2020-2021 Upper School Curriculum Guide

2020-2021 UPPER SCHOOL CURRICULUM GUIDE

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CREDITS AND SCHEDULE Typical Course Load A typical course load each semester includes five ​major​ courses, health, and may include an additional ​minor course depending on the semester. Any student who wishes to take more than five major courses and one minor course in a given semester must have the approval of the director of studies and will be required to submit a petition for an extra course (see appendix).

Major Courses Major courses meet five times in the seven-day cycle, typically require nightly homework, and students taking these courses receive letter grades.

1-credit major courses​ are yearlong courses that receive 1 academic credit. Students will receive semester 1 and semester 2 grades, as well as a year grade (the average of the two semester grades) which will be communicated to students and parents on the report card. Only the year grade will be printed on the student’s final transcript.

Students may not receive credit for half of a yearlong course unless they are returning from a semester away program. .5-credit major courses​ ​are semester long courses that receive .5 academic credits and either a semester 1 or semester 2 grade. The semester grade is printed on the student’s final transcript. These are typically English, history, math, science, and language semester electives.

A few courses in Visual Arts are major courses. Art History and Architecture (semester long, .5 credits), and AP Studio Art (yearlong, 1-credit) are considered major courses.

Minor Courses Minor courses are meant to be taken on top of a typical course load of five major courses. Minor courses are listed on a student’s transcript, and students taking minor courses receive letter grades unless the course is noted specifically as Pass/Fail in the course catalog. .25-credit minor courses​ meet for approximately three periods in the seven-day cycle in one semester. Most performing arts courses, computer science electives, STEM and Society, and Independent Research in Science are .25-credit minor courses. .​5-credit minor courses​ are intensive, .5-credit semester courses in the Performing and Visual Arts. Almost all of the Visual Arts courses and some of the Performing Arts courses are .5-credit minor courses. .5-credit ​minor courses are meant to be taken on top of a full major course load without a petition. These courses meet five times per cycle but do not require nightly homework.

Courses That Do Not Receive Credit Health courses, the PE requirement, and the ILE seminar are required for graduation, but these courses do not count towards a student’s total number of credits. Participation in an ensemble during Arts Block does not receive credit unless you are also registered for the sectional course.

Academic Schedule Winsor’s Upper School academic schedule rotates on a 7-day cycle, consisting of 60- and 75-minute periods. .5-credit courses meet for 4x60 and 1x75 minute periods per cycle, .25-credit courses typically meet for 2x60 and 1x75 minute periods per cycle, and health courses meet for 2x60 minute periods per cycle. Winsor’s yearly calendar has two semesters, semester 1 (called ​fall semester​) and semester 2 (called ​spring semester)​ .

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UPPER SCHOOL GRADUATION REQUIREMENTS In order to graduate, 19.25 credits are required. In order to earn a Winsor School diploma, an Upper School student must complete: ● ● ● ● ● ● ● ● ● ●

4 years of English (one full year course in Class V, one year of US literature in Class VI, and a one-semester global studies literature course in Class VII) 3 years of a language, completed by the end of Class VII 3 years of math, completed by the end of Class VII (Including algebra 2, geometry and precalculus) 7 semesters of physical education 3 semesters of health, completed by the end of Class VII 2.5 years of history, completed by the end of Class VII (one year of world history in Class V, one year of US history in Class VI and a one-semester global studies history course in Class VII) 2.5 years of science, completed by the end of Class VII (one year of biology in Class V, one year of chemistry in Class VI and one semester of physics in Class VII) 1.25 credits of performing or visual arts ​.75 credits must be completed by the end of sophomore year.

1 quantitative course in the first semester of Class VIII (math or some science courses) Independent Learning Experience in second semester senior year

These requirements reflect the principles of Winsor’s curriculum. They provide a unified experience for students in Classes V and VI and more choice for those in VII and VIII, guiding them toward independence in a manner consistent with the School’s philosophy. The requirements by Class are described below.

Class V All students take one year of history, English, algebra 2 or geometry, biology, a language, and one semester of health. Students typically take a course in visual or performing arts both semesters, but may opt for a semester off.

Class VI All students take a full year of US history, US literature, chemistry, geometry or precalculus, a language, and one semester of health. Students may also take a course in visual or performing arts each semester.

By the end of class VI, all students must have taken a total of at least .75 credits of performing and/or visual arts, and it is recommended that they complete some of the requirement each year.

Class VII All students must take a year of language, a year of precalculus or calculus and one semester of physics. Students must also take a pair of connected English and history courses, focusing on global history and literature, either fall or spring semester. Students must take an English elective during the other semester. Students will select two additional semester courses. Depending on interest, they may choose to take a second semester of physics, another elective, or a second language. Students must also take one semester of health.

Class VIII All students take English each semester and a quantitative course first semester. Students normally take five courses first semester. In the second semester, students typically take four courses and the ILE seminar. The ILE Seminar will prepare students for the Senior Independent Learning Experience. They will have completed all other graduation requirements.

Students must complete all remaining performing or visual arts credits by the first semester of Class VIII.

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Below is a visual representation of the General Graduation Requirements.

Class V

Class VI

Semester 1

Semester 2

Semester 1

Semester 2

History V

History V

US History

US History

English V

English V

US Literature

US Literature

Biology

Biology

Chemistry

Chemistry

Language

Language

Language

Language

Math

Math

Math

Math

Performing and/or Visual Arts** Health *

Health *

Physical Education Req. Physical Education Req.

Physical Education Req.

Physical Education Req.

*​may be taken either semester, depending on a student’s schedule **Students must complete .75 credits of performing and visual arts by the end of Class VI. Class VII

Class VIII

Semester 1

Semester 2

Semester 1

Semester 2

English Elective

English elective

English Elective

Open Elective

Global Studies History/English Courses**

Open Elective

Open Elective

Physics (or Physics 1 if not taking full year)

Physics (or Open Elective if only taking Physics 1)

Open Elective

Open Elective

Language

Language

Open Elective

Open Elective

Math

Math

Quantitative Requirement

ILE Seminar

Health* Physical Education Req.

Physical Education Req.

Physical Education Req.

Students must complete remaining credits of performing and visual arts by the middle of Class VIII *​may be taken either semester, depending on a student’s schedule **In Class VII, the global studies history/English combination may be taken in either semester. ***Students must complete all remaining visual or performing arts credits by the middle of Class VIII.

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ENGLISH All Upper School students are required to take English each semester through Class VIII. All English courses are major courses.

Class V Students write frequently in a variety of modes, including literary analysis, visual analysis, personal narrative, and style imitation, and read ​Macbeth, Catcher in the Rye, Their Eyes Were Watching God, Persepolis, ​and short stories from around the world. (1 credit) Class VI Students take a full year of United States literature in conjunction with a full year of U. S. history. The first semester includes literature from early America through the end of the 19th century; the second semester draws from 20th and 21st century U.S. literature. (1 credit) Class VII Students take a one-semester elective course in the literature of a country or region outside of the United States or western Europe in conjunction with a matching history course. Students have four offerings from which to choose: Africa, India, Russia, and the Middle East. For their other semester of English, students choose from a range of electives in literature and writing.

Class VIII Students choose two semesters of English study from a selection of electives in literature and writing.

Class VII Electives ​(0.5 credits, Fall) Indian Literature “Incredible India,” the alliterative title of a 2002 campaign to bring tourists to the country, has an attractive ring.

And indeed there is much to admire about this naturally beautiful, diverse, artistically rich country that claims the title of world’s largest democracy. But realities of gender inequality, religious strife, government corruption, and caste violence threaten the romantic myth of India. Designed to be closely linked to the curriculum of the Indian history course, this course will explore the causes and effects of religious conflict and communal violence in contemporary India through the play​ Final Solutions​ by Mahesh Dattani. We will also study the ancient, but still influential epic ​The Ramayana, ​a foundational work of the Indian and Hindu canon. Subsequently, we will read short stories that explore the stark reality of the Partition of India and Pakistan that accompanied India’s independence from Britain’s colonial rule. Through each unit we will use literature and film to explore the effects of gender expectations, class differences, and religious conflicts on the development of this remarkable country.

We will also explore the capacity of art to raise awareness and to effect change. ​This course will join with its history counterpart for an interdisciplinary research project.​ Fulfills the Global Studies requirement.

Literature of the Middle East Students in this course will seek to broaden their cultural understanding of the Middle East by engaging with literature from or about that region. Readings will include ancient works such as Sufi poetry and religious texts as well as fiction and nonfiction contemporary prose. Students will investigate the westernization of fairy tales and other popular images of the Arabic world. Films, shown at various points in the semester, will augment the course material. Students will write analytical papers, personal reflections, and poetry. This course will also join with its history counterpart for an interdisciplinary research project.​ Fulfills the Global Studies requirement.

The Personal Is Political: An Interdisciplinary Look at Feminism

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In this interdisciplinary course, which is team-taught by a history and an English teacher, we will explore the forces that have shaped gender relations in the United States over the past two centuries. To do so, we will look closely at literary texts, films, and primary documents from key moments in women’s history. Each unit will begin with a “flashpoint” that connects the ideas in the unit to current events and issues for women in America (and sometimes the broader world); each unit will focus on a particular literary/artistic genre and place it in an historical context. In the first unit, we will focus on ideologies around and representations of marriage in the midto late 19​th​ century; our literary genre will be the short story. In the second unit, we will study the development of second-wave feminism in the 1960s and 70s, focusing on intersectional feminism and women’s bodies and sexuality; we will explore poems that both comment on the restrictions placed on women and imagine ways to experiment with liberation. Unit three will focus on the relation between women and religion: our emphasis here will be on the 1980s, when a group of religious fundamentalists in the U.S. created a backlash against feminism on moral grounds, and we will analyze the futurist dystopia in Margaret Atwood’s novel ​The Handmaid’s Tale​ as our central means of understanding that backlash. Lastly, we will analyze works that offer new narrative possibilities for women including the film ​Thelma and Louise​ and feminist revisionist myths and fairy tales.

Students will write analytical papers that put literary texts in dialogue with their historical contexts, poems based on their personal experiences of gender, and their own revisionist versions of well-known tales.

Literature and the Mind In this course, we will explore the ways writers, painters, and filmmakers have sought to plumb the depths of the human psyche and to represent that exploration. We will touch on theories of the unconscious, repression, self-deception, and trauma, and we will situate the artistic texts in their societal contexts and look at the way gender, race, and class play a role in the representation of the mind as well. Assignments will include both analytical essays and creative pieces in which students will experiment with their own portrayals of the mind’s workings. Our first unit focuses on the way repression can lead to a divided self; our texts will be Robert Louis Stevenson’s horror classic ​Strange Case of Dr. Jekyll and Mr. Hyde a​ nd Charlotte Perkins Gilman’s eerie short story “The Yellow Wallpaper.” The second unit centers on self-deception and the narratives people tell themselves to stay sane or to cover their misdeeds; here, our central texts will be Tennessee Williams’ play ​A Streetcar Named Desire a​ nd the film ​Memento. ​In the third unit, we will continue our work with visual texts by considering the liberation of the imagination in the paintings of Surrealist artists Remedios Varo, Dorothea Tanning, Leonora Carrington, and Frida Kahlo. Finally, we will explore the intersection of racial identity, racism, and the mind; we will look at poems by a variety of writers and focus our analysis on two recent films, ​Get Out and ​I Am Not Your Negro.

From Cowboys to Gangsters: Constructing American Masculinity Cultural critics periodically ask if the American male is in crisis. Well, is he? This course will examine the ways in which various forms of literature—from the novel to hip hop—have shaped and reflected American conceptions of masculinity since the mid-19​th​ century. First, we will study literary representations of violence and sport with works that may include Cormac McCarthy’s ​All the Pretty Horses​ and excerpts of F ​ riday Night Lights.​ In a unit titled “John Wayne’s Teeth,” we will ask questions about masculinity after WWII through works by the Beats, Annie Proulx’s “Brokeback Mountain” and Ang Lee’s film adaptation, and various short works. Having used these works to unearth assumptions about race and gender, the class will look more specifically at this intersectionality for the black American male. Authors may include August Wilson, Ralph Ellison, Robert Hayden, Ta-Nehisi Coates, Richard Baldwin, and Kendrick Lamar. Finally, the class will turn its attention to the deconstruction and reconstruction of the definition of masculinity in works ranging from the poetry of Walt Whitman and Gertrude Stein to television shows like ​Transparent​ and ​Parks & Recreation​. What does and what should masculinity mean to us today? If you are interested in investigating that question and reading a wide range of great, engaging literature, then, as Kevin Millar would say, cowboy up!

Class VII Electives ​(0.5 credits, Spring)

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African Literature One of the first questions we will consider in this course is how to approach studying the literature of an entire continent in a single semester. We will also examine how the very notion of an African Literature is shaped by cultural and economic forces. Course texts will focus much of our attention on the effects of colonialism and the formation of postcolonial literary voices. Those texts may include Chinua Achebe’s canonical ​Things Fall Apart;​ the novel ​Nervous Conditions​ by Tsitsi Dangarembga; the novella ​A Walk in the Night​ by Alex La Guma; works by authors like Coetzee, Gordimer, and Adichie; and films like ​Hotel Rwanda​ and ​A Dry White Season​. While students are guiding their own inquiry through the interdisciplinary research paper process, we will look at Sundiata,​ an epic from Ancient Mali that has been passed down orally. Fulfills the Global Studies requirement.

Indian Literature “Incredible India,” the alliterative title of a 2002 campaign to bring tourists to the country, has an attractive ring.

