Curriculum Guide

Westover Sc h o o l

CURRICULUM GUIDE 2014-2015

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WESTOVER SCHOOL Middlebury, CT

CURRICULUM GUIDE 2014-2015

table of contents

Graduation Requirements and Scheduling

page 1

English

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Mathematics

10

Languages

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18

English as a Second Language

History

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Science

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29

Women in Science and Engineering (WISE)

Arts Performance Emphasis Track

Drama Emphasis Planner

31-42 36 49

Short Courses

43

Independent Senior Project (ISP)

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Online School for Girls Courses for Westover Credit

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Sports

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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 43 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 plus a one trimester (non-AP) studio art course is allowed with no additional permission required.

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

• 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.

• However, students who elect to take 3 full-length AP courses in one year may take at most 2 other academic courses. (Single trimester AP English courses are not full-length AP courses.)

• Because of the demands of the college application process, Seniors should not plan to take 6 aca demic courses in the fall trimester. Approval for such a schedule would require evidence of substantial progress on application essays before classes begin. However, special consideration will be given to Seniors who need to finish the WISE program.

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

• No 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.

As a beginning English course, English I emphasizes basic skills. The study of grammar and punctuation 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 - Trimester Courses & ELECTIVES (3 trimester courses or electives each year; 1/3 credit each) Eleventh grade students at Westover are required to take English III in their Fall term followed by two English electives, generally one each in the Winter and Spring trimesters. Twelfth grade students 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.

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english (continued) ■ ELEVENTH Grade - English III (1/3 credit, Fall trimester) Required for all juniors NOT recommended for the Intensive Writing Seminar section of the course, English III concludes the foundational study of grammar skills begun in English I and II. In addition, the course provides a final opportunity for each student to hone her skills in articulating, supporting, and developing her critical writing before moving on to elective courses. Students will focus their study on a single text or a few short texts in order to further develop their skills as critics and close readers. Though critical writing is emphasized, students will also be asked to write and thoroughly revise a lyric poem.

■ English III/intensive writing section (1/3 credit, Fall 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, students will write frequent critical essays, including one research essay.

Students should NOT register for this course. Instead, members of the English department will recommend placement in this course. fAll English Electives (for Seniors only) ■ Faulkner (1/3 credit, one trimester) An examination of a master of American Modernism. William Faulkner’s experimentation with point of view presents the reader with multi-faceted narratives that are difficult to unravel yet provide rewarding explorations of the psychology of passionate characters who are trapped in their own self-deceptions. These characters are metaphorically haunted by their pasts, both private and historical; as Gavin Stevens says in Requiem for a Nun, “The past is never dead. It’s not even past.”

Through an examination of the fractured narrations that make up his tragic masterpiece The Sound and the Fury, we will consider the ways that Faulkner probes family intimacy, philosophical considerations of time and perception, and the social and racial tensions of the American South as it moved out of the Civil War and into the Twentieth Century. We will read the novel twice and supplement our reading with illuminating examples of his shorter fiction.

■ Moby Dick

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(1/3 credit, one trimester) “I love all men who dive,” wrote Herman Melville, and few have ever dived deeper than Melville did in his 1851 novel Moby-Dick, that leviathan of American letters. “Any fish can swim near the surface, but it takes a great whale to go down stairs five miles or more.” The aim of this course will be to submerge ourselves in Melville’s high-seas adventure tale. With Melville we will become “thought divers,” sounding the depths of this mongrel masterpiece in which the author assumes the role of naturalist, playwright, yarn-spinner, religious prophet, and national poet all at once.

Occasionally, we will come up for air by reflecting on critical, literary, biblical, historical, and philosophical secondary sources. In keeping with the range of the novel we are exploring, assignments will span from the creative to the critical, with the occasional viewing of films and—in keeping with Ishmael’s boast that “a whale-ship was my Yale College and my Harvard”—one required field trip to Mystic Seaport thrown in for good measure.

■ Surviving Childhood (1/3 credit, one trimester) This thematic course will explore the social and psychological adjustments forced on children as they grow up through looking at literary works that reflect those challenges in some of their starkest, most memorable forms. We will begin by studying Lewis Carroll’s Alice in Wonderland as an allegory of the child’s quest to survive and thrive amid the alien and potentially deforming landscape of adulthood before using that novel’s symbolic template to examine two acknowledged classics of children who learn to survive against the odds, Charlotte Bronte’s Jane Eyre and Mark Twain’s The Adventures of Huckleberry Finn.

■ Tolstoy’s “War and Peace” (1/3 credit, one trimester) A course designed to acquaint students with one of the worlds most careful and generous observers of people, events, and culture. We will investigate Tolstoy’s great novel War and Peace both literarily and philosophically. Of particular interest to us will be the remarkable, extended portraits of people which give us a picture of 19th Century Russian life, but we will also spend some time with Tolstoy’s philosophy of history.

Regular quizzes and critical papers will encourage careful and thoughtful reading. winter English Electives (for Juniors & Seniors) ■ 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 be supplemented by some critical writing. 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.

■ Foxy Ladies: Pursuing the Feminine Spirit

(1/3 credit, one trimester) With the increase of women’s rights and freedoms throughout the Victorian era and into the twentieth century, a certain type of novel began to imagine and explore the ‘new woman’ as a modern figure of neither fear, scorn, or praise but primarily of mystery. What would this woman of the future look like? What might women prove capable of, once they were freed to explore their own potential? One form this imagining took was of a wild, undomesticated spirit as foreign and mysterious to a woman herself as to the men around her. Though these days such a spirit is often imagined as a wolf (as in “women who run with...”), the literature of the time is marked more frequently by a fox or vixen. This course will investigate this theme through three works primarily: Henry James’ Portrait of a Lady, Mary Webb’s Gone to Earth, and D. H. Lawrence’s The Fox. Students should be prepared to study these novels intensively, perform well on reading quizzes, write two or three critical essays, perhaps view a film or two, and most of all be open to exploring a mysterious symbol that can be both baffling and dreamlike.

