The Hewitt School

Upper School Program Catalogue

2014-2015

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This Upper School Program Catalogue offers an overview of the requirements and opportunities in grades 9-12 for the 2014-2015 academic year. Upper School students should read the course descriptions and choose courses that will challenge and inspire them; in addition, they should consider the program opportunities in clubs, publications, athletics, theater, and other co-curricular offerings as they design a program for the coming year that is balanced, ambitious, and manageable. As students register for courses, they should consult with their advisors, the Head of Upper School, the Director of College Guidance, department chairs, and their parents/guardians. Courses and other aspects of program may be cancelled or changed prior to the fall of 2014, 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 Physical Education 4 years 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. Honors and AP courses require a greater degree of independent work and a significant amount of time.

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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 as readers and writers through a range of writing to learn techniques as well as through the drafting and revision of more formal pieces; students write in a range of genres, including literary analysis, multi-media essay, fiction, and poetry. Selected literary texts engage students in an inquiry central to emerging Western concepts of the individual in relation to community, religion, and nation, ranging from Geoffrey Chaucer’s Canterbury Tales and William Shakespeare’s Romeo and Juliet, in the medieval and Renaissance periods, to voices from the Romantic period (William Blake, William Wordsworth, and Charlotte Brontë) and the moderns (Gertrude Stein, T.S. Eliot, and Virginia Woolf). Throughout the course, students are challenged to work on projects that intersect with their studies in European History, Modernism: Music, and Modernism: Art. The year concludes with a modernist salon that students design and present to the Hewitt community.

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, Kate Chopin’s The Awakening, 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. The Dangers of a Single Story: Studies in African and Caribbean Literature (Grades 11 and 12 – 1 credit) In this course, students read a selection of writers from Africa and the Caribbean. These writers offer a corrective to a single story that has often been told about these two regions of the world – a story of war and famine that the Nigerian novelist Chimamanda Ngozi Adichie has called dangerous because it tells only part of a much more complex tale of people and place. The course texts develop and challenge this single story with insight into life under colonial rule, reflecting on the consequences of accommodating oneself to and resisting foreign culture. Students read stories about coming of age in Zimbabwe and Antigua, adjusting to life in London after growing up in Trinidad and Sudan, and seeing one’s homeland overrun with tourists from foreign places. Students also hear from the madwoman in Rochester’s attic as she corrects her depiction in Jane Eyre. In addition to the primary texts under discussion, the course includes study of selected music, poetry, and, possibly, food from these regions of the world. Students who enroll in this course can expect to complete a project after spring break, possibly in conjunction with the history and modern languages departments.

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The Short Story: A Global Tradition (Grades 11 and 12 – 1 credit) Although the short story has its roots in the oral storytelling of Homer, the fables of Aesop, and the short prose and verse of Boccaccio and Chaucer, the genre really begins in the nineteenth century. This course traces the short story as it evolves from the romantic tales of Edgar Allan Poe and Nathanial Hawthorne to the realism of Guy de Maupassant and Anton Chekov and the modernism of James Joyce and Ernest Hemingway. From there the course follows the short story as it develops in myriad ways throughout the remainder of the twentieth century, spending time with the southern gothic literature of William Faulkner and Flannery O’Connor, the suburban literature of John Updike and Ann Beattie, the literature of James Baldwin and Louise Erdrich – both so rich in explorations of identity politics, and the experimental literature of Gabriel Garcia Marquez and Aimee Bender. Alongside more traditional writing assignments that challenge students to explore the short story form through research and literary analysis, this course also asks students to write and publish several short stories of their own. Reading and Writing New York City (Grades 11 and 12 – 1 credit) This course investigates the ways in which writers and other artists have shaped our vision of New York City from its origins in colonial America through the 21st century. Although the course begins with early visionaries like Washington Irving, students look mainly at nineteenth and twentieth century authors who have defined what it means to be a New Yorker – and how contentious this definition has at times become. From Walt Whitman's "Crossing Brooklyn Ferry" to Woody Allen's Manhattan, Claude McKay's Harlem to Don Dellilo's Bronx, and F. Scott Fitzgerald's Jazz Age to the punk rock of Patti Smith, students explore the places, people, and sounds that have shaped the image of New York. In addition to traditional written assessments, students should expect to complete an interdisciplinary project after spring break about their personal New York that will require a significant research component. AP English Literature (Grade 12 – 1 credit) This course treats a variety of literary genres, with a dual focus on the unique qualities of each genre and overarching unities of characterization and theme. Students encounter characters who struggle with inner demons and hostile environments, extraordinary beings whose ambitions and personalities create conflict and chaos. They confront characters whose lives are overturned by war, who must re-define their understanding of normalcy and humanity. These characters grapple with issues of identity within dangerous settings, and with conscience and guilt, all demonstrated in a selection of works across a wide range of times and cultures. Beginning with summer reading of Emily Brontë’s Wuthering Heights and Fitzgerald’s The Great Gatsby, students consider varying uses of the narrator’s voice in gothic novel and modernist fiction. From there, the course examines themes of guilt and redemption in a wide range of works, including Milton’s Paradise Lost, Shakespeare’s Hamlet, Hemingway’s A Farewell to Arms, Baldwin’s Giovanni’s Room and Euripides’ The Trojan Women. The course offers practice in the close analysis of prose and poetry, in a more profound understanding of literary technique, and in the refinement of expository writing. Students take the Advanced Placement 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 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 to come to their own conclusions about why the past is important to study today. Projects include presentations, analyses of art and architecture, and biographical research. To arrive at a multidimensional sense of the periods they examine, students work on projects in several genres that integrate their history and English studies 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 2008 presidential election. Students achieve mastery of the relevant geography and the ability to interpret primary sources as well as to discern bias in secondary ones. 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 contemporary manifestations of those impulses. 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: Southwest Asia and the Islamic World (Grades 11 and 12 – 1 credit) This regional studies course explores Southwest Asia and the Islamic world from the 6th to the 21st century. The peoples of this region have been deeply engaged in the global histories of empire, trade, and the transmission of ideas and the arts during a period spanning fifteen centuries, so areas ranging from North Africa to Indonesia are

