CURRICULUM GUIDE1).pdfThe School for Ethics and Global Leadership (Washington, D.C.), School Year...

U P P E R S C H O O LCOURSE CATALOG 2016-2017

CURR I CULUMG U I D E

U P P E R S C H O O LCOURSE CATALOG 2016-2017

CURR I CULUMG U I D E

UPPER SCHOOL CURRICULUM GUIDE2 www.gfacademy.org

MISSION STATEMENT

QUISQUE PRO OMNIBUS. EACH FOR ALL

GFA engages students as partners in an innovative, inclusive, and globally minded community to prepare them for a life of purpose.

PHILOSOPHY

Partners: Our students collaborate with teachers to develop their voices to effect change, to become lifelong learners who take ownership of their educations, and to have an instinct for self-reflection that builds

character and drives improvement.

Innovative: Building on a demanding curriculum, our faculty seeks innovative and effective methods to help students cultivate the skills

and habits of mind necessary to excel.

Inclusive: GFA strives to create a diverse community that values the identities, perspectives, and experiences of all its members.

Globally Minded: We empower our students to discover their place in the world and help them to become globally competent citizens

engaged in building a sustainable future.

CORE VALUES

PASSION • INTEGRITY • EMPATHY • CURIOSITY • EXCELLENCE

3 www.gfacademy.org UPPER SCHOOL CURRICULUM GUIDE

TABLE OF CONTENTS

US Graduation Requirements 4

Credits/Advanced Sections 5

Off-Campus Programs 5

Honor Code 7

ACADEMICS 8

Computer Science 8

English 8

World Perspectives Program/Global Studies 11

History 12

Mathematics 16

Performing Arts 18

Science 21

Visual Arts 25

World Languages 27

Independent Studies at GFA 33

Global Online Academy 34

ATHLETICS 36


US GRADUATION REQUIREMENTS

ENGLISH 4 CREDITSEnglish 9, 10, 11 and electives or AP in 12th grade.

HISTORY 2 CREDITSAll 10th grade students must take Modern World History or AP World History. All 11th grade students must take United States History or AP United States History.

MATHEMATICS 3 CREDITSAlgebra 1, Geometry, Algebra 2. Students must be enrolled for a full-year mathematics course through 11th grade.

SCIENCE 2 CREDITSBiology and a physical science. Students are encouraged to take Biology in 9th grade and a yearlong physical science course in 10th-12th grades.

VISUAL AND PERFORMING ARTS 1 CREDITFulfilled by taking 1 full-year, full credit course or two half-credit courses.

WORLD LANGUAGES 3 CREDITS OR 4 CREDITS3 years in one language or 2 years in each of two languages.

GLOBAL STUDIES ½ CREDITInternational Relations

ATHLETICS9th grade and 10th grade students are required to participate in the athletic program all three seasons, with two of the three on a team. 11th grade students are required to participate in two seasons, one on a team, and 12th grade students are required to participate in two seasons.


SECTION I: US POLICIES/OFF-CAMPUS PROGRAMS

CREDITSGreens Farms Academy requires the successful completion of at least 20 academic credits between 9th and 12th grades. A minimum equivalent of five full-credit courses must be taken each semester. A student’s fifth credit may not be a non-AP Performing Arts or Visual Arts course. Students may take up to 6.5 credits per semester. The only exception is that students may take up to seven credits if one of their courses is a non-AP Performing Arts or Visual arts course. Students must complete four years of English, three years of mathematics, three years of a world language or two years of two languages, biology and a yearlong physical science, two years of history, Global Studies requirements, and one year of the arts—performing or visual.

Students must also carry a mathematics credit in 11th grade. Decisions on the applicability of credits earned in other schools or in summer programs will be made by the Head of Upper School and Assistant Head for Academic Affairs in consultation with department heads.

ADVANCED SECTIONSCourses designated “H” (Honors) or “AP” (Advanced Placement) present a greater intellectual challenge and a higher level of conceptual thought, utilize more challenging materials, have more demanding workloads, testing and grading standards, and move at a faster pace than regular courses. Students are admitted to these courses by departmental permission using criteria established by that department. H and AP courses will be specifically designated on transcripts. If a student enrolls in an AP course, the student is required to take the Advanced Placement Examination of The College Board. The fee for each exam is paid by the student in April. Further information on the AP program can be found at the following web site: http://apcentral.collegeboard.com.

OFF-CAMPUS PROGRAMS OF STUDYEach year, GFA offers qualified students the opportunity to apply to approved off-campus programs of study for a semester or a year: Chewonki Semester School (Maine), High Mountain Institute (Colorado), Island School (Bahamas), Mountain School (Vermont), Oxbow (California), The School for Ethics and Global Leadership (Washington, D.C.), School Year Abroad (China, France, Italy, Spain), Swiss Semester (Switzerland), and Woodstock School (India). All programs provide rich, alternative learning experiences students could not otherwise experience at home. These programs are approved by the School because the academic rigor and reputation of the sponsoring organizations are similar to those of Greens Farms Academy. The School will consider other programs on a case-by-case basis.

Students must be pre-approved by GFA before they may apply to any off-campus program. The School will only pre-approve students who are in excellent academic standing and who have the maturity to handle the added work needed to make necessary transitions. Pre-approval involves three steps: (1) the student submits a written statement to the Director of the World Perspectives Program explaining why he or she wants to attend the program; (2) the student meets with the Director of the World Perspectives Program to discuss program options and his or her desire to spend a semester/year away; (3) the student’s parents/guardians have a conversation with the relevant Academic Dean to discuss how an off-campus program will impact course selection and the college process.

Once the director of the program has given pre-approval, the student and his or her family are responsible for completing the admission and financing applications directly with the off-campus program. The programs themselves have the final choice of which of GFA’s pre-approved candidates to accept.


SECTION I: US OFF-CAMPUS PROGRAMS

The School reserves the right to set a reasonable limit on the number of students who can attend off-campus programs during any given academic year. No student will be permitted to attend more than one semester or yearlong program during his or her time in the Upper School at GFA.

Students who have completed an off-campus program are required to give a presentation about their experience to the full student body at a special assembly the following fall. Students away from campus for their junior or senior year are not eligible for valedictorian or salutatorian status.

Families of students attending yearlong programs will be required to put down a deposit to hold the student’s place for the following year. In many cases, families will also need to hire a tutor to work with the student on material he or she may have missed while away.

Off-Campus Program of Study—Credits, Completion and Transcript PoliciesFall Program: Grades earned upon returning in the first semester will be factored into the second semester average. During the GFA exam period, the student will take a modified assessment based on material covered in the second semester. The assessment is equivalent to one test and will be factored into the second semester average.

Spring Program: First semester grades and comments will be sent home. During the second semester, students are expected to maintain their coursework. Any deviation from their normal effort may affect their placement in courses for the following year. Students away for the second semester will not take exams.

Languages: Students will take a placement test upon their return or after summer work to determine the level of their next language course.

Summer Work: For students who attend an off-campus program and enroll in GFA courses where the department head determines that summer work must be completed, the following applies: students will be required to prepare for the second semester of the course (fall, off-campus), or the next course (spring, off-campus), by meeting with an approved tutor. No grade, either numeric or Pass/Fail is required for these sessions, but a written comment to explain how the work was completed is required from the tutor. A placement/proficiency test for the next level course may also be required depending upon the course. Because a grade is not required, tutoring will not be reflected on the transcript or as part of the year grade.

Transcripts will be designated with the off-campus program during the corresponding semester.

General Information about Yearlong ProgramsCollege Guidance: Students who are away for their junior year should meet with the college office in their sophomore year to assess college choices and course selections before leaving, and then reassess upon their return.

Transcripts will be designated with the off-campus program during the corresponding year.

Tuition: Families pay the 10% enrollment deposit to hold the student’s place for the following year.


SECTION I: US HONOR CODE

HONOR CODEDuring the 1999-2000 school year, a committee of the Greens Farms Academy Upper School Student Council created the first Honor Code, which carefully details the high standards to which GFA students hold themselves. The expectations of the Honor Code are not only the expecta-tions of the faculty and administration; they are also the standards that Greens Farms Academy students have set for themselves and for one another.

The Greens Farms Academy Honor Code is an important document created in the spirit of integrity and honesty, based upon trust and responsibility. It is the responsibility of GFA students to understand and sign the Honor Code Pledge and to abide by the standards established by the Honor Code in all areas of academic life. When students are unsure of whether or not certain behaviors violate this code, they are obliged to consult the appropriate faculty members for clarification. The excuse that a student did not know that certain behavior constituted a violation of this code is not an acceptable defense. Likewise, GFA faculty should give clear assignments that avoid encouraging academic dishonesty (e.g. a closed-book take-home test). The faculty should outline any specific standards for their courses at the beginning of the year or the term (e.g. special instructions about how to work with either a lab partner or homework partner).

The following definitions of acts of academic dishonesty are included as a reference for students. All students should familiarize themselves with these terms to avoid breaking the Honor Code Pledge.

• Cheating: Eluding the rules set forth on any form of academic work by using unauthorized materials or by being dishonest in any way.

• Plagiarism: The unauthorized use of the language and thoughts of another and the representation of them as one’s own.

• Fabrication: Constructing or inventing any information that is false or untrue, in any aspect of academic work.

• Multiple submission: Submitting whole or partial parts of a work previously turned in as an assignment to fulfill later or unrelated academic work.

• Facilitating academic dishonesty: To knowingly aid another individual’s act of academic dishonesty.

• Unfair advantage: To obtain any forbidden or selective information in an academic exercise that other students do not have means to obtain or that puts other students at a disadvantage.

• False citation: To knowingly credit an incorrect or false source of quotes and ideas.

• Unauthorized collaboration: To work with any other person or gain any outside assistance on an academic exercise which was specifically assigned to be individual work, or for which permission to collaborate was not obtained from the teacher.

(Please refer to The Source (GFA Handbook) for a full copy of the Honor Code and the school’s response to academic dishonesty in GFA’s Discipline Code.)


SECTION II: US ACADEMICS computer science/english

COMPUTER SCIENCEEthical Hacking—This lab-intensive course gives students practical experience with network security concepts and techniques. After learning how perimeter defenses work, students will get hands-on experience by scanning and attacking an interactive environment, as well as testing, hacking and securing their own systems. The class will examine different network strategies, explore trends in network implementation, and learn problem-solving strategies necessary in the field of information security. Topics will include Intrusion Detection, Policy Creation, Social Engineering, DoS Attacks, Buffer Overflows and Virus Creation. This course is open to all Upper School students. (½ credit; full year)

AP Computer Science—This course is designed to introduce students to the steps and techniques necessary for computer programming. Topics include program design and implementation, algorithm analysis, standard data structures, and object-oriented programming design. AP Computer Science in Java emphasizes programming methodology with an emphasis on prob-lem solving and algorithm development to solve various real-world problems in preparation for the Advanced Placement exam. There are no prerequisites for this course. The course is required for students who wish to earn a Diploma with a Concentration in STEAM. The course is open to students in 10-12th grade by permission of the department. (1 credit; full year)

ENGLISHEnglish 9: A Literary Odyssey—The freshman course focuses on literature from a variety of genres and periods as a means of enriching students’ reading experiences. The core literature includes The Odyssey, a Shakespeare play, selections of short stories and poetry, and two con-temporary novels. Much of the reading centers on the multilateral and often nebulous nature of journeys. These journeys are as much metaphorical as literal; they capture the experiences, challenges, transitions, and discoveries of fictional characters, which, in turn, reflect our own voyages. Writing assignments will emphasize literary analysis, critical thinking, and creative expression. Students will be responsible for daily contributions to discussion around the table, will practice vocabulary exercises, and will spend considerable time deepening grammar skills through both practice and application. (1 credit; full year)

