Whitfield School Enrollment Guide 2023-2024

Enrollment Guide 2023-2024

175 S. Mason Rd 314.434.5141

St. Louis, MO 63141

www.whitfieldschool.org Page | 1

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Course Description Guide 2023-2024 Whitfield School has some of the most demanding graduation requirements in the nation. Students in grades 6-12 take required courses each year in the following departments: English, social studies, science, and mathematics. Language and fine arts requirements, including music, theater and visual art, change as students get older, giving them first exposure to varied disciplines to discover their passions and then room to make the academic decisions that best fit their interests.

Through this rigorous college-preparatory curriculum, students gain a strong foundation for success in all academic fields, while learning to be successful creative problem solvers and critical thinkers.

Whitfield classrooms average 14 students per class, and the teacher-student ratio is 1:7. This environment is designed to support student engagement and allow teachers to challenge every student.

TABLE OF CONTENTS PAGES 2-39 | COURSE DESCRIPTION BY DEPARTMENT Advisory | 2 - 3 English | 4 - 8 Social Studies | 9-12 Science | 13-17 Mathematics | 18-22 Language | 23-29 Fine Arts | 30 - 36 Physical Education | 37 PAGES 39 - 40 | COURSE ENROLLMENT PROCEDURE Timeline + Procedure | 38 Placement Process | 38

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Advisory - Department Overview The advisory program ensures that all students are well-known and supported academically, socially, and emotionally. The program’s mission-driven objectives are: • • •

to maintain open lines of communication and foster collaboration between the advisor, student, and parents/guardians to be an avenue for delivering the Habits of Mind and Heart curriculum, which helps students understand their strengths of character and the contribution this understanding makes to their personal growth, as well as to their local, national, and global communities. to foster an appreciation for the strengths of others in their advisory group and to work throughout the year to build trusting relationships with each other

Advisories are scheduled during the school day and meet several times each week.

RELATED MIDDLE SCHOOL REQUIREMENTS: Advisory is required each year at Whitfield.

GRADUATION REQUIREMENTS: Advisory is required each year at Whitfield.

COURSE OFFERINGS BY GRADE LEVEL: Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Advisory 6

Advisory 7

Advisory 8

Advisory 9

Advisory 10

Advisory 11

Senior Seminar

Advisory 6-8

COURSE LENGTH (in Semesters): 2 GRADES: 6-8 COURSE DESCRIPTION: Middle school Advisory includes planned activities from The Habits of Mind and Heart social emotional learning (SEL) curriculum and Academic Lab time.

Essential questions that guide the middle school Advisory program are Who am I? Who are you? and How can we work together and contribute to our community? Students also practice self-advocacy, time management, and organizational strategies during Academic Lab time. Twice a year students also prepare for student-led family-advisor conferences where students share evidence of personal growth and academic growth.

Advisory 10

COURSE LENGTH (in Semesters): 2

GRADE: 10

COURSE DESCRIPTION: Students in Advisory 10 engage in activities from the The Habits of Mind and Heart curriculum.

Through discussions, multi-media resources, guest speakers, and personal reflection, students investigate topics such as academic achievement and integrity, time management, personal and academic organizational skills, health and financial education, digital ethics, and social issues. These topics are strategically scheduled to coincide with important events taking place at school, such as social events, major projects, and exams.

Advisory 9

Advisory 11

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COURSE DESCRIPTION: In Advisory 11, students explore activities rooted in the Habits of Mind and Heart. Curriculum is focused on what it means to be a good student and, in turn, a good Whitfield student. The primary focus of advisory is to continue to mentor and support students in developing relationships with teachers, peers, and others. Eleventhgrade students are beginning to invest more of themselves, looking at how they fit into Whitfield and the world. Therefore, service learning and college-planning are key components of Advisory 11. Service learning includes multiple opportunities and is organized as both group and individual experiences.

College Knowledge focuses on the initial phases of the college selection process including characteristics of fit, standardized testing and application tools. Throughout the third trimester, college counselors guide students through exercises to define, research, and analyze college options based upon the student’s strengths and needs to ensure success.

COURSE LENGTH (in Semesters): 2 GRADE: 9 COURSE DESCRIPTION: Students in Advisory 9 engage in activities from the Habits of Mind and Heart curriculum.

Through discussions, multi-media resources, guest speakers, and personal reflection, students investigate topics such as academic achievement and integrity, time management, personal and academic organizational skills, healthy relationships, and digital ethics. These topics are strategically scheduled to coincide with important events taking place at school, such as social events, major projects, and exams.

COURSE LENGTH (in Semesters): 2

GRADE: 11

Senior Seminar

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: Senior Seminar is a required, graded course that meets each cycle, and it is an extension of the Advisory program developed in grades 6-11. The course is designed to prepare our students for their journey through college and into the world beyond. Senior Seminar includes a variety of activities for seniors to demonstrate and reflect on their character development growth, as well as college preparation work and exercises, and the Senior Capstone.

Students may not be eligible to graduate unless they meet all expectations of Senior Seminar satisfactorily.

College Preparation Seniors complete college preparatory work that includes writing college essays, planning college visits, preparing college applications, and participating in activities, seminars and panel discussions designed to prepare students for life in higher education, from dormitory practicalities to academic skills to wellness, self-awareness and self-regulation.

The Senior Capstone The Senior Capstone, a project which spans the entire academic year, is an opportunity to extend education beyond the classroom, and is a required component for graduation.

With the help of their academic advisors and off-campus mentors, seniors learn how to develop a research question in an area of personal interest, design an individual program of research and exploration, and create a final product that can be shared with the community. The Senior Capstone may include interviews, internships, online research, participant observation, site visits, and volunteerism, among other options.

The final product is shared and then archived as an electronic artifact to be seen, used, and enjoyed by the school community and other audiences.

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English - Department Overview Mission: In the English program, Whitfield students build character, purpose, and passion in an environment that prioritizes communication, connectivity, and innovative thinking. Students develop an appreciation of the power and beauty of the English language by exploring literature, by writing in a broad selection of modes with different purposes, and by engaging with a variety of audiences. The mission of the English department is to provide students with the tools they need to become skilled, effective and enthusiastic readers, writers, and communicators.

English Department Overview Organized around essential questions and thematic literature selections, each English course combines collaborative experiences and individualized instruction, the hallmark of which is writing as a process. Learner-centered design means that students examine ideas, read critically, make presentations, design media products, and propose arguments using a variety of technological resources, balancing deep thinking and concrete skill acquisition to prepare them for college, careers, and citizenship. English is a required course for students in grades 6 through 12.

Process Writing at Whitfield Good writing is evidence of good thinking. Through writing, students come to understand audience and purpose, which promotes empathy, appreciation of multiple perspectives, and the importance of effective technique. The teacher’s role is to help students find their own voices while developing critical thinking and reflection skills. Learning a variety of genres comes from tackling authentic tasks. Since effective writing is the product of a recursive process, students should be ready to revise and rework their ideas before creating a publishable product, and teachers will provide substantive, sequential coaching of pre-writing, drafting, revising, editing, polishing and publishing.

MIDDLE SCHOOL REQUIREMENTS: An English course is required each year of middle school (MS).

UPPER SCHOOL GRADUATION REQUIREMENTS: Enrollment in an English course is required each year of upper school (US).

Four credits of English are required for graduation.

COURSE OFFERINGS BY GRADE LEVEL: Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

English 6: Building a Community of Readers and Writers

English 7: Discovering the Emerging Self

English 8: Exploring Freedom and Identity

English 9: Encountering the Other

English 10: The Assertion of Self

English 11: The Pursuit of the American Dream

English 12: Advanced Composition and Literature AP English Language & Composition

Semester Electives in 11 & 12 Film Studies Journalism Public Speaking

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English 6: Building a Community of Readers and Writers COURSE LENGTH (in Semesters): 2 GRADE: 6 COURSE DESCRIPTION: The focus of the sixth grade English curriculum concerns reading and writing about the natural world that we often take for granted. The students will read from a variety of genres (novels, short stories and poetry) which reflect this focus. All the age-appropriate skills regarding writing, reading, speaking and listening will stem from this focus.

With regard to grammar, the students will be growing in mastery of the parts of speech and a sentence to bolster their writing style, especially with sentence variety. Writing is approached as a cyclical process where students are supported as they make choices that build their voice as a writer and craft pieces that help them explore their passions and realize the power of their voice in the world. The power of writing in collaboration makes for a true community of writers. Students will have class reads blended with personal reading choices. A variety of personal book presentations will allow the students to review each reading in a fresh way.

ESSENTIAL QUESTIONS: • What role does literature play in broadening our understanding of the world in which we live?

• What role does literature play in creating opportunities for meaningful conversations in our community?

• How can I use the works of nature to inspire my own writing?

• How can I use writing to influence the world around me?

English 7: Discovering the Emerging Self COURSE LENGTH (in Semesters): 2 GRADE: 7 COURSE DESCRIPTION: The seventh grade English curriculum is designed to guide students as they explore and develop their identity through early adolescence. In reading, we focus on characters who are transforming and making difficult choices about the type of person they want to be and their role in the world around them. In writing, students explore what is truly important to them when choosing topics. With support, students write across a variety of genres to impact the community and broader world in which we live. Included in the genres for writing study in seventh grade are realistic fiction, personal narratives, argumentative writing blended with literary analysis, poetry, and research-based informational writing.

Students will study fiction and nonfiction works in the form of poetry, short stories, novels, videos, podcasts, and articles. Some will be read as a whole class while others will be read in book clubs or independently. Student choice in reading is prioritized as students build stamina and use reading as a tool to help them explore identity and their role in society. These readings serve as vehicles through which students explore the answers to the course’s Essential Questions about their own identity.

ESSENTIAL QUESTIONS:

• What transforms personal identity?

• What distinguishes personal identity from group identity?

• How do societal identifiers such as race, culture, language, gender, and social class influence an individual’s idea of self?

English 8: Exploring Freedom and Identity COURSE LENGTH (in Semesters): 2

GRADE: 8

COURSE DESCRIPTION: Eighth grade is a unique transition year, combining the traditional middle school progression with more independent and rigorous high school studies. English 8 explores concepts of identity and freedom in literary works which may include texts such as Aesop’s Fables, international fairy tales, Narrative of the Life of Frederick Douglass, The Hobbit, and Macbeth. In addition to its emphasis on analyzing and interpreting literature, English 8 examines poetry, art and non-fiction. Students analyze these works in seminar discussion, developing the skills necessary to articulate essay responses to literature, the world and themselves. Since writing is central to this course, students will also gain mastery in grammar and usage conventions necessary for high-level composition. Finally, a regular look at Latin and Greek roots will help expand the vocabulary of the students.

ESSENTIAL QUESTIONS: • What are the various factors that shape our freedom and identity?

• What is the relationship between freedom, love and power?

• What do fables and fairy tales from other cultures tell us more about ourselves?

English 9: Encountering the Other COURSE LENGTH (in Semesters): 2

GRADE: 9

COURSE DESCRIPTION: In English 9, students look outside

of the self, consider how we define community and our place in the world, and determine what role community plays in their lives and how they can be a responsible member of the various communities to which they belong. Units of study will center on the exploration of the other, an analysis of cultural influences, and an examination of how communities shape the individual. Reading experiences will include whole-class novels, book circles, and choice reading.

Whenever possible, independence and choice will guide the content of the course, while students practice and master age-appropriate skill sets. Thematic learning experiences will include literature, poetry, projects, videos, and podcasts that help us understand the experiences of others. The ninth grade English curriculum exposes students to habits and skills that will be used throughout high school and college. Students will approach reading, writing, speaking, and collaboration as a process that includes identifying audience and purpose while exploring organizational strategies and multiple genres.

• How do I effectively communicate who I am and what I believe?

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Works studied may include: Frankenstein (Shelley), A Game for Swallows (Abirached), The House on Mango Street (Cisneros), and The Perks of Being a Wallflower (Chbosky).

ESSENTIAL QUESTIONS: • What is community and what are the individual’s responsibilities to the community?

• How does our need to be part of a group affect our actions?

• How do personal experiences shape our view of others?

• How does one develop empathy for others and why does it matter?

English 10: The Assertion of Self COURSE LENGTH (in Semesters): 2

GRADE: 10

COURSE DESCRIPTION: English 10 aims to equip students

with the skills to assert their individuality while fostering empathy and respect for the rights of others. By immersing themselves in literature that illuminates characters’ struggles and triumphs in finding their voices, students will emerge from this course with a heightened sense of personal agency, ethical awareness, and a deeper appreciation for the power of authentic self-expression.

Through class discussions, collaborative projects, and reflective essays, students will explore the nuanced decisions characters make when standing up for their personal truths.

This exploration will promote a deeper understanding of the ethical considerations and consequences involved in asserting one’s self in various contexts. By delving into a diverse range of literary works highlighting characters who wrestle with dilemmas and social pressures, students will begin to understand how one navigates the complex landscape of selfdiscovery and societal expectations to make thoughtful choices that honor both individual authenticity and the well-being of others.

Moreover, students will have ample opportunities to express their own convictions and assertions through a variety of communication modes. Whether through written essays, persuasive speeches, creative presentations, or podcasting, students will be encouraged to channel their insights and beliefs into compelling forms of self-expression. This not only reinforces their understanding of the course material but also hones their ability to articulate their thoughts effectively across diverse mediums.

Works studied may include: Born a Crime (Trevor Noah), Lord of the Flies (William Golding), Beartown (Fredrik Backman), This I Believe (various authors), Educated (Tara Westover), and select short stories and poems.

ESSENTIAL QUESTIONS: • How do we assert our individual truths while accounting for the rights and interests of others?

• In a world where others try to define us, how do we make decisions for ourselves?

• What are the pros and cons of following along with a group?

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• What motivates us to be courageous? When is courage worth the risk?

English 11: The Pursuit of the American Dream COURSE LENGTH (in Semesters): 2 GRADE: 11 COURSE DESCRIPTION: Building on close reading and

interpretive skills from previous years, this course seeks to increase sophistication in both reading and writing abilities in anticipation of the demands of college humanities courses.

Through reading a variety of stories that represent diverse historical periods and experiences, students will explore themes of fiction and nonfiction that shaped the philosophical mindset of the American Way. In their writing, students will develop confidence in their ability to express ideas effectively through a variety of assignments in order to establish - among other things - a unique voice. Students will also practice formal literary analysis to gain a greater appreciation for the artistic construction of a text and its cultural resonance. The year will also challenge students through a variety of student-generated, non-traditional projects culminating in a final Humanities project with an evening presentation.

Works studied may include: Into the Wild (Jon Krakauer), The Great Gatsby (F. Scott Fitzgerald), Beloved (Toni Morrison), SelfReliance (Ralph Waldo Emerson), Civil Disobedience and Walden (Henry David Thoreau), Sweat (Lynn Nottage), and a selection of essays and poetry.