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highlighted as they interact thematically. The course includes political history, but its focus is on changing social, cultural, intellectual, and economic processes within societies and patterns of interaction with other societies. The second part of the course particularly focuses particularly on regional case examples from contemporary Judaic and Islamic worlds. Students apply their findings through project-based case studies, real world investigations, and creation of multi-media projects. (The 2014-2015 Southwest Asia course is one half of a two-year regional studies program that also includes East Asia: China and India.) Introduction to Economics (Grades 11 and 12 – 1 credit) This course serves as an introduction to the principles of both macroeconomics and microeconomics. Students 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 give students a practical and theoretical framework for economic mastery. The course blends 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 are opportunities for students to explore areas of interest more in-depth through long-term projects. 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. Students take the AP Art History exam in May. Prerequisite: grades 9-11 A- average in history and departmental permission (This course will not be offered in 2014-2015.) AP Human Geography (Grades 11 and 12 – 1 credit) This course explores the themes and facts of human activities and interactions that have, over time, place, and ethnicity determined how natural wealth is exploited and how human-made wealth (including food, clean water, and energy) is distributed. The primary focus is current and global with special emphasis on location. Students learn to recognize and analyze commercial agglomeration, agricultural and agribusiness policies, urban and rural organization, race, language, sports, and religion, demography, disease and medicine, and reproduction. Students study human geographers and theories developed to explain social organization and the political ordering of space. Biological and spatial determinism, possibilism, and the tragedy of the commons are some of the themes they assess. One of the great goals of the course is to give students a sense of elation derived

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from how much they know about the world and how eager they are to participate in forming it. Students take the AP Human Geography exam in May 2015. Prerequisite: grades 9-11 A- average in history and departmental permission

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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. Students use techniques of proof and the properties of the coordinate plane to validate statements of analytic geometry. Transformations and isometries in the coordinate plane are defined and studied in depth. Student first perform all the transformations by hand with compasses, rulers and protractors then using a computer program called Geometer’s Sketchpad which allows students to investigate and make conjectures. Students then delve into the study of circles and the properties of the line segments and angles formed in them. There is a cumulative final in the second semester that counts as two test grades. Prerequisite: Algebra I 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 logarithmic equations. Students then use these techniques to model and solve real world problems using functions. There is a cumulative final in the second semester that counts for two test grades. Prerequisite: Either level of Geometry Honors Algebra II (Grades 9 and 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. The honors class concludes the year with an in-depth exploration of rational functions and their properties. There is a cumulative final in the second semester that counts for two test grades. Prerequisite: A- in Geometry or B+ in Honors Geometry and departmental permission Precalculus (Grade 11 – 1 credit) In the first 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

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graphically. Graphing calculators are used extensively in the course to engage students in problem solving and application of mathematics to real life situations. In the second semester, students begin studying the applications of trigonometry through an examination of trigonometric functions, identities, and equations. A second semester project that investigates the relevance of trigonometry in professional careers is required of all students. This course extends the concepts of algebra and coordinate geometry and prepares students for the study of calculus or statistics. There is a first semester midterm and a second semester final, which are both cumulative and count each as two test grades. Prerequisite: either level of Geometry and Algebra II Honors Precalculus (Grades 10 and 11 – 1 credit) In the first 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. In the second semester, students begin studying the applications of trigonometry through and examination of trigonometric functions, identities, and equations. A second semester project that investigates the relevance of trigonometry in professional careers is required of all students. This course extends the concepts of algebra and coordinate geometry and prepares students for the study of calculus or statistics. There is a first semester midterm and a second semester final, which are both cumulative and count each as two test grades. This course introduces the concepts of continuity and limits to prepare students for the AP Calculus AB course. Prerequisite: A- in Algebra II or B+ in Honors Algebra II and departmental permission Probability, Statistics, and Discrete Math (Grade 12 – 1 credit) This course introduces students to the basic concepts and logic of statistical reasoning and gives students introductory-level practical ability to choose, generate, and properly interpret appropriate descriptive and inferential methods. In addition, the course helps students gain an appreciation for the diverse applications of statistics and its relevance to their lives and fields of study. The students work toward being able to interpret the statistics that they are presented with in their everyday lives. Students study measures of central tendency, measure or dispersion, and linear regressions. The course also offers an introduction to probability and counting including dependent and independent events, binomial probability and Bayesian probability. The second semester of this course introduces students to the basic concepts in set theory, including properties of and basic operations on sets, the different ways to represent sets, and the cardinality of sets. The course then discusses logical reasoning and the four basic connectives. Students discuss how to write logical arguments and how to use the laws of logic to create these arguments; they discuss quantifiers, biconditionals, and what makes a good definition. The discussion of number theory includes parity, divisibility, factors, multiples, and the division algorithm. Once this foundation is set, the course moves to modular arithmetic. Throughout, students solve non-routine problems and discuss problem-solving strategies. 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. There is a first semester midterm and a second semester final, which are both cumulative and count each as two test grades. Prerequisite: either level of Precalculus and departmental permission AP Calculus AB (Grades 11 & 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 a cumulative exam in April that counts for two test grades and the AP Calculus AB examination in May. Prerequisite: A- average in either level of Geometry and Algebra II; A- average in Honors Precalculus; departmental permission Advanced Problem Solving and Mathematical Modeling (Grade 12 – 1 credit) This is a course in undergraduate level mathematical problem solving and modeling. The course begins by delving into common problem-solving techniques employed frequently by professional mathematicians. The course then tackles introductory topics in undergraduate level mathematics by examining both standard and non-standard problems in each domain. Students learn not only to solve problems, but how to construct a convincing argument that their solutions are correct. These undergraduate topics 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 puts the skills learned in all previous mathematics courses, and in this one, to true mathematical practice. Students write formal mathematical papers to present their work. 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 life science. During the first semester, the topics include: the 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. A semester exam is given in January. 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 investigates 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. Exams are given at the conclusion of both semesters. In addition, students who demonstrate mastery of the concepts in the first semester have the option of applying for honors designation in the second semester. Honors eligibility is 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 also complete a project featuring research, lab work, and a formal presentation of findings before a panel of experts.