English 10: World Literature—After a freshman English course that works to span centuries and genres, the sophomore course seeks to span various world literatures. Through a study of both ancient and modern texts, this course will take students on a journey around the world through literary cultures and genres. Texts include Adichie’s Purple Hibiscus, Remarque’s All Quiet on the Western Front, Satrapi’s Persepolis, Shakespeare’s Merchant of Venice, an ancient Greek play, poetry from around the globe, and two independent reading books chosen from an array of international works. Writing assignments will include both literary analysis and personal/creative pieces, and each student will be responsible for daily contributions to class discussion. In addition, students will be expected to give at least one oral presentation in class and produce a multifaceted project. Although study of vocabulary and grammar continues, the grammar topics shift to usage and application of rules learned in earlier courses. Themes explored in the course will include the importance of culture, tradition, and narrative voice with an emphasis on expand-ing students’ worldviews while improving their analytical and critical skills. (1 credit; full year)

English 11: American Literature—The junior course, a survey of American literature, moves through a study of works from early America to the present day, exploring American identity and the American voice as it has emerged in the years since the arrival of European settlers in the New World. Students will trace the development of varied and sometimes competing visions of America and its unique literary tradition. Core texts will also include modern plays, short stories, non-fiction, and poetry past and present. As students push their analytical skill in essays on liter-ary works, they will also write personal essays and practice writing timed essays. Students in this course may opt to take the AP Language and Composition exam in the spring. (1 credit; full year)


SECTION II: US ACADEMICS english

English 11H: American Literature Honors—The junior honors course is designed for students who demonstrate strong interest and achievement in the subject of English. Although much of the literature in the course will be the same as the English 11 American Literature course, the pace of the course is a bit faster, the reading list is more extensive, and the literature will be explored in greater depth. All students in the honors course take the AP Language and Composi-tion exam in the spring. Prerequisite: an application and departmental permission. (1 credit; full year)

AP English—The AP course is designed for the 12th-grade student who has a strong interest in literature and writing. This advanced study offers students the opportunity to engage in spirited and sophisticated scholarship as they take on intellectually and aesthetically important works of poetry, drama, and prose fiction. The core texts for the course are Shakespeare’s Hamlet, Elli-son’s Invisible Man, Conrad’s Heart of Darkness, Woolf’s Mrs. Dalloway, Emily Bronte’s Wuthering Heights, and a challenging novel or play of the student’s choosing that will serve as the subject of an independent, research-enhanced paper. Interspersed between readings of these larger works will be intensive, close study of poems from a wide range of periods, stylistic traditions, and poetic perspectives. The class culminates in the spring AP Literature and Composition Exam, and while most of our preparation for it will consist of the scholarly experience and expertise students will gain in their daily close reading, as well as the analytical writing they will do based on that reading, students will also do some structured exercises in the close analysis the exam demands and work through practice AP tests. Class format is largely student-led class discussion. Prerequisite: an application and departmental permission. (1 credit; full year)

11TH & 12TH GRADE ENGLISH ELECTIVESLatin American Literature—This course introduces students to modern and contemporary literary works from Central and South America. While Latino/a literature in the United States is expansive, multifaceted, and diverse, students will familiarize themselves with the complex stories of fluid identities and societies by reading novels, short stories and poetry from authors with roots in the Dominican Republic, Cuba, Chile, and Argentina. Students will discuss and write about a variety of subjects and themes, including the role of traditional values in different societies, the impact of multi-generational perspectives, and the resilience of the human spirit in spite of oppressive governments. Students will also learn from various films and film/audio clips to further their understanding of cultures whose traditions vary greatly despite the authors’ unifying identities as Latino/a voices. Students will respond to the texts in informal journal writing as well as analytical essays and other assessments. Readings will be drawn from Isabel Allende, Pablo Neruda, Martín Espada, Sandra Cisneros, Octavio Paz, Jorge Luis Borges, Christina Garcia, Junot Diaz, and scholarly articles. (½ credit, 1st semester)

New World Voices—This course is designed to introduce students to current literary works from a selected group of developing nations, including Afghanistan, Iran, Pakistan, Egypt, Turkey, Nigeria and India. In these works of fiction and personal narrative, students will learn about the social and historical environments from which the voices arise. At the same time they will recognize the uniqueness of each time and place and learn to appreciate the com-mon human struggles faced by each character. The class will discuss and write about a variety of themes including the need for an individual voice, the role of traditional values in rapidly changing societies, and the recognition of the power of the written word in bringing order from chaos. Time permitting, students will read additional short stories or poems from some of the countries. Films and film clips from several of the countries will also be part of the curriculum. Students will respond frequently to the texts and films in informal writing, as well as in analytical essays and other assessments. At the end of the term, each student will work independently on a major project to be presented to the class, incorporating reading, analysis, writing and a creative component. (½ credit; 1st semester)


SECTION II: US ACADEMICS english

Creative Writing: Narrative Non-Fiction—In this writing workshop-style course students read narrative non-fiction by writers including Joan Didion, Patricia Hampl, Vladimir Nabokov, Raymond Carver, E.B. White, Susan Orlean, Brent Staples, Lucy Grealy, Philip Lopate, and David Foster Wallace, analyzing craft and then applying what they have learned to their own work. Students learn through their reading and writing that the best non-fiction writers use tradi-tional storytelling techniques of plot, character, metaphor, dialogue, and scene, shaping their own experiences and observations into personal essays, profiles, travel narratives, and memoir. Students also discuss the ethical considerations that arise when writing about real people and events. In daily workshops students read their work aloud and receive peer commentary both in class and again in writing. The final project will ask students to create a portfolio of their writing. (½ credit; 1st semester)

Environmental Literature and Nature Writing—Students in this course will interrogate visions of nature articulated by writers from the 19th century to today, with an emphasis on tracing interactions between nature and different people groups. Through close reading, literary analysis, journal writing and weekly outdoor fieldwork, students will discover what can be learned from their environment and consider how nature leaves its own footprint on us. While we will look to textual analysis through class discussion and writing in pursuit of these answers, a large part of this course will consist of outdoor fieldwork designed to inspire original writing in the form of personal essays, poetry and photography. Students should expect to be outdoors in all weather and produce a final project that rises out of an extended involvement with the outdoors. (½ credit; 1st semester)

The Wisdom of the Ancient Greeks—Students will read and discuss works (tragedy, comedy and philosophy) from Ancient Greece, analyzing each work for both literary technique and the-matic content. For each Ancient Greek text, students will also read a more recent short story and poem addressing the same theme, and films will also be part of the course. Students will gain some familiarity with Ancient Greek history and culture as background for their reading. Stu-dents will write frequent short comments on the works, analytical essays and a short story, and the course will end with a final project. (½ credit, 2nd semester)

Great Books—Drawing from both the classics and current literature, this course will engage students in discussion, debate, critical thinking, and reflective writing through shared inquiry into books of enduring value. The texts studied in the course are chosen collaboratively by both the instructor and participants. Beyond reading, writing, and discussion, the class may ask stu-dents to engage in online discussion with students from other schools in the United States and the world. This course is a rotating elective within the English department, taught by different teachers in different years. (½ credit; 2nd semester)

Literature Between Borders—Students in this course will explore writing by and about people who find themselves living between cultures. For some, life in between can be a “both/and” ex-perience—living and belonging in two different groups. Others end up with more of an “either/or”, or even “neither/nor” experience. But in any of these cases, in-between terrain can often be a fertile ground for literary work, and our reading, writing, and discussion in this course will not only sample this harvest, but also cultivate our own between-spaces. Our reading—fiction, non-fiction and poetry—will offer opportunities to explore the ways that writing “between the lines” can affect authors’ approaches to language and form. We will also do a significant amount of creative and personal writing, and spend a certain amount of time on work that straddles the line between personal and analytical writing. (½ credit; 2nd semester)


SECTION II: US ACADEMICS english/wpp/global studies

Creative Writing: Fiction—In this writing workshop-style course students read short stories by writers including Raymond Carver, Grace Paley, Denis Johnson, George Saunders, Jamaica Kincaid, T.C. Boyle, James Salter, and Lorrie Moore, analyzing craft and then applying what they have learned to their own work. Students write short stories using tools and techniques of the writers studied, working toward developing their own style and voice. As students investigate the writing process they will keep a writer’s notebook for free-writing and specific exercises including recording images, overheard conversations, story ideas, dreams, and memories. In daily workshops students read their work aloud and receive peer commentary both verbally and again in writing. The final project will require students to create a portfolio of their writing. (½ credit; 2nd semester)

WORLD PERSPECTIVES PROGRAM— AN INTER-DISCIPLINARY APPROACH TO GLOBAL STUDIES GFA’s World Perspectives Program links the curriculum of the school’s divisions and academic departments around the broad topic of global studies. In the Upper School, the academic pro-gram exposes students to broad and diverse ideas from the field, and provides them the intellec-tual skills to critique, synthesize, and communicate effectively. 9th grade introduces transcultural study through the Foundations of World History course. The 10th grade English course focuses on world literature and cultures. In addition, all students are required to take the course on International Relations.

Diploma with a Concentration in Global StudiesFor students who are truly passionate and serious about global studies, GFA offers a Diploma with a Concentration in Global Studies, which can be earned by completing the following in addition to regular graduation requirements:

• Complete a course from the approved list of global studies courses: Latin American Literature; Introduction to Economics; Literature Between Borders; New World Voices; AP Environmental Science or Environmental Science; and Global Online Academy courses on global health, intercultural studies, politics, philosophy and economics. Requests for other courses to qualify will require the approval of the Director of the World Perspectives Program.

• Take a foreign language through Level 4.

• Undertake international experiential learning trip or attend one of the approved off-campus study programs.

• Take the Global Thesis course and present at the World Perspectives Symposium.

It is recommended that students who are interested in pursuing a Diploma with a Concentration in Global Studies declare their interest in the spring of their 10th grade year to facilitate schedule planning.

International Relations—This course exposes students to ideas from some of the greatest think-ers in international relations. We explore the different schools of thought and philosophies that have developed in the field, and look at their predictably divergent assessments of, and answers to, the main problems in the international order arena. We look at a series of questions central to the study of International Relations; issues such as war and peace in the modern state system, the growth of the global economy, the role of International law and supranational institutions, and the challenges posed by nuclear proliferation and terrorism. Students explore the com-plexity of current affairs through case studies, simulations of international crises, and in-depth analysis of global issues. Throughout the course, discussion is grounded in real-world problems, with the primary emphasis on current global issues and their historical background, as well as on concepts and theories. (½ credit; 1st or 2nd semester, or full year)


SECTION II: US ACADEMICS wpp/global studies/history

International Relations: U.S.-Latin America—This course is an introduction to the field of in-ternational relations with a focus on U.S.-Latin America relations. It is taught entirely in Spanish. We begin with an overview of the history of the modern state system and the most influential theories of international relations. Then we trace the history of U.S.-Latin America relations and examine the key issues that tie the two regions together. Latin America is the largest foreign supplier of oil to the U.S., its fastest-growing trading partner, and its biggest supplier of illegal drugs. The region is also the largest source of U.S. immigrants, both documented and not. We will explore these issues to gain a deeper understanding of the complex links between the U.S. and Latin American countries. The course also aims to push students to think critically about the world, write and communicate persuasively, and to view issues from multiple perspectives. Assessments include tests, short reflection papers, simulations, and a project. This course is open to juniors and seniors and satisfies the international relations course requirement. (½ credit; full year)

Global Thesis—This course aims to deepen students’ understanding of the world by guiding them through an independent research project on a global issue. The global thesis process is driven by students’ inquiry about questions of global significance. The course begins with a period of exploration in which students consider a wide range of questions related to their topic of interest. Once they select a research question, they produce a formal proposal in which they must justify the significance of their project. Students then use research methods from various academic disciplines to collect and analyze real-world data. They share their findings in an academic paper and a presentation at the World Perspectives Symposium. Along the way, they develop their critical thinking, research, writing and public speaking skills, and their ability to think about the issues from a global perspective. Prerequisite: 3.33 GPA for the entire high school career; statement of interest (1 page, single-spaced); approval by Director of World Perspectives Program. (1 credit; full year)

