Upper School Curriculum Guide 2015-2016

Upper School Curriculum Guide2015-2016

Table of Contents

General InformationSSFS Administrative and Admissions Staff .................... 1US Faculty and Staff .................................................. 2Requirements for Graduation ................................... 5Course Load ............................................................... 6Community Service Requirement ............................. 6Intersession ............................................................... 6Academic Records ..................................................... 7Student Support Services ............................................ 7Advisory ..................................................................... 8Ninth Grade Program ................................................ 8College Counseling ................................................... 9Curriculum Planning Guide ................................... 10

EnglishNinth Grade English ................................................ 11Tenth Grade English ................................................ 12Expository Writing ................................................. 12AP English Lit. & Comp. (Brisih Literature) ............... 13AP English Language & Comp. (Dramatic Literature)... 13AP English Language & Comp. ............................... 13 American Literature I ............................................. 14Banned Books .......................................................... 14Critical Writing I ................................................... 15Literature of the Landscape ..................................... 16Native American Literature ..................................... 17Short Story and Poetry ................................................ 17Americal Literature II ................................................ 18Visual Texts .............................................................. 18Critical Writing II .................................................. 19Southern Literature ................................................. 19Literature of the American West ............................. 20Creative Non-Ficton ................................................. 20

HistoryWorld History I .................................................... 21World History II .................................................... 21AP World History ......................................... 22 American History and Government Survey ..... 22AP United States History ............................... 22Middle East Studies ...................................... 23AP European History ................................... 23AP Comparative Government and Politics ...... 24The Cold War and America in the 60’s ............... 25Comparative Religions I .................................... 25Native American History ................................. 25Comparative Religions II ................................. 25

MathematicsAlgebra I ......................................................... 26Integrated Geometry ......................................... 26Algebra II ....................................................... 26Advanced Algebra II .................................. 26Algebra III .................................................. 27Pre-Calculus ................................................... 27Advanced Pre-Calculus ...................................... 27Calculus ............................................................ 28AP Calculus AB .............................................. 28AP Calculus BC .............................................. 28Finance with Applied Math ............................ 28AP Statistics .................................................... 28Intro to Computer Science ............................. 29iOS Applications Development ......................... 29

ScienceBiology ............................................................. 30 Anatomy and Physiology .................................. 30 Chemistry ......................................................... 30AP Environmental Science ................................ 30AP Chemistry (Advanced) ............................... 31Physics .............................................................. 31Conceptual Physics ........................................... 31AP Physics ........................................................ 31Adv. Projects in Science and Engineering II ... 32Intro to Projects in Science and Engineering I ... 32Oceanography ................................................. 33Astronomy ........................................................ 33Intro to Projects in Science and Engineering II... 33Geology ........................................................... 34Bioethics ........................................................... 34ESOL Science I ........................................... 34ESOL Science II ........................................... 34

Table of Contents

Global LanguagesChinese (Mandarin) Foundations I ........................ 35Chinese (Mandarin) Foundations II ........................ 35Intermediate Chinese (Mandarin) I ................ 36Intermediate Chinese (Mandarin) II ................ 36French Foundations ...................................... 36Intermediate French ....................................... 36Advanced French Concepts ................................. 37Adv. French: History and Literature .......................... 37AP French: Language and Culture .......................... 37Spanish Foundations ...................................... 38Intermediate Spanish ....................................... 38Advanced Spanish Concepts ................................. 39Adv. Spanish: History and Literature .......................... 39Adv. Spanish: Commununications and Culture ...... 39AP Spanish: Language and Culture .......................... 39

ArtsAP Music Theory ................................................. 40Modern Dance .................................................. 40Advanced Modern Dance .................................... 40Handbells .......................................................... 40Instrumental Music .............................................. 41Ceramics ............................................................ 41 Photography ........................................................ 41Weaving and Fibers ............................................. 41Acting ................................................................ 41Woodworking ...................................................... 41Stagecraft ............................................................ 42Arts and Ideas I ..................................................... 42Studio Art 1 (Level 1-3) ............................................ 42Advanced Studio Art I ............................................ 42Chorus ............................................................. 43Play Production ................................................... 43Arts and Ideas II ..................................................... 43Studio Art II (Level 1-3) ............................................. 43Musical Production .............................................. 43

ElectivesSelect Seminar on Global Peace & Justice I & II ... 44Model U.N. ....................................................... 44Quakerism ........................................................... 45 American Culture I ............................................. 45Newspaper I .......................................................... 45American Culture II ............................................ 45Newspaper II .......................................................... 45Yearbook .............................................................. 46

Religion/ServiceQuakerism .......................................................... 47Community Service/Stewardship ........................ 47

International Student ProgramIntermediate Academic English (ESOL) .............. 48Advanced Integrated Composition (ESOL) ...... 48Advanced Integrated Literature (ESOL) .............. 48ESOL U.S. History ............................................ 49ESOL World History ........................................ 49ESOL Science ..................................................... 49Grammar Writing Workshop ............................. 50American Culture I ............................................. 50American Culture II ............................................ 50

Physical Activities & SportsModern Dance ................................................. 51Physical Education (FFL) - Fit for Life ............. 51Yoga ................................................................... 51Physical Education (WFF) - Walking for Fitness ...... 52 Outdoor Leadership ............................................... 52Fundamentals of Rock Climbing ...................... 52Intramural Sports ................................................. 53Interscholastic Sports .......................................... 53

Internship ProgramInternship Program Overview............................. 54

Pathways SchematicsEnglish ................................................................ 55History ................................................................ 56Global Languages ................................................ 57Science ............................................................... 58Mathematics ....................................................... 59ESOL .................................................................. 60

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General Information

ADMINISTRATIVE STAFF

Thomas GibianHead of SchoolB.A. College of Wooster, OHM.B.A. Wharton School of the University of Pennsylania

David HicksonAssistant Head of School for Academic InnovationB.A. Oberlin College, OHM.Ed. Arcadia University, PA

Karen CumberbatchHead of Upper SchoolB.A. Cornell University, NYM.A. University of California - Los AngelesEd.Cert. Johns Hopkins University, MD

Jerome ColeAssistant Head of US for College CounselingB.A. Catholic University, DCM.A. George Washington University, DC

Steve PintoAssociate Director of College CounselingB.A. Dickenson College, PA

Ben McClellanDean of Students, 11th Grade DeanB.A. Hamilton College, NY

Frances LambrechtRegistrarB.A. University of Maryland

Shinae ByhouwerUpper School Administrative AssistantB.A. Wilmington College, OH

ADMISSIONS

Tony McCuddenDirector of Enrollment ManagementB.Ed. University of Melbourne, AustraliaM.A. College of Notre Dame, MD

Bill MenaDirector of International and Boarding AdmissionB.A. Stony Brook University, NYM.A. Gonzaga University, WA

RESIDENTIAL STAFF

Ken FishbackDirector of Residential Life & Homestay Program Coord. B.A. Duke University, NCM.Ed. East Tennessee State University

Michelle RatcliffAssistant Director of Residential LifeB.A. Brown University, RIEd.Cert. Johns Hopkins University, MD

Meghan CassidyDorm SupervisorB.A. Earlham College, IN M.S.W. University of Pennsylvania

Lizzy RosenDorm Academic MentorB.A. Roger Williams University, RIM.Ed. Northeastern University, MA

Lauren ShifletDorm Director of the Weekend ProgramB.A. Frostburg State University, MDM.S. Towson University, MD

UPPER SCHOOL FACULTY & STAFF, 2015-2016

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Cathy HarrisonFrenchB.A. Smith College, MAM.A. Middlebury College, VT

Tom HarrisonScienceB.A. Bowdoin College, MEM.S. University of Maine

Bob HochHistoryB.S. Frostburg University, MDM.A. Hood College, MD

Aldona JosephAssistant LibrarianB.A. Kenyon College, OH

David KahnEnglishB.A. Carleton College, MNM. Div. Earlham School of Religion, IN

Adam KellerScienceB.A. Earlham College, INM.A.T. Earlham College, IN

Hannah Kerr ’95Fine and Performing Arts (Department Head), 9th Grade ProgramB.F.A. Virginia Commonwealth UniversityM.F.A. George Washington University, DC

Steff Kerr ’89Mathematics, Head of the 9th Grade ProgramB.A. Wesleyan University, CT

Frances KoonsMathematicsB.S. Villanova University, PAM.S. Villanova University, PA

General Information


UPPER SCHOOL TEACHING FACULTY

Julie BorsettiArtsB.A. Towson University, MDM.A. University of Portland, OR

Brian BrubakerInternational Student ProgramB.A. Goshen College, INM.A. University of Pittsburgh, PA Ph.D. University of Pittsburgh, PA

