimum Department Requirements for a Performance Emphasis Track: ■ DRAMA EMPHASIS Students with a strong interest in Drama or Technical Theatre may elect a Drama Emphasis with the following requirements: ◆ NEW GIRLS, GRADES 9, 10 AND 11 Fall: Musical (required) Winter: Dance or Team Sport Spring: Shakespeare Play (required) ◆ RETURNING GIRLS, GRADES 10 AND 11 – Two terms of Drama, One Team Sport Fall: Musical or Team Sport/Dance Winter: Play or Team Sport/Dance Spring: Shakespeare Play or Team Sport/Dance ◆ GRADE 12 – No Team Sport Required. Seniors may take three terms of Drama/Tech. Theatre NOTE: • Students who drop out of Drama Emphasis in their Sophomore year will have the requirement of three Team Sports over the course of their Sophomore and Junior years.

• A limited number of students with an exceptional interest in theatre may petition the Director of Drama and the Athletic Director to be allowed to be in a third play in their 9th, 10th or 11th year.

• Students who are interested in playing a small role in any term may request permission from their Advisor.

• Drama Emphasis requires one term of Dance Team or Dance Ensemble, which should be taken in Grade 9 or 10.

• A new student interested in doing a team sport in the fall may petition the Director of Drama and Athletic Director to use the Winter and Spring plays for her Drama Emphasis.

• The Drama Emphasis Planner will aid students, parents and Advisors through the process. (please see page 49) ■ DANCE/DRAMA EMPHASIS Dancers with a strong interest in acting may petition the Director of Drama and the Director of Dance to substitute a term of drama for a term of dance in order to maintain a Dance/Drama Emphasis.

■ DANCE EMPHASIS The requirements for an Emphasis in Dance will be a minimum of two terms in each of a student’s years at Westover on the Dance Team or the Dance Ensemble. A Planner is not necessary for dancers as no exemption from Team Sports is required for an Emphasis in Dance.

■ MUSIC EMPHASIS A student needs to successfully complete at least two years in a minimum of two concurrent music ensembles.

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ARTS (CONTINUED) PERFORMING ARTS DANCE ■ FALL, WINTER, SPRING: DANCE ENSEMBLE (1/3 credit per trimester; minimum of 2 trimesters required; fulfills team sports requirement) Dance Ensemble and Dance Team members take technique classes at the beginner, intermediate and advanced level. The core curriculum is ballet and modern with additional classes in composition, jazz, contemporary, broadway dance, world dance (African, Indian) and tap. Cross training opportunities are also available in aerobics, physio-ball, Zumba and various workshops offered during the school year. Each student’s dance schedule is determined by a placement/audition class given in the first week of school and by a conference with the Dance Director the following day. Several dance performances are scheduled throughout the year, both at Westover and in the community, as well as trips to various dance performances in New York City and other surrounding venues. Dance Ensemble and Dance Team members are encouraged to develop their own choreographic abilities and are invited to show their works in our annual Spring Concert.

■ FALL, WINTER, SPRING: DANCE TEAM (no academic credit; fulfills team sports requirement) Please see above for course description.

■ FALL, WINTER, SPRING: DANCE CLASS (no academic credit; fulfills individual sports requirement) This class is an introduction to a variety of dance styles, including ballet, modern, jazz, tap, Zumba, world dance, physio-ball and improvisation. Classes focus on the fundamentals of dance where students can explore the joy of moving.

DRAMA ■ TECHNICAL THEATRE APPRENTICESHIP

(1/3 credit for the first year; full year) Technical Theatre Apprentices receive "on the job training" during the productions in which they are enrolled, and on an as-needed basis. Students enrolled in this program are on a Performance Emphasis Track (See previous page for further details). They receive 1/3 credit.

Credit will be given only once for each student; partial credit is not available. There is a limit of four Technical Apprentices per year, although students may continue in this program in subsequent years. Interested students should speak to the Technical Director.

