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PALMER TRINITY SCHOOL COURSE CATALOG

2016­2017

CONTENTS

Statement of Academic Philosophy 2

Middle School Course of Study 3

Upper School Course of Study 4

English 6

Mathematics 13

Computer Science 18

Science 21

History 28

World Languages 36

Religion, Ethics and Philosophy 45

Visual Arts 47

Performing Arts (Dance, Music, and Theatre) 50

Health and Physical Education 57

English for Speakers of Other Languages 60

Upper School Electives 63

Independent Study 64

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Statement of Academic Philosophy

Palmer Trinity is a student­centered, Episcopal college preparatory school. Each student is challenged to aspire to excellence in a community that teaches and models high academic and personal standards. Palmer Trinity admits students with personal integrity and academic potential. The school is committed to diversity and seeks students with a range of academic interests and diverse ethnic and socio­economic backgrounds.

Palmer Trinity’s academic program is designed to promote intellectual growth and curiosity, to foster excellence in all disciplines, to stimulate and guide aesthetic appreciation, and to encourage physical well­being.

Palmer Trinity demands much of its students, challenging them to develop their potential as individual scholars, while expecting them to participate in and contribute to the life of the school community. The program aims to instill in its students a love of wisdom and to evoke from them the highest expressions of personal integrity, tolerance, and social responsibility. Palmer Trinity embraces its obligation to provide for the spiritual development of its students by upholding Judeo­Christian principles and ethical traditions and by encouraging personal sacrifice in service to others.

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Middle School Course of Study

Each year, middle school students are required to take course work in English, mathematics, science, social studies, and physical education. Sixth­grade students participate in an exploratory program involving world languages and other elective courses that are offered in seventh and eighth grades.

English: Middle school students must complete three years of study in English. Students who have an interest in writing, publishing, and dramatic expression may elect to take an additional semester course in creative writing and/or drama.

Mathematics: Middle school students must complete three years of mathematics that prepare them for the study of Geometry, Algebra II, and other higher level courses in the Upper School. Qualified students may be placed in the accelerated math sequence; if meeting all necessary criteria.

Science: Middle school students must complete three years of science. The program features a hands­on, discovery­based curriculum that emphasizes the techniques of scientific inquiry as it explores topics in earth, life, and physical science.

History: Middle school students must complete three years of study that focus in successive years on culture, geography, and American Studies.

World Languages: Students in grades seven and eight must pursue a course of study at the appropriate level of instruction in Chinese, French, or Spanish.

Musical Arts: Sixth­grade students must participate in instrumental or choral music; students in grades seven and eight may elect to continue their study of music by choosing among a variety of electives.

Visual Arts: Sixth­grade students study the visual arts as a part of the exploratory program; students in grades seven and eight may elect to continue their study of the visual arts by choosing among a variety of electives.

Physical Education: Middle school students must take Physical Education each semester.

Computer Science: Palmer Trinity operates a school­wide laptop computer program. Sixth­grade students receive a general overview in the basics of their laptops and some of the most widely­used applications; seventh­ and eighth­grade students may enroll in Middle School Computing. The one­semester graduation requirement of a course in computer programming (including the course named above) can be met at any time in grades seven through twelve.

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Upper School Course of Study

A student must earn 23 ½ credits, distributed as follows, to meet Palmer Trinity School’s graduation requirements:

English: Each student is required to earn four credits, one credit in each year of enrollment in the upper school.

Mathematics: Each student is required to earn three credits including one credit beyond Algebra II. A fourth year is strongly recommended.

Science: Each student is required to earn three credits of laboratory science, specifically in Biology, Physics, and Chemistry. A fourth year is strongly recommended.

History and Humanities: Each student is required to earn three credits, specifically in World History, United States History, and a regional history. A fourth year is strongly recommended.

World Languages: Each student is required to earn a minimum of two credits (through the third level) of a language. Four years of language study is strongly recommended.

Religious Studies: Each student is required to earn one credit or two semester credits including Foundations in World Religions I.

Fine Arts: Each student is required to earn two semesters of credit in Visual or Performing Arts.

Physical Education: Each student is required to earn two semesters of credit, including one semester of Wellness.

Computer Science: Each student must complete at least one semester of credit in computer programming; the requirement may be met at any time from grade seven to twelve.

Academic Electives: Each student is required to earn five additional credits in academic courses designed for students in grades eleven and twelve.

A student must enroll in a minimum of five academic courses each semester.

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Honors and Advanced Placement Courses

Palmer Trinity School offers Advanced Placement courses in each of the academic disciplines. Some departments also offer upper level honors courses, some of which serve as gateway courses to the department’s Advanced Placement curriculum. Most Advanced Placement courses are content driven, a fact that requires students to maintain a brisk pace through the course of study. Furthermore, Advanced Placement course work requires an exceedingly high level of engagement in class activities and written assignments. Palmer Trinity thus limits a student to two Advanced Placement courses a year, unless the student can meet the rigorous conditions for exception. Students who seek exception to this enrollment policy must speak with the relevant departmental chair and the Division Head about the criteria for granting exceptions. Students who enroll in Advanced Placement courses are expected to remain in those courses for the entire year. Except in extraordinary circumstances, each student enrolled in an Advanced Placement course must sit for the national examination in May.

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English The study of English at Palmer Trinity School seeks a point of balance between the broad, pragmatic use of language as a tool of communication and the humanistic, values­based appreciation of works that are, in Matthew Arnold’s words, “the best that has been thought and said.” Upon graduation, the student of English should be able to:

Read with mastery of comprehension and of critical insight across a variety of genres ­­ and with an eye towards one’s own improvement as a writer (Reading Skills)

Write across a range of academic, practical, and creative forms with the understanding

the effective writing – as well as speaking and research ­­ comes out of a process of many stages (Writing Skills)

Think with an open mind across an array of cultural frameworks with mastery of the

higher thinking skills of analysis, synthesis, and evaluation (Thinking Skills)

Understand that literacy extends to visual and digital media – particularly with respect to narrative and persuasion – in both the ability to create and evaluate materials (Media Literacy Skills)

Cultivate the ability to question; to listen; to communicate clearly, confidently, and

aptly; to be sensitive to the importance of language; and to seek connections between classroom learning and the real world (Social Communication Skills)

Members of the English Department are mindful of the ways in which knowledge can be a product of worldview and culture; nevertheless, the student who has completed the department’s curriculum should know:

A broad range of canonical and emerging texts from a variety of genres and cultural contexts ­­ selected for quality, for appropriately challenging students, and for keeping with the school’s values and mission (Textual Knowledge)

A rich and varied college­ready vocabulary with attention paid to roots and etymology, to pronunciation and degrees of formality, and with concern for fostering an ongoing sophisticated and concise use of language (Vocabulary Knowledge)

A practical array of terms related to rhetorical devices and strategies and to literary analysis and periods (Analytical Knowledge)

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All courses reflect the recognition of a degree of practical preparation in the study of grammar and vocabulary relevant to the ACT, SAT, PSAT, and other forms of standardized testing. With the exception of Advanced Placement courses, however, instruction is primarily focused on reaching departmental learning objectives ­­ from which such testing skills should emerge. With regard to placement, for students studying at the college preparatory, honors, and Advanced Placement level, the department considers the level of mastery a student demonstrates in the skills and knowledge domains described above. In the high school, at the college preparatory level, students will show developing or sufficient performance across the range of learning domains; at the honors level, students will have shown sufficiency or mastery across those domains; Advanced Placement students should show mastery across most domains. In the middle school, the department endorses the grouping of students into cohesive, equitably­balanced learning groups – without honors distinction – as an age­appropriate approach to learning in language arts. Outside of the classroom, the Department of English seeks to support students in their pursuit of reading, writing, speaking, and publication through a variety of co­curricular groups, clubs, and activities: the Center for Writing, book clubs, visiting writers, participation in school assemblies, an active Debate Club, the literary magazine Green Sky Blue Grass, the Talon yearbook, digital journalism through PTSFalconer.com, Poem in Your Pocket Day, Arts and Literature Night, and student entry into a variety of writing contests and selective writing programs.

Middle School Offerings

English 6 (one credit) This course introduces literary appreciation, encourages thoughtful reflection, and helps students master the basic techniques of critical reading, expressive writing, and visual literacy. Students master the basic elements of sentence structure as they learn the grammatical forms and the logical relationships that allow them to coordinate and subordinate ideas. Through their reading of texts that examine the relationship between holding values and making choices, students begin their exploration of the connection between literature and life. The primary theme of this academic year is building character and building community. The development of fundamental study skills remains an ongoing concern throughout the year, as well. English 7 (one credit) This course targets the improvement of skills in the following areas: grammar and writing, vocabulary and reading, discussion and public speaking, and research and study skills. Students work through the basic elements of the effective paragraph, as they learn to construct controlling ideas and offer supporting evidence. Through their reading of texts drawn from a variety of genres and cultures, students develop an appreciation of both the diversity and the unity of the experiences and the forms of expression that mark human existence. In the first semester, the prevailing theme examines the theme of “future shock” to develop an active, empathetic imagination – as does the second semester theme of “the lives of others.”

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English 8 (one credit) This course emphasizes the development of skills in the following areas: reading texts closely and accurately to determine both literal and non­literal meaning, developing and supporting logical arguments, and examining the impact of context on the literary work. Students explore the art of crafting effective essays as they compose literary­based expositions for a range of purposes and a variety of audiences. Students read literary texts by major writers from our multicultural world to explore the themes of coming of age, personal choice, and institutional power. Class discussion serves a means to help students develop communication skills. Students practice the ability to listen to others' ideas, process what they know, what they've heard, and what they've read, then express those ideas precisely and thoughtfully.

Middle School Elective

Middle School Creative Writing (1/2 credit) This course provides students the opportunity to examine famous authors’ use of literary elements and devices to convey meaning. The course then encourages students to experiment with those techniques to produce effective short stories, poems, and plays. Although each course is self­contained, the curriculum for each semester differs to allow students to pursue a sequence in this area of study. Note: Open to students in Grades 7­8

Upper School Offerings

English 9: Roots and Origins (one credit) This course provides the foundation necessary to succeed in the upper school and in the college setting. The course begins with a review of effective study skills and aims to engage students in their growth as learners. Students become skilled at writing through their commitment to process: drafting, outlining, revising, and editing work. Particular attention is paid to formulating clear and compelling thesis statements, to composing arguments that support logical structure to the body of the paragraph, and to maintaining unity of argument. Many of the readings – drawn particularly from the span from antiquity to the start of the modern period ­­ reflect an interest in two essential questions: what humanity has considered its origins and what determines how we should act in the world. English 9 Honors: Roots and Origins (one credit) This course expands on the college preparatory course design with more extensive readings, a greater emphasis on figurative interpretation, more thorough in­class discussion, and additional and more varied writing assignments. Prerequisite: Departmental approval. English 10: American Literature (one credit) The study of individual writers and how their lives reflect American social history form integral parts of this course, and the selections of their works illuminate the themes of faith versus technology, nature and conquest, dream and deferral, race and gender, and consumerism and identity. While the activities and assignments designed to build skills of literary analysis and

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argumentation form the foundation of this course, assignments are also designed to build vocabulary and enhance grammatical skills. As the year progresses the assignments focus on the students finding their individual voices as writers and thinkers in a conversation with modern culture and literature. English 10 Honors: American Literature (one credit) The Honors course is similar to the college prep course as far as curriculum and assignments, but moves at a faster pace. The expectations for rigorous work and active classroom participation are also increased. While the activities and assignments designed to build skills of literary analysis and argumentation form the foundation of this course, assignments are also designed to build vocabulary and enhance grammatical skills. As the year progresses the assignments focus on the students finding their individual voices as writers and thinkers in a conversation with modern culture and literature. Prerequisite: Departmental approval. American Studies (one credit in English, one credit in History) This course blends the core curricula of the standard U.S. History and American Literature courses into a single course that explores the cultural, historical, literary, and artistic heritage of the United States. Using a loosely chronological approach, the course explores themes of environment and ecology, religion and science, agrarianism and urbanism, heroes, the gothic, race, class, gender, imperialism, industrialism, consumerism, and sexuality. Course materials include primary and secondary sources found in traditional history and literature studies, as well as the film, art, and music of America. Students engage this material through close reading, literary analysis, analytical writing, and Harkness discussions. Classes are two periods long with two teachers guiding intellectual discourse. Teachers focus extensively on the writing process, and students have the opportunity to pursue research projects in some depth throughout the year. Carrying two credits, American Studies fulfills graduation requirements in both English and history at the 10th grade level. American Studies Honors (one credit in English, one credit in History) This honors program expands on the college preparatory course design with more extensive reading in primary sources, thorough in­class discussion, and additional and more varied writing assignments. Carrying two credits, American Studies Honors fulfills graduation requirements in both English and history at the 10th grade level. Prerequisite: Departmental approval. English 11: Latin American Literature (one credit) This course provides a survey of Latin American literature and its interactions with popular­culture as a reflection of our globalization. This course offers various perspectives of Latin America throughout history and today. Course activities are intended to teach and enhance a student’s ability to acquire, identify, understand, discuss, interpret and analyze the form and content of literary works of prose, poetry and drama along with the literary terms and conceptual aspects of art and history of the time. The lessons are created to help students analyze and develop their interpretative and critical thinking skills. This course is offered to the high school student interested in broadening a global knowledge and understanding of literature, offering an introduction to issues and themes that shape contemporary Latin American society, culture and its relationship to the United States and the global community.

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English 11 Honors –Latin America Literature (one credit) This honors course expands on the college preparatory course design with more extensive readings, thorough in­class discussion, and additional and more varied writing assignments. Prerequisite: Departmental approval. English 11: Afroeurasian Literature (one credit) This course provides a survey of the literatures of Africa, Asia, and Europe, the development of a system of interacting cultures in Afroeurasia as a reflection of a broader contemporary globalization. This course offers various perspectives of these literatures from the Silk Road period to the present. The two­semester course and its activities are intended to teach and enhance a student’s ability to acquire, identify, understand, discuss, interpret and analyze the form and content of literary works of prose, poetry and drama along with the literary terms and conceptual aspects of art and history of the time. The lessons are created to help students analyze and develop their interpretative and critical thinking skills. This course is offered as a rich experience for the high school student interested in broadening their global knowledge and understanding of literature. English 11 Honors: Afroeurasian Literature (one credit) This honors course expands on the college preparatory course design with more extensive readings, thorough in­class discussion, and additional and more varied writing assignments. Prerequisite: Departmental approval. AP English Language and Composition (one credit) The chief aims of the course are to help students develop clarity of thought and expression and cultivate authentic and compelling voices as writers. Students practice close readings of nonfiction texts and write analytical essays that reflect increasingly sophisticated understandings of the rhetorical techniques writers employ to convey ideas and to persuade readers. Most of the take­home essays, prepared in developmental drafts, take the form of the personal essay; in class, students practice writing timed, analytic and argumentative essays and composing synthetic responses that integrate multiple sources. The weekly schedule includes a substantial component of vocabulary development. Note: Open to eleventh and twelfth grade students. Prerequisites: English 10 Honors or English 11 Honors and departmental approval. English 12: College Writing (one credit) The focus of the course is the study of works of a variety of genres written in English (and a few in translation) by living writers. The selection of readings will illustrate the changing use of writing techniques to explore the ways in which global issues affect one’s sense of place and personal identity. Such issues may include immigration, setting and identity, sustainability, and the ethical dilemmas confronting global citizens in a dynamic world. Students will be able to engage actively and independently with course materials and themes close reading, literary analysis, and a range of academic, personal, and creative writing. Daily activities will require students to think critically about the content and message of texts and to contribute purposefully to class discussion. Prerequisites: English 11

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English 12 Honors: College Literature (one credit) This honors course follows the basic objectives of the AP English Literature course, but with a more fundamental approach to the study of texts, their analysis, and the ways in which we can think and write about them in connection with the world around us. Many of the readings are drawn from contemporary literature and demonstrate a global perspective. Prerequisites: English 11 and departmental approval. AP English Literature and Composition (one credit) This course prepares students to take the AP examination in English Literature and Composition by grounding them thoroughly in the close reading of fiction and poetry and providing them a critical framework for the study of literature. The chief aims of the course are to help students develop a functional critical lexicon, the confidence to generate novel insights into literary texts, and the capacity to write lucid and unaffected prose. Prerequisite: English 11 Honors or AP Language and Composition and departmental approval. Departmental Electives These courses do not count toward the four­credit English requirement for graduation. Oratory and Debate (1/2 credit) The course is designed to develop the skills of thoughtful and able communication by training students in both the oral and written components of informative and persuasive speaking. The course emphasizes business and professional communication, presentational speaking, oral interpretation of literature, formal and informal speaking etiquette, the development and use of effective vocabulary, the importance of voice and diction, and professional speech writing. In addition to these practical applications, students receive classical grounding in Aristotle’s The Art of Rhetoric. Topics in Writing (1/2 credit) [NOT OFFERED IN 2016­2017] The Topics in Writing course is designed to serve as a collaborative creative­writing workshop. Through daily reading and writing exercises, students model techniques in creating dialogue, description, and narrative. Students write several short stories throughout the semester, each developing particular aspects of prose fiction. All participants should expect to read and discuss contemporary short fiction, to write prose exercises and their own original short stories, and to learn about and actively participate in a writer’s workshop. Media Literacy in the 21st Century (1/2 credit) [NOT OFFERED IN 2016­2017] This course will be a broad introduction to media studies, encompassing a range of topics, disciplines, and media. It will aim to explore the social, cultural, political, and economic impact of media on our modern culture. The goal of the course will be to provide students with the skills to “read” the myriad forms of media in our society – from political cartoons and news blogs to film, TV and podcasts. Students will be engaged in identifying analyzing, and producing different types of media. Additionally, a central goal of the course will be to utilize the vast and

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diverse knowledge of our faculty by having willing members guest­teach lessons and units throughout the course.