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english (continued) ■ Growing Up In America: Steinbeck and Hemingway

(1/3 credit, one trimester) A study of growing up in America during the trauma of World War I and during its postwar consequences in the new American West and Midwest, regions that have fostered two of America’s most notable modern writers. The primary activity of this course will be a careful reading of Steinbeck’s East of Eden. Drawing inspiration from the Book of Genesis, particularly the story of Cain and Abel, Steinbeck’s novel explores themes of good and evil, development and adaptation, and the tension between social and familial responsibility. Additionally, we will analyze the influence of WWI on both writing style and literature through a close reading of some of the stories collected in Hemingway’s In Our Time.

■ How Are We to Live?

(1/3 credit, one trimester) An exploration of ways in which four essential and profoundly influential writers who lived and worked in Europe in the first half of the twentieth century – Rainer Maria Rilke, Hermann Hesse, Franz Kafka, and Albert Camus – struggled with and responded to the questions and contradictions of human existence in modern times.

Our readings will include selections from Rilke’s poems and from his Letters To a Young Poet, Hesse’s novel Siddhartha, “The Metamorphosis” and other stories and parables by Kafka, and The Fall and an assortment of essays by Camus. (Don’t be surprised if a story by Leo Tolstoy finds its way onto the beginning of the syllabus.)

■ Plato’s “Republic”: Foundations of Philosophy

(1/3 credit, one trimester) Great ideas never grow old. Plato’s Republic, written in the fourth century B.C.E., contains some of the most brilliant formulations of the questions that continue to matter most. Why should one try to be good? What is the relation between justice and happiness? What are the proper boundaries of the state? What is the nature of the real? Through a patient reading of The Republic, this course will introduce students to the discipline of philosophy and teach them how to think clearly and unpretentiously about a variety of subtopics, such as ethics (goodness), politics (citizenship), aesthetics (beauty), metaphysics (the nature of being), and epistemology (the nature of knowledge). We will also trace Plato’s influence in subsequent philosophy and literature, testing the veracity of A.N. Whitehead’s claim that all of Western thought is but “a series of footnotes to Plato.”

■ Shakespeare’s Power Plays

(1/3 credit, one trimester) Throughout the body of his dramatic works, Shakespeare is drawn repeatedly to situations of political instability and transition, whether in Medieval Scotland or Ancient Rome. These plays question the very nature of power itself, marked as it is both by the desire for order and the threat of chaos.

What are the motives and effects of political power? Does political ambition serve the common good or is it simply a mask for personal gain? Is power a unifying, ennobling force or one that corrupts and destabilizes? In our reading of Richard II, Julius Caesar, and Macbeth, we will examine how Shakespeare explores the ambivalences of power in a variety of settings.

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 mean-

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ing. At the same time we will have occasion to view different stagings of key scenes to encourage students’ development of critical interpretation in their reading.

■ Steinbeck’s California

(1/3 credit, one trimester) John Steinbeck’s California novels are the work of a human heart rooted in a particular place.

“My wish is that when my reader has finished this book, he will have a sense of belonging in it,” Steinbeck once wrote of his native Salinas Valley. “In men this [sense of belonging somewhere] is called philosophy, and it is a fine thing.” This course will explore the role of California in Steinbeck’s imagination, paying particular attention to the intertwinement of character and place, and to the novelist’s wager that matters of greatest human significance play out in the most ordinary of events and circumstances. Although Steinbeck is justly acclaimed for his weighty tomes, The Grapes of Wrath and East of Eden, some of his most inspired writing on place, friendship, humor, morality, mythology, biology, love, death, and fate appears in a series of shorter novellas, from which our readings will be drawn: Of Mice and Men, Tortilla Flat, Cannery Row, and Sweet Thursday.

■ AP English Literature

(1/3 credit, one trimester) 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 (for Juniors & Seniors) ■ Ancient Greek Theatre (1/3 credit, one trimester) During the fifth century BCE, three poets gave new shape to mythological stories well-known to their audiences, and produced for performance at the Theater of Dionysos in Athens a series of dramatic masterpieces that resonate powerfully twenty-five hundred years later. In this course we will read ancient Greek plays such as Agamemnon of Aeschylus, Sophocles’ Antigone and Oedipus the King, and Euripides’ Alcestis and Medea. We will pay close attention to the ways in which the playwrights responded to the theatrical conventions and to the political and cultural context of fifthcentury Athens. For dessert we will read The Frogs, a comic extravaganza by Aristophanes, which features Aeschylus and Euripides in its cast of characters.

■ Beowulf: The Monsters and the Critics (1/3 credit, one trimester) This class will focus on a close reading of the epic poem Beowulf, the most important surviving literary work of Old English. No less a critic than J.R.R. Tolkien, an early translator and explicator of the 3,000-line saga, called the story “laden with history, leading back into the dark heathen ages beyond the memory of song, but not beyond the reach of imagination,” saying that “the whole thing is sombre, tragic, sinister, curiously real.” Further, we will explore the interpretive and ethical dilemmas Beowulf raises for the modern reader with the help of some more recent responses, both critical and creative, to the oldest surviving Anglo-Saxon epic.