Scott CarnealEnglish (Department Head), 10th Grade Dean B.A. Bowdoin College, MEEd. M. Harvard University, MA

Angela ColegroveScienceB.S. Florida Institute of TechnologyM.S. Florida Institute of TechnologyM.S. Oregon State University

Claire DonahueESOLB.A. Loyola University, MDM.A. American University, DC

Heather EngleMathematics (Department Head)B.S. University of MassachusettsEd.M. Temple University, PA

Elizabeth GlabusHistoryB.S. Georgetown University, DC M.A. Georgetown University, DC

Gwen HandlerArtsB.F.A. George Washington University, DC

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General Information


Kathy LaughlinHistory (Department Head)B.A. University of Alberta, CanadaM.A. McGill University, CanadaM.Ed. Loyola University, MD

Barry MerrittMathematicsB.S. Florida Southern College

Johanna Modak ’07Spanish, 9th Grade ProgramB.A. Goucher College, MD

Josh Moffatt ’02History, 9th Grade ProgramB.A. Wheaton College, MAM.A.T. University of Maryland

Leah NiepoldSpanish, 12th Grade DeanB.A. Hamilton College, NYM.A. Middlebury College, VT

Nancy O’LearyMathematicsB.A. College of Notre Dame, MDM.Ed. Towson University, MD

Lyn OstrovArtsB.F.A. Maryland Institute College of ArtM.F.A. Maryland Institute College of Art

Eduardo PolónSpanish (Global Languages Department Head)B.A. Western Michigan UniversityM.A. University of Maryland

Steve PowersAthletic DirectorB.A. University of Maryland

Takisha ReeceScience (Department Head), STEM Coordinator, 9th Grade ProgramB.S. Farleigh Dickinson University, NJ

Miriam RockEnglish, Newspaper, Literary MagazineB.A. Yale University, CTM.S. Ed University of Pennsylvania

Bryan SeithMusicB.M. Westminster Choir College, NJ

Bim Schauffler ’74Director of the International Program B.A. University of DelawareM.A. American University, DC

Rob Travieso English, 9th Grade ProgramB.A. Connecticut CollegeM.F.A. Brooklyn College, NY

Tom TrussEnglishB.A. College of Wooster, OHM.F.A. University of IowaM.F.A. University of Texas, Austin

Ariel VoorheesEnglish, Writing CenterB.A. University of PennsylvaniaM.A. Middlebury College Bread Loaf School of English

Sharon WallScienceB.A. University of Maryland, Baltimore County

Kexin ZhangMandarin, ISP Liaison B.A. Sun Yat-sen University, ChinaM.A. George Mason University, VA

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General Information

TECHNOLOGY

Pat ReillyTechnology Integration SpecialistB.A. Southern Connecticut State University, CTM.S. Southern Connecticut State University, CTM.A. Savannah College of Art and Design, GA

STUDENT SUPPORT SERVICES

Robin BruckLearning SpecialistB.S. University of VirginiaM.Ed. Johns Hopkins University, MD

Mary K. FryRegistered Nurse and Nurse PractitionerB.S.N. Pennsylvania State UniversityM.S.N. University of Maryland

Ilene Lees, LCSW-CUpper School CounselorB.A. University of DelawareM.S.W. University of Maryland

Gail WillieRegistered NurseB.S.N. University of Maryland


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General Information

REQUIREMENTS FOR GRADUATION

To be eligible for graduation from Sandy Spring Friends School, a student must meet all of the following requirements in the Upper School:

• Successful completion of four (4) years of English, with English taken each semester.• 9th grade English• 10th grade English or Expository Writing• 11th and 12th – elective courses

• Successful completion of three (3) years of History, including one year of U.S. History.• 9th grade World History I• 10th grade World History II or AP World History• 11th or 12th grade – U.S. History required

• Successful completion of three (3) years of Mathematics in the Upper School.• 9th grade Algebra I • 9th grade Int Geometry • 9th grade Algebra II 1• 10th grade Int Geometry or 10th grade Algebra II or 10th grade Math elective• 11th grade Algebra II• 11th grade Math elective

Students must complete the math progression through Algebra II at a minimum. Students must receive a grade of C- or better to advance to the next level of study in mathematics.

• Successful completion of three (3) years of Science of which one year must be a biological science and one year a physical science. Recommended sequences:

• 9th grade Conceptual Physics• 9th grade Biology• 10th grade Biology or 10th grade Chemistry• 11th grade Chemistry or Physics topics courses • 11th, 12th grades Physics and other science electives• 12th grade Science electives

• Successful completion of three (3) years in any one Global Language during high school. Student placement is made by the Global Languages Department. Permission to advance to the next level of a foreign language is not normally granted to students achieving less than a C- (70%) average, unless proof of additional satisfactory work (e.g. summer school) is submitted for validation.

• Successful completion of three (3) years of Arts, including Arts and Ideas I and II are required for graduation. Arts and Ideas to be taken in 11th or 12th grade.

• Successful completion of at least one (1) year of other courses from the above areas or other electives, in addition to the requirements described above.

• Successful completion of one (1) semester of Quakerism or its equivalent for non-ISP students entering in the 10th – 12th grades. For students entering the Upper School in ninth grade, the Quakerism requirement is fulfilled as part of the 9th Grade Program.

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General Information

• For 9th and 10th grades - Successful completion of two (2) physical activities - Physical Education or Athletics - each year, in the Upper School.

• For 11th and 12th grades - Successful completion of one (1) physical activity - Physical Education or Athletics - each year, in the Upper School.

COURSE LOAD

• Each student is to carry a minimum load of six scheduling commitments (including academic classes, arts classes, and physical education requirements) each semester. It is strongly recommended that a student take five academic classes each semester.

• A student must have approval from the appropriate Department Head in order to take more than one course in the same department during the same semester.

• A student must have approval from the Head of the Upper School in order to take six or more courses in the same semester from among the following departments: English, History, Mathematics, French and Spanish, Science.

• A student must have approval from the Head of the Upper School, in collaboration with department heads, to take more than two AP courses in the same school year, unless the third AP is in Global Languages or Mathematics. Students are strongly encouraged to limit their AP courses to no more than three.

COMMUNITY SERVICE REQUIREMENT

Every student at Sandy Spring Friends School is expected to perform a combination of community service to those outside the community and stewardship to the Sandy Spring Friends School community. For students entering in 9th grade, the gradu-ation requirement is at least 50 hours of community service and at least 30 hours of stewardship. Students entering after 9th grade have a reduced requirement. The community service requirement must be completed by the end of the first semester of a student’s senior year. Additional details about community service may be found in the Community Handbook. In addition, one service Intersession must be completed prior to graduation.

INTERSESSION

Intersession is a one to two-week period in the spring in which the School’s normal routine is interrupted so that all students and faculty can participate in special projects. All Upper School students are required to participate each year. Intersession projects might involve community service, physical activity, arts activity, cultural or informational trips. Costs are not included in the tuition and range from $100 to more than $2,000. Students must participate in at least one Service Intersession during their enrollment.

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General Information

STUDENT SUPPORT SERVICES

CounselorsInformal counseling for a student or his or her family is available through the Upper School Counselor. A student or group of students can choose to meet with the Counselor or can be referred by a teacher, parents or the Head of Upper School. Parents are asked to contact the counselor as soon as concerns arise. A family will be contacted if their child needs to be referred to an outside professional or if there are concerns for the student’s personal safety.

Learning SpecialistA learning specialist is available to assist both teachers and students in developing strategies to meet the individual learning styles of students. Parents are asked to contact the classroom teacher as soon as concerns arise and then notify the Learning Specialist as needed. The Learning Specialist is available to do a preliminary screening and follow-up conference with parents and faculty. To obtain additional information about a student experiencing learning difficulty, the student may be referred for testing from an outside evaluator after consultation with the parents. When intensive individual instruction is recommended, the learning specialist will work with the parent, tutor, and classroom teacher to coordinate the remediation.

Student Resource TeamThe Upper School Student Resource Team (SRT) meets weekly and works in an interdisciplinary manner to coordinate aca-demic and socio-emotional resources, supports, and services for students. Parents and faculty may consult with members of SRT. Specific recommendations from this group may include: suggestions for classroom strategies, accommodations, social supports, behavior modification systems, and outside professional support. Members of the SRT:

• KarenCumberbatch,HeadofUpperSchool• JCole,AssistantHeadoftheUpperSchoolforCollegeCounseling• BenMcClellan,USDeanofStudents• IleneLees,UpperSchoolCounselor• RobinBruck,USLearningSpecialist• GailWillie,SchoolNurse• SteffKerr,Directorofthe9thgradeProgram• KenFishback,DirectoroftheResidentialProgram• BimSchauffler,DirectoroftheInternationalStudentProgram

ACADEMIC RECORDSschool(s) is attached to their SSFS transcript. Copies of all high school transcripts are forwarded to transfer schools, colleges, and universities.