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MATHEMATICS Mathematics is a fundamental and universal language. The department seeks to develop in each student a firm foundation in problem­solving skills that will play an important role in other academic disciplines and in everyday life. Students learn various strategies of critical thinking and seek multiple paths to solutions. Students are expected to earn a final grade of C­ or higher in order to progress to the next course in the sequence. If a lower grade is earned, a student may be required to repeat the course the following year or during summer school. All students are strongly encouraged to take a fourth year of math. Students with demonstrably superior math skills and extraordinary diligence may enroll in the accelerated/honors math sequence that typically culminates in Advanced Placement mathematics. Students typically earn quantitative reasoning or mathematics achievement scores of 7 or higher among independent school stanines on the ISEE or ERB in order to qualify for the accelerated/honors sequence. Accelerated students are expected to maintain a grade of B­ or higher in order to remain in the sequence Middle School Offerings Math 6 Topics (one credit) Math 6 Topics is a sixth­grade course designed to increase a student’s ability to perform basic math operations in order to progress to pre­algebra concepts successfully. The goal of the course is for students to master arithmetic skills and concepts involving whole numbers, decimals, and fractions prior to advancing to pre­algebra topics later in the year. Other course topics include operations with integers, percentages, solving one­step equations, basic geometry, and data analysis. Throughout the course students will be given opportunities to improve their number sense. After mastering course concepts students should be prepared for the seventh grade pre­algebra curriculum. Math 6 (one credit) The sixth­grade course includes a review of elementary mathematics and introduces pre­algebra. Its aim is for students to master arithmetic skills and concepts involving whole numbers, decimals, and fractions while progressing to pre­algebra topics early in the course. Operations with integers and procedures for solving equations are introduced at the start and applied throughout the course. Number theory is introduced as a prelude to advanced work with fractions and equations with fractions. Percentages, linear functions and graphing are integrated in the second half of the course. Algebra functions are also applied to geometry topics. At the conclusion, students should have mastered elementary mathematics with a strong pre­algebra orientation. Advanced Math 6: (one credit) This course is designed for those sixth graders who already have a proficiency in the Math 6 concepts. It is similar to a rigorous “Pre­algebra” curriculum. If done successfully, the class prepares the student to advance to Algebra I Honors the following year. It involves equations, inequalities, and word problems related to ratios, conditions, money, age, and geometry. Students work with integers, monomials, binomials, polynomials, and positive and negative exponents. Graphing linear equations and inequalities and solving systems of equations is covered in depth.

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Geometry concepts are included, and algebra is applied to solutions of geometry problems. Data are analyzed, interpreted, and displayed as part of a brief study of statistics and probability. With the successful conclusion of this course, the student should be well prepared for the study of higher mathematics. It is our hope that students will approach this course with the determination and work ethic needed to understand all concepts and be fully prepared for the next level of mathematics. Math 7: Pre­Algebra (one credit) This pre­algebra course includes all topics of middle school mathematics and builds on our sixth­grade course to prepare students for Algebra I in the eighth grade (see note below). The range of topics includes integers, ratios, proportions, percents, equations, inequalities, graphing, statistics, the application of algebra to geometry, and the graphing of linear equations, inequalities, and systems of equations. Following the study of those topics, students are also exposed to the distance, midpoint and slope formulas. The conclusion of this course focuses on geometry, statistics, and additional work with polynomials. At the conclusion of this course, students should be fully prepared for Algebra I the following year. Prerequisite: Math 6 or its equivalent. Math 7 Honors: Pre­Algebra Honors (one credit) This accelerated pre­algebra course includes all topics of Math 7: Pre­Algebra. This course is distinguished from Math 7 by its rigorous and continual focus on abstract problem­solving and critical­reasoning skills. At the conclusion of this course, students should be fully prepared for Algebra I Honors the following year. Prerequisite: Math 6, Advanced Math 6, or its equivalent and departmental approval. Algebra I Topics: (one credit) Algebra I Topics is a course designed for students who have not yet mastered pre­algebra skills necessary for success in Algebra 1. This class will allow 8th grade students the time to further explore pre­algebra topics such as arithmetic operations, integers, ratios, proportions, percents, equations, inequalities, and linear functions. A mastery of these topics will then lead into the introduction of algebra topics such as properties of real numbers, solving multi­step equations and applications, graphing linear functions, and solving systems of equations. Throughout the course students will be given opportunities to improve their math skills while developing their critical thinking ability. After completing Algebra 1 Topics course objectives, students should be prepared for Palmer Trinity’s Algebra 1 curriculum. Prerequisite: Pre­Algebra or its equivalent. Algebra I (one credit) Algebra I completes the transition to algebraic thinking commenced in Pre­Algebra. This course is organized around families of functions, with special emphasis on linear and quadratic functions. Students learn to represent functions in multiple ways including verbal descriptions, equations, tables and graphs. They also learn to model real­world situations using functions. In this course, standardized­test questions are analyzed frequently, providing students an opportunity to develop a variety of efficient and effective problem­solving strategies. Graphing calculators are used occasionally as supplemental tools to enable students to explore, visualize

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and analyze functions more effectively. Prerequisite: Pre­Algebra or Pre­Algebra Honors or its equivalent. Algebra I Honors (one credit) Algebra 1 Honors is a fast­paced course which completes the transition to algebraic thinking started in Pre­Algebra Honors. It is distinctive in its focus on a wide variety of word problems that relate mathematical ideas to the real world and other academic disciplines. This course is organized around families of functions, with special emphasis on linear and quadratic functions. Students learn to represent functions in multiple ways and to apply this knowledge to a vast array of real­world applications. Students discover the universal nature of mathematics via multiple explorations into related disciplines such as science, engineering, architecture, and design. In this course, standardized­test questions are analyzed frequently, providing students an opportunity to develop a variety of efficient and effective problem solving strategies. Graphing calculators are used as supplemental tools to enable students to explore, visualize and analyze functions more effectively. Prerequisite: Advanced Math 6, Pre­Algebra Honors, or its equivalent and departmental approval. Upper School Offerings Algebra 1: (one credit) This course completes the transition to algebraic thinking commenced in Pre­Algebra or Algebra I Topics in the 8th grade. This course is organized around families of functions, with special emphasis on linear and quadratic functions. Students learn to represent functions in multiple ways including verbal descriptions, equations, tables and graphs. They also learn to model real­world situations using functions. Graphing calculators are used occasionally as supplemental tools to enable students to explore, visualize and analyze functions more effectively. Prerequisite: Pre­Algebra, Algebra 1 Topics or its equivalent and teacher recommendation. Geometry (one credit) This course has the dual goals of making students fluent in the language and application of plane and solid figures and of developing logical and deductive reasoning skills. Topics build on one another, beginning with postulates regarding lines and angles and moving to theorems of triangles, quadrilaterals, circles, and solids. Two­column proof building and problem solving using various methods are the fundamental skills learned. Algebra skills are reviewed and utilized significantly in this course. Prerequisite: Algebra I and teacher recommendation. Geometry Honors (one credit) This fast­paced course covers the material addressed in Geometry with added emphasis on developing logical, analytical and deductive reasoning skills through problem solving. A prominent feature is the rigorous treatment of two­column proof building. Students learn manual and computer­based construction skills. A mastery of algebra skills is essential. Prerequisites: Algebra I Honors and departmental approval.

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Algebra II (one credit) This course reviews Algebra I topics and uses them as building blocks for more advanced work. The topics include: basic concepts of algebra; linear equations, inequalities and functions; products and factors of polynomials; rational expressions; irrational and complex numbers; quadratic equations and functions; polynomials and polynomial functions; exponential and logarithmic functions; powers, roots and radicals; matrices and determinants; and conic sections. Prerequisites: Algebra I and Geometry and teacher recommendation. Algebra II Honors (one credit) In addition to the topics covered in Algebra II, advanced topics include sequences and series, trigonometric identities and equations and quadratic relations and conic sections. Prerequisites: Algebra I Honors and Geometry Honors or equivalent and departmental approval. Integrated Math (one credit) This course provides a general survey of mathematical topics that are useful in our contemporary world. It will help students acquire knowledge of fundamental mathematics. It will show students how mathematics can solve authentic problems that apply to their lives. This course will also enable students to understand and reason with quantitative issues and mathematical ideas they are likely to encounter in college, career, and life. Finally, it will enable students to develop problem solving skills, while fostering critical thinking, within an interesting setting. Topics in this course include: SAT/ACT review, Set Theory, Logic, Trigonometry, Statistics, Financial Math, and College Algebra Prerequisite: Algebra II or equivalent and teacher recommendation. Pre­Calculus (one credit) This course combines a review of second­year algebra with an exploration of functions and graphing. The emphasis of this course is on an analytical, a graphical, and a numerical approach to problem solving. This technology­based course includes topics such as polynomial and rational functions, exponential and logarithmic functions, trigonometric functions, analytical trigonometry, sequences, and probability. Those concepts are used to apply the process of mathematical modeling to real world applications in many areas, such as business, economics, biology, engineering, chemistry, and physics. Prerequisites: Algebra II or equivalent and teacher recommendation. Pre­Calculus Honors (one credit) This course combines a review of second­year algebra with a detailed exploration of functions and graphing. The emphasis of this course is on an analytical, a graphical, and a numerical approach to problem solving. This technology­based course includes topics such as polynomial and rational functions, exponential and logarithmic functions, trigonometric functions, analytical trigonometry, sequences, probability, conics, linear models and systems of equations, limits, and matrices. These concepts are used to apply the process of mathematical modeling to real­world applications in many areas, such as business, economics, biology, engineering, chemistry, and physics. While the topics are similar to those addressed in Pre­Calculus, the depth, breadth and rigor of the problems encountered are significantly more demanding. Prerequisites: Algebra II Honors or equivalent and departmental approval.

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Probability and Statistics (one credit) The purpose of this course is to develop your ability to think and reason quantitatively using the tools of probability and statistics. The students will be introduced to the major concepts of collecting, analyzing, and drawing conclusions from data. They will become familiar with four broad conceptual themes: exploring data, planning studies, anticipating and describing patterns, and statistical inference. In addition, students will draw upon their critical thinking and writing skills to demonstrate understanding of what their statistical analysis has revealed. Prerequisite: Pre­Calculus, Integrated Math or equivalent and teacher recommendation. Calculus (one credit) The course addresses the topics encountered in the first semester of college calculus, including both differential and integral calculus. Topics include limits, derivatives, applications of derivatives, related rates, optimization, definite and indefinite integrals, areas and volumes, slope fields, and differential equations. The students will internalize these concepts through problem based learning, discovery using technology, and cooperative learning techniques. Prerequisites: Pre­Calculus and teacher recommendation. AP Calculus AB (one credit) The course is equivalent to differential and integral calculus at the college level. With differentiation, students will study functions, graphs, limits, continuity, rates of change, techniques of differentiation, and applications of the derivative including curve sketching, optimization, related rates, implicit differentiation, motion along a line, and slope fields. With integration, students will study definite and indefinite integrals, techniques of integration, Fundamental Theorem of Calculus, and applications of integration including area, motion along a line, volume, differential equations and growth/decay models, and numerical approximations using Riemann Sums. Through problem solving, cooperative learning, discovery learning, the use of technology, and other methods, students will strive to internalize and understand these calculus concepts. During this learning process, they will inevitably develop their abilities and become better thinkers. Students must take the AP Calculus AB exam at the end of the course. Prerequisites: Pre­Calculus Honors and departmental approval. AP Calculus BC / Multivariable Calculus (one credit) AP Calculus BC includes a review of the topics covered in AP Calculus AB, as well as convergence tests for series, Taylor and/or Maclaurin series, the use of parametric equations, polar functions, including arc length in polar coordinates, calculating curve length in parametric and function (y = f(x)) equations, L'Hôpital's rule, integration by parts, improper integrals, Euler's method, differential equations for logistic growth, and using partial fractions to integrate rational functions. Students in AP Calculus BC who score appropriately on the AP Examination generally receive two semesters or three trimesters of Advanced Placement in mathematics. During the Spring semester students learn multivariable topics such as partial differentiation, multiple integrals and vector calculus. Students must take the AP Calculus BC exam at the end of the course. Prerequisite: AP Calculus AB and departmental approval.

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AP Statistics (one credit) This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploration of data, sampling and experimentation of data, anticipation of patterns, and making statistical inferences. Students must take the AP Statistics exam at the end of the course. Prerequisites: Pre­Calculus or Pre­Calculus Honors and departmental approval. Departmental Electives: (These courses do not satisfy the departmental requirements.) Mathematical Finance (1/2 credit) This course is designed for upper class students (grades 11 – 12) as an elective, and it will emphasize personal finance. The main topics included in this course are: banking, financing, investing, and succeeding. For example, the students will be given the opportunity to learn how to manage their money, invest money, budget, do their taxes, borrow money, pay for education, plan for retirement, etc. The students will learn how to connect the mathematics needed to understand and answer questions that arise in everyday financial dealings. Prerequisites: The student must be a junior or senior and have successfully completed through Algebra 2.

COMPUTER SCIENCE

Computers in many forms have become an integral part of most people’s lives. Every facet of human existence is becoming tightly connected and dependent on new and advancing technologies. The Computer Science Department at Palmer Trinity School recognizes that in order for students to succeed in their academic and future careers, they must be comfortable with a variety of technologies. This goes beyond merely using technology, but understanding the underlying concepts that drive their development and functionality. Through offered courses, students will hone their problem solving and communication skills. Students will learn to formalize the problems they face and use strategies to design and produce practical, verifiable, and maintainable solutions. The department hopes to give every student a chance to experience the thrill of controlling machines to solve interesting, real world problems. Whether it is making robots dodge obstacles using ultrasonic and light sensors or developing web applications that help promote sustainability and environmental awareness, students will use their critical thinking skills and knowledge of other subjects to expand their understanding of the technology they use daily. We believe the curriculum available to students will help shape them into the future leaders and entrepreneurs the world of technology demands.

