The Hewitt School

Upper School

Course Catalogue

2013-2014

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This Upper School Course Catalogue represents an overview of the courses that are being

offered in the 2013-2014 academic year. Upper School students should read the course

descriptions and choose courses that will challenge and inspire them. As students register

for courses, they should consult with their advisors, the Head of Upper School, the

Director of College Guidance, the Dean of Teaching and Learning, and their

parents/guardians. Courses may be cancelled or changed prior to the fall of 2013, pending

enrollment, staffing, and scheduling.

Graduation Requirements

The Hewitt School requires a minimum of 24 credits for graduation. Students are also

required to take a minimum of 5 academic courses per year in addition to creative arts,

technology, and physical education. The following is a breakdown of the credits.

English 4 credits

Mathematics 4 credits

Classical and Modern Languages 3 credits

History 3 credits

Science 3 credits

Creative Arts 2 credits

Technology* 1 credit*

Physical Education 4 years

*This graduation requirement applies to the class of 2014 only.

Hewitt’s Online Course Policy:

It is expected that Hewitt students fulfill all of their graduation requirements and yearly

coursework through courses offered by The Hewitt School. Courses offered at other

institutions, including online courses and summer courses, do not fulfill Hewitt’s

graduation requirements and are not reflected on a student’s official transcript. In the

event that a student enters Hewitt after ninth grade and has not met a requirement

normally offered in a grade prior to her enrollment, the Head of Upper School, Dean of

Teaching and Learning, and Director of College Guidance will work with the student and

her family to identify and approve a course online or at another institution.

Advanced Placement and Honors Criteria

Students who have met the stated criteria and who receive departmental permission are

eligible to pursue study in Advanced Placement or Honors courses provided that their

overall academic history has been strong and indicative of Advanced Placement or

Honors work. Eligibility is determined on a case-by-case basis.

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ENGLISH

4 credits required

British and European Literature (Grade 9 – 1 credit)

The ninth grade English course develops students’ maturing skills in reading and writing,

while focusing on particular themes in European literature: significantly, the individual’s

pursuit of spiritual and/or religious harmony. The writing program is multifaceted,

emphasizing a process-oriented approach to the critical essay. Students also write poetry,

responses to the reading, dramatic monologues, and fiction. Literature includes William

Shakespeare’s Romeo and Juliet, poetry by the British Romantics, Charlotte Brontë’s

Jane Eyre, and modern European short stories. Vocabulary is taught from a

supplementary text, and grammar, punctuation, and usage are taught in the contexts of

reading and writing.

American Literature (Grade 10 – 1 credit)

Selected works of 19th

, 20th

and 21st century United States literature are the focus of this

course, which complements the study of tenth grade United States history. Themes such

as the importance of nature, self-reliance, and individualism are explored. Genres and

literary terms are reviewed through the study of a range of novels, short prose pieces,

poetry and drama. Texts include Nathaniel Hawthorne’s The Scarlet Letter, Henry David

Thoreau’s Walden, Harriet Jacobs’ Incidents in the Life of a Slave Girl, Mark Twain’s

The Adventures of Huckleberry Finn, and Anna Deveare Smith’s Fires in the Mirror.

Both the style of the writers studied and students’ own styles of writing are carefully

examined and enriched. Usage, punctuation, correct citation of sources, and grammar are

also reviewed in the context of students’ writing.

Literary Monsters (Grades 11 and 12 – 1 credit) The hunt begins with classic creatures of terror such as the monster in Mary Shelley’s

Frankenstein, vampires in Bram Stoker’s Dracula, and ghosts in Henry James’ The Turn

of the Screw. These stories serve as the basis of a critical inquiry into the cultural role of

monsters, which often figure or represent one’s own repressed fears and desires. The

class looks in particular at the way many monsters seem to signify the perceived threat

posed by groups such as women, the working class, colonial subjects, etc. Texts include:

Franz Kafka’s Metamorphosis, Doris Lessing’s The Fifth Child, J.M. Coetzee’s Waiting

for the Barbarians, Art Spiegelman’s graphic novel Maus, and the George Romero film

Night of the Living Dead. Students are expected to write on a regular basis both inside

and outside of the classroom in forms that range from focused freewrites and blog posts

to traditional essays and tests. Finally, students are asked to continue their study of

grammar and style by reading selections from Diane Hacker’s traditional A Writer’s

Reference and Karen Elizabeth Gordan’s more idiosyncratic The Transitive Vampire: A

Handbook of Grammar for the Innocent, the Eager, and the Doomed.

Postcolonial Literature (Grades 11 and 12 – 1 credit) The postcolonial writers included in this course strive to present a vision of the Caribbean

and of Africa from the perspective of the colonized rather than the colonizer. The class

looks to these writers as a corrective to a single story that has often been told about these

two regions of the world – a single story that the Nigerian writer Chimamanda Ngozi

Adichie has called dangerous because it tells only part of a much more complex tale of

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people and place. Conscious of these dangers, the Caribbean writer Jean Rhys has

returned to the events of Charlotte Bronte’s Jane Eyre from the perspective of the

Jamaican-born character Bertha, the madwomen in the attic, in her novel Wide Sargasso

Sea. The African writer Chinua Achebe likewise tries to illuminate in his novel Things

Fall Apart an African culture that had been relegated to darkness in Joseph Conrad’s

Heart of Darkness. In reading these and other Afro-Caribbean writers, students look at

how the colonial condition has affected relationships between men and women, children

and adults, rich and poor, natives and tourists, defenders of human rights and apologists

for apartheid. The class witnesses young women coming-of-age in Tsitsi Dangarembga’s

Nervous Conditions and Jamaica Kincaid’s Annie John, the travails of the so-called Lost

Boys of Sudan in Dave Eggers’ The Autobiography of Valentino Achak Deng and the

Christopher Quinn documentary God Grew Tired of Us, and the creolization of language

in the poetry of Derek Walcott. Students enrolled in this course write on a regular basis

both inside and outside of the classroom in forms that range from focused freewrites and

blog posts to traditional essays and tests. Finally, students continue their study of

grammar and style by reading selections from Diane Hacker’s A Writer’s Reference.