Students may earn a maximum of two (2) credits at an accredited educational institution outside SSFS after matriculating at SSFS. (Students participating in a semester abroad are exempted from this limitation.) An original transcript(s) of courses taken outside SSFS is attached to the student’s SSFS transcript.

The cumulative Grade Point Average (GPA) is calculated based on grades earned in courses taken at SSFS. Grades earned out-side SSFS are not calculated into the cumulative GPA. SSFS. An original transcript (s) of courses taken outside SSFS is attached to the student’s SSFS transcript.

The cumulative Grade Point Average (GPA) is calculated based on grades earned in courses taken at SSFS. Grades earned out-side SSFS are not calculated into the cumulative GPA.

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General Information

ADVISORY

Upper School advisors have numerous roles in the lives of their advisees. They are responsible for serving as student advocates, supporting their advisees in school endeavors and helping them to achieve an appropriate balance between academic and extra-curricular activities. Specifically, the advisor role includes the following: • Develop an effective mentoring relationship with advisees• Serve as liaison between the school and parents• Review and monitor advisees’ academic and social progress; including assisting students in determining appropriate courses

for upcoming semesters• Develop the advisor group as a supportive and positive experience for students• Facilitate advisory group activities developed by the Upper School Advisory Committee.• Facilitate efforts to support advisees having academic or social difficulty • Assist in coordinating efforts to best meet the needs of students, including work with the school counselor, the learning

specialist, SRT, and others• Counsel students concerning disciplinary matters• Serve as advocate for students in disciplinary processes

NINTH GRADE PROGRAM

Sandy Spring Friends School offers a rich transitional experience for ninth grade students linking the middle school years with the more intensive demands of the upper school program. The program is sensitive to the particular intellectual, social and emotional needs of 13 to 14-year olds as they enter late adolescence.

Most of the ninth grade classrooms and the ninth grade office are located in the Ninth Grade Building (Hartshorne). This cen-tral location allows the students to maintain closer contact with their teachers, their peers, and their supplies. Other classes are held in Moore Hall and in the Science Center. The academic program encourages integration across the four basic subject areas of English, history, science, and mathematics. In addition, ninth grade students participate in a required seminar class that includes study of: Quakerism; interpersonal relationships; leadership & teamwork; diversity appreciation, nutrition and body image; drugs, alcohol and tobacco.

The program also includes several experiential elements – pre-school camping trip, field trips, 9th grade play in November (100% participation), community service, team building exercises and Intersession. Every aspect of the program is required and built into the ninth grade schedule. Each experiential element is an important educational growth experience and extends andenrichesthecoreacademicprogram.TheninthgradeIntersessioninrecentyearshastraveledtotheFloridaKeys.Itisprimarily a curriculum-based trip with extensive amounts of community service.

Pre-school camping trip: There is a ninth grade camping trip that is a required part of the ninth grade program. This five-day trip occurs in late August. The trip includes hiking, canoeing and whole group activities at Catoctin Quaker Camp. There is no additional fee for this trip.

9th Grade TeamSteffKerr ProgramDirector,Mathematics HannahKerr Arts,Dance,Assistant9thGradeProgramDirectorKathyLaughlin UpperSchoolHistory,WorldCulturalGeography,ESLWorldHistory,APUSGovernmentandPoliticsTakisha Reece Science Rob Travieso English Josh Moffatt HistoryJohanna Modak Global Languages

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General Information

COLLEGE COUNSELING

In keeping with the words and spirit of the SSFS Mission Statement, the SSFS College Counseling program believes that it is especially important to “cherish the worth and dignity of each individual” during the college selection process, particularly the student, parents, and SSFS faculty and staff. By following a sensible and effective approach to college guidance and by working together, the college application process can be an exciting and rewarding time. For the student, it is one of the most signifi-cant steps toward independence and adulthood. However, for both parent and student, it can be a period of great uncertainty, anxiety, and sometimes frustration. To facilitate with the college selection process, the School uses the Family Connection , a web-based program by Naviance, to help students and families investigate, research, track, and plan for the college admission process.

College Counseling Program Goals:• To counsel and support all SSFS students as they navigate their way through the college selection process.• To create an environment in which the student, parents, and the School are working together as a team and where the

student feels empowered to play the central role in the college application process.• To follow, at all times, the Principles of Good Practice as set forth by the National Association for College Admission

Counseling (NACAC).

College Counseling Program Staff: Jerome Cole, Assistant Head of Upper School for College CounselingSteve Pinto, Assistant Director of College CounselingFrances Lambrecht, Registrar and College Counseling Coordinator

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Curriculum Planning Guide

STUDENT NAME: _____________________________ ADVISOR NAME: ____________________

1st Semester 2nd Semester

9TH GRADEEnglish English 9 English 9 History Cultural Geography Cultural GeographyMathematics ________________________ __________________________Science ________________________ __________________________ Foreign Language ________________________ __________________________Arts ________________________ __________________________Electives ________________________ __________________________P.E./Sports ________________________ __________________________

10TH GRADEEnglish English 10 English 10 History West.Civ. or AP World History West.Civ. or AP World HistoryMathematics ________________________ __________________________Science ________________________ __________________________Foreign Language ________________________ __________________________Arts ________________________ __________________________Electives ________________________ __________________________P.E./Sports ________________________ __________________________ 11TH GRADEEnglish ________________________ __________________________History ________________________ __________________________Mathematics ________________________ __________________________Science ________________________ __________________________Foreign Language ________________________ __________________________Arts ________________________ __________________________Electives ________________________ __________________________P.E./Sports ________________________ __________________________

12TH GRADEEnglish ________________________ __________________________History ________________________ __________________________Mathematics ________________________ __________________________Science ________________________ __________________________Foreign Language ________________________ __________________________Arts ________________________ __________________________Electives ________________________ __________________________P.E./Sports ________________________ __________________________

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ENGLISH COURSES

Ninth Grade English is required of all 9th grade students, and Tenth Grade English or Expository Writing is required of all 10th grade students. Courses for juniors and seniors are semester-length courses, except AP courses. English is required during each of the four years of high school.

FULL-YEAR ENGLISH COURSES

Course TitleCourse Summary

NINTH GRADE ENGLISHThe theme of ninth grade English is “unmasking identity.” Self-discovery through literature inspires students to ask questions of themselves as they read about characters searching for who they are and what they stand for. We explore this theme through the study of different literary genres (novels, short stories, essays, drama, and poetry). Group discussions are an important component of this course. We focus on developing strong paragraphs and on the process of writing and revising the five-paragraph essay, personal narratives, poetry, research papers, and play adaptations.

Texts studied in the past have included: • The Absolutely True Diary of a Part-Time Indian – Sherman Alexie• Brighton Beach Memoirs – Neil Simon• Miriam’s Song – Miriam Mathabane• Romeo and Juliet – William Shakespeare• Water for Elephants – Sara Gruen• A Long Way Gone: Memoirs of a Boy Soldier – Ishmael Beah• Frankenstein – Mary Shelley• The Secret Life of Bees – SueMonkKidd• Selected short stories/essays/poetry

English

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TENTH GRADE ENGLISH - FOUNDATIONS OF WESTERN CULTURE This is a course in World Literature emphasizing the archetypal characters and themes that have preoccupied writers from all cultures and historical periods up to the present. Special emphasis is given to the Bible, Greek drama, and philosophy, Medieval literature, and to modern variations on the heroic, allegorical, apocalyptic, and utopian forms of the past. The reading list is chosen to complement the work being done in the 10th grade World History courses. Composition instruction is focused on the development of writing skills in exposition, interpretation, and argument.

Texts studied in the past have included: • The Bible• The Epic of Gilgamesh• Three tragedies of Sophocles• Sir Gawain and the Green Knight• Hamlet - William Shakespeare• Dandelion Wine – Ray Bradbury• The Odyssey


EXPOSITORY WRITINGThis writing course is designed to develop analytical and writing skills and is reserved for students in the 10th grade or for 10th-12th grade ISP students who have graduated from the ESOL program (teacher recommendation required). Students read and analyze complex texts. They also focus on deepening their writing processes. They learn various methods for exploring ideas in the pre-writing step, and they continue to develop deep revision skills and careful attention to editing. Students will write often in various forms, from analytical to narrative. Additionally, students will improve their grammar and vocabulary. In the second semester students will continue to analyze and synthesize what they have read, focusing on language and literary devices in order to cultivate a stockpile of ideas to use in their own writing.

Possible texts may include • Of Mice and Men – John Steinbeck• The Epic of Gilgamesh • Sir Gawain and the Green Knight• Lost in Yonkers – Neil Simon• Lord of the Flies – William Golding• Hamlet – William Shakespeare

English

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English


Prerequisite: Students who are eligible for this course should be excellent students in English and have an outstanding work ethic. Also, they will need to be recommended by their previous English teacher and the department head.