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Middle School Offerings Intro to Robotics NXT (1/2 credit) Students will learn the basics of programming utilizing the Lego NXT robotics language and Lego robots. By the end of the course, students will not only be expert within the NXT programming language but also comfortable in teaching their robots to accomplish complex tasks in an autonomous robotics environment. The class will consist of teams of two students per robot, and the team members will change about every two weeks. Open to students in grades 7 and 8. Web App Design (HTML, CSS, & JavaScript) (1/2 credit) [Not Offered in 2016­2017] The course will teach the Middle School student how to use the HTML and CSS languages to make exciting, theme­based web pages. HTML is the markup language used to surround content; it tells the browser about the parts of the page like headings, lists, and tables. CSS is the style sheet language that styles the page, telling the browser to change the color, font, layout, and more. Once these concepts are learned, students will move on to JavaScript, a programming language used to make websites more interactive via buttons, drop down lists, checkboxes, radio buttons, canvases and more. Students will learn to accept user input and run code when different events occur like, clicking, dragging, pressing keys and more. Open to students in grades 7 and 8. Intro to Alice Programming (1/2 Credit) Alice as a platform and programming language aims to teach students the same important ideas they would learn with more traditional programming languages, but in a much more beginner­friendly fashion. Instead of typing only text, students use "building blocks" that represent information, behaviors, and models to create their programs. Students connect a series of blocks and can immediately see the results of this construction in their animated environments. Projects will involve creating animated scenes, games and more. Students get to use their imaginations to plan and create interesting events while also learning important Computer Science concepts and techniques such as decision making, repeating behaviors, 3D rotation, translation, scaling, and more. Open to students in grades 7 and 8. 3D Game Programming (1/2 credit) Students will learn the basics of programming while building 3D games using the Unity environment and programming in C++. Throughout the semester the students will learn by developing small 3D games and will have to develop a mid­ sized game by the end of the semester. Open to students in 9­12. Prerequisite: At least a B in Algebra II, successful completion of App and Game Development in Python, or instructor’s approval. Intro to Robotics NXT (1/2 credit) Students will learn the basics of programming utilizing the Lego NXT robotics language and Lego robots. By the end of the course, students will not only be expert within the NXT programming language but also comfortable in teaching their robots to accomplish complex tasks in an autonomous robotics environment. The class will consist of teams of two students per robot, and the team members will change about every two weeks. Open to students in 9 ­12.

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Web App Design (HTML, CSS, JavaScript) (1/2 credit) The course will teach students how to use the HTML and CSS languages to make exciting, theme­based web pages. HTML is the markup language used to surround content; it tells the browser about the structural parts of the page like headings, lists, and tables. CSS is the style sheet language that visually styles the page, telling the browser to change the color, font, layout, and more. Once these concepts are learned, students will move on to JavaScript, a programming language used to make websites more interactive via buttons, drop down lists, checkboxes, radio buttons, canvases and more. Students will learn to accept user input and run code when different events occur like, clicking, dragging, pressing keys and more. Prerequisite: At least a B in Algebra II or instructor’s approval. App and Game Development in Python (1/2 credit) This course offers a proficiency in Python, a powerful object­oriented programming language. Students explore building games in Python, learning the core concepts behind higher level language programming, using variables, collections, methods, and libraries to create a range of programs from simple to complex simulations using objects. In the second half of the semester students learn to build graphical user interface games. OPen to students in 9­12. Prerequisite: At least a B in Algebra II or instructor’s approval. Advanced Robotics VEX (1/2 credit) Advanced Robotics using the metal VEX robots and ROBOTC is designed for high school through college level classrooms. Starting with ROBOTC’s Natural Language library, using pseudocode­like commands that enables students to quickly get their robots moving, Advanced Robotics starts by teaching mid­level programming skills. Having mastered the natural language library, the student is introduced to ROBOTC, a sub­set of the C programming language, used by over 350 colleges, enabling them to learn concepts like multitasking, recursion, and pointers. ROBOTC includes a comprehensive, real­time debugger that enables students to “see” everything that their robot is seeing. Prerequisite: Successful completion of Intro to Robotics NXT or instructor’s approval. Engineering ­ 101 CAD (1/2 credit) An intense but fun introductory Engineering course, Computer Aided Design (CAD) is the use of computer systems to assist in the creation, modification, analysis, and optimization of a design. Computer Aided Design software is used to increase the productivity of the designer and engineer, improve the quality of design, improve communications through documentation, and to create a database for manufacturing. CAD output is often in the form of electronic files used for printing, machining, or other manufacturing operations. Designs will be prototyped and fabricated using our 3D printer. Prerequisite: At least a B in Pre­Calc or instructor’s approval. AP Computer Science A (1 credit) This course will give students that have progressed through introductory and intermediate Computer Science electives an opportunity to learn about advanced programming concepts using the Java programming language. The course will emphasize problem solving, data abstraction,

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object­oriented programming and design methodology, algorithms, and data structures. Students will work on projects that require them to study external domain knowledge, design a software system, and finally implement and test functionality to solve real­world problems. Students that master the material taught in this course will then be prepared to take the AP Computer Science A exam. Prerequisite: At least a B in Pre­Calc and successful completion of at least one other Computer Science elective, or instructor’s approval. SCIENCE The Science Department seeks to create an educational experience that will develop in its students a deep appreciation and thorough understanding of the fundamental laws that govern the physical universe. In formulating its program of study, the department acknowledges that scientific investigation is a process executed by the mind, and it aims to lead students from the experiential encounters with nature so necessary to an elementary school child to more empirical investigations appropriate for middle school students and finally to a deeper understanding of the theoretical bases of science during the high school years. The curriculum is designed to reflect the hierarchy of scientific thought as it is revealed by nature in coordination with the student’s cognitive development. Though the essential role of laboratory work is undisputed, the primacy of the mind in any science pedagogy must not be lost. Unfortunately, science education in the United States often emphasizes rote memorization and algorithmic procedures and calculations in which students tend merely to mimic their instructors and/or textbooks without developing a thorough and comprehensive understanding of the material. Our curriculum and assessments break this trend and develop deeper levels of student thought, for only by training students to think in a penetrating manner can we adequately prepare them for whatever awaits. Currently, the role of an educated citizen is that of the voter who must cast informed votes pertaining to an increasing number of scientific issues, or that of a specialist in one of the well­established or newly emerging branches of science. Middle School Offerings Science 6: Life Science (one credit)

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The course introduces the student to the study of living organisms, the systems that operate within living creatures, and the classification schemes used to reveal the similarities between many life forms. The course offers a complete study of life cycles, beginning with the simplest of structures and spiraling outward to encompass the human body. The course includes the basic description of living things, complex plant structures, various groups of invertebrate and vertebrate animals, human body systems, human reproduction and development, genetics and applied genetics. The course fosters personal discovery through laboratory, hands­on, and group­learning activities. Science 7: Earth Science (one credit) This course introduces students to the dynamic physical and chemical processes that have shaped and continue to shape the surface of the Earth. Using the scientific method, students learn and investigate topics including the history of the Earth, the rock cycle, plate tectonics and its role in creating earthquakes and volcanoes, and surface processes such as erosion by wind, water, glaciers, and gravity. In addition, students take a step back from the surface of the Earth to explore the role of the atmosphere, weather, and water cycle on our daily lives. To complete this physical view of the Earth students finish the year by exploring the solar system and our place within it. Emphasis is placed on hands­on and group learning activities utilizing a combination of laboratory exercises, internet explorations and in­class discussions. Science 8: Physical Science (one credit) During one semester, the course introduces the students to the central concepts and skills of chemistry. Students explore models and the structure of the atom; study the Periodic Table and the classification of the elements; investigate compounds and mixtures; experiment with solids, liquids and gases; and write and balance chemical equations. During a second semester, the course introduces the students to the central concepts and skills of physics. Through classroom discussions, laboratory investigations, interactive internet projects, and science roundtables, students explore and investigate motion and forces; energy and work; waves, light, and sound; and electricity and magnetism. Throughout the course, the students hone their laboratory techniques, quantitative measurement skills, and unit conversions; refine their mastery of scientific inquiry; and improve their communication proficiency writing laboratory reports and solving word problems. ESOL Science (one credit) The English as a Second Language Integrated Science instructional sequence is an approach to life science, earth science, and physical science for English language learners at the middle school level. The course will support English language learner’s academic English development while learning science content. The process of scientific inquiry will be taught each year and students will engage in hands­on laboratory explorations to develop laboratory skills. ESOL Integrated Science 1 (one credit) [OFFERED ON ROTATING BASIS] The topics covered include marine animals, oceanography, plate tectonics, earthquakes, volcanoes, changes of state, energy (potential, kinetic thermal), and waves.

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ESOL Integrated Science 2 (one credit) [OFFERED ON ROTATING BASIS] The topics covered include forces, motion (speed and acceleration), simple machines, human anatomy, space and light years.

ESOL Integrated Science 3 (one credit) [OFFERED ON ROTATING BASIS] The topics covered include chemistry topics, atmosphere, gas laws, minerals and rocks, changing surface of the Earth, plants, photosynthesis and respiration, genetics and evolution.

Middle School Electives: These courses do not fulfill the science graduation requirements. Scientific Inquiry and Fieldwork (1/2 credit; elective) This course examines the growth and development of South Florida through environmental, historical, and cultural perspectives. Students will be able to draw connections between key industrial and conservation figures and the role they’ve played in shaping modern South Florida. In addition, students will explore local conservation areas and partner with preservation programs to perform hands­on fieldwork to track environmental changes on a local scale. The course will focus on STEM­based projects that require students to utilize multiple disciplines and evaluate real­world problems. Students will be evaluated using both formative and summative assessments including daily readings, discussion, lab reports/projects, fieldwork, and tests. The goal of the course is to provide students with contextual background of their home to increase appreciation and concern while also providing an avenue for them to engage the curriculum as active scientists. Upper School Offerings Grade 9: Biology (one credit) The course offers students a detailed study of the biological world focusing on the evolutionary history of life from the ancient and simplest life forms to current and complex ecosystems. Topics include basic chemistry and biochemistry, cell structure and function, biochemical pathways such as photosynthesis and cellular respiration, genetics, DNA technology, the six kingdom classification system, ecology, and conservation. Laboratory work is a major component of the course, with information collected both inside and outside the classroom. The course focuses on personal discovery and group work, concrete and abstract thinking, qualitative and quantitative experimentation. Grade 9: Biology Honors (one credit) The Biology Honors course investigates much of the same content covered in the regular Biology course. However, topics are treated in greater depth and breadth because of the implementation and use of a more advanced and technical text. The students engage in

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informal but informed discussions on contemporary issues in biotechnology and biochemistry, such as cloning and climate change. Emphasis is placed on independent thought and critical thinking. Prerequisite: Departmental approval. Grade 10: Physics (one credit) The course is a laboratory­intensive, inquiry­based approach that introduces the student to the fundamental ideas and concepts of physics. The course concentrates on the physics concepts of vectors, kinematics, dynamics, energy and momentum, waves, electricity and magnetism, and atomic and nuclear theory. The development of these concepts is then reinforced with mathematical applications to the discussion of physics topics. The techniques of measurement, arithmetic of scientific notation, algebra of single unknowns, graphing, and data analysis skills are utilized in this course. Students are trained in the Scientific Method and improve scientific literacy by reflection via laboratory reports. Emphasis is placed the use of technology in experimentation, and fundamental laboratory techniques. Pre­ or Co­requisite: Geometry Grade 10: Physics Honors (one credit) The course introduces students to algebra­based physics. Emphasis is placed upon independent thought, mathematical analysis, and multi­step algebraic problem­solving. The course covers Newtonian mechanics including rotational dynamics and angular momentum; work, energy, and power; and mechanical waves and sound. It also introduces electric circuits. Students will participate in student­centered inquiry investigations to develop advanced inquiry and reasoning skills through experimenting, analyzing, making conjectures and arguments, and solving problems. Prerequisite: Geometry; Co­requisite: Algebra II Grade 11: Chemistry (one credit) The course is based on the premise that structure determines function. The topics explored include the nature of matter, the structure of the atom, nomenclature, chemical composition, reactions in aqueous solutions, stoichiometry, energy, modern atomic theory, chemical bonding, gas laws, acid­base reactions, and chemical equilibrium. The arithmetic of scientific notation, significant figures, dimensional analysis, and the algebra of multiple unknowns are employed extensively. Greater emphasis is placed on problem solving, the exploration of concepts by experimentation, and lucid laboratory reporting. Chemistry Honors (one credit) The course examines the topics outlined above in greater depth and breadth. Emphasis is placed upon independent thought, mathematical analysis, and multi­step problem solving. Prerequisites: Physics Honors, Algebra II Honors, and departmental approval. Departmental Electives: These courses do not fulfill the science graduation requirements of Biology, Physics, and Chemistry. Grade 11 or 12 AP Biology (one credit) This course is designed to be the equivalent of a two­semester college introductory

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biology course taken by biology majors during their first year. The textbooks used for AP Biology are those used by college biology majors and the labs are equivalent of those done by college students. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. The ongoing information explosion in biology makes these goals even more challenging. Primary emphasis in this course is on developing an understanding of concepts; however, there is much detail to memorize. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. All students are expected to take the AP Biology Examination offered by the College Board in May, for which they may receive credit or standing in college, depending on their scores and the policies of the colleges they attend. Prerequisite: Biology Honors. Pre­ or Co­requisite: Chemistry Honors. Departmental approval. AP Chemistry (one credit) This course is designed to be the equivalent of a two­semester college introductory chemistry course taken by chemistry majors during their first year. For some students, this course enables them to undertake, as college freshmen, second­year work in the chemistry sequence at their institution or to register for courses in other fields where general chemistry is a prerequisite. The course aims to provide students with a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course contributes to the development of the students' abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. The course differs qualitatively from Honors Chemistry with regard to the topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, and the kind of laboratory work done by students. Quantitative differences appear in the number of topics treated, the time spent on the course by students, and the nature and the variety of experiments done in the laboratory. Students will participate in student­centered inquiry investigations to develop advanced inquiry and reasoning skills such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts. Prerequisites: Physics Honors, Chemistry Honors, Pre­Calculus Honors. Departmental approval. AP Environmental Science (one credit) A.P. Environmental Science is constructed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. It is an interdisciplinary study of earth processes and their link to human habitation. The course begins by concentrating on ecological basics such as community interactions, biodiversity and biogeochemical cycles. The course then moves on to explore human interactions with the earth; primarily population growth and our effect on air/water resources. The students obtain a balanced, objective perspective on

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environmental science today. Through lectures, discussions, and labs, students learn to identify and analyze environmental problems both natural and anthropogenic, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Students apply their knowledge of biology, chemistry, physics, and in some cases history and English to decipher the wealth of information and even make their own decisions regarding our environmental future. All students are expected to take the AP Environmental Examination offered by the College Board in May. Prerequisite: Biology Honors or Biology. Pre­ or Co­requisite: Chemistry or Honors Chemistry. Departmental approval. AP Physics 1 (one credit) This course is an algebra­based course in which students will explore topics such as Newtonian mechanics, work, energy and power, mechanical waves and sound, and simple circuits. Students will develop a deep understanding of foundational principles in classic mechanics and modern physics by applying these principles to complex physical situations that combine multiple aspects of physics rather than present concepts in isolation. Students will design, implement, and analyze inquiry­based laboratory investigations. All students are expected to take the AP Physics 1 examination offered by the College Board in May. Prerequisite: Honors Physics and Algebra II Honors; Pre­ or Co­requisite: Pre­Calculus. Departmental approval. AP Physics 2 (one credit) [NOT OFFERED 2016­2017]