Big Histories of the World—This course explores the intellectual history of ‘big histories’— attempts by individuals in various locations and moments in time to make sense of the universe and their place in it. The course departs from the present: David Christian’s modern story of the origins and evolution of the cosmos, the earth, life, and humanity. David Christian’s history is ‘big’ in that it takes a broad view of the past, going back to the origins of the universe and mov-ing forward into the present in great leaps. Each stage in the story involves the development of a greater level of complexity in the organization of matter and energy, life forms, and human systems. Greater complexity also implies greater vulnerability: complex systems might be fragile and risk disintegration into chaos. Students consider these concepts as lenses through which to explore change over time. Then they move back in time and across in space to survey various ‘big histories’ of the world including creation myths in hunting and gathering societies, creation stories grounded on world religions, and the early intellectual roots of the modern creation story. Along the way, they gain a deeper understanding of the ways in which both context and human interactions shape our understanding of history itself. To be offered in the fall of 2016. This course is cross-listed with the History Department. (1 credit; full year)

HISTORYThe Modern World (1500-Present)—Looking at World History since 1500, this course investi-gates the rise of the West and its reshaping of the global world system in the modern era. The impact of the West on other cultures will be explored as will the reactions of those cultures to Western power. The question of Western decline and the “rise of the rest” will close the course. This course will provide students with a firm grounding in the world as it is today, placing a particular emphasis on current developments in Asia and the Middle East. Open to 10th graders. (1 credit; full year)


SECTION II: US ACADEMICS history

AP World History—This course is open to sophomores and is based upon the College Board AP Curriculum. It approaches World History with an emphasis on five major themes: Interactions Between Humans and the Environment; Development and Interaction of Cultures; State-Build-ing, Expansion, and Conflict; Creation, Expansion, and Interaction of Economic Systems; and Development and Transformation of Social Structures. These themes are explored in the context of a chronological structure, which looks at human history from origins to the present. In this process, students sharpen critical skills and habits of mind, including crafting arguments from historical evidence, comparison and contextualization, and historical interpretation and synthesis. This course is open to 10th graders. Prerequisites: 9th grade history with a grade of A- or better and departmental permission. (1 credit; full year)

United States History—This course is a survey of the important concepts in the development of the United States from colonial times to the present, stressing social, economic, and political developments and relating them to contemporary issues. Students will write short critical papers and develop their research skills through the completion of the Junior research paper. This course also employs primary source documents, and students learn the skill of historical evalu-ation. This is normally taken in 11th grade; permission to take this course in 12th grade requires permission of the Head of Upper School. (1 credit; full year)

AP United States History—This is a college-level survey course dealing with the history of the United States from the colonial period to the present. Students read a wide variety of sources, both primary and secondary, detailing the social, economic, political, and cultural development and growth of the United States. This course stresses the historiography of United States history. Prerequisite: The Modern World (1500-present) or AP World History; departmental permission. (1 credit; full year)

HISTORY ELECTIVESFoundations of World History—This 9th grade elective will employ a topical approach, explor-ing four distinct topics over the course of the year. Units include both secondary and primary source readings, a variety of research opportunities and/or project based assessments. The goal is to immerse students in the study of history while developing close reading, analytical writing, and critical thinking skills. Topics might include disease and history, trade and globalization, man and the environment, and war and human society. Open to 9th graders. (1 credit; full year)

Big Histories of the World—This course will explore the intellectual history of ‘big histories’— attempts by individuals in various locations and moments in time to make sense of the universe and their place in it. The course departs from the present: David Christian’s modern story of the origins and evolution of the cosmos, the earth, life and humanity. David Christian’s history is ‘big’ in that it takes a broad view of the past, going back to the origins of the universe and mov-ing forward into the present in great leaps. Each stage in the story involves the development of a greater level of complexity in the organization of matter and energy, life forms, and human systems. Greater complexity also implies greater vulnerability: complex systems might be fragile and risk disintegration into chaos. Students will consider these concepts as lenses through which to explore change over time. Then they will move back in time and across in space to survey various ‘big histories’ of the world including creation myths in hunting and gathering societies, creation stories grounded on world religions, and the early intellectual roots of the modern creation story. Along the way, they will gain a deeper understanding of the ways in which both context and human interactions shape our understanding of history itself. This course is aimed at 9th grade students interested in the sciences, global studies and/or environmental studies. This course is cross-listed with Global Studies. (1 credit; full year)



AP Modern European History—This course offers a college-level preparation for the Advanced Placement Examination in Modern European History. The course focuses upon intellectual and cultural developments, and the political, diplomatic, social, and economic history of Europe from the High Renaissance to the present. The many topics surveyed are: the secularization of learning and culture; changes in religious thought and organization; developments in social, economic, and political thought; the rise and functioning of the modern state; development and growth of nationalism; war and military conflict; urbanization; interdependence in global and world mar-kets; private and state contributions to economic growth; and the development of mixed econo-mies. This course is open to seniors. Prerequisite: departmental permission. (1 credit; full year)

Introduction to Economics—This course will introduce students to the basic tools of economic theory and their most common applications. The first half of the course will focus on microeco-nomics theory, which deals with the interaction of consumers and firms through markets. A major theme of this section will concern the strengths and weaknesses of markets as a mechanism for coordinating the production and distribution of goods and services. The second half of the course will turn to macroeconomic theory, which deals with the operation of the national economy. This section will explore the causes and consequences of recessions and booms, inflation, and unemployment and the policy responses to each. Throughout the course, students will read articles from the Economist magazine and The Wall Street Journal in search for common uses of economics. The course’s textbook will be Gregory Mankiw’s Principle of Economics. This course is open to juniors and seniors. (½ credit; 1st or 2nd semester)

Art from the Renaissance to Neo-Classicism—This course will explore the important stylis-tic developments in the 15th-18th centuries. The course begins with an in-depth analysis of Renaissance art, exploring such topics as humanism, classicism, and naturalism. From Caravag-gio to Velazquez, the Baroque style will provide a window into the soul of the creative process. Similarly, the Rococo style will shed light on the coming collapse of the Old Regime. The class concludes by examining the development of Neo-Classical style and its influence on the French Revolution. This course is open to juniors and seniors. (½ credit; 1st semester)

Art from Neo-Classicism to Modern Art—This course will begin with an examination of the Neo-Classical style of art and its interest in the mythological themes of antiquity. From there, students will explore the Romantic style and its obsession with the sublime. A study of the signif-icant styles of the latter half of the 19th century (Realism, Impressionism and Post-Impressionism) will provide students with an opportunity to consider the following questions: Do artists have a responsibility to improve society? In what ways did the bourgeoisie determine the composition and content of art? What is Modernity? The second half of the course will focus on the import-ant stylistic trends of the 20th century. As such, students will consider the growing popularity of abstract art. What is Cubism? What is its significance? Students will also pursue an understanding of the psychological dimensions of Surrealism. The course will conclude with an in-depth study of America’s contribution to the world of modern art. Works of abstract Expressionism, Pop Art and Photorealism will all be featured in discussions. This course is open to juniors and seniors. (½ credit; 2nd semester)

Identity in the United States: Race, Class, and Gender—This class will examine identity through the lens of critical cultural studies. We will spend the first part of the course developing the necessary vocabulary and analytical tools to discuss specific political and social issues in the contemporary United States. In the remainder of the course, students will explore a number of case studies from across the eight core identifiers; case studies may include the school-to-pris-on pipeline, immigration, the Occupy movement, gay marriage, and definitions of masculinity. Throughout this course, students will be asked to reflect on how privilege and inequality impact opportunities and outcomes for individuals and communities. Students will also be encouraged to examine their own identities, privilege, and ability to affect social change. This course is open to juniors and seniors. (½ credit; 1st semester)



Black Gold—Oil: A Study of the 20th and 21st Centuries—This course will examine oil as a force shaping the 20th and 21st centuries. While studying the history of oil students will examine the rise of capitalism, economic globalization and today’s “hydrocarbon society.” This will ultimate-ly provide a backdrop for probing economic concepts such as monopolies, cartels, supply and demand principles, risk-and-reward factors, and globalization. Core readings will include Daniel Yergin’s The Prize, The Epic Quest for Oil, Money and Power and Thomas Sowell’s Basic Economics: A Citizen’s Guide to the Economy in an attempt to merge historical events with economic theory. To complement these books, various videos and articles from journals will be used. Assessment will be in the form of presentations, discussions, tests, and papers. Not offered in 2016-2017. (½ credit; 2nd semester)

Independent Study in History—Students may propose topics for independent study by approaching a mentor and writing and submitting a course of study proposal. In the past, topics have included work in AP Government and Politics and topic research in art history. (½ credit; full year)

Qualitative Research Methods: Data and Design—This course aims to teach students about qualitative research practices using youth participatory action research as a model. Utilizing an interactive model of research design, the students will learn how to evaluate goals, conceptual framework, methodology, and data validity in the construction of a research question. From there, students will have the academic foundation necessary to insure rigorous data collection. This project-based learning course seeks to deepen students’ understanding of the school by guiding them through the process of designing a collaborative research project that examines an aspect of GFA’s school culture which they choose. The project is part of an academic partner-ship with the Center for the Study of Boys and Girls Lives through University of Pennsylvania’s Graduate School of Education. Students will have the opportunity to work with a research assistant who is a graduate student at the School of Education, and a research director who is a professor at UPenn—both of whom will help students adhere to best practices for qualitative analysis. This introductory level of this course is meant to help students develop a research question using literature reviews, utilize research methodology, and gather the most useful and practical data on their chosen topic. Students will share their findings at the annual CSBGL conference in April, as well as in a formal research paper at the end of the year. Along the way, they develop their critical thinking, research, writing, and public speaking skills—all while empowering them to recognize their individual agency and ability to effect change in their own world. The course is open to students in 10th and 11th grade. Departmental approval is required. (½ credit; full year)

Qualitative Research Practices: Implementation and Analysis—This course is a continuation of Qualitative Research Methods: Data and Design, following the same model: combining class-room study of qualitative research methods with hands-on, participatory action research. This advanced course utilizes design-thinking to enable students who have already gathered data in Qualitative Research Methods: Data and Design to determine implementation strategies based on existing research, draft a rationale for the implementation of these changes, and interpret the efficacy of their implementation, anticipating the likelihood of the need to adjust their methods based on analytical research. Students will share their findings at the annual CSBGL conference in April, as well as in a formal research paper at the end of the year. In this course, students will build on existing research skills through ambitious risk-taking with an emphasis revision, adaptation, and abstract problem-solving. The course is open to students in 11th and 12th grade who have completed Qualitative Research Methods: Data and Design. Departmental approval is required. (½ credit; full year)


SECTION II: US ACADEMICS mathematics

MATHEMATICSAlgebra 1—This course is a standard first-year high school introductory algebra course. While most of the focus is on assuring proficiency in basic algebraic skills and processes, considerable time will be devoted to applying these skills to realistic, interesting problems. Topics include solving equations, inequalities and systems, factoring, polynomials, rational expressions, irrational numbers, radicals, and quadratic equations. It is in Algebra 1 that students acquire an appreciation for the value and power of their new algebraic and graphing tools. A TI Nspire CAS graphing calculator is required for the course. (1 credit; full year)

Geometry—This course introduces the students to the study of geometric objects and their properties such as parallel lines, symmetry, congruency and similarity of triangles and polygons, properties of secants and tangents to circles, area and volume of various shapes, right triangles (including trigonometric ratios), and vectors. Occasional investigations utilizing dynamic geom-etry software such as The Geometer’s Sketchpad or GeoGebra will introduce a new topic, while rigorous proof of geometric statements (including analytical methods) and the development of strong communication skills will be emphasized. Prerequisite: Algebra 1; a TI Nspire CAS graphing calculator. (1 credit; full year)