ESSENTIAL QUESTIONS: • • • •

What is the story of America?

What does it mean to be an American?

What is the American dream and does it still exist?

What is the role of literature in social change?

English 12: Advanced Composition and Literature COURSE LENGTH (in Semesters): 2 GRADE: 12 COURSE DESCRIPTION: English 12: Advanced Composition

and Literature offers Whitfield students opportunities to hone their writing, thinking and speaking skills while examining literature in ways that will prepare them for college work and adulthood.

Works studied begin with essays from The Norton Sampler, 8th Edition (Thomas Cooley, ed.), followed by: - Novels Siddhartha (Hermann Hesse) and Orlando (Virginia Woolf), and shorter fiction such as The Guest (Camus), - Memoirs such as Between the World and Me (Ta-Nehisi Coates), - Readings in ethics and ethical reasoning from such sources as The World’s Religions (Huston Smith), The Crito (Plato), The Republic (Plato), Nicomachean Ethics (Aristotle), Discourses (Epictetus), Fundamental Principles Of The Metaphysic Of Morals (Kant), and Utilitarianism (Mill) - Drama such as Antigone (Sophocles) and An Enemy of the People (Ibsen) - Chapters and exercises from Classical Rhetoric for the Modern Student (Corbett and Connors) and Critical Thinking (Moore and

Parker) - Chapters on writing techniques from such authors as Annie Dillard, Peter Elbow, Ann Lamott and Natalie Goldberg Students can expect to practice advanced discussion skills, develop assignments in argumentative, descriptive, narrative, and analytical modes, and learn academic behaviors and strategies consistent with well-rounded preparation for a college environment.

ESSENTIAL QUESTIONS: • How can a deep understanding of language help us to better understand the human condition, and to work toward meaningful purposes and productive citizenship?

• What does it mean to be one’s best self, and how may it be pursued?

Film Studies

ESSENTIAL QUESTIONS:

COURSE LENGTH (in Semesters): 1

• How do our experiences, families, traditions, and circumstances influence our decisions?

• What is a “good life” in the classical sense, and how is it lived?

• How can we use change as a vehicle for growth?

COURSE DESCRIPTION: Students will leave this course with

For the following courses, there will be both a minimum and maximum course enrollment size which will determine whether this course will be offered and if so, how many sections will be available. Because of enrollment sizes, a student may be required to choose an alternate course.

AP English Language & Composition COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: The overarching theme of this AP

English Language and Composition course is Aristotle’s concept of eudaemonia, or what it means to be one’s best self.

The purpose of the course is to cultivate the reading and writing skills that students need for college success and for intellectually responsible civic engagement. The course expands on Whitfield’s effort to guide students in becoming curious, critical, and responsive readers of diverse texts, and in becoming flexible, reflective writers of texts addressed to diverse audiences for a variety of purposes. AP English Language and Composition fosters understanding of how written language functions rhetorically: to communicate writers’ intentions and elicit readers’ responses in particular situations. Students will work on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments and analyze rhetorical elements and their effects in nonfiction texts.

Texts may include texts such as: A Long Way Gone: Memoirs of a Soldier Boy by Ishameil Besh; Go Ahead in the Rain: Notes on A Tribe Called Quest by Hanif Abduraqib; The Elements of Style (Strunk & White); On Writing: A Memoir of the Craft by Stephen King; Between the World and Me by Ta-Nehisi Coates; various works of Shakespeare such as “King Lear” or “Hamlet”; The Overachievers by Alexandra Robbins; In Cold Blood by Truman Capote.

GRADES: 11 - 12

a comprehensive way to look at films that goes beyond saying, “I liked it.” Much like a literature class, Film Studies is designed to look at the many choices behind the creation of a piece of work. Students will look at the purpose behind aesthetic decisions of screenwriters, directors, and cinematographers.

Additionally, students will study a basic history of film from the silent era, talkies, the Gold Age of Hollywood, to the present innovations of technology and blockbuster movies. The course will discuss the collaborative process of filmmaking, important moments and moviemakers, and personal reactions to films.

ESSENTIAL QUESTIONS: • How does film language and storytelling techniques shape the audience’s emotional and intellectual engagement with a film?

• What are the various ways that different genres, styles, and directors convey messages and themes through their films?

• How does the historical and cultural context of a film influence its production, reception, and interpretation?

• What ethical considerations arise from the creation, distribution, and consumption of films, and how do they impact society?

Journalism

COURSE LENGTH (in Semesters): 1

GRADES: 11 - 12

COURSE DESCRIPTION: In this course, students will

explore the principles and practices of journalism as well as journalism’s role in society. Beginning with a close inspection of the traditions and expectations of the Whitfield journalism program, students will engage with resources and opportunities that will help them serve as leaders on their respective staff. Through workshops and exercises, students will reflect on their role on their staff and set meaningful goals to improve their publications during this coming school year. Numerous in and out-of-classroom reporting and writing assignments will give students the opportunity to develop the fundamental skills of a good journalist: observation, research, interviewing, fact-checking, awareness of the audience, style, brevity, and honesty. Class discussions will address the development and future of the field, including new technologies and changing strategies; as such, students will also work on gaining the technical skills for storytelling in the world of convergence media, where audio, video, and the written word come together on an online platform. Students Page | 7

will write for an authentic audience which will include the Whitfield community, the St. Louis community, and beyond.

Independent reading of non-fiction and guest speakers who can speak to specialized areas of journalism will help serve as models for their coursework.

ESSENTIAL QUESTIONS: • What is the role of journalism in a democratic society, and how does it and how should it impact public policy and the lives of private citizens?

• What techniques, methods and models are guiding the contemporary practice of journalism?

• What does it mean to be a good journalist at Whitfield, in college and beyond?

Public Speaking

COURSE LENGTH (in Semesters): 1

GRADES: 11 - 12

COURSE DESCRIPTION: Students will use a hands-on

approach and practical methods to learn the techniques of becoming effective public speakers. They will learn to incorporate the elements of a good speech by examining audience, message, presentation and delivery. Students will learn how to use voice, body language and eye contact as well as visual aids to effectively engage an audience. By exploring a variety of techniques, the class will help confront and combat insecurity about public speaking. Guest speakers will present helpful techniques and discuss real-world examples. Projects will be assigned to examine different types of public speaking, to strengthen skills, and put techniques into practice while focusing on a growth mindset.

ESSENTIAL QUESTIONS: • What does it mean to be a good public speaker?

• What tools, techniques and methods are useful to effectively impact an audience?

• How can a speaker deal with obstacles such as insecurity when in front of an audience?

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Social Studies - Department Overview Through the study of history, government, geography, psychology, sociology, and economics, students begin to understand the behavior and traditions of societies and cultures of the past and the present. Indeed, the Social Studies Department offers an inclusive curriculum that focuses on the experience of diverse historical actors and the study of diverse historical narratives. The teaching of critical thinking skills is emphasized, and a premium is placed on helping students learn how to integrate, analyze, synthesize, and evaluate both primary and secondary sources and to develop empathy for people in different times and places.

In all social studies classes, teachers coach students to express their ideas fluently in research papers, projects, and during oral presentations. Social studies courses are required of students in grades 6 through 12.

MIDDLE SCHOOL REQUIREMENTS: A social studies course is required each year of middle school (MS).

UPPER SCHOOL GRADUATION REQUIREMENTS: Enrollment in a social studies course is required each year of upper school (US).

Four credits of social studies are required for graduation.

COURSE OFFERINGS BY GRADE LEVEL: Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

The Story of US

World Cultures & Geography

Civics & US Government

Early Modern World History to 1800

Modern World History 1800-Present

United States History

Human Rights & Genocide

United States History, Advanced College Credit

Economics

Semester Elective in 11 & 12 African American History

America: The Story of US

COURSE LENGTH (in Semesters): 2

GRADE: 6

COURSE DESCRIPTION: In this introductory course, students

will establish a foundational understanding of key themes in American history by exploring various perspectives to help construct the story of the United States through units focused on eras of significant change. With a focus on close-reading and note-taking skills, students will engage with non-fiction and fiction texts to explore multiple perspectives, aiming to develop students as empathetic citizens who actively seek to learn more about others. By categorizing information using categories of historical study (history, geography, economy, politics, technology, and culture) students practice organizing and synthesizing information to build a complex understanding of continuity and change over time. Research, writing, discussion, presentation, and collaborative skills will be developed through projects and seminars. Additionally, students will learn how to develop active and effective study strategies in order to establish productive test preparation habits to support success across content areas. Throughout the course, films and primary sources, such as artwork, photographs, music, letters, legislation, and journals, will be used to learn about the many voices needed in order to build and understand the story of US.

ESSENTIAL QUESTIONS: • • • •

How is the story of history constructed? Is history “finished”?

Why is studying “hard history” important?

What voices are needed to understand the story of America?

How does learning the story of others impact our understanding of our nation and ourselves?

• How does a nation’s past impact the present?

• How do people create change?

World Cultures & Geography

COURSE LENGTH (in Semesters): 2

GRADE: 7

COURSE DESCRIPTION: Using primary and secondary

sources, fiction and nonfiction, students gain an understanding of specific world cultures from the eastern hemisphere. In this survey style course, students examine unique aspects of Middle Eastern, Asian, African, and Pacific cultures. Students will develop a greater appreciation of cultural differences and an understanding of the universal aspects of humanity. Using content emphasizing human interactions, geographical concepts, political systems, historical conflicts, and cultural intersections, students work to build essential learning skills such as reading, writing, research, discussion, and collaboration skills. Through projects, cartography, and seminars and exposure to various forms of literature and film, students learn to think critically Page | 9

about various cultures by exploring and contextualizing past and current events and considering their own place within today’s “global village.”

ESSENTIAL QUESTIONS:

to present ideas rooted in fact and evidence. At the end of the year, students will be able to demonstrate a firm grasp of global history and provide a sophisticated analysis of the movements, events, and people which shaped the development of the early modern world.

• How and why do communities form?

• How do human beings create, learn, share, and adapt to culture?

• Why is it important to study other cultures?

• How does geography affect culture?

• How can culture be used to empower and/or limit people?

• What happens when cultures meet?

• What factors determine political borders? And how and why do they change over time?

ESSENTIAL QUESTIONS:

Civics & US Government

Modern World History 1800-present COURSE LENGTH (in Semesters): 2

COURSE LENGTH (in Semesters): 2

GRADE: 8

COURSE DESCRIPTION: In Civics & US Government, students

seek an understanding of what it means to be a citizen of The United States of America. This course will track the development of American democracy from colonialism to today. Students will investigate major events that served as catalysts of political and social change and will gain an understanding of federalism, and our system of checks and balances through in-depth studies of elections, Supreme Court decisions, political media, social movements, and the legislative process. Skills used in this class include effective researching, writing (non-fiction essays and persuasive opinion pieces), critical thinking, debating, delivering presentations, and collaborating with peers.

ESSENTIAL QUESTIONS: • • • •

What is the role of government in the United States?

What is the relationship between liberty and security?

What is patriotism?

What does it mean to be a citizen?

Early Modern World History to 1800 COURSE LENGTH (in Semesters): 2

GRADE: 9

• In which ways are societies altered via cross-cultural contact?

• How did innovation and trade change the balance of power locally, regionally, nationally, and globally?

• Why does the definition of freedom change over time?

• How do concepts of labor shape society, law, and culture?

• How did religion, geography, and philosophy play a part in shaping culture and society in the early modern world?

GRADE: 10

COURSE DESCRIPTION: Modern World History students

explore the modernization of the world thematically. Students will explore various cultural, political, economic, and social themes through a variety of articles, books, historical documents, news videos or documentaries, and other relevant material for developing their understanding of the modern world. Students will learn, practice, and apply skills through multi-layered historical discussions, document-based analysis and synthesis, and evaluation of historical perspectives, as well as formulate arguments grounded in documents and other sources. Activities and assessments include, but are not limited to: seminar discussions, research, writing, collaboration, and projects.

ESSENTIAL QUESTIONS: • What were political, social, economic, and technological issues and results of the Industrial Revolution?

• What is globalization?

• What are human rights?

• How do politics and government influence systems of power and equality?

COURSE DESCRIPTION: This survey course is designed to

introduce students to the major historical and intellectual currents surrounding world history to the end of the eighteenth century. The class will succinctly dissect the narrative of global watershed events so that students may better understand the social, political, and economic development of the early modern world. Significant attention will be given to the changing concepts of freedom, culture, race, government, labor, economics, religion, art, philosophy, and society. Specifically, this course will explore such topics as the consolidation of power and wealth in Europe, the rise and fall of the empires of West Africa, the evolution of slavery in the Americas, trade and expansion in Asia, and the impact of colonization on Native American societies. Through a multi-layered examination of relevant topics, students will develop critical thinking skills, learn how to properly interrogate sources, and improve upon their ability Page | 10

United States History

COURSE LENGTH (in Semesters): 2

GRADE: 11

COURSE DESCRIPTION: The course content will span the

period of human habitation of the North American continent focusing on the history of the United States. Skill emphasis will be placed on reading, writing, research, and presentation.

Pedagogically, the course marries a chronological and thematic approach to teaching United States History. Foundationally, students will move chronologically through history. Building upon such a foundation, students will continually explore the themes of Art/Culture, Economics/Capitalism, Government/ Politics, and Migration/Globalization. Furthermore, throughout the course, current events will be discussed and connected to the past so as to give students a greater understanding of the role of history in the current American and global climate.

Under Missouri state law, students must take and pass assessments covering the Federal and Missouri State Constitutions and US Citizenship, and so preparation for and administration of those requirements will also take place in this course.

ESSENTIAL QUESTIONS:

• What is the story of America?

• What role has/should government play in the lives of Americans?

• How did/does capitalism define the United States?

• What factors have most greatly shaped the development of the United States?

United States History, Advanced College Credit COURSE LENGTH (in Semesters): 2 GRADE: 11 COURSE DESCRIPTION: Students who enroll in the Advanced

College Credit option of United States History and opt to purchase college credit through the partnering university will have an additional and approximate fee of $450. In addition, the pacing and assessments will be appropriately aligned with the partnering university so as to fulfill the college credit requirements.

Consequently, students enrolling in this course need to have demonstrated strong performance in previous humanities courses. Additionally, course enrollment will be limited.

The course content will span the period of human habitation of the North American continent focusing on the history of the United States. Skill emphasis for a college level course will be placed on reading, research and writing, presentation, and primary source analysis. Pacing of the course will be in accordance with that of a college class, with readings, writings, and assessments regularly. Pedagogically, the course marries a chronological and thematic approach to teaching United States History that has been developed in conjunction with the partnering university.

Foundationally, students will move chronologically through history. Building upon such a foundation, students will continually explore the themes of Art/Culture, Economics/ Capitalism, Government/Politics, and Migration/Globalization.

