Academic Course of Study Guide

WOODBERRY FOREST SCHOOL COURSE OF STUDY GUIDE 2011-2012

CONTENTS MISSION OF THE SCHOOL

3

ACADEMIC CALENDAR

4

WEEKLY CALENDAR

5-6

DAILY SCHEDULE

6

GRADUATION REQUIREMENTS

7

STANDARD COURSE OF STUDY BY FORM

8

ACADEMIC INFORMATION (GRADING, EXAM POLICIES, STUDY HALL, ETC)

9-10

COURSE DESCRIPTIONS BY DEPARTMENT ENGLISH

11

FINE ARTS

15

FOREIGN LANGUAGE

26

HISTORY

38

INDIVIDUAL INSTRUCTION/SAT PREP

46

MATHEMATICS

43

RELIGION

51

SCIENCE

53

STUDY ABROAD

59

FACULTY

60

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2

MISSION At Woodberry Forest School, our mission is to develop in our students, under Christian principles, a high sense of honor and moral integrity, a deep respect for sound scholarship, a full acceptance of responsibility, a love of excellence, and a desire to be of service to others. We aim to help our students become leaders of and active contributors to society. We also intend to prepare them to enter the best colleges and universities consistent with their potential.

At Woodberry, we are committed to ensuring our students' growth. We provide them a broad range of experiences to balance their academic, artistic, physical, and spiritual development. By offering students well-conceived challenges--together with support and encouragement--we instill in them self-confidence and a desire to achieve excellence throughout their lives. Woodberry is committed to helping boys acquire the strong values and capacity to reason that enable them to deal effectively with important intellectual, ethical, and social problems and to lead rewarding private lives. Our faculty is more concerned with teaching students how to think than what to think.

The Woodberry community fosters an atmosphere of civility and cooperation, urging its members to treat one another with the respect and consideration they hope to receive in return. Underpinning this effort is our honor system, which we view not as a rigid code, but as a way of life fundamental to the decency of our community. At Woodberry Forest, we seek to maintain a secure and healthy environment for our students, so that every one of them will come to think of the school as a second home.

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3

WOODBERRY FOREST 2011-2012 ACADEMIC CALENDAR AUGUST 2011 Sunday Wednesday Thursday Tuesday Wednesday SEPTEMBER Thurs – Friday Saturday Sunday Tuesday Saturday Wednesday Thu/Friday OCTOBER Fri/Saturday Saturday Thursday Friday Sat/ Tuesday Wednesday Fri/Saturday Saturday Monday Wednesday Monday Saturday Saturday NOVEMBER Saturday Thurs-Saturday Wednesday Thursday Thursday Friday Saturday Sunday Monday Tuesday Monday Monday Wednesday DECEMBER Friday Saturday Saturday Friday JANUARY 2012 Tuesday Saturday Wednesday Sunday Monday Wednesday Friday Friday Saturday Tuesday FEBRUARY Thurs-Saturday Saturday Fri /Sunday Saturday Sunday Monday

21 24 25 30 31 1-2 3 4 6 10 28 29-30 30-1 1 6 7 8-11 12 14-15 15 17 19 21 22 29 5 10-12 16 17 17 18 19 20 21 22 28 28 30 2 3 10 16 3 14 18 22 23 25 27 27 28 31 9-11 11 24-26 25 26 27

Invited candidates for varsity football arrive Invited candidates for varsity soccer arrive Invited candidates for varsity cross country arrive New Faculty orientation Opening Faculty Meetings begin Opening Faculty Meetings continue Old Boys arrive by 4:00 p.m.

New students arrive by noon; opening chapel service First day of classes ACT Last day to drop/add classes Advisory Council Fifth and Sixth Form Parents Weekend SAT and SAT Subject tests (Sixth Form) Friday schedule (C, A, A lab, B, G, F) Thursday schedule (B, C, C lab, D, E, E lab, F, G, A) Fourth form Expedition departs End of 1st marking period Third and Fourth Form Parents Weekend PSAT Grades/comments due by noon Faculty meeting at 7:00 pm Advisor comments due by noon ACT Grandparents Day SAT and SAT Subject Tests (Sixth form) Fall meeting of the Board of Trustees End of Fall Trimester/Review Day Morning quiet study, faculty present Exams: Math (afternoon exam) Exams: English, Fine Arts/Religion Exams: Foreign Language, Conflicts no exams, study day Exams: Science, History Students depart for Thanksgiving break at 6:00 am Students return by 6:00 pm Trimester grades/comments due by noon Faculty meeting at 7:00 pm Advisor comments due by noon SAT and SAT Subject tests ACT Students depart for Christmas Break at 6:00 am Students return by 6:00 pm Winter Semi-formal End of 3rd marking period no chapel, no seated meal Grades/comments due by noon Faculty meeting at 7:00 pm Advisor comments due by noon Students depart for Long winter weekend at 9:30 am SAT and SAT Subject tests (Fifth Form) Long winter weekend ends at 6:00 pm Winter meeting of the Board of Trustees ACT Closed Weekend End of Winter Trimester/Review Day Exams: Consultation Day Exams: Science (morning exam)

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4

Tuesday Wednesday Thursday Friday Tuesday Monday Wednesday Fri-Saturday Saturday Friday Fri / Saturday Tuesday Wednesday Friday Saturday Fri - Saturday Saturday Monday Fri-Saturday Fri – Sunday Friday Friday Saturday Monday Tuesday Wednesday Thursday Friday Friday Saturday Sunday Monday Tuesday

MARCH

APRIL

MAY

JUNE

28 29 1 2 6 19 21 20-21 14 20 20-21 24 25 27 28 4-5 5 7 11-12 25-27 25 25 26 28 29 30 31 1 1 2 3 4 5

Exams: History, Fine Arts/Religion Exams: Math, Conflicts Exams: English, Foreign Language Students depart for Spring Break at 6:00 am Grades/comments due by noon Students return by 6:00 pm Faculty meeting 7:00 pm (no advisor comments) Invite Back Weekend ACT End of 5th Marking period Reunion weekend Grades/comments due by noon Faculty meeting at 7:00 pm Advisor comments due by noon Formal weekend Advisory Council SAT and SAT Subject tests (Fifth form) AP exam period begins Spring meeting of the Board of Trustees Closed weekend End of Spring trimester/Review day Amici Night Graduation Exams: Consultation day Exams: English, Fine Arts/Religion Exams: Foreign Language, Conflicts Exams: Science, History Exams: Math Students depart at 10:15 am SAT and SAT Subject tests Final grades/comments due by noon End of year Faculty meeting 8:30 am Final advisor comments due by 3:00 pm

WEEKLY CALENDAR MONDAY, WEDNESDAY, THURSDAY 8:00 – 3:15 11:45 – 1:00 3:40 – 5:45 6:15 7:45 – 8:45 8:45 – 9:00 9:00 – 10:00 10:30

7:15 – 7:50 Buffet breakfast Academic Schedule Buffet lunch Athletics / afternoon activities Seated meal First half of study hall break Second half of study hall On dorm time

TUESDAY

7:15 – 7:50 8:00 – 3:15 11:45 – 1:00 2:00 – 5:45 5:45 – 7:00 7:45 – 8:45 8:45 – 9:00 9:00 – 10:00 10:30

Buffet breakfast Academic Schedule Buffet lunch Athletics / afternoon activities Buffet meal First half of study hall break Second half of study hall On dorm time

FRIDAY

7:15 – 7:50 8:00 – 3:15 11:45 – 1:00

Buffet breakfast Academic Schedule Buffet lunch

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5

SATURDAY

SUNDAY

2:00 – 5:45 5:45 – 7:00 7:45 – 9:15 8:45 – 9:00 10:45

Athletics / afternoon activities Buffet meal Study hall (no break) break On dorm time

7:15 – 7:50 8:00 – 11:00 11:00 – 1:00 1:00 – 5:45 11:00

Buffet breakfast Academic Schedule Buffet lunch Athletics / afternoon activities Evening free for trips/entertainment On dorm all students

10:30 – 12:30 6:15 7:00 7:45 – 8:45 8:45 – 9:00 9:00 – 10:00 10:30

Brunch Seated meal with Advisors Chapel service First half of study hall break Second half of study hall On dorm time

DAILY SCHEDULE Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

1

8:00

E

F

A

B

C

D

2

8:45

F

G

B

C

A

E

3

9:30

F LAB

G LAB

B LAB

C LAB

A LAB

A

4

10:15

G

E

C

D

B

B

5

11:00

A

D

D

E

G

6

11:45

MEETING

C

D LAB

E LAB

F

12:30 – 1:00 7

1:00

B

E

F

8

1:45

C

F

G

9

2:30

D

G

A

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6

GRADUATION REQUIREMENTS Entering Third Formers must complete at least 20 credits, including: English Mathematics Science History Foreign language Fine Arts courses Religion

4 credits 2-4 credits 3 credits 3 credits 1-3 credits 1 credit

English 300 through 600 Including geometry, Algebra 2, and one course beyond Algebra 2 Conceptual Physics, chemistry, biology Ancient and Medieval, Modern European and US History completion of the third level of one language Intro to arts trimester courses, or ensembles or other Fine Arts

1/3 credit

Biblical survey

Entering Fourth Formers must complete at least 15 credits, including: English Mathematics Science Foreign language History Fine Arts courses Religion

3 credits 1-3 credits 2-3 credits 1-3 credits 2 credits 1 credit

English 400 through 600 Including geometry, Algebra 2, and one course beyond Algebra 2 Completion of chemistry, biology and physics Completion of the third level of one language Modern European and US History Intro to arts trimester courses, or ensembles or other Fine Arts

1/3 credit

Biblical survey or another religion course offered

Entering Fifth Formers must complete at least 10 credits including English Mathematics Foreign language

2 credits 1-2 credits 1-2 credits

History Science Fine Arts courses Religion

1-2 credits 1-2 credits 2/3 credit

English 500 through English 600 Including Algebra 2, and one course past Algebra 2 Completion of the third level of one language or 2 courses in the same language Including a course in US History Completion of Chemistry, biology, and physics Intro to arts trimester courses, or ensembles or other Fine Arts

1/3 credit

Biblical survey or another religion course offered

A student who finishes the year with an unsatisfactory grade in a course may be required to attend summer school or to repeat the course the next year. Because of the sequential nature of mathematics and foreign language study, a student who receives a less than a C- in those courses will be required either to do summer work or to repeat the course before they can move on to the next course in sequence.

At the end of the winter term, a student whose academic progress is less than satisfactory will have his re-enrollment contract withheld. Parents and the student will be notified of this by a letter from the Academic Dean. This withhold is always reviewed at the final faculty meeting, and if the boy’s performance has improved appropriately the re-enrollment contract will be released at that time.

If a student’s academic performance is unsatisfactory at the end of the school year, that student may be denied re-enrollment regardless of whether or not the contract had been initially withheld after the winter trimester.

Any student desiring to take—or required to take—a course for credit during the summer must have the course approved beforehand by the academic dean and the relevant department chair. The student should expect to present the department chair with a syllabus and course description. The department chair will make the final decision on the course’s validity.

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7

STANDARD COURSE OF STUDY BY FORM

All students must be enrolled in at least five classes per trimester

THIRD FORM English Mathematics Science History Foreign Language Fine Arts

English 300 or 300 Honors By placement test, usually Algebra 1 or Geometry Conceptual Physics and Ancient and Medieval History and/or Level one or the level indicated by the placement test and/or Introduction to the Arts, or Ensemble or Choir

FOURTH FORM English Mathematics Science History Foreign Language Fine Arts

English 400 or English 400W or English 400 Honors Geometry or Honors Geometry or Algebra 2 or Honors Algebra 2 or Honors Introduction to Calculus Chemistry or Honors Chemistry or AP Chemistry Modern European History Level one or the level indicated by the placement test or promotion and/or Introduction to Arts, or Ensemble or Choir or Dozen or other Fine Arts elective

Religion

Biblical survey (1 trimester course)

and/or

FIFTH FORM English

English 500 or English 500W or English Honors Literature or English Honors Language, English 500 Honors Algebra 2 or Pre-Calculus or AB Calculus or BC Calculus Honors Introduction to Calculus, or Seminar in Advanced Math Biology or Physics or AP Biology or AP Physics B US History or Honors US History Next course in sequence up to third level, or advanced level course and/or Choir, Dozen, Ensemble, Intro or Intermediate courses in Fine Arts Fine Arts electives, Advanced Acting and Directing and/or Biblical survey (1 trimester course)

Mathematics Science History Foreign Language Fine Arts Religion SIXTH FORM English Mathematics Science

English 600 or English 600 Language or English 600 Literature Pre-Calculus or Calculus or FST or AB Calculus or BC Calculus, or AP Statistics Physics or AP Physics B or Research Physics or Geology or AP Biology or AP Environmental Science, or Anatomy and Physiology AP Government and Politics, AP Economics, Trimester Electives Honors Constitutional Law, AP Psychology and/or Next course in sequence up to third level, or an advanced course and/or Choir, Dozen, Ensemble, Intro or Intermediate courses in Fine Arts Advanced Acting and Directing, AP Art History, AP Studio Art and/or Biblical survey (1 trimester course)

History Foreign Language Fine Arts Religion

GRADING SYSTEM: A AB+ B BC+ C CD+ D NC INC W/P

4.0 3.7 3.4 3.0 2.7 2.4 2.0 1.7 1.4 1.0 0.0

Excellent Excellent Good Good Good Satisfactory Satisfactory Satisfactory Marginally passing Marginally passing No credit Incomplete Withdrawn passing

93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 60-66 Below 60

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8

W/F NE NG

Withdrawn failing No exam No grade

ACADEMIC HONORS Students receive a weight point of .5 for each Honors or AP course taken. Grades are not changed on either a report card or transcript, but the weighted GPA is included on all reports.

Students earn academic honors each trimester with weighted GPA’s as follows: Honors 3.4 and above High Honors 3.7 and above Walker Scholar 4.0 and above Students with year-end averages of 3.4 and above earn special Academic Honors seals on their transcripts.

Membership in the national Cum Laude Society recognizes academic excellence and personal character, and Woodberry Forest has been a member in the Society since 1952. The School may induct a maximum of 20% of the graduating class each year, with up to one-half of that number selected in the spring of their fifth-form year. Membership is determined by calculation of a student’s grade-point average for the last five trimesters completed at Woodberry Forest. For example, membership for sixth formers is determined by the grade-point average from the three trimesters of their junior year and the first two trimesters of their senior year. Likewise for fifth formers, the grade-point average is calculated from the three trimesters of the fourth form and the first two of the fifth.

The class valedictorian, the top student of the graduating class, delivers the only speech at the School’s graduation ceremony. The boy so designated is selected after evaluating his entire body of work, while focusing more strongly on the three trimesters of the fifth form and the first two of the sixth.

Only classes taken at Woodberry Forest are included on the Woodberry Forest transcript, and only Woodberry courses are used to determine academic standing and honors. The Registrar and the Office of College Counseling will include all other transcripts, along with the transcript of any courses taken during the summer, as a part of the application packet sent to colleges.

GRADES OF D AND NC

In non-sequential courses, students who earn a D will be promoted without any further obligations. In sequential courses, a student who earns less than a C- will generally be required to complete additional work (summer school, or being tutored and having a successful re-exam) before promotion to the next level in the sequence.

Underformers who finish a class with the grade of NC have three options: 1. Repeat the course in its entirety 2. Attend an approved summer school course.

3. Be tutored in preparation for a re-exam After consulting with the department chair, the Dean of Academic Affairs will notify the student’s parents as to which option will be required. If an underformer earns an NC in a trimester course, the grade is recorded on the transcript.

If a senior earns an NC in a course, he will not graduate. Summer work will need to be completed to ensure credit and to complete graduation requirements.

EXAMINATION POLICIES • • •

Every year-long course shall have an examination three times a year. Only the Headmaster can make exceptions Departments determine the weight of the trimester exam and that weight may vary from 20% to 33% for fall and winter exams. The spring exam in year-long courses may count as much as 25% of the final grade.