The course is equivalent to a second­semester college course in algebra­based physics. The course covers fluid mechanics, thermodynamics, electricity and magnetism, optics and atomic and nuclear physics. Students will participate in student­centered inquiry investigations to develop advanced inquiry and reasoning skills through experimenting, analyzing, making conjectures and arguments, and solving problems. All students are expected to take the AP Physics 2 Examination offered by the College Board in May. Prerequisite: Honors Physics and Algebra II Honors; Pre­ or Co­requisite: Pre­Calculus. AP Physics C (one credit) [OFFERED ALTERNATE YEARS] This course is designed to resemble in form the first part of the college sequence that serves as the foundation in physics for students majoring in the physical sciences or engineering. The sequence is parallel to or preceded by mathematics courses that include Calculus. Methods of Calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. The sequence is more intensive and analytic than that in the B course. Strong emphasis is placed on solving a variety of challenging problems, some requiring calculus. The subject matter of the C course is principally Newtonian mechanics and Electromagnetism, with approximately equal emphasis on those two areas. All students are expected to take the AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism Examinations offered by the College Board in May. Prerequisite: Physics Honors. Pre­ or Co­requisite: Calculus or AP Calculus. Departmental approval. AP Psychology (one credit)

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AP Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. The aim of AP Psychology is to provide students with a learning experience equivalent to that obtained in most college introductory psychology courses. All students are expected to take the AP Psychology Examination offered by the College Board in May. Open to students in grades 10­12. Departmental approval. Anatomy and Physiology (one credit) Essential principles of human anatomy and physiology are presented including basic chemistry, cell biology, and an overview of human body systems. All major body systems are covered; students will learn the biology and chemistry of each system, will understand what is necessary to keep each system healthy, and will be given examples of disorders and diseases involved with each system. One goal of the course is to provide students with the knowledge needed about their own bodies in order to lead healthy lives. There will be laboratory work and an end of year project. Prerequisite: Biology. Pre­ or Co­requisite: Chemistry. Forensic Science (1/2 credit) This semester course introduces the theory, concepts, and practices used in the analysis of evidence performed in crime laboratories and the fundamentals of crime scene investigation. The class focuses on the historical development of the field, the application of scientific knowledge to the law, and the scientific methods of collecting, preserving, and analyzing biological, chemical, and physical evidence. The forensic techniques employed to investigate crimes are explored and illustrated using actual case studies. Students gain insight and effective communication skills while they explore numerous topics using the basic processes and principles of scientific reasoning. Prerequisites: Biology and Chemistry. Marine Environments of South Florida (1/2 credit) Marine Environments of South Florida introduces students to the local marine flora and fauna. The objective of the semester course is to provide students with a deeper understanding of the marine ecosystems of South Florida. An appreciation of this unique environment enables our students to make wise decisions in the future. The course covers beach­dune systems, mangroves swamps, sea grass meadows, hard bottom communities, coral reefs, the Gulf of Mexico, the Florida Current, plankton, and nekton. Most topics are covered from an interdisciplinary perspective. The course introduces students to native marine ecosystems through a series of coordinated lectures that provide background information on the physical, chemical, biological, and social processes affecting each environment. This is complemented by field trips and laboratory exercises that focus on sampling, hypothesis testing, calculating biodiversity indexes, and studying benthic and planktonic organisms. The field trips are geared towards observing nature and natural phenomena, noticing patterns in the surroundings, recognizing plants, animals, and other parts of the natural environment, and learning characteristics, names, categories, and data about species found in the community where we live. Students should have a keen interest

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in natural science and a solid foundation in mathematics. Prerequisite: Biology. Pre­ or co­requisite: Chemistry. Psychology (1/2 credit) This student­driven, subject­centered semester course provides students with an experiential exploration of the major theories of personality development. Students are presented readings, citations and questions that provoke reflection and elicit exploration of the major themes, issues and ideas of psychology. Through discussion, group activities, internet research, reading, critical thinking, writing and practical application to their lives, students develop a coherent and personally useful world­view. Creativity, ingenuity, cooperation and collaboration are encouraged. Open to students in grades 11 and 12. HISTORY Understanding that History is the critical construction of the collective memory in a process of reflection and reinterpretation of the past, the courses in the History and Humanities department ask students to engage a wide range of cultural, social and historical subjects, thereby enhancing understanding of the diversity of the human experience and fostering a sense of equity and responsibility towards others. The department seeks to further the school's mission by educating students in issues of morality, spirituality, and diversity. We encourage moral consciousness by discussing ethical issues and emphasizing that historical actions always have consequences ­ both intended and unintended. We emphasize diversity in our curriculum by showing how historical experiences depend upon factors such as race, gender, class, and religion. Our dedication to excellence is emphasized by setting high goals for our students, encouraging them to meet their greatest potential. More than this, whenever and wherever proper, we encourage students to apply their knowledge across disciplines to gain a deeper, more lasting appreciation for learning and self­improvement. We strive to engage students in the learning process, especially with regard to higher order thinking skills. We accomplish this through emerging communication and education technologies, as well as effective implementation of pedagogical approaches such as the Harkness method, a subject­centered, student­driven learning technique based on active participation with an emphasis on critical thinking skills. Middle School Offerings World Cultures 6 (one credit) Students in World Cultures are exposed to the cultural and historical contributions of the

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ancient societies of the past, such as Egypt, India, and China, among others. Students hone their map skills by working often with both physical and political maps, learn to identify countries and capitals throughout the world, and establish connections with the present through the exploration of current events. The development of critical and creative thinking skills facilitated through communication and the use of technology helps students to better understand the world community as it is rapidly developing. Global Connections 7 (one credit) This course is designed to enable the student to improved map skills and knowledge of world geography. Units studied in the first semester include the Five Themes of Geography, Map and Globe Skills, the region of Australia and the islands of Oceania, and the East Asian countries of China, Japan and the Koreas. In the second semester, areas of concentration include the countries of the Middle East, India and the Indian Perimeter, and East and Southeast Asia. Students study the human and physical geography of each area with an emphasis on current political and environmental issues, culture, and international relationships. In the classroom, emphasis is placed on the use and application of the laptop computer, technology and research, and use of the Internet. The students learn and apply social studies skills including the following: locating countries on a world map and discussing their present situation in a general manner; using and applying map and chart­reading skills; identifying areas of the world which are currently of global political or economic concern and discussing their relationship with the United States; and understanding how physical and cultural geography have influenced history and how it continues to play a major role in world affairs. American Studies 8 (one credit) This course explores the many different forces that have influenced America and the people calling this place home. Our study will focus on a range of social, economic, political, civic, local, geographic and environmental events and issues ­ past, present, and future; personal, local, national and global. In American Studies students ground themselves by considering the meaning of their own experiences and histories. A solid grasp of self leads students to explore questions such as “What is this Era we’re living in and what is my role and impact?" Students of American Studies will finish the course with a strong foundation of fundamental American concepts that will enable them to thrive in the demanding academic environment of the Upper School and beyond. American Studies work will be based in reading and discussion, research and analysis, reflection and creation. A range of methods will be used to share, understand, and evaluate course materials. Student centered learning, project­based learning, debate, presentation, and the hevruta pair­based learning are all examples of methods used in American Studies which provide students of varied backgrounds, learning styles, and curiosity levels ample opportunity to gain insight into what our roles and identities are as Americans. Upper School Offerings Each student is required to earn three credits, specifically in World History, United States History, and a Regional History. A fourth year is strongly recommended.

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Grade 9 World History (one credit) This course provides a broad historical overview of major events dating from the origin of the universe to the present. This approach is calledBig History because it encompasses the history of our own human existence in a broad scale. Offering an interdisciplinary approach that combines insights from across the humanities, as well as from the natural and social sciences, this course assesses the major thresholds of increasing complexity that have contributed to our development as a species. While attention will be given to the origins of the universe, stars, chemical elements, solar system, and life on Earth, the majority of the course focuses on the human context, from the origins of humans and the invention of agriculture, to the rise of civilizations, the Columbian Exchange, the Industrial Revolution and the dynamics of the current globalization. In reflecting upon this history, we will further postulate possibilities for the future that lies ahead. The course places an emphasis on the development of historical thinking, writing and research skills, as well as on primary and secondary source interpretation. World History Honors (one credit) The year­long honors program expands on the regular course design with more extensive outside readings, thorough in­class discussion and additional written assignments using primary sources. Prerequisite: departmental approval. Grade 10 United States History (one credit) This course is a broad survey of the development of the United States from its colonial origins until the present time. Taking a thematic approach, the course invites students to examine the ways in which notions of ethnicity, race, class, gender, nationalism and progress shaped (and continue to shape) the evolution of the United States’ political, economic, intellectual and cultural life as well as the nation’s relationship to both other nations and the natural environment. The course places an emphasis on the development of historical thinking, writing, research, and critical thinking skills as well as primary and secondary source interpretation. Prerequisite: World History United States History Honors (one credit) This course expands upon the regular course by dedicating more time to primary source investigation, emphasizing independent outside reading and in­class discussion and requiring additional writing assignments. Prerequisites: World History and departmental approval. AP United States History (one credit) This course emphasizes the same general goals of the college preparatory United States history course with additional emphasis placed on the content and skills needed in preparation for, and performance on, the Advanced Placement exam. The course focuses on the major trends and

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developments from settlement to the present and on the mastery of such skills as document analysis and interpretive essay writing. Prerequisites: World History and departmental approval. American Studies (two credits; one in English and one in history) This course blends the core curricula of the standard U.S. History and American Literature courses into a single course that explores the cultural, historical, literary, and artistic heritage of the United States. Using a loosely chronological approach, the course explores themes of environment and ecology, religion and science, agrarianism and urbanism, heroes, the gothic, race, class, gender, imperialism, industrialism, consumerism, and sexuality. Course materials include primary and secondary sources found in traditional history and literature studies, as well as the film, art, and music of America. Students engage this material through close reading, literary analysis, analytical writing, and Harkness discussions. Classes are two periods long with two teachers guiding intellectual discourse. Teachers focus extensively on the writing process, and students have the opportunity to pursue research projects in some depth throughout the year. Carrying two credits, American Studies fulfills graduation requirements in both English and history at the sophomore and junior level. Prerequisites: English 9 and World History. American Studies Honors (two credits; one in English and one in history) This year­long honors program expands on the college preparatory course design with more extensive outside readings, thorough in­class discussion, and additional written assignments using primary sources. Prerequisites: English 9 and World History and departmental approval.

Grade 11 AP European History (one credit) This fast­paced, rigorous course surveys the major currents affecting Europe from the dawn of the Renaissance until the present, ensuring a comprehensive treatment of important events, figures, and movements in that time frame. The syllabus follows closely the guidelines suggested by the College Board in order to prepare students for success on the Advanced Placement examination at the end of the year. Students enrolling in the course are expected to master a large body of historical knowledge with a high degree of accuracy and specificity. They should also expect to engage in frequent writing assignments in the form of both free­response essays and document­based questions. In addition, the course involves regular document analysis and student­led Harkness discussions. Prerequisites: US History or American Studies and departmental approval. European History (one credit) This course surveys European history from the Renaissance to the present. Beginning with the political, religious, and intellectual transformations that produced the so­called “modern” world, the course continues with a study of the period from 1800­1914, examining the emergence of modern thought, the forces of nationalism, and the effects of industrialism. We also examine the global and cross­cultural impact Europe would make by its colonizing during the Age of Exploration and its economic interventions during the New Imperialism of the nineteenth century. The course concludes with some pivotal 20th

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century events: the two world wars, the rise of totalitarianism, the Cold War, and the creation of the superpowers. In order to develop students’ skills in reading comprehension and in the analysis of complex problems, attention is paid to primary sources as well as secondary ones. In addition to regular Harkness discussions, the course involves a variety of writing assignments and a research paper. Prerequisite: U.S. History or American Studies European History Honors (one credit) The European History Honors course covers the same period as the European History course. Selected topics and themes fundamental to the development of the last 500 years of European history are explored in significant depth, including frequent readings from primary sources. Students read at least one additional book per semester, usually a novel that addresses relevant historical themes. The course seeks not only to give students a firm grounding in modern European history, but also to develop their skills in: comprehending difficult texts, analyzing complex problems, oral exposition of what has been learned, and in the formulation of a cogent written argument using appropriate evidence to support it. Accordingly, students are assessed by a variety of methods, including frequent writing assignments and regular student­led Harkness discussions. Prerequisites: U.S. History or American Studies and departmental approval. Latin American History (one credit) This year­long course will provide an overview of the historical, economic, and socio­political processes that have shaped this region since its emancipation from colonial powers to the present. Latin America’s current efforts at strengthening the democratic process and consolidating its regional integration will be examined as well as the implementation of public policies to achieve economic growth with social inclusion. Special emphasis will be placed on the historical relations between the region and the United States as well as on the political shifts undertaken by many countries to gain geopolitical autonomy from hegemonic powers. Students will strengthen their skills in critical reading and analysis through the interpretation of primary and secondary sources and the use of films and documentaries. This course will present an effective strategy in identity formation through applied ethnographic pedagogy. Students will write their own narrative of cultural identity, and will conduct interviews to key family informants in order to understand their familial history and heritage. Latin American History Honors (one credit) This year­long course expands on the college preparatory course with more extensive outside readings, thorough in­class discussion, and additional written assignments. Students will read one additional book to address relevant in­depth historical topics. It is expected that students participate in Harkness discussions on a regular basis and develop a self­driven and autonomous approach to the study of the region. Prerequisites: US History or American Studies and departmental recommendation. Departmental Electives: These courses do not fulfill the department graduation requirements of World History, United States History, and a regional history.