Furthermore, throughout the course, current events will be discussed and connected to the past so as to give students a greater understanding of the role of history in the current American and global climate.

Human Rights & Genocide

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: This course examines diverse cultural

experiences of genocide and mass violence in the context of five major ideological frameworks: imperialism, racism, nationalism, communism, and antisemitism. In particular, we will investigate and attempt to understand the origins and causes as well as the progression and development of genocidal events in several different cultural and geographical settings: Eurasia, Africa, the Americas, and Australia. We will also be drawing connections to specific episodes of mass crimes and human rights violations, including the unprecedented experience of European Jews in Nazi-occupied Europe, commonly known as the Holocaust, and the forced assimilation and state persecution of Muslims in the former Yugoslav Republic of Bosnia-Herzegovina and the Xinjiang Province of China.

During the academic year, we will study a number of cultural attempts to come to terms with a set of events that elude full comprehension. You will come to ask yourselves how “understanding” a series of acts that escape straightforward meaning and legibility can help us understand the world we currently live in today. Throughout this course, we will explore how different communities have dealt with issues of perpetration, survival, trauma, and memory in the aftermath of mass violence. Through readings and discussions, we will examine and discuss the behavior and perspectives of perpetrators, victims, bystanders, and ourselves as students, while seeking to understand the nature of these tragic “events” and their significance.

ESSENTIAL QUESTIONS: • How important is race, ethnicity, gender, religion, social class, and sexual orientation in our examination of mass crimes and human rights violations?

• What are human rights and where do they come from? What are some of their religious and philosophical foundations?

• What is genocide? Why are there so many different definitions and interpretations of genocide?

• What is the relationship between colonialism, forced migration, nation building, and genocide?

• How have encounters between diverse ideologies and religions shaped interactions between different human communities?

Under Missouri state law, students must take and pass assessments covering the Federal and Missouri State Constitutions and US Citizenship, and so preparation for and administration of those requirements will also take place in this course.

ESSENTIAL QUESTIONS: • What is the story of America?

• What role has/should government play in the lives of Americans?

• How did/does capitalism define the United States?

• What factors have most greatly shaped the development of the United States?

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For the following courses, there will be both a minimum and maximum course enrollment size which will determine whether this course will be offered and if so, how many sections and to which grade levels it will be available. Because of enrollment sizes, a student may be required to choose an alternate course.

Economics

COURSE LENGTH (in Semesters): 2

ESSENTIAL QUESTIONS: GRADE: 12

COURSE DESCRIPTION: This course offers an overview

of the different aspects of the global economy within the field of economic geography and its links to related issues of resources, development, commerce, politics, and trade.

Students will investigate the advantages and disadvantages of different economic ideologies and seek to to understand today’s increasingly interdependent world. This course recognizes that economics cannot be treated separately from other domains of social studies including political science, history, sociology, and geopolitics. Students will thus examine economics from an interdisciplinary perspective. There will be both a minimum and maximum course enrollment size which will determine whether this course will be offered and if so, how many sections and to which grade levels it will be available.

ESSENTIAL QUESTIONS: • • • •

What role does government play in the economy?

How does technological innovation disrupt economies?

What causes a recession or depression?

What are the economics of energy production and consumption?

• What are the costs and benefits of protectionism vs. globalization?

• How do countries accumulate wealth? What makes some countries poor and others wealthy?

• How do extractive political and economic institutions perpetuate poverty and inequality?

African American History

COURSE LENGTH (in Semesters): 1

GRADES: 11 - 12

COURSE DESCRIPTION: This class is designed to expose

students to the primary historical, theoretical, and cultural currents surrounding the African American experience from the classical age through the end of Reconstruction. Our class will succinctly dissect the narrative of early African American life and history to better understand the social, political, and economic evolution of this ethnic group in America. While the historical narrative will be the foundation of this class, this course will also focus on corresponding literature, art, music, and culture to provide a broader understanding of black life in America.

At the end of the semester, students will be able to demonstrate a firm grasp of early African American history and provide a sophisticated analysis of the movements, events, and people which shaped the development of the Black life Page | 12

in America. Additionally, they will possess new analytical and intellectual tools to help them evaluate and analyze the diversity that is the broader American experience. Mastery of the subject matter will be evaluated through homework, seminars, quizzes, presentations, and research papers.

• How do cultures form, change, and spread over time?

• How does a shared experience change internal and external understandings of identity, ethnicity, and nationality?

• How can law and custom shape concepts of race, ethnicity, labor, freedom, and gender?

• How does the understanding of race, ethnicity, and freedom shift over time and why?

• In what ways do cultural or ethnic groups respond to, and perhaps overcome, legal, social, and economic marginalization?

Science - Department Overview The Whitfield science department is dedicated to the development of critical thinking and collaborative skills by immersing students in scientific theory, process, and technique within a challenging laboratory environment. Students are expected to go beyond learning basic scientific concepts by applying problem-solving skills and ethical standards to laboratory experiences that avoid predetermined results. Students are also challenged to attain a sophisticated level of scientific literacy and technical writing ability. The seven-year science program is designed to produce well-rounded, confident individuals who are well versed in scientific procedure and theory, have an appreciation for the natural world, and who can thrive in a demanding college environment and beyond. To this end, students in grades 6 through 12 are required to take a science course each year.

MIDDLE SCHOOL REQUIREMENTS: A science course is required each year of middle school (MS).

UPPER SCHOOL GRADUATION REQUIREMENTS: Enrollment in a science course is required each year of upper school (US).

Four credits of science are required for graduation.

COURSE OFFERINGS BY GRADE LEVEL:

Grade 6

Grade 7

Grade 8

Grade 9

Science 6: Earth Science

Science 7: Life Science

Science 8: Physical Science

Biology

Grade 10

Grade 11

Grade 12 Accelerated Physics II

Chemistry Accelerated Chemistry

AP Biology Neuropsychology

Physics I Accelerated Physics I AP Chemistry Anatomy & Physiology

Semester Electives in 11 & 12 Introduction to Psychology Abnormal Psychology

Science 6: Earth Science

COURSE LENGTH (in Semesters): 2

GRADE: 6

COURSE DESCRIPTION: The sixth grade curriculum is focused

on the study of Earth science through the incorporation of the Next Generation Science Standards (NGSS). Students will gain an understanding of how scientists and engineers solve problems using the scientific method and design thinking. Topics to be covered include computer coding, engineering design, scientific method, Earth’s place in the Universe, Earth history, weather, climate, and human impacts.

This course emphasizes student choice in the selection of learning activities, which include conducting laboratory investigations, giving presentations, building models, reading and creating articles, and participating in class discussions. The course will conclude with an independent engineering project related to the skills and concepts they learned throughout the year.

ESSENTIAL QUESTIONS:

• How do scientists and engineers solve problems?

• What is Earth’s place in the Universe?

• What makes up our solar system and how can the motion of Earth explain the seasons and eclipses?

• How do people figure out that the Earth and life on Earth have changed over time?

• How does the movement of tectonic plates impact the surface of the Earth?

• How do the materials in and on Earth’s crust change over time?

• How does water influence weather, circulate in the oceans, and shape Earth’s surface?

• What factors interact and influence weather and climate?

• How can natural hazards be predicted?

• How do human activities affect Earth systems?

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Science 7: Life Science

COURSE LENGTH (in Semesters): 2

GRADE: 7

COURSE DESCRIPTION: Seventh grade science is focused

on using the scientific method to study living organisms through the incorporation of the Next Generation Science Standards (NGSS). Students will develop skills in taking accurate measurements, recording data, creating and interpreting graphs, and experimental design. Students will use these skills in the study of various topics. They will compare plants, animals, bacteria, and fungi in how they acquire energy, communicate, reproduce, move, exchange gas, and defend against predators and diseases. They will then study the interactions within ecosystems to see how living organisms function on a larger scale.

This course emphasizes student choice in the selection of learning activities, which include conducting laboratory investigations, giving presentations, building models, reading and creating articles, and participating in class discussions. The course will have multiple independent investigations integrated throughout the course focused on each topic of study.

ESSENTIAL QUESTIONS:

• How is the scientific method and engineering design process used to understand the world?

• How do the structures of organisms contribute to life’s functions?

• How do organisms grow, develop, and reproduce?

• How do organisms obtain and use matter and energy?

• How do matter and energy move through an ecosystem?

• How do organisms interact with other organisms in the physical environment to obtain matter and energy?

• How does genetic variation among organisms in a species affect survival and reproduction?

• How does the environment influence genetic traits in populations over multiple generations?

• How does a physical scientist view and describe our world?

• How are fluids and pressure a part of our daily lives?

• What are the benefits of 3-D computer modeling?

Biology 9

COURSE LENGTH (in Semesters): 2

COURSE DESCRIPTION: This course emphasizes the

patterns, processes, and relationships of living organisms.

Core ideas include structures and processes in organisms, inheritance and variation of traits, evolution, and ecology. By following storylines that incorporate Next Generation Science Standards (NGSS) and 3-dimensional learning strategies, Biology 9 students will mirror the work of a life scientist, using observation, experimentation, modeling, and technology to explore how life works, with multiple opportunities to apply core ideas during inquiry-based learning activities and laboratory investigations as they develop solutions to authentic problem-based scenarios.

ESSENTIAL QUESTIONS: • How do organisms live, grow, respond to the environment, and reproduce?

• How do organisms interact with their environment and what are the effects of these interactions?

• How are the characteristics of one generation passed on to the next?

• How can there be so many similarities among organisms yet so many different types of plants, animals, and microorganisms?

• How does biodiversity affect humans?

• In what ways can data analysis generated from experimental design promote scientific inquiry?

Chemistry Science 8: Physical Science

COURSE LENGTH (in Semesters): 2

COURSE LENGTH (in Semesters): 2 GRADE: 8

COURSE DESCRIPTION: The eighth grade Physical Science

course is an activity-based curriculum that emphasizes the importance of trial and error, conceptual design, and precise measurement using the metric system. The characteristics of fluids and pressure, balance, speed, acceleration, aerodynamics, flight, floatation, the Periodic Table of Elements, and atomic structure are typical topics of study. Students will create 3-D objects using Open-Scad as part of their Mobile Project. In general, the quality of a student’s observations and measurements, as well as his/her ability to understand and describe the physical processes and/or concepts introduced throughout the curriculum is essential. Basic mathematical concepts such as dimensional analysis, the density triangle, and pressure are covered as well. Working collaboratively with peers will also play a major part of a student’s success.

ESSENTIAL QUESTIONS:

• How is the scientific process helpful to understand our world?

• How do basic physical science concepts aid in the understanding of our world and future science courses?

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GRADE: 9

GRADES: 10-11

COURSE DESCRIPTION: Students will be given the

opportunity to actively engage in the study of the structure and properties of matter, chemical reactions, nuclear processes, intermolecular and intramolecular interactions, and energy transformations regarding chemical processes. The focus of this course will not be memorization; rather the focus will be defining problems, planning and carrying out investigations, the collection, analysis and interpretation of data, determination of the validity of data, as well as the engagement of scientific argument based on evidence, obtaining, evaluating, and communicating information regarding chemistry. Prerequisite for this course is completion of Algebra I.

ESSENTIAL QUESTIONS: • How do the properties and structures of matter affect society? Individuals?

• In what ways can matter be manipulated for the benefit of society?

• What is the protocol to design and carry out a sound, scientific experiment in chemistry?

• How do we interpret science in the media?

Accelerated Physics I

Accelerated Chemistry

COURSE DESCRIPTION: Physics is the study of the motion

COURSE LENGTH (in Semesters): 2

COURSE LENGTH (in Semesters): 2 GRADES: 10-11

COURSE DESCRIPTION: Accelerated Chemistry students

develop the understanding of the essential concepts of chemistry through experiment, demonstration, lecture, and problem-solving. While probing the four essential questions, students will develop a variety of skills. Among these will be the collection and analysis of data, drawing conclusions from the collected data, analytical thinking to break problems down into manageable components, critical thinking through the analysis of competing models, as well as the development of these models. Upon conclusion of the course, the student will have a fundamental understanding of the conservation of matter and energy, the reliability of matter’s nature, the kinetic molecular theory, and an understanding of the forces that drive chemical reactions. Prerequisite for this course is successful completion of Algebra I and Geometry.

ESSENTIAL QUESTIONS: • • • •

What is the relationship between matter and energy?

What is the composition of matter?

What is the nature of changes in matter?

What forces drive these changes?

Physics I

COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: Physics is the study of the motion

and interactions of matter. Life in the modern world relies on physics disciplines such as transportation, energetics, electronics, and cybernetics. This course provides a firstyear overview of some of the main themes of physics, with students learning how to apply mathematical skills to physical phenomena. The course emphasizes developing a strong conceptual understanding of fundamental physical principles.

Students will acquire and deepen important scientific skills, including critical thinking, problem solving, and laboratory exploration. Hands-on laboratory work emphasizes building and deepening collaborative and independent inquiry skills, as well as the presentation of research results. Course prerequisites: completion of Chemistry and Advanced Algebra.

ESSENTIAL QUESTIONS: • How are the physical properties of matter studied in the laboratory?

• Kinematics: how is motion analyzed?

• Dynamics: how do force interactions explain motion?

• Energetics: how does energy change relate to motion?

• Elasticity: how does matter oscillate and transmit waves?

• Electricity: how do electric fields and voltages produce currents and electrical phenomena?

GRADES: 11-12

and interactions of matter. Life in the modern world relies on physics disciplines such as transportation, energetics, electronics, and cybernetics. This course provides a mathematically rigorous first-year overview of some of the main themes of physics. Students apply and extend mathematical skills such as trigonometry, vector analysis, graphical representations of functions, and limit theory. The course emphasizes developing both a strong conceptual understanding and mathematical grasp of fundamental physical principles and conservation laws.

Students will exercise and enhance important scientific skills, including critical thinking, problem solving, and laboratory exploration. Doing well in this course involves actively participating in class and taking notes, studying the textbook, doing the assigned work, and designing and analyzing lab experiments. Laboratory work emphasizes building and deepening collaborative and independent inquiry skills, as well as the formal presentation of research results. Mastery of this course prepares students to take Accelerated Physics 2. Course prerequisites: completion of Chemistry and Advanced Algebra.

ESSENTIAL QUESTIONS: • How are the physical properties of matter studied in the laboratory?

• Kinematics: how is motion analyzed mathematically?

• Dynamics: how do force interactions quantitatively describe motion?

• Energetics: how does energy change relate to motion?

• Conservation laws: how are energy and momentum conserved in motion?

• Elasticity: how does matter oscillate and transmit waves?

• Electrostatics: how do electric fields affect charged particles?

• Circuits: how do electric currents move in conductors?