AP ENGLISH LITERATURE AND COMPOSITION (BRITISH LITERATURE) Beginning in the 8th century, in Term I we will examine the first 1000 years of British literature. From the masterpiece Beowulf through Chaucer’s Canterbury Tales to the prose of Bacon, we will try to arrive at an overview of the beginnings (and middles) of perhaps the greatest national literature in history. Term II will continue with a survey of British literature from the 1700’s up to the present. Most of our time this term will be spent in the 20th century. Time will be spent throughout preparing for the Advanced Placement test in Literature, offered in spring.

Texts studied in the past have included: • Beowulf – trans. Howell D. Chickering• The Canterbury Tales – Geoffrey Chaucer• Henry IV, Part I – William Shakespeare• Utopia – Thomas More• The Essays – Bacon• Gulliver’s Travels – Jonathan Swift• Hard Times – Charles Dickens• Heart of Darkness – Conrad• Portrait of the Artist as a Young Man – James Joyce• Poetry – W.B. Yeats



AP ENGLISH LANGUAGE AND COMPOSITION (DRAMATIC LITERA-TURE)The class will read many of the great classic and contemporary playwrights; there will be an emphasis on realism and tragedy early in the year, and then we will focus on playwrights who make us laugh.

The curriculum may include plays by:• Tennessee Williams• Peter Shaffer• William Shakespeare• August Wilson• Paula Vogel• Edward Albee• Oscar Wilde• David Mamet• Larry Shue• Eugene Ionesco• Alan Bennett• Wendy Wasserstein• Thornton Wilder

Students will write many essays, including analytical and personal reaction papers. When appropriate, we will attend professional play productions. Students will also take time to prepare for the Advanced Placement examination in English Literature given in the spring.

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AP ENGLISH LANGUAGE AND COMPOSITION From advertisements to traffic signs, editorials to songs, we are surrounded by arguments. The focus of this course is on those arguments, or rhetoric, at work in classic and contemporary texts. Students will learn to recognize the variety of rhetorical modes and persuasive strategies used in visual and language-based texts, to evaluate the effectiveness of these rhetorical moves, and to master and employ those strategies in their own writing. This course’s expectations, pace, and subject matter are equivalent to a first-year college composition class, and students will be expected to take the College Board’s AP test in Language and Composition in May. Students considering this course should be prepared for frequent and challenging reading and writing assignments, independent reading and research projects, and focused work in refining elements of writing such as organization, clarity, style, and mechanics.

1ST SEMESTER ENGLISH COURSES: GRADES 11 AND 12


AMERICAN LITERATURE 1This course is designed to introduce 11th and 12th grade students to major texts of early American Literature. This semester, we’ll study works of fiction and nonfiction from the 16th through the 19th centuries: novels, diaries, short stories, poems, plays, and essays. We will look at the Puritan beginnings of American literature the Age of Reason in the 1700s, and finally the development of Romanticism in the 1800s.

Major writers may include:• Anne Bradstreet• Benjamin Franklin• Ralph Waldo Emerson• Henry David Thoreau• Nathaniel Hawthorne• Walt Whitman• Emily Dickinson• Herman Melville• Mark Twain

Our double-focus will be reading these texts as literature (searching for meaning and symbol within the text) and as anthropological evidence (searching for clues in the text about American culture). Two prominent themes will be the American Dream and the idea of the American Hero. Students will be evaluated on their preparedness for class, their participation in class discussions, and their performance in large writing assignments or projects. Our several large essays will emphasize the process of writing, from free-writing and organizing to drafting and revising.

English

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BANNED BOOKSAtthesametimethatJ.K.Rowling’sHarry Potter series was breaking sales records and boosting readership, copies were removed from the shelves of libraries around the world amid claims that Rowling promoted heathenism and witchcraft. Why do certain books become the focus of so much controversy? This course will examine books that have been banned or censored and the cultural currents that prompted such a reaction.

Potential examples include:• 1984 – George Orwell• A Clockwork Orange – Anthony Burgess• The Color Purple – Alice Walker• The Jungle – Upton Sinclair

We will also explore the First Amendment, the freedom of the press, and the politics of literature. And yes, we will use a research project at the conclusion of the course to return to Harry Potter and other beloved books that have generated controversy more recently.


CRITICAL WRITING IIn this course, students learn to write expository prose, with a particular focus on the literary analytic essay. Expository prose is a form of writing common in academia in which the writer conveys information, explains things to the reader, and may also form an argument. Writing instruction includes standard grammar lessons, as well as lessons devoted to more “global” writing concerns, such as essay organization. Critical Writing students also practice essential literary analysis and close reading skills. The Critical Writing curriculum contains literature from a variety of time periods and genres, meaning that students will be exposed to a wide range of diverse writing styles.

Possible texts may include:• Into Thin Air –JohnKrakauer• The Book Thief – Mark Zusak• The Catcher in the Rye – J.D. Salinger

English

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LITERATURE OF THE LANDSCAPEAs Albert Einstein said, “Look deep into nature, and then you will understand everything better.” This course will focus on the writing of Americans who, generation after generation, looked deep into nature to understand themselves and the world.

Texts will include the classic works of:• Henry David Thoreau• Ralph Waldo Emerson• John Muir• Aldo Leopold

Texts will also include contemporary authors such as:• Annie Dillard• Wendell Berry• Barry Lopez• Mary Oliver• Gretel Ehrlich• BillMcKibben

Students will also learn about the growth of the conservation and environmental movements in America. Writing assignments will include research and advocacy papers, self-reflective descriptions of nature, and analytical essays.

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NATIVE AMERICAN LITERATUREThis course will look at texts from a few Native American writers. To think that we can get a clear picture of native traditions, values, and practices based on these few texts would be presumptuous. But we will try to get a start. We will look at some origin myths, autobiography, poetry, and essays from the hands (and voices) of Native American writers.

Texts will include:• Diné bahane’ (the Navajo creation story)(selections)• The Way to Rainy Mountain – N. Scott Momaday• Storyteller – Leslie Marmon Silko• Indian Killer – Sherman Alexie• Selected Poetry (handouts)


SHORT STORY AND POETRYThis is both a literature and creative writing course. The short story challenges authors to write powerful, evocative, and often shocking prose in a compact format.

In this course, we will study celebrated and emerging masters of the genre such as:• J.D. Salinger• Flannery O’Connor• Raymond Carver• KarenRussell• ZZ Packer• Manuel Gonzales• Tobias Wolff• George Saunders• Gabriel Garcia Marquez

We will also create two short stories to practice the writing techniques that make this genre so arresting. Through a careful examination of writing techniques available to poets, such as tone, word choice, story, rhythm, format, song, and rhyme, we will acquaint ourselves with a wide variety of poems and poets. We will also practice the techniques that we study, crafting our own poems in a range of forms and subjects.

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2ND SEMESTER ENGLISH COURSES: GRADES 11 AND 12


AMERICAN LITERATURE IIThis course is designed to introduce 11th and 12th grade students to major texts of recent American Literature. This semester, we’ll study works of fiction and nonfiction from the 19th and 20th centuries: novels, short stories, poems, plays, and essays.

Major writers may include:• Willa Cather• F. Scott Fitzgerald• John Steinbeck• Ernest Hemingway• Zora Neale Hurston

Our double-focus will be reading these texts as literature (searching for meaning and symbol within the text) and as anthropological evidence (searching for clues in the text about American culture). Two prominent themes will be the American Dream and the idea of the American Hero. Students will be evaluated on their preparedness for class, their participation in class discussions, and their performance in large writing assignments or projects. Our several large essays will emphasize the process of writing, from free-writing and organizing to drafting and revising.


VISUAL TEXTSEven before Roman poet Horace wrote “as is painting, so is poetry” in 13 BCE, the worlds of literature and the visual arts have conversed and collaborated with one another. In this course, we’ll investigate the areas of intersection between literature and visual art. This includes fiction and poetry inspired by art, artwork that responds to literature, graphic novels and illustrated texts, and visual rhetorical arguments. Students will enhance their critical analysis skills in both linguistic and visual modes through interpretive class discussion, presentations, and writing assignments. This course is recommended for students who are enrolled in Arts and Ideas or who have a particular passion for art.