There are no final exams for sixth formers. All underclassmen will have final exams in each course, including AP courses.

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9

DROP-ADD POLICY Add: Students may add a course only in the first three weeks in which is meets. After this point, only the Dean of Academic Affairs, the Department Chair, or the instructor of the class in question can initiate adding a course to a student’s schedule.

Drop: Students may drop a course only in the first three weeks in which it meets AND after obtaining permission from their adviser, and the instructor involved. After this point, only the Dean of Academic Affairs, the Department Chair, or the instructor of a course can initiate a student’s dropping a course.

Change of levels: Students may change the level of a course (regular to Honors, Honors to regular, level 1 to level 2, etc.) after consulting with the teacher, the Department Chair, the advisor, and the Dean of Academic Affairs. Seniors must also have the approval of their College Counselor.

Courses dropped in the first half of the trimester will not be recorded on transcripts. Courses dropped in the second half will receive grades of W/F or W/P on the transcript.

EVENING STUDY HALL AND 5:20 STUDY HALL

Evening study hall: The two hour study hall period at Woodberry Forest is among the most important times of the day. Students do not receive phone calls, text messages, or use the social networks of the internet. The dorms are monitored by a faculty duty team, and all students are expected to be actively engaged in academic work. Study hall meets from 7:45 until 10:00 with a 15 minute break from 8:45 until 9:00 from Sunday through Thursday nights. Friday night’s study hall runs without a break from 7:45 until 9:15. There is a proctored study hall which meets from Monday through Friday in Edwards Lecture Hall for students who need extra attention.

5:20: If a student comes to class unprepared, either because he has not had time to complete the assignment or he has simply not done the assigned work, a teacher may assign him to 5:20 study hall, which meets from 5:20 to 6:05 on Monday, Wednesday, and Thursday afternoon. This time period is an opportunity for the student to complete work, and not to be seen as a punishment for poor planning. Students cannot put themselves in 5:20. If they find that they need extra time to complete assigned work, they should speak with their afternoon activity supervisor or coach about being excused early.

ASSIGNING TESTS AND TESTING DAYS Students do not have to take more than two assigned tests or major papers/lab reports in any one academic day. The student may select which of his previously assigned tests he will take and which he will need to re-schedule. He should take the test(s) that he chooses to postpone in the earliest possible slot available which will allow him reasonable preparation time. This should be arrived at through discussion with his teacher.

There are some extra details to be considered within this model: --teachers must/should provide each student with an easily accessible assignment sheet which indicates both daily assignments and scheduled tests. For third and fourth formers, the best means of doing this is to print out and hand out a paper copy of the assignment sheet.

--Monday is reserved for English. All tests and papers that the English department gives are scheduled for Mondays and no other department may assign a major paper or test for that day of the week.

--students should inform their teachers of the need to re-schedule their tests in a timely manner, usually 24 hours or more before the test is administered.

--it is the student's choice as to which test he will take and which he will choose to postpone. The order in which tests are announced does not create the order in which students must take the tests.

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ENGLISH The Woodberry Forest English Department offers what it proudly and paradoxically calls a progressively traditional curriculum. In order to prepare students for the expectations of college, every English class teaches critical reading and effective writing. From the beginning students learn to organize their thoughts coherently and to express their ideas in clear, precise prose, and then they begin to experiment with style, voice, figures of speech, and wit. Their reading assignments, ranging from Shakespeare and his contemporaries to the most recent memoirs, essays, and poetry, reinforce the principles of good writing and reveal minds that have defined our own and other cultures. But we also use clippings from the daily newspaper, current magazine articles, films, letters, speeches, websites, and advertisements to engage, instruct, inspire, and sometimes provoke our students. Hence our label of “progressively traditional”: while we demand that our students encounter familiar canonical writers from the past, write in standard English, and master the principles of English grammar, we also employ noncanonical texts, visual arts, and modern media to jumpstart our students’ thinking. The complementary processes of reading and writing constitute the foundation of what the English Department teaches, and everything else—grammar, vocabulary, test-taking skills, research—must contribute to the primary goal of producing nuanced, thoughtful, canny readers and confident, controlled writers.

In the Third and Fourth Forms, classes cover standard English grammar, formal and informal essay writing, and readings from different centuries in five genres: essay, poetry, drama, novel, and memoir.

The students in the Fifth and Sixth forms write in longer, more sophisticated forms and study American, British, and world literature in depth.

The study of literature is skill-based, rather than content based. The English Department asks its students to learn how to read actively, how to decode a complex text, how to respond to voices from earlier centuries, and how to respond to works in any genre of nonfiction or fiction.

The study of writing progresses from basic work in the paragraph to personal narrative to more formal analytical writing. In the 4th Form students take a Timed Writing Exam in December to evaluate their ability to write a personal narrative and again in April to demonstrate their ability to draw upon reading, personal experience, or historical examples to support a sustained argument. In the fall of the 5th Form students begin to work with analysis of language and form. In brief, the spring of the 4th Form year focuses on the kind of essay required on the SAT II, and the fall of the 5th Form year focuses on the kind of essay found on the A.P. English exam.

English 300 Current Course Description English 300 for incoming third formers emphasizes skill development in reading, grammar, vocabulary, literary analysis, and composition. Weekly writing assignments focus on description and personal narrative in the first two trimesters and shift to analytical assignments in the third trimester. An honors section is available for advanced students.

General Course Objectives 1. To introduce students to the techniques and lexicon of critical reading, as well as to guide their discussions of the relevance of literature to their lives, their discussions of community, and why it matters, to give them practice in effective oral reading, practice in reading between the lines, to encourage their growth as readers towards fluency and engagement, and to guide them as they learn to read for plot. Furthermore, to encourage the life-long pleasure to be found in reading.

2. To guide students towards becoming confident and competent writers through giving them an understanding that writing is a form of thinking and learning, as well as a process that requires prewriting and rewriting.

3. To develop oral skills through the recitation of poems or excerpts, the leading of a class discussion on a literary work, and the giving of oral book reports.

4. To build and strengthen the student’s vocabulary through weekly quizzes, study of Greek and Latin roots, the study of words in context, and the examination of vocabulary within the texts chosen reading and study.

5. To strengthen (perhaps in many cases, to introduce) the student’s understanding of grammar and usage, including the parts of speech, correct punctuation, recognition of run-ons and fragments, correct agreement, understanding of case, and capitalization.

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6. To teach proper study skills associated with the English class, including organization and maintenance of a notebook, note taking skills, highlighting and annotating a text, and appropriate library skills.

Skills Taught 1. Writing, especially descriptive and personal narrative.

2. Effective use of language—diction and grammar.

3. Active and analytical reading skills.

4. Creative, critical thinking and expression.

5. Organization and study skills.

Methods of Evaluation 1. Weekly paragraph or multi-paragraph essays 2. Weekly vocabulary and grammar quizzes 3. Occasional reading quizzes 4. Notebook checks 5. Classroom discussions 6. Summary review tests as needed and trimester examinations English 400 Current Course Description English 400 for fourth formers focuses on the continued mastery of grammar while it broadens the student’s understanding of literature. Students read representative works in five genres: drama, poetry, memoir, short story, and novel. A timed writing exam, administered twice a year, measures each student’s progress in writing both personal and argumentative essays.

English 400 is distinguished by its focus on literary genres, on the terms useful for understanding literature, and on the close attention to the personal essay.

General Course Objectives 1. Students learn to write effectively, especially personal narratives and essays, and to write effectively under time constraints.

2. Students build their vocabularies.

3. Students develop a greater appreciation and understanding of literature.

4. Students become effective proofreaders through review and application of their knowledge of English grammar.

5. Students become effective critical thinkers through classroom discussions and analysis of current events and literary works.

Skills Taught 1. Writing, especially narrative and analytical. Students take a Timed Writing Exam (TWE) twice a year, each test graded blindly by two members of the English Department other than the student’s current English teacher. The December TWE focuses on personal narrative; the April TWE asks for an essay similar to those found on the SAT, in which a student has to respond to a prompt, present an argument, and defend a position using references to literature, history, or current events.

Specific writing skills elaborate on those covered in the 3rd Form.

2. Literary analysis that builds upon and elaborates on that covered in the 3rd Form. In addition, students practice the close reading of a text for tone, nuance, implication, effect on reader.

3. Critical reasoning and expression.

4. Study skills — organization, use of time.

5. Effective use of language, including proper diction and grammar, in writing and speaking.

Methods of Evaluation: Weekly essays, due on Mondays, that are usually evaluated with the teacher in a 15-minute writing conference.

Weekly vocabulary and grammar review tests at the end of the week.

Classroom discussions.

Periodic review of students’ English 400 notebooks, including journal.

Summary review tests as needed and trimester exam.

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English 500 General Course Description In English 500, all sections concentrate on American literature while expanding the student's understanding of what makes American literature unique. The student reads drama, poetry, short stories, novels, and memoirs as well as supplemental readings selected and directed by the teacher.

Writing skills are emphasized and developed and continue techniques and skills learned in earlier forms.

General Course Objectives Fifth Formers review and build on what they have covered as 4th Formers. Fifth Form writing assignments include document-based questions and close analysis of texts in essays comparable to those found on the Advanced Placement English Language and English Literature exams. They also experiment with writing in various forms, including prose fiction and poetry, extended personal essays, brief personal statements appropriate for college applications, and formal arguments and analyses.

The 5th Form student becomes more proficient in proofreading and editing his work, aided by his grammar review.

Skills Taught Reading works critically for recognizing genre, rhetorical purpose, historical context, strategies employed by the writer, point of view, tone, narrative structure, connotation and denotation of language, levels of diction, figures of speech, tone shifts, irony, allusion, and validity of supporting evidence.

Writing essays that reflect the rhetorical techniques of offering a claim plus supporting reasons; of engaging in an imaginary conversation modeled on what “they say” versus what “I say”; of creating an appealing persona or voice on the page. Students in English 500 must learn how to integrate quotations effectively and properly into their essays, how to document sources properly, how to write an argument based on a set of documents, how to read a poem or prose passage for implicit and explicit meaning and attitude, how to navigate the diction and syntax of works written before the modern day.

Oral presentations(reading a poem aloud, either in class or in consultation, reading a prose passage, performing a part in a play, etc.)are highly encouraged.

Methods of Evaluation Weekly essays that are reviewed in conference with the student; each student is to have a writing conference at least once a marking period with the teacher, and more often if necessary. The student learns to construct significant and interesting openings and to properly integrate quotations into essays.

Weekly vocabulary quizzes and SAT format exercises to familiarize the student with such items.

Grammar is reviewed as needed, most frequently on such topics as pronoun-antecedent agreement, subject-verb agreement, avoidance of verb tense shifts, avoidance of dangling and misplaced modifiers, the proper use of parallelism, proper punctuation, etc.

Summary review tests as needed and trimester exam.

The student's essay/test folder in the regular sections is to be passed to the next teacher in the rotation.

English 600 General Course Description English 600 prepares students who wish to take an Advanced Placement exam to do so, though the course is much more concerned with providing a satisfying and challenging culmination to the study of English in high school. Students who complete the course should be prepared for any reading and writing assignment that they will face as college freshmen and should feel confident of their preparation regardless of where they enroll. Because most of the students enrolled in English 600 Honors have already taken an Advanced Placement exam in English, the course looks beyond the preparation for A. P. exams to consider preparation for college English and lifetime success with reading and writing.

Students choose from a set of year-long electives. The course offerings for the 2011-2012 school year include Unlikely Heroes and Heroines, Fact and Fiction, Mythology and Literature, and World Visions: Reading with a Writer’s Eye. The 6th Form curriculum builds on and amplifies the topics covered in earlier grades. Any 6th Former, whether in a regular or an Honors section of English, may elect to take an A.P. English exam.

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General Course Objectives 1. To establish reading competency in any genre of English literature for the past 500 years.

2. To establish familiarity with typical rhetorical strategies and devices.

3. To build a student’s vocabulary.

4. To connect the study of fiction and nonfiction with current events through the reading of periodicals and newspapers 5. To distinguish between reliable and unreliable websites Skills taught: 1. Critical, close reading for tone, nuance, irony, subtlety.

2. Extensive control of writing skills, from the personal to the formal; from memoir to personal essay to extended argument to journal writing, letter writing and blog writing.

3. Creative writing in sophisticated forms and voice 4. Lengthy analysis of an entire work 5. Considering the validity of an argument with which a student may personally disagree.

6. Developing an ear for dishonest discourse, for language that attempts to obfuscate more than it reveals.

Methods of Evaluation: 1. Weekly essays.

2. More informal writing assignments, such as journal entries and in-class assignments.

3. Reading quizzes and tests.

4. Student presentations.

5. A trimester examination.

Creative Writing Current Course Description The creative writing course is offered periodically as an elective course. A student may not take creative writing in lieu of one of the numbered English courses, but the course may be taken more than one time.

General Course Objectives To introduce students to a range of forms in writing prose fiction. While some assignments may include poetry and drama, most of the assignments involve the writing of short stories and personal essays.

Skills Taught 1. To consider the importance of point of view.

2. To experiment with narrative pacing.

3. To write effective dialogue..

4. To improve the writing and editing of expository and descriptive passages.

5. To improve a student’s skill in close reading of texts by other writers.

Methods of Evaluation: Written essays, class participation, presentations.

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FINE ARTS DRAMA AND SPEECH Introduction to Drama Current Course Description Introduction to Drama reviews the history of drama while introducing students to acting scene work and improvisation. Emphasis will be placed on learning how to develop rich and believable characters and how to analyze scripts for performance. The course also enhances the students’ understanding and appreciation of all of the theatre arts.

General Course Objectives 1. To give students a background in theatre history.

2. To help students to better think creatively and spontaneously.

3. To introduce students to the arts of acting and design.

4. To give students a deeper appreciation for the skills of the theatre.

5. To make students more sensitive to the theater all around them.

Skills Taught 1. Acting.

2. Improvisation.

3. Script analysis.

4. Creative / critical thinking.

5. Memorization techniques.

6. Stage combat.

Methods of Evaluation Quizzes, tests, scene work (graded), papers, reviews.

Intermediate Drama Current Course Description The intermediate drama course builds on the work of the intro course for students interested in continuing their theatre studies. Advanced acting scene work is undertaken. Students also get an introduction to more advanced directing techniques; students try their hand at play writing; and they learn to delve into literary analysis of plays ranging from Sophocles to Shakespeare to Sam Shepherd.

General Course Objectives 1. To deepen students’ acting skills.

2. To deepen students’ directing skills.

3. To introduce students to play writing.

4. To introduce students to play design.

Skills Taught 1. Acting.

2. Directing.

3. Play writing.

4. Design.

5. Advanced combat skills.

Methods of Evaluation Quizzes, tests, scene work, essays.

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Advanced Acting and Directing Current Course Description Advanced Acting and Directing 1 & 2 allows intermediate and advanced students to take a year-long course for two consecutive years. In the first year, the class emphasizes acting. Through improvisation and advanced scene work, students develop a method of physical actions that leads to complex characterization in their acting and a deeper understanding and interpretation of text in their directing.

The course work of the first year often culminates in the presentation of a play production in the Bomb Shelter Experimental Theatre (black box).

In the second year, the class emphasizes directing and play writing. Students will analyze a number of contemporary scripts through reading and watching live or video performances. As they study the work of modern playwrights, the students will keep a scene book—a daily journal in which they are expected to write dialogue that captures the drama in their own lives. Students will write and direct a fully realized one-act play that will be considered for performance in the Bomb Shelter. All playwrights will have the opportunity to hear parts of their writing performed in a staged reading of their work.

General Course Objectives 1. To develop in students a deep knowledge of the theater arts.

2. To give students models for creative group work.

3. To develop in drama students a sophisticated acting method.

4. To teach students the complex art of directing.

5. To make students more sensitive and artful human beings.

Skills Taught 1. Improvisation leading to scripted work.

2. Playwriting.

3. Directing.

4. Advanced acting skills.

5. Advanced stage combat.

Methods of Evaluation: Quizzes, tests, scene work, papers, reviews, and a final performance before an a audience.