Searching For Self: The Modern Novel (Grades 11 and 12 – 1 credit)

This elective offers a group of notable British and European novels that demonstrate

social and stylistic revolutions; from the eighteenth-century novel of manners to mid-

nineteenth century realism, to twenty and twenty-first century techniques of epiphany,

stream of consciousness, and poetic symbolism. Protagonists include the restless,

romantic Madame Bovary of Flaubert’s eponymous masterpiece of realism; the

tormented Raskolnikov in Dostoevsky’s powerful psychological novel, Crime and

Punishment; the complex and mysterious Marlow, a prototype for future modernistic

characters, in Conrad’s Heart of Darkness; and Jugnu and Chandra, the tragic Pakistani-

British couple in Nadeem Aslam’s 2005 novel Maps for Lost Lovers. Each novel presents

dramatically different settings, yet thematic unity emerges in the common struggle of the

protagonists for definition of self within a hostile or repressive culture. Class work

explores narrative techniques, especially those of the novelist’s viewpoint, use of realistic

detail, symbolism and figurative language.

AP English Literature (Grade 12 – 1 credit) This course conducts students through a survey of world literature that generates nuanced

conversations about the class theme: “To Be or Not To Be: Identity at the Intersections.”

Students determine the characteristics that define each genre and consider the

development of drama, epic, lyric poetry, and the novel. The class is run as a seminar so

that participation in discussions is essential. Analytical writing assignments enable

students to develop their ability to express their thoughts critically, clearly, and

accurately. Students take the AP English Literature and Composition examination in

May.

Prerequisite: grades 9-11 A- average in English and departmental permission

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HISTORY

3 credits required

European History (Grade 9 – 1 credit) This class provides a survey of European history from the Renaissance to the twentieth

century. Topics include the late Middle Ages, the Age of Absolutism and growth of

monarchies, the Enlightenment, the French Revolution, and the Industrial Revolution.

Both Eastern European and Western European perspectives are considered. Students

learn how to identify and analyze the political, economic, social, intellectual, military,

and cultural themes. They read primary and secondary sources and are asked to think

about a variety of historical views and to come to their own conclusions as to why the

past is important to study today. Projects include presentations, analyses of art and

architecture, and biographical research. Students focus, too, on projects in several genres

that integrate their history and English studies to arrive at a multidimensional sense of the

periods they examine.

United States History (Grade 10 – 1 credit) This course is designed to give students a grasp of the facts of the nation’s past from the

tri-cultural Encounter (among the peoples of Western Europe, Western Africa, and North

America) through the 1980s. Students achieve mastery of the relevant geography and the

ability to interpret primary sources as well as to discern bias in secondary sources. They

examine varieties of history (military, medical, demographic, political, and religious to

name just a few) through time. Projects focus on individuals and their roles as expressive

of the evolving American personality – for example the daring of the Corps of Discovery

that was grasping in territorial expansion yet idealistic at the same time. Students write

often to express such tensions and ambivalence and to recognize their contemporary

manifestations.

Honors United States History (Grade 10 – 1 credit) The honors section requires students to work in an independent way to achieve mastery

and understanding in this survey course in United States history from Contact (among the

peoples of Western Europe, Western Africa, and North America) to the present. Reading

and writing skills are refined and practiced often to encourage students to acknowledge

how agile they can be when asked to express a sense of history. Students write

frequently, analyze primary sources, statistics, and graphs, and explore issues in

historiography collaboratively. Students are expected to engage in lively discussions and

explore controversies. Themes are American identity, culture, demographic change,

economic transformation, geographic and environmental issues and determinism, global

responsibilities, politics, the military, diplomacy, citizenship, reform movements,

religion, and slavery and its legacy.

Prerequisite: grade 9 A- average in history and departmental permission

Regional Studies: East Asian Studies/Southwest Asia (Grades 11 and 12 – 1 credit) This year-long course is open to juniors and seniors and explores two non-European

cultures and histories thematically. The focus is primarily on China and India. Some of

the topics addressed are the roles of women, childhood and education, literature, art and

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architecture, religious and non-theistic philosophies, environment and resource

management and crises, demographics, population policies, emerging diseases, politics

and government, reform, revolution, and social change. Students will examine secondary

and primary sources, visit museums and cultural centers, and watch films. They should

expect to think analytically and collaboratively to examine themes through projects.

The 2013-2014 East Asia course is one half of a two-year regional studies program that

also includes Southwest Asia (often referred to as the Middle East), which will use the

same rubric to examine Turkey, Israel, Syria, Jordan, Egypt, and Palestine. Both East and

Southwest Asia continue to grow exponentially in their material, political, and cultural

impact on the world.

Globalization, Protest, and Change: the Post 1945 World. (Grades 11 and 12 – 1

credit) “Men, for years now, have been talking about war and peace. But now, no longer can

they just talk about it. It is no longer a choice between violence and nonviolence in this

world; it’s nonviolence or nonexistence.” In 1963, Martin Luther King, Jr. noted the

nuclear anxieties of the post-war world in his “I’ve Been to the Mountaintop” speech.