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AP Macroeconomics (one credit) AP Macroeconomics is a full­year course designed for students with a strong interest in economics and government. The course syllabus parallels that of PTS’s college Preparatory Economics course, providing a broad overview of the fundamental principles, models and indices employed by economists to analyze an economic system as a whole, but doing so in greater depth and detail. Specific units covered include the following: Measurement of economic Performance; National Income and Price Determination; Financial Sector; Inflation, Unemployment, and Stabilization Policies; Economic Growth and Productivity; and International Trade and Finance. Pre­ or Co­requisites: Regional History, Algebra II, and departmental approval. United States Government (1/2 credit) This course provides a close examination of America’s political theories, institutions and processes. After a review of the historical foundations of the United States, the course examines the fundamental principles contained in the United States Constitution: republicanism, federalism, separation of powers, and civil liberties. Application of these principles through case studies helps students understand how the governmental process works. Major emphasis is given to the institutions of the Congress at the national level. Links are made among these institutions and political parties, interest groups, the media, and public opinion in order to understand the forces and constraints on policymaking at the federal level. Additionally, the course examines the electoral system, civil liberties and civil rights through judicial interpretations. Prerequisite: Regional History. AP United States Government (one credit) This course includes the same objectives as the United States Government course but emphasizes mastery of the additional content and skills necessary for successful completion of the AP examination. Prerequisites: Regional History and departmental approval. Citizenship in Election Years (1/2 credit) The course will explore the participation of citizens in political campaigns, elections, policy making, and institutions of government. Students will examine the evolution of voting laws/elections in the United States and factors that compel individuals to seek public office. Aiming to promote the kind of civic engagement that is its focus, the curriculum will be covered through multi­media, project­based, and experiential approaches to learning. Students will assume the roles of candidates and campaign staffers in deciding: strategy, organization, fundraising, themes, and messages. Additionally, students will analyze how political parties, interest groups, voters and the media play into the political drama of elections. Open to students in grades 10 ­ 12. Economics (1/2 credit) This one­semester course introduces students to the fundamental principles of micro­economics that apply to the functions of individual decision making, by both consumer and producer, within the larger economic system. Macro­economic systems—including Keynesian, classical,

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monetarist, and supply­side—are also studied, with students examining the roles of government in a mixed economy. Students are introduced to a variety of theoretical tools used to analyze the performance of the US economy. Weekly Harkness discussions explore a variety of contemporary real­world issues, enabling students to improve and demonstrate understanding of the issues addressed in this course. Prerequisite: Regional History. Gateway to Globalization (1/2 credit) This is a course in global ideology, new nations, new economies, human geography and the rise of unexpected social and cultural patterns. Starting with the forces that brought nations like China and India into the world economy, this course will use a case study approach to examining the changing of the World Order. The course begins with the making of new nations out of the peace treaties of two world wars, the rise of national identities and ideologies, the emergence of new technologies that opened the era of globalization. A study of the unprecedented shifts in economies will go further into social and cultural outcomes such as religious, communal and international conflict. The changing world order, including the rise of NGOs and power­groups like ISIS and Greenpeace will be examined. The course will end with an assessment based on U.N. style role playing, using research that shows understanding of the causes, development and outcomes of issues selected each year. Open to students in grades 9 ­ 12. Women, Culture, and Development I (1/2 credit) This semester course, open to women and men, is intended to understand the differences between the situation of women in both Developed and Developing countries, and how they have been affected by their socioeconomic level and cultural values. Through an intersectional approach and a participatory pedagogy, students will understand the social construction of gender, the relationship between gender and power, and the different gender roles ascribed by society. Students will analyze how the interplay of factors such as access and retention to education, health services, employment, marriage and divorce, family planning and domestic violence influence on women’s development within a historical and spatial context. Under the framework of Human Development students will be able to understand the situation of women in comparison to men in selected countries. We will read theoretical and empirical pieces, watch films and documentaries, and contact NGO’s to conclude the course with a practical experience. Open to students in grades 10 ­ 12. Women, Culture, and Development II (1/2 credit) This course will provide an extension to women studies exploring the challenges girls and women face in the world today in both developed and developing countries. The coverage on gender issues affecting boys and men will also be included. The emphasis will be placed on the practical component of learning, giving students the opportunity to apply the theoretical framework learnt in the previous course to practical and concrete situations which affect women’s daily life. Students will work with local organizations and/or NGOs to empower women, their families, and their communities. Applied work with our school mission trips can also be avenues for our students to make a difference. A grant writing component will be included to get financial support for the proposed projects. Prerequisite: Women, Culture, and Development I.

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Cultural Anthropology (1/2 credit) This course will provide an introduction to the diverse lifeways practiced by people around the world, and to the means by which anthropologists investigate these phenomena. By studying cultural constructions of gender, subsistence, economics, kinship, politics, spirituality, and art as they are expressed within many different societies across the globe, students will gain an understanding of the observed range of human experience. In doing so, they will reflect upon how their own cultural influences have come to shape the way they see themselves and others. Open to students in grades 10 ­ 12. Historical Witch Hunts and Religious Persecution in the Atlantic World (1/2 credit) [NOT OFFERED IN 2016­17] This course will explore beliefs about witchcraft in the Atlantic World from the sixteenth to the eighteenth century and beyond. Belief in witchcraft ­ the ability of humans to use supernatural powers for good or ill ­ was (and continues to be) common in many cultures worldwide, and especially in early modern Europe, Africa, and the Americas. When these continents began to have extended contact with one another in the late fifteenth century, Old World and New World notions about humanity’s relationship with the supernatural combined to form complex belief systems incorporating Christian as well as non­Christian elements. An unfortunate side effect of this increased cultural contact was the intensification of witchcraft persecutions targeting social outcasts and other outsiders. This course explores varying beliefs about witchcraft in Europe, Africa, and the Americas as a means to gain a better understanding of broader issues of gender, race, social status, and religion from a multicultural perspective. Open to students in grades 11­12. Peace and Justice (1/2 credit) [NOT OFFERED IN 2016­17] Peace and Justice examines the concepts of peace and justice, focusing on their expression through mass movements of the 20th such as the Pacifist Campaign of the 1930s, Gandhi’s Anti­Colonial Movement, non­violence in the Modern Civil Rights Movement, nuclear non­proliferation campaigns, various Anti­War Movements, and others. Attention is also given to themes such as democracy, religion, gender, and race, and the ways in which they have informed and continue to inform peace advocacy movements. Prerequisite: Co­ or prerequisite Regional History.

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WORLD LANGUAGES (Under review.) WORLD LANGUAGES Since language and communication are fundamental to human experience, the department aims to help students establish their roles as citizens of a diverse and changing world by developing language skills and cultural knowledge to communicate successfully. Educating students about the culture and geography of other countries promotes cross­cultural understanding and communication. All students are expected to develop and maintain proficiency in one other world language. Honors courses are offered in levels III and IV, if enrollment warrants, for students who have demonstrated the ability and willingness to undertake advanced study while still in high school. Subsequent offerings include Advanced Placement Language courses in French, Mandarin Chinese, and Spanish, as well as AP Spanish Literature, followed by Hispanic Cinema. Other electives, which may alternate with AP offerings, include Spanish V Honors, French V Honors, and Advanced Francophone Culture. After careful consideration of their abilities to communicate in the target language, students are placed in Upper School and heritage­speaker Spanish courses through an assessment typically consisting of a written and oral placement test and a teacher’s recommendation. Often there is little correlation between the language levels at which students are enrolled and their grade levels at Palmer Trinity. Middle School Offerings

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Grade 6 The linguistic component of the sixth­grade Discovery Program is designed to introduce the students to three World Languages. All students have the opportunity to study for several weeks each of the following languages: Chinese, French, and Spanish. Introducing the students to language instruction at an early age whets their appetites for further language study. At the end of the year, students will choose their language of study. Grades 7 and 8 Chinese 1 A This first year Middle School introductory Chinese course is designed for students who have little or no prior knowledge Chinese. It provides an opportunity for students to learn basic phonetics and pronunciation skills, to practice dialogues and short conversations, and to gain basic reading and writing skills in the target language. This course emphasizes on building basic vocabulary and establishing basic skills in listening and speaking Chinese. Many audios and videos will be used in the class to serve this purpose. The course topics include greeting people, introducing oneself, friends and family, people and their jobs, school and classes, sports, hobbies, foods, weather, directions, clothing, feeling of likes or dislikes, and shopping. The course aims to establish a vocabulary of 300 words and 100 basic sentence patterns so that students can master very basic listening, speaking, and reading skills in the target language. Chinese 1A is also a culture­based course in which students will be immersed and exposed to Chinese history and culture through many videos, story books, and research project presentations. Chinese 1 B

The Chinese 1B course mainly focuses on developing speaking and reading Chinese skills. Students are encouraged to talk about their daily lives, to make short dialogues, skits, and make partial cultural projects presentations in the target language. HSK (Chinese Standard Tests) audio materials continuously assist our listening and speaking practices. Longer texts and more complex sentences will apply in this year. The course aims to expand students’ vocabulary to a total of 500­600 words and master 200 sentence patterns through the topics of introducing oneself, family and friends, school life, pastimes and hobbies, cyber friends, daily schedule, date and time, order food and shopping, birthday and holiday celebrations, clothing and weather, and transportations. Online readings, story books, movies, and selected videos, will make the learning more enjoyable and deepen students’ knowledge of Chinese culture and history.

Prerequisite: Chinese 1A (or equivalent). French I A or Spanish I A This course is the first half of the Upper School level I course. Students acquire beginning skills in pronunciation, listening, speaking, reading and writing within cultural settings in the target language. They learn basic vocabulary essential for simple conversations: greetings, numbers, telling time, dates, days, months, weather, the classroom, family and friends, shopping, food, likes and dislikes, pastimes and sports, giving and receiving directions, and possessions. The pace allows time for consistent reinforcement and mastery of the basic structures of the target language, especially in the present tense. Printed, audio and audio­visual resources, paired communicative activities, skits, and website activities for cultural enrichment of customs,

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holidays, history, and geography of the Francophone or Hispanic world supplement the text and workbook. Level 1A is the typical course for students in grade 7 who have never studied the language. French I B or Spanish I B This course is the second half of the Upper School level I course. Students review the beginning skills of pronunciation, listening, speaking, reading and writing within cultural settings in the target language. Students expand the basic vocabulary essential for more complex conversations: travel, sports and other pastimes, health, seasonal activities, clothing, eating and ordering in a restaurant, and shopping. Vocabulary acquisition and proficiency are expanded through reading short stories, dialogues and cultural videos. The pace allows time for consistent reinforcement and mastery of the basic structures of the target language, especially in the present, immediate future, and past. Printed, audio and audio­visual resources, paired communicative tasks, skits, and website activities for cultural enrichment regarding customs, holidays, history, and geography of the Francophone or Hispanic world supplement the text and workbook. Prerequisite: French 1A or Spanish 1A (or equivalent). Spanish I S This course is designed for heritage, near­native, or native speakers of Spanish. It seeks to reinforce and develop writing and reading skills in Spanish, and to develop proficiency in spelling, vocabulary, and appropriate verb conjugation in cultural context. Several short selections from Hispanic literature and cross­curricular themes provide the basis for studying the Spanish language in a grammatical, cultural, and historical context. Students are expected to discuss grammar and verb conjugations, along with literary and cross­curricular themes, in Spanish. This course may be appropriate for students in grades 7 or 8 who have an extensive exposure to Spanish at home, or residence in a Spanish­speaking country. This course is conducted exclusively in Spanish. Enrollment is subject to departmental approval. Spanish II S This course is designed for heritage, near­native, or native speakers of Spanish. It seeks to reinforce and develop writing and reading skills in Spanish with emphasis on developing proficiency in spelling, vocabulary, and appropriate verb conjugation in cultural context in a more complex and extensive study of the language. Students create projects to reinforce their knowledge of language in context. Several short selections from Hispanic literature and cross­curricular themes provide the basis for studying the Spanish language in a grammatical, cultural, and historical context. Students are expected to discuss grammar along with literary and cross­curricular themes, in Spanish. This course may be appropriate for students in grades 7, 8 or 9 who have an extensive exposure to Spanish at home or residence in a Spanish speaking country. This course is conducted exclusively in Spanish. Enrollment is subject to departmental placement. Spanish III S (one credit) This course is an intermediate course designed for heritage or near native speakers of Spanish. It aims to develop further effective oral and written communication with a thorough review of complex grammatical structures. Students read newspaper and magazine articles, short stories,

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and two novels. Students are introduced to styles of basic essay writing and the creation of their own short original stories. Prerequisite: Spanish II S or equivalent and departmental placement. Upper School Offerings Chinese I (one credit) This introductory course is designed for Upper School students with or without prior knowledge of Chinese language. Students will learn Chinese phonetics and pronunciation skills, make dialogues and short conversations, and gain basic reading and writing skills in the target language. This course emphasizes on building basic vocabulary and establishing basic skills of listening and speaking Chinese. Many audios and videos will be used in the class to serve this purpose. Basic grammar and language structure are also taught at this level. The first year course topics cover greeting people, introducing oneself, friends and family, people and their jobs, school and classes, sports, hobbies, foods, weather, directions, clothing, and shopping. The course aims to establish a vocabulary of 300 words and 100 basic sentence patterns. Chinese I is also a culture­based Chinese course which will immerse and expose students to Chinese history and culture through videos, movies, story books and research project presentations. Chinese II (one credit) Chinese II focuses on developing students’ listening, speaking and reading skills. Students make progress in listening and speaking with the use of audio textbooks and HSK (Chinese standard tests) materials. Students are also encouraged to use the target language to compose short dialogues and presentations. More complex sentences and texts are studied and grammar skills are required at this level. The Chinese II course topics cover family and friends, cyber friends, school life, pastimes and hobbies, daily schedule, date and time, ordering food and shopping, birthday and holiday celebrations, feeling sick, emotional feelings, clothing and weather, vacations and transportations. The aim of the course is to expand students’ vocabulary to a total of 600 ­700 words and to improve students’ listening, speaking, and reading skills through selected texts, audios and videos, story books, and research project presentations. Prerequisite: Chinese I or equivalent. Chinese III/III Honors (one credit) This is a combined regular and honors Chinese class in level 3. It will continue to focus on developing more advanced skills in listening, fluent speaking, and reading comprehension, writing, and typing characters. Based on the previous years studies, the Chinese course involves more real–life scenarios. This course aims to expand students’ vocabulary to a total of 1100 words and master about 500 daily expressions. Readings in this level include Chinese newspapers and online short articles. Students are encouraged to use the target language to compose emails and writings in different situations. The topics of the course include: summer vacation, different lifestyles, the Beijing opera, travel and study abroad, generational gap, congratulations and gifts in different cultures, calligraphy, China’s geography and transportation, different diet habits in different regions, high school in China and in America, etc.

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Prerequisite: Chinese II or equivalent. Chinese IV Honors (one credit) Chinese IV focuses on the language skills of writing, listening, and speaking while also aiming to expand students’ vocabulary to a total of 1600 words. The teacher­guided conversations help students gain more native­speaker skills. More advanced typing skills are also required in this level. Students are encouraged to use the target language to make conversations and speak in short online events. Throughout level IV, students practice and improve their language skills across interpretive, interpersonal, and presentational communicative modes. Chinese IV introduces the topics of the economy, the environment, business, globalization, and international affairs to prepare students who are interested in international trade, relations, or other international affairs. The online readings and projects expose students to the culture, customs, and lives of people in China. Prerequisite: Chinese III or equivalent. Chinese V Honors (one credit) Chinese V course is designed for students who have completed Chinese IV study and intend to work on advanced Chinese culture and history researches. Students in Chinese V are encouraged to continuously study Chinese language skills in listening, speaking, reading and writing. They are required to use the target language to make conversations, speeches, read stories and news, write emails. The research work will focus on China’s ancient dynasties, emperors and their contributions to the development of China, famous people in Chinese history, how the Chinese culture and history related and affected each other, greatest philosophers and their thoughts, how their points of view affect our contemporary society etc. The research topics will include 40 themes on the economy, the environment, business, globalization, and international trade etc. The topics covered: protect wild animals and our environment, college preparations, business emails, street and public signs, compare eastern, western northern, and southern China different diet habits and lifestyles, China’s ancient capital “Xi’an”, China’s four major rivers, Mo­gao cave and the silk road, Buddhism in China, etc. AP Chinese (one credit) This course is designed to be equivalent to fourth­semester college and university courses in Chinese language and culture. The course aims to deepen students’ language skills in all aspects of listening, speaking, reading, and writing. Daily teacher­guided conversations and preparation for the AP exam help students gain advanced listening and native­speaker skills. Students are encouraged to use the target language to talk about on­line news events, and to write in characters in their school work, which include topics on the economy, business, the environment, globalization, and international affairs. More advanced typing skills are required in this course to prepare students for the AP exam, and students master a total of 2000 Chinese vocabulary words. The course introduces students to Chinese literature, including poetry, novels, operas, and folk tales, thereby also exposing the students to culture and customs. On­line research projects and oral presentations deepen the students’ knowledge of society, culture and customs, and the lives of others in our world. Throughout the course students practice and improve their language skills across the interpretive, interpersonal, and presentational modes. In so doing, they

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sharpen their vocabulary, idiomatic expressions, grammatical structures, and ability to write characters. Prerequisite: Chinese IV or equivalent. French I or Spanish I (one credit) This course provides the introduction to the study of a world language and culture. Students acquire beginning skills in pronunciation, listening, speaking, reading and writing within cultural settings in the target language. They learn basic vocabulary essential for simple conversations: greetings, numbers, telling time, dates, days, months, weather, the classroom, family and friends, shopping, food, likes and dislikes, pastimes and sports, giving and receiving directions, possessions, travel, health, seasonal activities, clothing, eating and ordering in a restaurant, and shopping. The text provides consistent reinforcement and mastery of the basic structures of the target language, especially in the present, and immediate future. Printed, audio and audio­visual resources, paired communicative tasks, skits, and online activities for cultural enrichment regarding customs, holidays, history and geography of the Francophone or Hispanic world supplement the text and workbook. This course is open to students new to the Upper School and with no prior study of the language, and to those upperclassmen who choose to undertake an additional world language. French II or Spanish II (one credit) This course guides students to build on the communicative skills they acquired from the first year of study. Students work at short and simple conversations on familiar topics, writing short paragraphs, and reading cultural selections from different French­ or Spanish­speaking countries. The course is conducted primarily in the target language, so that students gain oral facility and improve aural comprehension. Students are introduced to more complex vocabulary and language rules within cultural contexts. Prerequisite: Level I or equivalent. French III or Spanish III (one credit) This course continues to develop students’ spoken and written fluency in the target language through class discussion of social and cultural issues, using authentic material and various printed, audio and audio­visual resources. In addition, students expand their grammar base. Students are encouraged to use the target language creatively to present information, to support opinions, to suggest and analyze outcomes, and to persuade others. Readings may include newspaper articles, extracts from plays, short stories, poetry, or a novel. Audio and audio­visual resources help to enhance vocabulary acquisition, to refine listening comprehension and oral presentations, and to promote awareness of a diverse world and its cultural history. Prerequisite: Level II or equivalent. French III Honors or Spanish III Honors (one credit) This course continues to develop students’ spoken and written fluency in the target language through class discussion of social and cultural issues, using authentic material and various printed, audio and audio­visual resources. In addition, students expand vocabulary and grammar more in depth, as well as well as familiarity with concepts not taught in French or Spanish regular courses. Students are expected to use the target language creatively to present information, to support opinions, to suggest and analyze outcomes, and to persuade others. Readings may include newspaper articles, extracts from plays, short stories, poetry, or a novel.