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english (continued) ■ Hauntings: Literary Ghosts in the Modern Age (1/3 credit, one trimester) Emily Dickinson wrote, “One need not be a chamber to be haunted.” Whether a specter besets a person or a place, what does the nature of this haunting reveal about the grip of the past on the present? What is the relation between the dead and our memories of them? And what place does the supernatural have in the rationalist, modern world? In this class we’ll investigate the figure of the ghost as a metaphor for the lingering effects of past histories, both personal and social. We’ll begin with Sigmund Freud’s dissection of the “uncanny” as that experience of the disturbing and supernatural which is paradoxically rooted in what is familiar and close to home as a way to discuss some classic short ghost stories by M. R. James, Elizabeth Bowen, and Edith Wharton. We will then turn to Henry James’s “The Turn of the Screw,” Shirley Jackson’s The Haunting of Hill House, and Toni Morrison’s Beloved to investigate the variety of ways literary apparitions reveal the depths of characters’ motives and memories. Students will also write their own ghost story set at Westover based on research done in the Westover archives.

■ Origins of the American Short Story (1/3 credit, one trimester) To understand where we are going, we must understand where we have been. This course will explore the origins and evolution of the short story genre in America, from “Rip Van Winkle” to the present day. Topics will include Irving’s distinctive “American style”; Poe’s detective stories and science fiction; Hawthorne’s historical romances; Melville’s grappling with the problem of evil and the God of Calvinism; Chesnutt’s and Twain’s elevations of regional fiction; and Chopin’s early feminist aesthetic. We will devote considerable time to reading the modernist and mid-twentiethcentury masters (Hemingway, Fitzgerald, Faulkner, Anderson, Cheever, O’Connor, Salinger, Carver) before concluding with stories by some luminous contemporaries (David Foster Wallace, Amy Hempel). What are the essential elements of a good story? How have those elements changed or not changed with the times?

■ 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.

■ Twentieth Century Scottish Poetry

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(1/3 credit, one trimester) The mid-20th century saw a renewed vigor and energy in Scottish poetry. Writers of the Scottish Renaissance considered material ranging from new technologies to old folk tales to declining Scottish

languages. In this course we’ll read the major writers of the period, including Edwin Morgan, Norman MacCaig, Edwin Muir, George MacKay Brown, Iain Crichton Smith, Sorley MacLean, Hugh MacDiarmid, Liz Lochhead, Carol Ann Duffy, and Kathleen Jamie. We’ll focus on poetry, but we’ll also read selected essays and journalism. There will be a creative component to the course.

Students should expect to write two papers, take one identification exam, and write some free and formal verse.

■ Women’s Writing of the First World War (1/3 credit, one trimester) The First World War was a watershed moment in history, toppling empires, killing millions, and ushering in the twentieth century. In this class we’ll consider a different part of the story: how the Great War changed – or didn’t change – British conceptions of gender and sexuality. We’ll read three war novels by women: Rebecca West’s The Return of the Soldier, Virginia Woolf’s Jacob’s Room, and Helen Zenna Smith’s Not So Quiet. We’ll also consider nurse’s journals, suffragette pamphlets, and selected short stories. Students should expect to write two papers and take one identification exam.

■ 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 calculator (any edition).

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 29-30.

■ 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 algebra which leads towards Pre-Calculus. 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 course in algebra that covers 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 Plus 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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■ Pre-Calculus (1 credit, full year, prerequisite: Honors Algebra II, Algebra II or permission of the department) This course reviews all elementary functions and introduces advanced properties of specific functions essential to calculus. Special attention is given to the study of polynomial, trigonometric, exponential and logarithmic functions, graphing techniques, and complex numbers.

Note: With permission of the math department and the college counselor, seniors in Pre-Calculus may drop this class for spring term.

■ Honors Pre-Calculus (1 credit, full year, prerequisite: Honors Algebra II, Algebra II or permission of the department) The course begins with an introduction into mastering the ability of reading a math textbook in conjunction with a study of topics in probability and statistics. The course continues with an intensive study of polynomial, rational, exponential, logarithmic, and trigonometric functions, graphs, and proofs. The concept of derivative is introduced through limits. This course requires students to solve problems algebraically and to use their graphing calculators to analyze problem situations both graphically and numerically.

Note: With permission of the math department and the college counselor, seniors in Honors Pre-Calculus may drop this class for spring term.

■ Calculus (1 credit, full year; prerequisite: 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) 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.

■ AP Calculus (BC) (1 credit, full year; prerequisite: Honors Pre-Calculus Plus 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 Plus 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.

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mathematics (continued) ■ 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 44 for course description.

■ AP Microeconomics (1 credit, full year; permission of department required) Please see page 44 for course description.

■ 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.

■ 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.

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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 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, if eligible, to pursue the study of her chosen language beyond the requirement or to begin the study of a second foreign language upon meeting that requirement. 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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languages (Continued) ■ AP Chinese (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 Frenchspeaking world through songs, video excerpts, and short articles. 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 (1 credit, full year; permission of the department required) AP French is comparable to an advanced level college French course. Students will be exposed to a holistic approach to language proficiency through interdisciplinary topics and will be trained in the 14

different formats of the exam. The course includes an in-depth review of the most complex structures of French grammar. Students will enrich their vocabulary and gain additional cultural awareness. They will also further their understanding of the Francophone world and its cultures using a variety of authentic resources: audio and video recordings, literary texts, journalistic articles, advertising, charts, graphs, broadcasts, podcasts, films, and songs.

Classes are taught solely in French; students will be required to speak only in 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 the 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, students continue the study of Latin vocabulary, grammar, and syntax. The readings are, for the most part, adapted from post-Roman Latin literature. A great emphasis is placed on the cycle of Latin writings throughout western European civilization, through the Middle Ages and the Renaissance. The writings of Bede, Einhard, William of Tyre, Petrarch, Erasmus, and Thomas More, among others, serve to broaden the students’ appreciation of the longstanding presence of the Latin language.