■ FALL, WINTER, SPRING: TECHNICAL THEATRE (1/3 credit, one trimester) Taught in conjunction with the production each term, this course will offer students invaluable hands-on experience in theatre production. Students will learn how to use Westover’s stateof-the-art lighting and sound systems, and create sets, costumes and props. This course is a prerequisite for any student interested in Directing or Stage Management.

■ F ALL MUSICAL PRODUCTION (UNDER CONSIDERATION: SEUSSICAL) (1/3 credit, one trimester) Singers, Dancers and Actresses Needed! ALL STUDENTS, REGARDLESS OF EXPERIENCE, ARE ENCOURAGED TO AUDITION. This full-length musical will be rehearsed and then performed in early November. “Theatre skills” are “life skills”: how to present yourself in public, how to use your imagination, and how to walk in another person’s shoes. Auditions for specific roles, understudy parts and ensemble roles will be held in the first week of classes. Technical theatre students will also be needed. Please see above for course description.

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■ WINTER PRODUCTION (COLLABORATION WITH MUSIC AND DANCE): IT’S OK TO BE DIFFERENT (1/3 credit, one trimester) It’s Okay to be Different is an award-winning children’s book written by Todd Parr. This term we will use Mr. Parr’s book as inspiration to create an original play with music and dance, with the goal of teaching children about the importance of embracing diversity of all kinds. According to the book jacket, “It’s Okay to be Different inspires kids (and adults!) to embrace their individuality through acceptance of others and self-confidence.” Community Service credit will be granted to all participants. ALL STUDENTS ARE ENCOURAGED TO AUDITION REGARDLESS OF EXPERIENCE. Technical theatre students will also be needed. Please see previous page for course description.

■ SPRING PRODUCTION: OTHELLO REDUX (1/3 credit, one trimester) Lovers of Shakespeare’s unforgettable tragedy will have a chance to examine the themes of seduction and betrayal in Othello Redux. This production will be an exploration into the world of the Moor of Venice and his evil nemesis, Iago, bringing the text, a part of the English II curriculum, alive on stage. Training in voice, movement, stage fighting and text analysis will be provided in conjunction with the rehearsal process. ALL STUDENTS ARE ENCOURAGED TO AUDITION REGARDLESS OF EXPERIENCE. Technical theatre students will also be needed. Please see previous page for course description.

MUSIC Students must take at least one of the following to meet graduation requirements: • Glee Club* • Humanities course • Opera and Literature • Handbells* • Instrument Consort* • Private lessons (which includes two performances in student recitals. Performers must remain at recitals for at least one hour.)* *NOTE: Partial credit will not be given for an incomplete year in a performing ensemble.

■ GLEE CLUB (1/2 credit, full year) Singing a wide range of music, including folk, popular, and classical music, the Glee Club sings several concerts each year at the school, and sings one or two concerts with a choir from a boy’s school. A European concert tour is taken once every three years.

■ CHAMBER CHORUS (No credit, full year, entrance by audition, available to Glee Club members) Music from the 16th-20th century sung by a small group of singers experienced in part singing.

■ HANDBELLS (1/3 credit, full year) Ensembles which ring music on handbells; one ensemble is for beginners, one for intermediate ringers and one for advanced ringers. Students learn to read rhythmic and pitch notation, techniques of bell ringing and ensemble playing. Performances include student recitals and the Candlelight Services. Two rehearsals are held per week.

■ INSTRUMENT CONSORT (Open only to those students who are taking private music lessons.)

(1/3 credit, full year) Instrument Consort is an ensemble of string and wind instrumentalists who rehearse together two times per week. It is expected that members of the ensemble will be able to play an instrument when they join and will practice their part between group rehearsals. Instrument Consort is not intended to take the place of private lessons. Performances will include two student recitals and one or two other performances during the year.

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ARTS (CONTINUED)

■ PIANO (1/2 credit, full year, two recitals required, a fee is charged) Individual instruction in piano. Each piano student has one lesson weekly.

■ ORGAN (1/2 credit, full year, two recitals required, a fee is charged) Organ instruction for a limited number of students to be given separately or in conjunction with piano instruction.

■ OTHER INSTRUMENTS AND VOICE (1/2 credit, full year, two recitals required, a fee is charged) Individual instruction in other musical instruments and in voice can be arranged by the school.