Existential fears related to nuclear weaponry were a part of the post-1945 environment,

and so were tremendous changes in global culture, politics, and economics, all of which

affect our contemporary, increasingly intertwined world. As a result, the post-World War

II era deserves significant attention from the student who seeks to understand her society

and its challenges. This course delves into a wide array of topics including post-war

rebuilding in Asia and Europe, the Cold War, anti-colonialism, the American Civil Rights

Movement, the global student movement of the late 1960s, American cultural and

economic “imperialism,” the world environmental movement, women’s liberation

movements of the 1970s and 1980s, the fall of the Soviet Union/ European communism,

and the advent of the internet, among other topics.

AP Art History (Grades 11 and 12 – 1 credit)

AP Art History offers students the equivalent of an introductory college course in art

history. Students achieve an informed, sensitive understanding of painting, sculpture,

architecture, and other art forms within their historical and cultural contexts; the skills

and vocabulary necessary to analyze these visual arts; and the ability to express

understanding and analysis clearly and gracefully both orally and in writing. Two units

are non-European, and they are Islamic and West African art. Other units are Euro-

American and, following Greek and Roman art histories, they are based overwhelmingly

on Christian tradition and iconography, although classical references continue to the

present as well. Students gain pleasure from no longer merely looking at art: they

understand it in an informed and critical manner. Along with extensive reading and

writing, students look at art images every day and visit the Metropolitan Museum of Art

once a week.

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AP Human Geography (Grades 11 and 12 – 1 credit) This course offers qualified students the equivalent of a first-year college course in

Human Geography by focusing on populations, cultural practices and processes, political

organization of the earth’s surface, agricultural and rural land use, industrialization and

economic development, and cities and urban land use. Topics in these broad areas

include, for example, population and natural hazards; symbolic landscapes and ethnic

sense of place; the nation-state, colonialism, and political-territorial arrangements; the

Green Revolution, globalization and the international division of labor; and uneven

development, ghettoization, and gentrification. Students learn to use and think about

maps and spatial data, define regions, characterize and analyze changing interconnections

among places, and interpret the implications of human associations and natural

phenomena. This course prepares students to continue study for careers in non-

governmental organizations (NGOs), government and international business, military

planning, and collective action.

Prerequisite: grades 9-11 A- average in history and departmental permission

(This course will not be offered in 2013-2014.)

Introduction to Economics (Grades 11 and 12 – 1 credit)

This course serves as an introduction to the principles of both macroeconomics and

microeconomics. Students will investigate economic principles such as scarcity, supply

and demand, comparative advantage, externalities, inflation, money and banking, and

unemployment. Historical case studies, current events and the work of leading economic

philosophers such as John Maynard Keynes and Karl Marx will give students a practical

and theoretical framework for economic mastery. The course will blend history,

philosophy, and mathematics and students should expect to tackle both abstract theories

as well as real world scenarios. While the scope of the course is broad, there will be

opportunities for students to explore areas of interest more in-depth through long-term

projects.

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Mathematics

4 credits required

Geometry (Grade 9 – 1 credit)

The Geometry course begins with an in-depth logic and reasoning unit, in which

constructing a valid argument is stressed. Students then apply this reasoning to writing

formal geometric proofs involving line segments, angles, triangles, parallel and

perpendicular lines, and quadrilaterals. After proving theorems, the students use these

theorems to solve algebraic problems and classify geometric figures. Next, the course

moves from planar geometry to the coordinate plane, beginning with a review of the

basics from Algebra I. Students use techniques of proof to validate statements in the

coordinate plane. Transformations and isometries in the coordinate plane are defined and

studied. A unit on measuring perimeter, circumference, area, surface area, lateral area,

and volume of geometric figures concludes the course.

Prerequisite: Algebra I or Accelerated Algebra I

Honors Geometry (Grade 9 – 1 credit)

The Honors Geometry course begins with a rigorous logic and reasoning unit, in which

constructing a valid argument is stressed. Students then apply this reasoning to writing

formal geometric proofs involving line segments, angles, triangles, parallel and

perpendicular lines, and quadrilaterals. After proving theorems, students use these

theorems to solve algebraic problems and classify geometric figures. Next, the course

moves from planar geometry to the coordinate plane, where students review the basics

from Algebra I. Students use techniques of proof to validate statements in the coordinate

plane. Transformations and isometries in the coordinate plane are defined and studied. A

unit on measuring perimeter, circumference, area, surface area, lateral area, and volume

of geometric figures concludes the course. Students in the honors class study each topic

in greater depth and solve more complex problems.

Prerequisite: Algebra I or Accelerated Algebra I and departmental placement

Algebra II (Grade 10 – 1 credit)

This course is an analytic and graphical approach to families of functions including

constant, linear, quadratic, polynomial, radical, rational, exponential and logarithmic

functions. Domain, range, intercepts, roots, and behavior of each family are examined.

Transformational relationships and inverse relationships between functions are studied, as

is the basic operations of functions and composition of functions. Students study

techniques for solving linear, quadratic, polynomial, radical, exponential, and logarithm

equations. Students then use these techniques to model and solve real world problems

using functions.

Prerequisite: Geometry or Honors (formerly: Accelerated) Geometry

Honors Algebra II (Grade 10 – 1 credit)

This course is an analytic and graphical approach to families of functions including

constant, linear, quadratic, polynomial, radical, rational, exponential and logarithmic

functions. Domain, Range, intercepts, roots, and behavior of each family are examined.

Transformational relationships and inverse relationships between functions are studied, as

is the basic operations of functions and composition of functions. Students study

techniques for solving linear, quadratic, polynomial, radical, exponential, and logarithm

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equations. Students then use these techniques to model and solve real world problems

using functions. The honors class concludes the year with an in-depth exploration of

rational functions and their properties.