Anatomy & Physiology (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. All topics are reinforced with appropriate lab work, including several dissections. A semester exam is given in January. The year culminates with a surgery project for which students create dynamic presentations and often interview health professionals. In addition, the class observes a cardiac surgery or neurosurgery via video conferencing at the Liberty Science Center.

Environmental Science (Grades 11 and 12 – 1 credit) Students 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 investigate the complexities of environmental interactions through case studies, lab experiments, and fieldwork. The course focuses 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. A semester exam is given in January. The year culminates with a project in which students build biospheres.

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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 also utilize their knowledge of geometry and algebra (level II). Extensive demonstrations and laboratory work are included to support the course material. First semester concludes with an exam; second semester culminates in a project.

Honors Physics (Grades 11 and 12 – 1 credit) This rigorous course in physics utilizes algebra, trigonometry, and introductory calculus 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. First semester concludes with an exam; second semester culminates in a project. Prerequisite: for rising juniors: A- average in either level of Algebra II and of Chemistry; rising juniors must also concurrently enroll in Honors Precalculus. For rising seniors: A- average in either level of Precalculus and in Chemistry. For rising juniors and seniors: departmental permission

AP 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. Prerequisite: A- average in Biology, either level of Chemistry, and (for rising seniors) 11th grade science; departmental permission

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MODERN LANGUAGES 3 credits of a modern or classical language required

The goal of the modern language program at Hewitt is to achieve proficiency in the language. Multiple perspectives are explored through readings, class discussions, as well as emphasis on a wide range of topics related to the contemporary world. New and traditional media play an essential role in allowing teachers and students to access the resources that enhance language teaching and learning. In addition, students are encouraged to join trips abroad: for French students to Quebec, and for Spanish students to Costa Rica. All upper school language courses are conducted in the target language, and students are assessed in all skills at the end of each semester.

French

French III (1 credit) This course builds on the strong foundations acquired in middle school, and starts to deepen the students’ knowledge of more sophisticated vocabulary and grammatical structures. The text Adosphère 3 serves as a base for language study and for reinforcement of structures. In addition, students read, discuss and learn to interpret short stories and poems from renowned authors from the French-speaking world such as Alexandre Dumas, Tahar Ben Jelloun, Fanny Joly, Jean Cocteau and Jacques Charpentreau. Students are encouraged to expand their knowledge of French beyond the traditional classroom environment by taking trips to some of the city’s cultural landmarks such as La Maison Française at Columbia University or the French Institute Alliance Française. Following these visits, students undertake a multimedia and/or theater project, which they will devise from conception to final production. Prerequisite: French II or French 8 French IV (1 credit) This course deepens students’ knowledge of grammatical structures and enhances their ability to converse in French. Readings include cultural material and unabridged literature, selected poems, short stories, songs and excerpts of representative works by various authors and musicians. Typical literature and films may include but are not limited to: Le petit prince by Saint Exupéry, Quartier Lointain (a graphic novel) by Jirô Taniguichi, and works from a range of francophone authors such as Assia Djebar and Andrée Chedid. Students also watch and study the film Au revoir les Enfants by Louis Malle and Les intouchables by Erik Toledano and Olivier Nakache. Each of these works enables students not only to develop their French language skills, but also to deepen their awareness of French and francophone culture and history. A comprehensive review of grammatical structures is conducted, including a thorough treatment of the subjunctive. Emphasis is placed on translation, attention to syntax in both writing and speaking, and fluidity of expression in the target language. Students partake in creative projects inspired by the works they study: some of which include designing their own graphic novel based on their childhood and creating their own commercials incorporating the superlative and subjunctive. Prerequisite: French III