MUSIC ELECTIVES

■ WINTER: OPERA AND LITERATURE (1/3 credit, one trimester) This course will be a study of opera and related literature. In this course students will compare an original work of literature to its opera version to discover transformations and illuminations of the story once music is added.

The first literature studied will be Beaumarchais’ play The Marriage of Figaro, and it’s opera version

by Mozart. Considered to be one of the most perfect operas ever written, Mozart brings to life the revolutionary sentiments and humorous situations expressed by Beaumarchais in this lively comedy with serious overtones. A short unit on Donizetti’s comic opera L’Elixir D’Amore will culminate in a trip to see this popular opera at the Metropolitan Opera House in New York City. The final unit of the term will be a comparison of Shakespeare’s play Othello to Verdi’s dramatic opera Otello, which is one of the landmarks of Romantic opera.

ADVANCED PLACEMENT ■ AP MUSIC THEORY (1 credit, full year) Designed to supplement music theory and ear training courses taken by Westover students at Manhattan School of Music or Juilliard, or for students who have studied the fundamentals of music theory, this course offers a preparation for the AP Exam in Music Theory. Entering students should have a knowledge of all key signatures and basic chords. Students are required to take the AP Exam in Music Theory; there will be an AP exam fee of approximately $90.

■ ADVANCED MUSIC THEORY: BEYOND THE AP (1 credit, prerequisite: AP Music Theory) Please see page 47 for course description.

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HISTORY OF ART Three trimester courses in History of Art will be presented. The aim of the courses will be to develop in students an aesthetic appreciation applicable to many art forms and to do so by a critical study of various significant periods in which art has flourished. Emphasis will be not only on understanding of the works themselves but on the development of a critical sense which can help students to approach works of art knowledgeably. At all times there is a close study of the interaction between the work of art and the historical and cultural trends which have shaped it and been shaped by it.

Museum trips are an important part of these courses, and oral presentations are given by students throughout the term. The following courses are recommended for prospective AP Art History students.

■ FALL: ITALIAN RENAISSANCE ART (1/3 credit, one trimester) The Renaissance, extending roughly from the 14th through the 16th centuries, marks a period of “rebirth” in Italian art and culture. The course will explore this notion of “rebirth” as it relates to a growing interest in the individual, the natural world, and humanity’s worldly existence. Within a framework that continually addresses the development of humanism, the civic role of art and public patronage, as well as the stylistic development of naturalism and linear perspective to underscore religious and secular subjects, we’ll investigate the art, architecture, politics, and social life that comprise the Renaissance. Giotto’s frescoes, Brunelleschi’s dome, Michelangelo’s ceiling, Botticelli’s goddesses, Mona Lisa’s smile, and Alberti’s window will, among others, comprise our investigation. A trip to the Metropolitan Museum of Art will further our exploration of the art.

■ WINTER: WOMEN IN THE VISUAL ARTS (1/3 credit, one trimester) This course will focus on the history of women working in the visual arts. Beginning with the question the art historian Linda Nochlin asked in 1971, “Why have there been no great women artists?,” we will consider issues of women’s education, artistic training, and other social circumstances and institutional standards that have influenced the art produced by women through history. Ideas including the role of women artists, the self-image, gender stereotypes, the “male gaze”, and gender relations, among others, will help us understand some of the issues involved in the production of art. The course will focus on women artists from the medieval period through the late twentieth cetury, including those like Artemisia Gentileschi, Mary Cassatt, Georgia O’Keeffe, Frida Kahlo, Judy Chicago, and Cindy Sherman, as well as contemporary female artists. A museum trip will accompany our investigation.

■ S PRING: F IGURING WOMEN: GENDER, REPRESENTATION, & THE FEMALE BODY IN ART (1/3 credit, one trimester) This course will investigate the representation of women in art. In considering the female figure as a body re-formed by social and cultural influences, we will investigate how the construction of the female body manifests the cultural values, politics, and beliefs of a period. What is the role of the female nude, as icon, symbol, motif, etc.? How does the figure convey ideas of femininity and female sexuality through the idealized nude or the unruly naked body? How has the female body been formed and re-formed through the ages to reflect or disrupt changing ideals? How might we consider the history of western aesthetics in the often controlled construction of the female body?