Design for the Theatre Current Course Description Design for the Theatre emphasizes lighting, sound and set design. Students will learn skills as basic as how to focus a spotlight and as complex as how to draft a set. Design work is tied directly to the department’s six productions so that students gain practical experience. They also have the opportunity to visit professional theatres where they will see design in action.

General Course Objectives 1. To build in students a strong aesthetic sense as this relates to the theater.

2. To give students a deeper sense of the design elements of the media around them.

3. To teach students skills that they might develop later on such as drafting, drawing, and design.

Skills Taught 1. Lighting, scenic and sound design.

2. Spatial composition.

3. Drafting.

4. Introduction to AutoCad. Texts used The scripts of plays under production and various handouts.

Methods of Evaluation Quizzes, tests, designs, drawings, a final exam synthesizing students’ design work.

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Independent Study in Theater Current Course Description Advanced drama students are invited to submit proposals for trimester or year-long work in any of the four major fields of theater: acting, directing, play writing, and design.

General Course Objectives To take students beyond the set curriculum into advanced fields of artistic endeavor.

Skills Taught All skills related to sophisticated work in any of the advanced fields of the theater.

Texts used Dependant on the field of study.

Methods of Evaluation To be determined. Most independent studies in theater culminate in a major performance for the Woodberry Forest community; this serves as an important part of the student's evaluation.

Introduction to Speech Current Course Description Beginning Speech introduces students to the fundamentals of speechmaking and rhetorical analysis and provides more advanced students with an opportunity to sharpen their skills. In-class speeches will be assigned along with papers analyzing elements of style and organizational structure. Students will use films, videotape and other audiovisual aids in the investigation and mastery of fine public speaking.

General Course Objectives 1. To give students more practice in public speaking.

2. To make students more comfortable vis-Ă -vis standing and delivering information.

3. To build in students a sense of rhetorical style and structure.

4. To help students refine their public speaking skills.

Skills Taught 1. Delivery techniques.

2. Debate techniques.

3. Rhetorical organization.

4. Analysis of arguments.

5. How to be effective in front of crowds.

Methods of Evaluation Quizzes, tests on textbook material, public speeches which are graded by the teacher and by their peers.

AutoCad Current Course Description AutoCad focuses on teaching the skills of computer assisted design. The use of AutoCad is prevalent in architecture, construction, and set design. This trimester elective introduces boys to the necessary skills and uses of this program.

General Course Objectives:

Discovering all the possible uses for AutoCad design.

Skills Taught 1. All basic drawing commands including: line, circle, arc, rectangle, array, offset, trim, etc.

2. Using layout space.

3. Using paper space.

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4. Using "blocks."

5. Plotting.

Methods of Evaluation Homework assignments (chapter exercises).

Drawing projects.

WOODWORKING Current Course Description Introduction to Woodworking is a hands-on experience that introduces students to a working shop environment. Students will learn and develop the basic skills of woodworking through several projects using both hand and power tools. Emphasis will be placed on shop safety, safe use and operation of tools, and how to convert creative ideas into reality. This trimester course is designed to introduce students to the art of woodworking and help them develop a lifelong interest in this sculptural art.

General Course Objectives 1. To introduce students to basic woodworking skills 2. To teach students the importance of safety in a shop environment.

3. Proper and safe use of power tools.

4. Common joinery techniques.

5. Staining and finishing wood projects.

Skills Taught-- Same as above.

Methods of Evaluation Students are graded on the projects completed in the class. Criteria for grading include: attitude and effort, completing the project within the time allotted, quality of joints and overall quality of the project.

Possible projects include: cutting board, picture frame, lathe project, jewelry box, serving tray.

MUSIC Introduction to Music Course Description The Introduction to Music course is designed to give students hands-on experience with a variety of instruments and music technology as well as a working knowledge of the fundamentals of music reading.

The course draws on the considerable facilities available at Woodberry Forest for a student to find his niche in creating and enjoying music whether that be acoustically, digitally, or both.

General Course Objectives 1. To give the student a working knowledge of the rudiments of Gregorian and modern notation.

2. To give the student practical experience in producing sounds on instruments including their own voices, percussion, keyboards, strings, woodwinds, guitar, and bagpipes.

3. To introduce the student to music computing technology including music writing programs, Finale and Sibelius, music editing programs, Garage Band and Logic, and the ProTools music recording software, and to use these to create music.

4. To take the student beyond music as entertainment to the spiritual, intellectual and emotional uses of music.

5. To develop sensitivity both to the surface of the music and the idea that lies under the surface and inspires it.

Skills Taught 1. Rudimentary music reading.

2. Rudimentary singing.

3. Rudimentary keyboard.

4. Rudimentary composition.

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Methods of Evaluation Weekly quizzes, final exam, music writing project, music recording/editing project.

Intermediate Music Theory Course Description Intermediate Music Theory is a trimester course designed for performers of music who have completed Introduction to Music or who have been approved by the music faculty. Intended as a preparation for Honors Music Theory, the course may be repeated up to three trimesters as needed, depending on prior experience and proficiency. Content in subsequent trimesters will be tailored to the needs of individual students. The course reviews basic notation skills and covers basic harmony, counterpoint, and form and analysis.

General Course Objectives 1. A basic understanding of functional harmony.

2. A basic understanding of counterpoint.

3. A working knowledge of music terminology.

4. An understanding of rhythmic notation.

Skills Taught 1. Introductory level keyboard skills.

2. Basic sight singing.

3. Basic ear training.

4. Basic harmonic, textural, and formal analysis.

5. Basic arranging.

Methods of Evaluation Keyboard proficiency playing tests, sight singing tests, ear training proficiency (through www.musictheory.net), graded harmony, counterpoint, and composition exercises, graded analysis of small and large scale works, traditional tests on material covered.

The Dozen Course Description The Dozen is Woodberry’s premier choral ensemble and one of its treasured traditions. The Dozen specializes in a capella music from all periods of music history, especially the Renaissance and modern popular music. The Dozen strives for choral excellence by emphasizing vocal technique, sight singing, performance practice, and music theory. Dozen members are involved in creating original arrangements to be sung by the group.

General Course Objectives 1. To provide excellent choral music for the Woodberry community.

2. To foster love of the choral art.

3. To produce competent singers.

4. To instill a habit of good music making in its members that will serve them for a lifetime.

Skills Taught 1. Vocal technique.

2. Sight singing.

3. Choral diction in several languages.

4. Choral arranging.

Methods of Evaluation Dozen members are immediately evaluated and accountable for their part each moment of rehearsal.

Their work is evaluated publicly at each performance.

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Chapel Choir and Consort Course Description The Chapel Choir and its select subset, The Consort, provide music for Woodberry’s weekly chapel services. Choir members learn solid vocal technique and performance practice in a variety of styles ranging from Gregorian chant and Renaissance polyphony to English cathedral music and some contemporary and world music. There is an emphasis on choral diction in several languages and on music reading in both Gregorian and modern notation.

General Course Objectives 1. To provide excellent choral music for the Woodberry Community.

2. To foster love of the choral art.

3. To produce competent singers.

4. To instill a habit of good music-making in its members that will serve them for a lifetime.

Skills Taught 1. Vocal technique.

2. Music reading in Gregorian and modern notation.

3. Choral diction in several languages.

Methods of Evaluation Choir members are immediately accountable in rehearsal and are publicly evaluated by the Woodberry community on a weekly basis during their performances.

Honors Music Theory Course Description Advanced Music Theory is a course designed to give students competence to use functional harmony, counterpoint, and form both in the analysis of existing works and in the creation of original musical material. Emphasis is on the principles of the common practice period. There is also a survey of 20th century compositional techniques. Basic keyboard skills and advanced ear training are key elements of this course. Students who successfully complete this course will be prepared to take the Advanced Placement exam in Music Theory.

General Course Objectives 1. A thorough, working understanding of functional harmony.

2. A thorough, working understanding of counterpoint.

3. A working knowledge of the traditional terminology of music.

4. Understanding of how music is put together.

5. Sensitivity to the concepts and ideas that inspire music.

Skills Taught 1. Basic keyboard skills.

2. Sight singing.

3. Ear training.

4. Harmonic, textual, and formal analysis.

5. Composition.

6. Proficiency in Sibelius, Finale, and LogicPro music software.

Methods of Evaluation Keyboard proficiency playing tests, sight singing tests, ear training proficiency (throughwww.musictheory.net), graded harmony, counterpoint, and composition exercises, graded analysis of small and large scale works, traditional tests on material covered.

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Instrumental Ensembles Course Description Instrumental Ensembles include the Wind Ensemble and its subset Jazz Ensemble, String Ensemble and its subset Chamber Ensemble(s), and Pipe Band. The ensembles meet daily and include weekly private lesson or sectional rehearsal. The ensembles have performance opportunities both on and off campus throughout the school year.

General Course Objectives 1. To provide excellent music for the Woodberry community.

2. To teach the skills necessary for playing in an ensemble (balance, blend, etc.).

3. To train and challenge student musicians.

Skills Taught 1. Playing with sensitivity to intonation, balance, blend, tone quality, and rhythm.

2. Improvement of students’ playing level.

3. Music reading and general theory skills.

Texts used The printed music serves as the text and is always changing.

Methods of Evaluation Performing for an audience, written and playing tests.

Private Instrumental Instruction Current Course Description Private Instruction is available for voice as well as all string, bass, woodwind, and percussion instruments, guitar, and piano.

General Course Objectives 1. Improve students’ individual skills and musicianship.

2. Teach students how to properly prepare music for performance.

3. Teach students how to make effective and efficient use of practice time.

4. Teach students proper stage etiquette; how to perform for an audience.

5. Expand a student’s personal repertoire.

Skills Taught 1. How to properly prepare music for performance.

2. How to make effective and efficient use of practice time.

3. How to perform for an audience.

4. Expansion of technical ability (scales, theory, technique, etc.).

Texts used Texts will vary depending on the instructor and instrument.

Methods of Evaluation Performing for an audience.

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VISUAL ART Introduction to Visual Art Current Course Description Introduction to Visual Art exposes the student to the major movements in Modernism, introducing them to some of the important artists, and the trends in the art of our own time. Many of the studio assignments are based on modernist styles and developments while giving the student experience in drawing, painting, collage, assemblage, and sculpting with clay.

General Course Objectives 1. That the student leaves the course thinking that visual art is “a good thing.”

2. That the student will be a perceptive, intelligent patron of art galleries and museums throughout life.

3. That the student experiences the value of the creative processes in the making of art .

4. That the student realizes the expressive potential of visual art (and see it as an option).

5. That the student can analyze the form of a work of art through a knowledge of the elements and principles of design.

Skills Taught 1. Basic drawing skills (how to see) with an emphasis on proportion and detail.

2. Understanding the elements and principles of design, including basic color theory—and applying them in both making art and looking at art.

3. Using a variety of materials to give visual form to ideas and feelings.

4. How to analyze a work of art in terms of its visual form as well as its content.

Texts No text.

Methods of Evaluation In-class critiques, written evaluations of projects. Assignments, quizzes, writing of design analyses.

Examination on art historical material, knowledge of design, major ideas discussed.

Intermediate Studio Art Current Course Description Intermediate Studio Art continues to develop the skills of the student as well as allows him to develop a small body of original work based on a common theme. A continuation of the introductory course, this course expands the array of mediums and techniques used for creative expression. Students develop original ideas, expressing them in 2-D projects (drawing, painting, prints, etc.) and 3-D projects (assemblage, clay).

General Course Objectives 1. Similar to those listed for the introductory course, with an emphasis on the student realizing the potential of visual art as a means of personal expression.

2. Understanding art as a language which can be used to communicate ideas and feelings (more emphasis on the elements and principles of design).

Skills Taught 1. The student has been encouraged to be inventive and imaginative—to have confidence in one’s creativity.

2. Drawing/seeing the physical world more clearly.

3. Continued use of material and methods with more emphasis put on process.

4. Analysis of a work of art in terms of design principles.

Texts None.

Methods of Evaluation Written/oral critiques for all work done in the class.

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Advanced Placement Studio Art Current Course Description Advanced Placement Studio Art is designed for highly motivated students who wish to develop a 2-D Design or Drawing portfolio for review by the College Board. Class work includes a study of contemporary art history and theory as well as discussion of critical approaches to the creation of art.

General Course Objectives 1. Fulfill the requirements for the submission of a portfolio.

2. That a student begins to think visually.

3. That a student understands the meaning of “an original work of art.”

4. That a student has significantly exercised his imagination during this year.

5. That a student develops a personal style and understands this style in relation to those of other artists.

Skills Taught 1. Drawing with an emphasis on proportion, detail, illusion of space, and placement of figures/objects in space.

2. Stretching and preparing canvases.

3. Mixing paint to achieve range of hues, shades, values, and apply for desired effects.

4. The importance of PROCESS – paying attention to each decision along the way in order to understand how each one contributes to the end result.

5. The use of mixed mediums to understand the compatibility and expressive range of a variety of material.

6. Printmaking (mono print/lino-block print, etching).

Methods of Evaluation Written and oral critique.

Group discussions / critiques.

Independent Study in Studio Art Current Course Description Independent Study in Studio Art is open to students who have submitted portfolios to the College Board prior to their senior year. Candidates for independent study must submit a proposal outlining their artistic goals to the academic dean and the chairman of the art department.

General Course Objectives 1. To provide a way for a talented art student to continue study/work beyond what is required for an AP portfolio.

2. To give a student the opportunity to submit a second AP portfolio.

3. To give the student an opportunity to prepare a portfolio or arts supplement for college applications.

4. That the student actually experiences what it’s like to work as an active, practicing artist.

Skills Taught 1. Continued refinement/development in drawing; expanding the range of what drawing is.

2. Mixing of colors, application of paint, variations in techniques for acrylic and oil paint.

3. The course responds to a specific area or areas in which a student wants to explore or develop in terms of skills, materials, etc.

Methods of Evaluation One-on-one meetings; student and instructor discuss work; student learns to analyze or defend his work, to answer probing questions about concepts, content, subject matter, composition and process. All decisions are articulated.

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Photography Current Course Description Photography covers the basics of black and white photography, from operating a camera to developing prints. Students explore the concepts of viewpoint, composition and lighting, and the effects of darkroom procedures on the final print.

General Course Objectives 1. That the student understands thoroughly how a camera works.

2. That the student understands basic theory of composition (to frame/crop images more effectively).

3. The student can develop high quality black and white prints.

4. The student is exposed to the art historical context of photography and the stylistic contributions of major photographers.

5. The student learns to become more visually aware and see the world in new ways.

6. The student uses photography as a means of personal expression.

Skills Taught 1. Complete knowledge of camera function and use.

2. Use of a pinhole camera.

3. Use of darkroom materials/ability to use darkroom to effectively develop quality prints.

4. Ability to put together a creative/effective photo essay on a given topic or theme.

5. Use of Photoshop, scanner, etc.

Methods of Evaluation Quizzes on historical material and technical info on equipment/ procedures. Teacher and group critique of assignments ranging from composition to print quality.

Digital Filmmaking Current Course Description This course introduces students to the basics of short film production utilizing digital technology. From basic preproduction work to the production work of camera operation, audio recording and basic lighting, ending with the post production work of the nonlinear digital edit, students will learn to produce their own films. Students will be required to produce one independent five-minute film and participate in the production of one class film.

General Course Objectives 1. The student learns about the emergent digital technologies in film production and the way this technology is influencing the making and viewing of films.

2. The student receives context for these new developments in digital film with a brief overview of current trends in independent filmmaking.

Skills Taught 1. How to proceed in developing an initial concept and story idea.

2. Development of the idea (treatment) and scriptwriting.

3. Production involving all skills related to the shooting of film (camera operation, sound, lighting, tracking, etc.).

4. Post-production involving the editing of the film and its presentation (mastering the editing software Final Cut Pro).

Methods of Evaluation Quizzes on reading and technical info on equipment/ procedures. Teacher and group critique of all phases of the process from story idea through post-production of the project.