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Audio and audio­visual resources help to enhance vocabulary acquisition, to refine listening comprehension and oral presentations, and to promote awareness and appreciation of a diverse world and its cultural history. Prerequisite: Level II or equivalent and departmental placement. Spanish III S (one credit) This course is an intermediate course designed for heritage or near native speakers of Spanish. It aims to develop further effective oral and written communication with a thorough review of complex grammatical structures. Students read newspaper and magazine articles, short stories, and two novels. Students are introduced to styles of basic essay writing and the creation of their own short original stories. Prerequisite: Spanish II S or equivalent and departmental placement. Spanish IV and Latin America history and culture (one credit) In this course the students expand their knowledge of culture, history, and daily lives of the Spanish­speaking people world. The course emphasizes the four communicative skills of listening, reading, speaking, and writing about history in a culturally authentic context. Intermediate grammar skills are also augmented. Students will make oral presentations, read short literary selections, do research, and write compositions in Spanish. By the year’s end, the students are able to read, write, and speak Spanish on an intermediate level. The students learn to identify current and past contributions made by Spanish­speaking people to world literature, art, music, science and commerce. This course is conducted exclusively in Spanish. Prerequisite: Level III and departmental placement. Spanish IVS­ Pre­ AP (one credit) Spanish IV S is an intermediate­high, pre AP course designed for heritage, native, or near native speakers of Spanish. The class is conducted exclusively in Spanish, with special attention to the use of the target language by students. Its objective is to polish oral and written communication skills and the application of the complex grammatical structures in authentic cultural context. Students learn through the study and research of selected Latin American countries, USA and Spain, the reading of advanced texts, introduction of opinion and persuasive essay writing and basic literary analysis. Students expand their knowledge of culture, literature, history, and current events of Spanish­speaking countries and how it affects or connects the global situation. Students will learn to debate and do oral presentations in the target language. Students read and analyze two full­length novels in Spanish. Spanish IV S prepares upper school students for AP Spanish Literature, AP Spanish Language and Hispanic Cinema courses. Prerequisite: Level III S and departmental placement. Spanish IV Honors­ Pre­ AP (one credit) In this course the students expand their knowledge of the culture, history, and daily lives of the Spanish­speaking people. The course emphasizes the four communicative skills of listening, reading, speaking, and writing in a culturally authentic context. Grammar skills are expanded as students make oral presentations, read short literary selections, read one novel, do research of selected Latin American countries, USA and Spain, and write compositions in Spanish. The

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students learn to identify current and past contributions made by Spanish­speakers to world literature, art, music, science and commerce and make global connections. The objectives are met by means of a communicative language format as well as research, audiovisuals, and other forms of media (i.e. music, movies and television). The course is conducted exclusively in the target language and it is built around a rigorous curriculum designed to lead directly to the Advanced Placement Language course. Prerequisite: Level III and departmental placement. French IV Honors (one credit) Built on a rigorous curriculum, this course is designed to lead directly to the Advanced Placement French Language and Culture course for the top academic students. Through exposure to a variety of French films and readings, students expand their knowledge of culture, history, and current events in French­speaking countries and hone their skills in listening and reading comprehension. Impromptu discussions, debates, cultural presentations help students learn to express their ideas with accuracy and fluency. Students perfect their writing in organized, detailed, expository essays. They read and discuss short stories, poems, plays, and a novel in the target language. The aim is for them to achieve mastery of French at the advanced intermediate level. Prerequisite: French III or equivalent and departmental approval. AP French Language and Culture (one credit) In order to prepare students to take the Advanced Placement Language examination in May, this college­level course focuses on comprehension, vocabulary development, composition and oral fluency at the advanced level. Students write organized and detailed essays and read a variety of literary texts and newspapers. They also do various types of oral presentations, skits and role­playing and listen to a wide variety of heritage speakers for mastery of comprehension. There is an emphasis on class participation, written and verbal presentations. This course is conducted exclusively in French. Prerequisite: French IV Honors and/or Advanced French Culture or equivalent and departmental approval. French V Honors (one credit) / Pre­Advanced Placement This college­level course focuses on comprehension, vocabulary development, composition and oral fluency at the advanced level. Students write organized and detailed essays and analyze information from a variety of printed, audio and audio­visual resources. There is an emphasis on class participation, written and oral projects. This course is conducted exclusively in French. Prerequisite: French IV Honors and/or Advanced French Culture or equivalent and departmental approval. Advanced Francophone Culture (one credit) [OFFERED ALTERNATE YEARS] This course is designed for advanced speakers of French. The purpose of this course is to expand the conversational and written skills of the students in the target language. Salient aspects of geography, history, art and music are covered through short readings of advanced texts and viewing feature­length films. Readings and films explore aspects of Francophone culture in countries and regions around the world where French is one of the official languages because of its historical ties with France. Since the linguistic component is of primary importance, the study of colloquial and slang expressions encountered is an integral part of each unit. To maximize exposure to a wide vocabulary experience, the readings and the films need to cover different genres, decades and countries. There is an emphasis on class participation in written and oral

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projects. This course, conducted exclusively in French, is also open to students who have already taken the AP French Language course. This class is recommended for juniors and seniors only. Prerequisite: French IV or equivalent and departmental approval. AP Spanish Language (one credit) This course is designed for heritage speakers and near native speakers, as well as non­native speakers of Spanish. In order to prepare students to take the Advanced Placement Language examination in May, this college­level course focuses on three modes of communication: interpretive (listening, reading, observing), interpersonal (writing messages and conversing with others) and presentational (writing persuasive essays and giving oral presentations). The preparation is done by using authentic cultural resources, and studying and practice in depth with the six globals themes and making connections to the many sub themes on which the exam is based. The main themes are global challenges, science and technology, contemporary life, public and personal identity, family and community and beauty and aesthetics. There is emphasis on class participation, class work and assignment, written and oral projects, and several types of advanced readings. The course is conducted exclusively in Spanish. Prerequisite: Spanish IV Honors, Spanish 4S or equivalent and departmental placement. Hispanic Cinema (one credit) This course provides a comprehensive introduction to film in general, while fostering a critical appreciation for the essential features of films from Spanish­speaking countries. It provides structural and historical analysis of major components of contemporary Hispanic cinema, including films from Latin America and Spain. Drawing from both formal and socio­cultural models of description, the course examines the film production of well­known directors. Readings on specific films and cinema as industry are integrated with close film analysis. In this course students view and interpret significant feature­length films while identifying and analyzing notions of Spanish and Latin American culture, historic events, and sociopolitical currents. The students develop a fundamental understanding of film theory. Prerequisites: Spanish IV Honors, Spanish IVS, AP Spanish Language and departmental placement. AP Spanish Literature and Culture (one credit) This course prepares students to take the Advanced Placement Spanish Literature Examination in May. This course is equivalent to a college­level introduction to Hispanic and Latin American literature. The AP Spanish Literature and Culture course is a survey course which covers the six AP Spanish Literature themes and the entire reading list outlined within the AP Spanish Literature Curriculum Framework. The course is conducted entirely in Spanish and covers Spanish and Latin American authors, and their works, from the medieval period to the present day. The works are presented with the aim of integrating the historical themes and literary movements of the different time periods, and highlighting the schools of literature to which each piece belongs as well as the author’s style and the characteristics of each selection. The main text provides students with the socio­cultural context necessary to fully comprehend each piece. The two­semester course and its activities are intended to teach and enhance a student’s ability to acquire, identify, understand, discuss, interpret and analyze the form and content of literary works of prose, poetry and drama along with the literary terms and conceptual aspects of art and history of the time. The lessons are designed to help students interpret the figures of speech,

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tone, genre, style, characters, themes and literary symbols in an effort to develop their analytical and interpretative skills.Students read for meaning and interpret the author’s intent and message. Prerequisites: Spanish IV Spanish IV Honors, Spanish IVS, AP Spanish Language and departmental placement. RELIGION, ETHICS, PHILOSOPHY With an academic rather than a devotional approach, Religion, Ethics and Philosophy courses share the common goal of all Palmer Trinity Humanities courses: to better understand human beings. Specific to Religion, Ethics and Philosophy courses at Palmer Trinity is a focus on multiculturalism and an empathetic study of others. As standard pedagogical procedure for the liberal arts, we encourage students to reflect actively upon the material they study. Courses in Religion, Ethics and Philosophy utilize interdisciplinary methodologies such as historical investigation, social science and cultural studies, and critical textual studies to enable students to explore religion’s intimate connections with politics, economics, gender roles, racial dynamics, and the sciences. Students are required to take two semesters of Religion, Ethics and Philosophy courses to meet graduation requirements. Middle School Offerings Being Human: Three Great Religions (1/2 credit) The conceptual framework of ethical monotheism is the foundation of the three great religions – Judaism, Christianity, and Islam – which together have shaped western civilization. These traditions yield a rich variety from which to draw case studies, narratives, and biographies for models of living the ethical life. Students will consider and reflect upon the significance of religion and ethics in the contemporary world. Open to students in grades 7­8. Upper School Offerings Foundations in World Religions I (1/2 credit) Students in this class will advance in religious literacy by studying the ways in which religious adherents have understood and experienced their monotheistic traditions, including Judaism, Christianity, and Islam. Students survey religious teachings, texts, and practices through the

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different historical contexts in which the religions emerged and diversified through contemporary times, paying attention to various interpretations. Students focus on developing skills of careful reading, critical thinking, and analytical writing. Pre­requisite upper school. Foundations in World Religions II (1/2 credit) Students in this class will advance in religious literacy by studying the ways in which religious adherents have understood and experienced Asian traditions, including Hinduism, Buddhism, Confucianism, and Daoism. Students survey religious teachings, texts, and practices through the different historical contexts in which the religions emerged and diversified through contemporary times, paying attention to various interpretations. Students focus on developing skills of careful reading, critical thinking, and analytical writing. Open to students in grades 11­12. Introduction to Western Philosophy (1/2 credit) This survey course is an introduction to some important thinkers in the history of western philosophy, starting with the ancient Greeks through philosophers from the Enlightenment period. Students will study philosophical topics pertaining to what fundamentally exists (metaphysics), what we can know (epistemology), as well as what we value (axiology). From this foundation in western philosophy, students will be exposed to historical philosophical thought, to create an understanding of some of the perennial philosophical questions and answers that have animated the human condition. Students focus on developing skills of careful reading, critical thinking, and analytical writing. Open to students in grades 11­12. Religion, Globalization and Sustainability (1/2 credit) Today the world is becoming exponentially more interconnected through advances in technology, communication and transportation. Students in this class will study religions in the context of globalization in order to better understand contemporary religions and the unprecedented global forces that are shaping them. Special attention will be paid to the ways in which religions are responding to the devastating ecological consequences of globalization. Students focus on developing the skills of careful reading, critical thinking, and analytical writing. Open to students in grades 11­12. Christianity (1/2 credit) [Not offered in 2016­17] This course on Christianity utilizes an interdisciplinary approach, which means that students learn about the complex relationships between Christianity, area studies, textual studies and contemporary culture. This approach enables students to explore the internal diversity within Christianity as well as the ways in which Christianity influences and is influenced by culture and society. Students focus on developing the skills of careful reading, critical thinking, and analytic writing. Open only to students in grades 11­12. Ethics (1/2 credit) [Not offered in 2016­17]

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What is the basis for distinguishing right actions from wrong actions? How should a person in the 21st Century live? Students explore these questions through a combination of the academic study of moral philosophy and personal reflection. Students focus on developing the skills of careful reading, critical thinking, and analytical writing. Open only to students in grades 11­12. Muslim Communities in Global Context (1/2 credit) [Not offered in 2016­17] This seminar in World Religions focuses on Islam. Students study the history and culture of Islam in an attempt to understand its evolution and internal diversity. Special attention is paid to contemporary events, and how they shape and distort perceptions of Islam. Students focus on developing the skills of careful reading, critical thinking, and analytical writing. Open only to students in grades 11­12. VISUAL ARTS The following courses are offered each year, with a rotating theme woven throughout each course. The theme for 2016­2017 is Art History. Middle School Offerings Middle School Art Students in 7th and 8th grade will explore the elements and principles of art through projects in drawing, painting, printmaking, sculpture, digital art, and mixed media. Art history will be a component of most projects. Topics will rotate to allow for students who take the course multiple times throughout 7th and 8th grade. Upper School Art Offerings Drawing (1/2 credit) This semester course provides an introduction to dry media and creative image­making. Students are exposed to a variety of materials such as charcoal, colored chalk, Prismacolor pencils, and pens. They use those materials to create artwork on wide ranging themes, from photorealistic self­portraiture to colorful abstraction. Creativity and divergent thinking are encouraged as students gain mastery of new techniques and methods. Open to students in grades 9­12. Painting (1/2 credit) This semester course in acrylics covers basic painting concepts and techniques. Demonstrations and lectures accompany the following themes: still life, landscape, collage interpretation,

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replication, and portraiture. A strong emphasis is placed on drawing skills, paint application, value manipulation, color relationships and compositional dynamics. Open to students in grades 9­12. Ceramics (1/2 credit) This semester course emphasizes basic techniques and fundamentals of creating expressive, functional ware on the potter’s wheel. As the students’ skills develop, various individualized projects are introduced. These projects are chosen in a give and take between teacher and student, based on interest and skill level. Lectures, demonstrations, and discussions involve topics that include the characteristics of clay vessel forms, aesthetic expression, and ergonomics. Open to students in grades 10­12. 3­D Architectural Studies (1/2 credit) In this semester course, students use a variety of materials, tools, and techniques to explore the various principles and theories of design in the round. Lines, planes, solids, and open areas are manipulated to create architecturally oriented constructions. The students’ and instructor’s slide lectures on modern and contemporary architects, designers and sculptors are complemented by discussions and critiques. Special emphasis is given to the pressing concerns of Green Design. Open to students in grades 9­12. 3­D Architectural Studies II (1/2 credit) The general format of the class echoes that of the prerequisite 3­D Architectural Studies class, with a month or so of research into architectural topics, followed by hands­on design and fabrication for the remainder of the semester. But, the assigned topics for research and reporting back to the group will be wider in scope. Also, students will choose from a more complex menu of possible model projects, including multi­unit housing, concert halls, art museums, bridges, and skyscrapers. At the culmination of the semester, students’ works will be photo­documented for college applications. Digital Art (1/2 credit) This course explores the making of visual art through digital means. Students explore the techniques and aesthetics of digital photography and digital design. Using digital art programs such as Adobe Photoshop, students move from subtle enhancement to creating more complex compositions and image manipulations. Personal digital cameras are required for this course. Open to students in grades 9­12 Digital Filmmaking (one credit) [NOT OFFERED 2016­17] This year­long course introduces students to all aspects of film production. Students take a hands­on approach with assignments in the areas of storyboarding, cinematography, lighting, mise­en­scene, production design, editing, and sound design. Students explore the medium both as a storytelling device and as a visual art form. During the first semester, students produce individual silent and collaborative sync sound shorts. During the second semester, students work to produce 5­10 minute short films. Students work together as a production team, each taking on