Prerequisite: A- average in either level of Algebra I and of Geometry

Precalculus (Grade 11 – 1 credit) This course extends the concepts of algebra and coordinate geometry and prepares

students for the study of calculus or statistics. In the first semester, students begin

studying the applications of trigonometry through and examination of trigonometric

functions, identities, and equations. A first semester project that investigates the

relevance of trigonometry in professional careers is required of all students. In the

second semester, students delve into the exploration of functions through an analysis of

polynomial, rational, logarithmic, and exponential functions. Throughout the year,

students are expected to interpret and represent functions algebraically, numerically, and

graphically. Graphing calculators are used extensively in the course to engage students in

problem solving and application of mathematics to real life situations.

Prerequisite: either level of Geometry and Algebra II

Honors Precalculus (Grade 11 – 1 credit)

This course extends the concepts of algebra and coordinate geometry and prepares

students for the study of calculus or statistics. In the first semester, students engage in an

in-depth study of the numerous applications of trigonometric functions, identities, and

equations. In the second semester, students delve into the exploration of functions

through an analysis of polynomial, rational, logarithmic, and exponential functions.

Throughout the year, students are expected to interpret and represent functions

algebraically, numerically, and graphically. The year concludes with a unit on statistics

and probability. Graphing calculators are used extensively in the course to engage

students in problem solving and application of mathematics to real life situations. This

course introduces the concepts of continuity and limits and is a prerequisite for the AP

Calculus AB course.

Prerequisite: A- average in either level of Geometry and of Algebra II; departmental

permission

Statistics (Grade 12 – 1 credit)

This course is designed to examine how data and statistics shape our world. Students

learn the importance of collecting and studying data in real-life situations. This course

offers critical examination of how statistics can be used and manipulated to achieve

intended goals and claims. Through reading, research, discussion, and calculations,

student get a clear view of how statistical data and inference influence the world around

us. Students are held responsible for derivation, application and analysis of basic

statistical formulas and use their knowledge to draw conclusions and do their own

studies. This course explores data analysis, data production, statistical inference, and

probability. Class projects include an examination of how statistics are used by the media

and by advertisers to mislead their audience, as a well as a year-end assignment whereby

students design and implement their own study and run their own statistical analysis on

their findings.

Prerequisite: either level of Precalculus

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Calculus (Grade 12 – 1 credit)

Calculus begins with a review of functions, trigonometry and graphing before exploring

the concepts of limits and the definition of a derivative. The theory and techniques of

differential calculus are developed and applied to topics including optimization

techniques, related rates, and the study of change in physics, economics, and geometry.

Numerical approximation methods and integration techniques are applied to the contexts

of areas, volumes, and rectilinear motion, again from both theoretical and mechanical

perspectives. The distinctions between anti-derivatives, definite integrals, and improper

integrals are addressed. While this course gives a sound foundation for the study of

calculus in college, it is not intended as preparation for the Advanced Placement test.

Prerequisite: either level of Precalculus and departmental permission

AP Calculus AB (Grade 12 – 1 credit)

The material in this course follows closely, but is not limited to, the guidelines of the AP

Calculus AB syllabus. Following a short review of functions, trigonometry and graphing,

the concept of a limit and the definition of a derivative are introduced. The theory and

techniques of differential calculus are developed and applied to topics including

optimization techniques, related rates, and the study of change in physics, economics, and

geometry. Numerical approximation methods and integration techniques are applied to

the contexts of areas, volumes, and rectilinear motion, again from both theoretical and

mechanical perspectives. The distinctions between anti-derivatives, definite integrals, and

improper integrals are addressed. Differential Equations and slope fields are studied to

end the course. Students take the AP Calculus AB examination in May.

Prerequisite: grades 9-11 A- average in either level of Geometry and Algebra II; A-

average in Honors Precalculus; departmental permission

Advanced Problem Solving with Mathematical Modeling (Grade 12 – 1 credit)

This is a course in undergraduate level mathematical problem solving and modeling. The

course will begin by delving into common problem-solving techniques employed

frequently by professional mathematicians. The course will then tackle introductory

topics in undergraduate level mathematics by examining both standard and non-standard

problems in each domain. Students will learn not only to solve problems, but how to

construct a convincing argument that their solutions are correct. These undergraduate

topics will include Discrete Mathematics, Graph Theory, Combinatorics, Number

Theory, Geometry, and Calculus. The focus of this course is to develop the critical

thinking and analysis skills that will prepare students for a broad range of undergraduate

level mathematics courses and for their future professional lives. This course will put the

skills learned in all previous mathematics courses, and in this one, to true mathematical

practice.

Prerequisite: Calculus or AP Calculus AB; departmental permission

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SCIENCE

3 credits required

Biology (Grade 9 – 1 credit)

The ninth grade biology course provides students with a comprehensive study of the

major concepts of the subject. During the first semester, the topics include: scientific

method, ecology, organic chemistry, photosynthesis, respiration, cell division, and

genetics. Some of the highlights of the first semester are labs involving water testing and

the effects of oil on a bird’s feathers. The class also takes a trip to Soundwaters in

Stamford, Connecticut where students participate in a class on adaptations, as well as

board a floating laboratory to examine the rich diversity of life in the Long Island Sound.

In the second semester DNA, chromosomes, evolution, and human organ systems are

explored. The year culminates with a semester long project on zoo habitat design. Each

topic is reinforced with appropriate labs.