In considering these questions, the course will begin with an investigation of the conflicting medieval and renaissance images of Eve and Mary, and the role and representation of the goddess. We will then investigate imagery that portrays the roles of women, from the virtuous mother or wife, to the fallen woman. Finally, we’ll consider case studies of artistic portrayals of women from Botticelli’s Venus, to Manet’s Olympia. We’ll end the course considering more contemporary art including the performing female body.

This course will be conducted as a seminar with focused readings from art historical scholarship or articles. A field trip to a museum will broaden our exploration.

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ARTS (CONTINUED) ■ S OMSI INTERNSHIP (1/3 credit, one trimester) The Sonja Osborn Museum Studies Internship is a term-long program wherein through weekly or biweekly visits to Hill-Stead Museum the intern gains practical experience in museum work. A student may apply for this internship as a rising junior or senior, must be planning on taking or is enrolled in AP Art History, and must be accepted by Hill-Stead Museum and Westover School to engage in this program. The intern may receive academic credit for her internship through the work she completes at Westover, namely through two projects that investigate Hill-Stead’s collection and consider the shared histories of the school and museum. Though it is preferred that the credit not count towards the elective courses the student is required to take in conjunction with the AP Art History course, a student who has taken more art history elective courses in her junior year may be in a better position to substitute the internship credit for an art history elective in her senior year. Through funding for the program, transportation will be provided for the intern’s visits to Hill-Stead, and she will receive a stipend for her time spent at the museum. The internship will culminate in a public symposium at the end of the term.

ADVANCED PLACEMENT ■ AP ART HISTORY (1 credit, full year) This year long course surveys the history of art from the prehistoric period to contemporary art in both western and non-western cultures. The course is offered to students who have already taken at least one art history and/or humanities elective, and have received a B or better in that course. To cover the material, students must take at least two art history or humanities courses in addition to the AP Art History course. Please note that it is preferable that those additional courses be art history electives taken during the fall and winter terms. A considerable amount of reading and writing will be expected of the students, and tests will be drawn from previous AP exams. While frequent trips to museums and exhibitions will be a regular part of this course, the course will culminate in a review in preparation for the exam conducted at the Metropolitan Museum of Art. Students are required to take the AP Art History Exam in the spring; there will be a fee charged of approximately $90.

HUMANITIES These are trimester electives taught by members of the Art, Music and other departments. Each Humanities elective may be used as either a Music or an Art History credit towards graduation requirements; the student must declare which it will be.

These courses are a study of the Arts in relation to their historical background. Each trimester an era will be studied, blending an understanding of the art, music, literature, and history into a living whole. The object of the course will be to overcome the tendency to fragment knowledge into brittle pieces and thereby to give the student an understanding of how the arts express humanity’s highest experience of life in each period. Concerts and museum trips are part of these courses.

There will be a charge for concert tickets. The three following courses may be taken by prospective AP Art History students when scheduling prevents them from taking the term’s Art History course.

■ FALL: AMERICA IN THE ARTS (1/3 credit, one trimester) America has become a leader in the world of the Arts, but how did we get here? This course will look at the beginnings of the Arts in America, at a time when American artists and composers looked to Europe for inspiration and became copiers of a European style. It will go on to explore how Americans gained self confidence and established a uniquely American style which became admired throughout the world. The art of Copley, West, Cole, Homer, Sargent, Cassatt, Hopper, Wyeth and others will be studied. The music of this course will include Billings, Paine, Ives, Copland, and Bernstein, along with units on jazz and the development of the Broadway musical as a form of theatre. A trip to a museum will enrich our study.