Possible texts include:• Girl with a Pearl Earring – Tracy Chevalier• Safe Area Gorazde – Joe Sacco• American Born Chinese – Gene Luen Yang• A wealth of short stories and poetry, and classic and contemporary advertisements

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CRITICAL WRITING IICritical Writing II is a continuation of Critical Writing I. In Critical Writing, students learn to write expository prose, with a particular focus on the literary analytic essay. Expository prose is a form of writing common in academia, in which the writer conveys information, explains things to the reader, and may also form an argument. Writing instruction includes standard grammar lessons, as well as lessons devoted to more “global” writing concerns, such as essay organization. Critical Writing students also practice essential literary analysis and close reading skills. The Critical Writing curriculum contains literature from a variety of time periods and genres, meaning that students will be exposed to a wide range of diverse writing styles.

Possible texts may include:• Brave New World – Aldous Huxley• And Then There Were None – Agatha Christie• The Glass Menagerie – Tennessee Williams


SOUTHERN LITERATUREThe American South has had more than its fair share of conflict, struggle, and heartache, which has given rise to much of the country’s best literature. According to author Natalie Goldberg, “There is something extravagant and wild about [the South] — snakes on the roof of a car, swamps, a delta, sweat, the smell of sea, buzz of an air conditioner, Coca-Cola — something fertile, with a hidden danger or shame, thick like the humidity, unspoken yet ever-present.” This course will explore the history and identity of the South through its most celebrated literature.

Possible study includes the work of classic and modern authors such as: Mark Twain• William Faulkner• Flannery O’Connor• Eudora Welty• Pat Conroy• Carson McCullers

We will also explore contemporary Southern authors such as:• Charles Frazier• KathrynStockett

Through their work, we will discover what it means to be Southern and the precise mixture of pride and pain that the South brings to our national consciousness. Writing assignments will include analytical essays, personal essays, and frequent informal reflections.

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LITERATURE OF THE AMERICAN WESTFrom the beginning of American history, settlers and the already settled have had in their minds a picture of “the West” that has helped to define America and Americans in general. We will look at some texts that helped to create this picture, and that has, in many ways, come to represent “America” to many others around the globe.

Texts will include:• The Last of the Mohicans – James F. Cooper• All the Pretty Horses – Cormac McCarthy• The Ox-bow Incident – W V T Clark• A Dime Novel• Roughing It – Mark Twain


CREATIVE NON-FICTIONThis will be both a literature and creative non-fiction writing course. We will read autobiographies, letters, diaries, memoirs, journals, fictionalized recall and historical fiction. We will develop an understanding of the historical contexts of particular works and how they help to transform those contexts. Students will write many essays, including analytical and personal reaction papers. Furthermore, there will be an opportunity to write memoir and historical fiction.

Possible texts may include:• An American Childhood – Annie Dillard• In Cold Blood – Truman Capote• This Boy’s Life – Tobias Wolff• Among Schoolchildren–TracyKidder• The House at Sugar Beach: In Search of a Lost African Childhood – Helene Cooper• Travel writings of Bill Bryson and Rosemary Mahoney

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HISTORY COURSES

Ninth grade students are required to take World History I - Ancient to Medieval History (Pre-History to 1450), and 10th grade students are required to take World History II – The Age of Exploration to Modern History (1450 to the present) or AP World History. All students must take American History, or AP American History, for graduation. Juniors and seniors may choose from a range of additional semester and yearlong courses. Upper level elective courses are not necessarily offered every year.

FULL-YEAR HISTORY COURSES: GRADES 9 and 10


WORLD HISTORY I – ANCIENT TO MEDIEVAL HISTORY (PRE-HISTORY TO 1450)This full-year course explores the history of our world from pre-history to the early modern era. It is designed to develop a greater understanding of the origins of human societies, the connections between them, and how geography, cultural institutions, and beliefs shape their evolution by highlighting meaningful similarities and differences among them. Focusing on Africa, Asia, the Americas, Europe, and the Middle East, students will work within the themes of politics, economics, religion, social structure, intellectual/artistic, geography, and patterns of interaction. Students will produce their own notebooks, use analytical thought, study current events as they relate to regions of study, learn writing and basic research skills, and examine a mix of primary and secondary sources. Students will also be introduced to historical thinking skills such as document review, changes and continuities over time, and comparing and contrasting similarities and differences among civilizations, regions, and time.


WORLD HISTORY II – THE AGE OF EXPLORATION TO MODERN HISTORY (1450 TO THE PRESENT)This full-year course begins with the Age of Exploration and concludes with a consideration of contemporary geo-politics within the thematic framework of politics, economics, religion, social structure, intellectual/artistic, geography, and patterns of interaction. Students will continue to use thoughtfully compiled notebooks to discover patterns of behavior, explore historical movements and concepts, and identify trends and themes throughout history. They will refine such skills as reading comprehension, critical analysis, comparing and evaluating information, and building upon the historical thinking skills of document review, changes and continuities over time, and comparing and contrasting similarities and differences among civilizations, regions, and time. They will also research, write essays and papers, and annotated bibliographies. Current events will also be examined.

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LITERATURE OF THE AMERICAN WESTFrom the beginning of American history, settlers and the already settled have had in their minds a picture of “the West” that has helped to define America and Americans in general. We will look at some texts that helped to create this picture, and that has, in many ways, come to represent “America” to many others around the globe.

Texts will include:• The Last of the Mohicans – James F. Cooper• All the Pretty Horses – Cormac McCarthy• The Ox-bow Incident – W V T Clark• A Dime Novel• Roughing It – Mark Twain


CREATIVE NON-FICTIONThis will be both a literature and creative non-fiction writing course. We will read autobiographies, letters, diaries, memoirs, journals, fictionalized recall and historical fiction. We will develop an understanding of the historical contexts of particular works and how they help to transform those contexts. Students will write many essays, including analytical and personal reaction papers. Furthermore, there will be an opportunity to write memoir and historical fiction.

Possible texts may include:• An American Childhood – Annie Dillard• In Cold Blood – Truman Capote• This Boy’s Life – Tobias Wolff• Among Schoolchildren–TracyKidder• The House at Sugar Beach: In Search of a Lost African Childhood – Helene Cooper• Travel writings of Bill Bryson and Rosemary Mahoney

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Prerequisite: An A average in World History I, and current history teacher recommendation. In addition, before students are approved for the course, there will be a review of the student’s English grades, a review of the student’s overall course load, and approval by the History Department Head.

AP WORLD HISTORYThis is a full-year course designed to prepare students for the Advanced Placement examination in May. AP World History emphasizes the evolution of global processes and contacts, in interaction with different types of human societies. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, focuses primarily on the past thousand years of the global experience. This course highlights the nature of change and continuity in international frameworks, their causes, and consequences. The student uses critical-thinking skills to demonstrate an understanding of major ideas, eras, themes, developments, and turning points in world history. The course emphasizes and develops close reading, writing, and research skills that are necessary for success in the class. This class is only open to sophomores and replaces the World History II requirement.

FULL-YEAR HISTORY COURSES: GRADES 11 and 12


Prerequisite: Not open to students who have credit for AP U.S. History.

AMERICAN HISTORY AND GOVERNMENT SURVEYThis is a full year course that fulfills the graduation requirement. It traces the history and government of the United States from Columbus to the first Gulf War and the development of the American Government system from its English origins to present day governmental problems. Social, cultural and political history will all be discussed in the course. This course is designed to prepare students for the U.S. History Achievement test.


Prerequisite: An A average in World History II or B average in AP World History, and current history teacher recommendation. In addition, before students are approved for the course, there will be a review of the student’s English grades, a review of the student’s overall course load, and approval by the History Department Head.

AP UNITED STATES HISTORYThis is a full-year course designed to prepare students for the Advanced Placement examination given in May and fulfills the graduation requirement. It traces the history and government of the United States from Columbus to the present and the development of the American Government system from its English origins to present day governmental problems. Social, cultural and political history will be discussed in this course. Students who are eligible for this course should be excellent students in history, have an outstanding work ethic, do well on standardized tests, or be recommended by their previous history teacher. Students unable to keep up with the workload may be moved into the regular class. Not open to students who have credit for U.S. History and Government.

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MIDDLE EAST STUDIES - POLITICS AND RELIGION OF THE MIDDLE EASTThis full-year course will survey the strategically important region of the Middle East in the con-text of history, religion, culture, geography, politics, and contemporary issues. We will begin with a brief examination of Middle East history, from pre-Islamic Arabia, through the rise and spread of Islam, and the glories of the scientific and philosophical achievements of the Golden Age. The course will then focus on the region since the discovery of oil, and the role that has played in contemporary history. Issues such as pan-nationalism, the Arab-Israeli conflict, 9/11 and the wars in Iraq and Afghanistan, religious extremism, the politics and economics of oil, U.S. foreign policy, and issues of democratization and human rights, particularly in light of the Arab Spring, will be studied. Arabic language will also be infused into the course where relevant and necessary, and outside speakers and field trips may be included.

FULL-YEAR HISTORY COURSES: GRADE 12


Prerequisite: An A average in prior history course or B average in a prior AP History course, and current history teacher recommendation. In addition, before students are approved for the course, there will be a review of the student’s English grades, a review of the student’s overall course load, and approval by the History Department Head.