As in Latin I, students will 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. Continued exploration of the historical and cultural context in which these authors wrote will broaden students’ awareness of the connections between those contexts and our own. Composition is integrated as a significant component of the winter term.

■ Latin III (1 credit, full year) This course seeks to enhance the facility, understanding, and enjoyment with which students read a variety of Latin poetry and prose. Readings set during the late Republic and the Augustan Age provide a wide survey of Roman literature. Selections from the works of writers such as Julius Caesar, Catullus, Cicero, Ovid, Vergil, and Horace bring an ancient language and culture to life in our modern classroom. The studies of vocabulary, grammar, and syntax are integrated into every passage read.

In addition to direct translation of passages, students will develop their skills in literary interpretation and analysis. 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 detailed study of meter, rhetoric, grammar, and syntax, we may discuss themes of war, strategy, love, hate, family, friendship, change, hospitality, and destiny. The primary readings will be from Vergil’s Aeneid and Julius Caesar’s Commentarii de Bello Gallico, with close attention to matters of content, style, grammar, and context. Additional authors may include Catullus, Ovid, and Cicero.

Composition is integrated as a significant component of the course. Completion of the second year of 15

languages (Continued) 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. They will perform reading, writing, speaking and aural comprehension exercises. They will also be 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.

■ spanish iv (1 credit, full year) This course is designed for students who wish to increase their knowledge of Hispanic culture and gain proficiency in their communicative skills. There will be a comprehensive grammar review to strengthen the skills needed for reading, writing and speaking. Grammar study will be interspersed with units covering a variety of Hispanic cultural topics and movies from throughout the Hispanic world. Classes are conducted in Spanish and participation in class discussions is essential. *Seniors, with the permission of the instructor and the department chair, may opt to take only the Fall Term, or both the Fall and Winter Terms.

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■ Honors spanish iv/Spanish V (1 credit, full year; permission of the department required) Building on 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 in order to enhance the student’s overall confidence and comfort in using Spanish.

The class will make use of available technologies to enhance the students’ language experience. All students will be expected to use only Spanish at all times in this course.

Classes are conducted entirely in Spanish.

■ AP SPANISH (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 achieved 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 consider 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.

Fall World and european History Electives - ninth and tenth gradeS ■ 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.

■ 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.

■ A MORE POWERFUL FORCE: NON-VIOLENCE MOVEMENTS IN MODERN WORLD HISTORY (World History) (1/3 credit, one trimester) Which has been more effective in shaping meaningful and lasting change in the world—violence and war or peaceful, non-violence movements? This course focuses on the premise that non19

history (continued) violence is “a force more powerful.” We will examine early non-violent movements, Mohandas K. Gandhi’s strategy of political activism, and a number of non-violent movements from around the world, concluding with recent non-violence efforts in the 21st Century. winter World and european History Electives - ninth and tenth gradeS ■ A TALE OF TWO CITIES: PARIS AND ST. PETERSBURG (European History) Please see page 19 for course description.

■ 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.

■ Ancient East Meets Ancient West: the Persians and the Greeks (World History) (1/3 credit, one trimester) In the early fifth century BCE, at what one historian has called “a critical moment in world history,” Athens and Sparta led the Greek city-states to remarkable victories in two wars against their mighty neighbor to the east, the Persian Empire. Fifty years later, Athens (which had meanwhile developed an empire of its own) and Sparta (aided by the Persians) went to war again, this time against each other.

Here are some of the questions we will address in this course, as we use archaeological evidence and ancient written sources to explore a fascinating chapter in world history: Who were the Persians? How did they establish and maintain the largest empire the world had seen up to their time? How did they treat their subject peoples? How did peaceful coexistence between the Persians and the Greeks turn into conflict? Who were the Athenians and the Spartans? What did they have in common (other than the Greek language and, for a time, the Persian enemy) and in what ways were they different? What led Athens, a proud democracy, to suppress the freedom of other Greek city-states? How were Athens’ magnificent Golden Age, its empire, and its bitter war with Sparta connected? Why did Athens lose that war? And why should we care about any of this today?

Spring World AND EUROPEAN History Electives - Ninth & Tenth grades ■ A TALE OF TWO EMPIRES: GREAT BRITAIN AND GERMANY (European History) Please see page 19 for course description.

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■ 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 Term upper level European or world history elective ■ the ethics of Drugs: The ethics, economy, history, and biology of Drugs (Eleventh & Twelfth Grades) (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 “drugs,” with broad consideration for their impact on individuals, family, society, and ecosystems. Examples of topics of discussion could include: What determines whether a drug is legal? Who else makes money off of the drug trade besides the dealer? What does the use of heroin in Vermont have to do with the economy in Afghanistan? How does our morning cup of coffee impact the people of Ethiopia and the land they live on? Through a seminar format the course will explore the biology, history, economics and ethics of drugs. 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: Fall U.S. History Electives ■ The Pull of Nature, The Push of Man (and Woman): Humans and the Environment in American History (1/3 credit, one trimester) The history of America is a story not just of the people living on the land, but also of the physical environment and the people’s relation to it. The importance of the topic is seen today in concerns over everything from a diminishing water supply to fracking and global warming. But our impact on the environment is not a recent phenomenon. It can be traced back to the native Americans and the European colonists, who shaped the land as they hunted, grew corn and tobacco, dammed rivers, and made efforts to “tame nature.” In this course, we will examine major developments in this country’s environmental history--including topics such as the Dust Bowl, industrialization, agribusiness and the dominance of corn, suburban spread, the automobile, and Rachel Carson and the environmental movement.