Geometry H—This is an honors-level course that explores similar content and themes as in Geometry with additional rigor. Supplementary topics may be included at the discretion of the instructor based on the interests of the students, but as stated above students will be introduced to the study of geometric objects and their properties such as parallel lines, symmetry, congruen-cy and similarity of triangles and polygons, properties of secants and tangents to circles, area and volume of various shapes, right triangles (including trigonometric ratios), and vectors. Occasional investigations utilizing dynamic geometry software such as The Geometer’s Sketchpad or GeoGebra will introduce a new topic, while rigorous proof of geometric statements (including analytical methods) and the development of strong communication skills will be emphasized. Prerequisite: Algebra 1; departmental permission; a TI Nspire CAS graphing calculator. (1 credit; full year)

Algebra 2 & Trigonometry—This course focuses on the study of functions—linear, quadratic, polynomial, rational, exponential, logarithmic and trigonometric—and provides an introduc-tion to basic probability concepts. Additional topics may be included at the discretion of the instructor. These concepts are explored algebraically, graphically and numerically, and through this triplex approach, students will continue to acquire an understanding of algebraic structure and how algebra can be used to model various situations. The graphing calculator becomes an integral tool used not only for numerical manipulation but also for visualization and verification. Prerequisite: Algebra 1; Geometry or Geometry H is conventionally completed before this course; a TI Nspire CAS graphing calculator. (1 credit; full year)

Algebra 2 & Trigonometry H—This is an honors-level course that explores similar content and themes as in Algebra 2 & Trigonometry with additional rigor. Supplementary topics may be included at the discretion of the instructor based on the interests of the students, but the main focus is the study of functions—linear, quadratic, polynomial, rational, exponential, logarithmic and trigonometric—and an introduction to basic probability concepts. Additional topics may be included at the discretion of the instructor. These concepts are explored algebraically, graphically and numerically, and through this triplex approach, students will continue to acquire an under-standing of algebraic structure and how algebra can be used to model various situations. The graphing calculator becomes an integral tool used not only for numerical manipulation but also for visualization and verification. Prerequisite: Algebra 1; Geometry or Geometry H is convention-ally completed before this course; departmental permission; a TI Nspire CAS graphing calculator. (1 credit; full year)


SECTION II: US ACADEMICS mathematics

Pre-Calculus—This course is designed to provide the essential mathematical background needed in Calculus: the topics presented develop both an intuitive base and introduce some of the working tools for the study of advanced mathematics. Topics include in-depth algebraic concepts, elementary and trigonometric functions with applications, matrices, parametric and polar equations, vectors, analytic geometry, and sequences and series. The graphing calculator is used extensively in this course as a means of exploration and investigation of applications. Prerequisite: Algebra 2 & Trigonometry or Algebra 2 & Trigonometry H; a TI Nspire CAS graphing calculator. (1 credit; full year)

Pre-Calculus H—This is an honors-level course that explores similar content and themes as pre-sented in Pre-Calculus, with additional rigor. No textbook is utilized in this course, and the topics are addressed almost entirely from a problem-solving standpoint. Supplementary topics may be introduced at the discretion of the instructor, but as stated in the Pre-Calculus description, topics in this course are prerequisites for Calculus, and the topics presented develop both an intuitive base and introduce some of the working tools for the study of advanced mathematics. Topics include in-depth algebraic concepts, elementary and trigonometric functions with applications, matrices, parametric and polar equations, vectors, analytic geometry, and sequences and series. The graphing calculator is used extensively in this course as a means of exploration and inves-tigation of applications. Prerequisite: Algebra 2 & Trigonometry or Algebra 2 & Trigonometry H; departmental permission; a TI Nspire CAS graphing calculator. (1 credit; full year)

AP Calculus 1(AB)—This Advanced Placement course in Calculus covers all topics of the AP Calculus AB curriculum, including an in-depth study of differential and integral calculus, as well as applications to physics and economics. Prerequisite: A- or better in Pre-Calculus or B+ or better in Pre-Calculus H; departmental permission. (1 credit; full year)

AP Calculus 2(BC+)—This course is a continuation of the AP Calculus AB course: it reviews some of the material presented in the AP Calculus AB and studies the additional topics of the AP Calcu-lus BC—methods of integration, convergence of series, Taylor and Power Series, and Calculus of polar and parametric functions. Additional topics, at the discretion of the instructor, may include hyperbolic functions, vector calculus, multivariable functions, and partial differentiation. Prereq-uisite: AP Calculus AB; departmental permission (1 credit; full year)

AP Calculus BC—In addition to all topics of the AP Calculus AB curriculum this faster-paced AP course covers methods of integration, convergence of series, Taylor and Power Series, and calculus of polar and parametric functions in one year. Prerequisite: Pre-Calculus H with a grade of A-; departmental permission. (1 credit; full year)

Multivariable Calculus—This course introduces students interested in careers in STEM related fields to the concepts of partial derivatives, multiple integrals, vector functions and linear alge-bra. In addition, the software package Mathematica will be used to illustrate surfaces and space curves. Prerequisite: B+ or better in AP Calculus BC; departmental permission. (1 credit; full year)

AP Statistics—This AP course in Statistics is designed to introduce students to the major con-cepts and tools for collecting, analyzing, and drawing conclusions from data. The topics are di-vided into four major themes: exploratory analysis; planning a project; probability; and statistical inference. Working within these themes, students learn to identify important variables, observe patterns in order to detect and form conjectures about relationships among variables, anticipate and reasonably model these relationships, form hypotheses, and draw valid conclusions based upon analytical methods. Prerequisite: Pre-Calculus or Pre-Calculus H (may be taken concurrent-ly); departmental permission. (1 credit; full year)


SECTION II: US ACADEMICS mathematics/performing arts

11TH & 12TH GRADE MATHEMATICS ELECTIVESFundamentals of Calculus—This semester elective course is an introduction to the study of differential and integral calculus at an elementary level. Students will learn to find limits, deriva-tives, and integrals and acquire the ability to apply those concepts to problem-solving situations. With the exposure of the “big picture” of Calculus in this course, students will receive a firm foun-dation for future college calculus courses and for fields requiring calculus-related concepts. It is anticipated, though not required, that students enrolled in the Fundamentals of Calculus course will enroll in the Fundamentals of Probability and Statistics course during the 2nd semester. Prerequisite: Pre-Calculus. (½ credit; 1st semester)

Fundamentals of Probability and Statistics—This semester course is an introduction to the field of probability and statistics at an elementary level. Students will work with simulated and real data sets to study the central concepts of statistics—data analysis, probability, and infer-ence. Course content will include, though not exclusively: exploring data arguments, probability distributions, estimation and error, and sampling methods. Students enrolled in this course will receive a firm foundation for future college statistics courses and for fields requiring statistics- related concepts. This course may be taken concurrently with a mathematics course at a level of Pre-Calculus or above, excluding AP Statistics. Prerequisite: completion of the Mathematics core (Algebra 1, 2, and Geometry). (½ credit; 2nd semester)

Independent Study in Mathematics—This course is offered only on an as-needed basis to students who have completed GFA’s entire mathematics curriculum. In the past, Independent Study has been offered in Linear Algebra, and the course content is mutually decided by the teacher and student(s). (½ credit; either semester)

PERFORMING ARTSConcert Choir—Vocal techniques, sight singing, and the art of performing in a vocal ensemble are incorporated into the study of a repertoire, which includes works from the Baroque through the 21st century, both sacred and secular, and from many different world cultures. Students perform throughout the year in school concerts and at community events. The Concert Choir is a non-auditioned choir and is open to any student in the Upper School. However, there is an audition for placement purposes only. (1 credit; full year)

Chamber Choir—This singing group is a smaller group, with numbers averaging between 12 and 16 members. Vocal techniques, sight singing, and the art of ensemble singing are stressed. The repertoire ranges from Renaissance music to music of the 21st century and encompasses a broad range of music from around the world. This choir also performs throughout the year in school concerts and at community events. Prerequisite: an audition; ability to sight sing; Concert Choir (or transfer equivalent) for at least one year; departmental permission. (1 credit; full year)

Chamber Orchestra—The goals of this course are to further enhance a student’s knowledge of orchestral repertoire from a variety of musical and cultural traditions and to reinforce ensemble and instrument skills. In addition, students are required to take playing tests, keep a practice chart, and participate in several concerts per year. Prerequisite: several years of experience playing a stringed instrument. (1 credit; full year)

Wind Ensemble—This group plays a wide variety of traditional concert band and jazz band music, including music from Broadway shows and movies, transcriptions and arrangements of orchestral literature, contemporary and classic big band jazz, marches, and an interesting mixture of music from around the world. This group performs in two or three concerts per year and attends at least one off-campus music festival. In addition to serving as the core ensemble for orchestral winds and percussion, Wind Ensemble students often form small jazz combos that perform frequently during the year. Prerequisite: several years of experience playing a wind or percussion instrument, guitar, electric bass, or piano; ability to read music is essential; possible audition for students enrolling for the first time. (1 credit; full year)


SECTION II: US ACADEMICS performing arts

Music Technology—This is a hands-on course in sound creation, sound design, and sound rein-forcement. Using the computer and the synthesizer, students compose sound pieces in a variety of styles. One group project involves a collaborative effort with the Guild School in New York City. In this “Book on Tape” project, students create books on CD, complete with original music and sound effects, for the visually impaired students of the Guild School. Students are required to complete a number of individual and group projects that range from composing an aleatoric piece to writing and recording a PSA (public service announcement). Students will use Garage Band, Logic, and ProTools for recording and mixing. This course is open to any Upper School student. (1 credit; full year)

Music Theory—This course is a study of the fundamentals of music in terms of notation and analysis. Emphasis is placed on developing the rhythmic, melodic, and harmonic skills necessary to analyze pieces, compose original works, and arrange pieces for various ensembles. Empha-sis is also placed on understanding and using traditional systems of tonal harmony through ear training, composing, and analysis. Creativity, keyboard skills, and compositional skills are stressed. Students are asked to work on individual pieces as well as group projects. Prerequisite: basic knowledge of music notation; participation in school music activities is highly encouraged. (1 credit; full year)

Composing & Arranging—This course focuses on composing and arranging music in various styles for both vocal and instrumental use. A study of classical, jazz, and folk forms is included. Students are encouraged to perform their works at assemblies and concerts, and to enter their works in the Connecticut Music Educators’ Association sponsored composers’ competition. Prerequisite: Music Theory; departmental permission. (1 credit; full year)

AP Music Theory—This course integrates aspects of melody, harmony, texture, rhythm and form, history, and style. Aural skills developed include sight singing, keyboard harmony, and melod-ic, rhythmic and harmonic dictation. Students will read, notate, and compose music. In-class performance is part of the learning process. Students are expected to demonstrate a high level of proficiency in all areas of music theory. Prerequisite: Music Theory; departmental permission. (1 credit; full year)

Intermediate Theatre—This is the entry-level class in the Upper School. A logical place for those who have had Introduction to Theatre in 8th grade at GFA, it also acts as a good place to begin for those who have not had theatre at all. Emphasis will be on building blocks like correct vocal production, breathing and movement for the stage. Poetry, monologues and improvisation will be used to help open a creative link to theatrical storytelling. For those not new to this disci-pline it will explore the theatre more deeply with an emphasis on the first-hand experience by going on a field trip to see a play outside of school. Being exposed to world theatrical literature begins in this course as well. Performance in the spring in the Upper School or elsewhere in the GFA community is a feature of this class. Intermediate Theatre meets twice a week. Prerequisite: none. (½ credit; full year)