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Honors Art History Current Course Description Honors Art History charts Western art from prehistoric to contemporary times with emphasis on the development of visual skills and critical analysis. The course also considers art from outside the Western tradition: African, oceanic, pre-Columbian, etc. Students view original art works in the museums of Washington, DC and New York City and are expected to write extensively about art in preparation for the AP exam.

General Course Objectives 1.

2.

3.

4.

5.

6.

At the most basic level, that the students are well prepared for the AP Art History exam in May (the exam is optional, but students in the course are well-prepared if they choose to take it).

That the student understands the important role of visual art in all civilizations throughout history.

That through an understanding of this role, the student can learn about the origins, belief systems, history, economies, and politics of any given society.

To gain an understanding of the crucial role of visual culture in shaping our society today.

Provide the student with strategies for approaching, assessing, and appreciating any work of art (historical context, style, form, content).

That the students be life-long lovers of art (and are never overheard to say “My three year old could do that!�).

Skills Taught 1. Seeing relationships between various works of art—and in seeing those relationships, understanding the meaning.

2. Understanding the significance of style.

3. Being able to write comparative analyses of various works effectively.

4. Understanding how to research and write short papers/power point presentations.

Methods of Evaluation Tests, quizzes, written assignments (comparative analyses), class discussion, comprehensive trimester exams, and ultimately the AP Art History exam.

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LANGUAGES The Language Department seeks to develop students who are able to communicate in other languages as well as convey a fuller understanding and appreciation of other cultures. It is convinced that demonstrating a broader knowledge of language and culture will be a difference maker for those who look to take positions of leadership in today’s world.

Woodberry Forest offers instruction in Mandarin Chinese, French, Latin, and Spanish. Courses in modern foreign languages stress oral and written communication while exploring the cultural heritage of the countries where those languages are spoken. Courses in Latin acquaint students with Greek and Roman customs, laws, morals and religion as they help build vocabulary and translation skills. In addition to the normal classroom offerings, summer study and immersion trips to Spain, Nicaragua, China and France are offered.

Students must successfully complete the third level of one language to fulfill the school’s requirement.

Initial placement is decided by means of a summer placement exam.

Chinese 1 Current Course Description Chinese 1 introduces modern Chinese, stressing oral-aural proficiency and the recognition of both original Chinese characters and the simplified characters. Students also study Chinese writing and Chinese culture.

General Course Objectives 1. To have the students communicate in basic Chinese about daily matters including, but not limited to, giving and receiving directions, shopping and introducing one’s family and oneself.

2. To have the students understand major events in Chinese history and how they relate to modern China.

3. To have the students understand differences in the culture and the underpinnings of such differences.

Skills Taught 1. Recognition of 150 Chinese characters and the ability to write 100.

2. Understanding of the tonal aspects of the language along with the correct use of the tones.

Methods of Evaluation: One point on any assignment equals one point on another assignment. homework typically is 3-6 points, daily quizzes 4-8 and major tests 30-60 points.

Approximate percentages: --Daily Homework counting for 25% of the final grade --Small quizzes stressing listening and speaking abilities 25% --Larger tests, 3 per marking period 40% --Participation 10% (This is vital to improve language abilities)

Chinese 2 Current Course Description Chinese 2 builds upon the foundation given in the first year of the language and prepares the students for the diversity of spoken language in order to prepare the students for a successful summer of study and living in a homestay while in China.

General Course Objectives 1. To have the students be able to communicate effectively on a basic level in an all-Chinese environment. This would include negotiating the daily requirements of living in a homestay environment. Interacting in Chinese in all manner of activities in social exchanges in the classroom, in stores and on the street.

2. To understand China’s growing importance in Asia in the 21st century as well as the interaction between China and its neighbors as well as with the United States.

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3. To perfect the basics of Character writing so that the boys understand the interrelated nature of each character and stroke.

Methods of Evaluation: One point on any assignment equals one point on another assignment. Homework typically is 3-6 points, quizzes 4-8 and major tests 30-60 points.

Approximate percentages: --Daily Homework counting for 25% of the final grade --Small quizzes stressing listening and speaking abilities 25% --Larger tests, 3 per marking period 40% --Participation 10% (This is vital to improve language abilities)

Chinese 3 Current Course Description Chinese 3 continues where Chinese 2 left off and hopes to make large strides in fluency not only in speaking and listening, but also giving the students the ability to use Chinese language effectively in situations where the students are writing short essays on the computer. Also students will begin to look at Chinese newspapers and Chinese web sites.

General Course Objectives 1. To have the students be able to communicate effectively in an all-Chinese environment. This would include understanding basic aspects of Chinese culture and modern life using Chinese to do so. By the end of the year students should have a general understanding of Chinese school life, Chinese holidays and their importance, differences in American and Chinese daily life.

2. To understand China’s growing importance in Asia in the 21st century as well as the interaction between China and its neighbors as well as with the United States.

3. To perfect the basics of Character writing so that the boys understand the interrelated nature of each character and stroke. In third year, as we switch to using more computers the students will not be expected to learn to write as many characters, however the number of characters the boys are expected to learn will increase.

4. Students will learn new a new song or poem each marking period to increase overall fluency and understanding of the culture.

Methods of Evaluation: One point on any assignment equals one point on another assignment. Homework typically is 3-6 points, quizzes 4-8 and major tests 30-60 points.

Approximate percentages: --Daily Homework counting for 20% of the final grade --Small quizzes stressing listening and speaking abilities 20% --Larger tests, 3 per marking period 50% --Participation 10% (This is vital to improve language abilities)

Chinese 4 Current Course Description The goal of Chinese 4 is to move the students from a pre-intermediate level to a beginning intermediate level. Emphasis in the class will be on listening and speaking with some writing abilities. Honors will meet during labs and will have a much more rigorous level of character recognition and writing.

General Course Objectives 1. To have the students able to converse in a satisfactory manner about normal day to day live.

2. To have the students understand major events in Chinese history and how they relate to modern China.

3. To have the students understand differences in the culture and the underpinnings of such differences.

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Skills Taught 1. Recognition of 600 Chinese characters and the ability to write 400. 900 and 600 for Honors 2. Frequent Oral presentations whether for homework or otherwise are par for the course.

Methods of Evaluation: One point on any assignment equals one point on another assignment. homework typically is 3-6 points, daily quizzes 4-8 and major tests 30-60 points. Projects 100-120 points Approximate percentages: --Daily Homework counting for 10% of the final grade[one a marking per.]

--Small quizzes stressing listening and speaking abilities 20% --Larger tests, 3 per marking period 45%[one average retake a trimester] --Trimester Projects 25%

French 1 Current Course Description Through intensive listening, speaking, and writing practice, the students learn how to construct sentences using basic vocabulary, verb forms, and grammatical structures. The class is conducted mostly in French from the first day. Heavy emphasis is placed on the development of aural/oral skills through the use of the language in class, the use of the language lab, and the daily use of the French in Action video program, which allows the students to see, hear, and imitate native speakers interacting in a variety of authentic cultural situations. The students are taught to understand grammatical concepts and to write the language with precision and accuracy. Extensive work is done on verb conjugations and the use of verb tenses. A daily quizzing method is used to ensure that no student falls behind. The present and passĂŠ composĂŠ tenses are introduced. Through the use of the video program, the students are introduced to French culture.

General Course Objectives: 1. To learn how to study a foreign language.

2. To understand spoken French within the limits of the material introduced.

3. To learn how to ask and answer questions in French and talk about the story in the video.

4. To develop a basic vocabulary and to learn to use basic grammatical structures.

5. To learn to write French with accuracy and precision within the limits of the vocabulary and grammatical patterns studied.

Skills Taught: 1. The study skills necessary to learn a foreign language.

2. Listening and speaking skills.

3. The ability to write French with accuracy and precision.

4. The ability to learn verb conjugations and use verb tenses.

5. The ability to understand grammatical structures and to use them.

Methods of Evaluation: Daily quizzes, written tests requiring students to translate sentences from English to French and write answers to questions asked orally, oral tests, essays, speeches, verb conjugation quizzes, in class participation, a cumulative exam at the end of each term.

French 2 Current Course Description After a review of the material covered in French 1, the French in Action video program continues to be used with the same methods employed in French 1. Through intensive listening, speaking, and writing practice, the students learn how to construct sentences using basic vocabulary, verb forms, and grammatical structures. The class is conducted mostly in French. Heavy emphasis is placed on the development of aural/oral skills through the use of the language in class, the use of the language lab, and the daily use of the French in Action video program. The students are taught to understand grammatical concepts and to write the language with precision and accuracy. After the review period, a daily quizzing

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method is used to ensure that no student falls behind. The students continue to develop the ability to use the present and passĂŠ composĂŠ verb tenses, and the imperfect. The pluperfect, conditional, subjunctive and future tenses are introduced. Through the use of the video program, the students' knowledge of French culture is broadened.

General Course Objectives 1. To understand spoken French within the limits of the material introduced.

2. To learn how to ask and answer questions in French and talk about the story in the video.

3. To develop a basic vocabulary and to learn to use basic grammatical structures.

4. To learn to write French with accuracy and precision within the limits of the vocabulary and grammatical patterns studied.

Skills Taught: 1. Listening and speaking skills.

2. The ability to write French with accuracy and precision.

3. The ability to learn verb conjugations and use verb tenses.

4. The ability to understand grammatical structures and to use them.

French 3 Current Course Description In French 3 the students continue to develop the basic language skills that they worked on in French 1 and 2. The course is conducted almost exclusively in French. The work of the course is centered on the study of the novel Les Jeux sont faits by Jean-Paul Sartre, which is read and discussed in class in great depth. This text is used as a source of vocabulary and grammatical patterns that the students are expected to learn. Vocabulary quizzes ensure that the students develop a large reading vocabulary. A film of the two novels is studied in class. The students learn to retell the story by giving short speeches and writing short essays. The French in Action video program is also used but not on a daily basis.

Throughout the year there is a systematic study of French grammar. The students work on present and past verb tenses in the fall, future and conditional verb tenses in the winter, and subjunctive tenses in the spring. The student's knowledge of French culture is broadened by the study of the texts and videos used in the course.

General Course Objectives 1. To speak French and to understand spoken French with increasing proficiency.

2. To master advanced grammatical structures and to write French with accuracy and precision using these structures.

3. To learn how to read a literary text and to develop a large reading vocabulary.

4. To master the basic verb tenses, including conditional and subjunctive tenses.

Skills Taught: 1. Listening, speaking, reading, and writing skills.

2. Literary analysis skills and the ability to give short speeches and write short essays on a literary text.

3. The ability to learn verb conjugations and use verb tenses.

4. The ability to understand grammatical structures and use them.

5. The study skills needed to study a foreign language at an intermediate level.

Methods of Evaluation: Written tests requiring students to translate sentences from English to French and to write essays, oral tests administered in the language lab, speeches, verb conjugation quizzes, vocabulary quizzes, in class participation, a cumulative exam at the end of each term

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Honors French 4 Current Course Description French 4 is a year-long course in French language and culture, taught with an emphasis on expanding the student’s formal knowledge of grammar and vocabulary as well as continuing to develop a general proficiency in reading, listening, speaking and writing. It is an honors level course.

General Course Objectives 1. To impart in each student the confidence to use his developing skills in listening, speaking, reading and writing to join in French-only communication with increasing levels of success and enjoyment.

2. To develop a student’s reading skill through reading many genres: selections from novels, poems, short stories and newspaper and magazine articles.

3. To significantly strengthen a student’s active vocabulary.

4. To deepen the student’s formal knowledge of grammar through formal and specific study and testing.

5. To serve as both an appropriate terminal class in the study of French as well as to prepare a student for the AP French Language exam—which could be taken after this course, or after another year of study.

Skills Taught 1. Correctly identifying setting, subject and many specifics where the cues for understanding come through listening.

2. The ability to tell brief stories with good accent and increasingly sophisticated use of language tools: setting a scene, proceeding to explain action and dialogue, and (when necessary) summarizing.

3. Writing a theme which develops its ideas and arguments in clear, concise and correct French.

4. Reading authentic French texts with good comprehension and minimal use of a dictionary (other than French-French), and learning to figure out words and phrases through the use of positional and contextual cues.

5. Formation and correct use of many verb forms including futur, futur antérieur, conditionnel, conditionnnel passé, subjonctif (present and past), special uses of infinitives, use of participles and identification of the passé simple. Use of relative pronouns, understanding the place of passive voice and review of the use of personal pronouns.

Methods of Evaluation written quizzes and tests, oral tests and quizzes, dictations, etc.

Honors French Language

(not offered every year)

Current Course Description Honors French Language is a course which seeks to develop a high level of competence in active communication skills in students by demanding that the students be able to understand spoken French in various contexts, read newspaper articles, magazine articles, literary texts and other non-technical writings without dependence on a dictionary, and express themselves coherently with reasonable fluency and accuracy in both spoken and written French.

General Course Objectives 1. To develop a greater comfort level for the use of French in solving all problems of active communication.

2. To expand the student’s working vocabulary through reading, listening, and writing as well as through the use of an active discussion of roots, stems and related words.

3. To strive toward perfecting the grammar and usage that the student has been exposed to in previous years of study.

4. To continue to foster an understanding for and appreciation of the French culture and language through reading, listening, discussion and writing.

5. To prepare students for an end of year AP Language exam.

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Skills Taught 1. Correctly identifying setting, subject and many specifics where the cues for understanding come through listening.

2. The ability to tell brief stories with good accent and increasingly sophisticated use of language tools: setting a scene, proceeding to explain action and dialogue, and (when necessary) summarizing.

3. Writing a theme which develops its ideas and arguments in clear, concise and correct French.

4. Giving a report or speech which explains an idea on a subject which can be researched and digested beforehand in clear, concise and correct French.

5. Reading authentic French texts with good comprehension and minimal use of a dictionary (other than French-French), and learning to figure out words and phrases through the use of positional and contextual cues.

Methods of Evaluation written quizzes and tests, oral tests and quizzes, dictations, presentations

Latin 1 Current Course description Latin 1 introduces the students to Latin grammar and vocabulary while exposing them to Roman history, culture and mythology. Grammar is learned mainly through translation from Latin to English, although the students also get practice translating from English to Latin, particularly in the fall term. Stories are read in Latin chronicling the time from the Trojan War to the founding of Rome by Romulus. The course covers the first thirty lessons in Jenney's First Year Latin. The students learn all five noun declensions and all four verb conjugations in both active and passive tenses. A daily quizzing method ensures that no student falls behind. Through their study of Latin, the students improve their understanding of English grammar and increase their English vocabulary as they make connections between Latin vocabulary and English cognates.

General Course Objectives 1. To develop the skills needed to learn a classical foreign language.

2. To understand and to be able to use basic Latin grammar.

3. To develop the ability to translate from Latin to English.

4. To expand one's knowledge of English grammar and English vocabulary.

5. To become familiar with the pre-History of Rome, the basic mythology of Greece and Rome and the geography of the Mediterranean world.

Skills Taught 1. Memorization, logical sequencing, and attention to detail.

2. Organization, methods of learning, and daily work habits.

3. The thinking and analyzing skills needed to translate from Latin to English and from English to Latin.

4. Basic grammar and vocabulary, both Latin and English.

Methods of Evaluation: Through daily quizzes, the students learn the basic vocabulary, declensions, conjugations, and grammatical patterns. Full-period tests usually test the student's ability to translate from Latin to English, and to a lesser extent from English to Latin.

Latin 2 Current Course Description Latin 2 expands the student’s study of Latin morphology, enriches his vocabulary and further develops his knowledge of syntax. Readings cover the story of Rome from Romulus through the founding of the Republic and the early heroes of Roman History. In the spring selections from Caesar’s Gallic War are read, further enhancing the student’s ability to translate original Latin.

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General Course Objectives 1. To master Latin grammar and syntax and be able to apply this knowledge to a wide range of Latin texts.