■ The American Revolution and the Creation of the American Government (1/3 credit, one trimester) “The war? That was no part of the Revolution. It was only an effect and consequence of it. The Revolution was in the minds of the people... before a drop of blood was drawn at Lexington”. John Adams

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history (continued) The American Revolution was more than just the fighting of the Revolutionary War. The Revolution entailed some remarkable transformations; most importantly, in the years leading up to the War we see how a diverse group of colonists is turned into Americans united by a common cause and vision which extended long past the American victory at Yorktown. In this course we will study the events leading to the Revolutionary War and how Americans determined to break away from England, something no colony had ever tried before. This course will examine the Revolution from a broad perspective, tracing the participants’ shifting sense of themselves as British subjects, colonial settlers, revolutionaries, and their emergence as Americans. We will discuss the events of the Revolution and its aftermath, and how the Founders strove to put into practice the ideals for which they had sacrificed so much during the war. Our study will include examination of primary sources and artwork from the period to animate our study of historical figures whose names are very familiar but whose accomplishments are sometimes taken for granted. This course will also include a study of the constitution and the development of the resulting political party system.

■ freedom’s Daughters: African-American Women Who Changes History (1/3 credit, one trimester) ...I had a right to liberty and death. If I could not have one, I would have the other, for no man should take me alive. I should fight for my liberty as long as my strength lasted. Sojourner Truth - 1850s If I go to jail now, it may help hasten the day when my child and all children will be free. Diane Nash 1960s African-American women are often sonsidered to be the most oppressed and the most powerless members of our society; yet these women defied the system that oppressed them, raised their voices in the struggle for equality, and took to the streets to fight against bigotry and injustice. This course will look at the women who, with unflinching courage and honesty, changed the face of America.

They fought for their freedom and their rights, and they fought for the freedom and rights of their black brothers and white sisters.

■ 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. winter U.S. History Electives ■ America in The Progressive Era (1/3 credit, one trimester) America at the turn of the 20th century stood on the threshold of an Era full of idealism, progress and energy. The reform impulse of the Progressive Era permeated almost every area of American life.

By examining these reform efforts we will attempt to understand better how the nation responded to the dramatic and rapid changes associated with modernity. This course will examine the dramatic changes in American society brought about by the forces of industrialization, technological changes, urbanization and immigration as well as the political, social, economic and cultural responses to these change in the years between 1890 and 1920. Together we will consider the challenges that America faced in deciding to enter the Great War and the impact our nation had on its outcome.

Lastly we will study the aftermath of “the war to end all wars” and determine how this conflict 22

brought an end to the Progressive Era and contributed to the major events of the century that has followed.

■ “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.

■ 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.

■ AMERICA’S LONGEST WAR: THE CRUCIBLE OF VIETNAM IN AMERICAN LIFE (1/3 credit, one trimester, US or World credit) Why did we fight this war, how did it change American society, and why did it last as long as it did? This war was our greatest experiment with the cold-war policy of containment and it started well before the official beginning of our war with Vietnam in 1956. Through the use of literature, movies, documentaries, and memoirs we will explore the background, causes, and course of the war and seek to determine how the Vietnam War shaped our nation then and today.

Spring 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.

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history (continued) 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 W ELL-BEHAVED WOMEN SELDOM MAKE HISTORY: THE HISTORY OF AMERICAN WOMEN (1/3 credit, one trimester) What roles have women played in shaping American history? How have women and men created and influenced these roles? In what ways does gender define the American experience? This course will explore how women shaped American history from the colonial period to the present through the study of selected topics such as gender roles, education, reform movements, the law, war, and consumerism. Students will read and study a variety of sources and media including literature, photographs, songs, and movies in order to study a historically underrepresented, yet essential segment of the American population. n The Family in American History (1/3 credit, one trimester) “Leave it to Beaver,” “The Brady Bunch,” “Gilmore Girls,” or the “Modern Family”—which do you think best characterizes the American family? While the family is the center of private life, it has also broadly reflected American culture throughout our history. In this class we will survey big ideas about the concept of family and explore how our families have changed. Each student will research her family’s path, or a family of her choice, through several generations and produce both a personal history and a family history that includes both family stories and genealogical research.

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.

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■ 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.

■ 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 45 for course description.

■ a p human geography (1 credit, prerequisite: one year of high school history.)

Please see page 46 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 (biology, chemistry and physics), a program considered as a minimum by most competitive colleges. AP Chemistry and AP Environmental Science will be offered in years alternating with AP Biology. AP Physics has recently undergone changes to the curriculum by the College Board and has been changed to a two-year course called AP Physics 1 and AP Physics 2. These courses no longer require Honors Physics as a prerequisite. AP Physics 1 will be offered in 2014-2015, and both AP Physics 1 and AP Physics 2 will be offered each year starting in 2015-2016. See the AP Physics 1 and 2 course descriptions for more information.

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 this year: 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. As in other AP courses, there may be one extra class meeting per week. 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.

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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.

■ 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, experimental and analytical skills. Twenty percent of the lab exercises are student designed. Group lab work encourages collaborative, communication, and thinking skills.

■ ap chemistry (offered again in 2015-2016) (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. One third of the experiments are inquiry-based labs. As in other AP courses, there may be one extra class meeting per week. 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 & Honors 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. These concepts will be developed thoroughly through mathematical analysis, lab experience, the historical development of scientific thought and on the impact which the study of physics has had on the way we see the world.

All students will begin the year taking a joint Physics class. During Fall term, student coursework will be differentiated to a Physics track, or Honors Physics track, depending on mathematical and problem solving levels.