Advanced Theatre Directing—An acting/beginning directing course emphasizing the relation-ship of the director to the look and feel of a final production. Students direct one another after exploring the techniques and skills involved in creating a production as a director. Scene work here is centered on the relationship of actors and director. A wide range of theatrical literature is covered in an attempt to expose students to as much different theatrical writing as possible. Prerequisite: Intermediate Theatre or departmental permission. (1 credit; full year)

Advanced Theatre Companies—This course focuses on Shakespeare and his company, Molière and his company, and modern theatrical companies of all sorts. How did these creative artists come together to make what we now consider “classic” theatre? How did the plays they created evolve, and what was the cultural impulse behind them? There is scene work with an emphasis on proper vocal and movement technique, allowing students to explore the dynamics within


SECTION II: US ACADEMICS performing arts

their own “theatre company” here at GFA. Students also engage in performance opportunities around the school, when and where they present themselves. Prerequisite: Intermediate Theatre or departmental permission. Offered in 2017-2018. (1 credit; full year)

Advanced Theatre Production—This course emphasizes all production elements and their use. Guest artists help teach with sets, lighting, sound, and costumes as primary elements in focusing attention and creating mood and character in a theatrical production. A field trip to see a local production enhances the experience, and scene work is directed toward these theatrical ele-ments. A full range of periods and styles of plays is explored. Prerequisite: Intermediate Theatre or departmental permission. Offered in 2018-2019. (1 credit; full year)

Music Theater: Broadway & Beyond—This course combines a classic “survey style” history of how the American Musical was born. The course continually re-creates itself with hands-on performances. Students will have the opportunity to sing, act and dance pieces from represen-tative musicals. This course will combine the historical perspective with the practical aspects of performing parts of musical productions—remarkable iconic works that have come to define The American Broadway Musical. Field trips, including seeing a show in New York, will be part of this class, and guests will come to share their expertise in the profession with the students. This course is open to any 11th or 12th grade student. (½ credit; 1st semester)

Jazz & Blues: The Heart & Soul of American Popular Music—The history of American popular music of the 20th century is a chronicle of synchronous popular culture. The music that has come to be known as “jazz” is the ever-changing and evolving music of the American people. This semester course defines and explores the various developmental styles of jazz: New Orleans jazz (Dixieland) and its roots; ragtime and stride piano; Chicago and the “Swing Era”; the Big Bands; bebop; the “cool school”; fusion and the avant-garde movement (free jazz); the education movement in jazz; and neoclassicism in contemporary jazz. Major figures in jazz, including Louis Armstrong, Charlie Parker, John Coltrane, Miles Davis, and Duke Ellington are studied, using their leadership roles to expand on the various movements in and permutations of jazz. The primary text for the course is Jazz Styles by Mark C. Gridley and David Cutler. Other readings are taken from the following: The Birth of Bebop by Scott Deveaux, Ken Burns’s Jazz: The Story of American Music, The History of Jazz by Ted Gioia, A New History of Jazz by Alyn Shipton, The Oxford Companion to Jazz by Bill Kirchner, and Jazz 101: A Complete Guide to Learning and Loving Jazz by John Szwed. Major sources of listening materials will include The Smithsonian Col-lection of Classic Jazz, Ken Burns’s The History of Jazz and selected other recordings as applicable. This course is open to any 11th or 12th grade student. (½ credit; 2nd semester)

The History of the Symphony—This semester course will explore the origins and journey of the compositional form “the symphony.” Students will analyze major works in music history and the impact they had on the music scene when they were composed, and how they relate to the contemporary world today. These will include: Haydn’s Symphony No. 104; Mozart’s Sympho-ny No. 40 and Symphony No. 41 (“Jupiter”); Beethoven’s Symphony No. 1, which caused major controversy after its premiere; Beethoven’s Symphony No. 9 (which contains the famous “Ode to Joy”); Brahms Symphony No. 1; and Dvorak’s Symphony No. 9 (“From the New World”), which is considered by some the first piece of “American” music. There will be lectures by conduc-tors from local symphonies, and field trips to hear symphony concerts, including the American Chamber Orchestra, one of the groups conducted by GFA’s Chris Hisey. This course is open to any 11th or 12th grade student (½ credit; 2nd semester)


SECTION II: US ACADEMICS science

SCIENCEBiology—Through a variety of inquiry-based labs, hands-on activities and project work, students will investigate the major themes that connect all living things. Students will use the nearby beach habitat to study ecology and biodiversity and the campus organic garden to learn about photosynthesis and nutrient cycles. Other topics include evolution, cell biology, genetics and anatomy and physiology. In addition, students will sharpen their laboratory skills and formulate evidence-based claims. (1 credit; full year)

Biology H—This course is for students who wish to explore life through a more in-depth study of evolution, ecology, metabolism, biodiversity, cell biology, genetics, anatomy and physiology. Field studies, performance-based assessments, and projects provide time for students to explore current biological issues and applications. Students who are interested may wish to take the SAT II Biology Subject test following this course; such preparation may require extra study beyond the material covered in class. Prerequisite: A- or better in Science and departmental permission. (1 credit; full year)

Chemistry—This course is designed to provide students with an understanding of the funda-mental principles of chemistry. Units of study include classifying and quantifying matter, atomic structure, bonding, chemical reactions and stoichiometry, energy in reactions, and water and solution chemistry. Student-directed activities such as Pogil and simulations form a cooperative and integral part of the course. Laboratory work forms an integral part of the course. Projects give students an opportunity to examine the applications of chemistry in society. (1 credit; full year)

Chemistry H—This course is designed to provide a strong background in inorganic chemical principles. The major topics of study include atomic structure, chemical reactions, stoichiometry, periodicity, chemical bonding, forces and theories of matter, solutions, thermodynamics, kinetics and equilibrium, acid-base chemistry, redox reactions, and electrochemistry. Brief units on nucle-ar chemistry and organic chemistry complete the syllabus. Laboratory experiences provide the students with hands-on opportunities to study the topics covered during lecture. This course has a strong emphasis on problem-solving and critical thinking. Students who are interested may wish to take the SAT II Chemistry Subject test following this course; such preparation may re-quire extra study beyond the material covered in class. Prerequisite: A- or better in Mathematics and Science (B+ or better in Honors courses); concurrent enrollment in or completion of Algebra 2H; departmental permission. (1 credit; full year)

Physics—This course is an introduction to the principles of physics through a conceptual- and algebra-based approach. Topics include Newton’s laws, energy, motion, mechanics, heat, sound, light, electricity, and magnetism. In addition to basic physical principles, the course examines some philosophical aspects of physics and interactions between physics and society. The course has a conceptual and interactive approach, with frequent hands-on laboratories and activities, real world applications and problem solving. Prerequisite: Biology; concurrent enrollment in or completion of Algebra 2. Students wishing to take Physics and Algebra 2 concurrently must consult the Department Chair. (1 credit; full year)

Physics H—This course investigates the traditional topics of motion, momentum, energy, light, electricity, magnetism, and atomic and nuclear physics. Emphasis is placed on applying math techniques to problem-solving and developing basic principles from analysis of lab work. Students considering careers in the physical sciences or who wish to continue with AP Physics in another year should take this course. Prerequisite: A- or better in Mathematics and Science (B+ or better in Honors courses); concurrent enrollment in or completion of Pre-Calculus H; departmental permission. (1 credit; full year)



SCIENCE ELECTIVESAP Biology—This course is designed to offer interested students a solid foundation in college- level introductory biology with a focus on inquiry-based learning. The students will develop an appreciation for the study of life and be able to ask and answer questions about the world around them in order to understand the unifying principles within our diverse biological world. The course is structured around the College Board’s four big ideas and the connected enduring understandings. Through an intensive laboratory component, students will develop science practices that are essential skills for conducting scientific investigations. Prerequisite: A- or better in Science (B+ or better in Honors courses); Biology and Chemistry; departmental permission. (1 credit; full year)

AP Chemistry—This course is modeled after a college chemistry course. It focuses on some areas of chemistry not previously explored in our first year chemistry course. This revised AP course is structured around the College Board’s six big ideas and the connected enduring understandings. Topics from Chemistry and Chemistry H to be explored in greater depth include: bonding; periodic law; thermodynamics; and kinetics; electrochemistry; and equilibrium. Prerequisite: A- or better grades in Mathematics and Science (B+ or better in Honors courses); Biology and Chemistry; departmental permission. (1 credit; full year)

AP Environmental Science—Students in this college-level, interdisciplinary science course will use scientific principles, content and methodologies to study the interrelationships of the natural world, and human impacts, and learn to identify and analyze environmental problems. Critical-thinking skills will be applied to evaluate risks associated with these problems and to examine alternative solutions for resolution and prevention of such problems. It will include laboratory and field investigation components, and field trips to sites of local interest such as a cemetery, wastewater treatment plant, and a power plant. The Audubon property, New Creek salt marsh and Burying Hill beach will be used for field study. Prerequisite: A- or better in Science (B+ or better in Honors courses); Biology and Chemistry; departmental permission. (1 credit; full year)

AP Physics—This college-level course is designed for those students with a keen interest in physics and a solid background in mathematics. Calculus is used extensively. The year is split between topics of mechanics and those of electricity and magnetism, and much of the material is discussed from a theoretical point of view. Analytical and problem-solving skills are developed, and lab work is more open-ended than in previous science courses. Prerequisite: A- or better grades in Mathematics and Science (B+ or better in Honors courses); Biology, Chemistry, and Physics H; concurrent enrollment in or completion of AP Calculus; departmental permission. (1 credit; full year)

Astronomy—This semester elective focuses on understanding how the laws of physics have led to our current understanding of the universe. Students investigate classical astronomy, astro-nomical instruments, and the solar system. Composition of the sun and stars, the evolution of stars, the big bang, and relativity are also discussed. Assessments include labs, several major tests, and a twenty-minute presentation. There may be a field trip to a local observatory and observations of any special celestial events, i.e. solar or lunar eclipses. Prerequisite: Biology; Chemistry or Physics. (½ credit; 2nd semester)

Environmental Science—This multidisciplinary introductory course will provide students with a widely-sourced perspective on the many interrelationships among environmental systems and human actions. This perspective will enable them to develop their own informed response to the pressing environmental issues their generation will inherit. In addition to exploring ethical issues, this is a hands-on science course. Students will perform field and laboratory exercises; and design and conduct research on the nearby habitats, including the Audubon property, New Creek salt marsh, and Burying Hill beach. Students will learn to analyze and interpret data and evaluate scientific arguments. Prerequisite: Biology and Chemistry. (1 credit; full year)



Regenerative Landscape Design—In this semester course, students will learn about creating healthy landscapes and ecosystems through a combination of classroom work and hands-on engagement with regenerative landscaping methods around the GFA grounds. Topics will include: soil health, composting, landscape design, storm water management, water conserva-tion, plant biology, plant propagation and integrated pest management. Students will actively participate in field experiments to learn the fundamentals of plant selection and how plants contribute to ecosystem function. The course will focus on how to restore landscapes and habitats that have been lost from improper management. Additionally, this course will discuss and implement best management practices for maintaining landscapes with an emphasis on environmental stewardship. Prerequisite: Biology. (½ credit; 1st semester)

Sustainability Seminar—This yearlong course is an in-depth exploration of what it means to live well in a place, and is the culminating experience for students seeking GFA’s Diploma with a Concentration in Sustainability Studies. Through case studies, primary literature, and readings, students in this course will study sustainability theory, environmental ethics, and environmental justice. The major focus of this course will be for students to identify and carry out a relevant research or action-based project that connects and demonstrates under-standing of the interdisciplinary threads of this program. Students in this course will also be required to participate in a place-based, off campus immersion experience that will help the group become a collaborative cohort of leaders in sustainability. This course requires an application and is open to seniors. The application should be submitted in the spring of junior year. Offered in 2017-18. (1 credit; full year).