And indeed there is much to admire about this naturally beautiful, diverse, artistically rich country that claims the title of world’s largest democracy. But realities of gender inequality, religious strife, government corruption, and caste violence threaten the romantic myth of India. Designed to be closely linked to the curriculum of the Indian history course, this course will explore the causes and effects of religious conflict and communal violence in contemporary India through the play​ Final Solutions​ by Mahesh Dattani. We will also study the ancient, but still influential epic ​The Ramayana, ​a foundational work of the Indian and Hindu canon. Subsequently, we will read short stories that explore the stark reality of the Partition of India and Pakistan that accompanied India’s independence from Britain’s colonial rule. Through each unit we will use literature and film to explore the effects of gender expectations, class differences, and religious conflicts on the development of this remarkable country.

We will also explore the capacity of art to raise awareness and to effect change. ​This course will join with its history counterpart for an interdisciplinary research project.​ Fulfills the Global Studies requirement.

Russian Literature In this course, we will explore the contested development, over the course of the last two hundred years, of a distinct Russian identity, with a focus on the stories Russians told about themselves with regard to socioeconomic class, gender, and morality. We will begin in the 19th century by considering several short stories that represent individuals alienated from or oppressed by the Tsarist society in which they live and the expectations that society imposes. We’ll investigate Russia at the turn of the 20th century, just before the Bolshevik Revolution, by reading a play about the breakdown of the Russian aristocracy and the rise of the bourgeoisie. We’ll move further into the 20th century and the Soviet system with a satirical novella making fun of Soviet science, bureaucracy, and masculinity; poetry about Stalin’s prisons; and a memoir about a young girl growing up in a family designated as an “enemy of the state.” We’ll end the course by looking at short feminist tales from the end of the Soviet period and thinking about the relevance of the issues raised in them for Russia today. As in all Global Studies courses, one unit during the semester will be spent on a research paper developed in both the English and History classes.

Fulfills the Global Studies requirement.

Quest for Identity “Identity” is a loaded term that can be broadly interpreted especially when it comes to themes and characters in literary works. Our goal in this course is equally open-ended: to gain a better understanding of ourselves and what shapes who we are through a selection of fictional and nonfictional readings. We will write traditional literary analysis in addition to reflecting upon our own identities through various formats. ​The literary works we read will explore the way experience, ethnicity, race, gender, sexual orientation, class, religion and other factors contribute to the development of one’s identity. This course asks the following questions: How does the individual define the self in the face of societal pressures? In what ways do people “cover” and reveal their true selves and why? To what extent is the shaping of our identity an active, conscious choice and how much of our “self” is taught, molded by social norms, 8

various ideologies, and our place in history? Texts may include ​Orange is not the Only Fruit​ and ​The Bluest Eye. Literature and the Mind In this course, we will explore the ways writers, painters, and filmmakers have sought to plumb the depths of the human psyche and to represent that exploration. We will touch on theories of the unconscious, repression, self-deception, and trauma, and we will situate the artistic texts in their societal contexts and look at the way gender, race, and class play a role in the representation of the mind as well. Assignments will include both analytical essays and creative pieces in which students will experiment with their own portrayals of the mind’s workings. Our first unit focuses on the way repression can lead to a divided self; our texts will be Robert Louis Stevenson’s horror classic ​Strange Case of Dr. Jekyll and Mr. Hyde a​ nd Charlotte Perkins Gilman’s eerie short story “The Yellow Wallpaper.” The second unit centers on self-deception and the narratives people tell themselves to stay sane or to cover their misdeeds; here, our central texts will be Tennessee Williams’ play ​A Streetcar Named Desire ​and the film ​Memento. ​In the third unit, we will continue our work with visual texts by considering the liberation of the imagination in the paintings of Surrealist artists Remedios Varo, Dorothea Tanning, Leonora Carrington, and Frida Kahlo. Finally, we will explore the intersection of racial identity, racism, and the mind; we will look at poems by a variety of writers and focus our analysis on two recent films, ​Get Out and ​I Am Not Your Negro.

Class VIII Electives ​(0.5 credits, Fall) The Empire Writes Back This course will first explore the political, racial, cultural, and religious beliefs that informed the development of the British Empire. How does the literature of the time reflect both the ideology of empire and the latent cracks in its structure? We will then explore the postcolonial literary response from authors in African, Caribbean, Latin American, and/or Indian regions that were colonized and from contemporary British writers reflecting on Britain’s colonial heritage. Authors may include Smith, Said, Fanon, Friel, Kincaid, Rhys, Coetzee and others. This course will build on students’ experience in their Global Studies courses and raise important questions about the impact of Britain’s colonial heritage on our world today.

Love, Loss and Longing: Innocence to Experience Two of the nineteenth century’s greatest novelists and Oscar Wilde will provide the fictional touchstones around which our progress from the Romantic to the Victorian will swirl. Starting with poets who saw in Nature what inspired Emerson and Thoreau, we will journey through nearly a century of England’s richest literary tradition, sampling the greatest of the greats from Wordsworth and Keats to Bronte, Hardy, Tennyson, and Browning. From the Romantic icon Heathcliff, black-browed and seething, to Hardy’s impulsive, ambitious idealist who sells his wife to the highest bidder, two of the most complex and surprising plots will unfurl to show you how the literary landscape in England grew from the ideal to the real, from Nature as spiritual inspiration to Nature as Darwinian science. We will read poetry, prose, and novels and write about most, learning to identify the great writers for their style as much as for their message.

Irish Literature: Colonialism to Independence Ireland suffered under British colonial rule for seven hundred years; for much of that time, England actively tried to uproot Irish language, culture, and, after the Protestant Reformation, its religion. Yet, in spite of England’s control, Irish culture--and especially Irish literature--survived to wield an influence that was out of all proportion to Ireland’s tiny population and impoverished condition. What accounts for this small island’s towering influence on literature and culture? Who were the writers that changed the course of Ireland’s history and redefined literary

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expression? In this class, we will focus on the period of the late nineteenth and early twentieth centuries known as the Irish Literary Renaissance--the time of W.B. Yeats, John Millington Synge, Lady Augusta Gregory, Elizabeth Bowen, James Joyce, and others. It was an exciting time: Dublin and the Irish countryside were bristling with clashes over independence, armed revolutionaries challenged British rule in open revolt in 1916 Dublin, and the British colonial government responded with brutal violence and stifling oppression. Little did they suspect that, in a few short years, the entire country would be cast into a bloody Civil War that would decide its future. And Ireland’s writers were in the thick of this unfolding drama! How did their voices add to this period of political change and cultural re-birth? How did Ireland’s literary renaissance contribute to changing literary forms in the modern period?

Contemporary British Fiction This course explores British fiction of the last several decades. We will consider how vast social and political changes – in Britain’s role in the world, gender roles, and the nation's ethnic makeup – have challenged traditional forms of identity and modes of representation. Readings may include Ian McEwan’s ​Atonement ​about love and betrayal in 1930s England and on the battlefields of WWII; Kazuo Ishiguro’s dystopian novel ​Never Let Me Go; and Zadie Smith’s ​White Teeth​, set in a racially and culturally diverse modern London. We may also read short stories and poems by Seamus Heaney, Philip Larkin, Salman Rushdie, William Trevor, and Jeanette Winterson​.

“You Can’t Tell Me What to Do!”: In Defiance of the Creator Over three hundred years after the publication of ​Paradise Lost​, Milton’s epic poem still offers up the surprise of a sympathetic Satan. His mission to corrupt human hearts should make him a villain (​the​ villain), but this version of Satan has the courage to defy the entity that created him. That choice leaves him lonely and embittered, but it also makes him a complex character who reminds readers of their own struggles to become something apart from their creators. In this course, we will consider the creatures who defy their gods and creators. Satan will lead the parade of characters who question the authority of those higher powers and choose to create themselves. What does it mean to become a fully realized person (or spiritual adversary)? Does that realization happen ​only​ when one rejects their creator? Is paradise worth submitting to the whims and will of a higher power? What is the relationship between defiance and creativity? Texts for this course may include Milton’s ​Paradise Lost, Shakespeare's ​The Tempest,​ and ​The Power​ by Naomi Alderman.

Class VIII Electives ​(0.5 credits, Spring) Creative Writing Because we all have stories to tell, whether about ourselves, the lives of others, or the fascinating world around us, we will focus in this course on learning to tell our stories using the tools of creative nonfiction. Writing daily, we will draft, revise and rewrite a variety of shorter and longer pieces on topics that include place, objects, people, memorable encounters, personal memories and anything that interests us greatly. We will study the craft of a diverse group of writers and apply what we learn to our own work. Students will also have the opportunity to explore other genres, such as poetry and fiction, through an independent project. As a community of writers, we will regularly share our work and reflect on our process, and the end of the course will be devoted to workshops in which students will read and respond to each other’s writing. Students at all levels of comfort with creative writing are welcome.

Dis-Ease: Modern Literature of Pain, Suffering and Redemption In this course, we will read three modern works that examine not only the dehumanizing effects of pain, disease and suffering but also the way man finds meaning and even redemption despite suffering. We will read Camus' The Plague,​ Saramago's ​Blindness​ and Kushner's ​Angels in America.​ Part of our study of Kushner’s play will include viewing and analysis of the film.

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Monstrosity and Society “Vampires, Aliens, and Orcs! Oh, my!”

Why has so much traditional literature and popular culture focused on horrific monsters and the “heroes” who face and, sometimes, overcome them? By examining representations of monstrosity in a selection of literary works and films, what will we discover about societal values, the idea of the monstrous outsider, or “Other,” and the idea of the hero-slayer, the individual who enters the dragon’s lair? Are we always sure we know who the monster is and who the hero is? As society moves toward the modern period, how do “monsters” also change?

How do modern monsters reflect contemporary society’s anxieties, fears or values? Is monstrosity always physical? Does moral or psychological monstrosity gain power by its ability to camouflage itself in outward conformity, as in the case of the serial killer? How does the cultural mapping of monstrosity intersect with modern technology and the anxieties it creates? We will explore both monsters and their nemeses by examining works such as the Anglo-Saxon epic, ​Beowulf,​ Gardner’s ​Grendel, M ​ ary Shelley’s ​Frankenstein,​ and Joseph Conrad’s Heart of Darkness.​ In terms of film and television, we may explore the 1939 film version of ​Frankenstein,​ Francis Ford Coppola’s ​Apocalypse Now,​ or samplings from recent cultural products, such as ​The Walking Dead.​ Students will write in a variety of modes--analytical essays, film responses, and fictions--as well as leading discussions and making presentations to the class.

Ladies Night in Wakanda: The Legacy of Octavia E. Butler Civilization has fallen apart in Octavia E. Butler’s ​Parable of the Sower,​ and hope is a rare commodity in a world rife with fire and violence. This world will not be restored through politics or military might. In Butler’s imagination, salvation takes the form of a young woman whose poetry establishes a new faith and new communities. It makes sense: After all, Octavia E. Butler’s own prose helped create a community of women writers of science fiction and fantasy and give voice to the Afrofuturist movement. In this course, we will study one of Butler’s novels and consider the ways in which her work “stretches the imagination far beyond the conventions of our time and the horizons of expectation, and kicks the box of normalcy and preconceived notions of blackness out of the solar system” (Womack, Ytasha L. ​Afrofuturism: The World of Black Sci-Fi and Fantasy Culture.​ Chicago: Lawrence Hill Books. 16). We will define the term ​Afrofuturism​ and study the works of women writers who point to Butler as an influence and literary predecessor. These writers will pull us into the past or tug us into the future; introduce us to aliens from outer space; and prompt us to question the boundaries of race, class, and gender. In addition to studying one of Butler’s novels (​Parable of the Sower, Wild Seed, O ​ R Fledgling​), students will encounter short stories and novels from N.K. Jemisin, Nalo Hopkinson, Tananarive Due, and/or Nnedi Okorafor.

Manifesto! Words that Matter Manifestos constitute a unique genre of writing. Subversive, contrarian, idealistic, and often marginal, they are passionate declarations of how things should be. In this course, we will examine the conventions of the genre, consider the emergence of the format as a form of political writing, explore the development of the aesthetic manifesto, and interrogate what gives these documents rhetorical power. Along the way, we will pose many questions. What are the characteristics of the form? Who writes manifestos and to what end? Do manifestos actually accomplish anything? How does the imagined audience for a manifesto impact its form? What is the role of humor and absurdity in a manifesto? Of rage? Texts may include George Orwell’s ​Politics and Writing,​ F.T. Marinetti’s “The Founding and Manifesto of Futurism,” the Black Panther Party’s ​Ten Point Program​, Valerie Solanas’ ​SCUM​ manifesto, and the Aboriginal Sovereign Manifesto of Demands. The course will involve both analytical and creative writing, and each student will write a manifesto on a topic important to them as a culminating assignment.

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HISTORY All Upper School students are required to take two and one-half years of History in Class V through Class VII, including one semester of Global Studies History in Class VII. All History courses are major courses.