2. To better understand the History of Rome, its value system and its significance to our own History.

3. To read Latin in its original form, understanding the subtleties and nuances of the language.

4. To read Latin aloud, or to recite memorized passages.

Skills Taught 1. Memorization, logical sequencing & attention to detail 2. Organization, methods of learning & daily work habits 3. Critical thinking and comparative literature 4. Complex grammar and syntax both in Latin as it compares to English Methods of Evaluation: Daily quizzes, chapter tests, in class participation, recitations

Latin 3/3 honors Current Course Description Latin 3 students begin the year with a thorough review of Latin grammar and syntax through reading Caesar’s commentaries on the Civil War and the War in Alexandria. In the winter term they are exposed to more complex Latin prose through either Cicero’s speeches against Catiline or Pliny’s letters to Tacitus. In the spring Latin 3 students read the poetry of Catullus, Ovid and Martial. Those students who qualify for the honors section will complete all the work of the regular section and, in addition, will read further selections from the same and related authors.

General Course Objectives 1. To increase the ability to translate fluently and understand and appreciate works written in Latin.

2. To understand the Romans’ politics, culture, values and way of life especially as it relates to our times and culture.

3. To strengthen and finalize the understanding of Latin grammar and syntax.

4. To introduce students to different genres of literature including History, Epic, Oratory and Lyric poetry.

5. To prepare students for an AP caliber class in their fourth year.

Skills Taught 1. Ability to recognize and parse even the most complicated Latin grammar.

2. Appreciation for Latin literature and literature in general.

3. Greater appreciation for the History and Culture of Rome concentrating on the Late Republic through the first hundred years of the Principate.

4. Biographical knowledge of the most famous of the Roman authors.

5. Ability to scan and analyze Latin poetry.

Methods of Evaluation: tests, quizzes, in class participation, recitations. Honors students are graded on a stricter rubric.

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Advanced Latin Literature: Vergil

(both honors and regular sections)

Current Course Description Advanced Latin Literature does not follow the College Board’s AP Vergil syllabus. Students read a broad selection of Vergil’s Aeneid in the original Latin. Students also gain insight into the historical context that serves as a background to the Aeneid, the collapse of the Roman Republic and the establishment of the Augustan Principate. By the end of the course students in the honors section will be prepared to take the Advanced Placement exam. Students may take either the Vergil or the Catullus/Ovid course in their fourth year of study.

General Course Objectives 1. To achieve fluency in translating Latin text.

2. To achieve complete mastery of all grammar and syntax.

3. To reach a full understanding of Vergil’s place in the History of Rome along with his place in the catalogue of Roman authors.

4. To understand the literary techniques and poetic forms found in the Aeneid.

5. To better appreciate the themes and relevancy of the Aeneid in today’s world.

Skills Taught 1. Fluency in grammar, syntax and translation 2. Memorization of large passages of Latin text 3. How to write an exegesis 4. Ability to analyze text and write critical essays Methods of Evaluation: Tests, quizzes, recitations, exegeses, in class translations

Advanced Latin Literature: Catullus/Ovid

(honors only)

Current Course Description The Catullus/Ovid class is generally offered to those students who took Vergil in their junior year and wish to continue in Latin 5. Students who qualify and do not want to take the Vergil class may take Catullus/Ovid in their fourth year. Students read a large and varied selection of poems by Catullus and Ovid. Students also study the History and culture of Rome at the time each of these authors lived and the influence these authors have had on modern literature.

General Course Objectives 1. To achieve or maintain fluency in translating Latin text.

2. To achieve complete mastery of all grammar and syntax.

3. To reach a full understanding of Catullus’ and Ovid’s places in the History of Rome along with their places in the catalogue of Roman authors.

4. To understand the literary techniques and poetic forms found in the poetry.

5. To better appreciate the themes and relevancy of the poems in today’s world.

Skills Taught 1. Fluency in grammar, syntax and translation 2. Memorization of large passages of Latin text 3. How to write an exegesis 4. Ability to analyze text and write critical essays Methods of Evaluation: Tests, quizzes, recitations, exegeses, in class translations

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Spanish 1 Current Course Description Spanish 1 is an intensive year-long course that emphasizes written and spoken Spanish along with listening comprehension with use of the Destinos video series. Vocabulary and grammar is introduced within the context of the Destinos episodes. Additionally, Spanish language and culture are learned through the video-story. The class focuses on building skills necessary for learning a foreign language which includes daily practice, regular quizzes and time in the language lab. The language lab is used to provide a more extensive opportunity for listening and speaking than would be possible in a traditional classroom.

General Course Objectives: 1. To speak and understand basic Spanish.

2. To write paragraphs using appropriate vocabulary and grammar.

3. To appreciate the variety of Hispanic cultures, accents, and traditions.

4. To gain or reinforce important study skills and habits of mind needed not only for Spanish but also for other classes.

5. To understand the importance of learning Spanish and how it applies to daily life.

Skills Taught: 1. To use and conjugate Present, PresentProgresive, PresentPerfect, Preterit and Imperfect.

2. To form and answer questions both orally and written in complete sentences.

3. To write a detailed essay about Destinos by the end of the year.

4. To follow the story of a Spanish video by using content cues.

Methods of Evaluation: Formal evaluation involves regular quizzes, tests, short essays, student language lab recordings, and oral tests. Informal evaluations involve in-class oral practice that include discussions of the Destinos video series, and written exercises.

Spanish 2 Current Course Description Students of Spanish 2 will continue to build a foundation in Spanish grammar. Spanish and LatinAmerican culture will be the backdrop of projects and presentations in which students will use PowerPoints, the Language Lab, and student made films. Students will also develop their listening comprehension and reading skills through the use of the ยกBuen Viaje! Workbook and a Spanish reader.

Students will use the skills they develop in written form as well, with essays related to the thematic chapters.

General Course Objectives: 1. Students will be able to orally present on a topic for 5-10 minutes in Spanish.

2. Students will be able to write an essay in Spanish.

3. Students will be able read a book in Spanish with good comprehension.

4. Students will be able to follow and discuss Hispanic film.

Skills Taught: 1. How to make note cards to study vocabulary as well as grammar.

2. How to learn vocabulary through context, cognates, roots, and prefixes.

3. How to use a dictionary to look up verbs by putting them back into their infinitive.

4. How to create an engaging and meaningful PowerPoint presentation in Spanish.

5. How to create and edit an original digital film in Spanish.

6. How to conjugate Spanish verbs in 10 tenses.

Methods of Evaluation: Formal evaluation of student progress includes chapter tests, quizzes, PowerPoint presentations, video projects, Language Lab recordings, and homework assignments. Informal evaluations include class participation, board work, and class discussion.

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Spanish 3 Current Course description Spanish 3, a year long course, emphasizes written and spoken Spanish and looks at the culture and brief history of Central America, South America, the Caribbean, Spain, and the United Sates. Besides the textbook and workbook -videos, dialogues, newspaper articles, short stories, poems, and music- are used to learn about culture, language, and expand vocabulary.

General Course objectives 1. To better speak and understand Spanish 2. To better write using appropriate vocabulary and grammar 3. To improve understanding of the culture and history of Spanish speaking countries, including the United States 4. To improve reading and listening comprehension 5. To expand working vocabulary Skills Taught 1. To use and conjugate all verb tenses (reviewed and learned) as well as other grammar concepts 2. To best guess meaning of word from context or similar words 3. To proof read for common mistakes the English speakers make in Spanish 4. To get ideas across that are comprehensible even if not perfect Methods of Evaluation: Formal evaluation of student progress includes chapter tests, quizzes, PowerPoint presentations, video projects, Language Lab recordings, and homework assignments. Informal evaluations include class participation, board work, and class discussion.

Spanish 3 Honors Current Course Description Spanish 3, Honors is geared towards preparing students for their next level of Spanish whether that be Spanish 4 Honors, or their first year of Spanish in college. Using the text, workbook, and listening comprehension on a daily basis, students learn and practice the chapter’s grammar in the context of that chapter’s theme (famous Hispanic inventors, the environment, pastimes, etc.). At the end of the chapter the students further demonstrate their proficiency with the thematic topic and grammar in either a PowerPoint or video project. Each trimester we watch and discus a Hispanic film, and in the spring trimester we read La Casa de Bernarda Alba by Spanish author Federico García Lorca.

General Course Objectives 1. To prepare students for AP and college Spanish.

2. To improve oral fluidity, vocabulary, and knowledge of basic topics of interest in Spanish.

3. For students to be able to give a 5-10 minute oral presentation without notes.

4. To be able to write an essay in Spanish using advanced grammatical constructions.

5. To be able to listen and comprehend music in Spanish.

6. To be able to watch, comprehend, and discus Hispanic movies.

7. To be able to read a Spanish text with good comprehension.

8. To provide students with real life opportunities to practice the advanced Spanish grammar we learn throughout the year.

9. To expand on the student understanding and use of the subjunctive mood in all its subtleties and uses.

10. For students to be proficient in using the dictionary to find multiple definitions of words.

11. To impress upon students the importance of learning Spanish and how it applies and will apply to their lives.

Skills Taught 1. The ability to grammatically construct and deconstruct the language in conversation, reading, and writing.

2. Various strategies for reading and understanding challenging texts.

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3.

4.

5.

6.

7.

How to make note cards to study vocabulary as well as grammar.

How to learn vocabulary through context, cognates, roots, and prefixes.

How to use a dictionary to look up verbs by putting them back into their infinitive.

How to create an engaging and meaningful PowerPoint presentation in Spanish.

How to create and edit an original digital film in Spanish.

Methods of Evaluation: Formal evaluation of student progress includes chapter tests, quizzes, PowerPoint presentations, video projects, and homework assignments. Informal evaluations include class participation, class discussion, and entrance/exit cards.

Homework (10%) Quizzes (20%) Tests (35%) Projects and Presentations (35%)

Spanish 4 Current Course Description Students of Spanish 4 use what they already know of the rules of the Spanish language to study in-depth several cultural topics including music, food, art and current events of Spanish speaking countries.

Students will work with authentic materials, such as use movies, newspapers and literature and give PowerPoint presentations, write essays and articles, and hold classroom conversations. Students will study grammar and vocabulary throughout the year with a special emphasis on the use of the subjunctive. All grammar and vocabulary content will be observed within the authentic material and practiced in all aspects of the language.

General Course Objectives 1. Students will be able to understand spoken Spanish of varying accents.

2. Students will be able to speak in Spanish with confidence.

3. Students will be able to write essays and articles.

4. Students will be able to research and expound on several detailed cultural aspects of Spanish speaking countries.

5. Students will be able to read and analyze authentic literature and newspaper articles.

Skills Taught: 1. Reinforce Spanish Grammar.

2. Using knowledge of Spanish to express ideas in both oral and written form.

3. Listening and reading in Spanish through literature and videos.

3. Critical thinking in cultural conversations.

Methods of Evaluation: Essays (15%) Tests and Presentations (30%) Participation (15%) Quizzes (20%) Homework (20%) Final Exams (20% of each trimester grade) Spanish 4 Honors Current Course Description Spanish 4H is a year-long course for advanced a student that emphasizes the active use of the language for oral and written communication. Students will develop a vocabulary sufficiently ample to read newspaper and magazine articles, modern literature, and other non technical literature. They will be able to understand the language spoken by native speakers, of various registers, at a normal rate, and will increase their ability to express themselves accurately and resourcefully both orally and in writing. A wide variety of print and electronic media will be used. All students enrolled may take the AP Spanish

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Language Exam if they have a cumulative A- by the end of the 5th marking period. Students will be exposed to a wide variety of teaching strategies and activities. The various strategies and activities address multiple learning styles. Students are expected to demonstrate proficiency in the three modes of communication—-interpersonal, intrapersonal, and presentational (reading, writing, listening, and speaking skills are integrated daily.)

General Course Objectives 1. To understand spoken Spanish in both formal and conversational situations.

2. To develop a vocabulary sufficiently ample for reading of newspaper and magazine articles, contemporary literature, and other non-technical writings without dependence on a dictionary.

3. To express ideas accurately and resourcefully both orally and in writing with reasonable fluency. The latter is emphasized and weekly compositions are an important part of the course.

Skills Taught The students will achieve a high level of communicative competence through activities that will develop: 1. To pronounce the language properly.

2. To speak Spanish with grammatical accuracy.

3. To read any type of literature and be able to discuss it in class 4. To write an academic essay in Spanish about any topic.

5. To be able to read articles from different media outlets and summarize them orally and in writing.

6. To be able to recognize grammatical errors in written works.

7. To understand and produce longer stretches of speech, such as stories, directions, or instructions and analysis.

8. To use the language to accomplish the student’s purposes and get things done.

9. To use words and ways of speaking appropriate for different situations.

10. To interact with other people appropriately when talking with them.

Methods of Evaluation: A variety of speaking situations, listening and reading comprehension, grammar, and vocabulary as well as written meaningful essay in the target language.

Spanish 5 Honors Current Course description Spanish 5 Honors, a year long course, takes reading, writing, listening, and speaking to a college level.

Students will analyze in detail a fable by Paulo Coelho and a short novel by Gabriel GarcĂ­a Marquez.

Advanced grammar concepts are reviewed and expanded so students can converse as native speakers.

General Course objectives 1. To fluently speak and understand Spanish at a higher level 2. To better write using advanced vocabulary and grammar 3. To research and debate current issues 4. To improve reading and literary analysis 5. To expand advanced vocabulary Skills Taught 1. To use all verb tenses correctly as well as additional complex grammar concepts 2. To best guess meaning of word from context or similar words when reading novels, short stories, newspaper/magazine articles 3. To proof read for common mistakes that English speakers make in Spanish 4. To get ideas across that are accurate 5. To carry out a conversation fluidly

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HISTORY Ancient and Medieval History Course Description Ancient and Medieval History, the third form course, considers the political, economic, social and cultural characteristics of western civilization from ancient Greece through the Renaissance.

Students study the characteristics of governments, religion, social ideas and institutions with additional attention devoted to classical and medieval art, architecture, literature and philosophy. Students practice the historical process of gathering and interpreting factual information using readings in primary and secondary sources. They complete two major papers.

In the first one, they use only primary source materials in analyzing the slave revolt of Spartacus.

In the second, they use secondary sources in analyzing a topic of their choosing. Other shorter papers, assigned frequently, develop analytical and writing skills. Students also read an historical novel in order to learn to analyze the role of interpretation in fiction. The organization and emphasis of the course emphasizes the cumulative heritage of the West and should prepare them for the Modern European History course in the fourth form year.

Course Objectives 1. To learn about the history of Classical Greece, Rome and the Middle Ages.

2. To understand how various institutions of each society developed over time.

3. To appreciate the legacy and the influence of the Ancient world.

4. To provide background which will increase understanding of modern western history.

5. To establish strong skills necessary for the understanding of history.

Skills Taught 1. Reading comprehension of an historical text and primary sources.

2. Analytical writing in essay and research paper form.

3. Oral discourse on historical topics.

4. Conceptual thinking.

5. Study skills.

6. Note-taking skills.

Methods of Evaluation: Frequent short quizzes to hold students accountable for their nightly assignments, frequent 400700 word essays to practice their analytical writing, bi-weekly tests to learn a synthesis of material, oral presentations, primary source textual analysis, research papers.

Modern European History Course Description Modern European History is a fourth form course which surveys European history from the Reformation to the present and also gives some attention to nonwestern developments that impact the western experience. The course examines historical issues in their political, military, social, economic, intellectual and religious contexts. This approach allows both depth of understanding of single issues and continuity in the development of sequential issues. Topics include the rise of the nation-state system; the growth of industrial capitalism, socialism and individualism; the rise of religious toleration; the emergence of popular sovereignty as well as the roots of modern totalitarianism; and the development of a more complex class structure.

Course Objectives 1. To familiarize students with major events, developments and issues in western history ca.

1500-1990.

2. To appreciate what is distinctive about the western heritage.

3. To strengthen students’ ability to write and speak clearly and cogently.

4. To introduce students to the skills of the historian (researching, interpreting, selecting, organizing).

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Skills Taught 1. Note taking, outlining, improving reading comprehension and study skills.