Marine Biology—In this course, students will explore global ocean ecosystems and the local marine environments of Long Island Sound. Every unit will include both a local and global com-ponent. The course focuses on gaining scientific skills as well as content knowledge in marine science. Much of the work will consist of projects, labs, and other hands-on assignments. This will allow students to address issues in authentic, individual, and creative ways. Examples of these projects include creating a field guide to the marsh, videos about issues facing Long Island Sound, and individual field projects. Prerequisite: Biology. (1 credit; full year)

Research and Experimental Design—This semester course will expose students to the principles and practices inherent in college level scientific research. Topics covered include proper reading of scientific publications, scientific literature searching including citation re-search, statistical design of experiments, project planning, visual presentation of numeric data (Tufte’s work), scientific writing, and presentation methods for scientific findings. During the class, students will select a specific project to plan. Many assignments will be applications of the topics studied to the chosen project. The end product of the class will be a complete research plan, which the student may choose to follow during further research. This course is a prereq-uisite for independent research studies in the sciences and should be taken in the spring by students planning to do research the following year, or may be taken in the fall as a first step of an independent research study. Prerequisite: Biology and Chemistry; departmental permission. (½ credit; 1st or 2nd semester)

Robotics—This semester course centers around the process an engineer goes through to under-stand, develop, and program a robot to accomplish a task within given constraints. Students will explore topics including fundamentals of engineering, programmable logic, electronic design, mechanical design, and project management. Students will then apply these lessons to build robots that operate autonomously or by remote control. Class trips will be integral to the course; students will visit robotics teams, design labs, and robotics tournaments. This course fulfills the engineering requirement for students seeking to earn a Diploma with a Concentration in STEAM. Open to students in 10th-12th grades. (½ credit; 2nd semester)



Engineering—This elective class focuses on the engineering design process: the process an engineer goes through to understand, design, and execute a project. Students will explore the fundamentals of engineering as well as specific engineering disciplines: aerospace, environmen-tal, computer, civil, electronic, and mechanical. Through a hands-on approach, students will gain skills in collaborative project design, troubleshooting, and scientific testing. Projects, class trips, and guest speakers will be integral to the course. By interacting with professional engineers, we hope that students will come away with an appreciation for the real-world applications of the subject. This course fulfills the engineering requirement for students seeking to earn a diploma with a concentration in STEAM. Open to students in 10th-12th grades. (½ credit; 1st semester)

STEAM Independent Project—This course is the culminating experience in the STEAM Program. Students in this course will meet as a group to share literature and discuss experiments and projects. Each will propose, design, and carry out an independent project that demonstrates understanding of interdisciplinary learning by applying and connecting what has been learned over the course of the STEAM program. Students in this course are expected to identify a problem or question, design and execute a meaningful project, and report on their projects to the GFA community. Student projects may be entered into competitions. This course is open to seniors. Prerequisites: please see below for prerequisites; approval by STEAM Director required. (½ credit; full year)

Diploma with a Concentration in Sustainability StudiesFor students who are passionate about study of the environment and sustainability issues, GFA offers a Diploma with a Concentration in Sustainability Studies, an interdisciplinary, project-fo-cused program designed to empower students to explore their passions and become stewards of their world. This concentration can be earned by completing the following in addition to regular graduation requirements. • Environmental Science OR AP Environmental Science • Chemistry OR Chemistry Honors • Economics • Fundamentals of Probability and Statistics OR AP Statistics • Sustainability Seminar (Senior Year)—Approval by the Director of Sustainability Studies is required. Offered in 2017-18. • One elective course from the following: Big Histories Environmental Literature and Nature Writing Marine Biology Regenerative Landscapes GOA course (with approval) Independent study (with approval) Other GFA course (with approval)

Students who spend a semester at Island School, Mountain School, High Mountain Institute,Chewonki, or another approved semester or yearlong program are exempt from the elective requirement.

To facilitate scheduling, it is recommended that students who are interested in pursuing a Diploma with a Concentration in Sustainability Studies declare their interest by the spring of their 10th grade year. Note: Students may begin to take courses to fulfill the Sustainability Studies requirements but diplomas with this concentration will not be issued until the 2017-18 school year.


SECTION II: US ACADEMICS science/visual arts

Diploma with a Concentration in STEAM (Science Technology Engineering Art and Mathematics)For students who are passionate about an interdisciplinary study of science and technology, GFA offers a Diploma with a Concentration in STEAM, which can be earned by completing the following in addition to regular graduation requirements.

• 4 yearlong courses in science including Chemistry and Physics (one of which must be at the Honors level), and either AP Chemistry or AP Physics • 4 years of Math, including AP Calculus • AP Computer Science • Engineering OR Robotics • Design Thinking • STEAM Independent Project or approved Independent Study in Science Research (Senior Year); approval by the Director of STEAM is required

Successful completion of an approved STEAM or Independent Study in Science Research is required to be awarded a Diploma with a Concentration in STEAM.

To facilitate scheduling, it is recommended that students who are interested in pursuing a Diploma with a Concentration in STEAM declare their interest by the spring of their 10th grade year.

VISUAL ARTS Students enrolled in visual arts classes in the Upper School explore the elements and principles of art through a wide variety of media and techniques, develop and expand their artistic voice, and refine their creative and conceptual visions. A variety of media are covered, from the most basic overview in Introduction to Visual Arts all the way to Advanced Placement Portfolio levels. In addition to studio projects, students are asked to participate in critiques and dialogues on art history. Students are evaluated based on their effort and participation in class, quality of finished product, originality of thought, and demonstrated understanding of concepts present-ed. Student art is often displayed in common areas and is returned after it has been on exhibit. Note: All art students will be required to maintain a sketchbook/art journal that will be used in their classes.

Introduction to Visual Arts—A full-year, one-credit course consisting of the three core disciplines offered in the Upper School: Studio Art, Photography and Video. This integrated curriculum enables students to develop skills in craftsmanship, idea generation, critical thinking and the com-mon vocabulary across the disciplines. A range of approaches to surface, form, space, and time will be addressed through a variety of traditions and technologies, as well as concepts of theory and art history. In the fourth quarter, students will choose which medium they wish to continue to explore more in-depth. There are no prerequisites for this course. (1 credit; full year)

Intermediate Studio Art—This course is a full-year, one-credit course that increases students’ skills and competency in drawing, printmaking, and painting. Continuing to build on skill development and visual problem solving, students will continue to explore composition through perspective, figure and gesture drawing, portraiture, use of negative space, and color theory. The course will reinforce the principles of design with an emphasis on collage, color theory and paint. The goal is the process, not a specific technique, and the student will be encouraged to experiment. Key to this process is the student’s visual documentation of their experiments and discoveries in their sketchbook. Prerequisite: Introduction to Visual Arts or permission of the instructor. (1 credit; full year)

Intermediate Photography—This course combines practice with theory and investigates the process of photography through a variety of approaches and technologies with an emphasis on Documentary. Through regular slide presentations and demonstrations we will see and discuss examples of photography from a range of historical and contemporary photographic practices,


SECTION II: US ACADEMICS visual arts

from pinhole to traditional film to state of the art digital technologies. The course emphasizes art making as an ongoing process that involves the student in informed, imaginative, and critical decision-making and risk taking. Through class discussions and group and individual critiques, students will learn to analyze and discuss known works of photography, their own photographs and those of their peers, within a contemporary and historical art context.

In semester one students will learn how to analyze photographic images within a cultural context, and be reinforced in methods of shooting and composition, developing film, scanning negatives, and digital manipulations. Semester two will expand upon students’ knowledge of digital and analogue photography in theory and practice. Students have the opportunity to visit local and regional photographic exhibitions in New York City. (1 credit; full year)

Intermediate Video Production—This course combines practice with theory and investigates the process of Video Production through a variety of approaches and technologies with an em-phasis on Documentary. Students produce an in-depth documentary project and direct and pro-duce a short narrative film. Additionally, students produce a collaborative work, shot on location during field trips. Students explore more sophisticated editing and special-effects techniques and software. Also, students are responsible for readings in both film theory and technique, and view and discuss a variety of both traditional and experimental works. Regular critiques are part of the process. Prerequisite: Introduction to Visual Arts (1 credit; full year)

Design Thinking—A semester-long, project-based course that uses current and emerging tech-nologies to creatively address real-world needs and applications in two and three dimensions. The course may employ technologies such as PhotoShop, 3-D imaging, prototyping, anima-tronics, and wearable technology among others to solve problems through a visual arts lens. Through demonstrations, examples of current artists and designers’ works and guest speakers, students will be introduced to a range of approaches of 2-D, 3-D and 4-D (time arts) design. Each module will have short introductions of new techniques/materials, with an end goal of using these to express ideas and prove mastery. The semester will build from 2 to 3 to 4 dimensions and culminate with a project drawing on skills developed over the semester. The course is a requirement for students who wish to earn a Diploma with a Concentration in STEAM. Completion of Introduction to Visual Arts is encouraged. (½ credit; 1st or 2nd semester)* *Two discreet semesters will be offered; a student can take either or both semesters.

Advanced Studio Art—This is a full-year, one-credit course in which students demonstrate the ability to work more independently with a strong sense of purpose on longer- term projects. Students are strongly encouraged to discover a disciplined personal style in their art and pursue it with vigor. Both content and form are stressed through drawing, painting, printmaking and 3-D projects. This course emphasizes increased personal visual awareness and style, steady skill growth, and a thorough review of all art principles. Portfolio development will begin for students interesting in preparing a portfolio for college admission and for those intending on continuing to the AP level, part of the Breadth section will be completed. Visual documentation of their experi-ments and discoveries in their sketchbook will be an important component. Prerequisite: Inter-mediate Studio Art or permission of the instructor (1 credit; full year)

AP Art: Photography—Students in this class will be enabled to develop mastery in concept, composition, and execution of photography and 2-D design, and investigate all three aspects of AP portfolio development: quality, concentration, and breadth. By early May, students will be prepared for and take the AP Studio Art Exam. Students will develop a body of work investi-gating a strong underlying visual idea in 2-D design that grows out of a coherent plan of action or investigation (i.e., a concentration). The course teaches students a variety of concepts and approaches in photography and 2-D design so that the student is able to demonstrate a range of abilities and versatility with technique, problem solving, and ideation (i.e., breadth). Prerequisite: B+ or higher in Intermediate Photography, a portfolio review, and permission of the instructor. (1 credit; full year)


SECTION II: US ACADEMICS visual arts/world languages

Advanced Video Production—Students in Advanced Video Production work one-on-one with the instructor to design a program of in-depth work in film-making that includes both indepen-dent and collaborative projects. Students will develop a body of work investigating a strong underlying idea that grows out of a coherent plan of action or investigation. Building upon the skills learned in the intermediate level class, students will experiment and explore new directions in their own personal voice. Prerequisite: Intermediate Video Production (1 credit; full year)

AP Art: Studio—This course provides an enriching and challenging studio situation for the highly motivated and advanced art student. This is a full-year, one-credit course designed for students who wish to prepare for the AP Exam in Studio Art. (Drawing, 2-D or in special cases, 3-D) The emphasis is on the preparation and development of a portfolio under the guidelines set forth by the College Board, and students are required to explore a wide variety of styles and techniques. Sketchbook and written assignments are given, completion of which will require time spent outside of class. Students will be expected to work with the teacher in maintaining a digital portfolio of their artwork for submission to the College Board in May. The digital portfolio may also be used by the student as supplemental material for college applications. Students may be asked to complete some work during the summer to strengthen their portfolios or to cover areas of omission. This is a rigorous, time-consuming course with high standards. Students should be prepared to spend time outside of class working on their coursework. Prerequisite: B+ in Advanced Studio Art, a portfolio review that includes the sketchbook, and permission of the instructor. (1 credit; full year)

Advanced Art Seminar—This course brings together advanced-level art students working in a variety of media, including painting, drawing, printmaking, photography, video, sculpture, digital design, installation and performance art. Multiple visual arts instructors guide students through informed critical decision-making. At the beginning of the year, each student proposes either a semester-long or yearlong thesis project, working independently or in collaboration, coming together for regular group critiques. At the end of the year these projects culminate with a formal exhibition in the Performing Arts Center. Prerequisites: completion of and B+ or higher in Advanced Studio Art, AP Art: Photography, or Advanced Video Production, and permission of the instructor. (½ credit; full year)

WORLD LANGUAGESFrench 1—This is a beginning-level language course that offers exposure to French language and Francophone cultures. In this immersion-based setting, students learn the four skills: reading, listening, speaking, and writing. There is an intense focus on vocabulary and grammar, which are introduced thematically. Students will read beginning-level texts and learn how to write short essays.