AP EUROPEAN HISTORYThis is a full year course designed to prepare students for the Advanced Placement examination in May. The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the roles of continuity and change in present-day society and politics, and the evolution of current forms of artistic expressions and intellectual discourse.In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European History, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing.

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Prerequisite: An A average in a prior history course or B average in a prior AP History course, and current history teacher recommendation. In addition, before students are approved for the course, there will be a review of the student’s English grades, a review of the student’s overall course load, and approval by the History Department Head.

AP COMPARATIVE GOVERNMENT AND POLITICSThis is a full year course designed to prepare students for the Advanced Placement examination in May. The AP course in Comparative Government and Politics aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes. In addition to covering the major concepts that are used to organize and interpret what we know about political phenomena and relationships, the course will cover specific countries and their governments. Six countries form the core of the AP Comparative Government and Politics course. China, Great Britain, Mexico, Nigeria, and Russia are all regularly covered in college-level introductory comparative politics courses. The inclusion of Iran adds a political system from a very important region of the world and one that is subject to distinctive political and cultural dynamics. By using these seven core countries, the course can move the discussion of concepts from abstract definition to concrete examples, noting that not all concepts will be equally useful in all country settings.

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1ST SEMESTER HISTORY COURSES: GRADES 11 AND 12


Prerequisite: Successful completion of American History.

THE COLD WAR AND AMERICA IN THE 60’SThis is a one-semester course covering the time period from the end of World War II to the 1970s. The class will cover the political, cultural and social developments during this time period. ThedomesticaswellastheforeignpolicyoftheEisenhower,Kennedy,Johnson,andNixonadministrations will figure prominently in discussion. A major focus will be on the Civil Rights Movement, the Vietnam War and Watergate. The Beat Generation, the advent of Rock and Roll, the influence of folk music, the British invasion and the psychedelic era will be featured, along with the literature and films of the era. There will be a considerable amount of required reading as well as a research project.


COMPARATIVE RELIGIONS INumerous eastern and western religions will be examined. Rather than looking in depth at one religion at a time, students in the course will move ‘across’ religions, looking at themes and issues common to many faiths, themes such as rituals, holy places and holy people, sacred books or texts, patterns and ways of worship, founders of the individual faiths. Students will be based on quizzes and tests, classroom participation, and a research paper project of each student’s choosing. Comparative Religions I and II are two semester-long courses that students can take independently or consecutively.

2ND SEMESTER HISTORY COURSES: GRADES 11 AND 12


Prerequisite: Successful completion of American History.


NATIVE AMERICAN HISTORYThis is a one-semester course that will examine the history and culture of the Native American people of North America and South America. It will cover the pre-Columbian period up to the present day. Students must have completed American History before taking this course. The class will follow the Five Hundred Nations concept and geographic clusters. Traditions, creation myths, gender roles, art, and language groups will be among the cultural topics covered. Tribal interactions, interaction with the European settlers, western movement, removal and reservation systems will be among the historical topics covered. There will be a standard print text and the traditional classroom lecture and discussion. A research project will be required. The class is designed as a history elective for seniors. COMPARATIVE RELIGIONS IISee description under COMPARATIVE RELIGIONS I.

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MATHEMATICS COURSES

Students are required to take three years of mathematics while in the Upper School. We strongly encourage, but do not require, a fourth year of mathematics. Students must successfully complete Algebra II (or Advanced Algebra II) to graduate. A student’s math sequence will build on the courses taken prior to ninth grade (and as determined by placement testing, the recommendation of the middle school mathematics teacher, and prerequisites indicated below), following the sequence of Algebra I, Integrated Geometry, and Algebra II (or Advanced Algebra II). After Algebra II, students may continue along the algebra-based sequence of courses or explore an elective path which features financial modeling or statistics.


ALGEBRA I The primary goal of Algebra I is to master the linear function: graphing lines and solving linear equations. In reaching this goal students acquire skills in simplifying algebraic expressions, using formulas, and problem solving. The students are given a foundation for more advanced work in mathematics by learning how to perform basic operations on polynomials and doing some elementary probability and statistics.


Prerequisite: Successful completion (C- or better) of Algebra I and per-mission of the Mathematics Depart-ment.

INTEGRATED GEOMETRY The Advanced Algebra II course will cover all of the topics of the Algebra II course but with greater depth and a focus on more complex problem sets. This course is intended to be a rigorous and comprehensive study of Algebra II and its related topics. Successful students are expected to enroll in Advanced Pre-Calculus. Placement in this course will be based on teacher recommendation and department approval.


Prerequisite: Successful completion (C- or better) of Integrated Geome-try and permission of the Mathemat-ics Department.

ALGEBRA IIAlgebra II continues and solidifies the topics introduced in Algebra I. In addition, the following topics will be studied: direct and inverse variation, linear equations and systems; quadratics, exponential, logarithmic, polynomial, and rational functions; and matrices.


Prerequisite: Placement in this course will be based on teacher recommen-dation and department approval.

ADVANCED ALGEBRA IIThe Advanced Algebra II course will cover all of the topics of the Algebra II course but with greater depth and a focus on more complex problem sets. This course is intended to be a rigorous and comprehensive study of Algebra II and its related topics. Successful students are expected to enroll in Advanced Pre-Calculus.

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Prerequisite: Successful completion (C- or better) of Algebra II or Advanced Algebra II.

ALGEBRA IIIThe Algebra III curriculum will build on the foundations set in Algebra I and Algebra II with emphasis on functions, graphing, and modeling. Additionally, students will study units in data collection, statistical applications and display; series and sequences; and, as time permits, matrices and exponential and logarithmic models. Assessments will include an emphasis on standardized test taking, and investigation and project based learning.


Prerequisite: A grade of B- or better in Advanced Algebra II or a grade of B or better in Algebra II and permission of the Mathematics Department.

PRE-CALCULUSThis course includes the study of polynomial, rational, exponential, logarithmic, and trigonometric functions and their use as mathematical models. Transformation of functions is a major focus of this course. Other topics include writing proofs for trigonometric identities and complex numbers. If time permits, additional topics such as sequences and series, probability, and matrices will be studied.


Prerequisite: A grade of B+ or better in Advanced Algebra II and permission of the Mathematics Department.

ADVANCED PRE-CALCULUSThe Advanced Pre-Calculus curriculum includes a focus on the behavior of polynomial, rational, exponential, logarithmic, and trigonometric functions. Additional topics of study include trigonometric identities, vectors, sequences and series, and polar and three-dimensional coordinate systems. This course is intended to be a rigorous and comprehensive study of Pre-Calculus and prepare students for Advanced Placement Calculus.

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Prerequisite: A grade of B- or better in Pre-Calculus or a grade of C or better in Advanced Pre-calculus and permission of the Mathematics Department

CALCULUS This course provides and overview of the basic concepts of differential and integral calculus, with an emphasis on application to biological, physical, and social sciences and economics. Students will review the fundamentals of functions and their graphs before focusing on limits, methods of differentiations, applications of the derivative and an introduction to integral calculus.


Prerequisite: A grade of A- or bet-ter in Pre-Calculus or a grade of B or better in Advanced Pre-Calculus and permission of the Mathematics Department.

AP CALCULUS AB This course follows the Advanced Placement (AP) Calculus AB syllabus: a study of limits, differentiation and integration of polynomial, exponential, logarithmic, and trigonometric functions, and their application to maxima-minima problems, related rates, and calculating areas and volumes. Students completing this course will be expected to take the AP Calculus AB examination


Prerequisite: A grade of B or better in AP Calculus AB and permission of the Mathematics Department.

AP CALCULUS BCThis course builds upon the material learned in AP Calculus AB. The students will learn the remaining material in the AP Calculus BC curriculum, which includes techniques of integration, indeterminate forms, improper integrals, infinite series, and the calculus of parametric, polar, and vector functions. Additional topics may include surfaces in three dimensions, partial differentiation, and multiple integrals. Students completing this course will be expected to take the AP Calculus BC examination.


Prerequisite: Successful comple-tion (C- or better) of Algebra II (or equivalent) and permission of the Mathematics Department.

FINANCE WITH APPLIED MATHEMATICSThis is a mathematical modeling course focusing on personal financial planning and management. Students will use skills and concepts from Algebra, Pre-Calculus, Prob-ability and Statistics, Geometry and Calculus to solve financial problems that occur in everyday life. Real-world problems in investing, credit, banking, auto insurance, mort-gages, employment, income taxes, budgeting and planning for retirement are solved by applying the relevant mathematics. Financial decision making will be highlighted via projects exploring the concepts introduced in class.