Chemistry (Grade 10 – 1 credit) This course investigated the major areas of chemistry. Topics covered include atomic and

molecular structure, periodicity, chemical bonding, the nature of chemical reactions,

stoichiometry, chemical equilibrium, thermodynamics, acids and bases, electrochemistry,

and nuclear chemistry. Students perform laboratory experiments, analyze results, and

report their findings in both written and oral presentations. Students who in the first

semester demonstrate mastery of the concepts will have the option of applying for honors

credit in the second semester. Honors eligibility will be determined by the instructor,

based on grades-to-date and assessment of the student’s work in the laboratory. In

conjunction with supplemental work, those who pursue the honors option will also

complete an additional project featuring research, lab work, and a formal presentation of

findings before a panel of experts.

Environmental Science (Grades 11 and 12 – 1 credit) Students will learn the fundamentals of environmental science in order to develop a deep

understanding of the impact humans are having on an increasingly changing world.

Students will investigate the complexities of environmental interactions through case

studies, lab experiments, and fieldwork. The course will focus on environmental issues

such as climate change, alternative energy, biodiversity and sustainability, and

environmental health and toxicology, allowing students to think more critically about

these complex issues.

Physics (Grades 11 and 12 – 1 credit) This course investigates first-year physics topics with a strong emphasis on Newtonian

mechanics. Topics will include kinematics, Newton’s Laws, work and energy, sound,

light, electricity, magnetism, and special relativity. Students design and conduct inquiry-

based laboratory investigations to better understand the natural world. Students utilize

their knowledge of geometry and algebra (level II). Extensive demonstrations and

laboratory work are included to support the course material.

Honors Physics (Grades 11 and 12 – 1 credit) This rigorous course in physics utilizes algebra, trigonometry, and introductory calculus

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concepts. First semester topics include: kinematics, Newton’s Laws, work and energy,

vibrations and waves, electricity, and magnetism. In the second semester students

investigate applications in physics, as well as special topics such as astronomy, quantum

mechanics, and special relativity. Students design and conduct inquiry-based laboratory

investigations to solve problems and develop a more sophisticated understanding of the

natural world.

Advanced Placement Biology (Grades 11 and 12 – 1 credit) The AP Biology course is designed to be the equivalent of a college level introductory

biology course. Topics covered in this advanced course fall into three major areas:

molecules and cells, heredity and evolution, as well as organisms and populations. The

course is accompanied by numerous inquiry-based labs, which further student

understanding of the course topics. The course is rigorous and requires a significant time

commitment. This course prepares students for the Advanced Placement Biology

examination in May.

Anatomy (Grades 11 and 12 – 1 credit)

Anatomy focuses on health and disease in the human body. The course covers the

following body systems: integumentary, skeletal, muscular, central and peripheral

nervous, as well as the cardiovascular system, in particular heart disease. Students learn

how to present patient pathology and complete a semester project on specific disorders.

The year culminates in a surgery project in which students create dynamic presentations

and often interview health professionals. All topics are reinforced with appropriate lab

work, including several dissections. In addition, the class observes a cardiac surgery or

neurosurgery via video conferencing at the Liberty Science Center.

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MODERN LANGUAGES 3 credits of a modern or classical language required

French

French III (1 credit)

In this course, students continue to explore selected aspects of French-speaking cultures,

as expressed through literature and other materials. The course introduces a formal

examination of literature through the close reading of French and francophone texts and

the writing of compositions and analytic essays on the authors and their philosophies in

the context of their time periods. Historical periods covered include the 16th

Century

Religious Wars, as depicted in Alexandre Dumas’ La Reine Margot, and the Romantic

Period, as seen in Edmond Rostand’s Cyrano de Bergerac. Francophone literature

includes La réclusion solitaire (Morocco) and Prière d’un petit enfant nègre

(Guadeloupe). In addition, this level reviews and consolidates all grammatical structures

and introduces more complex and advanced grammatical topics in context.

Prerequisite: French II

French IV (1 credit)

This course deepens students’ knowledge of grammatical constructions and their ability

to converse in French. Readings include cultural material and unabridged literature,

selected poems, short stories, and excerpts of representative works by various authors. At

this level and beyond, students are expected to contribute freely to class discussions on

the themes being studied. During the year, students will complete a research project on

the role of women in the francophone world using a variety of local sources as well as

establish a link between their research and class readings. Typical literature includes: Le

petit prince by Saint Exupéry and works from a range of francophone authors such as

Assia Djebar, Leopold Sedar Senghor, Andrée Chedid, and JMG Le Clézio. Each of the

texts enables students not only to develop their French language skills, but also to deepen

their awareness of French and francophone culture and history.

Prerequisite: French III

French V/French V Honors (1 credit) This high intermediate/advanced culture and conversation class provides students with a variety

of opportunities to learn about the French‐speaking world. Through the rich literary and cinematic

traditions of France and the Francophone world, students will engage with questions relating to

society, history, art, literary movements as well as current events. Students focus on the

philosophies from the twentieth-century Existentialist, Absurdist and Surrealist movements as

well as analyze poetry from the end of the 19th century. Titles typically included are Huis Clos

by Jean-Paul Sartre, L’Étranger by Albert Camus and poems by Charles Baudelaire and Arthur

Rimbaud. Selected works from the Francophone world are also introduced, such as excerpts from

the works of Mariama Bâ, J.M. Le Clezio, Nancy Huston, and Leopold Sédar Senghor. Students

discuss literature, take part in debates, make presentations, “les exposés”, and write analytical

and creative compositions based on the works studied. Films studied may include but are not

limited to: “Le Chien Andalou” directed by Luis Bunuel, “L’enfant” by the Dardenne brothers

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and “Entre les murs” by Laurent Cantet. There is a regular revision of grammatical concepts

based on students’ needs. This course is conducted entirely in French.