Upon successful completion, students may take French 2. With a year-end average of A- or better and departmental permission, students may take French 2H. (1 credit; full year)

French 2—In this course students continue to build upon their previously learned knowledge and skills. Over the course of the year they study the past tenses and narration, allowing them to handle daily life situations with confidence while improving their command of the four skills: reading, writing, speaking, and listening. Careful attention is paid to linguistic accuracy. Using an increased vocabulary, students respond to a variety of functions: formulating questions, describing, and narrating. The course uses interactive exercises to provide an immersion into the French and Francophone languages and cultures. Prerequisite: French 1 and/or placement by the department. (1 credit; full year)

French 2H—In this course students continue to build upon their previously learned knowledge and skills. Over the course of the year they study the past tenses and narration, allowing them to handle daily life situations with confidence while improving their command of the four skills: reading, writing, speaking, and listening. Careful attention is paid to linguistic accuracy.


SECTION II: US ACADEMICS world languages

Using an increased vocabulary, students respond to a variety of functions: formulating ques-tions, describing, and narrating. The course uses interactive exercises to provide an immersion into the French and Francophone languages and cultures. Over the course of the year, students will explore various aspects of one French speaking country or region of their choice. Using press articles, charts and tables, short stories and other types of visual and auditory texts, they will research a variety of current topics including Beauty and Aesthetics, Global Challenges such as the environment, Contemporary Life issues such as rites of passage, and Personal and Public Identities as seen in issues of cultural assimilation. Prerequisite: A- or better in French 1 and/or placement by the department. (1 credit; full year)

French 3—This course is a continuation of French 2 and allows the student to advance his/her proficiency in reading, writing, speaking, and listening. The focus of the course is to recombine and expand upon elements previously learned, enabling students to express themselves in greater detail. New grammatical structures will be taught, with a culmination in learning the subjunctive mood. Students explore overarching themes on French and Francophone history and culture, such as urban life, the French Revolution, and humanitarian aid. Prerequisite: French 2 or French 2H and/or placement by the department. (1 credit; full year)

French 3H—This honors course is an advanced version of the Level 3 course and covers the material in more depth; accordingly, it is designed for students who demonstrate strong interest and talent in the subject area. Additional reading and writing will be accompanied by a swifter scope and sequence of material. Students will be expected to express themselves with more spontaneity, fluency, and accuracy. More advanced literary works are read and are complement-ed by relevant historical and cultural information. Emphasis is placed upon the frequency of writing and the scope and sequence of grammar. Prerequisite: A- or better in French 2 or B+ or better in French 2H; departmental permission. (1 credit; full year)

French 4: French Language and Culture: Classics to Contemporary—This course is designed to help students continue their discovery of French and Francophone culture via literary works, current events and film. Some topics include Colonialism to current issues in Sub-Saharan Africa, Identity and Race in France, and French New Wave cinema. Over the course of the year, students continue to develop their written and oral skills to express their opinions and ideas. Discussions, video-based projects and essays are some examples of work expected of students. Grammar is reviewed in context and covers the preterit versus the imperfect and conditional tenses, the subjunctive mood, and structures to enable students to use more nuance in their self-expres-sion. This is not a pre-AP course. Prerequisite: French 3 or French 3H and/or placement by the department. (1 credit; full year)

French 4H: Advanced Grammar and Language—This honors course is designed for the student who is preparing for the Advanced Placement Language Examination. This demanding program focuses on the development of polished written and oral expression, and explores numerous literary works. Students are expected to function with fluency and accuracy in a wider range of open-ended situations. Activities encourage debate and discussion among the students who also read literature of different genres from which they are expected to draw inferences and comprehend abstract ideas. Based on the material presented in class, compositions expressing personal feelings and supporting ideas are required. The elimination of errors is an on-going process and special attention is given to analytical writing. Prerequisite: A- or better in French 3 or B+ or better in French 3H; departmental permission. (1 credit; full year)

French 5: Expressions of Identity in Francophone Film and Literature—This course focuses on films that provide the context for introducing students to the diversity of Francophone cultures and themes such as colonialism, independence, and immigration. Topics may include the French occupation of IndoChina; the revolution and liberation of Algeria; the struggle for identity in the Caribbean; Québec’s history and culture; and immigrant workers in Belgium. Reading, writing, listening and speaking skills will be developed via the medium of film that provides ample



contextualized and meaningful material for study and reflection. Students will demonstrate their skills, knowledge and creativity via a final project on identity. Prerequisite: French 4 or French 4H and/or placement by the department. (1 credit; full year).

AP French Language—This course is the equivalent to an intermediate to advanced college level course; it demands focus and attention to detail. The course is organized around the following six themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, Beauty and Aesthetics and exposes students to information, ideas and language from a variety of authentic sources from the Francophone world. Students’ interpretive comprehension will be assessed through the use of multiple-choice questions and short written or spoken presentations in response to audio and/or textual stimuli. Students’ presentational language will be assessed through the writing of persuasive essays and on spoken presentations in response to a given stimulus on which they compare cultural features of their own community to those in the Francophone world. Student’s interpersonal language will be assessed through the writing of letters and emails and by participating in a simulated conversation. All the while students must pay careful attention to appropriate register, social and emotional context and make reference to their knowledge of the Francophone world. Prerequisite: B+ or better in French 4H; departmental permission. (1 credit; full year)

Identity and Community: French/Francophone Literature and Film (Post AP)—This course is for students who have completed study in AP French language, heritage students or students who have returned from study abroad. The course focuses on the construction of the self and her/his role in society as seen through French and Francophone literature and cinema. The main goal of the course is to provide students opportunities to broaden their written and oral proficiencies with an intense focus on critical reading and literary analysis. Themes may include: Camus and existentialism, postcolonial voices in French/Francophone literature, Québécoise Identity, and Orientalism. Prerequisite: departmental permission. (½ credit; full year)

Mandarin 1—This is a course for beginners offered to students in 9th-12th grades. Mandarin 1 emphasizes learning the four language skills: listening, speaking, reading and writing. In this immersion course students learn to express themselves and understand others by focusing on topics closely related to their own experience and their daily life. They study pronunciation, tones, character writing and basic grammar. Hanyu “pinyin” is used as the phonetic transcrip-tion system for Chinese characters. Students learn to read and write simple passages in Chinese characters about the themes learned. The course also aims to improve the students’ general knowledge of Chinese culture, geography and history. (1 credit; full year)

Mandarin 2—This course continues to introduce Chinese grammar, vocabulary, characters, and usage. The four language skills (listening, speaking, reading and writing) will be further developed. Careful attention is paid to accuracy. Using an increased vocabulary and sentence structures, students respond to a variety of functions: formulating questions, describing, narrating and locution. The text, Integrated Chinese, combines audio-visual material as well as interactive exercises to provide an immersion into the Chinese language and culture. Honors sectioning may be available if appropriate. Prerequisite: Mandarin 1 and/or placement by the department. (1 credit; full year)

Mandarin 3—This course is designed to continue learning the four skills (reading, writing, speak-ing, and listening). The student is given regular opportunities for meaningful communication in different themes by using more complex structures and vocabulary. The focus of the course is to recombine and expand elements previously learned in order to enable the students to express language more accurately. Students learn to read and understand short essays and to produce compositions on class themes. This course begins a formal introduction to literature and read-ing selections. The text, Integrated Chinese, combines audio-visual material as well as interactive exercises to provide an immersion into the Chinese language and culture. Honors sectioning may be available if appropriate. Prerequisite: Mandarin 2 and/or placement by the department. (1 credit; full year)



Mandarin 4—This immersion course emphasizes oral communication and listening skills through vocabulary exercises, readings and discussions around various themes. Students will be able to communicate with greater confidence. They discover different aspects of Chinese culture through literary excerpts, movies and songs. They will be encouraged to discuss current events and to develop their creativity through projects using posters, videos, and oral presentations. Extensive reading materials will be used and essays are written regularly. Honors sectioning may be available if appropriate. Prerequisite: Mandarin 3 and/or placement by the department. (1 credit; full year)

Mandarin 4H—This immersion course aims to prepare students for the Advanced Placement Language Examination during the following year. Focusing on reading, writing, listening and speaking, students learn to express themselves using a greater variety of structures, themes and cultural topics. Vocabulary is introduced in a significantly larger volume and higher speed. Read-ings will be much more advanced and will cover social, cultural, international, economic and political issues which students are then encouraged to discuss and debate in-depth. In addition, students work to polish their writing skills. Prerequisite: A- or better in Mandarin 3; departmental permission. (1 credit; full year)

AP Mandarin—This course is intended for qualified students who are interested in completing studies comparable in content and difficulty to a full-year course at the second-year college level. The course is taught entirely in Chinese. It includes aural/oral skills, reading comprehen-sion, grammar, and composition. Course content reflects intellectual interests shared by the students and the teacher (cultural celebrations, beliefs and attitudes, interests and career, teen life/self and the global community, famous people, social issues and current events, art and music appreciation, literature and poetry, geography/climate/ political divisions, etc.). Students are expected to read and write on a weekly basis. Oral skills are also emphasized through class discussion, which provides opportunities for students to articulate and debate their understand-ing of the materials in Chinese. Students following this course take the AP exam at the end of the year. Prerequisite: B+ or better in Mandarin 4H, departmental permission. (1 credit; full year)

Spanish 1—This is a beginning-level language course. The goal for this course is to give Upper School students an opportunity to begin a foundation for the Spanish language with an intense focus on vocabulary and grammar. This immersion course will emphasize learning the four skills: reading, writing, speaking and listening. Students are expected to read beginning pieces of lit-erature and to learn how to write essays. Upon successful completion of this course the student may enter into Spanish 2 or Spanish 2H. (1 credit; full year)

Spanish 2—This course builds on students’ knowledge of grammar, structure, and syntax in Spanish while allowing them to handle daily life situations with confidence. Students improve their command of the four skills: reading, writing, speaking and listening. In addition, this course covers a multitude of cultural topics to give students a broader understanding of the Spanish-speaking world. Careful attention is paid to accuracy. Using an increased vocabulary, the students respond to a variety of functions: formulating questions, describing, narrating and locution. This course combines audio and visual material for a communicative approach. Prereq-uisite: Spanish 1 and/or placement by the department. (1 credit; full year)

Spanish 2H—This honors course is an advanced version of the Spanish 2 course and covers the material in greater depth and breadth; accordingly, it is designed for students who demonstrate strong interest and talent in the subject area. Students will work intensively with the past tenses and will be expected to express themselves with more spontaneity, fluency, and accuracy. Addi-tional reading and writing will be accompanied by a swifter scope and sequence of material with respect to grammar, composition, and literature. Prerequisite: A- or better in Spanish 1; depart-mental permission. (1 credit; full year)



Spanish 3—This course is designed to continue practicing the four skills: reading, writing, speaking, and listening. The student is given regular opportunities for meaningful communica-tion with much practice in sustaining conversation beyond simple statements or questions. The focus of the course is to recombine and expand elements previously learned in order to enable the students to express language more accurately. Formal grammatical structures are learned, such as the subjunctive mood, with stress placed on written and oral accuracy. Compositions are required on a regular basis. In addition, this course deepens the study of Spanish literature and film. A communicative approach continues to provide an immersion experience in the program. Prerequisite: Spanish 2 or Spanish 2H and/or placement by the department. (1 credit; full year)

Spanish 3H—This honors course is an advanced version of the Spanish 3 course and covers the material in more depth; accordingly, it is designed for students who demonstrate strong interest and talent in the subject area. Additional reading and writing is accompanied by a swifter scope and sequence of material and more advanced literary works will be introduced. Students are expected to use the target language consistently and to express themselves with more spon-taneity, fluency and accuracy. Grammar topics will include: the preterit vs. the imperfect, com-mands, the present and imperfect subjunctive, the conditional, the future and perfect tenses. Throughout the year, students will complete a variety of both individual and group projects using numerous technological tools. Prerequisite: A- or better in Spanish 2 or B+ or better in Spanish 2H; departmental permission. (1 credit; full year).