■ AP Physics 1 (offered for the first time in 2014-2015, then offered each year) (1 credit, full year, prerequisite: Honors Chemistry, Honors Algebra II, or permission of the department) AP Physics 1 is the equivalent to a first-semester introductory college course. The course covers Newtonian mechanics, rotational dynamics and angular momentum; work, energy, and power; and mechanical waves and sound, and electrical circuits. Inquiry-based lab investigations are emphasized to foster student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems in a collaborative setting.

As in other AP courses, there may be one extra class meeting per week. Students in this course are required to take the AP Physics 1 exam in May; a fee of approximately $90 is charged. Students who take AP Physics 1 are strongly encouraged to plan to take AP Physics 2 in the following year in order to complete a full survey of topics in Physics.

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science (continued) ■ AP Physics 2 (offered for the first time in 2015-2016, then offered each year) (1 credit, full year, prerequisite: AP Physics 1 or permission of the department) AP Physics 2 is the equivalent to a second-semester introductory college course in physics. The course covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics. Inquiry-based lab investigations are emphasized to foster student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems in a collaborative setting.

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 2 exam in May; a fee of approximately $90 is charged. environmental Science ■ AP Environmental Science (offered again in 2015-2016) (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. As in other AP courses, there may be one extra class meeting per week.

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 ■ winter: Renewable Energy (1/3 credit, one trimester, graded, open to grades 10 -12, no prerequisite) Please see page 30 for the course description. NOTE: WISE students will be given preference.

■ W inter: the ethics of Drugs: The ethics, economy, history, and biology of Drugs (Eleventh & Twelfth Grades) (1/3 credit, one trimester; may be taken for history [World or European] or science credit.)

Please see page 21 for the course description.

■ Spring: 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.

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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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wise (Continued) â– FALL: Architectural Engineering (1/3 credit, one trimester, graded, no prerequisite) This survey course will investigate different aspects of Architectural Engineering by delving into the challenges and failures of construction throughout history. By reviewing structural advancements from ancient to contemporary, the class will investigate particular building components through construction in the lab and through the use of our 3D printer. In witnessing the evolution of structures, students will gain a sense of the architectural problems that engineers have encountered throughout history and how these difficulties were overcome. â– winter: Renewable Energy (1/3 credit, one trimester, graded, no prerequisite) NOTE: This course may be taken for WISE or science credit. WISE students will be given preference.

Sources of energy and how energy is consumed are relevant at a very personal level -- can I turn on the lights at night? stay warm in the winter? -- and it shapes international relationships. We will be examining the basics of energy, energy conservation and efficiency to understand the general scientific issues and how we currently use energy. Then we will further investigate some renewable energy options such as solar, wind, water, geothermal, and biofuels. This will involve building and testing some of these energy sources, such as a solar-powered motor and a wind turbine. Throughout the course as a companion to this scientific focus, we will be reading about and discussing some of the difficult technical, political, and economic issues that arise in the quest to shift to renewable energy. â– spring: Engineering design project (required in eleventh or twelfth grade) (1/3 credit, one trimester, graded, no prerequisite) 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 learning. The Arts at Westover encourage a student to become more aware of the world around her, to make use of thoroughly taught skills, and to provide an environment for a student to see clearly, listen acutely, think critically, and to move and express herself confidently.

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 36 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 past and present, to enhance their own projects. Students, through the making and viewing of art, 31

arts (continued) 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**) 32

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 I) 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**) ■ 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**) ■ ceramics I: slab building for beginners (1/3 credit, one trimester, prerequisite: Introduction to Visual Art)

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arts (continued) 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**) ■ 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.

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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 Spring: 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.

■ Winter: BASIC FILMMAKING (1/3 credit, one trimester; prerequisite: Introduction to Visual Art) This course is designed to introduce students to the filmmaking process. Students will learn about the different shots, angles and movements in camera operation, along with how to use editing software like Final Cut. Assignments will be guided to give students exposure other topics such as script and scene writing, and directing. Artistic and personal expression will be emphasized.

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: Digital Photography (1/3 credit, one trimester; prerequisite: Basic Photography) This course will introduce students to digital imagery and large format printing. Students will use learn how to become effective image makers with the use of DSLRs and editing software like Adobe Photoshop and Lightroom. Studio lighting, film scanning, and color management will be among the topics covered. Personal expression will be encouraged as each students develops a cohesive portfolio of work.

■ winter: Experimental Cameras (1/3 credit, one trimester; prerequisite: Basic Photography) There is something amazing and unpredictable that happens when you use a cheap plastic camera.

The camera body might have light leaks that will affect the film, or the plastic lens might distort your picture. The “rules” of photography don’t apply in this class. Students in this course will experiment with cameras including pinhole cameras, Holgas, and various Lomography cameras.

Printing techniques including double exposures and solarization will also be covered. The goal of this course will be to produce a concentrated portfolio of work. Personal expression and creative experimentation will be encouraged.

■ spring: Advanced Filmmaking (1/3 credit, one trimester; prerequisite: Basic Filmmaking) Students in this course will expand on the skills they learned in Basic Filmmaking to produce a longer and more intricate movie that they will write, direct, film and edit over the course of the term. Students will have the freedom and guidance to make their projects their own.

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.

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

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 Students with an interest in drama who wish to do more than one play or musical a year should elect a Performance Emphasis.

■ 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 have a Performance Emphasis. (See above 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:Once Upon a Mattress (1/3 credit, one trimester) This musical is an endearing adaptation of the fairy tale “The Princess and the Pea.” 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. 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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arts (continued) ■ winter Production: Euridice by Sarah Ruhl (1/3 credit, one trimester) Eurydice is a magical retelling of the myth of Orpheus from the perspective of Eurydice, his wife. The story focuses on Eurydice’s choice to return to earth with Orpheus or to stay in Hades with her father.