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French V/Honors French V (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 explore questions relating to society, history, art, literary movements and current events. They focus on works from the Francophone world with a particular emphasis on francophone women writers such as: Marguerite Duras, Leila Sebbar, Malika Mokeddem and Anne Hébert. Students discuss literature, take part in debates, and undertake a research project on the theme of women in the French-speaking world, whereby they interview a woman living in New York about her life and transition from growing up speaking French to an English-speaking environment. In addition, they write analytical and creative compositions based on the works studied. Films studied may include but are not limited to: Inch’allah dimanche directed by Yamina Benguigui L’enfant by the Dardenne brothers and Entre les murs by Laurent Cantet. There is a regular revision of grammatical concepts based on students’ needs. Prerequisite for French V: French IV Prerequisite for Honors French V: French IV; grades 9-11 B+ average in French; departmental permission French VI (1 credit) In this course, students use their advanced language skills to explore selected aspects of the French-speaking world. They read about, listen to, and view traditional and new media in French in order to gain insights and reflect on themes such as media, politics, current issues, history, geography, art, film, music, science and technology. The focus is on how these themes are unique to each part of the French-speaking world and inform its culture. In addition to periodic oral and written assignments and assessments throughout the year, students are required to complete a long-term multimedia project on a particular topic of interest and present it to the class. Preparation proceeds through several guided steps over a number of weeks. Each student or group of students: (1) selects a tentative topic and discusses it with the teacher for feedback and approval; (2) submits an outline of the presentation for review and comment by the teacher; (3) submits a draft presentation for review and comment; (4) finalizes and makes the presentation to the class. Prerequisite: Students are required to have completed one of the following: French V, Honors French V or AP French Language and Culture AP French Language and Culture (1 credit) This course builds on students’ mastery of the three modes of communication skills (interpersonal, interpretive, and presentational) and their associated elements (listening, reading, speaking, and writing). The course includes an intensive review and consolidation of grammar and vocabulary and reinforcement comes through a variety of resources and activities. These include literature readings and discussions, class conversations, authentic French videos and music CDs, Internet and media resources (including TV5, Le Monde, Radio France International, and French Morning New York), oral and formal presentations, essays, reports, and other critical writing. The course syllabus is organized around six 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

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broad themes and how people in different cultures and time periods might regard the themes in different ways. All classroom activities stress students’ participation and frequent interaction with each other and with the teacher. Elements of the curriculum are adjusted dynamically according to the preferences of the students; this gives them a sense of ownership, heightens their interest, and addresses their individual needs in acquiring language skills. Students take the AP French Language and Culture exam in May. Prerequisite: French V or Honors French V; grades 9-11 A- average; departmental permission

Spanish Spanish I (1 credit) This course is designed as an intensive introduction to the language. It meets an additional class period per week and is intended for high school students beginning their study of Spanish with little or no previous knowledge of the language. Students are introduced to the fundamentals of the language and vocabulary. The grammar and lexicon are presented in a range of texts from authors spanning the landscape of Spanish and Latin American literature. In addition, students study music, short stories, short films, comics, and dialogues. There are several projects, presentations, and small group work. For example, students research a Spanish-speaking country and design a food menu based on the country’s cuisine. There is an excursion to the Museum of Modern Art to research and study the Modernist artists of the Spanish-speaking world. As the pace of the course is increased throughout the year, students are introduced to more complex language forms and are expected to demonstrate a greater degree of autonomy.

Spanish II (1 credit) In this course 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. Students develop the four language skills (speaking, listening, reading, and writing), with special emphasis on conversational skills. Cultural readings present people and places from the Spanish-speaking world. Students are also exposed to reading brief literary selections in order to provide additional opportunities to develop their reading skills in an enjoyable and rewarding context. There is an excursion to the Museo del Barrio for a guided tour and a hands-on workshop in Spanish in order to spark curiosities, create conversations, and foster observational, critical thinking, and creative skills.  In addition, students are assessed through projects such as interviewing a native female Spanish speaker, creating short films and skits, and producing a music video. 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 possess the necessary skills that allow them to contribute with some degree of fluency to class discussions on a variety of topics. Additionally, this course aids the students in their very real desire for self-expression by learning grammar in context through reading and analyzing poems and short stories by well-known writers such Octavio Paz, Julia

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Álvarez, Laura Esquivel, and Isabelle Allende. Students also learn the nature of language and culture by comparing other languages and cultures with their own. Furthermore, students go beyond the classroom to explore how to use Spanish for personal enjoyment and career possibilities. Students visit the Museum of Modern Art to further their study and research of modernist artist of Spanish speaking world. In addition, students visit the Metropolitan Museum of Art to view the influences of the Arab world on Spanish culture and history. Finally, there is one major project each semester, in which literature, history and cinema interconnect to promote cultural awareness and diversity. The first project covers the Mexican Revolution and the second, the Spanish Civil War. Both projects emphasize the role of women during difficult times and their struggles to find their own identity. Prerequisite: Spanish II or Spanish 8 Spanish IV (1 credit) This course is designed to introduce students to the rich and exciting literature of the Spanish-speaking 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, including 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. Students are assessed throughout the year on their listening, speaking, reading, and writing skills through oral presentations, one-on-one interviews, in-class writing assignments, listening and reading comprehension tests using authentic material, and cumulative exams assessing all four skills each semester. In addition, students read a play by Federico Garcia Lorca as well as go to the Repertorio Español to see it. Prerequisite: Spanish III

Spanish V/Honors Spanish V (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 on current events from magazines and newspapers, as well as short stories from significant Hispanic literary figures such as Juan Rulfo, Elena Poniatowska, Rubén Dario, and Jose Martí. Students choose topics for discussion that focus on personal, moral, and social issues. Oral presentations are given throughout the year and are based on texts, documents, and short movies. Besides classroom resources, the class visits art museums in New York to learn about Spanish-speaking artists and follow up with class discussions in the target language. All of these resources and materials are utilized to reinforce the development of reading and writing, with a special emphasis on speaking and listening skills, to build vocabulary and to stimulate class discussions. Prerequisite for Spanish V: Spanish IV Prerequisite for Honors Spanish V: Spanish IV; grades 9-11 B+ average in Spanish; departmental permission