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different production roles. At the end of the year, students showcase their films in a film festival judged by industry professionals. Open to students in grades 9­12. Sculpture (1/2 credit) This course provides an introduction to the fundamentals of sculpture. The processes of addition, subtraction and substitution are explored through a variety of projects and assignments. Emphasis will be on productive conceptualization, successful composition, and the use of creative problem solving. Open to students in grades 9­12. Art History (1/2 credit) This course emphasizes the study of works of art, by describing, analyzing, and interpreting them, to discover their significance in history, design, and for society. Fast paced, the class will cover the history of western art since the 1900’s. We will learn through text, video, lecture, discussion, and news articles. Open to students in grades 9­12. Mixed Media (1/2 credit) This course explores both the two­ and three­dimensional worlds of art. The projects expose students to a wide range of media used by artists throughout history. Not only are students encouraged to solve visual and spatial dilemmas and experiment with varied techniques, but they also learn how to manipulate surfaces and materials to achieve unique results. Open to students in grades 9­12. AP Studio Art (one credit) This highly intensive and demanding course is open to students with a strong desire to test the limits of their creativity, industry, and perseverance. Each student must complete a general studio portfolio containing works for evaluation by the College Board. Work is expected to be of the highest quality. A strong interest in Art and a solid foundation in the elements and principles of two­dimensional design are necessary for students to succeed in the course. Enrollment is subject to instructor approval. Prerequisite: Departmental approval.

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MUSICAL ARTS Aesthetic education is an essential element in the development of any well­rounded individual. In order to provide educational opportunities for the whole student, the Music Department strives to engage students with a variety of innovative, interesting, challenging and captivating courses that allow students to develop artistic potential and ability to the fullest. In essence, students need an outlet whereby they can explore a more aesthetic side of life. Students must have experiences in every aspect of the arts, exploring their creativity through manipulation of aural elements, while concentrating on developing and honing skills and refining music reading. Furthermore, the ability to objectively, intelligently and effectively express one’s opinion about artistic products is crucial. The mission of the Music Department is to provide all students a sequential series of learning experiences, including studying diverse genres and styles of music, while incorporating creative, analytical, interdisciplinary and technological elements. Assessment is an essential element of monitoring student achievement and progress, and both students and the program are assessed on a regular basis. Though students may not choose to pursue a vocation in the musical arts, they leave the program with an awareness and appreciation of music that serves to enrich their lives. Middle School Offerings Band 6 (one credit) Students are actively involved while learning the fundamentals of music and performance. No previous experience is necessary. Students learn a wind or percussion instrument of their choice. Specifically, the basics of playing a band instrument are stressed, including music reading, proper posture, stage presence, embouchure, breathing and breath support, articulation and fingerings. Technical terms such as time signatures, key signatures, dynamics, and simple tempo

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markings are introduced and reinforced. This band performs during the winter and spring concerts. Instruments are provided by the school. Open to students in Grade 6. Chorus 6 (one credit) The goal of the Chorus is to encourage singing beyond the elementary school, and into Middle and Upper School. Students in Chorus 6 participate in numerous performances throughout the year. Students sing in a variety of styles, including jazz, pop, classical, and folk. Through repertoire, students learn good performance practices as well as how to produce healthy, full sounds using their voices. Students learn sight­singing and add to the music reading skills they may have already acquired. Open to students in grade 6. Guitar 6 (one credit) This year­long course is an introduction to the guitar and is open to sixth­grade students regardless of previous playing experience. In this class, instruction focuses on the fundamentals of guitar playing with an emphasis on developing correct posture, plucking, strumming, tuning, reading music notation, rhythm comprehension, and basic chord structure. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grade 6 with no previous playing experience needed. Orchestra 6 (one credit) Sixth­grade Strings is designed primarily for beginning string players in grade 6 with little or no previous playing experience. Fundamental string concepts are introduced and reinforced. Repertoire includes String Basics, Book I and grade I educational music and arrangements of classical works. Technical goals include first position proficiency, one­octave scale and arpeggio proficiency in C, G, and D Major, smooth and hooked slurring, staccato, and pizzicato. Technical terms such as time signatures, key signatures, dynamics, and simple tempo markings are introduced and reinforced, and students are exposed to basic music history and theory. Open to students in grade 6. Beginning Orchestra (one credit) [NOT OFFERED 2016­2017] This course is designed as an introduction to playing string instruments. Students may choose to study the violin, viola, cello, or bass. Rudimentary string techniques and music reading are taught in the first half of the year. The second half of the year focuses on improving playing and ensemble techniques in order to prepare the student to join the Intermediate Strings or String Ensemble classes. The student is exposed to a variety of musical styles, basic music history, and an ample knowledge of music theory. All students meet with the instructor weekly for individual guidance. Students participate in scheduled concerts and other various performance opportunities at school. Open to students in grades 7­8. Intermediate Orchestra (one credit) The Intermediate String Ensemble comprises primarily 7th­ and 8th­grade students who have at least one year of playing experience on a stringed instrument. Repertoire includes String Basics, Book II and grade I and II educational music, arranged classical works, and standard string repertoire. Solo and ensemble repertoire is introduced in this class. Technical goals include

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refinement of first position as well as an introduction to and use of third position. Other technical goals include two­octave scale and arpeggio proficiency in C, G, and D major and one­ octave scale and arpeggio proficiency in A, F, and B flat major. This class introduces natural, harmonic, and melodic minor scales and their relationship to major scales. This class also refines skills in smooth and hooked slurring, staccato, use of dynamics, and intonation as well as introducing new technical skills such as spiccato, trills, tremolo, and vibrato. Students are exposed to music history and theory. Though some PTS instruments may be available for use at school, every student is required to procure an instrument (by rental or purchase) for performance and home practice. Open to students in grades 7­8 with playing experience or director recommendation. Beginning Band (one credit) [NOT OFFERED 2016­2017] This course is designed for students who are beginning instruction on an instrument or have changed to a new instrument after having previous instruction. No previous experience is necessary. The class stresses the fundamentals of music and gives ample opportunity for performance. Specific attention is paid to the foundational elements of successful instrumental performance including music reading, posture, breathing, embouchure, breath support, breathing, articulation, fingerings, articulation and stage presence. In order to strengthen independence and self­confidence, solo and smaller ensemble playing is an integral part of this course. Open to students in grades 7­8. Intermediate Band (one credit) The intermediate band course provides the student with a more in­depth exploration of repertoire and techniques. This exploration includes a greater variety of styles, a higher demand on playing skills, and a requirement for greater musical sensitivity. Fundamental skills of playing are continually reinforced and developed as a result of preparing more challenging music for performance. Listening and analytical skills are developed during this course, in preparation for the next level of advancement. Repertoire includes selections for full­ensemble, duet and solo performances. Open to students in grade 7­8 with playing experience or by teacher recommendation. Middle School Guitar (one credit) This year­long course is offered to beginning students in seventh through ninth grade. In this class, instruction focuses on the fundamentals of guitar playing with an emphasis on developing correct posture, plucking, strumming, tuning, reading music notation, rhythm comprehension and basic chord structure. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grades 7&8 who have successfully completed 6th Grade Guitar, or by audition with permission of the instructor. Intermediate Guitar (one credit) The year­long course is offered to students in eighth through tenth grade who have successfully completed Middle School Guitar. In this class, instruction focuses on review of the fundamentals of playing with an emphasis on expanding rudimentary theory knowledge, such as

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intervals, scale and chord construction, sight­reading, and real­time rhythm comprehension. Students also continue to develop solo­playing skills. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grades 8­10 who have successfully completed Middle School Guitar, or by audition with permission of the instructor. Middle School Chorus (one credit) Students in this year­long choral class learn correct vocal production, breath support, diction, and style, while studying a variety of popular, jazz, folk, and classical repertoire. Students also learn sight­singing skills using solfege. Each semester, students have numerous opportunities to perform in concerts on and off campus. Performance opportunities may include participation in the Florida Vocal Association festivals, as well as performance trips associated with the school and community. Open to students in grades 7­8. Middle School Class Piano (1/2 credit, or one credit) Class piano is a semester elective course that is open to any student interested in learning to play the piano, regardless of previous musical experience. Students engage in a self­guided study of piano techniques and music reading with the instructor acting as facilitator. Should they wish to develop piano skills to an even higher level, students may enroll in the course for more than one semester. Enrollment, however, is very limited, based on the number of keyboards available. Open to students in grades 7­8. Upper School Offerings Upper School Chorus (one credit) Students in chorus learn correct vocal production, breath support, diction, and style, while studying a variety of popular, jazz, folk, and classical repertoire. Students also learn sight­singing skills using solfege. Each semester, students have numerous opportunities to perform in concerts on and off campus. Performance opportunities may include participation in the Florida Vocal Association festivals, as well as performance trips associated with the school community. Open to students in grades 9­12. Concert Orchestra (one credit) This ensemble is open primarily to string students in eighth grade with at least two years of playing experience on a stringed instrument. The repertoire for this class focuses on String Basics, Book 3 in addition to grade 2 and higher educational music and standard string orchestra and ensemble music. The course focuses on developing advanced playing skills, intonation, rhythms, and expressive elements. Though some PTS instruments may be available for use at school, every student is required to procure an instrument (rental or purchase) for performances and home practice. Enrollment in this course may be open to students in grades 7 and 8, with the director’s permission, but the course is primarily an Upper School ensemble. Open to students in grades 9­12, who have completed Intermediate Orchestra, or with director recommendation.

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Orchestra Ensemble (one credit) This course is open primarily to upper school students who have at least three years of advanced playing experience on a stringed instrument. The repertoire for this class focuses on Habits of a Successful String Musician in addition to grade III and higher educational music and standard string orchestra and ensemble music. Solo and ensemble repertoire is strongly encouraged in this class, with the hopes that everyone in the class will participate in the Solo and Ensemble Music Assessments. Technical goals in this class include two­octave scale and arpeggio proficiency through 3 sharps and 3 flats, as well as one­ and two­octave scale and arpeggio proficiency in the corresponding minor keys. Other goals include use of first through fourth positions, consistent use of vibrato, mastery of commonly used bow strokes and rhythmic pattern, and consistent intonation as individuals and as a group. Students are also exposed to music history and theory. Though some PTS instruments are available for use at school, every student is required to procure an instrument (by rental or purchase) for performances and home practice. Open to students in grades 9­12 with director recommendation. Concert Band (one credit) This course is for those students who have previous experience playing a wind or percussion instrument. Students in the ensemble study repertoire of a higher level of difficulty, challenging their playing skills. Continued attention to performance practice, stylistic interpretation of repertoire and refinement of technical skills is emphasized. This group is one of the most visible performing ensembles of the school and may participate in the Florida Bandmasters Association Music Performance Assessments and events. Opportunity to perform in smaller groups and solos is an integral part of this course. Enrollment in this course may be open to students in grades 7 and 8, with the director’s permission, but the course is primarily an Upper School ensemble. Open to students in grades 9­12, who have completed Intermediate Band, or with director recommendation. Wind Ensemble (one credit) In the Wind Ensemble course, students are provided with a more in­depth exploration of repertoire and techniques. This exploration includes a greater variety of styles, a higher demand on playing skills, and a requirement for greater musical sensitivity. Membership in the course is of a “select” nature in order to adhere to the “one­on­a­part” concept, except for Flutes, Clarinets, Baritones/Euphoniums and Percussionists. Particular attention is given to developing independent playing skills and confidence, acuity of intonation and advanced rhythms, and development of expressive elements. Repertoire is determined by the instrumentation of the class. An exploration of improvisation is included as part of the course, as well as basic music theory, history and appreciation. Analysis of performance and assessment of performance are large components of the course. All students in this class are required to participate in the Florida Bandmasters Association Music Performance Assessment. Performance opportunities are abundant for members of the class and may include off­campus performances in addition to school­ related functions. Open to students in grades 9­12, who have completed Concert Band, or with director recommendation.

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Advanced Guitar (one credit) This year­long course is offered to students in grades eight through twelve who have successfully completed Intermediate Guitar. Students learn the major and minor position scales, and modes; finger ­style solo pieces using melody, bass, and accompaniment; ensemble music; common bar chords, the reading of more complex rhythms; and continued understanding of music theory, including odd meter, seventh chords, and musical structures. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. Open to students in grades 8­12 who have successfully completed Intermediate Guitar, or by audition with permission of the instructor. Guitar Ensemble (one credit) This year­long course is the highest level guitar course offered. The focus is on quality music performance; creativity and analysis; student working as a chamber ensemble in which each player has a critical role; improvisational skills; chord voicing development; solo performance and continued review of practical application of music theory concepts. The class repertoire is chosen from a variety of musical styles that include classical, jazz, pop, blues, Brazilian, and reggae. Each semester the students are featured in performances. Instruments are available from the school. The course is repeatable for credit. Open to students in grades 9­12, who have successfully completed Advanced Guitar, or by audition with permission of the instructor. Upper School Class Piano (1/2 credit) Class piano is a semester elective course that is open to any student interested in learning to play the piano, regardless of previous musical experience. Students engage in a self­guided study of piano techniques and music reading with the instructor acting as facilitator. Should they wish to develop piano skills to an even higher level, students may enroll in the course for more than one semester. Enrollment, however, is very limited, based on the number of keyboards available. Open to students in grades 9­12 regardless of music, or piano experience. AP Music Theory (one credit) This college­level music course prepares the students to sit for the Advanced Placement Music Theory Exam. This course is open to all students regardless of music background, but previous experience in chorus, band, strings, piano or guitar is helpful. Since this is a college­level course, a higher level of commitment is expected and necessary in order to be successful. This course covers the fundamental elements of music and beginning harmony. Included are part writing, transposition, development of sight­reading skills, and ear training. Students have access to computer hardware and software, which enables them to experiment, organize and present their musical ideas. Open to students in grades 12 with music experience and instructor recommendation. Theater

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Middle School Offerings Middle School Acting (1/2 credit) This course introduces seventh­ and eighth­grade students to beginning acting techniques and the elements of theatre. Basic acting concepts are taught through vocal techniques, movement, and improvisation. Students learn to work as an ensemble through scene study, playwriting, and theatre history. MS students have an opportunity to participate in the District 4 Junior Thespian regional festival and the Florida State Junior Thespian festival. Students are required to complete a total of five crew hours backstage on a PTS production during one semester. This course culminates in an onstage public showcase created by the students collaboratively. Middle school students are encouraged to repeat this course. MS Acting is repeatable once for credit. Upper School Offerings Upper School Acting (1/2 credit) This course introduces High School students to beginning and advanced acting techniques and the elements of theatre. Students pursue basic to advanced acting skills through vocal techniques, movement, and improvisation. Theatre elements are introduced and practiced as students learn to work as an ensemble through scene study, playwriting, and theatre history. US students have an opportunity to participate in the District 8 One Act festival and Regional Thespian festival and the Florida State Thespian festival. This course culminates in an onstage public showcase created by the students collaboratively. Upper School students are encouraged to repeat this course. Students are required to complete a total of five crew hours backstage on a PTS production during the semester. US Acting is repeatable.