For the following courses, there will be both a minimum and maximum course enrollment size which will determine whether this course will be offered and if so, how many sections and to which grade levels it will be available. Because of enrollment sizes, a student may be required to choose an alternate course.

Anatomy & Physiology

COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: Students actively engage in studying

the structure and function of the human body by examining the cells, tissues, and organs that comprise its various organ systems. These systems will be surveyed with the goal of understanding the anatomical and physiological relationships between them that are necessary for the proper function and maintenance of the body. Common prefixes, suffixes, and word roots will be learned to understand and also predict the Page | 15

meaning of medical terminology. The importance of genetics and the use of genetic engineering through recombinant DNA technologies in medical research and clinical therapies will also be emphasized. Students will practice defining and solving problems, planning and carrying out investigations, data collection, analysis and interpretation, and the engagement of scientific argument based on evidence.

Students will demonstrate their competency in Anatomy and Physiology by completing lab reports, organ and animal dissections, dissection journals, written responses to reading, design projects, problem sets, models, presentations, and written evaluations. Course Prerequisites: Biology and Chemistry

AP Chemistry

COURSE LENGTH (in Semesters): 2

COURSE DESCRIPTION: The AP Chemistry curriculum is

designed to provide the equivalent coursework of a freshman college class. The class is an inquiry-based investigation of the core competencies of general chemistry, including, but not limited to, atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium.

The 6 “Big Ideas” that the College Board states as the major thematic objectives are listed here and are the fundamental goals of this course: - The chemical elements are the building blocks of matter, which can be understood in terms of the arrangements of atoms.

- Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.

- Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.

- Rates of chemical reactions are determined by the details of the molecular collisions.

- The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.

- Bonds or attractions that can be formed can be broken.

These two processes are in constant competition, sensitive to initial conditions and external forces or changes.

ESSENTIAL QUESTIONS: • What is the relationship between structure and function in terms of anatomy and physiology?

• How is homeostasis maintained within an individual?

• How are animal models utilized to assist in the study of human beings?

• How do genetic traits affect the structure and function of an individual?

Accelerated Physics II

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: Physics is the study of the motion

and interactions of matter. Life in the modern world relies on physics disciplines such as transportation, energetics, electronics, and cybernetics. This course continues a twoyear overview of physics by exploring areas such as fluidics, thermodynamics, magnetism, and optics. Besides applying their algebraic skills, students explore physical applications of calculus concepts and tools. The course continues last year’s emphasis on developing both a strong conceptual understanding and mathematical grasp of fundamental physical principles and conservation laws.

Students will continue to exercise important scientific abilities, including critical thinking, problem solving, and laboratory experimentation. Laboratory work emphasizes building collaborative and independent inquiry skills, as well as the formal presentation of research. Mastery of this course prepares students to excel in physical sciences at the college level. Course prerequisites: completion of Advanced Algebra and Accelerated Physics I.

ESSENTIAL QUESTIONS:

• Fluidics: how are Newtonian concepts used to study fluid statics and kinetics?

• Thermodynamics: how is heat related to energy and work?

• Rotational dynamics: how are force and torque related to angular motion?

• Electrodynamics: how do moving charges exhibit magnetic properties?

• Optics: how does light propagate and interact with matter?

• Quantum physics: how is atomic structure described probabilistically?

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GRADES: 11-12

Successful completion of this course should prepare a student to either excel in an introductory collegiate course or, depending on the AP exam score and the college that the student chooses, acceleration into an organic chemistry course.

ESSENTIAL QUESTIONS: • • • •

What is the relationship between matter and energy?

What is the composition of matter?

What is the nature of changes in matter?

What forces drive these changes?

AP Biology

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: AP Biology is a rigorous, demanding

course designed to be the equivalent of an introductory college biology course. Content will be covered in more detail and greater emphasis will be placed on interpretation and analysis of information than in previous high school biology courses.

In addition, statistical analysis of data and the modeling of concepts will be expected. A significant amount of studying for this course must be completed outside of class to allow time for discussion, labs, and inquiry-based activities during class. The content has been organized around four underlying principles the College Board calls “Big Ideas” and the core concepts (Enduring Understandings) that support them.

The curriculum also requires that there will be significant class time (25%) devoted to laboratory and other inquiry based activities, with the aim of developing advanced inquiry and

reasoning skills. Science practice is a way of coordinating knowledge and skills in order to establish lines of evidence.

This evidence can then be used to develop and refine testable explanations and predictions of natural phenomena.

Course Prerequisites: successful completion of Biology 9 and Accelerated Chemistry.

ESSENTIAL QUESTIONS:

• How do biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis?

• How do living systems store, retrieve, transmit, and respond to information essential to life processes?

• How do biological systems use complex properties to interact with each other?

• What is the role of macro and microevolution in the diversity and unity of life?

• How does understanding the relationships between biological concepts allow one to visualize unity in the field of biology?

• How can experimental design and execution aid in the understanding of biological processes?

Introduction to Psychology

COURSE LENGTH (in Semesters): 1

COURSE DESCRIPTION: Intro to Psychology is a course

which gives a broad overview of psychological topics, with an emphasis on those that are relevant to student’s lives.

Topics may include the following: perspectives in psychology, psychological research, stress, memory, decision-making, and development. The course will develop skills in scientific research and writing, data analysis, seminar discussions, formal presentations, and peer collaboration.

ESSENTIAL QUESTIONS: • How do psychologists study and explain human behavior?

• How might an understanding of the biological basis of behavior help one manage stress, motivation, learning, and decision-making?

• How might we understand the biological basis of memory?

• How might the stages of development be used to develop a deeper understanding of human behavior?

Abnormal Psychology Neuropsychology

COURSE LENGTH (in Semesters): 2

COURSE LENGTH (in Semesters): 1 GRADES: 11-12

COURSE DESCRIPTION: Neuropsychology is an elective course

that examines the biological basis of human behavior. Students will study the brain and nervous system in depth to understand the psychology of the individual as well as how these behaviors influence society as a whole. The course will explore the following topics through case studies and experiments: psychological approaches, experimental methods, brain structure and function, stress, motivation, learning, development, social behavior, memory, personality, and psychological disorders. The course will develop skills in scientific research and writing, data analysis, seminar discussions, formal presentations, peer collaboration, and college-level reading. There will be both a minimum and maximum course enrollment size which will impact whether this course will be offered and if so, how many sections and to which grade levels it will be available.

ESSENTIAL QUESTIONS:

GRADES: 11 - 12

GRADES: 11 - 12

COURSE DESCRIPTION: Abnormal Psychology is a course

which explores many of the disorders listed in the DSM-V, including the basis for their development and methods of treatment. Topics may include the following: mood disorders, dissociative disorders, anxiety, depression, schizophrenia, bipolar disorder, personality disorders, development, diagnosis, and treatment. The course will develop skills in scientific research and writing, data analysis, seminar discussions, formal presentations, and peer collaboration.

ESSENTIAL QUESTIONS: • How do psychologists distinguish a psychological disorder from normal behavior?

• How might case studies be used to understand the process of diagnosis and treatment for these disorders?

• How might understanding the biological basis for disorders influence treatment?

• How does the structure and function of the brain influence human behavior?

• How are neuropsychological studies designed, conducted, and analyzed to draw accurate conclusions about human behavior?

• How might understanding the biological basis of behavior help one manage stress, motivation, learning, personality differences, and social interactions?

• How does dysfunction of the brain lead to psychological disorders and how are these treated?

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Mathematics - Department Overview The mathematics program addresses a wide array of needs in addition to more traditional content objectives. The goal of the program is to assist students in gaining mathematical confidence as well as competence. To this end, the sequencing of the program remains flexible to meet the needs of students who may benefit from additional reinforcement or those who progress at an accelerated rate. A focus on problem-solving and active student learning guides the students’ efforts to utilize and apply mathematics. Students should see mathematics as providing them with a structure and a system through which they can view the world.

The objectives for the mathematics curriculum focus on students acquiring the ability to communicate using the language of mathematics as well as enabling them to choose and apply algorithms and nontraditional strategies to problem-solving situations. Throughout the math program, students have the opportunity to get support and to utilize a variety of resources ranging from teacher assistance to online textbook videos and posted notes when they are learning new content. Algebraic and geometric concepts are integrated throughout the curriculum, providing students with the opportunity to more fully explore the relationships between the two fields.

Computer Science – Program Overview The computer science program brings practical applications of computer science topics into classrooms to inspire innovative thinking and learning. Across grade levels and academic departments, our students and teachers immerse themselves in STEAM-forward learning in ways that are meaningful, authentic, and, most importantly, relevant. The program is designed to provide all students at Whitfield with a foundation in technological and computing principles so that they are adequately prepared with both the knowledge and skills to live and meaningfully participate in our increasingly digital society, economy, and culture.

While the computer science program offers elective courses through the Mathematics Department that dive deeply into several key computer science related topics, the school’s objective is to expose every Whitfield student to computer science as well as career paths in the field. For this purpose, every ninth-grade student takes a trimester long course in Foundations called Computer Science and Society.

The school’s computer science integration specialist also works with faculty across all grade-levels and departments to make sure the different skills and concepts are introduced and incorporated into their subject area. This way, the students are authentically able to use computer science in a way that reflects the way it is used in the working world.

MIDDLE SCHOOL REQUIREMENTS: A mathematics course is required each year of middle school (MS).

UPPER SCHOOL GRADUATION REQUIREMENTS: Enrollment in a mathematics course is required each year of upper school (US).

Four credits of mathematics are required for graduation.

COURSE OFFERINGS BY GRADE LEVEL: Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Skills & Strategies

Pre-Algebra

Algebra I

Geometry

Algebra II

MS Algebra I

Geometry

Algebra II

Precalculus

Algebra III / Trigonometry

Skills & Strategies II

MS Math: Skills & Strategies II Pre-Algebra

MS Geometry

Algebra II

Precalculus

AP Calculus AB

Pre-Algebra

MS Algebra I

Precalculus

AP Calculus AB

AP Calculus BC

MS Geometry

Precalculus Introduction to Calculus AP Calculus AB AP Calculus BC AP Statistics

Computer Science Offerings Computer Science Principles Computer Science Web Design Computer Science Language

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MS Math: Skills & Strategies

COURSE LENGTH (in Semesters): 2

GRADES: 6-7

COURSE DESCRIPTION: This course is designed to build a strong

foundation in number sense and bridges foundational skills with algebraic thinking. Students will practice a variety of strategies to approach different problems and also determine if a solution is reasonable. Concepts covered will include operations on integers, operations on fractions, operations on decimals, percentages, ratios, proportions, number theory (prime factorization, least common multiples, roots) and basic coordinate plane and Euclidean geometry.

• How can my prior mathematical knowledge/skills be applied to solve real-word problems?

• How can I use multiple approaches to solve a variety of math problems?

• How will I respond to obstacles that I encounter with challenging math topics?

• How can I assess if my solution is reasonable?

COURSE LENGTH (in Semesters): 2

GRADES: 6-7

COURSE DESCRIPTION: This course is designed to build a strong

foundation in algebraic thinking and mathematical reasoning to prepare students for pre-algebra. Students will continue to practice determining which strategies are appropriate for each problem and determine the reasonableness of their solution. Concepts covered include order of operations on real numbers, ratios, fractional rates, proportionality, proportional and linear relationships, algebraic expressions, algebraic equations and inequalities, probability, angles and triangles, and three-dimensional figures.

ESSENTIAL QUESTIONS: • How can my prior mathematical knowledge/skills be applied to solve real-word problems?

• How can I use multiple approaches to solve a variety of math problems?

• How will I respond to obstacles that I encounter with challenging math topics?

• How can I assess if my solution is reasonable?

Pre-Algebra

COURSE LENGTH (in Semesters): 2

• How can I use mathematics to model, predict, and make decisions about the world in which I live?

• How do I choose and use the most effective means of mathematical communication: words, pictures, tables, graphs?

• How do I choose and use the best problem solving strategy?

• How can I assess if my answer is reasonable?

MS Algebra I

COURSE LENGTH (in Semesters): 2

GRADES: 7-8

COURSE DESCRIPTION: This course is designed to introduce

ESSENTIAL QUESTIONS:

MS Math: Skills & Strategies II

ESSENTIAL QUESTIONS:

GRADES: 6-8

COURSE DESCRIPTION: This math course is designed to build a

solid foundation for success in Algebra I and Geometry. Students will learn to identify and represent patterns, communicate mathematically, and employ problem solving strategies. Topics studied will include integers, rational numbers, writing variable expressions, solving one variable equations, ratios, proportions, percentages, introduction to linear functions, and basic geometry.

formal algebraic concepts and foster independent learning.

Students will use their knowledge of writing to develop ways of expressing their mathematical ideas. Topics studied will include solving equations, inequalities and systems of equations, writing and graphing functions, evaluating and simplifying exponential expressions, and simplifying and factoring polynomials.

ESSENTIAL QUESTIONS:

• How do I solve and graph various functions?

• How do I use multiple representations such as words, equations, graphs, and numbers to effectively communicate mathematical ideas?

• How do I assess if my answer is reasonable?

MS Geometry

COURSE LENGTH (in Semesters): 2

GRADES: 7-8

COURSE DESCRIPTION: This course is designed to lead

students through investigations in which they will discover and work with the many postulates and theorems of geometry.

Topics studied include tools of geometry, reasoning and justification, parallel and perpendicular lines, congruent triangles, relationships within triangles, polygons and quadrilaterals, similarity, right triangles, trigonometry, and area. Throughout the course, students will apply learned concepts to create logical, written arguments.

ESSENTIAL QUESTIONS: • How can I use my knowledge of algebra to solve geometric problems?

• How do I make my own discoveries through geometric investigations?

• How do I use reasoning and problem-solving strategies to draw logical conclusions?

Algebra I

COURSE LENGTH (in Semesters): 2

GRADE: 9

COURSE DESCRIPTION: This course is designed to introduce formal algebraic concepts and foster independent learning.

Students will use their knowledge of writing to develop ways of expressing their mathematical ideas. Topics studied will include solving equations, inequalities and systems of

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equations, writing and graphing functions, evaluating and simplifying exponential expressions, and simplifying and factoring polynomials.

ESSENTIAL QUESTIONS:

• How do I solve and graph various functions?

• How do I use multiple representations such as words, equations, graphs, and numbers to effectively communicate mathematical ideas?

• How do I assess if my answer is reasonable?

Geometry

COURSE LENGTH (in Semesters): 2

GRADES: 9-10

COURSE DESCRIPTION: This course is designed to lead

students through investigations in which they will discover and work with the many postulates and theorems of geometry.

Topics studied include tools of geometry, reasoning and justification, parallel and perpendicular lines, congruent triangles, relationships within triangles, polygons and quadrilaterals, similarity, right triangles, trigonometry, and area. Throughout the course, students will apply learned concepts to create logical, written arguments.