Class V History: Modern Europe and the Problems of Power In this course we pick up the story of the modern world in the post-Enlightenment period and focus primarily on an expansive Western civilization and the impact–both positive and negative–it has had on the rest of the world. While “the West” has certainly made some impressive contributions–in terms of science and technological innovation, human rights and democratic politics, economic development and material comforts–its legacy is more complicated. Democratic politics and universal rights have competed with fascist and totalitarian forms of government; peace and prosperity have been followed with catastrophic wars; the generation of wealth and material resources is often coupled with worker exploitation and environmental degradation. We assume in this course that appreciating Western civilization and its alternatives is a necessary step toward understanding ourselves. (Required course, 1 credit) Class VI History: United States History The primary aim of this course is to identify and explore the set of ideals and “self-evident” truths that inspired a revolution in the late 18​th​ century, incited the 19th century’s most bloody civil war, and have shaped this nation ever since. Over the course of the year, we will devote specific attention to four ideas at the center of the debates about who we are as a nation. The first is the notion that “all men are created equal”; the second is that humans have the “inalienable” right to liberty; the third is that ours is a government “of the people, by the people”; the fourth is that these and other values make the United States exceptional, a “city upon a hill.”A second aim of this course is to use our knowledge and empathy to understand the experiences of a wide variety of social and identity groups in American history. We do this not only to know others but also to understand ourselves and to place our own understandings and assumptions about the American experience under scrutiny. During the second semester of this course, we will focus on a variety of case studies that further illuminate the role of these four ideas at the center of our national debate. (Required course, 1 credit) Class VII Electives ​(.5 credits, Fall) Indian History Our aim in this course is to explore the history of the world's largest democracy through the lens of current events. Rather than starting with India's ancient past and moving slowly forward through more than 5000 years of history, we begin this course with some of the critical events shaping India today. India's diverse history is then used to explain contemporary Indian society, politics, religion, and culture. Students are asked not only to use a variety of disciplinary perspectives–including literary criticism, political science, social anthropology, and religious studies–but also to engage on a critical level with the history and historiography of the Indian subcontinent. Fulfills the Global Studies requirement.

History of the Middle East This course is designed to introduce students both to the complex history of the Middle East and to the events and “revolutions” that are shaping the region today. Specific attention is paid to the birth of Islam and its subsequent influence on Middle Eastern culture and politics as well as to the legacy of European colonialism and its role in determining the region’s political boundaries and conflicts. Students will be asked not only to use their knowledge of history to explain contemporary issues facing the region but also to engage in a critical discussion of how our own views (of Islam, of culture in the region) can hinder a full appreciation of the history the Middle East. Fulfills the Global Studies requirement.

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The Art of Protest Throughout time, the arts have been used as a means of documenting history while at the same time participating in its transformation. Following a brief overview of the history of art as an agent for social and political change, the ​Art of Protest w ​ ill focus on artwork produced following World War II when the intersection of art and activism becomes a modern trend. While the content will be global in focus, it will be structured thematically around specific topics such protests against the war in Vietnam and abuse of power in South Africa, Rwanda, and China. We will also examine protests in service of social justice looking at the Civil Rights Movement and its legacies, second-wave feminism and #metoo, the gay rights movement and the AIDS crisis, and contemporary immigration policy. Students will examine a variety of art forms including paintings, sculpture, photographs, cartoons, billboards, graffiti art, public installation art and social media. Although cultural context, media, and time period will vary, the commonality of the use of the visual arts to attack injustice will provide the common thread.

Class VII Electives ​(.5 credits, Spring) Indian History Our aim in this course is to explore the history of the world's largest democracy through the lens of current events. Rather than starting with India's ancient past and moving slowly forward through more than 5000 years of history, we begin this course with some of the critical events shaping India today. India's diverse history is then used to explain contemporary Indian society, politics, religion, and culture. Students are asked not only to use a variety of disciplinary perspectives–including literary criticism, political science, social anthropology, and religious studies–but also to engage on a critical level with the history and historiography of the Indian subcontinent. Fulfills the Global Studies requirement.

African History Our aim in this course is to balance Africa's vast and diverse past–which extends as far back as the dawn of mankind–with the events, cultures, and practices that define Africa today. We begin the course with the popular but skewed images of Africa found in much Western history writing and culture. Students are then asked to consider how such ideas have shaped African history, particularly in the colonial and post-colonial periods. In order to reflect the diversity and vibrancy of African culture, history texts are coupled with ethnographic writing and film. The final weeks of the course are dedicated to an investigation of contemporary events and dynamics–which include South Africa’s truth and reconciliation commission, the struggle for democracy and free markets, and Africa’s role on the world stage in the 21st century. Fulfills the Global Studies requirement.

Russian History The aim of this course is to offer an overview of Russian history from late tsarist times to the present, with particular emphasis on the Russian Revolution, competing ideologies of socialism, the experience of life in the Soviet Union under Stalin, and the consolidation of authoritarian rule under Putin. Themes of the course include the multi-national and multi-ethnic nature of this vast Eurasian state, how Russians view and respond to authority, and the idea of a uniquely Russian path of development defined explicitly in contrast to the Western experience. Fulfills the Global Studies requirement.

Human Culture, Human Rights The aim of this course is to explore–through a variety of case studies–a daunting problem at the heart of social justice work and the concept of global citizenship: How can we uphold our commitment to human rights and the dignity of every individual and yet maintain a respect for other cultures and social practices?

This ​apparent​ contradiction between human rights universalism on the one hand, and cultural pluralism on

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the other makes the job of the social-justice activist and human-rights advocate both morally and practically challenging. Case studies will be used to explore the tension between human rights and local culture. Female circumcision rites in Africa, the practice of veiling and secluding women in South Asia, and honor killings in parts of Europe and the Middle East are just a few of the cultural examples that highlight the challenges facing human rights. ​Juniors will be given priority for enrollment in this course; however, interested seniors may enroll if space is available with the permission of the department head and the Director of Studies.

Class VIII Electives ​(.5 credits, Fall) Macroeconomics AP This course is a college-level introduction to macroeconomics that examines how the national economy functions as a whole. Understanding basic economic concepts is vital in today’s globalized world, and this course will provide students with a solid foundation for further Economic studies. The students will develop the skills necessary to become well-informed decision makers and to apply an “economic way of thinking” to their everyday lives. The course builds on basic concepts to facilitate a broader economic view as we analyze what determines the economic progress and decisions made by policymakers. Students will express their analyses using both written and graphical explanations. This course will prepare students for the AP Macroeconomics Examination, which is administered in May (with review sessions running before the test).

The Politics of Identity: An Examination of Race, Class and Gender in the 21​st​ Century Race, class, and gender, and the inequalities associated with them, affect all of our lives but often go unexplored or challenged. This discussion-based seminar will examine how the social construction of race, class, and gender affect the political, economic, and social life of the contemporary United States. Through the use of essays and newspaper articles, films, music and literature we will explore how these inequalities shape the individual and collective identity. Throughout the course, the American experience will be compared and contrasted with societies throughout the world. Some of the questions/topics we will explore include “the concept of “race”– fact or fiction?”, “The politics of race relations in the 21st century”, and “What causes poverty?”. Each student will develop possible approaches to addressing social inequalities by “taking a stand” on an issue of importance to her and her local community.

Civic Engagement and the 2020 Election This course will focus on the systems of government in Massachusetts and the United States with an emphasis on contemporary politics and the election of 2020. As we study the government, we will consider what factors are necessary for a democracy to thrive, and in particular, what role individuals play. The course is designed to help students develop the skills necessary to become informed, active, and engaged participants in civic life. Students will strengthen their critical thinking skills by focusing on a variety of current social issues connected to the election, and they are expected to take the lead in-class discussions as well as to keep up with current political events. Students will be required to participate in some form of civic engagement outside of the classroom, either by getting directly involved in a 2020 candidate’s campaign or by participating in an organization promoting a local or national cause.

Class VIII Electives ​(.5 credits, Spring) The Intersection of Economics and Politics In the run-up to the 2020 elections, presidential candidates are calling for the passage of a variety of policies dealing with issues ranging from the environment to immigration to trade. Each politician argues that their plan is the right one. How can we evaluate the potential benefits and drawbacks of these policies? In this course, we will choose a variety of current public policy debates and evaluate them using an economic lens.

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We will consider the potential effects that government interventions might have on the country’s economic outcomes as well as the types of behaviors public policies might incentivize, intentionally or unintentionally.

This course will allow students to gain a better understanding of economic principles and how to apply these principles to real-world scenarios.​ Possible topics we might examine include the distribution of income and well-being, the impact of globalization on the environment, and international trade and trade policies Genocide and Collective Violence This course explores the origins, evolution, and underlying causes of genocide and collective violence. We will look closely at the construction of collective identities and consider whether hatred and violence against others are necessary components in the process of building community. We will consider the psychological, social, and political functions of scapegoating and communal violence and explore how modern institutions–such as the sovereign nation-state and the United Nations–either contribute to or help prevent such outcomes. Students will conduct independent research on specific episodes of genocide and will explore what constitutes "justice" when dealing with such atrocities. ​Seniors will be given priority for enrollment in this course; however, interested juniors may enroll if space is available with the permission of the department head and the Director of Studies.

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MATHEMATICS Three years of mathematics are required; the Mathematics Department strongly recommends that students take math through Class VIII. The department places students into sections that are based on the pace and depth of topics that are studied while trying to balance the best interests of each individual student with the needs of the grade as a whole. For its decisions, the department uses input from a student's current and past teachers, including both grades and the teacher's sense of a student's comfort with a particular pace. Use of the TI-84 or TI-Nspire graphing calculators is an essential part of all Upper School math courses. All math courses available to seniors meet the requirement for a quantitative course in the senior year.

The goal of the Winsor Mathematics program is to teach for understanding and mastery, and these are best reached through regular practice, feedback, and ongoing collaborative problem solving with peers. The program’s design enables all Winsor students to study calculus while at Winsor. Some entering or current Upper School students who have developed advanced skills might feel that they have already mastered the material in a course in the traditional math sequence; these students should speak with their teacher or the Head of the Mathematics Department. In the rare instance that acceleration be considered a possibility, the student will need to demonstrate on a Winsor assessment a mastery of the material of the course she will skip. A student may skip a course in this manner only once during her time at Winsor.

The Upper School offers the following courses: Algebra 2, Geometry, Precalculus, Calculus, Statistics and Post-Calculus Mathematics. Algebra 2, Geometry, and Precalculus are also offered at the advanced and honors levels. Calculus is also available at the AP AB and AP BC levels. AP Statistics is also offered.

Seniors who are in the Accelerated Math Program and have completed successfully either AB or BC calculus may enroll in Topics in Post Calculus Mathematics. Any student enrolled in an AP course is required to take the AP test in May. All math courses are 1 credit, major courses, unless otherwise noted.

The Advanced level courses study the topics in more depth and investigate problems of greater complexity and challenge, with limited review of prerequisite courses’ material.

The Honors level requires mastery of prerequisite courses’ material. In addition to studying the topics in more depth and greater complexity and challenge, the fast pace of this level may allow for additional topics to be explored.

Algebra 2 All students will study the core topics of Algebra 2: linear, quadratic, radical, rational, exponential, and logarithmic expressions, and the equations and functions that involve them. Complex numbers, systems of equations, and inverse functions will also be studied. The algebraic and graphical aspects of each topic will be emphasized. Additional topics such as analytic geometry and data analysis will be included if time permits. The applications of the TI-Nspire CX graphing calculator will be introduced. This course is open to students who have completed a full year of Algebra 1 at Winsor or at their previous school.

Geometry In this course students will study Euclidean geometry, including the properties of parallel and perpendicular lines, congruent triangles, quadrilaterals, polygons and circles. They will solve problems involving areas, volumes, right triangle trigonometry, and coordinate geometry. Additional topics such as symmetry, similar figures, probability, constructions, and vectors will be included if time permits. All levels will apply the

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principles of logic by writing formal deductive geometric proofs. In the Honors and Advanced level courses, the proof work is extensive. This course is open to students who have completed a full year of Algebra 2 at Winsor or at their previous school.

Precalculus In this course students continue to study functions, including polynomial, rational, exponential, logarithmic, and trigonometric, and their applications. Graphing calculators are used throughout the course to build understanding and to solve problems. More traditional analytic and algebraic problem-solving methods are also emphasized so that students will understand multiple approaches and techniques. Other topics covered include transformations of graphs, inverses of functions, solving equations and inequalities, trigonometric identities, and the laws of sines and cosines​. ​In addition, polar coordinates, sequences and series, combinatorics, limits, and introductory calculus concepts are introduced if time permits. This course is open to Class VI or VII students who have completed Geometry.

AP Calculus AB and BC Calculus are both AP courses open to students by permission of the department, and students are required to take the AP test in May. Beginning with the concepts of limits and continuity, students go on to learn about derivatives and their applications and then progress to the theory, techniques, and applications of integration. Throughout the course, graphing calculators are used as a tool to enhance understanding of the concepts and to facilitate problem solving. Additional topics are included as prescribed by the AP syllabus for each course. BC Calculus includes the study of logistic growth, improper integrals and convergent infinite series.

Calculus Students will primarily study the concepts of the derivative and the integral, including their meaning in relation to both graphs and formulas. They will also study applications of both concepts in a variety of situations. The emphasis of the course will be on studying these topics with polynomial, logarithmic, and exponential functions; trigonometric functions will be introduced in the second semester. Additional topics will be added if time allows. This course is open to Class VIII students who have completed Precalculus at Winsor.

AP Statistics This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Topics fall into 4 themes: Exploring Data (Describing patterns and departures from patterns); Sampling and Experimentation (Planning and conducting a study); Anticipating Patterns (Exploring random phenomena using probability and simulation); Statistical Inference (Estimating population parameters and testing hypotheses). While understanding formulas is important, memorizing formulas is kept to a minimum. The TI-84 or TI-Nspire will be used regularly to facilitate computation and to display data. The emphasis of the course is on understanding and communicating with statistical concepts and language. Students are required to take the AP Statistics test in May. This course is open to Class VII and VIII students. ​Prerequisite or corequisite: Precaclulus.

Statistics & Data Analysis ​(.5 credits, Fall) Students in this one semester course will have class with the AP Statistics course during the 1st semester.