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Spanish VI (1 credit)  In this course, students use their advanced language skills to explore selected aspects of the Spanish-speaking world. They read about, listen to, and view traditional and new media in Spanish in order to gain insights and reflect on themes such as media, politics, current issues, history, geography, art, film, music, science and technology. The focus is on how these themes are unique to each part of the Spanish-speaking world and inform its culture. In addition to periodic oral and written assignments and assessments throughout the year, students are required to complete a long-term multimedia project on a particular topic of interest, and present it to the class. Preparation proceeds through several guided steps over a number of weeks. Each student or group of students: (1) selects a tentative topic and discusses it with the teacher for feedback and approval; (2) submits an outline of the presentation for review and comment by the teacher; (3) submits a draft presentation for review and comment; (4) finalizes and makes the presentation to the class. Prerequisite: Students are required to have completed one of the following: Spanish V, Honors Spanish V or AP Spanish AP Spanish (1 credit) This is a rigorous course that requires students to improve their proficiency across the four modes of communication. The course focuses on the integration of authentic resources including online print, audio, and audiovisual resources, as well as traditional print resources that include literature, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience. Students communicate using advanced vocabulary and linguistic structures as they build proficiency in all modes of communication. The course syllabus is organized around six 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. Students take the AP Spanish Language and Culture examination in May. The test covers subject matter deemed to be comparable to an advanced-level college course in Spanish Composition and Conversation. Prerequisite: Spanish V or Honors Spanish V; grades 9-11 A-­‐  average;  departmental  permission  

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CLASSICS 3 credits of a classical or modern language required

Latin II (Grade 9 – 1 credit) At this second level, familiarity with reading methodology as a means of learning Latin provides the basis for students to move forward through a combination of new material and review. The course introduces all manners of Latin description – that is, adjectives, prepositional phrases, relative clauses, demonstratives, and participles, and includes an expansion of the study of comparative and superlative forms. In addition, students complete their study of the five Latin declensions and the six Latin cases while also learning a new tense of Latin verbs and the command forms of all four Latin conjugations. Students continue their study of English derivatives and begin to see English sentences translated into Latin of noticeably more developed sophistication. The Cambridge narrative moves from Roman Britain to ancient Alexandria and allows students to examine the interaction – sometimes fraught with tension, and even conflict– of Romans and local inhabitants in the provinces; the diversity of cultures in Roman Egypt; the importance of the Nile to the entire Mediterranean world; math, science, medicine, and engineering at history’s most famous Library and Museum; the Baths at Aquae Sulis; and the limitations of travel across such a massive expanse of land. Students complete a project at the close of each semester. Prerequisite: Latin I Latin III (Grade 10 – 1 credit) At this intermediate level, an emphasis on patterns allows students to corral their knowledge of Latin forms thus far to begin seeing the language as the highly organized system that it is. Students explore the more complex constructions in Latin sentences, including subjunctive clauses, gerundives, ablative absolutes, the passive voice, and indirect statement. By the spring, the readings become a mixture of graded Latin and authentic Roman literature. English derivatives take on a more ancillary role; as such, students in Latin III begin to learn these words more independently. Students conclude their translation work from English into Latin, which marks a shift in their roles from Latin co-generators to pure critics of writers and poets. Against the backdrop of Roman Britain and the capital city of Rome, students look in depth at the Roman military; read the Romano-Jewish historian Josephus in translation for a consideration of the legendary events at Masada; study Roman engineering and architecture; analyze the society, beliefs, entertainment, and prejudices in the big city; and lastly, examine the contrast that life in the country provided for citizens of the Empire. Students write almost daily about what they are reading. Each semester concludes with a project. Prerequisite: Latin II Latin IV (Grade 11 – 1 credit) In this course, students are introduced to a variety of Latin poetry and prose. The poet Catullus provides his readers with Latin that is at once colloquial and sophisticated in both language and content. In the orator Cicero, students discover longer, more complex Latin prose sentences, which are balanced with shorter, more compact statements that carry no less wit; in addition, Cicero’s speech Pro Caelio also provides what may be another view of Catullus’ tantalizing mistress “Lesbia.” Finally, students read selections from Ovid’s Metamorphoses, an epic poem containing over 250 mythological stories,

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ranging chronologically from the creation of the world to the deification of Julius Caesar. Myths such as “King Midas,” “Orpheus and Eurydice,” “Pyramus and Thisbe,” and “Pentheus” are entertaining in their own right and offer an introduction to a variety of literary devices and epic meter. Students complete a project each semester. Prerequisite: Latin III Latin V/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 as 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; there are multi-genre – and often multi-media – projects in each semester. 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 knowledge of the performing arts. The class centers on acting techniques, directing skills and performance. Students study and analyze Stanislavski text by working on skills and techniques on acting. Students discuss and learn styles in directing and direct their peers in scenes. Utilizing New York City as a classroom, the students observe outside performances and learn about the world of theatre. In the second semester, the class chooses a play that is to be directed and performed for the school community. Modernism: Music (Grade 9 – ½ credit) This course explores the music of the early years of the twentieth century, when an explosion of ideas in all the arts transformed society and created the modern psyche. Students listen to, analyze, and research the various musical styles and compositional genres, sharing their findings with the class through a variety of creative presentations on the music and musicians. Students travel to venues in New York to hear music from the era, identify elements of style, place them in the appropriate cultural context, and reflect critically upon the work and its performance. The course culminates in a performance event, created with the Modernism: Art course, which explores the Modern era through a lens designed by the students. 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. The class visits the Museum of the Modern Image in Queens, using the museum’s collection to enhance the class curriculum. 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

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techniques. The class culminates in two concerts at the end of each semester, but there are additional performances scheduled throughout the year. Previous performance venues have included the Cloisters, the Morning Show, Central Park, the Riverside Church Handbell Festival and other community locations.