Design and Production Lab (1/2 credit) This course provides students with a hands­on experience in theatre technology, design and production. This includes lighting, construction and painting of scenery, stage make­up, costume construction, prop construction, sound production, recording, editing and operation. Students assume leadership roles in one aspect of technical theatre in a PTS production, for which they manage and supervise working crews, prioritize tasks, inventory stage equipment and tools, create work schedules, and assign duties to ensure the completion of tasks within the director’s schedule. Design and production lab students take on leadership roles in backstage management. Advanced students have the opportunity to compete in the District 8 regional festival and the Florida State festival in scene design, publicity and sound design. Design and Production Lab is repeatable once for credit.

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PHYSICAL EDUCATION AND HEALTH The physical education department offers a comprehensive program promoting game play and wellbeing. The program provides co­educational classes aimed at developing the whole child, emphasizing game knowledge and sport­specific skill development, as well as: leadership, problem solving, sportsmanship, and community responsibility. The health education program offers both middle school and high school classes that provide comprehensive life­management skills. The program emphasizes making healthy choices and decisions while learning basic information on which to base those decisions. Middle School In the Middle School, students are required to earn one credit in Physical Education each year. Physical education classes are taught by grade level and meet daily, covering a wide range of fitness components, cooperative games, team and individual sport skills. The program provides a continuous skill progression from sixth grade through the Upper School, with each level building on the previous year culminating in various Upper School electives. Health education is taught one day each week during the middle school physical education class period. Students are exposed to a variety of topics from healthy decision making to nutrition, fitness skills, human body systems, stress management, relationships, conflict resolution, and alcohol, tobacco, and other drug information.

Upper School

In the Upper School two semesters of Upper School Health and Physical Education are required for graduation. The Wellness class is mandatory, and the remaining one semester of the

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requirement can be fulfilled by the following courses: Basketball, Core & Cardio, Dance, Upper School Physical Education, Volleyball, Weight Training and Yoga. Wellness (1/2 credit) (required)

The purpose of the semester­long course is designed to provide students with the foundations for maintaining a healthy lifestyle. Those foundations include all the facets of health: physical, mental, emotional and social. This course examines the effect of lifestyle choices on one’s health. Students are challenged to consider the effects of personal habits and behaviors and the importance of making decisions based on accurate health information. Information on topics such as communicable and non­communicable diseases, consumer health, responsible decision making, and life­management skills are covered. Open to students in grades 9­10 and to transfer students in grades 11­12. Required.

Upper School Physical Education (1/2 credit) This required course features a variety of components, including fitness, and individual and team­sport activities. Students and the teacher decide some of the specific activities that will be included. Students participate in a semester Fitness Assessment of their health fitness components. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9­12. Physical Education Electives Core and Cardio (1/2 credit) Combines various fitness activities designed to assist students in developing and tracking personal goals for the semester. Students participate in various cardiovascular training and strength training routines; for example, kickboxing, plyometric, resistance with weights, body bar, resistance bands, and stretching exercises. Core and Cardio may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9­12. Upper School Basketball (1/2 credit) The purpose of this course is to provide a fundamental learning experiences that will lead to the development of basic skills in team basketball. The course will focus on skill development, position technique (shooting, passing, dribbling and defense), rules, safety and overall game preparation. Students will be expected to achieve an intermediate skill level over the course of the class. Students may be expected to attend games outside class time to fully achieve expected

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knowledge and performance level. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9­12 Upper School Volleyball (1/2 credit) The purpose of this course is to provide fundamental learning experiences that will lead to the development of basic skill in team volleyball. The course will focus on skill development, position technique (hitting, setting and blocking), history, rules, safety, and overall game preparation. Students will be expected to achieve an intermediate skill level over the course of the class. Students may be expected to attend matches outside class time to fully achieve expected knowledge and performance level. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9­12 Weight Training (1/2 credit) The purpose of this course is to teach students the basic principles of strength training. Free weights and weight machines are used to develop and maintain muscular strength. Students also develop flexibility, agility, and core strength. Students are evaluated on participation as well as accurate record keeping. Weight Training may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9­12. Yoga (1/2 credit) Students will learn the main yoga postures, the impact of yoga poses on the body, breathing techniques, and mindfulness and relaxation methods. They will experience physical and emotional wellbeing from these techniques. Students will acquire an understanding of yoga etiquette and terminology. This course can benefit the students by teaching them stress reduction techniques, helping them create a positive body image and enhancing their health and wellbeing while participating in physical fitness. They will cultivate community and learn to be a part of a noncompetitive class environment by valuing differences and yoga fitness practice. They will obtain the skills, understanding, and tools to maintain a regular yoga and mindfulness practice. The yoga curriculum is designed to complement the Physical Education offerings. Yoga may be used to fulfill one semester of the Upper School graduation requirement in physical education. Open to students in grades 9­12. School Sports Management (1/2 credit) The purpose of this course is to provide fundamental learning experiences for high school students in the area of sports management. Students will learn the daily operation of sports organizations, rules, laws, and the role of an athletic director. The course will focus on the history, rules, safety, ethics and overall daily preparation to operate sports at the high school,

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college and professional level. Students may be expected to attend sporting events outside class time to fully achieve expected knowledge level. Not eligible to satisfy Physical Education graduation requirements. Open to students in grades 9­12 Upper School Dance (1/2 credit) This course is designed to expose students to a variety of dance genres, teach proper technical skills, and instill an appreciation for performance and choreography aesthetics. Through the study of ballet, jazz, modern and cultural dance, the students learn and use correct body alignment, strength, flexibility, endurance and coordination. The course enables the students to make connections between dance and healthy living. A final evaluation is based upon a portfolio including written works, mastery of basic technical skills, choreography, and performances. Repeatable for credit. This course may be used to fulfill one semester of the Upper School graduation requirement in physical education. Physical Education uniform is required. Open to students in grades 9­12.

ENGLISH for SPEAKERS of OTHER LANGUAGES Students of the 21st century will live in and contribute to an increasingly diverse society and an international community of interdependent nations. To realize their personal, social, and career goals, students must be able to communicate effectively with others. Palmer Trinity School seeks to prepare its students for life in this newly emerging world, including those learners who enter the school as speakers of a language other than English. Palmer Trinity regards students who are bilingual and who have a good understanding of different cultures as invaluable assets to the school and the nation. Its international student body provides both an exciting educational challenge and the opportunity to maintain and enhance the school’s rich linguistic and cultural diversity. In addition, its bilingual graduates allow the nation to thrive in the global marketplace, maintain its security in a changing and volatile world, and come to a better understanding of the complex cultural heritages that define the human community. The program recognizes that ESOL learners must acquire an additional language and culture. They must be able to use English to accomplish their academic, personal and social goals with the same proficiency as native speakers of English. ESOL students need to be able to use spoken and written English both to acquire academic content and to demonstrate what they have learned. Palmer Trinity works to ensure that its quality educational experiences and services are made fully accessible to all ESOL students. The school recognizes that language learning takes time, generally 5­7 years, and that subject matter learning cannot be deferred until students have demonstrated a mastery of English. In order to facilitate English language acquisition and continue academic growth across the curriculum, PTS offers a comprehensive ESOL program that includes both English language

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arts and sheltered content courses. The program provides its students with challenging curricula that use appropriate instructional practices and assessment measures; moreover, the school cherishes the inclusion of English language learners in all school activities and encourages their full participation in the life of the school. Accomplished and professional ESOL teachers, in conjunction with other educational specialists and resources, ensure that students in the program receive the challenge, support, and guidance necessary to enjoy academic success and personal growth.School Offerings ESOL Intermediate English (one credit) This course is designed for middle school ESL students who have attained an intermediate level of English. The course has a literary focus and rotates on a three­year cycle encompassing World Literature, American Literature and Multicultural Literature. A variety of literary genres are covered, including fiction, non­fiction, short stories, biographies, and poetry. The reading material is carefully selected so that it is age­appropriate, linguistically accessible, and culturally relevant. Vocabulary and grammar is studied in the context of the reading selections. ESOL Humanities (one credit) This social studies course is offered for middle school ESL students who have a beginning to intermediate proficiency in English. The class explores history and geography and examines contemporary social, political and economic issues that affect the world. The content of the course rotates on a three­year cycle and covers the following topics: U.S. History and Geography; World History and Geography; and Multicultural History and Geography. The students also become familiar with the five themes of geography: location, place, human­environmental interactions, movement, and regions. Vocabulary is drawn from the subject matter. ESOL Science The English as a Second Language Integrated Science instructional sequence is an approach to life science, earth science, and physical science for English language learners at the middle school level. The course will support English language learner’s academic English development while learning science content. The process of scientific inquiry will be taught each year and students will engage in hands­on laboratory explorations to develop laboratory skills. ESOL Integrated Science 1 (one credit) [OFFERED ON ROTATING BASIS] The topics covered include marine animals, oceanography, plate tectonics, earthquakes, volcanoes, changes of state, energy (potential, kinetic thermal), waves. ESOL Integrated Science 2 (one credit) [OFFERED ON ROTATING BASIS]

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The topics covered include forces, motion (speed and acceleration), simple machines, human anatomy, space and light years. ESOL Integrated Science 3 (one credit) [OFFERED ON ROTATING BASIS] The topics covered include chemistry topics, atmosphere, gas laws, minerals and rocks, changing surface of the Earth, plants, photosynthesis and respiration, genetics and evolution. Upper School Offerings ESOL History (World History / U.S. History / Multicultural History The history courses are intended for upper school ESOL students who have an intermediate to advanced proficiency in English. The class explores history and geography and examines contemporary social, political and economic issues that affect the world. The content of the course rotates on a three­year cycle and covers the following topics: U.S. History and Geography; World History and Geography; and Multicultural History and Geography. The students also become familiar with the five themes of geography: location, place, human­environmental interactions, movement, and regions. Vocabulary is drawn from the subject matter. ESOL Literature (World Literature/ US Literature/ Multicultural Literature (one credit) The literature courses are intended for upper school ESOL students who have an intermediate to advanced proficiency in English. They are designed to expose students to a wide variety of literature. Students focus on the formal study of literature through the reading and discussion of significant and representative literary selections. A variety of literary genres are covered, including fiction, non­fiction, short stories, biographies, and poetry. Vocabulary and grammar are studied in the context of the readings. Students are required to participate in group discussions and to write a web­based project that will be presented orally in class. The literary selections vary according to student interest and ability. If necessary, reduced­language versions of the classics are used. Course offered on a rotating basis. ESOL World Religions (one credit) [OFFERED ON A ROTATING BASIS] This course is open to upper school ESOL students who have an intermediate to advanced proficiency level in English. The four principal goals of the course are to: foster an appreciation of the history and culture of major world religions, develop an understanding of the spiritual foundations of major world religions, encourage a personal exploration into matters of

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spirituality, and teach tolerance of different points of view. The religion which will be covered in detail are: Judaism, Christianity, Islam, Hinduism, Buddhism, Sikhism, and Taoism.

UPPER SCHOOL ELECTIVE OFFERINGS Marketing: The Art of Storytelling (1/2 credit) Marketing is the mechanism that organizations, both profit and non­profit, use to establish relationships with customers. Put differently, marketing is the convergence of the promises a company makes, the story it tells, and the authentic way it delivers on their promises. Students in this class will collaborate to create a marketing plan to raise capital for the production of a professionally prepared video that captures compelling stories from each student. Open to Grades 10­12 Social Entrepreneurship (one credit) The objective of the Social entrepreneurship course is to empower young social entrepreneurs with the necessary tools and experiences to successfully design, launch and run their own social change ventures. The course is composed of six modules that combine Outward Bound’s Experiential Learning methodology and Ashoka’s Social Entrepreneurial Youth Venture Program. Trips to Florida – USA and Galapagos Archipelago – Ecuador are part of our modules. While exploring these incredible natural surroundings, students develop leadership capabilities, learn communication strategies, recognize the importance of systemic thinking, gain a sense of personal responsibility towards the community, and design their own social initiatives. Parallel to these experiences, students learn about financing their initiatives, fundraising ideas, budget management, and project sustainability. The course culminates when students present their initiatives to a panel of community leaders who have the potential to help fund their ideas and

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bring them to fruition. Students interested must complete application process. Open to grades 10­12 Theory of Knowledge and the South Campus Students will begin the course with an introduction to the International Baccalaureate’s Theory of Knowledge. We will consider how we know what we claim to know and what factors influence our perception and understanding of the world around us. Using Palmer Trinity’s south campus as a case study, students will apply these concepts of knowledge the numerous intellectual questions inherent in the development of the land. Students will take an active role in their campus through study and involvement in the politics, sociology, financial, and environmental aspects of the long­range plan. Students will collaborate with teachers from various academic disciplines, local community leaders and activists, developers, and bankers. The essential question that guides this course of study will change each semester in direct relation to the stages of the campus’ development. INDEPENDENT STUDY Purposes Independent study is sanctioned by Palmer Trinity School as a way to respond to student initiative to seek advanced, specialized, and in some cases background education in topics not ordinarily available in the school’s standard curriculum. Eligibility Juniors or seniors may undertake independent study. In rare cases, freshmen or sophomores with extraordinary background or needs that cannot be met in the regular curriculum may apply for independent study, with the understanding that first preference will go to upper­class students. Proposals The responsibility for selecting a topic, recruiting a faculty sponsor, and devising the course of study all rests with the student. The first step is to secure an independent study petition form from the registrar. The student then consults with a prospective faculty sponsor to devise the particulars of the independent study, as specified on the application form. The student then secures signatures from parents, the advisor, the faculty sponsor, the departmental chair of the faculty sponsor, and the division head. Approval

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Completed petitions bearing all signatures called for are presented by the division head to a five­member ad hoc committee of the Academic Council, who either approve the proposal, reject it, or return it to the petitioner and sponsor, requesting modifications or additional information. Approved independent studies are then added to the schedules of the student and sponsor, subject to the school’s standard processes regarding grade reporting, withdrawals, and the like, with the exception of the drop period, which is extended to the first twenty days of the semester in which the study begins. The Academic Council’s ad hoc review committee includes the Division Head, the Director of Admission and College Counseling, the Assistant Head of School for Academics, and one other volunteer member of the Council; the registrar is also a member of this ad hoc committee, with full standing. Expectations The independent study application specifies the frequency of meeting (typically one to three times weekly), the nature of the learning activities, the assessment mechanisms, the grading scheme (letter grades or pass­fail), the duration of the study (semester or year), and whether the study will carry ½ or 1 credit. Semester­length independent studies carry only ½ credit; full­year independent studies may carry either ½ or 1 credit. Ordinarily independent study involves one student and one teacher, meeting regularly; in special circumstances, up to four students may be involved in an independent study, and up to two faculty members. Timing Students seeking to undertake independent study complete their applications during the semester prior to beginning the independent study, or else during the first ten days of the semester in which the study will begin. 62 Assessment Assessment specified in the proposals may include conventional papers, projects, labs, quizzes, tests, oral presentations, panel discussions, or other appropriate demonstrations of mastery. Grades and narratives are submitted by the sponsoring teacher in the same fashion as grades and narratives are filed for students in standard courses. Grades and Credit The ½ or full credit for successful completion of an independent study becomes part of the student’s academic record, appearing with all the student’s other courses on the Palmer Trinity School transcript. Grades for independent studies average on equal footing with grades for the student’s other courses. Limits

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Students undertaking independent study may not enroll in more than two independent studies at a time and must maintain a load of at least four other academic courses (exclusive of independent studies) during any semester or year in which they undertake independent study