First semester topics come from all 4 themes mentioned above: Exploring Data, Sampling and Experimentation, Anticipating Patterns, and Statistical Inference. All students will be equally involved in the class. (AP students will be expected to do some additional reading and will have some additional homework problems and test questions.) This course is open to Class VII and VIII students. ​Prerequisite or corequisite: Precaclulus.

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Topics in Post-Calculus​ ​Mathematics This yearlong course is for students who have completed an AP calculus class. Students will be introduced both to the rigors of higher mathematics beyond calculus and to some of the intriguing mathematical concepts that have been developed over the past 2000 years. Particular attention will be paid to the formality of mathematical notation and writing. Topics to be investigated may include but are not limited to​ formal logic, set theory, proof techniques, number theory, counting and induction, and cardinality. ​Enrollment is by permission of the department only.

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STEM AND COMPUTER SCIENCE Computer Science Electives Computer Science courses are .25-credit minor courses that meet for 2x60 and 1x75 minute periods per cycle. They are meant to be taken in addition to five major academic courses.

Introduction to Computer Programming in Python ​(.25 credits, spring, ​Pass/Fail​) This course provides the student a strong foundation in the basics of computer programming and introduces them to algorithmic processes. Through a series of exercise sets and programming projects, the student will learn to code mathematical operations, variable assignments, lists, selection and iteration statements, subprocedures and functions, as well as other programming constructs. This course is intended for a student with no background in programming or a student with a little experience who wishes to learn the python language. ​Open to students in Classes V, VI and VII. Small-Scale Java Programming: Algorithms ​(.25 credits, fall) This course concentrates on the production and analysis of step-by-step algorithms for performing complex computational tasks (e.g. factoring numbers, primality checking, sorting, searching). Topics that will be included are Boolean logic, recursion, run-time analysis, and possibly Turing machines. Students will be expected to work on a number of exercises and problems sets throughout the semester and may also encounter in-class assessments.

This course is intended for students with some experience in programming but not necessarily familiarity with the Java programming language. ​Open to students in Classes VI, VII, and VIII. Large-Scale Java Programming: Objects​ (.25 credits, spring) This course introduces students to the organizing principles behind large-scale programming endeavors. Emphasis will be placed on the relationships and coordination between individual components of a more substantial project.

Topics will include objects, classes, inheritance, interfaces, and polymorphism. Students will be expected to work on a number of exercises and problems sets throughout the semester and may expect in-class written assessments.

This course is intended for students with some experience in programming but not necessarily familiarity with the Java programming language. The Algorithms course is not a prerequisite for this class. ​Open to students in Classes VI, VII, and VIII.​ Advanced Java Programming: Data Structures ​(.25 credits, fall) This course provides the students with the tools to handle large amounts of varying data within a programming project. Importance will be placed on choosing the appropriate data structure for a given form of data. Topics will include stacks, queues, linked lists, sets, maps, hash tables, and all sorts of trees. Students may expect a variety of problem sets, projects, and written assessments over the course of the semester. ​Prerequisites: Small-Scale Java Programming: Algorithms and Large-Scale Java Programming: Objects. ​Open to students in Classes VI, VII, and VIII. STEM Electives Coding For Interaction ​(fall, ​Pass/Fail​) “Interactive Computing” means coding the programs which you want to use, so you can do things better — in your daily life, for your research, in your career, to make your art, and in almost any pursuit. You will learn to write code to process inputs from the text of the book you’re reading to the data spreadsheets from your science project to the images from your camera to the clicks of a customer. Then, you will gain experience in analyzing

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and manipulating (or creating) such sources, with the power and speed of a computer. You will learn to write code for GUIs (the interfaces which a user sees and uses), media, visualization/experience, web connectivity, etc. so that you are prepared to write the applications that help you do more. We will follow the interests of the students and work with real-world parameters, according to the needs of a researcher, gamer, patient, accountant, student, traveler, artist, etc. — any person who could benefit from having a computational tool in their life. ​This course meets for 1x60 minute period per cycle and is not for credit. Open to students in Class V.

Engineering Design I ​(.5 credits, fall or spring) See listing under Science Department.

Engineering Design II ​(.5 credits, fall or spring) See listing under Science Department.

STEM and Society in the 21st Century​ (.25 credits, fall) See listing under Science Department.

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SCIENCE All Upper School students will take biology in Class V, chemistry in Class VI, and one semester of physics in Class VII. Students with interest in science are encouraged to take three or four years of science in the Upper School. Admission to honors and Advanced Placement courses is by department decision, based on past performance in science courses and math courses, when relevant. Students should indicate preference for honors and AP courses at the time of course selection, and a final decision will be made by the department in June. Students will be contacted by the department head only if their placement does not match their request.

All science courses are major courses unless otherwise noted.

Class V Courses Biology ​(1 credit) Topics in this introductory biology course include evolution, ecology, cell biology, molecular biology, genetics, overview of plants, and selected body systems. Laboratory work is designed to build skills and to develop an understanding of the scientific process through experimental design and critical thinking.

Students collaborate to design a long-term experiment on a biological topic of their choice. They conduct background research, perform experiments, analyze data, and present their findings in a scientific poster session.

Class VI Courses Chemistry ​(1 credit) This course provides an introduction to the major concepts of chemistry. Topics covered include atomic structure, the modern periodic table, chemical bonding, stoichiometry, states of matter, thermochemistry, equilibrium, acid-base chemistry, and redox reactions. Connections are made between the course material and real-world applications of chemical theory. Problem solving involves both qualitative and quantitative analyses and uses basic algebraic skills. Laboratory experiments and demonstrations illustrate the concepts and emphasize their applications to everyday life.

Honors Chemistry ​(1 credit) This course covers atomic structure, the modern periodic table, chemical bonding, stoichiometry, states of matter, thermochemistry, equilibrium and reaction rates, acid-base equilibrium, electrochemistry, and thermodynamics. An emphasis is placed on the development of advanced problem-solving skills. The quantitative component of the course is balanced with qualitative description and application of chemical concepts to the world around us. Through designing experiments as well as analyzing results, students illustrate theory in the laboratory. ​Open to Class VI students by department decision.

Class VII Courses All students in Class VII are required to take the first semester of Physics or Honors Physics. The second semester of Physics or Honors Physics is strongly recommended. Students taking both semesters of Physics or Honors Physics will receive 1 credit for the yearlong course, and a year grade on their final transcript.

Students taking only the fall or spring semester will receive .5 credits and a semester grade on their final transcript.

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*Class VIII students who were unable to complete their Class VII physics requirement due to attendance at The Mountain School, City Term, SEGL or SYA are required to take the first semester of physics in Class VIII. In this case, physics may satisfy the Class VIII quantitative requirement. Students will also be allowed to enroll in physics second semester for the weeks preceding their ILE. Physics ​(1 credit) Students taking Physics will cover the curriculum of Physics 1 and Physics 2. Students who wish to take a full year of physics should sign up for the yearlong course, not the semester courses.

Physics 1​ (.5 credits, fall) This course offers a standard mechanics syllabus including motion, forces, energy, momentum, circular motion, and gravitation. Although development of mathematical skills is an important part of the course, this course strongly emphasizes a conceptual, hands-on approach as well as the application of physical principles to everyday experience. Extensive use is made of laboratory experiments and demonstrations.

Physics 2 ​(.5 credits, spring) Second semester physics covers the study of waves, sound and music, electricity, optics, and, if time permits, magnetism. In addition to regular laboratory experiments, students also perform one longer, inquiry-based lab investigation on pendulum motion. ​Prerequisite: Physics 1.

Honors Physics ​(1 credit) Students taking Honors Physics will cover the curriculum of Honors Physics 1 and Honors Physics 2.

Students who wish to take a full year of Honors Physics should sign up for the yearlong course, not the semester courses.

Honors Physics 1 ​(.5 credits, fall) This course offers a standard mechanics syllabus including one- and two-dimensional motion, forces, energy, momentum and impulse, circular motion, and gravitation. The approach is both mathematical and conceptual; it emphasizes the connection of ideas to everyday life and stresses the development of problem-solving strategies in quantitative applications. Laboratory experiments supplement the class work. ​Open to students by department decision.

Honors Physics 2 ​(.5 credits, spring) The second semester of Honors Physics continues with the study of waves, sound and music, physical and geometric optics, electromagnetism, and, if time permits, modern physics. ​Prerequisite: Honors Physics 1. Open to students by department decision.

Engineering Design I ​(.5 credits, fall or spring) Students will collaborate to engage the principles and methods of engineering design through a variety of projects that emphasize rapid prototyping with embedded systems, electronics, CAD, programming, and mechanical actuation. They will also learn methods of fabrication, including 3D printing, laser cutting, and machining, and explore design thinking. Tasks involve constructing and optimizing special-purpose machines or devices in a cycle of prototyping, construction, and evaluation. The course projects revolve around a new central topic each year. ​Juniors will be given priority for enrollment in this course; however, interested seniors may request to enroll with the ​permission of the department head and director of studies, and pending its ability to be scheduled. ​This course meets at the same time as Engineering Design II. Marine Biology ​(.5 credits, spring)

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Students explore topics related to the most dominant feature on planet earth, the ocean. This course will focus on research related to the diversity of marine life and marine ecosystems, as well as the impact that humans have on the marine environment. Topics to be studied may include bioluminescence, deep sea biology, climate change, ocean acidification, and ocean pollution. Marine organisms are studied in the context of their ecosystems including rocky intertidal, estuaries, coral reefs, and deep-sea hydrothermal vents. Exploration through laboratory activities with living organisms and field work is a focus of this course. ​Juniors will be given priority for enrollment in this course; however, interested seniors may request to enroll with the p​ ermission of the department head and director of studies, and pending its ability to be scheduled. This course will run in alternating years and is being offered in the 2020-2021 academic year.

Class VIII Electives In Class VIII, students who are interested in science are encouraged to study an additional Advanced Placement course or elective; however, there is no Class VIII science requirement.

Astronomy ​(.5 credits, fall) Where do we fit in? Why does the sun shine? How did the universe come to be, and what is its ultimate fate?

Students will begin an exploration of some of these questions with the study of celestial astronomy, understanding how our perceived place in the universe evolved throughout history. Students will explore the tumultuous lives and spectacular deaths of stars of all types and sizes, which give rise to supernovae and even the very stuff of which life on Earth is made. Students will study the universe’s earliest moments and speculate about its ultimate fate. A conceptual approach is emphasized throughout this course, but students will also build a solid quantitative understanding of the subject by drawing upon prior knowledge of physics and chemistry. ​Prerequisite: Physics 1 or Honors Physics 1, or departmental permission. This course satisfies the Class VIII Quantitative Requirement.

Engineering Design II ​(.5 credits, fall or spring) An extension of Engineering Design I, this course emphasizes the integration of hardware and software to further student experience with programming, microcontrollers, electronic circuitry, sensors, motors, and methods of prototype fabrication in a systems context, while engaging more deeply in the process of design thinking. Engineering II students also take on greater responsibilities in project management and coordinating team logistics. Assignments result in the construction of intelligent machines to address practical, scientific, and social challenges. Each year, the course revolves around a new central topic. The world is subtly teeming with such machines, and it is the goal of this course to empower students with the methods for understanding and shaping such a world. ​Prerequisite: Engineering Design I. This course meets at the same time as Engineering Design I. AP Courses Advanced Placement (AP) courses are offered for students who wish to extend their knowledge of the foundational sciences. Students should indicate their course preference at the time of course selection, and a final decision on placement will be made by the department. In order to receive AP course credit, students are required to take the AP Exam, which is administered by the College Board in May. A full year of physics is recommended for all students who wish to take an AP science course. Students interested in enrolling in two AP science courses simultaneously should speak with the Science Department Head.

AP Biology ​(1 credit) Topics in biology are studied at a level equivalent to an introductory college class. Material covered includes biochemistry, cell biology, genetics, evolution, ecology, animal physiology, and biotechnology. The

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laboratory component is an integral part of this course. Students learn relevant laboratory techniques and design their own experiments to investigate new questions. ​Open to students by department approval.

AP Chemistry (1 credit) This course covers trends in the periodic table, structure and states of matter, reactivity, stoichiometry, thermochemistry and thermodynamics, kinetics and equilibrium, acid/base and redox reactions, and electrochemistry. Advanced problem-solving strategies are emphasized, as is the analysis of experimental data as well as sources of experimental error. Students deepen and apply their understanding through laboratory investigations each cycle. ​Open to students by department approval. Satisfies the Class VIII Quantitative Requirement.

AP Environmental Science ​(1 credit) Environmental science is an evidence-based, interdisciplinary approach to studying living and non-living components of ecosystems as well as the ways these components interact, with a strong emphasis on the relationship between human and natural systems. This course offers an interdisciplinary exploration of environmental science, including the biological, geological, and chemical systems of the Earth, current environmental issues, and the role of technology in both creating and solving these problems. Students will gather data, test hypotheses, identify and analyze environmental problems, and evaluate potential solutions.

Open to students by department approval.

AP Physics C Mechanics/Electricity and Magnetism ​(1 credit) This course emulates a first-year, calculus-based college physics course and includes directed and independent laboratory investigation. The first semester covers classical mechanics, and the second semester covers electromagnetism. This course will prepare students to take both the Mechanics as well as the Electricity and Magnetism AP Physics C Examinations. ​Prerequisite: Honors Physics 1 & 2. Co-requisite: AB or BC Calculus. Open to students by department approval. This course satisfies the Class VIII Quantitative Requirement.

Minor Courses Minor courses meet for 2x60 and 1x75 minute periods per cycle, and they are meant to be taken in addition to a full major course load.