2. Analytical writing with thesis and strong supporting evidence.

3. Analysis of historical arguments, including an introduction to historiography.

4. Interpretation and analysis of historical evidence.

5. Oral presentation.

6. Research skills (using library and on-line resources) and writing a research paper with the appropriate scholarly apparatus of footnotes and bibliography.

Methods of Evaluation Reading quizzes, chapter or unit tests, short papers, research paper, presentations Honors Modern European History Course Description This course, open to qualified fourth formers, is a yearlong survey of European history from the Reformation (c. 1500) to the present. The course material includes significant themes and episodes which are part of the “common knowledge or collective memory [which] allows people to communicate, to work together, and to live together.”1 Thus the Reformation, the French and Industrial Revolutions, the World and Cold Wars are among the units in the course. Honors students read a college-level text and expected to read, analyze and communicate at a more advanced level than those in a regular-level course. In the past many Honors students have taken the AP exam at the end of the school year.

Course Objectives 1. To improve students’ familiarity with important events and developments in western history.

2. To improve students’ critical thinking skills.

3. To improve students’ writing and presentation skills.

4. To introduce students to the skills of the historian (asking questions; gathering, interpreting, selecting and organizing information; and presenting conclusions).

Skills Taught 1. Writing essays with coherent ideas and relevant evidence.

2. Making class presentations.

3. Note-taking and outlining.

4. Library research skills.

Methods of evaluation Short reading quizzes, in-class written assignments, daily worksheets concerning homework assignments, unit tests, DBQs (documents-based questions).

United States History Course Description United States History, a course primarily for fifth formers, reviews the important aspects of the history of the United States through primary and secondary sources from colonial times to the late 20th Century. It is arranged topically within a chronological framework and stresses the development of America’s political institutions and political theory. Pertinent social, constitutional, economic and diplomatic themes are studied in order to understand the complexity and relationship of such forces in our political system. Students write a term paper as an introduction to library research and as a means of involving the student in the process of gathering and interpreting information.

Course Objectives 1. To understand of the development of the American nation over time.

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2. To obtain a basic understanding of the American democratic process and institutions.

3. To understand the forces which have shaped the society of the American people “from the bottom up.”

4. To comprehend congruence of economic, cultural, and diplomatic forces which has made the United States the pre-eminent nation in the world in the early 21st century.

Skills Taught 1. Reading critically with an eye toward discerning the thesis of an interpretive piece of writing and the relevant information used in constructing an argument.

2. The skill of writing and the relevant information used in constructing an argument.

3. Identification and analysis of historical arguments in college-level monographs.

4. Proper use of primary historical documents, including the ability to critically evaluate the strengths and limitations of specific types of documents.

5. Verbal articulation of knowledge.

6. Research skills in both print and electronic sources, and the concomitant ability to critically evaluate such sources.

Methods of Evaluation Essay tests, article reviews, daily class discussions, frequent quizzes, research papers.

Honors United States History Course Description Honors United States History, a course primarily for qualified fifth formers, provides students with an overview of the historical development of the nation from the beginning of the revolutionary period in 1763 through the end of the Cold War in 1991. It devotes attention to political, social, intellectual, cultural, diplomatic, and economic areas of United States history, all with an eye to understanding how those forces have shaped the students’ contemporary world.

Attention is also given to the nation’s role on the international stage, and how it affects, and in turn is shaped by, developments in other countries. Several college-level monographs are used to complement a standard college survey textbook. Students write two research papers, one using primary source documents from the American slave experience, and the other using standard secondary monographs in the field.

Course Objectives 1. To acquire a broad knowledge of the historical development of the United States.

2. To obtain a basic understanding of the nation’s essential institutions and how they function.

3. To understand how the lives of the American people have changed over time.

4. To comprehend the congruence of economic, cultural, and diplomatic forces which has made the United States the pre-eminent nation in the world in the early 21st century.

Skills Taught 1. Reading critically with an eye toward discerning the thesis of an interpretive piece of writing and the relevant information used in constructing an argument.

2. Analytical writing in constructing a coherent argument.

3. identification and analysis of historical arguments in college-level monographs.

4. proper use of primary historical documents, including the ability to critically evaluate the strengths and limitations of specific types of documents.

5. verbal articulation of knowledge.

6. research skills in both print and electronic sources, and the concomitant ability to critically evaluate such sources.

Methods of Evaluation Test, reading quizzes, papers (both analytical essays and research), evaluation of class discussion

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Advanced Placement American Government and Politics Course Description Advanced Placement American Government and Politics is an elective course open to qualified seniors. It provides a close examination of America’s political theories, institutions and processes. After a review of the historical foundations of the United States and of contemporary American political culture, the student will study the fundamental principles contained in the U.S. Constitution. Application of these principles will be stressed through case studies, with emphasis on the Congress, presidency, federal courts and the bureaucracy and on how power is shared and wielded at the national level. Links will be made between these institutions and political parties, interest groups, the media and public opinion in order to understand the forces and constraints on policy making.

Course Objectives 1. To introduce the student to the complex democratic theory and process.

2. To understand the institutions of government: Congress, Presidency, Judiciary, and Bureaucracy. This will include a close look at theory, procedure, personalities, and practices of the three branches of government.

3. To introduce American political thought through readings in current political journals across the mainstream political spectrum.

4. To understand the complicated policy-making process through case studies on civil liberties, civil rights, economic issues and foreign policy.

5. To stay abreast of current and international issues through newspapers, periodicals, and daily discussions of events and personalities.

Skills Taught 1. Analysis and synthesis, written and verbal, of complex questions of government and politics.

2. Briefing of major Supreme Court decisions in American history.

3. Article reviews of current periodicals.

4. Daily discussion and debate of central questions in American politics and government.

Methods of Evaluation Essay tests, article reviews, daily class discussions, pop quizzes, research papers.

Advanced Placement Psychology Course Overview Advanced Placement Psychology is an elective course open to qualified seniors. Its purpose is to introduce students to the systematic and scientific study of behavior and metal processes of human beings and other animals. Students are exposed to the empirically-supported psychological facts, research findings, terminology, major figures, principles, and phenomena associated with each of the major subfields of psychology. They learn about the methods psychologists use in their science and practice. The aim of this course is to provide the student with a learning experience equivalent to that obtained in most college introductory psychology courses. Students are required to thoroughly read the college level text and prepare text-notes, which usually take an outline form, prior to the lecture on the assigned reading. One of the primary objectives of this course is to expose students to all areas of information covered on the AP examination. This is accomplished through lecture, class discussion, video clips, selected outside reading, guest lecturers, demonstrations and projects.

Course Objectives 1. Analysis and synthesis, written and verbal, of complex questions of government and politics.

2. to introduce students to the systematic and scientific study of behavior and metal processes of human beings and other animals 3. to expose students to the empirically-supported psychological facts, research findings, terminology, major figures, principles, and phenomena associated with each of the major subfields within psychology 4. to have students learn about the methods psychologist use in their science and practice.

5. to provide the student with a learning experience equivalent to that obtained in most college introductory psychology courses.

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Skills Taught 1. Analysis and synthesis of core concepts and theories, be able to define terms and use in their everyday lives.

2. Daily reading of the college level text and preparation of text-notes.

3. Basic skills needed for psychological research and be able to apply psychological concepts in their own lives.

4. Development of critical thinking skills.

5. Concise essay writing, appropriate for social sciences.

Methods of Evaluation Students are assessed daily on the reading by means of a quiz, homework check or text-notes check. Students are assessed daily in class by means of verbal questioning and interactions during the lecture. Students are assessed after each unit with a 100-question multiple choice test and an essay. Each subsequent test in the course is cumulative. Two projects or papers may also be assigned during the course.

Introduction to Economics Course Description Introduction to Economics is a trimester course open to underformers who are interested in an introductory survey of the key concepts of microeconomics and macroeconomics.

Course Objectives 1. To expose a student to the analytical thought processes and unique vocabulary of the social science of economics.

2. To prepare students who wish to take the A.P. Economics course as a senior.

3. To better prepare a student for understanding the business world as an adult.

4. To become more sophisticated in the understanding of our economy in terms of a historical perspective.

5. To be able to read and comprehend the business section of the newspaper.

6. Understanding the development of key economic theories in the past century and how those theories impact our current economic thinking.

Skills Taught 1. Using economic models to understand concepts.

2. Manipulating graphs to comprehend the impact of changes in supply and demand.

3. Understanding the relationship between the theoretical nature of economics and its real-life applications.

Methods of Evaluation: Periodic tests on chapter reading, daily classroom participation, out-of-class projects.

Advanced Placement Economics Course Description Advanced Placement Economics covers all the material that would be covered in most introductory college macroeconomics courses and about 30% of a college microeconomics course. The last trimester will include several two week units on concepts such as personal finance, how to start a business, and how to read financial statements of individual companies. At the end of the school year, students take the A.P. Macroeconomics exam to try and earn college credit.

Macroeconomics is the study of the economy as a whole. How do we measure the economy? What are the ideal goals in terms of unemployment, inflation and economic growth? A historical perspective of the twentieth century leads to exploration of key economic schools of thought such as the Keynesian and the classical theories. Students explore government intervention in terms of fiscal and monetary policy as possible methods of impacting overheated or stagnating economies. Students also learn about global competition as they study currency valuations, trade restrictions and trade surpluses or deficits.

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Course Objectives 1. To build a solid foundation in introductory economics.

2. To become more sophisticated in terms of understanding current business events.

3. To possibly gain college credit on the A.P. exam.

4. To expose high school students to the assumptions and analytical tools of the social science of economics.

5. To understand tradeoffs in choices made by government or the Fed. Skills Taught 1. The key concepts of economics.

2. The tools needed to relate economic theory to current business situations.

3. Multiple choice question analysis.

Methods of Evaluation 1. Reading quizzes.

2. Periodic short answer and short essay tests.

3. Multiple choice quizzes and tests to conclude macroeconomics.

The Sixties (not offered 2011-2012) Course Description The Sixties is an elective course open to seniors and presumes prior completion of the survey course in United States History. It covers three numerically coincidental, yet historically critically important decades in American history. The 1760s saw the beginning of serious colonial resistance to Great Britain; the 1860s witnessed the most turbulent period in the republic’s history with the American Civil War; and the 1960s was a period many Americans viewed as a “struggle for the nation’s very soul.” Many events in each of these decades involved intense debate, to the point of armed conflict, over abstract concepts such as “liberty,” “equality,” and “the American identity.” Attention is also given to how these concepts were interpreted in subsequent generations. The course utilizes an array of disciplines – political science, constitutional law, philosophy, military history, sociology, music, film, literature, and on-site study – to shed light on historical process.

Course Objectives 1. To examine the causes and consequences of the colonial resistance to Great Britain and the Revolution.

2. To examine the causes and consequences of the Civil War. 3. To understand the military history of the Civil War. 4. To examine the causes and consequences of the “civil war of the 1960s.”

5. To obtain an understanding of the Civil Rights movement, the Vietnam War, and the counterculture of the 1960s.

6. To understand the relationship between these three pivotal decades, and enduring themes throughout American history.

Skills Taught 1. Reading critically with an eye toward discerning the thesis of an interpretive piece of writing and the relevant information used in constructing an argument.

2. The skill of writing and the relevant information used in constructing an argument.

3. Proper use of primary historical documents, including the ability to critically evaluate the strengths and limitations of specific kinds of historical sources.

4. Verbal articulation of knowledge.

5. Research skills in both print and electronic sources, and the concomitant ability to critically evaluate such sources.

Methods of Evaluation Research projects, tests and quizzes, oral presentations, analytical essays

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The Constitution: History, Law, and Jurisprudence (Honors) Course Description This elective course, open to qualified seniors, is an intensive introduction to the history of the American Constitution. After a comprehensive examination of the founding era (approximately 1765-1788) in the opening weeks of the fall term, the course traces the history of constitutional interpretation through key opinions of the U.S. Supreme Court in the winter and spring. These opinions will be studied with an eye towards two particular topics. First, students will investigate the history of constitutional jurisprudence on the Supreme Court: How do Supreme Court judges go about making their decisions? What assumptions about the law and constitution have guided the Supreme Court in the past? What assumptions guide the Supreme Court today? Second, students will explore the connections between constitutional law and our nation’s social and political development. How has the prevailing interpretation of our constitution reflected – and, in some cases, shaped – developments in our nation’s political and social history? The course will conclude with a consideration of abortion, gun control, school prayer, affirmative action, and other current “hot topics” on the Supreme Court’s docket.

Course Objectives and Skills Taught 1. Students will understand the historical foundations of the Constitution and the Supreme Court as well as their current roles in American public life.

2. Students will develop basic legal reasoning skills by reading, analyzing, and briefing significant Supreme Court decisions, past and present.

3. Students will hone their verbal skills by constructing legal arguments—and deconstructing those of their classmates—in open-ended class discussions.

4. Students will gain a better understanding of academic work in the humanities at the college level: heavier homework assignments, fewer class periods per week, fewer and more demanding major assessments, significant analytical work, and use of monographs and primary sources instead of a textbook.

Methods of Evaluation Assessment places greater emphasis on papers and less on in-class tests. Papers are longer and less numerous than those assigned in Woodberry’s fourth- and fifth-form survey courses. The fall and winter terms both require a ninety-minute midterm and a two-hour final exam. Two extensive (10-12 pages) essays are required in the spring term. Class participation represents a significant component (approximately 25%) of the course grade.

Criminal Law (trimester course) Course Description Introduction to Criminal Law is a trimester elective course open to sixth formers which presumes completion of the survey course in United States history. The course traces the development of American criminal jurisprudence through landmark Supreme Court interpretations of the Fourth, Fifth, Sixth, Eighth and Fourteenth Amendments to the U.S. Constitution. Major topics of study and discussion include selective incorporation, the right to counsel, search and seizure issues, police interrogation and confessions, entrapment, the exclusionary rule, prosecutorial discretion, the right to a speedy trial, plea bargaining, jury trials, freedom of the press and fair trials, sentencing issues, the death penalty, double jeopardy, the appeals process and habeas corpus review. The culmination of the course is a field trip to the U.S. Supreme Court to hear oral argument in a criminal appeal. Students read and study the opposing briefs and lower court opinions in that case prior to visiting Washington D.C..

Course Objectives 1. To gain an understanding of the foundations of the American criminal justice system 2. To gain an appreciation for the U.S. Constitution’s protections relating to criminal prosecution 3. To reflect upon and debate controversial topics in American criminal justice 4. To become acquainted with a new vocabulary and develop new critical thinking skills 5. To provide an introduction to legal studies for students who might be interested in law Skills Taught 1. Reading comprehension

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5.

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7.

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Highlighting, note-taking and outlining Vocabulary development and critical thinking Interpretation of facts and law in legal briefs and opinions Oral discourse and debate Analytical writing Methods of Evaluation Reading quizzes, objective tests, essay tests, class participation and a final exam

Methods of Evaluation Tests and reading quizzes comprise the primary means of evaluation in the course.

Military History (trimester course) Course Description This trimester course explores the relationship between war and political change, while also understanding how strategic and tactical innovations and decisions led to the final outcomes of some of the most decisive battles ever fought. The course uses a thematic approach to the study of military history, examining the impact of leadership, geography, topography, culture and economy on historical conflicts. Particular attention will be given to the origins and consequences of three major conflicts: the Gallic wars of ancient Rome, the Napoleonic wars, and the Normandy invasion of World War II. Course Objectives 1. To learn how military campaigns have influenced the course and development of Civilizations.

2. To provide a background of the history of warfare throughout the ages and how each historical campaign influences the next.

3. To understand the impact of individuals and leadership on military history.

4. To appreciate the influence of fortifications and engineering on the course of military history.

5. To understand the dramatic impact firepower has had on historical battlefields.

6. To appreciate how tactical and strategic innovations and decisions have led to success or failure of military campaigns.

Skills Taught 1. Reading and comprehension of historical text and primary sources.