A stunning exploration with terrific roles. 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: As You Like It by William Shakespeare (1/3 credit, one trimester) One of Shakespeare’s most beloved comedies, As You Like It follows its heroine Rosalind as she flees persecution in her uncle’s court, accompanied by her cousin Celia and Touchstone the court jester, to find safety and, eventually, love, in the Forest of Arden. This production will be in collaboration with the students of the Woodhall School. 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-21st 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.

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■ instrument Ensemble (Open only to those students who are taking private music lessons.)

(1/3 credit, full year) Players of string and wind instruments will be brought together in appropriate groupings to rehearse together. 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 Ensemble 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.

■ 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. Operas based on literature can reveal insights into the literature and vice versa. 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 works studied will be Eugene Onegin (opera by Tchaikovsky, and novella by Pushkin,) and Offenbach’s sparkling opera “The Tales of Hoffmann,” and short stories by the 19th century German writer E.T.A. Hoffmann. The class will go to a live performance of “The Tales of Hoffmann” in a new production at the Metropolitan Opera House in New York on January 16th.

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 46 for course description.

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: French Painting, 1760-1890 (1/3 credit, one trimester) This course offers a survey of French painting from the pre-revolutionary period in France through the vanguard movements of the late nineteenth century. Beginning with artists like David, Delacroix, Ingres, and Géricault, our investigations will consider the impact of the revolutions of 1789, 1830, and 1848 in relation to the Napoleonic Empire and in light of the changing definitions of neoclas-

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arts (continued) sicism and romanticism. As our studies progress to the late nineteenth century through artists like Courbet, Degas, and Manet, our explorations will consider the origins of ‘modernism’ reflected in the rebuilding of Paris under Napoleon III. Representations of ‘modern life’ will be considered in the context of changing attitudes toward the city and country, the impact of Haussmanization manifested in scenes of urban life, and the transformation of public and private spaces. A social historical lens will help us gain insight into specific contexts of the period, from the institution of the French Academy to the entertainment arenas of the ballet and café. A trip to the Metropolitan Museum of Art will broaden our investigation of the period.

■ winter: Late Twentieth Century Art (1/3 credit, one trimester) This course will examine the post-modernist period beginning with the culmination of the modernist tradition in Pollock’s abstract expressionist drip paintings. Then through a framework that addresses the notion and problems of the late avant-garde, the changing relationship between the artist and society, as well as the role of art critics in shaping modernist and post-modernist ideas, we’ll continue to investigate these influences through Newman’s “zips,” Warhol’s soup cans, Judd’s minimalist cubes, Serra’s elipses, Christo’s wrapped buildings, Beuys’s performance art, and Close’s superrealist portraits, among others. A trip to the Museum of Modern Art and Dia: Beacon will broaden our investigation of the period.

■ s pring: Masterpieces of Western Art (1/3 credit, one trimester) What makes a masterpiece? While the term has come to relate works of supreme intellectual and artistic achievement that are judged within a particular canon as being of the highest quality, masterpieces ultimately seem to embody a dichotomy: they are both responsive to their specific period and engage with the universal; they abide by altruisms of aesthetic “correctness” and yet challenge those artistic traditions; they withstand historical and critical scrutiny, and yet constantly shift in the meaning they produce. With a resistance to interpretive closure, masterpieces offer an opportunity to examine these shifting meanings within the complex structure of the canon. Delving deeply into eight masterpieces of the Western tradition from the fifteenth to the twentieth centuries, this course will examine various meanings of these works through a seminar-based class structure. With student-led discussions, readings of art historical articles, and two critical papers, students will unravel the complex discourse surrounding works like David’s Death of Marat, Manet’s Bar at the FoliesBergere, Masaccio’s Trinitá, Picasso’s Demoiselles D’Avignon, and Velazquez’s Las Meninas. While the course will offer an in-depth sampling of some of the most famous works in art history, students will constantly consider the criteria of the western canon, especially as we turn our attention to more modern works of the late twentieth century. The conclusion of the course will place particular emphasis on feminist art history and the significant shifts contemporary art practice instigates towards new critical approaches to the art historical canon. A field trip to a museum will enrich our exploration.

■ somsi

internship (1/3 credit, one trimester) The Sonja Osborn Museum Studies Internship is a term-long program wherein through weekly 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 40

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: Pairings: Comparative Studies in Art and Music (1/3 credit, one trimester) One of the primary goals of the arts is the expression of human experience, giving insight into what it means to be alive within a particular culture and period. There have been times when artists of different mediums, be they painting, music or poetry, have expressed themselves in similar ways or to similar ends. This course will explore these artists, some of whom knew each other, and some of whom did not, and how they reacted to the world around them in similar ways. Through an in-depth and comparative study of artistic pairings through history, including for example Impressionist painting and music, Picasso and Stravinsky, Manet and Offenbach, Michelangelo and Monteverdi, and the minimalists of the late 20th century, we will consider the collaboration of words and music, of dance and music, and of image and music, and the critical and cultural dialogue these artistic explorations produce.

■ winter: The Cultural Heritage of England

(1/3 credit, one trimester) This course anticipates the March Concert Tour of England by Westover music groups as well as this year’s Arts Day by exploring the splendors of the art, music and poetry of Great Britain.

Beginning with Elizabethan portraits, poetry, and madrigals, the course moves to the 18th century art of Hogarth, Gainsborough, Reynolds and Stubbs, along with the composers Purcell, Handel, and John Gay’s The Beggar’s Opera. Next we will study the visionary, sublime, and picturesque landscapes of 19th century artists Blake, Turner and Constable, along with Wordsworth’s poetry and the composer Elgar. A look at Victorian painting through the decorative work of the PreRaphaelites is followed by the 20th century composers Vaughan, Williams, Britten and Lloyd Webber, and 20th and 21st century artists Henry Moore, Bacon, Hepworth, Hockney and 41

arts (continued) Goldsworthy. A field trip to the Yale Center for British Art will accompany our exploration.