STEM and Society in the 21st Century​ ​(.25 credits, fall, ​Pass/Fail​) This course will engage students in the exploration of major STEM topics they will encounter in everyday life: Is there a scientific basis for race? How is sex biologically determined (or not)? What are vaccines, and why do some of us fear them? Is our climate really changing? How do robots help humans, and do we anticipate a robot apocalypse? Can drones save lives? How secure is social media? Questions will be addressed through the use of discussions, laboratory activities, case studies, data analysis, scientific literature, and guest speakers. Students will develop a nuanced understanding of how STEM is viewed by society, specific examples of STEM issues that have provoked societal misunderstanding, and the role and limitations of STEM in their lives. ​Juniors will be given priority for enrollment in this course; however, interested seniors may request to enroll with the ​permission of the department head and director of studies, and pending its ability to be scheduled.

Independent Research in Science ​(.25 credits, spring) This cour​se allows students (independently or in small groups) to pursue a research area of their choice on campus. ​Significant independent work, both during and outside of scheduled class periods, is required​.

Student work includes reviewing scientific literature, developing and troubleshooting experimental design, collectin​g data, and analyzing results. Students will share their findings at the end of the semester with

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the Winsor community through a poster and oral presentation. ​Enrollment is limited and at the discretion of the instructor as well as the Science Department Head; the submission and approval of a research proposal is required for enrollment in this course. Students interested in proposing an independent research project in science should speak with the Science Department Head during course selection. Open to students in Classes VI, VII, and VIII. This course cannot be taken as Pass/Fail.

WORLD LANGUAGES All Upper School students are required to take three consecutive years of one language. Languages offered are French, Latin, Mandarin Chinese, and Spanish. Students who begin a new language in Class V will complete the requirement at the end of Level 3; those who continue their Lower School language will complete it after the AP or Advanced Topics course. The requirement is to be completed by the end of Class VII but students are encouraged to continue their language study in Class VIII. Students may take a second language beginning in Class VI, and should speak with the head of the World Languages Department if they are interested in this option. ​A student with previous exposure to a language but who has not taken that language at Winsor, must take a placement test.

Latin Latin 1 Accelerated Latin 1, an accelerated study of introductory Latin, is an intensive, fast-paced course that provides the fundamentals of grammar, structures, and practical vocabulary in order to be able to read texts in Latin, along with an ability to engage in regular oral and written communication. New topics of study are introduced through daily readings about Greco-Roman culture, history, and mythology. A regular emphasis on vocabulary building provides students with the skills to recognize, use, and decipher word roots, suffixes and prefixes, not only in Latin, but also in English and other modern languages. (Open to students in Classes V, VI and VII.) Latin 2 Latin 2 students begin the year examining the Latin text of several important Roman myths, working to become more fluent readers of Latin prose. They expand upon their understanding of Latin grammar and vocabulary through regular practice, grammar exercises, and Latin composition projects, all while gaining a fundamental understanding of the values of ancient Roman society as expressed in mythology.

In the second semester, the students tackle stories with increasingly complex Latin syntax as they transition to reading stories of the legendary founding of Rome and accounts of the history of the Roman Republic adapted from Livy’s ​Ab Urbe Condita.​ These readings help students to build a context for their further study of important literary works of the late Republic and Early Empire, which will be covered in subsequent courses.

Latin 3 During the first semester, students complete their study of Latin grammar and dive into the life and poetry of Ovid, who lived through the last decades of the Roman Republic and wrote at the dawn of the Roman Empire. They read selections of his ​Metamorphoses​ and examine their influences on subsequent literature. In addition to analyzing Ovid’s grammar and syntax, students discuss how poetic devices and meter contribute to his meaning, thus gaining experience with literature analysis. In the second semester, students read selections from Julius Caesar’s ​Commentarii​ ​De Bello Gallico.​ These readings offer insight into the empire-building culture of the late Republic and its most notable historic figure.

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Students will come to understand the Roman definition of ​virtus​ and also examine how Rome viewed foreign nations. (Open to students who have completed Latin 2.)

Latin AP Following the curriculum of the College Board's Advanced Placement course in Latin, students read major portions of Books I, II, IV, and VI of the ​Aeneid ​in Latin and selections from Julius Caesar’s ​De Bello Gallico​. They also study extended passages of the ​Aeneid​ and Caesar’s commentaries in English.

The reading and analysis of the Latin texts lead to discussions of the literary significance and historical background of the works. There is an emphasis on making connections between the modern and ancient worlds so as to better understand the causes and effects of war, the interplay between different cultures, and the moral and ethical questions with which humans struggle. The students also explore the mythical and legendary aspects of the ​Aeneid​ as well as the historic significance of the ​Gallic Wars,​ thus acquiring knowledge which will aid their reading of any literature which has classical foundations.

(Open to students who have completed Latin 3 or a full year of Advanced Topics. Students prepare for the course by reading the entire ​Aeneid​ in English translation over the summer.)

Latin Advanced Topics: Voices from the Past, Insights for the Present Students who have completed Latin 3 undertake a deeper study of Latin texts. Students will read, analyze and discuss Latin texts, and delve into the historical and cultural context while they also review grammar concepts and build vocabulary. These courses are designed in a way that will engage both students who are preparing to take AP Latin in their senior year and students who have already taken the AP course.

Latin Advanced Topics: Lyric Poetry (Fall Semester) Students read the lyric poems of such authors as Catullus, Horace, Propertius, and Ovid, whose topics center on themes of daily life, loves, and friendships from the perspectives of the most notable poets of the Late Republic and early Empire. In addition, students examine the socio-political climate of the times in order to better understand the context of the writings.

Students make connections between Roman poets and their Greek predecessors, including Sappho and Callimachus. Students may also read later Latin poems that are influenced by these Golden Age authors in addition to exploring modern interpretations and adaptations of these works. The skills of reading, translation, analysis, and essay writing are emphasized. N.B.: The authors can be taught on a rotating basis, so that if students choose to take Advanced Topics Poetry for two consecutive years, they will have the opportunity to study different authors each year. (Offered First Semester. Open to all students who have completed Latin 3, Latin AP or Advanced Topics) Latin Advanced Topics: (Spring Semester) ​Two options offered; one course will run depending on student interest and previous experience.

Note: Juniors in this course will continue on after seniors leave to work on their ILE projects.

Cleopatra ​Pascal once remarked, "Cleopatra's nose, had it been shorter, the whole face of the world would have been changed.”​ Who was this woman who captivated her contemporaries and has beguiled every generation since then? Known simply to the Romans as “regina”, or the queen, Cleopatra evoked feelings of fear, disgust, and endless 26

fascination. In her native Egypt, she was revered as the human incarnation of the goddess Isis. Her sordid affairs with both Julius Caesar and Mark Antony highlighted the enormous cultural divide between these two great empires. A shrewd politician, intellectual powerhouse, and shameless self-promoter, Cleopatra was a woman unlike any other. Using the acclaimed 2010 biography by Pulitzer Prize-winning author Stacy Schiff as a guiding text, the course will try to separate history from mythology in order to understand the true story of the queen. Students will conduct research in primary Latin sources such as Horace, Caesar, Vergil, Cicero, and Suetonius, read translated accounts from the Greek historians Plutarch and Dio, and examine numismatic and artistic representations of Cleopatra as complements to the readings. Students will also explore Cleopatra’s role in Afrocentric scholarship. (​Offered Spring Semester 2020.​ Open to all students who have completed Latin 3, Latin AP or Advanced Topics.)

Modern Latin ​ The Latin language has continued to flourish long after the fall of the Roman Empire. In this seminar, students will discover the range of works composed in Latin during “modern times”. Beginning with medieval songs, the ​Carmina Burana,​ made famous by the modern composer Carl Orff, they will study the ways post-classical cultures have been expressed and reflected in the Latin language. Students will examine famous poems and letters written in Latin in the 19th-21st centuries. They will read Latin translations of popular fiction from ​Cattus Petasatus​ (“The Cat in the Hat”) to ​Harrius Potter and Philosophi Lapis​ (“Harry Potter and the Philosopher’s Stone”) and analyze the choices made by the translators. Finally, students will follow present-day social media in Latin, such as Pope Francis’ official Latin Twitter account. The course will include multiple opportunities for students to compose their own works in Latin. (​Will not be offered in 2019-2020.​)

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Mandarin Chinese Mandarin Chinese 1 Accelerated Chinese 1 is a fast paced course, providing an introduction to spoken and written Chinese, with an emphasis on pronunciation, the romanization system (Pinyin and tones), and the building blocks (radicals) of Chinese characters (Hanzi). It is designed for students who have little, or no, previous exposure to Mandarin Chinese. Students will build their vocabulary, learn to write and type characters, and develop proficiency in everyday conversations. Students are encouraged to speak Chinese in the classroom, utilize their resources and establish their study strategies for learning the language. Students will engage with cultural topics from both ancient and modern China through short videos, cultural projects, and current events. This class combines collaborative group activities and independent learning to accommodate different learning styles.

Mandarin Chinese 2: Traveling to China This course provides continued study of spoken and written Chinese that supports students as they develop the productive, receptive, and cultural skills necessary to communicate with native speakers. As new structures are introduced, basic grammar will be reviewed. Students will learn to use a wide range of vocabulary to discuss topics such as planning a trip to China, dining out at a Chinese restaurant, and booking accommodations. Through extensive readings, free writes, and skits, students will learn how to use online resources to enlarge their linguistic repertoire and to express themselves creatively. This class provides opportunities to practice and master independent learning skills, as well as to enhance communication skills through group activities. Prerequisite: Mandarin Chinese 1 Accelerated or Mandarin Chinese IV. Mandarin Chinese 3: Studying in China This course builds on skills developed in previous years, preparing students to negotiate real-life situations in Mandarin. This course focuses on pronunciation and oral proficiency, while developing reading and writing skills. Students will engage in spontaneous conversations about topics such as school life in China, finding an apartment, and obtaining daily necessities. Research projects and presentations strengthen students’ control of Chinese grammar, expand their vocabulary and comprehension. ​This class provides opportunities to practice and master independent learning skills, as well as to enhance communication skills through group activities. This course is taught entirely in Chinese. ​Prerequisite: Chinese 2: Traveling to China.

Mandarin Advanced Topics: Working in China This course is designed for students who want to deepen their cultural understandings and gain the extensive language skills needed for conducting business transactions with China. Students will learn how to draft a resume and cover letter in Chinese, prepare for job interviews, make investments in China, and prepare contracts, while attending to cultural taboos, as well as regional and cultural differences that impact business. Various materials will be used in this class, such as news articles, short video clips, and podcasts. Students will engage in individual and group projects to demonstrate their conditional knowledge in Chinese. This course is conducted entirely in Chinese. Prerequisite: Mandarin Chinese 3: Studying in China.

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AP Mandarin Chinese Through the reading and discussion of authentic Chinese passages, students solidify previously learned grammatical structures and expressions. The readings also provide the basis for vocabulary-building and class discussion on topics including travel, changes in China, gender equality, education, history and geography, as well as health and environmental issues. In addition, movies, poems and songs are used to deepen students’ knowledge and understanding of Chinese culture and its traditions. Students use the text, ​AP Chinese Language and Culture​, to practice and strengthen language skills while also preparing for the AP exam. This course is taught entirely in Chinese. ​Prerequisites:​ Mandarin Chinese 3: Studying in China.

Mandarin Chinese Advanced Topics: The People of China This course is designed for students who want to hone their listening, reading, writing, and speaking skills by taking a closer look at the cultures that have been shaping the language for thousands of years.

Students will enter a world of literary texts that span from ancient myths to current news articles.

Students will also explore China's enduring cultural traditions, compare contemporary China with its pre-reform era, and investigate the changing perspectives of the people of modern China. Students will explore topics such as Chinese traditions of hospitality and the changing role of women in society by engaging with paintings, architecture, calligraphy scrolls, poems and movies. Students will practice descriptive, interpretive and reflective writing, and give oral presentations based on the readings and cultural activities. This course aims not only to enhance a student’s overall language skills, but also to challenge cultural assumptions and to help them understand the profound ways the Chinese culture has changed over time. ​Class is conducted entirely in Chinese. (.5 credits) Pending enrollment.

Prerequisites: Either Advanced Topics: Working in China, or AP Chinese, or permission of the department.

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French French 1 Accelerated French 1, an accelerated study of introductory French, is an intensive, fast-paced course that provides the fundamentals of grammar, structure and vocabulary needed to reach specific, targeted communicative benchmarks. Students learn to recognize patterns in the written and spoken language, and employ their observations to stretch their own language skills. Classroom activities are designed to develop skills in listening comprehension, as well as written and oral proficiency. Readings from various texts give contextualized examples of the grammar being studied while also giving the students a glimpse into the diversity and complexity of the French-speaking world. Students regularly use integrated audio and authentic video materials to strengthen aural comprehension and comfort with a range of speakers and accents. The course is designed for students with little or no knowledge of French language or culture.

French 2

Le français, une langue mondiale In French 2, students continue to develop skills introduced during the Lower School program or French 1. Listening, speaking, writing, and reading skills are reinforced on a daily basis. Students add to their foundation in grammar and become more adept at communicating and expressing their thoughts in French, both orally and in written form, in full and increasingly complex contexts. Students broaden their vocabulary through interactive activities and authentic videos that address the thematic units of the course, ranging from personal health to the arts, family dynamics and city life. They also continue to discover the culture and the richness of the Francophone world through a variety of readings and projects. The class is conducted mostly in French, allowing students to process in English how they learn French. This course is open to students who have completed French 1 or its equivalent.