2. Oral debate and discussion on military history topics and decisions.

3. Strategic and tactical thinking about military history concepts.

4. Analytical writing in essay form.

5. Public speaking and presentation skills.

6. Note-taking skills.

Methods of Evaluation Weekly quizzes and short essays over the reading material assigned, Power Point presentation on a specific tactical situation, unit essay tests, oral participation during class discussion, participation in tactical simulations, research project.

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Individual Instruction and SAT prep Study Skills Current Course Description The student works with the teacher using his textbook from his academic courses, learning how to read, study, complete homework, and prepare for tests and quizzes in that course.

General Course Objectives The student will become an independent learner, knowing strategies that help him to learn.

Skills Taught 1. Planning and organizing the study period.

2. Reading comprehension and note-taking from the text.

3. Preparing for quizzes and tests by determining what is important.

4. Memory and problem solving strategies.

5. Word attack skills, as needed.

Methods of Evaluation: Students are assessed on their progress as reported by their classroom teachers.

SAT Prep Current Course Description The course provides practice with the types of question asked on the Verbal and on the Writing Sections of the SAT and extensive work on vocabulary development.

General Course Objectives 1. A student will know strategies for answering the types of questions asked on the verbal and writing sections of the SAT 2. The student will increase his vocabulary by a comprehensive vocabulary development program.

Skills Taught 1. Reading comprehension 2. Vocabulary development 3. Grammar, usage, and paragraph correction 4. Essay writing.

Methods of Evaluation: Daily vocabulary quizzes, biweekly tests, and final exam.

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Mathematics The Woodberry Forest mathematics program teaches students to draw conclusions using both contemporary and traditional approaches and to justify and prove conjectures through examples, counter examples or formal proofs.

The courses offered include traditional college preparatory offerings for secondary school: geometry, Algebra 1, Algebra 2, precalculus, calculus, statistics, and a seminar in advanced mathematics. Independent study opportunities are available.

Students are required to successfully complete a course beyond the level of Algebra 2 in order to satisfy the school’s graduation requirement. Honors classes are available in courses beyond Algebra 1, and students are placed in these courses as the result of their aptitude and performance in Woodberry Forest’s course offerings.

Initial placement is made based upon the student’s performance on a summer placement test.

Algebra 1 Current Course Description Algebra 1 is required for entering students who lack Algebra 1 credit. The emphasis is on mathematical literacy and problem solving. Calculators are not used in this course.

General Course Objectives 1. Recognize, classify and use numbers and their properties.

2. Recognize, create, extend, and apply patterns, relations, and functions.

3. Simplify algebraic expressions including polynomials and rational expressions.

4. Solve and graph relations, inequalities, and systems in both one and two variables.

5. Communicate using the language of algebra.

Skills Taught 1. Reading and writing good mathematical expressions.

2. Factoring and divisibility of numbers and expressions.

3. Manipulating rational expressions.

4. Solving linear and quadratic equations and inequalities; solving linear problems with absolute value.

5. Graphing in both one and two dimensions.

No prerequisite.

Methods of Evaluation: Frequent testing is used in this course. Generally a full period test is given once each week and a cumulative exam is given at the end of each trimester. All weekly tests are open book and open notes. Special attention is given to the assignment the day after a test. Students either work word problems or multiple choice SAT style questions in the context of the material studied for a week.

Geometry Current Course Description Geometry is a required course and follows Algebra 1. Geometry encourages students to value mathematics as a means of interpreting and understanding their world. Emphasis is on problem solving and developing logical, sequential arguments. Through reading, writing and discussions, students develop inductive and deductive reasoning skills. Major topics include similarity, congruence, constructions, proof and an introduction to trigonometry. An honors section is available for advanced students.

General Course Objectives 1. Communicate using the language of plane Euclidean geometry.

2. Identify, explore, discuss, and apply properties, theorems, axioms and definitions related to plane figures.

3. Develop problem solving skills utilizing multiple heuristic methods as outlined George Polya’s, How to Solve It. Skills Taught 1. Defining and recognizing terms and symbols of geometry and using them to communicate mathematical ideas.

2. Ability to write organized deductive proofs and clear definitions.

3. Applying algebra and using proportions and other equations to solve geometric problems.

4. Elementary constructions with a compass and a straightedge.

Prerequisite: There is no prerequisite, although it is recommended that Geometry follow Algebra 1 and precede Algebra 2.

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Methods of Evaluation: Generally, a full period quiz is given once a week. A cumulative exam is given at the end of each trimester.

Students also perform constructions using compass and straightedge as well as the software package Geometer’s Sketchpad.

Algebra 2 Current Course Description Second year algebra builds on the understanding and the skills developed in the first year course. Students are taught to use mathematical thinking in problem solving; emphasis is placed on developing student communication skills, both written and oral. The mathematical content includes the study of a variety of mathematical functions – linear, quadratic, exponential, logarithmic, radical, rational and polynomial. Additional topics may include linear programming, sequences and series, and an introduction to statistics. An honors section is available for advanced students.

Prerequisite: C- or better in Algebra 1 General Course Objectives 1. To teach students how to write mathematics in a clear and logically consistent manner using appropriate mathematical notation.

2. To instill in students an appreciation of the value of mathematics in solving a variety of problems.

3. To teach students an appreciation of the value of mathematics in solving a variety of problems.

4. To teach students the appropriate use of a calculator; to inhibit students from engaging in sequential button pushing in lieu of mastering underlying mathematical principles.

5. To bolster the confidence of those students for whom success in mathematics has been elusive.

Skills Taught 1. Equation solving: linear, quadratic, exponential, logarithmic, rational and polynomial.

2. An organized methodology for solving certain types of word problems.

3. Estimation skills – learning to estimate before calculating.

4. Using mathematical functions to describe real world phenomena.

Methods of Evaluation: Periodic short quizzes, weekly period long test, occasional take home problems, and oral participation in class Functions, Statistics, and Trigonometry Current Course Description Functions, Statistics and Trigonometry (FST) is for students seeing math credit beyond the algebra 2 level. The content and questions integrate functions, statistics, and trigonometry and apply the algebra and geometry students have studies in previous courses. Sequences, counting problems, and other topics from discrete mathematics are also found in the content, and the course contains many topics of traditional pre-calculus courses. Topics and skills are not developed in isolation, but they are employed to both motivate and extend important concepts of functions, statistics, and trigonometry.

General Course Objectives 1. To motivate, justify, extend and otherwise enhance important concepts of functions, statistics, and trigonometry.

2. Reading mathematics to develop understanding.

3. Skill in carrying out various algorithms.

4. Develop and use properties and relationships found in mathematics.

5. Represent and picture mathematical concepts with graphs, tables, and charts.

Skills Taught 1. Reading and writing good mathematics.

2. Appropriate use of a graphing calculator.

3. To learn to study mathematics on your won sot that you will be able to deal with the mathematics you see in newspapers, magazines, television, on the job and in school.

Prerequisite: Algebra 2 or equivalent Methods of Evaluation: Frequent testing is used in this course. Generally a full period test is given once each week and cumulative exam is given at the end of each trimester.

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Precalculus Current Course Description Pre-Calculus generally follows Algebra 2 and is designed to build a strong foundation in mathematics leading to calculus. Students develop a firm grasp of the underlying mathematical concepts while using algebra as a tool for solving problems. Topics include elementary functions, their properties, and transformations on these functions.

Additional topics include trigonometric functions, systems of equations, matrices and analytic geometry. Limits and basic concepts of calculus are used throughout the course. The honors section is known as Honors Introduction to Calculus. The honors section starts the Calculus BC curriculum in the spring.

General Course Objectives 1. Provide the student with trigonometric, geometric, and algebraic techniques needed for the preparation of the study of calculus.

2. Provide the student with an understanding of the major functions used in the study of calculus with emphasis on both a graphical and analytic perspective using both technology and traditional methods.

3. Provide the critical analytical techniques to effectively model, interpret and analyze data within its appropriate context.

4. Provide students with the opportunity to further develop critical thinking skills and become more effective problem solvers through the application of mathematical knowledge.

5. Provide an environment to use appropriate technology and communicate knowledge and understanding more effectively.

Skills Taught 1. Analysis of algebraic functions with an emphasis on end behavior, zeros and asymptotes.

2. Analysis of transcendental functions and their inverses.

3. Use of both polar coordinates and vectors to gain insight in to trigonometry, polar, logarithmic, and exponential.

4. Limits and basic understanding on continuity.

Prerequisite: B- or better in Algebra 2 and a recommendation from teacher.

Methods of Evaluation: Quizzes, unit tests, trimester and final examination Calculus Current Course Description Calculus consists of a full academic year of work in calculus comparable to courses in colleges and universities.

There are three levels: Applied Calculus, Calculus AB, and Calculus BC. All levels address the developments of a student’s understanding of the concepts of calculus and provide experience with tits methods and applications.

Calculus AB and Calculus BC are specifically targeted to the Advanced Placement courses described by the College Board. Applied Calculus mirrors Calculus AB with the omission of a few topics and greater emphasis on how applying Calculus to other disciplines. Calculus BC is an extension of Calculus AB rather than an enhancement; thus, common topics are addressed with similar depth.

General Course Objectives 1. To understand the concept of the limit and its use to analyze the behavior of functions.

2. To understand the derivative and integral and their use to analyze the behavior of functions and to solve problems with rates of change and accumulation.

3. To develop analytical thinking and problem solving skills and the ability to clearly communicate ideas both orally and in writing.

4. Incorporate the use of technology as an aid to understanding concepts.

5. (Calculus AB & BC) Be prepared to succeed on the Advanced Placement Calculus examination.

Skills Taught 1. Use the limit process to both predict and explain observed local and global behavior of a function.

2. Evaluate derivatives of basic functions both explicitly and implicitly; and to apply the derivative to problems involving graphical analysis, projectile motion, related rates, and optimization.

3. Evaluate the integral of basic functions and apply to problems of area, volume, average value, projectile motion and differential equations.

4. (BC only) Analyze power series and use to approximate functions.

5. (BC only) Analyze parametric, vector valued, and polar functions and use to solve problems.

Prerequisite:

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Applied Calculus: C- or better in Precalculus AB Calculus: B or better in Precalculus and a recommendation from teacher.

BC Calculus: B or better in Honors Precalculus and a recommendation from teacher.

Methods of Evaluation: Homework, quizzes, and tests including a trimester examination Advanced Placement Statistics Current Course Description Advanced Placement Statistics introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, planning a study, anticipating patterns and statistical inference. Exploratory analysis of data makes use of graphical and numerical techniques to study patterns and departures from patterns. Data must be collected according to a welldeveloped plan if valid information on a conjecture is to be obtained. Probability is the tool used for anticipating what the distribution of data should look like under a given model, and statistical inference guides the selection of appropriate models.

General Course Objectives 1. To be able to find data descriptors (mean, variance, median) and determine expected shapes of graphs based upon these descriptors.

2. To be able to reason probabilities from given physical models, such as dice, coins, cards, etc.

3. The year end desired result is for students to be able to use inferential statistics and perform significance tests and find confidence intervals.

Skills Taught 1. Determining median, IQR and outliers, then learning how to use the normal distribution to find similar results.

2. Use scatter plots, histograms, and other types of graphs to analyze data.

3. Using the TI-83 graphing calculator to not only compute descriptive statistics but also assist in performing significance tests.

Prerequisite: algebra 2 is required and Precalculus is recommended.

Methods of Evaluation: Weekly quizzes, homework is graded daily, trimester exam Seminar in Advanced Mathematics Current Course Description Seminar in Advanced Mathematics (SAM) is an adventure in the study of mathematics unlike that of any other academic or extracurricular offering in secondary mathematics. The students retrace the steps, suffer the frustrations, enjoy the excitement and bask in the accomplishments of many legendary mathematicians. The primary goal is to give each student superior proving and problem-solving skills, making the method more important than the content. Content varies according to the instructors and students. Topics have included group theory, abstract algebra, symbolic logic, multivariable calculus, analysis (advanced calculus), number theory , RSA cryptography, and linear algebra.

General Course Objectives 1. Explore the work of mathematicians in history that accomplished some of the major milestones in the development of modern mathematics.

2. Explore topics in mathematics of interest that are not studied in a traditional high school or college mathematics curriculum.

3. Gain an understanding of the work required of modern mathematicians and an appreciation and enjoyment of mathematics.

4. Provide an opportunity for students to study mathematics beyond Advanced Placement Calculus.

Skills Taught 1. Develop, write and present mathematical proofs with a focus on the ability to clearly communicate ideas both orally and in writing.

2. Problem solving in a context that is not a simple variation of known examples. The ability to approach a new problem with techniques practiced in different context.

Prerequisite: Calculus and a recommendation from the Calculus Teacher.

Methods of Evaluation: Class participation, presentations of proof, papers, projects, quizzes, and tests.

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Religion Religion has always had a major impact on the history, art, literature, philosophy, politics and economics of all civilizations. Holy texts (of which the Bible is one) are the most influential books in world literature. With the expansion of cultural globalization it is essential for students in the liberal arts tradition to become familiar with the Bible and its teachings as well as the fundamental components of other major world religions and their sacred texts.

When asked why he was taking more than the required course in religious studies one student said, “It seems like we’re all floating down the same river but in different canoes. I’m really interested in the other boats and who’s paddling them.”

Biblical Survey Course Description Biblical Survey, a trimester course, examines the Old and New Testaments to acquaint students with the entire sweep of the Biblical drama. We examine the major historical, literary and theological themes of the bible as they display God’s engagement with the people of ancient Israel on through the development of the 1st century Christian Church. Great questions such as “Why does God seem so different in the Old Testament than in the New Testament?” “How am I supposed to believe stories in the Bible when modern science contradicts them?” “What is the difference between faith and truth?”

General Course Objectives The students are able to recognize, identify and understand: 1. Major Biblical/theological themes in the Old and New Testaments 2. Events in their historical and geographical context 3. Characters and their interrelatedness Skills Taught 1. How to use Biblical tools of research 2. How to learn and memorize information presented 3. How to interpret contemporary events from a Biblical perspective 4. Organization, note taking and study skills Methods of Evaluation 1. Daily preparation and participation in class discussion 2. 4 unit tests which include essays 3. A comprehensive final exam 4. A final essay counting 20% of the final exam grade The Old Testament and Contemporary Culture Course Description The timeless relevance of Old Testament literature is exciting to see everywhere we look. The Bible continues to influence and inform all aspects of contemporary Western civilization. This course is a trimester elective designed to use the stories, characters and themes of the Old Testament to examine and interpret contemporary culture.

When we take time to notice, it is amazing how many daily news stories, books, films, TV shows, and songs rely on ancient stories for substance and meaning. The short stories of Flannery O’Connor, the music of U2, and films like The Matrix, Star Wars, and Avatar follow clear parallels to Old Testament events. Once one becomes familiar with the Old Testament stories they are evident everywhere!

Skills Taught 1. How to read Biblical literature with an eye to contemporary interpretation.

2. Develop the ability to see and interpret world events theologically.

3. Examine components of contemporary Western culture as extensions of Old Testament stories.

Methods of Evaluation 1. Daily preparation and participation in class discussion.

2. 4 Interpretive papers.

3. Each student will make 2 class presentations.

4. Final exam will include written work and a group presentation

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Survey of World Religions Course Description A few years back, the banner headline on the Yale Divinity School student newspaper was “GOD IS BIG�. While the headline may seem silly and self-evident it is an important reminder. God is not only big but experienced, understood and worshipped in many different ways. Judaism, Christianity, Hinduism, Buddhism, Taoism, Islam, Confucianism, and various tribal religions serve as the means by which the relationship between people and God exists. Being good world citizens and peaceful international neighbors requires us to understanding what our neighbors believe and how it affects all our lives. This trimester course provides a comprehensive overview of the major world religions.

Skills Taught 1. Learn the principle components of the major world religions.

2. Understand the cultural and historical background of the major world religions.

3. Discern the differences and similarities of religious traditions.

Methods of Evaluation 1. Daily preparation and participation in daily class discussions.

2. Comprehensive tests at the end of each section 3. Periodic essays on particular topics pertinent to a culture and its religious tradition 4. A group project developing a multi-cultural religious service.