ESSENTIAL QUESTIONS:

• How can I use my knowledge of algebra to solve geometric problems?

• How do I make my own discoveries through geometric investigations?

• How do I use reasoning and problem-solving strategies to draw logical conclusions?

• How do I apply postulates and theorems to prove my answers?

Algebra II

COURSE LENGTH (in Semesters): 2

GRADES: 9-11

COURSE DESCRIPTION: The Algebra II course is a formalized

study of expressions, equations, inequalities, functions, graphs, linear systems, quadratic, polynomial and radical functions, and rational exponents. Students will examine techniques for solving and graphing polynomial functions of various degrees.

Properties of powers, roots, and radicals are used to solve and graph rational functions. Geometry is integrated at various levels to strengthen skills and develop concepts. Students utilize graphing calculators to enhance their discovery and their understanding of algebra concepts.

ESSENTIAL QUESTIONS:

• How can I translate real-world situations into mathematical expressions which then require algebraic manipulations?

• How can I graphically represent algebraic expressions?

the higher level thinking skills developed in Algebra II through a more in-depth study of those concepts and exploration of some Precalculus concepts. After an exhaustive extension of Algebra topics, students will refine their knowledge by exploring the families of trigonometric functions, rational functions, and exponential and logarithmic functions. Students will use graphing calculators to be able to visualize in real time the dynamic nature of their manipulations of equations and graphs.

ESSENTIAL QUESTIONS:

• How can I apply the mathematical patterns of manipulating and solving used in linear equations to the study of nonlinear equations?

• How can I relate the exploration and discovery of rational, radical, exponential, logarithmic and trigonometric functions to their real world applications?

Precalculus

COURSE LENGTH (in Semesters): 2

COURSE DESCRIPTION: This course is designed to develop

a more thorough understanding of functions and connecting the visualization of their graphs. They will investigate multiple ways of solving functions and supporting their solutions. Once students are comfortable with the language of functions, they will continue their study by exploring the trigonometric functions, identities, and proofs. Throughout the course, students will continue to develop and hone critical problem solving approaches and methods.

ESSENTIAL QUESTIONS:

• What are functions and how can they be used to model real world situations?

• What are the fundamentals of trigonometry?

Introduction to Calculus

COURSE LENGTH (in Semesters): 2

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: This course is designed to enhance Page | 20

GRADE: 12

COURSE DESCRIPTION: This course is designed as a survey of introductory calculus topics. Students are introduced to calculus by studying continuity and limits of functions. Basic rules for differentiation and integration with applications of both are included.

ESSENTIAL QUESTIONS: • What is calculus and how does it allow use to deal with change in a mathematical system?

• What are the fundamental techniques of differential and integral calculus?

AP Calculus AB

COURSE LENGTH (in Semesters): 2

Algebra III/Trigonometry

GRADES: 9-12

GRADES: 10-12

COURSE DESCRIPTION: AP Calculus AB, the first of two AP

Calculus courses, is designed to provide a rigorous introduction to the essential topics of calculus. These topics include

functions, limits, continuity, techniques of differentiation and integration, slope fields, and differential equations. This course will prepare students for the Advanced Placement AB Calculus exam in May and will provide a strong foundation for further study in mathematics and the sciences.

ESSENTIAL QUESTIONS:

• What are the fundamental techniques of differential and integral calculus?

• How can these techniques be applied to models of complex real-world problems?

For the following courses, Computer Science Principles, Computer Science Web Development, Computer Science Language, AP Statistics, and AP Calculus BC, there will be both a minimum and maximum course enrollment size which will determine whether this course will be offered and if so, how many sections and to which grade levels it will be available. Because of enrollment sizes, a student may be required to choose an alternate course.

Computer Science Principles

COURSE LENGTH (in Semesters): 2

GRADES: 10-12

COURSE DESCRIPTION: Computer Science Principles is

designed to introduce students to the foundational concepts of computer science and challenge them to explore how computing and technology can influence the world. The five main units the course will cover are the internet, digital information, algorithms and programming, Big Data and privacy, and building apps. This course seeks to provide students with a “future proof” foundation in computing principles so that they are adequately prepared with the knowledge and skills to live and meaningfully participate in our increasingly digital society, economy, and culture.

ESSENTIAL QUESTIONS: • What is computer science and how is it affecting all areas of society today?

• What is innovation and how can data-collecting create further innovation?

• How do you create a computer program and what purposes can those programs serve?

Computer Science Web Development COURSE LENGTH (in Semesters): 2

further study in computer science and beyond.

ESSENTIAL QUESTIONS:

• How do the languages of HTML and CSS allow the designer to manipulate and build the structure behind a web page?

• What is functionality and how does it help in developing a website’s goals, target audience, content, and delivery requirements for design?

• Why are confidentiality, integrity, and availability considered the most important components of web security, and how does encryption help safe guard these components?

Computer Science Language

COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: Computer Science Language

introduces students to computer science through programming in the rigorous language of Java. Fundamental topics in this course include the design of solution to problems, the use of data structures to organize large sets of data, the development and implantation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. The course emphasizes object-oriented programming and design using the Java programming language. The approach of the class will allow students develop solutions to challenges that can scale up from small, simple problems to large, complex problems.

ESSENTIAL QUESTIONS: • How can computer programming be used to design, implement, and analyze solutions to a problem?

• How can a programmer develop and select appropriate algorithms and data structures to solve new problems?

• How can a programmer write solutions fluently in an objectoriented paradigm, as well as run, test, and debug solutions in a programming language utilizing standard library classes and interfaces?

AP Statistics

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: AP Statistics is designed to provide GRADES: 11-12

COURSE DESCRIPTION: Computer Science Web Development is designed to teach students about the areas of web development, web design, and web security, which are some of the largest fields in computer science today. Students will learn how to build website structures through the languages of HTML and CSS. Students will explore web design and learn the basics of user interface and designing sites which are highly functional and easy to navigate. The overall focus of the course will be hosting a website on a server and building security around a website. All skills acquired in this course will provide a strong foundation for

students with an introduction to the elements of statistics, which included exploring date, sampling and experimentation, anticipating patterns, and statistical inference. This course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. Students will learn the basics of how data is collected and analyzed as well as work on written expression when drawing conclusions from the data. This course will prepare students for the Advanced Placement Statistics exam in May.

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ESSENTIAL QUESTIONS:

• What are the fundamental techniques of data analysis and how can it be applied to complex, real-world problems?

• What are variation and distribution?

• How are patterns and data represented?

• How are inferences from data used to make predictions or inform decisions?

AP Calculus BC

COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: AP Calculus BC, the second of two AP Calculus courses offered by the AP College Board, is designed to provide a rigorous study of the essential topics of calculus.

These topics include functions, limits, continuity, techniques of differentiation and integration, slope fields, differential equations, parametric functions, and series. This course will prepare students for the Advanced Placement BC Calculus exam in May, and will provide a strong foundation for further study in mathematics and the sciences.

ESSENTIAL QUESTIONS:

• What are the fundamental techniques of differential and integral calculus?

• How can these techniques be applied to models of complex, real-world problems?

• How can multivariable, real-world problems be solved using the techniques learned in calculus?

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World Language - Department Overview The language program offers French, Spanish, Latin, and Mandarin. Language is a required course for students in grades 6 through 11. Students are encouraged to complete an additional year of language in grade 12. Generally, students are required to continue the study of the same language in grades 9 through 11.

Objectives of the language department/courses: • Create an immersion setting so that students can perform at their personal best.

• Each student will achieve the highest possible personal level of oral proficiency.

• Using the ACTFL standards, the goal for students is to achieve a higher level of oral proficiency primarily through pair practice.

While the primary emphasis of the French, Spanish, and Mandarin programs is oral proficiency, students will also develop skills in the following areas: • Reading: Students read a variety of texts in the target language. Complexity of texts progresses from simple passages to complete literary works.

• Writing: At every stage of their language development, writing skills are acquired through a sequence of exercises—from mechanical to communicative to creative.

• Culture: Culture is integrated at all stages of language learning. Students explore culture through authentic experiences such as idioms, dance, cooking, music, travel, film, etc.

• Listening: Listening comprehension activities reflect real life situations through authentic multimedia materials.

Small classes provide a positive learning environment where group and partner activities and individual attention are both possible. In order to navigate successfully through another culture with confidence and fluency, students are expected to work diligently toward speaking in the target language. Pair/group speaking activities involve face-to-face communication, active listening with a focused and conscious engagement with a partner, being respectful, and continually engaging in the learning process.

MIDDLE SCHOOL REQUIREMENTS: A Language course is required each year of middle school (MS).

Heritage speakers may not take their heritage language in middle school. In a world language education

program, heritage language is defined in terms of a student’s upbringing and functional proficiency in the

language. A student raised in a home where a non-majority language is spoken is a heritage speaker of that

language if she/he possesses some proficiency in it.

UPPER SCHOOL GRADUATION REQUIREMENTS: Enrollment in a language course is required each year for students in grades 9 - 11.

Three credits of language are required for graduation.

In the Upper School, heritage language students will have the option to take their heritage language and

placed accordingly based on a proficiency assessment.

COURSE OFFERINGS BY GRADE LEVEL: Grade 6 Grade 7

Grade 8

MS English Language for International Students Introduction to Languages

MS French I-A MS French I-B MS Mandarin I-A MS Spanish I-A MS Spanish I-B

MS French II MS Mandarin I-B MS Spanish II

Grade 9

Grade 10

Grade 11

Grade 12

French I-B French II

French I-B French III French III

French II French III French IV

French III

Latin II

Latin II

Mandarin I-B Mandarin II Mandarin III Mandarin IV

Mandarin III Mandarin IV Mandarin V

Mandarin IV Mandarin V

Mandarin II Spanish I Spanish I-B Spanish II Spanish III

Spanish II Spanish III Spanish IV Spanish V: Cinema

Spanish I Spanish III Spanish III Spanish IV Spanish V: Cinema AP Spanish Language & Culture

Latin IV

Spanish III Spanish IV Spanish V: Cinema AP Spanish Language & Culture

English Language for International Students

Page | 23

Introduction to Languages

COURSE LENGTH (in Semesters): 2

GRADE: 6

COURSE DESCRIPTION: This class is designed to build a strong

foundation in language acquisition beginning first with the study of Latin and Greek roots, and then expanding to an exposure of Whitfield’s other language offerings. Students will explore language families, learn about various types of communication, make connections between different languages, and will learn how to acquire language. In the second semester, the French, Mandarin, and Spanish teachers will expose students to the basic phonetics, structures, and characteristics of each language with the goal of helping students make an educated decision about which language to pursue.

ESSENTIAL QUESTIONS: • What are the four types of communication?

• Where do languages come from and how do languages develop?

• How do we learn language?

• What language(s) and culture(s) interest me?

MS French I-A

COURSE LENGTH (in Semesters): 2

GRADES: 7-8

COURSE DESCRIPTION: This class is designed to build

confidence and success for the novice language learner in the three modes of communication of the language: interpersonal, interpretative, and presentational. Novice-Beginning is the first part of a two-year foundational language course. Students engage in diverse activities to supplement and reinforce all learning and develop sensitivity to cultural diversity. With a focus on oral proficiency, collaborative speaking activities create a community of learners where language skills can develop with ease, flow, and fluency. French: Novice-Beginning may have combined middle school / upper school enrollment

ESSENTIAL QUESTIONS: • Who and what comprise the French-speaking world?

• What are the elements of culture?

• How do we find meaning in exploring the French language and culture?

MS French I-B

COURSE LENGTH (in Semesters): 2

GRADES: 7-8

COURSE DESCRIPTION: This class is designed to build on the

confidence and success started in Novice-Beginning. Emphasis continues to be placed on the three modes of communication of the language: interpersonal, interpretative and presentational.

The second year is the second part of a two-year foundational language course; this class might be combined with upper school students. Students engage in diverse activities to supplement and reinforce all learning and develop sensitivity to cultural diversity. With a focus on oral proficiency, students are expected Page | 24

to take risks, and learn to enjoy the challenges of learning a world language.

ESSENTIAL QUESTIONS: • How do we understand a different language and culture?

• How do we effectively communicate in French?

• How do we cope with and adapt to unknown situations in a different culture?

MS French II

COURSE LENGTH (in Semesters): 2

GRADE: 8

COURSE DESCRIPTION: Middle School French II continues

to prepare students to reach a higher level in the three modes of communication of the language: interpersonal, interpretive and presentational, with emphasis on oral proficiency and communication. Students will participate in a variety of activities, reviewing and building upon grammar concepts and vocabulary.

They will also continue to improve their critical thinking skills in French through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short presentations. They will listen to music, watch videos and movies, and read short stories, online newspapers, and articles. Students will write short essays, journals, letters, and electronic mail.

ESSENTIAL QUESTIONS: • How do we understand a different language and culture?

• How do we effectively communicate in French?

• How do we cope with and adapt to unknown situations in a different culture?

French II

COURSE LENGTH (in Semesters): 2

GRADE: 9

COURSE DESCRIPTION: French II continues to prepare

students to reach a higher level in the three modes of communication of the language: interpersonal, interpretive, and presentational, with emphasis on oral proficiency and communication. Students will participate in a variety of activities, reviewing and building upon grammar concepts and vocabulary. They will also continue to improve their critical thinking skills in French through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short presentations. They will listen to music, watch videos and movies, and read short stories, online newspapers, and articles. Students will write short essays, journals, letters, and electronic mail.

ESSENTIAL QUESTIONS: • How do we understand a different language and culture?

• How do we effectively communicate in French?

• How do we cope with and adapt to unknown situations in a different culture?

French III

COURSE LENGTH (in Semesters): 2

GRADES: 10-12

COURSE DESCRIPTION: The goals for the French III

class are to develop and deepen skills for oral and written communication, learn some aspects of the French culture, and be able to identify one’s own culture in the context of a global community. In order to communicate in the target language and be able to successfully move through another culture with confidence and fluency, students are expected to work at their maximum capacity.

ESSENTIAL QUESTIONS: • In what ways is learning another language beneficial?

• What do activities and pastimes reveal about a culture?

• How does education shape individuals, identities, and societies?

• When we participate in both formal and informal discussions, how can we demonstrate and support relevant, clear and detailed ideas?

French IV

COURSE LENGTH (in Semesters): 2

• What happens when diverse cultures collide?

Latin IV

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: Students in Latin IV finish reading

the episodic, historical novel that they began in Latin I. They then begin reading both adapted and original Latin passages from Roman authors Ovid, Vergil, Martial Catullus, Tacitus and Pliny the Younger. In addition to practicing grammar structures introduced in earlier courses, students will learn several new grammar concepts found frequently in ancient literature including indirect statements, gerunds and conditional clauses.