French 3 Les Visages de la Francophonie: Les Caraïbes et le Canada In French 3, students continue to develop their reading, writing, speaking and listening skills. The class includes an in-depth study of French grammar in addition to discussion and analysis of Francophone literature. The questions that will form the basis of our inquiry into the poetry, stories, and films we study are the following: How does the dominant culture in which a person lives impact his or her individual identity? What factors contribute to a person’s sense of self? What elements make up a culture? And how do these two entities—individuality and culture—complex as they are, interact and shape one another? In this course, we will be seeking to answer these questions as we examine large cultural movements—such as la Négritude, la mission civilisatrice, Québécois nationalism and la créolité. French 3 students will develop their reading, writing, and analytical skills and will also build a substantial vocabulary as they work to master the grammar needed for a sophisticated level of written and oral communication. Class is conducted entirely in French.

French Advanced Topics:​ ​La France actuelle Stereotypes of France are abundant: baguettes, berets, bicycles, the Eiffel Tower, and moonlight walks on the Seine. Behind these romantic images, the real France is to be found. In this course, we will examine cultural currents, tensions and developments in contemporary France. These will include the exploration of topics including immigration, political engagement, religious identity, environmental stewardship, and music and cultural expression. We will delve into these topics while considering how 30

they are represented in the French and world media, as well as how they relate to similar trends we face in America. In this course, taught entirely in French, students will expand their vocabulary base and their command of sophisticated grammatical structures and will develop their linguistic skills and sophistication as they learn to discuss, debate, and present their points of view on these current topics.

French Advanced Topics: Le Deuxième Sexe, L’expérience et la représentation des femmes françaises et francophones dans la littérature et les films (Fall Semester) In the French Advanced Topics course, students will explore representations of French and Francophone women, both how these women view themselves and how they are viewed by others. Students will come to understand the challenges, obstacles, and socio-political circumstances that have shaped the lives of these sensitive, yet determined women who have worked to establish identity and to prevail as intellectual beings over time and across geo-political space. Texts and films by French and Francophone authors and filmmakers create a rich and varied portrait of the lives of “le deuxième sexe.” Through a final project, students will gain insight into their own experiences as young women coming of age in the 21​ century. Class is conducted entirely in French. (.5 credits) Prerequisites: Either Advanced Topics: La France actuelle or AP French, or permission of the department. st​

French Advanced Topics: Intertextualité, Identités Comparées (Spring Semester) Who and/or what determines one’s identity? What questions, polemics, interests, and philosophies are at the heart of the debate? How has that debate changed over time? In this course we will examine such questions as we consider how texts relate and respond to each other. We will compare the works of various authors, poets, artists, filmmakers, and playwrights in order to examine the ways in which these thinkers have approached the philosophical questions of their day. Sophisticated analyses coupled with playful interpretations will comprise student learning in this course: careful reading, both analytical and personal writing, active discussion and creative interpretations will constitute the bulk of student work.

Students will share their understanding of the characters studied through lively skits, dramatic reenactments, original videos, charged debates and artistic associations. As a culmination of their French study at Winsor, students will employ the analytical, artistic and linguistic skills they have developed during their time here. Class is conducted entirely in French. (.5 credits) Pending enrollment.

Prerequisites: Either Advanced Topics: La France actuelle or AP French, or permission of the department.

French AP: Advanced Placement French Language and Culture The AP French Language and Culture course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies and cultural awareness. In the AP French course, students will learn language structures in context and use them to convey meaning. The course strives to promote fluency and accuracy and to engage students in an exploration of culture in both contemporary and historical contexts. The three modes of communication (interpersonal, interpretive and presentational), in which students will demonstrate proficiency, are foundational to the AP French Language and Culture course. The six learning objectives/thematic approaches that students will explore are built on the three modes of communication (The College Board). In order to best facilitate the study of language and culture, the AP course is conducted entirely in French.

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Spanish Spanish 1 Accelerated Spanish 1, an accelerated study of introductory Spanish, is an intensive, fast-paced course that provides the fundamentals of grammar, structure, and a practical vocabulary needed to reach specific, targeted communicative benchmarks. Students learn to recognize patterns in the written and spoken language, and employ their observations to stretch their own language skills. Classroom activities are designed to develop skills in listening comprehension, as well as written and oral proficiency. Readings from various texts give contextualized examples of the grammar being studied while also giving the students a glimpse into the diversity and complexity of the Spanish-speaking world. Students regularly use integrated audio and video materials to strengthen aural comprehension and comfort with a range of speakers and accents. The course is designed for students with little or no knowledge of Spanish.

Spanish 2 Voces del mundo hispano -Voices from the Spanish-speaking world From Spain to Argentina, from Cuba to El Salvador, and all over Latin America, the Caribbean and in the USA there is a wide-ranging symphony of ideas that challenge the perception that there is “a single story” from the Spanish-speaking world. What can we learn about the diversity of perspectives among the over 400 million Spanish speakers globally? What do we take for granted in our own experiences and perspectives that influences the way we think about and engage with Spanish speakers in the world around us? In Spanish 2, students will explore these questions through the study of the complexities of literature and culture. Students continue to develop skills introduced during the Lower School program or Spanish 1, identify patterns in the written and spoken language, and employ their observations to stretch their own language skills. Listening, speaking, writing, and reading skills are reinforced on a daily basis. Students will also add to their foundation in grammar and broaden their vocabulary through interactive exercises based on the thematic chapters designed by the Language Department.

Spanish 3 Discovery, Encounter, Conquest: Multiple Perspectives In Spanish 3, students continue to develop their reading, writing, speaking and listening skills. The class includes an in-depth study of complex grammar structures as a foundation for oral and written proficiency. In addition to discussion and analysis of the cultural material, students are expected to think deeply about their own relationship to the central theme of the course: the cultural encounters. The class is conducted mostly in Spanish, allowing students to process in English how they learn Spanish.

Starting with the study of the encounter between Europe and the Americas, students learn a wide range of vocabulary to express themselves with subtlety and nuance. They explore the poetry of Nicolás Guillén and Pablo Neruda, as well as the work of such contemporary writers as Reinaldo Arenas, Eduardo Galeano and Norberto James. The year finishes with a careful examination of the contemporary repercussions of various historical events, including Liberation Theology in the context of studying the civil wars in Central America. Students learn to interpret, question, discuss, and respond to these texts using academic Spanish. Short stories from ​Ciudad Real​ by Rosario Castellanos are read at the end of the year.

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Spanish Advanced Topics: Recursos y Relaciones On a shrinking planet, how will human communities make decisions about the distribution, use, and conservation of precious natural resources, such as food, water and fuel? How do the universal needs for these resources and the impact of their use, misuse, and exploitation affect relations between communities and nations? How have artists, poets, writers, journalists, philosophers, politicians, activists, scientists, and educators explored these questions around the Spanish-speaking world and within Spanish-speaking communities here in the USA? What contributions have these communities made to global understanding of these themes? What role will you play in these global conversations?

This course allows students to explore the themes of resources and international relations, pursuing their personal interests and questions while engaging with primary resources in advanced Spanish. Listening, speaking, reading, writing and cultural competency are developed. Class is conducted entirely in Spanish. This course is open to students who have completed Spanish 3. This is a yearlong course.

Spanish Advanced Topics: La justicia What is justice? What does it mean to you personally to be just? How do your personal beliefs and values inform your understanding of justice? What is your role in the struggle for justice in your community and in the world? What can we learn from artists, poets, writers, journalists, philosophers, politicians, activists, scientists, and educators about this theme in the Spanish-speaking world and in the Spanish-speaking communities here in the USA? This course allows students to explore the theme of justice, pursuing their personal interests and questions while engaging with primary resources in advanced Spanish. Students read short stories and songs written by women in Spanish speaking countries, reflecting on how the image of women, men and children are represented and challenged.

This is a two-semester course, and seniors have the option of taking the course both semesters or either semester. (.5 credits each semester) Pending enrollment.

Prerequisites: Either Advanced Topics: Recursos y Relaciones or AP Spanish, or permission of the department.

Spanish AP The Hispanic Caribbean Past and Present This course focuses on Hispanic Caribbean past and present, while incorporating interdisciplinary topics and current events that explicitly address six course themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Students explore the history and cultures of Cuba, the Dominican Republic and Puerto Rico through literary texts, historical documents, the media, documentaries, films, music, movement, testimony and guests speakers. ​The three modes of communication (interpersonal, interpretive and presentational), in which students will demonstrate proficiency, are foundational to the AP Spanish Language and Culture course. ​From the colonial experience through independence, from institutionalized slavery to abolition, and from Europe’s influence to that of the United States, students explore the evolution of the culture of the regions in which the language is spoken. Students read authors such as Simón Bolívar, José Martí, José Antonio Saco, Eugenio María de Hostos, Julia de Burgos, Nicolás Guillén, Salomé Ureña, Julia de Burgos and Esmeralda Santiago. ​The six learning objectives/thematic approaches that students will explore are built on the three modes of communication (The College Board). In order to best facilitate the study of language and culture, the AP course is conducted entirely in Spanish.

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PERFORMING AND VISUAL ARTS Students must complete 1.25 credits of Performing and/or Visual Arts by the middle of Class VIII, with at least .75 credits completed by the end of Class VI. When choosing Performing and Visual Arts electives, please be sure to indicate a first, second and third choice, as it may not be possible to schedule all of the courses listed.

Please refer to the following tables to see what courses are open to each grade level. All courses that are asterisked have a prerequisite or require an audition/permission from the instructor. Course descriptions are listed alphabetically by division right after the tables.

Visual Arts Note: Courses with asterisks have a prerequisite (see course descriptions for details).

Minor Courses Fall

Spring

Digital Photography: Art of Seeing (V-VIII, .5 credits)

Ceramics: Hand Building (V-VIII, .5 credits)

Drawing Studio (V-VIII, .5 credits)

Ceramics: Wheel Throwing (V-VIII, .5 credits) Darkroom Photography: Art of Seeing (V-VIII, .5 credits) Painting (V-VIII, .25-credits)

Advanced Drawing and Painting* (VI-VIII, .5 credits) Advanced Portfolio Development* (VII-VIII, .25 or .5 credits) Further Explorations in Digital Photography* (VI-VIII, .5 credits)

Printmaking (V-VIII, .5 credits) Advanced Portfolio Development* (VII-VIII, .25 or .5 credits) Further Explorations in Darkroom Photography* (VI-VIII, .5 credits)

Performing Arts Note: Courses with asterisks have a prerequisite or require audition (see course descriptions for details).

Minor Courses Fall Music Production: (Girlz make Beatz) (V-VIII, .25 credits) Percussion Ensemble (V-VIII, .25 credits) Music Theory* (V-VIII, .25 credits) Chorale Sectional (V-VIII) (V-VIII, .25 credits)

Spring Piano (V-VIII, .25 credits) Advanced Rock On* (VI-VIII, .25 credits) Winsor Community Ensemble* (V-VIII, .25 credits) Chorale Sectional (V-VIII) (V-VIII, .25 credits)

Small Chorus* (VI-VIII, year long, .25 credits per semester) Acting I (V-VIII, .25 credits)

Acting II* (V-VIII, .25 credits) Theater Design (V-VIII, .25 credits)

Word & Weapons* (VI-VIII, .5 credits)

Guitar (V-VIII, .5 credits)

Performing Arts Block (No-Credit Options) Major Courses AP Studio Art* (VII-VIII) (1 credit major course) Art History (VII-VIII) (.5 credit major course)

Architecture (VII-VIII) (.5 credit major course)

PAB: Chamber Orchestra (V-VIII) * PAB: Choreography (V-VIII) PAB: Chorale (V-VIII) *

PAB: Chamber Orchestra (V-VIII) * PAB: Choreography (V-VIII) PAB: Chorale (V-VIII) * PAB: Advanced Rock On (VI-VIII) *

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Visual Arts Courses Note: All courses are .5 credit ​minor​ courses unless otherwise noted.

While the arts requirement will remain 1.25 credits, Visual Arts courses will mostly be .5-credit ​minor courses​ meeting five times per cycle. Juniors and seniors, in order to complete their requirement, may elect to take ​Advanced Portfolio Development​ as a .25 credit minor course.

Art History, Architecture and AP Studio Art can be taken by students in Class VII and VIII as one of their five ​major courses​. AP Studio Art requires the permission of the instructor. Please refer to the table below to see the full offering of semester courses.

Advanced Drawing and Painting This studio is two-fold: It is designed to teach the concepts of gesture, structure and proportion as they relate to the human figure to give students the tools they need to make decisions on how to draw the human form, and the long block of each cycle will be devoted to working from a model for this purpose; secondly, students will practice painting in oils and other media while exploring pattern, figure-ground, line, relative size, light and shade, texture and color through a wide array of subjects. Throughout the semester, students are expected to pursue the development of a personal style of expression and a command of both technical and conceptual means in drawing, painting and mixed media. Classes VI-VIII. ​Prerequisite: Drawing Studio or Painting Studio or permission of instructor. ​ (.5 credit, fall) Advanced Portfolio Development Advanced Portfolio Development is intended for advanced and motivated students who have already shown a serious commitment in art, already have familiarity with the techniques, processes and ideas that they intend to use, have taken a number of Upper School art electives and who are prepared to work intensively to prepare a portfolio and develop a body of work which could be submitted as an Art Portfolio or supplement to their college application. Classes VII-VIII. ​Prerequisite: Two semesters of full-credit art electives, or equivalent, and permission of instructor.​ (.25 or .5 credit, fall and/or spring) AP Studio Art (major course) Advanced Placement Studio Art is a full-year and full-credit course intended for advanced and motivated students who have already shown a serious commitment in art, already have familiarity with the techniques, processes and ideas that they intend to use, have taken a number of Upper School art electives and who are prepared to work intensively to prepare a portfolio to submit for the AP Studio Art Portfolio. There are three different focuses for the portfolio including: AP Studio Art Drawing, AP Studio Art 2D, and AP Studio Art 3D; ​each encompassing two different sections: Sustained Investigation and Selected Works. ​Classes VII-VIII. ​Prerequisite: 1 full credit of art electives in the discipline(s) of anticipated portfolio work or permission of instructor. ​Full year course. (1.0 credit) Architecture (major course) Students begin by studying geometry, proportion, and the deconstruction of a cube as it relates to structure and space, looking at Modernist examples, primarily of houses, for inspiration and understanding of historic precedent. Working through a series of design and sketchbook exercises, they learn to draw the standard architectural drawings including floor plans, elevations, and sections, and then proceed to a larger design with more program. The course includes the study of several architects and different types of design.