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Science Science is the study of natural phenomena. At Woodberry Forest, the curriculum emphasizes an understanding of the fundamental laws and theories of science. Students learn to comprehend and appreciate the world around them through laboratory experimentation and classroom work. Using the scientific process, they acquire decision-making and critical thinking skills on both qualitative and quantitative levels. The process is sequential, cumulative and ongoing, building on knowledge gained at the introductory level. Students take an active role in the learning process through such activities as laboratory investigations, research projects and fieldwork.

To satisfy the school’s graduation requirement in science, students must have completed three courses: physics, chemistry and biology. Entering third-formers take Conceptual physics, as Woodberry’s is a “physics first” curriculum.

Conceptual Physics Current Course Description Conceptual Physics, the year-long third form science course, emphasizes the principles of physics on a conceptual basis. Students learn the scientific process through intensive laboratory experiences and are exposed to the fundamental principles of physical science that lay the foundation for continued study in chemistry and biology. These include concepts of motion, gravity, energy, sound, light, states of matter, heat and temperature. Students use the fundamentals of natural science as a vehicle for a thorough introduction to analytical thinking and creative problem solving skills.

General Course Objectives 1. To better understand and appreciate the physical principles governing the operation of our natural world.

2. To better understand and appreciate scientific methods and principles through hands-on experimentation and investigation.

3. To apply basic mathematical methods and models to physical processes.

4. To apply critical and creative thinking to problem solving and data analysis.

5. To prepare students for the study of Chemistry in their fourth-form year.

Skills Taught 1. Problem-solving, unit conversions, dimensional & graphical analysis.

2. Using computer technology, including MS Excel, to collect, analyze, and present data.

3. Basic experimental design involving safe, efficient and accurate lab techniques.

4. Synthesis and analysis of experimental procedures and results presented in an informal lab report.

5. Academic strategies and skills including organization, project planning, note-taking, maintaining a note book, test taking, and test preparation.

Methods of Evaluation: Tests, quizzes, worksheets, notebook checks, problem sets, lab reports.

Honors Conceptual Physics Current Course Description Honors Conceptual Physics is the Honors section of the year-long third form science course. While emphasizing the principles of physics on a conceptual basis, the course introduces qualified students to more quantitative methods of scientific analysis. Students learn the scientific process through intensive laboratory experiences and are exposed to the fundamental principles of physical science that lay the foundation for continued study in chemistry and biology. These include concepts of motion, gravity, energy, sound, light, states of matter, heat and temperature. The application of these physical principles and concepts to environmental topics is examined throughout the year.

General Course Objectives 1. To better understand and appreciate the physical principles governing the operation of our natural world, and see how these relate to modern environmental problems such as energy conservation and global climate change.

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2. To better understand and appreciate scientific methods and principles through hands-on experimentation and investigation.

3. To apply basic mathematical methods and models to physical processes.

4. To apply critical and creative thinking to problem solving and data analysis.

5. To prepare students for the study of Chemistry in their fourth-form year.

Skills Taught 1. Problem-solving, unit conversions, dimensional & graphical analysis.

2. Using computer technology, including MS Excel, to collect, analyze, and present data.

3. Basic experimental design involving safe, efficient, and accurate lab techniques.

4. Synthesis and analysis of experimental procedures and results presented in a written lab report.

5. Academic strategies and study skills including organization, project planning, note taking, test preparation, and test taking.

Methods of Evaluation: Tests, problem sets, lab reports Biology Course Description General Biology offers students a survey course of biological science. The course places emphasis on molecular and cellular biology, genetics, evolution, and botany. The major themes of life are emphasized throughout the course, and students become familiar with processes that are critical for living systems.

Lab work, an integral part of the course, includes use of Woodberry’s natural setting for the outdoors lab.

General Course Objectives 1. To better appreciate the nature of life, the internal workings of the body, and the multitude of interactions that make-up our environment.

2. To develop an understanding of the key themes of life as well as knowledge of biological processes that are critical for living systems.

3. To better understand scientific method, the potentials and limitations of biotechnology, and the impact of human activity on the natural environment.

4. To gain a sufficient enough background in biological science so to be prepared for college biology.

Skills Taught 1. The ability to formulate an effective hypothesis for a scientific investigation.

2. Critical reading skills for in-depth scientific literature.

3. Use of microscopes, micropipettors, and other lab tools involving microscopic study and biotechnology.

4. Ability to solve a wide range of genetics problems.

5. Writing lab reports and responses to essay questions in a clear and comprehensive manner that also involves sufficient depth and detail.

Methods of Evaluation: 1. Tests & Quizzes.

2. Written laboratory reports.

3. Student projects, both written and oral student presentations to the class.

Advanced Placement Biology Course Description Advanced Placement Biology offers students a more in-depth study of biological science, with considerable emphasis on molecular and cellular biology, biochemical pathways, genetics and evolution.

The major themes of life are emphasized throughout the course, and students become familiar with processes that are critical for living systems. Lab work, an integral part of the course, includes, but is not limited to, the 12 major laboratory investigations recommended by the College Board.

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General Course Objectives 1. To better appreciate the nature of life, the internal workings of the body, and the multitude of interactions that make-up our environment.

2. To develop an understanding of the key themes of life as well as knowledge of biological processes that are critical for living systems.

3. To better understand scientific method, the potentials and limitations of biotechnology, and the impact of human activity on the natural environment.

4. To be exposed to the rigors of college level laboratory science.

5. To gain a sufficient enough background in biological science so as to move beyond the basic introductory course on entering college.

Skills Taught 1. The ability to formulate an effective hypothesis for a scientific investigation.

2. Critical reading skills for in-depth scientific literature.

3. Use of microscopes, micropipettors, and other lab tools involving microscopic study and biotechnology.

4. Ability to solve a wide range of genetics problems.

5. Writing lab analysis and responses to essay questions in a clear and comprehensive manner that also involves sufficient depth and detail.

Methods of Evaluation: 1. Tests & Quizzes 2. Written laboratory reports.

3. Student presentations to the class.

Chemistry Course Description Chemistry builds on the basic laws of energy and matter covered in conceptual physics and introduces the student to the broad spectrum of chemical interactions and concepts. All life is based in chemistry and so this course is a necessary bridge step between physics and biology. The student will be presented with a variety of topics including properties of matter, chemical nomenclature, calculations, atomic structure, how atoms and compounds bond, thermochemistry, the periodic table and its properties, , gas laws and the properties of solids and liquids are among the topics discussed. Students generally take chemistry during the fourth form year.

Course Objectives 1. Develop an understanding that chemistry is the central science and provides explanations for observations and phenomena in physics, biology, earth science, and anatomy.

2. Relate energy and matter in both physical and chemical change processes. Students should be able to explain how chemical reactions follow the law of conservation of mass.

3. Develop an understanding of major concepts thorough laboratory investigation which allow for direct hands-on study of matter and its changes.

4. Recognize that matter is composed of atoms and the critical roles atoms have in the universe.

Skills Taught 1. Writing names and formulas for chemical compounds.

2. Write and balance a chemical equation that describes an observed reaction.

3. Utilizing specific lab equipment, such as burettes, spectrometers and calorimeters in laboratory investigations.

4. Make measurements, assess data for accuracy and precision, discuss the reliability of data with percent error and precision of equipment, and express results of an experiment with a written analysis.

5. Calculate the types of energy changes, molar relationships and volumes as well as other quantitative relationships as mathematics is an expression of science.

Methods of Evaluation: 1. Test and Quizzes.

2. Written laboratory reports.

3. Homework notebook checks.

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Honors Chemistry Current Course Description Like regular chemistry, honors chemistry builds on the basic laws of energy and matter covered in conceptual physics and introduces the student to the broad spectrum of chemical interactions and concepts. The course places a heavier emphasis than the regular course on analytical thinking skills and problem-solving techniques. Applications of chemical principles are heavily stressed, and the course is rich in demonstrations and laboratory investigations, including some labs the students design themselves. Students generally take honors chemistry during their fourth form year. Students also have the option of preparing for and taking the Advanced Placement Chemistry Examination.

General Course Objectives 1. To introduce students to the basic principles that govern the behavior of matter and energy.

2. To teach students a variety of techniques for understanding and solving basic chemistry problems.

3. To familiarize students with laboratory equipment and common procedures used in chemistry, and how to use the equipment and conduct the procedures safely.

4. To encourage students to think creatively in applying concepts learned in the classroom to solving problems in the lab.

Skills Taught 1. Analytical thinking and problem-solving.

2. Use of chemistry-specific laboratory apparatus.

3. Writing and understanding chemical equations.

4. Clear communication of the approach used for solving a problem or conducting a lab investigation.

Methods of Evaluation: 1. Test and Quizzes.

2. Written laboratory reports.

3. Homework notebook checks.

Physics Current Course Description Physics builds on concepts covered in Conceptual Physics, at a higher quantitative level. Topics covered include basic mechanics, electronics, geometric optics, light, sound, and an introduction to astronomy.

Students have weekly laboratory sessions for both exploration and application of the principles involved.

This course is typically taken senior year.

General Course Objectives 1. Students should be able to articulate and communicate the fundamental physics principles underlying the topics covered.

2. Students should develop a facility with creative problem solving.

3. Students should learn to distinguish between correct and fallacious applications of basic physics.

Skills Taught 1. Creative problem solving.

2. Experimental technique and analysis as related to the physics laboratory.

3. Effective written communication of physics principles.

Methods of Evaluation: Five elements contribute to the students’ grades: 1. Problem sets.

2. Quizzes.

3. Laboratory work.

4. Tests.

5. Occasional writing assignments.

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Advanced Placement Physics B Current Course Description Advanced Placement Physics follows the course description for physics B provided by the College Board.

This is a broad survey course, covering most important topics in classical physics as well as an introduction to twentieth-century developments. Students are expected to develop both a mathematical and conceptual understanding of the subject. In weekly laboratory sessions, students design experiments to verify the principles discussed throughout the course. Co-requisite: honors algebra II or above.

Students generally take AP Physics B during their senior year. Students recommended by their chemistry instructor and who are willing to consider taking Research Physics C their senior year can enroll in AP Physics B during their junior year.

General Course Objectives 1. Students should be able to articulate and communicate the fundamental physics principles underlying the topics covered.

2. Students should develop a facility with creative problem solving.

3. Students should learn to distinguish between correct and fallacious applications of basic physics.

4. Students’ performance on the May AP exam should reflect their strong understanding of course concepts.

Skills Taught 1. Creative problem solving.

2. Experimental technique and analysis as related to the physics laboratory.

3. Effective written communication of physics principles.

Methods of Evaluation: 1. Problem sets.

2. Quizzes.

3. Laboratory reports.

4. AP-style tests.

Research Physics and Physics C Current Course Description From September until February, students research four problems in preparation for the US Invitational Young Physicist Tournament. Faculty and students together investigate these open-ended, college-level projects. A solid grasp of theory and intricate, involved experimental work is required. The trimester exam is a 5-10 minute talk based on the research project. As the tournament approaches, students are trained to conduct a “physics fight,” a ritualized debate over the merits of a solution. Four members of the class are selected to be representatives of Woodberry Forest at the USIYPT. After the February tournament, the remainder of the course follows the course description for physics C - mechanics, as provided by the College Board. Mechanics is covered in great detail with an introduction to the use of single variable calculus as a tool to solve mechanics problems. Students are expected to develop both a mathematical and conceptual understanding of the subject so as to perform well on the May AP exam. Students take this course during their senior year. Co-requisite: AP calculus.

Pre-requisite: AP physics B and selection by the instructors.

General Course Objectives 1. Students should be able to articulate and communicate the fundamental physics principles underlying the topics covered.

2. Students should develop a facility with creative problem solving.

3. Students should learn to distinguish between correct and fallacious applications of basic physics.

4. Students’ performance on the May AP exam should reflect their strong understanding of course concepts and the mathematical language we use in college level physics.

5. Students should solve the research problem assigned, and effectively communicate their understanding of both theory and experiment in a physics fight.

Skills Taught

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1. Creative problem solving including the application of calculus and higher level math to the physical world.

2. Experimental technique and analysis as related to the physics laboratory 3. Effective written communication of physics principles 4. Presentation of the scientific talk; discussion and debate of physics principles underlying a colleague’s talk.

Methods of Evaluation: In the research portion of the course, these elements contribute to the grade: 1. In-class and out-of-class experimental work.

2. Weekly theory quizzes.

3. Poster session.

4. Scientific talk as a trimester exam.

5. Ability to engage in a physics fight: mastery of the physics behind the assigned problem.

In the Physics C portion of the course, these elements contribute to the grade: 1. Problem sets.

2. Quizzes.

3. AP-style tests.

Advanced Placement Environmental Science Course Description Advanced Placement Environmental Science is designed to be the equivalent of a one-semester introductory college course in environmental science. It is an interdisciplinary course that integrates material from biology, chemistry, geology, sociology, political science and geography to explore natural interrelationships and analyze environmental problems. Understanding the causes of environmental problems and finding their possible solutions are stressed. Students taking AP Environmental Science should have a thorough understanding of biology, chemistry and pre-calculus mathematics prior to taking the course.

General Course Objectives 1. To gain an understanding of the scientific processes and systems that affect our environment which will help prepare the student to be able to make informed choices on environmental issues.

2. To understand the process of science: --Science is a method of learning more about the world.

--Science constantly changes the way we understand the world.

3. To realize that the Earth itself is one interconnected system: --Natural systems change over time and space.

--Natural systems vary in ability to recover from disturbances.

4. That environmental problems have a cultural and social context: --Humans alter natural systems.

--Growth of human population and technology increase both the rate and scale of impact.

Skills Taught 1. To critically read and interpret information based on scientific principles and form valid conclusions.

2. To be able to manipulate mathematical data and accurately interpret the results.

3. To think and write clearly and concisely about environmental issues.

4. To recognize environmental problems and be able to develop appropriate solutions to them.

5. Be able to design and conduct scientific laboratory and field experiments on various environmental topics.

Methods of Evaluation: 1. Testing - consisting of multiple choice and essay format similar to the AP exam format and difficulty.

2. Evaluation of written laboratory reports and laboratory methodology.

3. Evaluation of oral presentations and written research projects.

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Study Abroad Woodberry Forests conducts several programs abroad during the summer months. Linguistic and cultural immersion is offered through Woodberry in Spain, Woodberry in France, Woodberry in China and the CASA (Central American Summer Abroad) program. These programs, under the leadership of Woodberry Forest faculty members, provide students with a useful mixture of classroom and on-the-spot exposure to the language and culture of these countries. Boys live in host families, travel with their group to sites and programs of interest within the country they are visiting, and , have specific language instruction. The programs to Spain, France and China are targeted for rising fifth and sixth form boys, but mature and advanced students in the third form may be chosen to participate. CASA is specifically targeted for rising fourth form boys, with an eye towards accelerating their study of Spanish and providing a memorable experience in language study and community service. Woodberry in Spain, in France and in China are able to earn a full-year’s language credit and to provide the boy an opportunity for accelerating his course placement for the next year.

Woodberry in Scotland and Woodberry in Oxford provide two opportunities for boys to travel and study in Great Britain. Woodberry in Oxford takes place at Brasenose College, where Woodberry teachers oversee the group and conduct course work in two specific areas, chosen by them for the summer program. Upon completion of the course, participants earn one-third credit in the course’s target subject area. Woodberry in Scotland is a travel and study trip to Scotland which is Woodberry’s only co-ed program. Eight girls from other boarding schools are selected to join with the eight Woodberry boys to travel to Scotland where they learn about Scots’ history and culture for a three week period. Boys earn one-third of a credit in history.

Finally, Woodberry participates with two of South Africa’s great boarding schools, Michaelhouse School and Hilton College, in a student exchange. Two junior boys are selected annually to participate, one going to Michaelhouse and one to Hilton. Traditionally, one goes during Woodberry’s fall trimester and one during the winter trimester. Boys who choose to participate in this program must be strong and willing students, as they must do some work while away in order to keep pace with their courses at Woodberry.

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