Prerequisite for Honors French V: French IV; grades 9-11 B+ average in French;

departmental permission

Prerequisite for French V: French IV

AP French Language (1 credit)

The course syllabus is organized around six course themes—Global Challenges, Science

and Technology, Contemporary Life, Personal and Public Identities, Families and

Communities, and Beauty and Aesthetics—and explores the interdisciplinary

relationships among these broad themes and how people in different cultures and time

period might regard the themes in different ways. Literature is a cross-cutting modality

that delivers content and informs all six of the course themes. Students will routinely

view on-line French newspapers, magazines, and news programs for in-class discussions,

which will be held regularly to provide students with the opportunity to converse

extemporaneously, reinforcing speaking and listening skills. Students synthesize and

analyze material from textbooks, works of literature, and other authentic sources. A

recent literature anthology by Richard Ladd (Allons au-delà ! La langue et les cultures du

monde francophone), which is organized specifically to provide source material for the

AP Themes, Contexts, Essential Questions, and Learning Objectives, will be used in each

of the six units of the course.

Prerequisite for AP French Language: grades 9-11: A- in French; French IV;

departmental permission

Spanish

Spanish II (1 credit)

At this level, students are presented with material from a range of text types, in which

they encounter intermediate level vocabulary structures and some advanced grammatical

concepts which they use in class activities such as listening exercises, class presentations,

and dialogues. Throughout the year, as their language skills develop, they begin the study

of literature from the Spanish-speaking world authored by renowned literary figures such

as Miguel de Cervantes, Juan Ramón Jiménez, and Elias Miguel Muñoz.

Prerequisite: Spanish I

Spanish III (1 credit)

This course reviews and expands upon core content from Spanish I and II, before

students move on to more advanced language skills. They are expected at this level to

have the necessary skills that allow them to contribute with some degree of fluency to

class discussions on a variety of topics. Each thematic unit revolves around the history

and culture of a Spanish-speaking country. Additionally, this course aids the students in

their very real desire for self-expression by learning grammar in context through reading

short stories, poems and plays from a range of well-known Hispanic literary figures such

as Octavio Paz, Julia Álvarez, Laura Esquivel and Isabel Allende.

Prerequisite: Spanish II

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Spanish IV (1 credit)

This course is designed to introduce students to the rich and exciting literature of the

Hispanic world through a literary reader. Students are expected to possess advanced skills

in the language, such as knowledge of sophisticated grammatical concepts and

vocabulary, which enable them to read, discuss, and write about the works of a range of

well-known authors such as Pablo Neruda, Ana María Matute, Gabriel García Márquez,

and Jorge Luis Borges. Each selection is chosen for its intrinsic merit and for its

relevance in the overall context of the author’s work as well as for its linguistic

accessibility. In addition, students will read a play by Federico Garcia Lorca as well as go

to the Repertorio Español to see it.

Prerequisite: Spanish III

Spanish V/Spanish V Honors (1 credit)

This is a course designed for advanced students with a good command of Spanish

language and grammar. It is designed to improve their language proficiency as they use a

wide variety of materials and media to explore themes of particular interest to them.

Readings include articles from magazines and newspaper, as well as short stories from

significant Hispanic literary figures such as Juan Rulfo, Elena Poniatowska, Rubén Dario,

and Jose Marti . Students will choose topics for discussion that focus on personal, moral,

and social issues. Oral presentations will be given weekly and they will be based on texts,

documents, and short movies. All the material will be utilized to reinforce the

development of reading, writing, and speaking skills, to build vocabulary and to stimulate

class discussions.

Prerequisite for Spanish V: Spanish IV

Prerequisite for Honors Spanish V: grades 9-11 B+ average in Spanish; Spanish IV;

departmental permission

AP Spanish Language (1 credit)

This course offers advanced students and native speakers the chance to continue to read,

discuss, and write about important works by prominent writers of Spain and Latin

America such as Carmen Laforet, Emilia Pardo Bazán, Antonio Machado, Julio Cortázar,

Miguel de Unamuno, and Mario Vargas Llosa. Students also complete the AP Spanish

syllabus using comprehensive printed and audio materials preparing them for the newly

integrated listening, speaking, reading and writing portions of the AP Spanish Language

examination in May 2014. The test covers subject matter deemed to be comparable to an

advanced-level college course in Spanish Composition and Conversation.

Prerequisite: grades 9-11 A- in Spanish; Spanish IV; departmental permission

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CLASSICS

3 credits of a classical or modern language required

Latin I

The objective of this eighth grade course is to acquaint students with the basic vocabulary

and concepts of the Latin language. The students learn to recognize and use new words

and grammar through studying pictures with captions and reading narrative texts.

Students become familiar with day-to-day life in ancient Pompeii and other areas of the

Roman empire as it was lived by the cast of characters presented in the Cambridge Latin

Course; thus, students are able not only to read fairly long stories in Latin by the end of

the year, but also to discuss the practical realities of slavery, politics, education, and

architecture in the ancient Roman world.

Latin II (Grade 9 – 1 credit)

This course introduces students to the more complex grammatical structures of Latin and

prepares them for the study of Roman literature. Students encounter language concepts in

Latin through translation of long narrative texts in which familiar characters and places

recur. These texts enable students both to practice and become comfortable with new

vocabulary and syntax and to learn about the cultural and intellectual developments of the

Roman Empire. In particular, students explore life in Roman Britain and Egypt, including

such aspects as ancient

medicine, scientific innovations, and religious practices.