Discussions and presentations will be supplemented by case studies of at least one local building or landmark. Students learn the methodologies for exploring and representing design ideas in drawings and models and have the opportunity to investigate the relationship between space, form, structure and site. This

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class meets 5 periods per rotation. Classes VII and VIII.​ ​(.5 credit, spring) Art History (major course) In art history, students will become familiar with the methods used by art historians to interpret art objects and develop analytical and critical thinking skills. We will focus on major developments in painting, sculpture and architecture and will cover a wide chronological and thematic selection of art, from a variety of cultures from antiquity to the present, and from various places around the world, supported by our regular visits to the MFA. Using the School’s art collection as a laboratory, the class will design and mount a student-curated exhibition that will be open to the public. Upon completion of this course, students will have the tools to recognize important works of art and historical styles as well as understand historical and cultural context. This class meets 5 periods per rotation. Classes VII and VIII.​ ​(.5 credit, fall) Ceramics: Hand Building This course will focus on several different handbuilding techniques including pinch, slab, coil, and paddle.

The aesthetics of form and surface will be the principal focus throughout the course as students learn about different traditions of functional clayware from ancient to contemporary times, and focus on developing craftsmanship and their own personal expression. The main goal of the course is to develop a creative understanding of ceramic forms and processes, including the use of various tools and glazing techniques.

Assignments will incorporate these different techniques and focus on three-dimensional form, function, scale, surface texture, good craftsmanship, and glazing. Classes V-VIII. (.5 credit, spring) Ceramics: Wheel Throwing This course will focus on the development of the basic techniques and skills needed for throwing on the potter’s wheel. Students will learn to center clay, to throw cylinders, bowls, and bottles, and to trim and finish the bases of their pieces. Treatments that enhance the form and function of a thrown piece will be explored, including added handles, formed spouts, surface texture, and hand altering the overall shape. The main goal of the course is to develop a creative understanding of ceramic forms and processes, including the use of various tools and glazing techniques. Students will develop a practice that focuses on three-dimensional form, function, scale, surface texture, good craftsmanship, and glazing. Classes V-VIII. (.5 credit, spring) Darkroom Photography: The Art of Seeing In this class, students will hone their photographers' eye and sharpen their creative vision to make images with impact. Using film cameras, students will gain an understanding of camera skills, photographic principles, and an intentional image-making process. Students will also build a foundation of essential skills in the darkroom including how to load a camera with film, develop black and white film, and enlarge and develop photographs. Classes V-VIII. ​(.5 credit, spring) Digital Photography: The Art of Seeing In this class, students will hone their photographers' eye and sharpen their creative vision to make images with impact. Using digital cameras, students will gain an understanding of camera skills, photographic principles, and an intentional image-making process. Students will also build a foundation of essential skills in the digital studio including essential Photoshop techniques for photographers. Classes V-VIII. ​(.5 credit, fall) Drawing Studio Drawing Studio introduces drawing as a practice of observation, expressiveness, and experimentation in mark-making. Through innovative processes and a breadth of different materials, including both positive and negative use of texture and mark, students will explore composition, form, and the illusion of space. This

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class is for those who feel challenged by drawing and need more time and practice to develop their ability, and for those who have already acquired certain drawing skills but want to develop these further and more intensely. Many different processes and media will be introduced. Classes V-VIII. (.5 credit, fall) Further Explorations in Darkroom Photography Building on the technical and conceptual understanding learned earlier, this course is designed to challenge students to go beyond technical skills and photographic principles and focus on production and high quality output of imagery in darkroom photography. Students will continue to develop their camera skills, with assignments that are largely self-driven and increasingly more in-depth and conceptual. ​A range of tools can be used including alternative printing processes, painting with developer, and image transferring. Students will pay special attention to ways in which their technical decisions can clarify their artistic intentions.

Classes VI-VIII.​ ​Prerequisite: Introduction to Photography: The Art of Seeing ​(.5 credit, spring) Further Explorations in Digital Photography Building on the technical and conceptual understanding learned earlier, this course is designed to challenge students to go beyond technical skills and photographic principles, and focus on production and high quality output of imagery in digital photography. Students will continue to develop their camera skills, with assignments that are largely self-driven and increasingly more in-depth and conceptual. ​A range of tools can be used in the digital studio, including working with RAW files and large-scale color ink-jet printing.

Students will pay special attention to ways in which their technical decisions can clarify their artistic intentions. ​Classes VI-VIII.​ ​Prerequisite: Introduction to Photography: The Art of Seeing (​ .5 credit, fall) Painting Studio Working with a wide array of media, including pastels and paint, surfaces including paper and board, and different approaches to painting, students will explore fundamental painting techniques. This studio introduces basic principles of drawing, composition and color, and emphasizes direct painting in oil. Classes V-VIII. (.5 credit, spring) Printmaking This course is designed to give students a chance to explore several different techniques in printmaking, including additive and reductive approaches to traditional printmaking techniques and experimental, indirect image-making methods. Exposure to different processes and materials will give students experience in wiping and printing, stamping, stenciling, and the ghost imagery of overprinting, as well as a variety of off-set transfers. Assignments will be both art and design-based. Classes V-VIII. (.5 credit, spring)

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Performing Arts Courses Note: All Performing Arts courses are .25 credit minor courses unless otherwise noted.

Many Performing Arts courses will meet for two 60-minute periods, one 75-minute period, and one Arts Block per cycle for a semester (or the equivalent in homework time), and are .25 credit courses. Music Production, Piano, and the Winsor Community Ensemble will meet for two 60-minute periods, one 75-minute period, and students will have homework or individual practice to complete each cycle. Acting I, Acting II, Percussion Ensemble, and Theater Design will meet for two 60-minute periods, one 75 minute-period, and one assigned Arts Block per cycle for a semester. Chorale Sectional class and Advanced Rock On will meet for one 60-minute period, one 75-minute period, and two Arts Blocks per cycle for a semester, and are .25 credit courses. Small Chorus is a full year course that meets two 60-minute periods, one 75-minute period, and one assigned Arts Block per cycle.

Words and Weapons and Guitar are .5-credit intensive minor courses that meet for four 60-minute periods and one 75-minute period per cycle for a semester. These intensive art courses do not require an additional meeting during Arts Block.

The Performing Arts Department encourages participation in extracurricular activities but only gives graduation credit for the courses listed in this catalog.

Performing Arts: Drama Acting I Students will be introduced to the fundamental building blocks of acting: objectives, obstacles, tactics, stakes, creating a character and learning to use the voice and body effectively onstage. We will use Shurtleff’s “Audition” text and the 12 Guideposts to more deeply explore how to create specific, exciting scenes and vibrant, well-drawn characters. Students will learn audition techniques and work both individually on monologues and in pairs on selected contemporary scenes. Learning proper stage vocabulary and how to critique fellow actors’ work as well as local professional productions will also be a major part of the course. This class meets three periods periods per cycle and during one assigned Arts Block. ​Classes V-VIII. ​(.25 credit, fall).

Acting II This class is for students who would like to explore several different styles and genres of theater through the preparation and performance of a variety of scenes throughout the semester. Students will be exposed to a range of plays by major playwrights that will include comedy, drama, absurdism, farce, and contemporary realism while also incorporating script analysis, character development and multiple acting approaches. We will use Jory’s “Teaching the Actor Craft” text to explore various exercises and coaching tips for more effective performance. Learning proper stage vocabulary and how to critique fellow actors work will also be a major part of the class. This course meets three periods per cycle and during one assigned Arts Block.

Classes V-VIII. (.25 credit, spring). ​Prerequisite: Acting I Words & Weapons This class offers students the opportunity to explore the use of both hand to hand and armed combat skills in conjunction with contemporary and Classical texts, allowing for the chance to perform high stakes, emotional scenes that also involve complex physical movement. We will also explore “the actor as athlete,” the idea that an actor should be trained and ready to engage at a high physical level onstage. This same level of precision will be brought to the analysis of Shakespeare’s text creating a link between the physical and the verbal, culminating with performances of well known Shakespeare combat scenes.

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​ ​(.5 credit, fall) ​Open to Class VI-VIII, no Prerequisite required Theatre Design In this course, students will investigate the advanced aspects of technical theatre. Students will focus on learning the fundamentals of manipulating our stage mechanisms to realize current Winsor productions as well as creating their own designs. Students will learn the use of all of the theatrical equipment, learn skills related to how professional theaters are produced as well as learn how to work in a collaborative environment. The class is designed for students to get to know their theater space; work will be completed on stage in the booth as well as in the scene shop and on the catwalks. This class meets three periods per cycle and during one assigned Arts Block. Classes V-VIII. (.25 credit, spring).

Performing Arts: Music Music Theory This class will explore beginning, intermediate, and some advanced written and aural theory concepts needed to deepen one’s understanding of music analysis and enhance one’s performance. Once students learn fundamentals such as notation, clefs, key signatures, and rhythm and meter, they will then progress to more intermediate and advanced skills and topics such as ear training, melodic and rhythm dictations, and chord analysis. Students will compose, transcribe, and they will also learn how to use music notation software. Students enrolling in this class should read music fluently. This class meets three periods per cycle, and has 50 minutes of homework assigned per cycle. Classes V-VIII. (.25 credit, fall) Chorale Sectional This class will focus on the fundamentals of developing the individual singing voice, sight singing, music theory and choral singing skills. The repertoire will include individual vocal literature as well as a broad range of female choral literature in two and three parts. Repertoire selections will include folk songs, world music, spirituals, gospel, pop, a cappella, Broadway, and excerpts from choral masterworks. Each sectional class meets for two class periods and two Arts Block periods per cycle. This includes joining together with Chorale Arts Block students twice each cycle and with Small Chorus once per cycle. Performance opportunities will be scheduled throughout the school year. Classes V-VIII. (.25 credit, fall or spring).

Interested singers are asked to complete a brief audition for voice placement.

Advanced Rock On Rock On Advanced is designed for experienced instrumental and vocal musicians to hone their performance skills in a variety of styles including, but not limited to, rock, pop, indie, hip hop, jazz, and latin music. In addition to advancing their performance skills, students will deepen their understanding of reading charts, tabs, and notation in addition to practicing transposition and improvisation. Singers will practice harmonizing, mic technique, and stage presence. Instrumentalists will learn to use amplifiers, the PA mixer, and the keyboard synthesizer. ​Performance opportunities will be scheduled during the semester. ​Advanced Rock On meets two periods per cycle (one 60-minute period and one 75-minute period) and during both Arts Blocks. Class VI-VIII. (.25 credit, spring). ​Prerequisite: Guitar Intensive, Percussion Ensemble, Piano, or by audition.

Guitar Intensive Students will learn beginning and advanced guitar techniques by learning classic and contemporary songs.

They will master chord progressions, strumming, finger picking, and singing while playing. ​Artistry and expression will be encouraged as students perform informally during class. In addition, ​students will study

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music theory used in song transposition and composition, learn to read chord charts and tabs, explore alternative tunings, and play solo riffs. They will also compose their own songs. Students will play electric guitar, electric bass, and drum kit, and they will work in small bands to arrange and perform songs of their choice. Guitars are available for in-school use. A guitar at home for practicing is encouraged but not required. This class meets five periods per cycle.​ Classes V-VIII. (.5 credit, spring).

Music Production (Girlz Make Beatz) Students will use digital pianos and computer workstations to create sounds, beats, and compositions.

Learning the elements of composing, recording, and mixing, students will explore software programs including Garageband, LogicPro, Ableton, and Audacity. Some of our projects might include composing original sounds and music for the Upper School fall play, making beats to use in song covers or originals, creating multi-tracks compositions, and recording podcasts. Students will also develop important music skills by practicing melodic and rhythmic ear training exercises and learning to read music. No musical or technological experience is needed. This class meets three periods per cycle, ​and has a 50-minute homework assignment per cycle​. Classes V-VIII, Fall semester. (.25 credit, fall).

Percussion Ensemble The Percussion Ensemble utilizes a variety of instruments taught during class including xylophone, marimba, snare drum, floor tom, hand-held instruments, and electric bass. Students work individually and with the ensemble to learn their parts as they prepare for performances including the Under the Lights pep rally and the Holiday Concert. Students will develop skills in the areas of collaboration, note reading, stick technique, drum kit fundamentals, sight-reading, and composing. Techniques of sound production, practice methods, musical styles, and interpretation will be covered. An appreciation for the complexity involved in performing music at a high level will be gained. No experience is needed. This class meets three periods per cycle and during one Arts Block. Classes V-VIII. Fall semester. (.25 credit, fall).