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■ WINTER: NORTHERN EUROPEAN CULTURE (1/3 credit, one trimester) Beginning with the jewel-like paintings of the Flemish van Eyck brothers and the fantasies of Bosch, the focus will move to Dürer, the great German painter and engraver. The evocative Northern landscapes of Breugel and the exuberant Baroque style of Rubens lead to a study of Dutch painting with Rembrandt, Vermeer and van Ruisdael. German Romanticism is illustrated by the extraordinary landscapes of Friedrich and the essence of Northern ethos is captured in the work of the Norwegian painter Edvard Munch. The three B’s of music, Bach, Beethoven and Brahms will be studied. The music of other important Germanic composers such as Pachelbel, Mozart, Mendelssohn and Wagner will be included in a survey of the high points of Baroque, Classic and Romantic styles. A field trip will accompany our study.

■ WINTER: POETRY AND ART OF THE ROMANTIC AGE

Co-taught by English and Art History faculty, this course may earn 1/3 credit as an English elective, while simultaneously fulfilling the requirement of an Art History course. The student may also choose to take this course in order to earn 1/3 credit in Art History, in which case the course will not fulfill an English elective requirement.

Please see page 7 for course description.

■ S PRING: TURNING POINT (1/3 credit, one trimester) In this year of the centennial of the outbreak of World War I, this course will examine the effects of World War I on society and culture in the early 20th century. Beginning with a look at the opulence of the pre-World War I era, the course will focus on the historical events of the Great War and its repercussions reflected in the arts and society. Music to be studied will include Viennese waltzes and compositions by Stravinsky, Elgar and Ravel. In art the works of the Impressionists will contrast dramatically with Cubism, Dadaism and Surrealism. In addition to a study of the prose and poetry of the World War I period, we will also have an opportunity to experience the art of the period on a field trip.

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SHORT COURSES ■ HEALTH & WELLNESS (1/6 credit, one trimester; required of Freshmen and new Sophomores; offered to new Juniors) This course is designed to promote an awareness of health and wellness issues. Students are provided with current information on various health topics relating to human development.

These topics include self-esteem, nutrition, drug and alcohol use/abuse, mental health, stress management, decision-making, and sexuality.

Students are given reading assignments from the health textbook Quests and Quandaries, as well as short written assignments to complete each week. The Health Center Director also facilitates group discussions in an open-forum atmosphere appropriate for role playing. Students are asked to actively participate in these activities.

Having taken a health class at a previous school will not exempt a student from this required course.

■ FOUNDATIONS (1/6 credit, one trimester; required of Freshmen and new Sophomores) For our new students, this course introduces essential skills and knowledge necessary to make effective use of technology, to learn to use our library and to find their voice. The three parts of this course are designed to impart particular skills that students will use in our curriculum.

Computer Literacy leads students through basic word processing, spreadsheets and presentations and online sources for research. The theme of research is then picked up in Library Research with an introduction to Westover’s library and its wealth of Internet databases and with instruction in the fundamentals of finding, evaluating, and citing information sources used for research papers and projects. Finally, in Finding Your Voice, students will develop public speaking skills and then learn to apply the skills with confidence in oral presentations. The class will help students to overcome their fear of speaking in public and offer coaching and support throughout the school year to teach them to communicate effectively as presentations arise in class or in more public settings.

■ INDEPENDENT SENIOR PROJECT (cannot be used to fulfill a graduation requirement) (1/3 credit, one trimester, Spring or, if necessary, Winter) A Senior wishing to pursue a strong interest independently should consider undertaking an ISP during the spring term. Permission for a winter term project will be granted if there is a compelling argument in its favor. An ISP can be scholarly, artistic, or community oriented, but must be considered worthwhile to the overall education of the student and significant enough to take the place of a regularly scheduled course. Ideally, an ISP builds on a base of previously acquired knowledge and experience.

For a Spring Term ISP, the Senior must submit a formal application to the Academic Office by the second week in February. The application for a Winter ISP must be submitted to the Academic Office by the last Friday in October. The application for either term must be reviewed and signed by the faculty project advisor, by the student’s academic advisor and, in the case of a Winter ISP, by the College Counselor. The ISP committee approves each application based on the following criteria: the significance and integrity of the project, its feasibility, and the student’s ability to fulfill all graduation requirements.