Visual Arts 2 credits in Performing and/or Visual Arts required

Ceramics I (Grade 9-12 – 1 credit) Students are introduced to historical and contemporary practices of using clay to create functional and sculptural ceramic ware. The course explores both wheel throwing techniques and basic hand-building techniques such as pinching, coiling and slab rolling. Various surface treatments are covered, including texture stamping and glaze applications. Students develop a body of work that reflects a variety of sources and themes: personal, figurative, narrative and architecture. There is at least one museum or gallery visit during the year.

Advanced Ceramics (Grades 10-12 – 1 credit) This is a challenging hand-building and wheel throwing class for students with previous clay experience. Advanced techniques are introduced as students explore the formal and technical challenges of complex three-dimensional construction. Experimentation with glaze, mixed media, and porcelain are all part of the curriculum. Students focus on developing a body of work that expresses their authentic voice. There is at least one museum or gallery visit during the year, and students are also assigned a research paper. Prerequisite: Ceramics I 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

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

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include observational, imaginative, and abstract drawing and painting, printmaking and mixed media collage, and mixed media interactive sculpture. Some work is inspired by the Modernist era in conjunction with multi-disciplinary Modernism studies. Advanced Studio Art (Grades 10-12 - 1 credit) This is the final course in studio art at Hewitt and may be taken up to three times after Studio Art I. This course focuses in alternate years on observational and creative approaches to the figure, portrait, and space/landscape. This fall, the focus is on space/landscape. The spring is devoted to individual projects culminating in the US Art Show in May. Modernism: Art (Grade 9 – ½ credit) The course employs a range of approaches to art writing by focusing especially on museum exhibitions in New York. There is a special emphasis on European Modernism in conjunction with the students' other ninth grade classes, culminating in a multi-disciplinary Modernism event at the end of the year. 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 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. Prerequisite: Completion of the Introductory and Advanced Courses in the visual art; application and departmental permission

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TECHNOLOGY Advanced Robotics (Grades 10-12) 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 conditional statements, iteration, data types, program architecture, compiling, and debugging. The engineering concepts covered are stability, locomotion and power, sensor placement and gear design. This course is an excellent precursor for those interested in college-level work in design, architecture, engineering, computer science, and physics. This course requires no previous programming experience. (This course will not be offered in 2014-2015.) New Media Journalism (Grades 10-12 – 1 credit) The purpose of this course is to foster a thorough and critical understanding of the television, online news and the social media industry in today’s digital world. Students will receive real-world reporting experiences and will be expected to: produce news segments, use social media sites, exhibit correct equipment usage, and write broadcast-style scripts. Principles of Programming (Grades 10-12 – 1 credit) The Principles of Programming course uses Processing, a Java-based programming language. Processing is used by students, artists, designers, and researchers to explore concepts visually. Students will learn to use computer science to create elegant graphics, visuals, and interactive programs, some of which will be used by others for real purposes, such as an app to teach symmetry to kindergarten students. The programming concepts applied during the course include conditional statements, iteration, data types, program architecture, compiling, and debugging. Students will 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 requires no previous programming experience.

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CLUBS & PUBLICATIONS Clubs & Publications take place, for the most part, before or during the school day;

note the time commitment for each activity and whether there are events required for the activity that extend beyond the school day. The information below has been

provided by student leaders or faculty advisors. Clubs may be added or cancelled in the fall of 2014 pending membership and scheduling.

Art Club Purpose & Activities: Experiencing art in nearby museums and galleries. Number/length of meeting times: Weekly, for forty-five minutes. This club requires: No work outside of the weekly meeting periods. This club is open to all. Animal Rights Club Purpose & Activities: The Animal Rights Club's mission to help stop and bring awareness to the abuse of animals all over the world. In Animal Rights Club, discussions are held, videos are watched, and attention is brought to the exploitation of animals. Number/length of meeting times: Weekly, for thirty minutes. This club requires: No work outside of the weekly meeting periods. This club is open to all. Action and Spectrum Purpose & Activities: Action is the social justice, advocacy and current events club at Hewitt. Each meeting begins with a question about an article, a video, or a current event that we analyze and discuss together. In Action we focus on a wide variety of topics ranging from Beyoncé music videos to the "War on Christmas" to constitutional law. Based on social trends and compelling and challenging debates we have had, Action plans discussion groups and activities for Hewitt's annual Diversity in Thought Day. Action is an uplifting, eye opening, and educational experience not only because members speak about topics that you might not find in a classroom, such as food stamps and Halloween costumes, but because one is exposed to so many different opinions, personal experiences, and thought processes. Number/length of meeting times: Weekly, for thirty minutes. This club requires: some work outside of the weekly meeting periods. This club is open to all.

Purpose & Activities: Every week in Spectrum, we discuss a variety of topics, including sexuality, bullying in schools, and current events concerning the LGBTQ community. As a club we hope to provide a safe and supportive space for all students and work with the Hewitt community to ensure the inclusion of all students. Moreover, Spectrum works with Action on the agenda for Hewitt's annual Diversity and Thought Day. Number/length of meeting times: Weekly, for thirty minutes. This club requires: some work outside of the weekly meeting periods. This club is open to all.