Piano Class Students from beginning to advanced levels will develop piano playing skills and techniques. Topics covered will include playing by ear, reading scores, keyboard technique, music theory, improvisation, practice strategies, and developing artistic expression. Students will work individually at their own pace, they will receive teacher input, and they will play with their peers in class. A variety of genres will be explored including classical, jazz, pop, country, and R&B. Students will work toward an in-class performance at the end of the semester. This class meets three periods per cycle and has a 50-minute homework assignment per cycle. Classes V-VIII. (.25 credit, spring).

Small Chorus ​(full year commitment) This is a select vocal ensemble of 20-22 voices which will challenge students to learn and perform a wide and varied repertoire from a broad range of cultures, languages and traditions, including genres and music from classical to contemporary. The group has a rigorous performance schedule that includes collaborations with other schools, community service venues, and a variety of competitions and festivals. The group has performed extensively at renowned venues in the U.S. and abroad. Students need to have intermediate to advanced note reading and technical skills and will continue to develop their singing voices and choral skills.

This class meets three periods per cycle, and students will join Chorale during one Arts Block per cycle to rehearse as a combined group. Interested students are asked to complete a brief audition later in the spring.

Classes VI-VIII. (.25 credits per semester).

Winsor Community Ensemble Combine your passion for music and service in one course! The Winsor Community Ensemble is an

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auditioned group of instrumentalists who are exploring ways to use music as a means of connecting with audiences. Students will prepare concert programs at community venues throughout the Boston area that focus on themes of identity and empowerment. This class allows students to create unique music programs ranging from classical to contemporary styles. Students will strengthen their ensemble and musicianship skills, deepen their understanding of identity, and explore ways of using music and dialogue to connect with a variety of audiences. Students must complete a successful audition in the spring or receive permission from the instructor. This class meets three periods per cycle and has a 50 minute practice assignment each rotation. Classes V-VIII. (.25 credit, spring).

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Upper School Performing Arts Block Offerings Students wishing to only participate in Chorale and Chamber Orchestra during Arts Block must receive permission from the instructors. If you want to receive arts credit for your participation in an ensemble group, you should register for Chorale sectionals.

Performing Arts Block: Choreography The Dance Arts Block will support the development of work to be performed throughout the year at different events, US meetings and/or assemblies. Students split up to work on different projects based on their individual interests. Students can select to work independently, in groups, or in the instructor’s project.

Students will gather as a group two to three times a month to take part in composition or repertory workshops, to discuss and propose projects, and to share works-in-progress. Classes V-VIII. Offered Fall and Spring Semesters. (Not for credit) Performing Arts Block: Chorale Chorale meets two times per cycle during Arts Block. This choral group will sing a broad range of female choral literature in two and three parts, concentrating on developing the singing voice and basic choral skills.

Repertoire selections will include folk songs, world music, spirituals, gospel, pop, a cappella, Broadway, classical, and excerpts from choral masterworks. A variety of performance opportunities will be scheduled throughout the school year. Singers will join together twice per cycle with members of Chorale Sectional and once with Small Chorus. Interested singers are asked to complete a brief audition for voice placement and must receive permission from the instructor. Classes V-VIII. Offered Fall and Spring Semesters. (Not for credit) Performing Arts Block: Chamber Orchestra The Chamber Orchestra meets two times per cycle during Arts Block. This group is open to intermediate and advanced level instrumentalists and is an opportunity for students to develop their ensemble skills. Students will have the opportunity to play as a full ensemble and in smaller chamber groups, depending on class size and instrumentation, and they will learn music spanning from traditional classical literature to global folk music.. Musicians need to have proficient note reading and technical skills on one of the following instruments: violin, viola, cello, bass, flute, oboe, clarinet, bassoon, trumpet, trombone/euphonium, French horn, tuba, piano, or percussion. Performance opportunities will be arranged throughout the semester.

Interested instrumentalists are asked to complete a brief audition for placement and must receive permission from the instructor. Classes V-VIII. Offered Fall and Spring Semesters. (Not for credit) Performing Arts Block: Advanced Rock On Advanced Rock On meets twice per cycle during the spring Arts Block, joining the students in the Advanced Rock On elective. ​This class is designed for experienced instrumental and vocal musicians to hone their performance skills in a variety of styles including, but not limited to, rock, pop, indie, hip hop, jazz, and latin music. In addition to advancing their performance skills, students will deepen their understanding of reading charts, tabs, and notation in addition to practicing transposition and improvisation. Singers will practice harmonizing, mic technique, and stage presence. Instrumentalists will learn to use amplifiers, the PA mixer, and the keyboard synthesizer. ​Performance opportunities will be scheduled during the semester. ​ ​Spring semester only. (Not for credit) ​Prerequisite: Guitar Intensive, Percussion Ensemble, Piano, or by audition.

Upper School Performing Arts Block Offerings Students wishing to only participate in Chorale and Chamber Orchestra during Arts Block must receive

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permission from the instructors. If you want to receive arts credit for your participation in an ensemble group, you should register for Chorale sectionals.

Performing Arts Block: Choreography The Dance Arts Block will support the development of work to be performed in US Meetings. Students split up to work on different projects based on their individual interests. Students can select to work independently, in groups, or in the instructor’s project. Students will gather as a group two to three times a month to take part in composition or repertory workshops, to discuss and propose projects, and to share works-in-progress. Classes V-VIII. Offered Fall and Spring Semesters. (Not for credit) Performing Arts Block: Chorale Chorale meets two times per cycle during Arts Block. This choral group will sing a broad range of female choral literature in two and three parts, concentrating on developing the singing voice and basic choral skills.

Repertoire selections will include folk songs, world music, spirituals, gospel, pop, a cappella and excerpts from choral masterworks. A variety of performance opportunities will be scheduled throughout the school year. Singers will join together twice per cycle with members of Chorale Sectional and once with Small Chorus. Interested singers are asked to complete a brief audition for voice placement and must receive permission from the instructor. Classes V-VIII. Offered Fall and Spring Semesters. (Not for credit) Performing Arts Block: Chamber Orchestra The Chamber Orchestra meets two times per cycle during Arts Block. This group is open to intermediate and advanced level instrumentalists and is an opportunity for students to develop their ensemble skills. Students will have the opportunity to play as a full ensemble and in smaller chamber groups, depending on class size and instrumentation, and they will learn music spanning from traditional classical literature to global folk music.. Musicians need to have proficient note reading and technical skills on one of the following instruments: violin, viola, cello, bass, flute, oboe, clarinet, bassoon, trumpet, trombone/euphonium, French horn, tuba, piano, or percussion. Performance opportunities will be arranged throughout the semester.

Interested instrumentalists are asked to complete a brief audition for placement and must receive permission from the instructor. Classes V-VIII. Offered Fall and Spring Semesters. (Not for credit) Performing Arts Block: PAAW: Play Almost Anything Workshop (formerly called Upper School Rock Band) PAAW Arts Block meets twice per cycle during the spring Arts Block, joining the students in the PAAW elective. Participation is by audition to experienced musicians who sing and/or play guitar, bass, drums, piano, percussion, saxophone, violin, or other solo instruments. A variety of styles will be performed and an appreciation for the complexity involved in performing music at a high level will be gained. Students will work towards several performances during the semester. Auditions will be held in early January. Classes VI-VIII or with permission from the teacher. Spring semester only. (Not for credit)

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PHYSICAL EDUCATION Class V, VI, VII Students must complete two semesters of physical activity ​each year in Classes V-VII,​ which may include: fitness workouts, an elective offering, an independent project or participation on one, two or three sports teams.

Students who participate on a fall team must complete fitness workouts or the equivalent for the remainder of the year. Students who participate on winter or spring teams must complete fitness workouts or the equivalent from the beginning of the year to the start of the season for their sport and during the weeks between sports seasons.

Class VIII Students must complete their PE requirement ​first semester​, which may include: fitness workouts, an elective offering, an independent project or a fall or winter sport.

Students who participate on a fall team must complete fitness workouts or the equivalent for the remainder of the semester. Students who participate on a winter team must complete fitness workouts or the equivalent from the beginning of the semester to the start of the winter sports season. Participation on spring sports teams is encouraged but does not fulfill the PE requirement for seniors.

Teams by Season

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Fall

Winter

Spring

Crew Cross Country Field Hockey Soccer Volleyball

Basketball Ice Hockey Squash Swim

Crew Lacrosse Sailing Softball Tennis Track

HEALTH AND WELLNESS Class V, VI and VII Students must take a one-semester Health and Wellness course each year in Classes V-VII. Class V Connections Ninth grade is a year of transition and increased autonomy. Students develop deep insights into their own values and beliefs and ask critical questions about gender, relationships and human sexuality. This class integrates scientific knowledge of the body and wellness with an exploration of social constructions of gender, sexuality, and identity. Students reflect on their own, their families’, and their culture’s social-emotional values, wants, and needs. Class methods include parent and family surveys, films, class discussions, and written narratives.

Class VI Healthy Decisions Tenth grade is a year of increased independence and preparation as students move into the next phase of their high school years. This class focuses on the emerging freedom and responsibility students have at this age, and helps them address issues that impact their decision-making. The class also provides a wide range of opportunities to learn about themselves and their values and to apply their knowledge to real life experiences.

There is also a substantial unit of study on the media and cultural messaging around gender, sexuality, and consumerism. We use a variety of methodologies for teaching and experiential learning including class discussion, small group work, films, and mini research assignments.

Class VII Women’s Health Issues The eleventh grade marks a time of increased independence and the beginning of the transition from high school to college. As co-creators of this course, students will have the unique opportunity to address the questions they have about themselves, others, and the world. Using films, written narratives, the insights of guest speakers, and student-led classes, students will examine the way they influence and are influenced by the world in which they live.

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THE WINSOR INDEPENDENT LEARNING EXPERIENCE A graduation requirement introduced in 2008, the Independent Learning Experience (ILE) gives Winsor seniors an opportunity to pursue a specific interest independently. Students design their own projects, guided by a faculty seminar leader and a mentor/supervisor in an area of interest. Winsor students engage in the ILE during the final month of their senior year.

The ILE encourages seniors to explore their passions by pursuing projects of their choosing. Students can complete an off-campus internship, conduct research, engage in the arts or serve in the community, among other things. Perhaps most importantly, the ILE seeks to give students a chance to rely on their own self-discipline and motivation to accomplish their objectives, which include a culminating final product.

Each project also includes repeated opportunities for reflection. The ILE culminates in presentations to their peers and the greater school community. The freedom of these projects helps to prepare seniors for the transition from secondary school to college.

ILE Seminar This course is designed to help students prepare for their ILE. Students in groups of 10-15 work with a seminar instructor on conceiving of and planning a project to be executed in May. While the ILE seminars meet for 2x60 and 1x75 minute periods per cycle, additional meetings during that block may be needed from time to time. The ILE seminar is a pass/fail course, and students, with guidance from their ILE advisors, will write their own mid-semester comments and complete a self-evaluation of their learning habits.

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APPENDIX: PASS/FAIL OPTION and 6TH COURSE PETITION PROCESS Pass/Fail Grading Option Anyone in Classes VI-VIII may take a course pass/fail under the following circumstances and according to the following guidelines: ● The course is a ​non-required ​fifth or sixth course. ● With permission of the department head, the Director of Studies, and the student’s parents.

The P/F grading option must be elected by one week after midterm in a semester course, or one-week after midterm in the first semester of a year-long course. Once a student’s request to take a course pass/fail has been approved, the decision may not be reversed.

Sixth Course Option Sixth Full-Credit Course Although the normal course load consists of five major courses, one minor course and health, under certain circumstances a student may take six. The following guidelines and process apply: ● Class V students may not take 6 full-credit major academic courses. ● Class VI students may petition to begin a second language as a 6th major course, but the course must be Level 1 or 2 and must be taken Pass/Fail. ● Class VII and VIII students may petition to take any elective open to them as a 6th major course.

The option should be determined on an individual basis.

Additional Minor Course It is typical for students to take five major courses and one minor course each semester, plus health. Students in Class VI-VIII may petition to take an additional minor course according to the same guidelines as listed in the bullet points above.

Petition Process All students requesting a 6th course should submit a typed proposal to the Director of Studies, along with their course selection sheets, explaining the reasons for wanting to take the extra course and outlining their other commitments, both at Winsor and outside of school. They must include an explanation of how the extra preparation will be managed. All students should speak with their advisor and the department head before submitting a proposal. Proposals should include: ● ● ● ● ●

Student’s name and grade level The title of the course An explanation of the student’s reason for wanting to take the extra course An outline of all major commitments (Winsor and outside of school) An explanation of how the extra preparation will be managed (3-4 hours per week of additional class time and approximately 2-2.5 hours per week of additional homework for a major course) ● Signature of the student’s parent or guardian and a short note indicating support for the proposal (handwritten on proposal is fine).

A parent/guardian should sign the proposal or send an email to the Director of Studies indicating support for the request.

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Please note that late petitions will not be considered under any circumstances.

The proposal will be discussed and acted upon by a group comprised of the following people: Director of Studies, division head, department head, dean and advisor. Other faculty who are affected will be informed and consulted. Approval will be based on previous academic performance as well as an assessment of the merits of the proposal.

The student’s advisor will oversee an ongoing evaluation of the student’s performance. If the student has problems with the workload, the advisor will inform the class dean; both the student and their parents will be asked to participate in working out a solution.

The sixth course will be given for credit (either graded or Pass/Fail) and will be reported on the transcript unless it is dropped before one week after midterm grades are due.

Proposals to take a sixth course should be made and approved when selecting courses in the spring. All rules and dates for dropping a course apply to dropping the sixth course. The master schedule will not be planned around a student’s taking six courses. The school will not guarantee that a sixth course taken one year can be followed by an opportunity to continue studying that subject in subsequent years. A student signing up for six courses will indicate on the sign-up sheet which is the sixth course.

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