■ INVEST IN GIRLS (IIG) (not for credit; a three year co-curricular program beginning Sophomore year) In order to incorporate a women-in-business program into our curriculum we have partnered, along with two other schools, with Invest in Girls, whose mission is to provide young women with a strong financial knowledge base, successful female mentors, and exposure to financial services, equipping them with the skills and confidence they need to become independent and influential women.

The program consists of four classroom sessions of approximately two hours and two day-long industry exposure trips during the school year. Students will also be paired with an industry mentor with whom they will communicate on a regular basis.

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ONLINE SCHOOL FOR GIRLS COURSES FOR WESTOVER CREDIT In addition to other courses, a student may consider taking a course through the Online School for Girls.

OSG courses fall into two categories: sponsored courses, and approved courses. Some courses are sponsored by specific departments and can be used to fulfill departmental requirements for graduation. Other courses, though approved by departments, can only be used to fulfill overall course load requirements. Quarterly grade reports are provided by the Online School for Girls. For college applications an official transcript must be requested from OSG. OSG courses run on a semester system (see Semester Schedule below). All OSG courses are full year courses, but please note that courses begin and end at different dates than the Westover calendar. If a student is interested in taking an OSG course, she must complete an enrollment proposal/application, which is a required process to ensure that we can effectively monitor annd plan a student’s course load and to make sure that students meet the necessary pre-requirements for courses. For more complete information about the process and program, please see the complete FAQ sheet and enrollment proposal form found in the Info for Students section of FirstClass, or on the Parent Portal. The courses listed below have been sponsored or approved by Westover Departments.

SEMESTER SCHEDULE Fall Semester, 2013 Classes start – September 3, 2013 Last day of classes – December 9, 2013 Final day to complete course including exam – December 13, 2013

Spring semester, 2014 Classes start/resume – January 21, 2014 Last day of classes – April 28, 2014 Final day to complete course including exam – May 2, 2014

MATH ■ AP MACROECONOMICS (1 credit, prerequisite: Algebra II, recommended for juniors and seniors) AP Macroeconomics introduces students to major economic issues such as basic market analysis, the causes of the cycle of economic growth and recession, the problems of inflation and unemployment, the causes and consequences of federal budget deficits, and the causes and effects of international trade imbalances and currency fluctuations. The course involves extensive reading, problem-solving exercises, online discussions, quizzes and tests, and research and writing about contemporary macroeconomic issues. Strong reading, algebra, and analytical skills are necessary for success, as is strong motivation. Public policy issues are analyzed in a debate format between conservative and liberal approaches. The course, recommended for juniors and seniors, will prepare students not only to take the AP examination in Macroeconmics, but also to become informed and thoughtful citizens.

Students enrolled in this course are required to take the AP Macroeconomics exam in May; a fee of approximately $90 is charged.

■ ADVANCED MATHEMATICS: MULTIVARIABLE CALCULUS & DIFFERENTIAL EQUATIONS

(1 credit, prerequisite: AP Calculus BC) This course will cover Multivariable Calculus, Differential Equations, and a number of other topics beyond the AP Calculus BC curriculum. First semester topics include calculating volumes by using shells, surfaces of revolution, and centers of mass and centroids. We will also explore topics that are studied in a typical college level third semester calculus course. These include vectors and vector valued functions, differentiation in several variables, optimization in several variables, multiple integration, and line and surface integrals. The course will conclude with an introduction to Differential Equations. Topics will include solving exact first-order equations, solving second order homogeneous and nonhomogeneous linear equation, and exploring applications to various scientific fields.

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ONLINE SCHOOL FOR GIRLS (CONTINUED) SCIENCE ■ AP PSYCHOLOGY

(1 credit, no prerequisite) The AP course in Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. In this course, students will be presented with the psychological facts, principles and phenomena contained within the major branches of psychology. A balanced examination of the following content areas: Biological Bases of Behavior, Sensation and Perception, States of Consciousness, Learning, Cognition, Motivation and Emotion, Developmental Psychology, Personality, Testing and Individual Differences, Abnormal Psychology, Treatment of Psychological Disorders and Social Psychology will provide the student with a thorough understanding of the many subfields contained within psychology and the connections between them. In addition, students will also be exposed to the history, methodology and ethical practices associated with psychological research. Upon completion of this course students will recognize the significance of psychology and its practical applications upon the world around them. Students enrolled in this course are required to take the AP Psychology exam in May; a fee of approximately $90 is charged.