Latin III (Grade 10 – 1 credit)

In this course, students complete their study of formal grammar and begin continuous

reading and translation of original texts. The future tenses, entire passive voice, indirect

statement, and ablative absolute construction are covered; other new grammatical

concepts are treated as they occur in reading for the class. Students study the

philosophies, social hierarchy, and religions of the empire as well. Particular attention is

paid to the Siege of the Masada and the religious conflict that occurred during the

imperial period. The students also translate an abridged version of Livy’s Ab Urbe

Condita (book one) after spring break.

Latin IV (Grade 11 – 1 credit)

In this course, students are introduced to a variety of Latin poetry and prose, beginning

the year with the poetry of Catullus and responding to this poet both analytically and

creatively. In the second semester, selections from Cicero’s speech Pro Caelio provide

what may be another view of Catullus’ tantalizing mistress “Lesbia.” Furthermore,

students study Cicero’s use of ethopoiia and other rhetorical strategies. Finally, the

students read selections from Ovid’s Metamorphoses. Myths such as “Daedalus and

Icarus,” “Pygmalion,” “Pyramus and Thisbe,” and “Pentheus” introduce students to

poetic devices and epic verse. Throughout the year, students work on their retention of

Latin grammar and vocabulary and develop their analytical writing in English through

short and long critical responses.

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Honors/Latin V (Grade 12 – 1 credit)

In this course, students explore some of the variety and richness of Latin poetry in the

late republic and early imperial periods. Texts include selections from Lucretius’ De

Rerum Natura, Vergil’s Aeneid, and Horace’s Odes, with a focus on the philosophical,

literary, and political arenas in which these works were composed. The impact of ancient

texts on later writers, artists, and intellectual leaders is assessed through the consideration

of numerous adaptations (i.e., Milton’s Paradise Lost post-Vergilian epic) as well as

through the study of recent critical appraisals such as Greenblatt’s The Swerve: How the

World Became Modern, which addresses the significance of Lucretius’s work for the

Renaissance. Throughout the year, students hone their contextual mastery of Latin

grammar and vocabulary and their comprehension of syntax, meter, and literary devices.

Students have numerous opportunities to convey their critical and creative responses in a

variety of genres and for different audiences. The honors section requires a more

extensive reading list and offers more nuanced assessments.

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PERFORMING ARTS 2 credits of performing or visual arts required

Chamber Choir (Grades 9-12 – 1 credit)

The Chamber Choir focuses on the further development and refinement of vocal and

choral technique toward the goal of a unified performing ensemble of the highest caliber.

Repertoire is chosen from an eclectic variety of eras and styles, from the 13th

century to

the present. Integral to the course is the study of basic music theory, terminology, sight-

singing, and vocal production, as well as the application of languages, history, and other

arts as they relate to the specific repertoire being studied. The rehearsal process is geared

toward the ongoing development of the skills necessary to be fluent, knowledgeable, and

confident singers. The class culminates in at least one concert at the end of each semester,

for which the students rehearse throughout the year.

Prerequisite: departmental permission

Drama (Grades 10-12 – 1 credit)

The Drama class seeks to develop students' means for self-expression, creativity, and

improvisational composition. The class centers on acting skills but also includes

directing, audition techniques, script writing, and analysis. Students improvise scenes

within certain parameters, rehearse and perform existing monologues and scenes, and

write and perform their own. In the second semester, the class culminates in a play to be

performed for the school community.

Exploring the New York Music World (Grade 9 – ½ credit)

New York Music World explores the musical riches of New York City, both historical

and contemporary. Students participate in master classes and attend live performances

throughout the semester, and they listen to, analyze, and research various musical styles

and compositional genres, sharing their findings with the class through a variety of

creative presentations on New York music and musicians. Students learn to look closely

at a musical composition, identify its style, place it in its appropriate historical context,

and reflect critically upon the work and its performance. This is a required ninth grade

course.

Film Studies (Grades 10-12 – 1 credit)

Film Studies is a year-long course designed to introduce students to the major concepts of

film theory. Students learn about the major concepts behind filmmaking while watching

films chosen to illustrate those concepts. The students also create film elements of their

own, including storyboards, slide shows, color schemes, scripts and a five-minute short

film. Some of the films viewed are Citizen Kane, Casablanca, The Seven Samurai, and

Singin’ in the Rain.

Handbell Choir (Grades 9-12 – 1 credit)

The Handbell Choir is a performance ensemble open to all members of the upper school.

The group rehearses and performs handbell music of American Guild of English

Handbell Ringers Level 3+, with a great deal of “ensemble ringing” and extended

techniques. The class culminates in two concerts at the end of each semester, but there

are additional performances for the community scheduled throughout the year.

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Visual Arts

2 credits in Performing and/or Visual Arts required

Ceramics I (Grade 9-12 – 1 credit) This course introduces students to both historical and contemporary traditions of using

clay to create art objects and functional ware. In the construction of picture frames,

candle holders, maracas, jewelry, functional pottery, and other projects, students learn

both throwing on the pottery wheels and the following popular hand-building techniques:

pinching, slab rolling, carving, and modeling. Each project also introduces basic artistic

concepts such as form, texture, space, pattern, and color.

Advanced Ceramics (Grades 10-12 – 1 credit) Advanced Ceramics is a challenging second level hand-building and wheel-throwing

course for students with previous clay experience. Throughout the year, students refine,

build upon, and often combine their construction skills, such as pinching, coiling, slab

rolling, carving and modeling, and throwing. Each project requires students to explore

basic artistic concepts like form, space, texture, and pattern. The year’s projects include

shoes, pop sculptures, houses, thematic masks, alternative teapots, and an independent

studio project of choice.