Cultural topics focus on the reign of Domitian, the law courts, marriage and Greek and Roman mythology.

ESSENTIAL QUESTIONS: • What does the ordinary person do in the face of tyranny?

• How does Latin poetry differ from Latin prose? What ideas are poets able to express more easily than prose writers?

What themes are best suited to poetry?

GRADES: 10-12

COURSE DESCRIPTION: The goals for the French IV class are

to reinforce and enhance oral and written communication skills, research and present different aspects of the Francophone culture, and be able to compare and contrast one’s own culture with the French-speaking world. In their fourth year of studying the French language and culture, students will be able to articulate their thoughts in a more expressive and creative way.

ESSENTIAL QUESTIONS: • What customs and language patterns are useful in communicating?

• How can I communicate and describe daily needs, events, and opinions effectively and creatively?

• How can I expand my understanding of the French speaking world, its customs, and culture?

MS Mandarin I-A

COURSE LENGTH (in Semesters): 2

GRADES: 7-8

COURSE DESCRIPTION: Students will develop basic skills in the

three modes of communication of the language: interpersonal, interpretive and presentational. Students will engage in learning through short stories, videos, articles, and written exercises when applicable. Topics include pinyin, numbers, describing people, food, school, time and dates. Mandarin: Novice-Beginning may have combined middle school / upper school enrollment.

ESSENTIAL QUESTIONS: • How do Chinese-speaking cultures compare to my home culture?

• How can I communicate and describe daily needs and opinions effectively?

• How can I describe myself and my family?

Latin II

COURSE LENGTH (in Semesters): 2 GRADES: 10-11

COURSE DESCRIPTION: Students in Latin II continue to

develop their reading skills. Students finish their introduction to nouns by learning neuter nouns and the genitive and ablative cases. Their study of verbs continues with the introduction of the infinitive and imperative moods, the pluperfect tense, irregular verbs and present and past participles. In addition, students learn demonstrative pronouns, relative clauses and noun/adjective agreement. Students regularly read Latin passages of increasing difficulty that focus on life in the Roman provinces of Britain and Egypt.

ESSENTIAL QUESTIONS:

• How can studying ancient Rome and Britain help expand our understanding of our historical narrative?

MS Mandarin I-B

COURSE LENGTH (in Semesters): 2

GRADE: 8

COURSE DESCRIPTION: Students will continue to develop

skills in the three modes of communication of language: interpersonal, interpretive and presentational. In the class, everyone is expected to try their best, be willing to take risks and learn to enjoy the positive challenges of learning the Mandarin language. Students are expected to speak Mandarin for the majority of the class period. Students will learn through short stories, videos and written exercises when applicable.

ESSENTIAL QUESTIONS:

• How can I communicate essential needs and information in Mandarin?

• How can I communicate with locals when I travel?

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• How do Mandarin speaking cultures compare to my home culture?

• Who comprises the Mandarin speaking world?

Mandarin I-B

COURSE LENGTH (in Semesters): 2

GRADE: 10

COURSE DESCRIPTION: Students will continue to develop

skills in the three modes of communication of language: interpersonal, interpretive and presentational. In the class, everyone is expected to try their best, be willing to take risks and learn to enjoy the positive challenges of learning the Mandarin language. Students are expected to speak Mandarin for the majority of the class period. Students will learn through short stories, videos and written exercises when applicable.

ESSENTIAL QUESTIONS:

• How can I communicate essential needs and information in Mandarin?

• How can I communicate with locals when I travel?

• How do Mandarin speaking cultures compare to my home culture?

• Who comprises the Mandarin speaking world?

Mandarin II

COURSE LENGTH (in Semesters): 2

GRADES: 9-10

COURSE DESCRIPTION: In Mandarin II students will

deepen their oral and written skills adding proficiency in their communication through discussions of short stories, articles, and informal writing. Students will add to their learning thereby improving their ability to express their thoughts in more creative and sophisticated ways.

• How can I communicate and describe school life in regards to understanding the differences between Chinese and American schooling?

• How do we educate ourselves about the social differences and similarities of Chinese Mandarin speaking culture?

COURSE LENGTH (in Semesters): 2

GRADES: 10-11

COURSE DESCRIPTION: Mandarin III continues to prepare

students to reach a higher level to communicate in the Mandarin language. Students will participate in a variety of activities, reviewing and building upon grammatical concepts and vocabulary. They will also continue to improve their critical thinking skills in Mandarin through discussions of issues that are meaningful to them. Students are expected to speak Mandarin for the majority of the class period. Students will learn through short stories, videos, and written exercises when applicable.

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• How do activities and pastimes reveal a culture?

• How do we find meaning in exploring the Mandarin language and culture?

• How do I change through exposure to other cultures?

• What makes up a culture?

• How can I challenge stereotypes between and among cultures?

Mandarin IV

COURSE LENGTH (in Semesters): 2

GRADES: 10-12

COURSE DESCRIPTION: Mandarin IV continues to prepare

students to reach a higher level of communication in the Mandarin language. This course strives not to overemphasize grammatical accuracy at the expense of communication.

Students will participate in a variety of activities, reviewing and building upon grammatical concepts and vocabulary.

The Mandarin IV course engages students in an exploration of culture in both contemporary and historical contexts.

The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, movies); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).

ESSENTIAL QUESTIONS: • How can I interact effectively in social situations?

• How do we educate ourselves about the social differences and similarities of Chinese Mandarin speaking cultures?

• How do we find current events in exploring the Mandarin language and culture?

Mandarin V

ESSENTIAL QUESTIONS:

Mandarin III

ESSENTIAL QUESTIONS:

COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: Mandarin Level V is an advanced

course designed to further develop students’ proficiency in the Mandarin Chinese language. Building upon the foundations established in previous levels, this course focuses on enhancing students’ linguistic skills in listening, speaking, reading, and writing, with an emphasis on fluency and accuracy.

Throughout the course, students will engage in a variety of activities and tasks that promote authentic communication and cultural understanding. They will explore a wide range of topics, including current events, social issues, literature, and cultural traditions, allowing them to deepen their knowledge of Chinese language and culture.

ESSENTIAL QUESTIONS: • How can I interact effectively in social situations?

• How do we educate ourselves about the social differences and similarities of Chinese Mandarin speaking cultures?

• How do we find current events in exploring the Mandarin language and culture?

• How can I gain a better understanding of how Chinese culture

was molded from centuries of beliefs, such as from teachings of philosophers, like Confucius, who defined what it is to be Chinese?

MS Spanish I-A

COURSE LENGTH (in Semesters): 2

confidence and success in the three modes of communication of the language: interpersonal, interpretive and presentational. The course will also introduce students to Hispanic culture. Students will develop language proficiency to express greetings, talk about themselves, and have simple everyday conversations.

ESSENTIAL QUESTIONS: Who and what comprise the Spanish-speaking world?

How can I communicate essential needs and information?

How can I describe myself and my environment?

How do Spanish-speaking cultures compare to my home culture?

MS Spanish I-B

COURSE LENGTH (in Semesters): 2

GRADES: 7-8

COURSE DESCRIPTION: Students will continue to develop

skills in the three modes of communication of the language: interpersonal, interpretive and presentational. Students will engage in learning through short stories, songs, videos, articles, and written exercises when applicable. Topics include giving personal information, talking about school, places in the city, family, holidays, describing people, food and houses, among others.

ESSENTIAL QUESTIONS:

• Which people and what countries comprise the Spanishspeaking world?

• How can I communicate essential needs and information?

• How can I describe myself and my environment?

• How do Spanish-speaking cultures compare to my home culture?

MS Spanish II

COURSE LENGTH (in Semesters): 2

• How can I effectively communicate using verbal and non-verbal language?

• How can I communicate and describe daily needs, events, and opinions effectively and creatively?

GRADES: 7-8

COURSE DESCRIPTION: This course is designed to build

• • • •

ESSENTIAL QUESTIONS:

GRADE: 8

COURSE DESCRIPTION: Intermediate Spanish continues to

prepare students to reach a higher level in the three modes of communication of the language: interpersonal, interpretive, and presentational, with emphasis on oral proficiency and communication. Students will participate in a variety of activities, reviewing and building upon grammar concepts and vocabulary.

They will also continue to improve their critical thinking skills in Spanish through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short presentations in the past tense. They will listen to music, watch videos and movies, and read short stories, online newspapers, and articles. Students will write short essays, journals, letters, and electronic mail.

Spanish I

COURSE LENGTH (in Semesters): 2

GRADES: 9, 11

COURSE DESCRIPTION: The Spanish I curriculum introduces

students to the Spanish language and Hispanic culture through activities that involve listening, speaking, reading, and writing.

Course themes include, but are not limited to, introductions, weather, alphabet, calendar, likes and dislikes, food, schoolrelated vocabulary, family, home, and celebrations. Students will primarily learn to express themselves in the present and immediate future tenses.

ESSENTIAL QUESTIONS: • • • •

Who and what comprise the Spanish-speaking world?

How can I communicate essential needs and information?

How can I describe myself and my environment?

How do Spanish-speaking cultures compare to my home culture?

Spanish II

COURSE LENGTH (in Semesters): 3

GRADES: 9-10

COURSE DESCRIPTION: Spanish II continues to prepare students to reach a higher level in the three modes of communication of the language: interpersonal, interpretative and presentational, with emphasis on oral proficiency and communication. Students will participate in a variety of activities, reviewing and building upon grammar concepts and vocabulary. They will also continue to improve their critical thinking skills in Spanish through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short presentations. They will listen to music, watch videos and movies, and read short stories, online newspapers, and articles. Students will write short essays, journals, letters, and electronic mail.

ESSENTIAL QUESTIONS: • How can I effectively communicate using verbal and nonverbal language?

• How can I communicate and describe daily needs, events, and opinions effectively and creatively?

Spanish III

COURSE LENGTH (in Semesters): 2

GRADES: 9-12

COURSE DESCRIPTION: Spanish III continues to prepare

students to reach a higher level in the three modes of communication: interpersonal, interpretive, and presentational, with emphasis on oral proficiency. Students will work in a variety of activities, reviewing and building upon grammar concepts and vocabulary. They will also continue to improve their critical Page | 27

thinking skills in Spanish through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking with partners and making short presentations. They will listen to music, watch videos and movies, and read short stories, online newspapers and articles. Students will write short essays, journals, letters and electronic mail.

• How does information help us avoid creating stereotypes about other cultures?

• How do we educate ourselves about the difference and commonalities of Spanish-speaking cultures?

• In what other ways, besides language, do Spanish-speaking cultures use to effectively communicate?

ESSENTIAL QUESTIONS:

• How can I effectively communicate using verbal and non-verbal language?

• How can I communicate and describe daily needs, events, and opinions effectively and creatively?

• How can I understand the main idea of a text or audio?

• How can I interact effectively in social situations?

Spanish IV

COURSE LENGTH (in Semesters): 2 GRADES: 10-12 COURSE DESCRIPTION: Spanish IV continues to prepare students to reach a higher level in the three modes of communication of the language: interpersonal, interpretive, and presentational, with emphasis on oral communication. Students will work in a variety of activities, reviewing and building upon grammar concepts and vocabulary.

They will also continue to improve their critical thinking skills in Spanish through discussions of issues that are meaningful to them. Students will improve their oral proficiency in the target language by speaking in partners and in seminars. They will listen to music, watch videos and movies, and read short stories, online newspapers, and articles. Students will write short essays, journals, letters, and electronic mail.

ESSENTIAL QUESTIONS:

• How does understanding other cultures and their historical context help us make more informed opinions?

• How does information help us avoid creating stereotypes about other cultures?

• How do we educate ourselves about the differences and commonalities of Spanish-speaking cultures?

• How does effective communication, not only through language, helps people from different cultures come closer together?

Spanish V: Cinema

COURSE LENGTH (in Semesters): 2

GRADES: 10-12

COURSE DESCRIPTION: In Spanish V: Cinema, students will

continue to work on effective communication, both orally and in writing, through the discussion of television and films. They will understand the historical and social contexts of the stories told through film. They will engage in interpersonal discussions and make oral and written presentations.

ESSENTIAL QUESTIONS:

• How does understanding other cultures and their historical context help us be more informed?

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AP Spanish Language and Culture COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: The AP Spanish Language and Culture

course is designed to be the equivalent of the fourth semester in a college Spanish grammar and composition course. By succeeding in the AP course and performing well on the AP Examination, students may be able to receive college credit for their high school course and place into a more advanced course. The AP exam is an excellent test of proficiency skills in all three modes of communication: interpretive, presentational and interpersonal.

The classroom atmosphere is designed to be like a college-level course, with only Spanish spoken in class by the instructor and students, and challenging and rigorous assignments both in and out of class. Reading and subsequent analysis and discussions are a fundamental part of the course, as a means to build vocabulary, strengthen grammar skills, and to practice critical thinking, speaking, listening, and writing skills. In addition to reading, students will explore, examine, and exhibit specific themes and familiarize themselves with the format of the AP exam. In class, they will perform many practice exercises similar to those required on the AP exam.

ESSENTIAL QUESTIONS:

• When I participate in both formal and informal discussions, how can I demonstrate and support relevant, clear and detailed ideas?

• How can I use complex structures, cultural and vocabulary knowledge to comprehend, process and draw conclusions about conversations and lectures?

• How can I expand our comprehension of a text beyond the main idea and small details, achieving the ability to analyze, hypothesize and form opinions?

• How can I write a persuasive essay in an organized, relevant manner while demonstrating control of complex structures, rich, precise vocabulary and ease of expression?

Middle School English Language for International Students COURSE LENGTH (in Semesters): 2 GRADES: 6-8 COURSE DESCRIPTION: English Language for International

Students is a practical, academically-oriented course for nonnative English speakers. It is designed for students who want to improve their listening, speaking, reading, cultural understanding, and writing skills in an academic setting. Special attention is given to each individual learner’s needs and learning style. A focus is given to scaffolding strategies to strengthen skills in all four areas using an integrated approach.

ESSENTIAL QUESTIONS:

• Who and what comprise the English-speaking world?

• How do English-speaking cultures compare to my home culture?

• How can I communicate essential needs and information in English?

• How can I learn to navigate comfortably in an academic environment in English?

English Language for International Students COURSE LENGTH (in Semesters): 2 GRADES: 9-12 COURSE DESCRIPTION: English Language for International

Students is a practical, academically-oriented course for nonnative English speakers. It is designed for students who want to improve their listening, speaking, reading, cultural understanding, and writing skills in an academic setting. Special attention is given to each individual learner’s needs and learning style. A focus is given to scaffolding strategies to strengthen skills in all four areas using an integrated approach.

ESSENTIAL QUESTIONS:

• Who and what comprise the English-speaking world?

• How do English-speaking cultures compare to my home culture?

• How can I communicate essential needs and information in English?