HISTORY ■ A P US GOVERNMENT AND POLITICS AND AP COMPARATIVE GOVERNMENT AND POLITICS (1 credit, corequisite: US History) This course includes both the AP US Government and Politics course and the AP Comparative Government and Politics course. Students should expect to take both AP exams at the end of this full year offering. This course provides an analytical perspective on government and politics in the United States and around the world, involving both the study of general concepts used to interpret politics and the analysis of specific case studies. Students will become familiar with the various institutions, groups, beliefs, and ideas that constitute U.S. and global political realities.This course begins with a study of the historical and ideological roots of American government, its fundamental institutions and practices, and the political and social landscape within which they now operate.Through a factual study of American government and a philosophical reflection on the nation’s founding documents and analyses–such as the Declaration of Independence, the U.S. Constitution, the Federalist Papers, and numerous Supreme Court decisions, and many reflective essays on American politics–students will gain a deep understanding and appreciation for the aspirations, strengths and limitations of the American system of government.

The second semester of the course will focus on fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes. Comparison assists both in identifying problems and in analyzing policymaking. Careful comparison of political systems produces useful knowledge about the policies countries have effectively initiated to address problems, or, indeed, what they have done to make things worse. By comparing the political institutions and practices of wealthy and poor countries, we can begin to understand the political consequences of economic wellbeing. Student work will include readings from many primary sources; weekly reflections on current events, and opinion pieces. Students will view and comment on several video series developed for college courses on American government; participate in online discussions; keep a reflective journal and contribute to a blog on issues of the day; research and construct a web site on a public policy issue; and write opposing speeches on current political controversies.

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Students enrolled in this course are required to take both the AP US Government and Politics and the AP Comparative Government and Politics exams in May; a fee of approximately $90 for each exam is charged.

■ A P HUMAN GEOGRAPHY (1 credit, prerequisite: one year of high school history) AP Human Geography is intended for students in grades 10-12, and introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. These methods and tools help geographers answer questions such diverse questions as: What do clustering patterns of voting districts in a state tell one about the population? Why do most North Americans practice Christianity? And, what has changed in the last ten years that has caused the oil industry to not be able to keep up with demand?

Students will analyze the interplay between geography and humanity while they investigate topics such as population growth and migration; cultural patterns and processes; political organization of space; agriculture; industrialization and economic development; cities and urban land use; and the environmental impact of human actions. The course will include discussions, collaborative projects, free-response questions and traditional tests and quizzes Students enrolled in this course are required to take the AP Human Geography exam in May; a fee of approximately $90 is charged.

LANGUAGE ■ JAPANESE I (1 credit, no prerequisite, but only students who have completed their Westover School language requirements may apply for approval from the Language Department Head) This is an introductory course in Japanese and is intended for students who have no previous study of Japanese. In this course, initial lessons introduce the Japanese writing system – the phonetic Hiragana and Katakana and the character-based Kanji. The content of the course includes pronunciation, speaking skills, listening practice, reading and writing. Upon completion of this course, students should have acquired essential grammar, a basic vocabulary, Hiragana/Katakana and 35 basic Kanji, and be able to communicate in everyday simple and practical situations. The focus is on situations directly related to the student’s activities and surrounding environment.

ARTS ■ ADVANCED MUSIC THEORY: BEYOND THE AP (1 credit, prerequisite: AP Music Theory) Advanced Music Theory will move beyond the traditional and tonal realm of the AP Exam and cover topics from the 18th century through present day. AP Music Theory ends in the late classical period, just as music was starting to change and become more progressive. In Advanced Music Theory, we will study these progressive techniques and explore the world after tonality.