Prerequisite: A grade of B+ or better in Finance with Applied Mathemat-ics OR a grade of B- or better in Pre-Calculus AND a B or higher in Algebra II (or equivalent), and permission of the Mathematics De-partment. Additionally, ISP students who sign up for AP Statistics must be in mainstream English and must have the recommendation of the ISP Department Head.

AP STATISTICSThis course is a non-calculus-based introductory course in statistics. Students planning collegiate studies in the physical or social sciences should consider taking this course. The course focuses on four conceptual themes: exploring data, planning a study, anticipating patterns, and inference. Students will also be introduced to selected topics in discrete mathematics. Students who take this course will be expected to take the Advanced Placements Statistics examination.

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1ST SEMESTER MATHEMATICS COURSES


Prerequisite: Successful completion of Algebra I and permission of the Mathematics Department. Open to 10th, 11th, and 12th grade students.

INTRODUCTION TO COMPUTER SCIENCEThis class will introduce students to the fundamentals of computer science. While studying traditional concepts as object oriented programming, simulation, and good coding practices, students will also learn to work through and solve problems in a more efficient manner. Throughout the semester, students will also be introduced to basic graphics programming. Introduction to Computer Science is particularly appropriate for those individuals who enjoy math and logic or are considering further studies in technical or scientific fields. The course will involve projects and problem-solving as significant learning components, so success in the course depends on a student’s ability to successfully manage independent work.

NOTE: This course cannot interrupt the algebra-based sequence of courses (Algebra I – Integrated Geometry – Algebra II or Advanced Algebra II) though it may be taken concurrently with the latter two.

2ND SEMESTER MATHEMATICS COURSES


Prerequisite: Successful completion of Introduction to Computer Science and permission of the Mathematics Department

iOS APPLICATIONS DEVELOPMENTThis class introduces the fundamentals of designing applications for an iPhone and/or iPad. Using Swift, Apple’s latest programming language, students will learn the techniques to produce iOS apps that adhere to basic user interface and design guidelines. Topics covered in this course include how to incorporate a variety of media (text, images, audio) into an app, creating simple two-dimensional games, and accessing outside information such as location and weather data. For a final product, students are encouraged to create an application to be used by the wider SSFS community.

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SCIENCE COURSES

Three years of science are required for graduation, at least one year of which must be a physical science and one year a biological science. A fourth year of science is recommended, particularly for students considering selective colleges and/or a college major in science, engineering, medicine, or related fields. Many science courses have mathematics prerequisites, and some have science prerequisites as well.

FULL-YEAR SCIENCE COURSES


BIOLOGYThis course covers learning and the brain, neuro-anatomy, methods of biology, chemistry of life, cell structure and processes, energetics, genetics, DNA science, molecular biology, botany, evolution, organism diversity and ecological relationships. Students develop observational and analytical skills through regular inquiry. Students use biotechnology and other modern methods to investigate problems in Biology. Students will conduct several long-term projects or research studies throughout the year using zebrafish as a model organism. This course meets the biological science requirement.


Prerequisites: Successful completion of both Biology and Chemistry or the permission of the Science Department.

ANATOMY AND PHYSIOLOGYThis course is an investigation into the anatomy and physiology of the human body, with an emphasis on homeostasis. Students conduct a variety of laboratory investigations into the organization of the human body, the cell and molecular basis of life, and the structure and function of each of the body systems. Laboratory work includes a few dissections, including the sheep brain, the pig heart, the cow eye, and either a cat or fetal pig. This course meets the biological science requirement.


Prerequisite: A grade of B in Algebra I or concurrent enrollment in Algebra II.

CHEMISTRYChemistry includes studies of the atom, elements, compounds, and theories explaining their behavior. After studying the foundational aspects of Chemistry, investigationofvarioustopicsofChemistryisundertaken,suchasKinetics,Equilibrium and Acids and Bases. Laboratory work is an integral part of the course. This course meets the physical science requirement.


Prerequisites: Successful completion of Chemistry with at least a grade of B+, completion of or concurrent enrollment in Pre-Calculus, or permission of the instructor.

AP ENVIRONMENTAL SCIENCEThis advanced level course is designed to be the equivalent of a one-semester introductory college course in environmental science. The goals of this course are to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world; to identify and analyze both natural and human-made environmental problems; to examine alternative solutions for resolving and/or preventing them; and to prepare students for taking the AP Environmental Science examination. As such, this course is fast-paced. The course involves several project-based units (including racing the SSFS Electric Car) as well as laboratory and field investigations. This course meets the biological science requirement.

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Prerequisites: Successful completion of Chemistry with at least a grade of B+, completion of or concurrent enrollment in Pre-Calculus, or permission of the instructor.

AP CHEMISTRY (ADVANCED CHEMISTRY) This course is an advanced level Chemistry course with the purpose of preparing students for taking the AP Chemistry examination. As such, the course is fast-paced and challenging, covering material covered in the first year Chemistry course (but in greater depth, and with more mathematical sophistication), as well as material not covered in the first year. The course will be offered if there is sufficient demand.


Prerequisite/co-requisite: Successful completion of Algebra II or concur-rent enrollment in Advanced Algebra II or higher.

PHYSICSPhysics is an algebra based course. This conceptually and mathematically rigorous course focuses on the fundamentals of classical mechanics. Students will study vectors, motion, forces, projectile motion, energy, momentum, rotational motion, and gravitation. Physics is an appropriate course for those with strong problem solving skills and a comfort with trigonometry, formulating algebraic expressions and solving for unknowns. Laboratory activities, spreadsheets, demonstrations, word problems, presentations, and scientific writing are integral parts of the class. Before taking this class students must either know basic trigonometry, or be willing to do the extra work to learn it in the first few weeks of school. This course meets the physical science requirement.


CONCEPTUAL PHYSICSThis course focuses on physical science in a broad sense by undertaking a series of projects in basic physics (e.g. rockets and propulsion systems) and engineering (structures and bridge building). The curriculum is heavily oriented toward a series of labs or projects supplemented by lecture, discussion, and reference work. The goal of the class is to provide students with a firm conceptual foundation in scientific processes and content and is a preparation for any higher-level classes in the Science Department. Conceptual Physics is not open to students who have received credit for Physics. This course meets the physical science requirement.


Prerequisite/co-requisite: AP Calculus AB.

AP PHYSICSThis conceptually and mathematically rigorous course focuses on the fundamentals of classical mechanics, and as a one-year course, will prepare students for the AP Physics C Mechanics test. Students will study motion, forces, projectile motion, energy, momentum, rotational motion, gravitation and oscillation and waves. AP Physics is an appropriate course for those students with strong problem solving skills and at least concurrent enrollment in AP Calculus AB or higher. The class also involves precision writing of explanations of physical phenomena. Laboratory activities, demonstrations, word problems, and short essay writing are integral parts of the class. This course meets the physical science requirement.

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Prerequisites: Successful completion of Conceptual Physics or at least one semester of Introductory Projects in Science and Engineering (Engineering I). In addition students must have successful completion or co-enrollment in three years of Upper School science that must include a Biology, Chemistry and Physics course (Conceptual, Physics or AP Physics) with a grade of at least a B in most recent course, or approval of the Science Department.

ADVANCED PROJECTS IN SCIENCE AND ENGINEERING (ENGINEERING II)This is a largely self-directed and interdisciplinary class aimed at teaching students the skills necessary to successfully complete a project for a national science fair or competition, while giving them time and access to work on their project. Students will focus on one self-determined project with the aim of entering it into a nationally recognized competition or conference. The class will reinforce the concepts of system level project design and project management; including time management, budgeting and task delegation. The class will focus on communicating ideas through written and oral presentations and reports. The class will be aimed at upperclassmen interested in completing projects. Grading will be based on successfully meeting class and project requirements, on successfully completing the chosen project, and on competing in a local, state, or national competition.

NOTE: Students without Conceptual Physics or one semester of Introductory Projects may petition the Science Department to be exempted from this requirement. Approval to take this course will be granted based on demonstrated ability in science, demonstrated self-motivation, interest, and a clear idea of the specific project they would like to undertake.

1ST SEMESTER SCIENCE COURSES


Prerequisites: Open to 10th, 11th, and 12th grade students with a grade of B or higher in most recent course and/or the approval of the Science Department.

INTRODUCTORY PROJECTS IN SCIENCE AND ENGINEERING IThis interdisciplinary class aims to teach the skills necessary for future entry in STEM competitions or internships. Students will learn about project management while completing projects exploring different aspects of STEM, primarily focusing on Engineering. The class will introduce students to concepts of system level project design and teach them the skills required to manage a project, including time management, presentation of work, budgeting, and task delegation. The class will also teach specific skills useful in these projects. This semester course will focus on computer programming, electrical engineering, and robotics. Students will spend approximately the first quarter learning techniques of programming using such tools as Scratch and Alice, as well as discussing where and how these tools are used. These programming skills, in combination with an introduction to circuits would then be used in an introduction to robotics using NXT, Arduino, or similar systems.