Prerequisite: Ceramics I

Exploring the New York Art World (Grade 9 – ½ credit)

This course explores the artistic riches of New York City. Once a week, students visit art

locations in the city during the school day and engage in on-site writing activities. In-

school class periods are dedicated to research, discussions, and presentations. Students

learn to look closely at art, interpret it, place it in historical context, and reflect creatively

upon it. Students view art from many ages and cultures as well and become familiar with

the museum, gallery, and auction worlds. This is a required ninth grade course.

Photography I (Grades 9-12– 1 credit) Photography I introduces students to the basics of the traditional black and white

darkroom practices. Students learn how to use a 35mm manual film camera, develop

black and white film, and use an enlarger in the darkroom to print images. In conjunction

with the technical aspects of photography, students explore personal expression through

image making and analysis of works by contemporary and historic photographers.

Advanced Photography & Media Arts (Grades 10-12 – 1 credit)

Advanced Photography & Media Arts combines study in traditional analog photography

with new media technologies. Students explore advanced printing techniques in the

traditional wet darkroom and are introduced to Adobe Photoshop both as a digital

darkroom and as new design software. Students analyze both historic and contemporary

works of art, illustrate advanced personal themes in their image making, and learn to

choose their material (film or digital) based on their concept. A strong emphasis is

placed on both art making and the technical understanding of new media technologies.

Prerequisite: Photography I

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Studio Art I (Grades 9-12 – 1 credit)

This is the initial course for any student who has not taken studio art in the upper

school. Students produce a wide variety of work preparing them for continued study.

Lessons include observational, imaginative, and abstract drawing and painting,

printmaking and mixed media collage, and mixed media sculpture. Artists are encouraged

to develop a personal voice. There are at least two museum or gallery visits.

Advanced Studio Art (Grades 10-12 - 1 credit)

This course is open to students who have completed Studio Art I or its equivalent. It may

be taken three times because the curriculum changes annually. Projects include figure,

portrait, or landscape drawing (alternate years), observational and creative painting, and

various types of printmaking. The centerpiece is a series of individual projects with an

emphasis on developing skills, meaning, and metaphor. There are at least two museum or

gallery visits.

Prerequisite: Studio Art I

Studies in Contemporary Art (Grades 11 and 12 – 1 credit)

This course focuses on current museum and gallery exhibitions, with particular emphasis

on Modern and Contemporary Art. Students visit shows and reflect on them in

presentations, writing, and discussion. The class looks at art in a variety of contexts,

including aesthetics, philosophy, psychology, religion, multiculturalism, feminism,

history, literature, society, and politics. Projects include: reports and reviews on artists

and movements; virtual gallery “exhibitions”; and on-site observational and reflective

writing. In addition to frequent field trips, students engage in conversations with art

world professionals, view art videos, and explore written and online resources.

Advanced Creative Arts Seminar (Grades 11 and 12 – 1 credit)

The Advanced Creative Arts Seminar is designed for third and fourth year students who

have successfully completed the introductory and advanced courses in their respective

discipline and who have demonstrated a profound and significant commitment to the

medium. Through the support of their peers and guidance of the instructor, students in the

Seminar will develop their own artistic projects with ongoing assessment of the progress

of the thematic material, subject matter, and composition. Seminar students are expected

to schedule regular working periods in the studio (or in the field) as well as regular

individual meetings with the instructor. Periodic Seminar sessions are dedicated to

colloquia with Seminar students in other artistic disciplines.

Prerequisites: Level I and Advanced courses in the discipline; application (to be

submitted after registration); and departmental permission. (For the 2012-2013 year,

advanced students in Ceramics and Photography are eligible to apply for the Seminar.)

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TECHNOLOGY

1 credit required for class of 2014

Advanced Robotics (Grades 10-12 – 1 credit) This course enables students to proceed from designing robots that can follow directions

to designing robots that can "think" and act on their own. Students engage in a recursive

project development cycle that includes problem identification, hypothesis testing,

revision, and implementation. The programming concepts applied during the course

include conditionals, recursion, variables, program architecture, compiling, data storage

and processing, and debugging. The engineering concepts covered are stability,

locomotion and power, sensor placement and gear design. Students are expected to

publish their work in various online programming and robotics forums. This course,

which is year-long and graded, is an excellent precursor for those interested in college-

level work in design, architecture, engineering, computer science, physics, or biomedical

sciences.

Prerequisite: Robotics or Principles of Programming

Broadcast Journalism (Grades 10-12 – 1 credit)

The purpose of this course is to foster a thorough and critical understanding of the

television news media industry in today’s digital world. Students will receive real-world

experiences and are expected to produce news segments, exhibit correct equipment

usage, and write broadcast-style scripts.

Advanced Photography & Media Arts (Grades 10-12 – 1 credit)

Advanced Photography & Media Arts combines study in traditional analog photography

with new media technologies. Students explore advanced printing techniques in the

traditional wet darkroom and are introduced to Adobe Photoshop both as a digital

darkroom and as new design software. Students analyze both historic and contemporary

works of art, illustrate advanced personal themes in their image making, and learn to

choose their material (film or digital) based on their concept. A strong emphasis is

placed on both art making and the technical understanding of new media technologies.

Prerequisite: Photography I

Principles of Programming (Grades 10-12 – 1 credit)

The Principles of Programming course uses Processing, the open source programming

language and environment. Processing allows the user to program images, animations

and interactions. The program is used by students, artists, designers, and researchers to

explore concepts visually. Students learn to use computer science to create elegant

graphics, visuals, and interactive programs. Students also use Processing to interface with

the Arduino microcontroller to explore physical computing, enabling them to create

projects that can sense and respond to the environment. This course combines both the art

and science of programming and requires no previous programming experience. This

elective course serves as a prerequisite for Advanced Robotics.

(This course will not be offered in 2013-2014.)