Book Club Purpose & Activities: Book Club to discuss a chosen book or play of literary merit. In the past we have read One Flew Over the Cuckoo’s Nest, Rebecca, A Doll’s House, and

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Death of a Salesman. This club requires some work outside of the weekly meeting periods (reading a few chapters per week of the chosen book), yet this does not feel like work to the book-lovers who join the club. Number/length of meeting times: Weekly, for thirty minutes. This club requires: some work outside of the weekly meeting periods. This club is open to all; limited to 12 people.

Debate: Purpose & Activities: The debate program strengthens students’ critical thinking and speaking skills and allows students who are passionate about pressing issues to express themselves in a formal manner. Number/length of meeting times: Weekly, for forty-five minutes, in addition to outside tournaments through the Manhattan Debate League. This club requires a lot of work outside the weekly meeting periods. This club is open to all. Earth Committee Purpose & Activities: To become involved with environmental issues: for example, plastic bag ordinance, climate change, fracking, pollution, etc. Number/length of meeting times: Weekly, for thirty minutes. This club requires: work outside of the weekly meeting, including work in the community to improve the environment. This club is open to all. French Club Purpose & Activities: To practice conversational French in an informal setting and to watch a range of French movies -- from comedies, to dramas to animation. Number/length of meeting times: Weekly, for thirty minutes. This club requires: no work outside of the weekly meeting periods. This club is open to all French students. Film Club Purpose & Activities: The film club watches a selection of some of the gems of cinema. Past films have included international selections, film noir, westerns, science fiction, shorts, and French New Wave. Number/length of meeting times: Weekly, for thirty minutes. This club requires no work outside of the weekly meeting periods. This club is open to all. Global Perspectives Purpose & Activities: Members choose one country per month to explore, looking at different aspects of culture, art, or global outlook. The goal is to discover parts of the country's culture that would not be taught in an ordinary history class. We research and discuss the countries' traditional holidays, music, and end the survey with a quick synopsis of recent news in the country. Number/length of meeting times: Weekly, for thirty minutes. This club requires: little to no work outside the weekly meeting periods. This club is open to all.

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Hawks TV Purpose & Activities: Hawks TV is a club that presents information to the rest of the Hewitt community and is comprised of segments including Fitness in the Stacks, Keeping Up With The Seniors, Quirky News, Hotspots, Tech Update, Sports, and Weather. Each student is assigned a segment in the beginning of the year and is responsible for making consistent segments for each episode. Number/length of meeting times: Weekly, for thirty minutes. This club requires some work outside of the weekly meeting periods. This club requires an application. International Thespian Society Purpose & Activities: ITS meets to work on a series of projects related to writing and acting in skits, working on improvisation skills, and planning the annual end-of-the-year Induction Ceremony. We also take group trips to several theater events throughout the year. Number/length of meeting times: Weekly, for thirty minutes. This club requires some work outside of the weekly meeting, particularly regarding writing skits and memorizing lines. Membership is open to anyone but elections for leadership positions (President, Vice President, and Secretary) take place in the spring. Jewish Culture Club Purpose & Activities: We discuss upcoming Jewish holidays, plan events (most importantly, the Hannukah party), and eat delicious Jewish foods. Number/length of meeting times: Weekly, for thirty minutes. This club requires: no work outside of the weekly meeting periods. This club is open to all. Model United Nations Purpose & Activities: Model UN trains members to think of peace-encouraging, corruption-free, equitable, and always non-violent solutions to global problems and challenges. These solutions have to be resource-sustainable and consider the needs of people everywhere regardless of gender and sexual orientation or status, ethnicity, social class, region, physical challenges, and proximity to the traditional institutions of support. Public speaking skills are a necessity but are also developed in the club. We attend at one overnight conference and one day conference. Number/length of meeting times: Weekly, for thirty minutes. We also conduct a two-week preseason in August, which is required for new members. This club requires: a lot of work outside of the weekly meeting periods. This club requires an application for both new and continuing members. National Junior Classical League Purpose & Activities: The purpose of the National Junior Classical League is to encourage an interest in and an appreciation of the language, literature and culture of ancient Greece and Rome and to impart an understanding of the debt of our own culture to that of Classical antiquity. Number/length of meeting times: Weekly, for thirty minutes.

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This club requires little to no work outside of the weekly meeting periods. This club is open to all. Peer Tutoring Purpose & Activities: Students are partnered to work with younger students, in middle or upper school, on general subject specific content or general time management and study skills. Number/length of meeting times: Varies, usually one-two times per week, for forty-minute sessions This club requires some work outside of the meeting periods. Interested students should submit their name and preferred subject area to the Upper School Office; their request must be endorsed by the appropriate department chair or advisor. Student Council Purpose & Activities: The purpose of Student Council is to hear ideas and address concerns of the upper school student body by creating a direct link between student representatives and the administration. Two students per grade are elected in the spring (9th grade reps are elected in the fall) to represent their grade and voice the sentiments of the grade at the weekly meetings. Number/length of meeting times: Weekly, before school for 45 minutes (7:15-8:00 am). This club requires: a lot of work outside of the weekly meeting periods. This club is open to all who for election, but only those elected are on the council. Student Service Board Purpose & Activities: The mission of the Student Service Board is to plan and educate the Hewitt community about service opportunities both within and outside of the school. Partnerships include Girl Up, a campaign of the United Nations Foundation, and AmeriCares. Number/length of meeting times: Weekly, for thirty minutes; additional subgroup meetings are scheduled around need and student availability. This club requires a lot work outside of the weekly meeting periods. This club requires an application. TEDxYouth@Hewitt Purpose & Activities: To plan and promote the annual TEDxYouth@Hewitt event held every November in conjunction with Universal Children's Day. The club involves researching, contacting, and scheduling speakers, designing graphics, using social media to promote the event, communicating with other schools and potential sponsors, and more. Number/length of meeting times: Weekly, for thirty minutes. This club requires a lot of time outside the weekly meeting periods. This club requires an application for positions as: Head Curator; Assistant Curator; PR Curator; Sponsorship Curator; Design Curator; Tech Curator The Hewitt Times Purpose & Activities: The Hewitt Times is The Hewitt School’s newspaper. We are an online publication (www.hewitt-times.org) that constantly uploads articles under any of