• How can I learn to navigate comfortably in an academic environment in English?

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Fine Arts - Department Overview VISUAL ARTS: The Visual Arts program is designed to support students in achieving the following objectives: the acquisition of essential studio techniques and skills to serve artistic intent, an understanding of how to approach art-making as a problem based process, an understanding of how to develop a theme through visual imagery, and the ability to articulate artistic concepts and use artistic vocabulary to critique work effectively. Curriculum in grade 9 focuses on aspects of art and the creative processes relevant to intellectual growth and development in all individuals. Visual arts are viewed not only as a visual language to be manipulated, but also as an observable problem-solving process that is an integral part of the creative process within any discipline. In grades 10 through 12, students who have completed Design Overview may choose to take the upper level studio electives.

PERFORMING ARTS: The Performing Arts program is designed to develop language and communication skills and creative problemsolving strategies; to promote a positive self-concept, social awareness, empathy, a clarification of values and attitudes, and an understanding of the art of performance.

INSTRUMENTAL AND VOCAL MUSIC: Performing is an essential activity of any music group and is, therefore, part of the band and choir curriculum. Students are required to participate in all performances and occasional group rehearsals.

THEATER: The theater arts program at Whitfield encourages participants to develop talents they possess both onstage and behind the scenes, while exploring and fostering the innate creativity found in all students. The course provide students with the resources needed to help them take risks, develop their imaginations and learn creative problem-solving techniques associated with the performing arts.

MIDDLE SCHOOL REQUIREMENTS: A Fine Arts course is required each year of middle school (MS) UPPER SCHOOL GRADUATION REQUIREMENTS: One credit of Fine Arts is required for graduation (US).

COURSE OFFERINGS BY GRADE LEVEL:

Grade 6

Grade 7

Grade 8

Beginning Band Fine Arts 6

Grade 9

Grade 10

Grade 11

Grade 12

High School Concert Choir (full and half credit options) Concert Band

MS Concert Choir Visual Arts 7, Visual Arts 8 MS Theater Arts

Instrumental Ensemble (full and half credit options) Theater Arts Intermediate Design Overview Fine Arts 9

2D Studio: Drawing 3D Studio: Sculpture Digital Studio: Photography

Advanced Theater Arts 2D Studio: Advanced Drawing & Painting 3D Studio: Ceramics Digital Studio: Graphic Design

2D Studio: Advanced Drawing & Painting

2D Senior Studio 3D Senior Studio Digital Studio: Graphic Design

Digital Senior Studio

Semester Elective in 11 & 12 Ceramics Wheel Throwing

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INSTRUMENTAL MUSIC OFFERINGS Beginning Band

LENGTH (in Semesters): 2

GRADES: 6, 7

COURSE DESCRIPTION: Beginning Band is for students in

grades 6 and 7 who have had no previous experience in the study of woodwind and brass instruments. Students will be aided in choosing an instrument, learn the basics of instrument care, develop mastery on instrument playing technique and knowledge of music theory fundamentals. Students learn how to perform as a soloist and as a member of the band ensemble.

Emphasis is placed on self-discipline and responsibility. The core concepts that are covered in Beginning Band include basic general music skills and skills that are specific to each instrument, and their culminating performances include concerts in both the winter and spring.

ESSENTIAL QUESTIONS: • In what ways am I a musician?

• What are the elements essential to reading and performing music?

• How do individuals work together to create an ensemble?

Concert Band

COURSE LENGTH (in Semesters): 2

GRADES: 7-8

COURSE DESCRIPTION: Concert Band I and II are designed

as performance ensembles. Students must have a general knowledge of their instrument and ability to read music notation. Students will further refine their skills and develop their technical facility through their wind, brass, or percussion instrument. Rudimentary exercises such as major scales and arpeggios, breathing technique, rhythm patterns, and specific exercises designed for their particular instrument will help them improve their musical technique. Students will also have the opportunity to form small ensembles to explore interpretation, musical styles, balance, and intonation.

Students perform at both the winter and spring music concerts, music festivals, and for special events.

The core concepts that are covered in Concert Band II include the expansion of the general music skills and instrument skills that were built in Concert Band I.

ESSENTIAL QUESTIONS:

• In what ways am I a musician?

• What are the elements essential to reading and performing music?

• How do individuals work together to create an ensemble?

scales and arpeggios, secondary fingerings, and complex rhythms. Students will also learn sight-reading skills. Solos and small ensembles will be formed to further strengthen the individuality of playing an instrument. All students may pursue the option to audition for All-District Honors Band and participate in the Solo and Small Ensemble Festival. Required performances also include both the winter and spring concerts. Students are also encouraged to participate in our extracurricular ensembles, such as the bonfire groups and Jazz Band.

ESSENTIAL QUESTIONS:

• How is music a tool of communication?

• How does engagement with music reveal, integrate and enlarge life experience?

• How am I invested in my personal development and the ensemble’s success?

Instrumental Ensemble - B

COURSE LENGTH (in Semesters): 2

COURSE DESCRIPTION: Students who are not able to fit full-time band into their schedule but who would still like to develop their musical skills can enroll in Instrumental Ensemble-B and meet less frequently.

Instrumental Ensemble is designed as a performance ensemble, striving to further refine the skills students have learned in Concert Band I and II. Students will explore the fundamentals of music theory and music design. Advanced skills will be introduced and refined, such as minor scales and arpeggios, secondary fingerings, and complex rhythms. Students will also learn sight-reading skills. Solos and small ensembles will be formed to further strengthen the individuality of playing an instrument. All students may pursue the option to audition for All-District Honors Band and participate in the Solo and Small Ensemble Festival. Required performances also include the winter and spring concerts. Students are also encouraged to participate in our extracurricular ensembles, such as the bonfire groups and Jazz Band.

ESSENTIAL QUESTIONS:

• How is music a tool of communication?

• How does engagement with music reveal, integrate and enlarge life experience?

• How am I invested in my personal development and the ensemble’s success?

VOCAL MUSIC OFFERINGS MS Concert Choir

Instrumental Ensemble

COURSE LENGTH (in Semesters): 2

COURSE LENGTH (in Semesters): 2 GRADES: 9-12

COURSE DESCRIPTION: Instrumental Ensemble is designed

as a performance ensemble, striving to further refine the skills students have learned in Concert Band I and II. Students will explore the fundamentals of music theory and music design.

Advanced skills will be introduced and refined, such as minor

GRADES: 9-12

GRADES: 6-8

COURSE DESCRIPTION: As students sing in choir, they will

find themselves challenged on many levels: intellectually, emotionally, physically, and musically, as they strive to recreate great works of art. Through the use of choral repertoire and other supplementary materials, students will be taught the essentials to using their vocal instrument through correct posture, breath control, a variety of exercises in tone Page | 31

production and articulation, and movement. Students will also be exposed to music appreciation and how to be a good audience through music listening. Other concepts that will be explored include form, style, sight singing, intonation, blend, note reading, rhythm, harmony, history, and culture.

Choir students will also exhibit their skills through choir performances throughout the school year.

ESSENTIAL QUESTIONS:

• In what ways am I a musician?

• In what ways am I an artist?

• How do individuals work together to create an ensemble?

All students will be given opportunities for solo work through preparation for the District Festival during the spring.

ESSENTIAL QUESTIONS:

• How is music a tool of communication?

• How does engagement with music reveal, integrate and enlarge life experience?

• How am I invested in my personal development and the ensemble’s success?

THEATER ARTS OFFERINGS MS Theater Arts

High School Choir

COURSE LENGTH (in Semesters): 2

COURSE LENGTH (in Semesters): 2 GRADES: 9-12

COURSE DESCRIPTION: As students sing in choir, they will

find themselves challenged on many levels - intellectually, emotionally, physically, and musically - as they strive to recreate great works of art. Through the use of choral and solo repertoire and other supplementary materials, students will be taught the essentials to using their vocal instrument through correct posture, breath control, a variety of exercises in tone production and articulation, and movement. Students will also be exposed to music appreciation and how to be a good audience through music listening. Other concepts that will be explored include form, style, sight singing, intonation, blend, note reading, rhythm, harmony, history, and culture.

All students will be given opportunities for solo work through preparation for the District Festival during third quarter.

GRADES: 7-8

COURSE DESCRIPTION: Students in the full-year middle

school theater program will be introduced to the many aspects of producing theater and understanding its important place in the world. Students will explore exercises and theater games in order to develop performance skills, such as concentration, observation, problem-solving, and imagination. Classes will use original scene work, lighting and sound design, and advanced improvisation games to further their comfort and confidence in performance. Students will be assessed on participation, skill development, homework, and project completion.

ESSENTIAL QUESTIONS:

• What roles can I play in the creative process of making theater?

• What is the role of theater in society?

• In what ways can I push myself to become more comfortable and confident on stage?

ESSENTIAL QUESTIONS:

• How is music a tool of communication?

• How does engagement with music reveal, integrate and enlarge life experience?

• How am I invested in my personal development and the ensemble’s success?

High School Choir - B

COURSE LENGTH (in Semesters): 2

GRADES: 9-12

COURSE DESCRIPTION: Students who are not able to fit

full-time choir into their schedule but who would still like to develop their musical skills can enroll in High School Concert Choir-B and will meet less frequently.

As students sing in choir, they will find themselves challenged on many levels: intellectually, emotionally, physically, and musically, as they strive to recreate great works of art. Through the use of choral and solo repertoire and other supplementary materials, students will be taught the essentials to using their vocal instrument through correct posture, breath control, a variety of exercises in tone production and articulation, and movement. Students will also be exposed to music appreciation and how to be a good audience through music listening. Other concepts that will be explored include form, style, sight singing, intonation, blend, note reading, rhythm, harmony, history, and culture.

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Theater Arts Intermediate

COURSE LENGTH (in Semesters): 3

GRADES: 9-10

COURSE DESCRIPTION: Students explore and analyze a

variety of texts and performances, developing greater readiness for sophisticated performance and understanding of theater production, both as participants and audience. Theater will be examined as a function of culture and societal influences. Plays will be read, watched, compared, discussed and examined.

Students will read and perform a variety of works in order to experience style and genre. Students will analyze production choices in works of performing art and develop their ability to express meaningfully a perception of why or how a performance functions. Note: This course encourages student involvement in extracurricular performance productions.

ESSENTIAL QUESTIONS: • How do we construct a theatrical vision, both visual and thematic?

• How do silence, sound, light, costuming, environment, movement, voice and gesture come together to tell a story?

• In what ways can theater impact an audience?

• How does engagement with the arts reveal, integrate and enlarge life experience?

Advanced Theater Arts

COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: Students in this course will be

directly involved in the production process of Whitfield Theater. Students will analyze production choices in works of performing art and develop their ability to express meaningfully a perception of why or how a performance functions. Note: This course requires students to participate in rehearsals, performances and production responsibilities beyond the school day.

• How do we create a studio environment where every artist can be confident in their creative choices and voice?

• How does producing multiple solutions and revisions improve the individual creative process?

• In what ways am I an artist?

Design Overview

COURSE LENGTH (in Semesters): 2

GRADE: 9

COURSE DESCRIPTION: This course introduces freshmen to

• How do we construct a theatrical vision, both visual and thematic?

• How is an individual challenged during the creative process?

• How does engagement with the arts reveal, integrate and enlarge life experience?

the Elements and Principles of Design as being the foundational building blocks that support all works of art. Students engage in a variety of assignments that aid in the development of technical skill and a personal-creative process. Dry, wet, and mixed-media are used throughout the course to push the notion of making, creative play, and experimentation. In addition, the course provides students with the opportunity to use visual communication to convey messages to a broader audience.

VISUAL ARTS OFFERINGS

ESSENTIAL QUESTIONS:

ESSENTIAL QUESTIONS:

COURSE DESCRIPTION: In seventh grade, students go beyond

• How does knowing and using visual art vocabularies help us understand, interpret and make works of art?

• In order to experience artmaking more completely, what role do individual artists own in maintaining a respectful, collaborative studio environment?

• What role does persistence play in experimenting, developing, refining artwork?

• Can the role of artmaking impact how we navigate the everyday experience?

ESSENTIAL QUESTIONS:

2D Studio: Drawing

Visual Arts 7

COURSE LENGTH (in Semesters): 2

GRADE: 7

exploring art to developing as artists themselves. A variety of media opportunities are presented to foster individual engagement with the creative problem solving process, a greater awareness of craftsmanship, and confidence with technical skills. Projects are designed to introduce art as a visual language.

• How do artists use the elements of design to discuss both their work and that of others?

• How do we create a studio environment where every artist is encouraged to take creative risks and speak about their work?

• What attitudes, & behaviors support creativity while working with a range of media?

• What is an artist?

Visual Arts 8

COURSE LENGTH (in Semesters): 2

GRADE: 8

COURSE DESCRIPTION: The eighth grade visual arts program

continues to present students with a variety of artistic processes. There is increased emphasis on personal investment and engagement with the creative problem solving process.

Focus shifts to the essential art elements that structure visual imagery and visual communication. Projects are designed to prepare students to advance into the upper level visual arts.

ESSENTIAL QUESTIONS:

• How do artists apply the elements of design to communicate both verbally and visually?

COURSE LENGTH (in Semesters): 2

GRADE: 10

COURSE DESCRIPTION: This course introduces students to

the foundations of observational drawing. Students engage in a variety of assignments that aid in the development of technical skill as well a personal creative process. The two-dimensional picture plane serves as the primary vehicle for expression and visual communication. 2D Studio: Drawing provides students the opportunity to explore the technical skill-set necessary for representational drawing. Students investigate the visceral response to the creative process by means of experiential drawing methods and learning to see without labeling.

2D Studio: Drawing also provides students with the facility to develop a critical perspective in order to assess their works of art.

ESSENTIAL QUESTIONS: • How can keen observation improve the development of an artist’s technical skills?

• How does the artist create a “voice” through their creative process?

• How does one generate a personal aesthetic?

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2D Studio: Advanced Drawing and Painting COURSE LENGTH (in Semesters): 2 GRADES: 11-12

as a form of visual communication. This course is intended to prepare students for the next levels of 3D studio art at Whitfield.

COURSE DESCRIPTION: Students in 2D Studio: Advanced

ESSENTIAL QUESTIONS:

Drawing and Painting further develop their artistic language and descriptive drawing methods by building upon technical skills acquired in Introduction to2D Studio: Drawing. This course provides students with a new conceptual avenue to navigate: the consideration of the “why” in addition to the “how” of creating works of art. Students develop an arsenal of techniques necessary to manipulate “drawn” elements to serve expressive and communicative intentions. Drawing is re-considered and evaluated not only for its power within the artistic realm, but for where it resides in contemporary practice in relation to self, others, and the collective whole.

ESSENTIAL QUESTIONS: • How does conceptualism factor into the creative process?