■ spring: Women in Art and Music (1/3 credit, one trimester) This course will examine the various roles of women in music and art: as inspiration, as subject, as creator herself. Beginning with Linda Nochlin’s 1971 article, “Why have there been no great women artists,” we will consider the institutional standards and gender relations that have influenced the art and music produced by women in history. The course will explore questions like during what periods of time and under what circumstances have women been able to create? How do women’s self-image relate to the images produced by male artists, the media, etc.? What stereotypes of women have been perpetuated through visual and musical traditions?

We will examine the contribution of women performers such as Alicia de Larrocha, Midori and Ella Fitzgerald and hear music by composers such as Hildegard von Bingen, Fanny Mendelssohn Hensel and Ellen Zwillich. Artists such as Artemesia Gentileschi, Rosa Bonheur, Mary Cassatt, Georgia O’Keeffe, Barbara Kruger and Judy Chicago will also be studied. A trip to the Metropolitan Museum of Art will enrich our study.

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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 Haiku, our online learning management system. Information Literacy introduces Westover’s library and its wealth of online databases and continues 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 offers 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 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.

Courses approved by departments can 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. Though course descriptions and prerequisites listed below are from OSG, Westover may suggest additional prerequisists depending on the department.

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, 2014 Spring semester, 2015 Classes start – September 2, 2014 Classes start/resume – January 20, 2015 Last day of classes – December 8, 2014 Last day of classes – April 27, 2015 Final day to complete course including exam – Final day to complete course including exam – December 12, 2014 May 1, 2015 math ■ ap macroeconomics (1 credit, prerequisite: Algebra II, recommended for juniors and seniors) AP Macroeconomics will introduce 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. Public policy issues are analyzed in a debate format between conservative and liberal approaches. This course will involve extensive reading, problemsolving 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.

AP Macroeconomics will prepare students to become informed and thoughtful consumers and will thoroughly prepare students to take the Advanced Placement exam in the spring. AP Macroeconomics is recommended for juniors and seniors.

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

■ ap microeconomics (1 credit, prerequisite: Algebra II, recommended for juniors and seniors) AP Microeconomics is the study of economic principles that apply to the actions of individual decision makers, both consumers and producers, within an economic system. Topics covered in this course will include: opportunity cost, supply and demand, free trade, economic efficiency, factor markets, monopolies and other anticompetitive markets, as well as government intervention in the economy. Students will explore critical questions, such as: What role do trade-offs, incentives, and marginal thinking play in individual and firm decision making? How can economies most efficiently use their scarce resources? How can governments balance efficiency and equality in an economic system? As an online, college-level course, significant emphasis is placed on independent work and individual accountability. Students will complete collaborative projects, group discussions, problem sets, quizzes, and tests.

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The curriculum is developed to prepare students for the AP Microeconomics examination in May. Strong mathematical reasoning skills and an interest in finance or business (or even politics) will help students in this course. AP Microeconomics is recommended for juniors and seniors.

Students enrolled in this course are required to take the AP Microeconomics exam in May; a fee of approximately $90 is charged. â– advanced mathematics: Multivariable calculus & differential equations

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

This course will feature discussions, projects, and other activities that will help students to develop their advanced math skills in a collaborative and creative way. science â– ap psychology (1 credit, no prerequisite) AP Psychology course will 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. The course will include a balanced examination of: 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. Students will develop 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 it practical applications upon the world around them.

Students will engage collaboratively with their classmates in projects and real-world discussions. All students enrolled in this course will be prepared to take the Advanced Placement exam in the spring.

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

History â– ap 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. The course will provide 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 will begin 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 and 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 45

online school for girls (continued) 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 and philosophical reflection. Students will view and comment on several video series developed for college courses on American government; participate in online discussions; keep a reflective journal; research and construct a web site on a public policy issue; and write opposing speeches on current political controversies. All students enrolled in this course will be prepared to take the Advanced Placement exam in the spring. ■a p human geography (1 credit, prerequisite: one year of high school history) AP Human Geography will introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students will employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. 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. They will learn about the methods and tools geographers use in their science and practice, which help geographers answer 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?

The course will include discussions, collaborative projects, free-response questions and traditional tests and quizzes. The courses is intended for students in grades tenth, eleventh, or twelfth grade.

Students enrolled in this course are required to take the AP Human Geography exam in May; a fee of approximately $90 is charged. arts â– advanced music theory: beyond the AP (1 credit, prerequisite: AP Music Theory) Prerequisite: Successful completion of AP Music Theory or a placement interview with the instructor Advanced Music Theory: Beyond the AP will move beyond the traditional and tonal realm of the AP Exam and cover topics from the 18th century through present day. The AP Music Theory course ends in the late classical period, just as music was starting to change and become more progressive. In Advanced Music Theory, students 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. Students will also study popular music today and how music has evolved throughout the ages.

This course includes an aural section, continuing ear training, sight singing, and melodic dictation skills at a more advanced level. It also features discussions, projects, and other activities that will help students to advance their musical knowledge and practice in a creative and collaborative way.

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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 team 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 or senior years to take AP Studio Art or one trimester of sports her junior and senior years for 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 40 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 37 for course description) • Fall Musical (team sport for new girls only, please see page 37 for course description) • Outdoor Program

Individual Sports: • Dance Class (please see page 37 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, and other rotating offerings ■ spring

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

Individual Sports: • Dance Class, Senior Fitness and Weight Training, Spring Shakespeare Production (please see page 38 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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