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our six sections: Hewitt Happenings, Current Events, Arts & Culture, Science & Technology, #Trending, and Op-Ed. Number/length of meeting times: Staff meetings are once per week during the scheduled publications period (45 minutes). Section editors additionally meet once per week before school, from 7:30-8:00 am. This club requires that its members write articles outside of the club period. Reporters may write articles for any of the six sections, and deadlines are determined for each individual article with the section editor. Reporters may join the staff of The Hewitt Times in the fall; no application is necessary; only demonstrated interest and a commitment to our club meeting times is required. Section editor and co-editor-in-chief positions are open for application in the spring to current Hewitt Times reporters and section editors for the following academic year. Tour Guide Program Purpose & Activities: The Hewitt Tour Guide program is a terrific way to be an ambassador for the school and to share with prospective families the culture, the program and the physical campus of Hewitt. Being a tour guide requires attendance at the Tour Guide Orientation and Training session just before the start of school, learning the tour guide script, speaking knowledgably about the academic and extracurricular program, sharing your personal Hewitt story with families, and potentially attending a number of evening admissions events held throughout the admissions season. Typically, tour guides lead up to two tours per week during free blocks. Number/length of meeting periods: not regularly scheduled; see above This club requires a lot of time over the course of the year. This club requires an application.

Venturer Purpose & Activities: Venturer is the student art and literary magazine, and the club supports artists and writers through poetry slams, weekly poetry readings, and other community events. First semester we generate writing and art, and second semester we put the magazine together using HJE Design software. Number/length of meeting times: Weekly, for forty-five minutes This club requires some time outside of weekly meeting periods, especially if you are a genre editor, but it more importantly requires creativity and courage. All students may write for Venturer; but editor positions require an application. Women's Health Awareness Club Purpose & Activities: In Women's Health Awareness Club, we learn about what is going on in the world in relation to the health of women in terms of both politics and wellness. In the spring, the club hosts an event at which speakers discuss certain topics decided by the club as a whole that women face in our society. Number/length of meeting times: Weekly, for thirty minutes. This club requires some work outside of the weekly meeting periods. This club is open to all. Yearbook Purpose & Activities: To make the yearbook for k-12. There are designers, journalists and photographers. Some people do both photography and design.

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Number/length of meeting times: Weekly, for forty-five minutes, in addition to regular meetings with the editor-in-chief and/or Ms. Dore. This club requires a lot of work. This club requires an application for all positions.    

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ADDITIONAL CO-CURRICULAR OPPORTUNITIES The following are two opportunities made possible through partnerships between

Hewitt and outside organizations. Both require substantial time commitments, extend beyond the school day, and are by application only. See Mr. Weaver

(cweaver@hewittschool.org) for more information.

 

RAMSA Architecture Internship Learn about architecture from the world-renowned architects at RAMSA, as part of the ACE Mentor Program. ACE brings architects, engineers, construction managers, and students together to tackle exciting design challenges. Prior teams have presented their designs at the Center for Architecture before a panel of judges. Students work in the studios at RAMSA to create sketches and 3-D models of their work. They also meet with consultants in the fields of construction, mechanical engineering, and structural engineering and visit active construction sites. This is a one-of-a-kind opportunity.

Dates and times are yet to be determined for the following year, but a typical design team meets twice a month for a semester from 4:30-6:30 pm at RAMSA’s midtown studios. Participation requires an application and full commitment.

Follow these links for additional information about RAMSA and to view Hewitt’s presentation from 2013.

   NY Genome Center Students work alongside leading scientists in this newly opened, state-of-the-art lab facility. The NY Genome Center (located in downtown Manhattan) is a hub for genomic research and bioinformatics and is leading the way in the research of genetic disorders and cancer. Here is a brief video about the opening of the facility. This is a fantastic opportunity for anyone interested in the fields of medicine, scientific research, or computer science. The scope and dates of this program are yet to be determined, but collaborations have featured courses taught at the NY Genome Center, as well as partnering institutions, such as Rockefeller University.  

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ATHLETICS & THEATER Participation in Hewitt’s sports teams and theatrical productions requires significant time commitment before and/or after school; students cannot participate in athletics and theater during the same season. More information about the sign-up process,

auditions, and pre-season practices and rehearsals will be available before the end of the 2013-2014 year.

Fall Sports (JV & Varsity to be determined at a later date):

• Cross Country • Soccer • Volleyball

Winter Sports (JV & Varsity to be determined at a later date):

• Basketball • Squash • Winter Conditioning Program (not a team)

Spring Sports (JV & Varsity to be determined at a later date):

• Badminton • Crew • Tennis • Track & Field

Fall Play

• TBD – in the 2013-2104 year, the upper school produced Mary Zimmerman’s Metamorphoses

Winter Musical

• TBD – in the 2013-2104 year, the upper school produced The Wiz