• In what ways is art a reflection of culture?

• How do we form an understanding of our world through our creative endeavors?

• What ways can art impact a viewer?

• What are the opportunities and challenges inherent in constructing 3D art?

• How can form express personal vision?

• How can a student demonstrate risk taking through playful exploration of form?

3D Studio: Ceramics

COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: In this course students will increase

their awareness and understanding of form, specifically that of clay. They will become familiar with the materials and techniques used by ceramic. Students will also become more aware of aesthetic questions related to ceramics, begin to appreciate ceramics as a mode of expression and in the process begin to develop a personal vision of clay forms. This course will thoroughly prepare students for the next level of 3D art.

ESSENTIAL QUESTIONS:

2D Senior Studio

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: Students in Senior Studio: 2D

push conceptual theories through a variety of projects that are formed as creative problems to solve. Students further develop their descriptive and expressive artistic vision to become more engaged and accountable for their creative process. Each problem provides the Senior Studio: 2D student the opportunity to deconstruct and re-interpret images and contemporary topics while addressing their own personal aesthetic. In addition to conceptual approaches to making, students push their technical skills in order to produce strong work suitable for inclusion in a portfolio to submit to a college art program (if applicable). A number of projects may be teamtaught with the photography and sculpture faculty.

ESSENTIAL QUESTIONS: • How do we work within our creative process to produce art that is personal to an individual?

• How does an artist articulate their “vision”?

• How does an engagement within the arts reveal, integrate and enhance our life experiences?

• How does one know a work of art is effective?

3D Studio: Sculpture

COURSE LENGTH (in Semesters): 2

3D Senior Studio

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: While craftsmanship remains

important students will use varied techniques gained in previous 3D Studio courses that will better support their ideas and begin to develop forms that suit their growing personal aesthetic. Brainstorming and honest feedback are the norm at this level so that it becomes commonplace for students to use the information to further ideas and concepts with the end result that they will begin to truly question the strength of their work: does it say what they want to say? Does the viewer see what the student wants them to see? Students will install one major exhibition, The Senior Retrospective, which will serve as the culmination of their high school art making experience.

ESSENTIAL QUESTIONS: • In what ways can our artwork be a reflection of ourselves?

• How does engagement with the arts reveal, integrate and enlarge life experience?

GRADE: 10

COURSE DESCRIPTION: An introductory course into 3D

artmaking, students will build upon the creative problem solving and design skills acquired in Design Overview as they construct objects that occupy physical space. A variety of techniques and media will be covered as students explore three-dimensional art Page | 34

• What is the relationship between function and form?

• How can form express personal vision?

• How can a student demonstrate risk taking through playful exploration of form?

Digital Studio: Photography

COURSE LENGTH (in Semesters): 2

GRADE: 10

COURSE DESCRIPTION: An introductory course in both

analog and digital photography, this course continues the exploration of art as a form of visual language. Students will

become proficient in the manual use of a digital single lens reflex camera (DSLR), basic studio lighting and will develop a significant working understanding of Adobe Photoshop.

Projects are presented as problems that students must solve by engaging in the creative process. Throughout the year students will experiment with a variety of problem solving and brainstorming techniques so that they may individualize their process and final products. By the end of the year they should know how to trigger their own creative thinking process.

ESSENTIAL QUESTIONS: • How do I use the camera as an extension of what I see?

• What role does persistence play in experimenting, developing, refining artwork?

• How can I communicate visually?

• How can engagement in the arts improve my thinking skills?

Digital Studio: Graphic Design COURSE LENGTH (in Semesters): 2

GRADES: 11-12

COURSE DESCRIPTION: Our world is flooded with images,

text and video. Our brains accept these visuals and decode their hidden messages. In an increasingly connected time and global economy, the ability to decipher these messages will make you a more informed citizen. The ability to create these messages and communicate visually will set you apart. Students will explore both traditional graphic design applications, illustration and basic animation. To support their design process, students will learn to work with various digital art creation programs such as Adobe Illustrator, After Effects and InDesign along with non-digital art mediums.

ESSENTIAL QUESTIONS: • How can engagement in the arts enhance my thinking skills?

• How can I identify and interpret visual messaging in my environment?

• How can I utilize design to communicate visually?

• How can working collaboratively improve the artmaking process?

Digital Senior Studio

COURSE LENGTH (in Semesters): 2

GRADE: 12

COURSE DESCRIPTION: This studio course is for seniors who

have completed a photography and/or a graphic design class.

This course offers students an opportunity for more in-depth exploration of subjects of personal interest while identifying and developing a personal aesthetic. Students will continue to gain understanding of what conceptual and contemporary art is as they conduct a more in-depth exploration of meaning over form. The role of the audience and their impact on the final products will also be a constant conversation throughout the year. Students will install two exhibitions this year, one group show exploring a specific concept and a Senior Retrospective which will serve as a culmination of their high school art making experience and as an exhibition of their personal vision.

This is a studio art course; students will be pushed out of their

comfort zone and work with mediums beyond photography and digital art in order to fully explore their potential to communicate a personal vision. A number of projects may be team-taught with the photography and painting faculty.

ESSENTIAL QUESTIONS: • • • •

Why do I create?

How do I develop and understand my personal vision?

How can engagement in the arts improve my thinking skills?

What roles do I play in a collaborative, creative environment?

Ceramics Wheel Throwing

COURSE LENGTH (in Semesters): 1

GRADES: 11-12

COURSE DESCRIPTION: This course will consist of a mixture

of both beginner, and intermediate to advanced level students.

Beginner students will learn the fundamentals of throwing techniques, and tools to produce basic forms on the potter’s wheel while intermediate to advanced students will progress to stacking, and altering larger forms in order to create a personal style. Beginners will utilize the five basic techniques to glaze their pieces, and intermediate to advanced students will begin to layer glazing techniques to achieve deeper eutectics to surface treatment.

ESSENTIAL QUESTIONS: • What are the key steps involved in centering clay on the potter’s wheel, and why is centering crucial for successful wheel throwing?

• How can various hand positions, and pressure techniques, be utilized to pull and shape different forms on the potter’s wheel, and how do these techniques impact the final outcome of the piece?

• How can glazing techniques enhance the visual appeal and functionality of pottery pieces, and what factors should be considered when selecting glazes for specific projects?

• How do you strike a balance between creating functional pottery pieces that serve a purpose in everyday life, and incorporating artistic elements that showcase your personal style and creativity?

COMBINATION OFFERINGS Fine Arts 6

COURSE LENGTH (in Semesters): 2

GRADE: 6

COURSE DESCRIPTION: In the sixth grade, students are

introduced to both visual arts and theater arts in Fine Arts 6. In the visual art portion of the class, students are introduced to various artistic processes. The creative problem solving process is introduced to help students develop confidence in themselves as creative beings. Projects are designed to complement the 6th grade curriculum, and the arts become a vehicle for exploring and understanding their creativity.

In the theater portion of the course, students will be introduced to the many aspects of creating theater and understanding its Page | 35

important place in the world. Students will explore exercises and theater games in order to develop performance skills, such as concentration, observation, problem-solving and imagination.

Students will be assessed on participation, skill development, homework, and project completion.

ESSENTIAL QUESTIONS: • • • •

What are the elements of design?

What roles do respect and collaboration have in our space?

Why do we create art?

What roles can I play in the creative process of making theater?

• What is the role of theater in society?

• In what ways can I push myself to become more comfortable and confident on stage?

Fine Arts 9

COURSE LENGTH (in Semesters): 2

GRADE: 9

COURSE DESCRIPTION: Fine Arts 9 is a course that will

facilitate and enhance the student’s appreciation of both the visual and performing arts. In the visual arts focus, students will explore the conveyance of messages and the creation of images and objects intended to have expressive and aesthetic character. Projects are designed to allow exploration of a variety of tools, techniques and mediums with an emphasis on craftsmanship and design. In the performing arts portion of this class, students will explore many elements of performance: working within an ensemble, storytelling and script analysis, design choices, vocal and movement skills, technical aspects of performance, theater history and how contemporary theater reflects society. A goal of this portion of the course is to introduce students to theater as an immediate art form, helping them to understand the interrelationship of script, acting, design and craftsmanship in a production in the hope that students will develop skills and a lifelong interest in attending and enjoying theatrical performances.

ESSENTIAL QUESTIONS: • Can the role of artmaking impact how we navigate the everyday experience?

• How does knowing and using visual art vocabularies help us understand, interpret and make works of art?

• What role does persistence play in experimenting, developing, refining artwork?

• In order to experience artmaking more completely, what role do individual artists own in maintaining a respectful, collaborative studio environment?

• How do we construct a theatrical vision, both visual and thematic?

• How do silence, sound, light, costuming, environment, movement, voice and gesture come together to tell a story?

• In what ways can theater impact an audience?

• How does engagement with the arts reveal, integrate and enlarge life experience?

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Physical Education - Department Overview Physical Education classes at Whitfield School are designed to provide appropriate instruction which maximizes an individual’s potential for developing and maintaining a healthy body, mind and character. This is achieved through an instructional program that reflects students’ needs and promotes lifelong fitness.

MIDDLE SCHOOL REQUIREMENTS: A physical education course is required each year of middle school (MS).

UPPER SCHOOL GRADUATION REQUIREMENTS: One credit of Physical Education and Foundations in Wellness is required for graduation and is taken in the ninth grade (US).

COURSE OFFERINGS BY GRADE LEVEL: Grade 6

Grade 7 Physical Education & Health

Physical Education & Health 6-9 COURSE LENGTH (in Semesters): 2

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Physical Education & Health and Foundations

GRADES: 6-9

COURSE DESCRIPTION: The Physical Education program

provides activities to develop students’ awareness of terms, scoring, rules of play, skill techniques, safety principles and basic offensive and defensive strategies for the sports covered in the instructional program. Activities for students may include the following: field hockey, fleetball, volleyball, basketball, wrestling, net games, hockey, weight training, soccer, lacrosse, track, softball and fitness testing.

Weight room resistance training focuses on athleticism.

Through athletic performance training students develop speed, agility and quickness. Students use ladders, cones, bands, hurdles, medicine balls and weight training equipment to develop athletic skills outside of individual and team sports, with a focus on developing the habits and awareness necessary for lifelong fitness. Weight room training during class provides students with the skills they need to use the weight room outside of class.

The health curriculum gives students the knowledge and tools to make healthy decisions throughout their lives. The curriculum is based upon the three areas of health: physical health, mental/emotional health, and social health. Physical health includes first aid, injury prevention, nutrition, sleep, physical activity, hygiene, body systems, human growth and development, disease prevention, and avoiding the use of alcohol, tobacco, and other drugs.

current issues. A variety of techniques such as role playing and small group work are used throughout the course.

Foundations

COURSE LENGTH (in Semesters): 2

GRADE: 9

COURSE DESCRIPTION: This required sequence of semester

courses provides freshmen the opportunity to dig into topics and trends that are immediately relevant and critical for personal growth within and beyond Whitfield classrooms.

Special emphasis is placed on the practical application of Habits of Mind and Heart and on the topics and trends best suited for preparing students to become active participants in tomorrow’s communities.

Neuroscience and Self: This rotation focuses on developing the abilities necessary for recognizing and regulating one’s emotions, cognitions, and behaviors. Skills explored include adolescent brain development and executive function, emotional agility, self-management, and problem solving.

Computer Science and Society: This rotation focuses on the role today’s culture plays in building tomorrow’s tools and communities. Units emphasize social identities, dialogue, coding, privacy, data structures, and implicit bias.

Physiological Awareness: This rotation focuses on topics and trends related to physical development and well-being. Units emphasize nutrition, CPR, sexual health, relationships, and addiction.

Mental/emotional health includes character development, selfesteem, stress management, mental disorders, and spiritual health (a sense of meaning and purpose in life). Social health includes communication, conflict resolution, peer pressure, and healthy relationships. The health classes are divided by gender to encourage comfort when asking questions and discussing Page | 37

Timeline & Procedure for Course Enrollment Students enroll for courses for the subsequent year after conversations with their advisor, teachers, family and academic administrators (including college counselors if they are in the upper school) to ensure they are meeting Whitfield’s graduation requirements and accruing an academic record that will make them viable candidates for colleges to which they are applying.

The timeline and procedure for enrolling in courses is as follows: Spring [March / April]: Students are given a course enrollment guide for the next school year and are asked to discuss options with their advisor, teachers, family and academic administrators. Students then select courses online through Warrior Web, indicating alternate courses if necessary and noting any special enrollment issues they would like considered. If a student would like to request a waiver of a graduation requirement, they must complete a “Request for Waiver of Graduation Requirements” form by the deadline specified. Forms submitted after the deadline may not receive full consideration. Families confirm course enrollment selections at the first semester conference.

Summer [June / July]: After reviewing placement information for language and math courses and consulting additional teacher recommendations, a student schedule is built. Students may be asked to select alternate classes depending on scheduling conflicts, and students who wish to make any course changes are asked to do so as early in the summer as possible. There may be unavoidable scheduling conflicts.

Fall [August]: Students’ schedules are released on Warrior Web. An add-drop period extends from the first day of school until the end of the third week of second week of first semester. During this window, students may request to add or drop courses, and changes will be made for the third week of first semester. All requests for schedule changes during this time must be directed to the principal and/or the middle school or upper school division director. Though all effort will be made to enroll students in their first choice classes, there may be some limitations that prevent this from occuring. After the start of the third week of the school year, students will rarely have the ability to change courses.

For any new student to Whitfield, this process will begin during the New Student Registration events held in May and will proceed accordingly. For students enrolling after the New Student Registration events are over, the process will be expedited.

Consequently, there may be some additional course limitations for those enrolling during the Summer or Fall period.

Placement Procedure All students enrolling at Whitfield will be placed into appropriate language and mathematics courses for their skill level and interest.

In order to assess these criteria, a variety of factors will be considered including grades in previous courses, grade on final exam in previous course, and recommendations by teachers and of the department chairs. In addition, for all new students enrolling at Whitfield, performance on the SSAT and on language and mathematics placement tests will be taken into consideration as well as a review of the overall transcript.

If a student wishes to accelerate in a course or would like to request reconsideration of their placement, they must contact the principal and/or middle school or upper school division director for consideration.

Waiver Process Course enrollment selections are completed during Advisory in early April. Families should confirm the accuracy of course requests in Warrior Web by mid-April each year. If a course selection cannot be confirmed because a student wants to request a waiver, they must submit the Request for Waiver of Graduation Requirements form. If selections warrant a waiver and there is adequate space and staffing for the requested courses, students will be instructed to complete the waiver by a given a deadline. Students not submitting a completed waiver by the deadline will not be considered for a waiver. The Request for Waiver of Graduation Requirements form can be obtained in the Principal’s Office. Not all waivers will be approved.

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