Spanish 4: Refining Cultural and Linguistic Proficiency—This course aims to improve commu-nication skills in Spanish and to refine proficiency, both in terms of language and culture. During the course, students will learn the Spanish language in realistic, communicative contexts through reading, writing, listening and speaking. Students will develop a more sophisticated vocabulary in order to utilize the Spanish language in everyday communication. Grammar is learned in context and put into practice right away in order to help students improve comprehension and to facili-tate the use and application of the language in authentic situations. Students will read literature and newspaper articles from Spanish-speaking countries, write short stories and compositions and watch/listen to movies, prompts and news in Spanish. Speaking skills will be highlighted during presentations and class activities. Prerequisite: Spanish 3 or Spanish 3H and/or placement by the department. (1 credit; full year)

Spanish 4H: Spanish and Latin American Voices: Advanced Analysis of Grammar, Film and Literature—This course is designed for the student who is preparing for the AP Spanish Language Examination during the following year. This demanding program focuses on the development of polished written and oral expression, and the exploration of numerous literary works and films. Students are expected to function with fluency and accuracy in a wider range of open-ended situations. Activities encourage oral debates and discussion among the students. Students read literature of different genres and are expected to draw inferences and compre-hend abstract ideas. Also, they write compositions based on the material presented in class, expressing personal feelings and supporting ideas. The elimination of errors is an on-going process and special attention is given to avoiding direct translation. Prerequisite: A- or better in Spanish 3 or B+ or better in Spanish 3H; departmental permission. (1 credit; full year)

Spanish 5: Spanish Intellectual History and Contemporary Latin American Politics—The first semester of this course begins with an in-depth study of Spanish intellectual history beginning in the 19th century. Students apply the content from previous years study of Spanish to engage in literary critique through examining realist literature and social commentary. Students also engage in how Spain examines its own history, focusing on representations of post-civil war Spain through film.



The second semester of this course transitions to a study of the history of Government in 20th Century Latin America with a special focus on an economic context. Works of art, literature, music and poetry will be used in conjunction with current events in Latin America to explore the perspective of countries like, Bolivia and Peru on paths to economic development. Through-out the year this course includes writing assignments and speaking presentations that seek to improve students’ pre-existing language abilities. Prerequisite: Spanish 4 or Spanish 4H and/or placement by the department. (1 credit; full year)

AP Spanish Language—This course covers the equivalent of an advanced college course in writing and conversation. It encompasses aural/oral skills, reading comprehension, grammar and composition. Such a course emphasizes the use of Spanish for active communication. The student will be able to comprehend formal and informal spoken Spanish, acquire vocabulary and have a grasp of structure to allow accurate reading of newspapers, magazine articles, and other modern literature texts. Also, the student will be able to compose expository passages and to express ideas orally with accuracy and fluency. Extensive training in the organization and writ-ing of compositions is an integral part of this language course. Texts include “Preparing for the AP Spanish Language and Culture Exam” and “Temas”, as well as selected literature and articles from Spanish language press and news. Prerequisite: B+ or better in Spanish 4H; departmental permission. (1 credit; full year)

Contemporary Topics in Spanish and Latin American Literature and Film (Post AP)—This course is for students who have completed study in AP Spanish language, heritage students or students who have returned from a study abroad program. The course introduces students to the formal study of a representative body of texts and films from Peninsular Spain and Latin America and U.S. Hispanic literature. In addition, the study of literature and film is alternated with the study of current events. The overarching aims of the course are to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills—with special attention to critical reading and analytical writing—and to encourage them to reflect on the many voices and themes included in a rich and diverse body of literature written in Spanish. Also, students will acquire the technical vocabulary necessary for advanced literary analysis in Spanish as well as some literary theory. Themes will include: family relations, gender construction, societies in conflict, the enigma of our existence, and a poetic look into Spanish in the Sahara. Prerequisite: departmental permission. (1 credit; full year)


SECTION II: US ACADEMICS independent studies

INDEPENDENT STUDIES AT GFAGFA offers these special programs of more extended study to qualified 11th and 12th grade students ready to undertake ambitious projects and exploration.

Individual Independent Study—Any student in 11th-12th grades who wishes to pursue a special area of study not offered as a specific course may, under special circumstances, create an Independent Study with an instructor. This course must meet a minimum of two to three periods per week for either the full year or for a semester, depending on the intensity of the study and its culminating requirement. Prerequisite: a well-defined plan of study, including goals and a syllabus, which are then may be refined by the instructor and student together; department per-mission; permission of the Head of Upper School; a completed Independent Study Application signed by the student, instructor, Department Head and Head of Upper School must be submit-ted in the spring prior to the year of study. (½ credit; full year or either semester)

Team Independent Study in the Sciences—This program follows all the criteria and descriptors of Independent Study (above), with the exception that application is by a team of 2-4 students who, working with an instructor, meet together with a common project and goal in mind, as might be the case in Technology, Engineering or Environmental Science, for example. Teams will often submit work for competition. Prerequisite: Research and Experimental Design; a well-defined plan of study, including goals and a syllabus, which then may be refined by the instructor and student together; department permission; permission of the Head of Upper School; a completed Independent Study Application signed by the student, instructor, Depart-ment Head and Head of Upper School must be submitted in the spring prior to the year of study. (½ credit; full year or either semester)


SECTION II: US ACADEMICS global online academy

Greens Farms Academy is pleased to offer Global Online Academy (GOA) courses to our students in grades 9-12. Established in 2011, GOA offers diverse and rigorous credit bearing courses to students in member schools around the world. Students participate in a truly global classroom, learning alongside peers with diverse backgrounds and experiences. Courses are designed, developed, and taught by teachers from member schools and meet the standards of rigor and high quality for which these schools are well known. Students must have the ability and motivation to work independently and will be collaborating with their classmates and instructor completely online through the Global Online Academy.

About Global Online Academy Courses—Global Online Academy courses are interactive, instructional, and experiential. There are semester-long and yearlong options in subjects ranging from digital journalism to neuropsychology. All GOA courses have synchronous components (when students collaborate together, or work with their teacher, at a set time, generally using video conferencing software) and asynchronous components (students choose when to participate).

Please note that GOA courses require the same time commitment and have similar workloads as any other course you would take at GFA.

While there may be books and/or supplies to purchase, GFA tuition covers the cost of enrollment in GOA courses.

The following guidelines apply to GOA courses:

• GOA courses are elective course offerings and are not intended to fulfill or replace core requirements.

• All GOA courses receive GFA course credit (semester courses ½ credit, yearlong courses 1 credit).

• GOA courses will be scheduled and treated in the same manner as traditional courses in respect to academic policies.

• Students interested in signing up for a GOA class should request the course on their four-year course plan.

• The GOA site director from each member school enrolls students in every class and handles all GOA requests.

• Approval to take a GOA course will be determined by the GOA site director and the Head of Upper School based on a number of criteria.

• GOA adheres to strict drop/add policies and requires that students drop or add classes within the first two weeks of the GOA semester.

• GOA course grades are listed and reported on GFA student transcripts.

For questions about GOA courses or for full course descriptions, please see the GOA site director, Justine Fellows, or visit the Global Online Academy online, www.globalonlineacademy.org


SECTION II: US ACADEMICS global online academy

YEARLONG COURSES:WORLD LANGUAGES: Arabic Language Through Culture (I or II) Japanese Language Through Culture (I or II)

FIRST SEMESTER COURSES:ART, MEDIA, AND DESIGN: Creative Nonfiction Beyond Photoshop Digital Journalism I Digital Photography Filmmaking Graphic Design Poetry Writing

GOA LEARNING STUDIOS: Advanced Topics in Economics Power: Redressing Inequity with Data Water

MATHEMATICS & TECHNOLOGY: Computer Science I: Computational Thinking Contest Mathematics IOS APP Design Number Theory

SOCIAL SCIENCES: Applying Philosophy to Modern Global Issues Comparative Religions Microeconomics Genocide and Human Rights 9/11 in a Global Context

SCIENCE & HEALTH: Bioethics Introduction to Psychology Medical Problem Solving Global Health Practical Astronomy

SECOND SEMESTER COURSES:ART, MEDIA, AND DESIGN: Architecture Digital Journalism II Fiction Writing Music Theory & Digital Composition

GOA LEARNING STUDIOS: Advocacy Entrepreneurship in a Global Context

MATHEMATICS & TECHNOLOGY: Computer Science I: Computational Thinking Computer Science II: Python, Intro. or Adv. Java Game Theory IOS APP Design Linear Algebra

SCIENCE & HEALTH: Abnormal Psychology Bioethics Introduction to Psychology Medical Problem Solving I or II Neuropsychology Organic Chemistry

SOCIAL SCIENCES: Applying Philosophy to Modern Global Issues Comparative Politics Energy Gender Studies Genocide and Human Rights Macroeconomics Prisons and The Criminal Law

APPLICATION PROCESS: Note on course plan or email signifying interest to GOA Site Director [email protected], due by March 1st, 2016.


SECTION III: US ATHLETICS

ATHLETICS The GFA athletic program offers a wide selection of competitive teams and recreational programs. Freshmen and sophomores are required to participate in the athletic program all three seasons, with two of the three on a team. Juniors are required to participate in two seasons, one on a team, and seniors are required to participate two seasons. The competitive teams emphasize success through the development of positive self-esteem, cooperative effort, hard work, and excellent coaching. There is a team for each student who wants to participate, except where not possible due to facilities, personnel, or sign-up. Each team plays a full schedule of interscholastic games. The teams practice in the afternoons five days a week. Practice times vary, but generally run to 5:30 pm.

The recreational programs emphasize increased fitness and ability in a variety of “lifetime” sports by providing an opportunity to play and learn in noncompetitive settings; these generally meet two or three days a week. With approval of the Director of Athletics, students who participate in intensive off-campus club sports may do a season of off-campus independent athletics in lieu of their requirement. In addition, students in 9th and 10th grades may substitute the musical or the play production for a season of sports.

FALL OFFERINGS

Girls— Teams: Cross Country, Field Hockey, Soccer, Volleyball

Recreational: Personal Fitness/BootCamp

Boys— Teams: Cross Country, Soccer


WINTER OFFERINGS

Girls— Teams: Basketball, Squash, Fencing

Recreational: Kickboxing, Personal Fitness, Spinning, Climbing

Boys— Teams: Basketball, Squash, Wrestling, Fencing

Recreational: Kickboxing, Personal Fitness, Spinning, Climbing

SPRING OFFERINGS

Girls— Teams: Golf (coed), Lacrosse, Softball, Tennis, Sailing (coed), Ultimate Frisbee (coed), Track


Boys— Teams: Baseball, Golf (coed), Lacrosse, Tennis, Sailing (coed), Ultimate Frisbee (coed), Track


Greens Farms Academy does not discriminate against any person in admission, financial aid, program involvement, employment, or otherwise because of sexual orientation, race, religion, age, gender, national origin or disability.

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GREENS FARMS ACADEMY

35 Beachside Avenue, PO Box 998Greens Farms, CT 06838-0998T. 203.256.0717

www.gfacademy.org

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