Topics include Neopolitan and augmented chords, mode mixture, serialism, impressionism, chromatic modulation, and experimental music. There will be an emphasis on 20th century music and the atonal/chromatic music of that period. We will also study popular music today and how music has evolved throughout the ages. This course will include an aural section, continuing ear training, sight singing, and melodic dictation skills at a more advanced level.

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SPORTS Sports are an integral part of the curriculum at Westover, and student participation is required in all trimesters. There are a variety of team, individual and non-competitive offerings throughout the year. A “Pass” or “Fail” grade is determined by attendance and attitude. A “Pass” grade each trimester is necessary for graduation.

Students are encouraged to take part in a variety of sports during their years at Westover. New girls in grades 9 and 10 must take two team sports, one of which must be in the fall term.

All returning sophomores and all juniors must take one team sport per year; theatre productions will not count as a team sport for these girls. Seniors are not required to take a team sport. Any student may arrange to participate in a drama production in any one of the trimesters.

Students on a Performance Emphasis Track (please see page 37 for description) may be exempted from two trimesters to participate in drama productions and will be required to participate in an appropriate sport during the remaining trimester.

By petition to the head of the Athletic Department and her advisor, a student may be exempted from one trimester of sports her junior and senior years to take AP Studio Art or Community Service. If the student’s project advisor finds the student’s actual work unsatisfactory in biweekly checks, the athletic exemption will be cancelled. Students taking part in the Sonja Osborn Museum Studies Internship (SOMSI. Please see page 42 for course description) or Manhattan School of Music are exempted from sports during that trimester.

SPORTS OFFERED ■ FALL

Team Sports: • Field Hockey, Soccer, Cross Country, Volleyball • Dance Ensemble, Dance Team (please see page 38 for course description) • Fall Musical (team sport for new girls only, please see page 38 for course description) • Outdoor Program

Individual Sports: • Dance Class (please see page 38 for course description) ■ WINTER

Team Sports: • Basketball, Swimming, Squash • Dance Ensemble, Dance Team

Individual Sports: • Dance Class, Rock Climbing, Recreational Skiing and Snowboarding, Fitness and Weight Training ■ SPRING

Team Sports: • Golf, Lacrosse, Softball, Tennis • Dance Ensemble, Dance Team • Outdoor Program

Individual Sports: • Dance Class, Senior Fitness and Weight Training, Spring Shakespeare Production (please see page 39 for course description) Those girls who become full-time managers will be excused from active sports participation during that term. They will receive a “Pass” or “Fail” and a comment for their managerial duties.

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DRAMA EMPHASIS PLANNER _____________________________ Entered Westover in grade: 09 010 011

Student’s Name NOTE: Drama Emphasis requires one term of Dance Team or Dance Ensemble, which can be taken in grade 9 or 10.

A new student interested in doing a team sport in the fall may petition the Director of Drama and Athletic Director to use the Winter and Spring plays for her Drama Emphasis.

■ GRADE 9 ◆ FALL: Musical (required) WINTER: Dance or Team Sport SPRING: Shakespeare Play (required)

______________________________ ______________________________ _______________________________

0 Play requirement fulfilled 0 Dance requirement fulfilled ■ GRADE 10 Two terms of Drama, One Team Sport (student’s choice of Team Sport or Dance Team/Dance Ensemble. Must take Dance one term if not taken Freshman year.) ◆ FALL: Musical or Team Sport/Dance _____________________________ WINTER: Play or Team Sport/Dance _____________________________ SPRING: Shakespeare Play or Team Sport/Dance ______________________ 0 Play requirement fulfilled 0 Dance requirement fulfilled NOTE: Students who drop out of Drama Emphasis in their Sophomore year will have the requirement of two Team Sports in their Junior Year.

■ GRADE 11 Two terms of Drama, One Team Sport ◆ FALL: Musical or Team Sport/Dance _____________________________ WINTER: Play or Team Sport/Dance _____________________________ SPRING: Shakespeare Play or Team Sport/Dance ______________________ 0 Play requirement fulfilled ■ GRADE 12 No Team Sport requirement. Seniors may take three terms of drama.

0 Play requirement fulfilled

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