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Prerequisites: Must have completed one full year of Upper School science, and either completed or be concurrently enrolled in Geometry.

OCEANOGRAPHYThis course is designed to give students a basic understanding of oceanic systems and processes through both lecture and laboratory components. Students will investigate the following disciplines– biology, chemistry, physics, geology, and atmospheric sciences – as they relate to the oceans and increase their performance of the following Next Generation Science Standard practices: asking questions and defining problems; developing and using models,;planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence obtaining; and evaluating and communicating information. This course meets the biological science requirement.


Prerequisites: Successful completion of one full year of Upper School science, and completion of or concurrent enrollment in Integrated Geometry.

ASTRONOMYAstronomy is a semester length course that earns .5 credits toward the physical science requirement. Astronomy will alternate every other year with Meteorology. Astronomy students will study the Earth’s place in the Universe and Solar System, including Cosmology, Stellar Astronomy, and Planetary Astronomy. Astronomy, paired with either Meteorology or Geology, meets the physical science requirement.

2ND SEMESTER ESL SCIENCE COURSE


Prerequisites: Open to 10th, 11th, and 12th grade students with a grade of B or higher in most re-cent course and/or the approval of the Science Department.

INTRODUCTORY PROJECTS IN SCIENCE AND ENGINEERING IIThis interdisciplinary class aims to teach the skills necessary for future entry in STEM competitions or internships. Students will learn about project management while completing projects exploring different aspects of STEM, primarily focusing on Engineering. The class will introduce students to concepts of system level project design and teach them the skills required to manage a project, including time management, presentation of work, budgeting and task delegation. The class will also teach specific skills useful in these projects. This semester course will focus on skills and techniques useful in mechanical fields including drafting and structural design. The first quarter of this semester will focus on surveying, technical drawing and CAD, while the second quarter uses those skills in mechanical and structural projects. Students are not required to take Introductory Projects in Science and Engineering I in order to participate in this second semester course.

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Prerequisites: Successful completion of one full year of Upper School science, and completion of or concurrent enrollment in Integrated Geometry. Astronomy or Meteorology is recommended but not required to take Geology.

GEOLOGYGeology is a semester-length course earning .5 credits toward the physical science requirement. Students will study the Geology of the Earth as a system, including: plate tectonics, geologic age, rock and mineral identification, and erosional forces. Geology, paired with either Astronomy or Meteorology, meets the physical science requirement.


Prerequisites: This science elective is open to students in grades 11-12.

BIOETHICSThis semester-long course explores a wide range of topics related to ethical issues in medical sciences and technology. Topics may include cloning, genetic screening, organ transplantation, new reproductive technologies, The Human Genome Project, gene therapy, fetal tissue transplantation, AIDS, euthanasia, health care issues, and environmental issues. Students have input into which particular topics are considered. Course curricula may include case studies, debate, panel discussions, writing position papers, role-play, journal writing, and student led seminars.

1ST SEMESTER ESOL SCIENCE COURSE


ESOL SCIENCE IThis course focuses on both the content of physical and biological sciences and the English language structures and functions related to the study of science. Science concepts and relationships serve as a vehicle for students to learn the language of observation, identification, description, definition, and experimental investigation. Through scientific inquiry, students learn the language of classification, comparison, measurement, inference, and hypothesizing necessary for work in subsequent non- ESOL science classes. ESOL Science I and ESOL Science II together meet the biological science requirement.

2ND SEMESTER ESOL SCIENCE COURSE


ESOL SCIENCE IIThis course is a continuation of ESOL Science I. ESOL Science I and ESOL Science II together meet the biological science requirement.

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GLOBAL LANGUAGE COURSES

Students are required to take at least three years (levels) of the same global language throughout high school for graduation. Where applicable, typically students enter the language sequence in ninth grade at the level indicated by middle school instruction, placement testing and interviews, as well as the recommendation of the middle school teacher. Students must demonstrate a minimum satisfactory proficiency (C- or better) in order to advance to the next level course. The global language requirement is waived for ESL students. All global language courses are year-long courses.

CHINESE (MANDARIN)


CHINESE (MANDARIN) FOUNDATIONS IChinese (Mandarin) Foundations I provides an introduction to the basics of grammar and vocabulary with an emphasis on developing proficiency in speaking and listening as well as reading and writing and basic facts about China. Pronunciation and communication skills on daily topics are emphasized. Activities include: simple conversations, short compositions, games, interviews, oral presentations and skits. Students develop cultural awareness through authentic materials, including video and audio recordings, as well as websites, magazines and newspapers.


Prerequisite: Chinese (Mandarin) Foundations I or equivalent.

CHINESE (MANDARIN) FOUNDATIONS IIChinese (Mandarin) Foundations II continues to expand upon grammatical concepts, build vocabulary and develop communicative skills via approaches similar to those used in the Chinese (Mandarin) Foundations I. The student should develop greater competence in listening and speaking skills through increased exposure to and involvement in everyday situations in the language. Additionally, students acquire increased proficiency in reading by the study of uncomplicated texts. They also work on developing writing skills in the language by completion of various writing (and occasionally translation) assignments.

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Prerequisite: Chinese (Mandarin) Foundations II

INTERMEDIATE CHINESE (MANDARIN) IMore able to handle non-complex situations and familiar topics, the Intermediate Chinese (Mandarin) I student delves deeper into learning more communicative structures and vocabulary expressions, including compound phrases for both oral and written communication. Students explore more non-complex listening and reading texts such as short articles and news stories. Pronunciation accuracy, grammar accuracy, character-writing skills and practical writing tasks will be increasingly emphasized. More fluent expression is encouraged through presentation, discussion, and assigned composition topics. Students continue to make comparisons with the language and culture studied.


Prerequisite: Intermediate Chinese (Mandarin) I or equivalent.

INTERMEDIATE CHINESE (MANDARIN) IILinguistically more nimble, the Intermediate Chinese (Mandarin) II student broadens one’s breadth of vocabulary and depth of communicative structures by virtue of increased reading, writing, listening and speaking exercises for the sake of improving oral and written communication. The study of culturally-authentic materials and use of relevant sources provide a heightened platform for refining pronunciation, grammatical accuracy, and practical writing skills, including the art of character-writing, as well as furthering students’ awareness of China’s exponentially widening sphere of influence.

FRENCH


FRENCH FOUNDATIONSFrench Foundations provides an introduction to the basics of grammar and vocabulary with an emphasis on developing proficiency in speaking and listening as well as reading and writing. Activities include: simple conversations, compositions, games, interviews, oral presentations and skits. Students develop cultural awareness through authentic materials, including video and audio recordings, as well as websites, magazines and newspapers.


Prerequisite: French Foundations or equivalent.

INTERMEDIATE FRENCHIntermediate French continues to expand upon grammatical concepts, build vocabulary and develop communicative skills via approaches similar to those used in French Foundations. The student should develop greater competence in listening and speaking skills through increased exposure to and involvement in everyday situations in the language. Additionally, students acquire increased proficiency in reading by the study of uncomplicated, but challenging texts. They also work on developing writing skills in the language by completion of various writing (and occasionally translation) assignments. Finally, students’ understanding of the francophone world is expanded through frequent discussions about francophone countries and their cultures.

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Prerequisite: Intermediate French or equivalent.

ADVANCED FRENCH CONCEPTSAdvanced French Concepts combines a review of essential grammatical structures, especially verb tenses, with an introduction to the finer points of the language. Reading matter is more sophisticated and may include short stories, novellas, essays, and articles. These provide the basis for class discussion and conversation in the target language. More fluent expression is encouraged through discussion, debate, assigned composition topics, and comparison of resulting texts.


Prerequisite: Advanced French Concepts or equivalent.

ADVANCED FRENCH: HISTORY AND LITERATUREThis comprehensive course addresses the needs of those students who may or may not plan to pursue AP French Language and Culture, by means of a literary systematic approach to history, philosophies, social behavior and political thought. Students are encouraged to explore, enjoy and discuss many works considered to be masterpieces of world literature in their original language. Literary genres presented include poetry, short stories, drama and essays. Selections are complemented with comprehension and grammar exercises, pertinent vocabulary, presentations, film studies and composition activities.


Prerequisite: Advanced French History and Literature or equivalent.

AP FRENCH LANGUAGE AND CULTUREBy way of six broad-based themes -- Families & Communities, Science & Technology, Beauty & Aesthetics, Contemporary Life, Global Challenges, and Personal & Public Identities -- the AP French Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts ensuring the integration of the national standards: Communication, Cultures, Connections, Comparisons, and Communities. The AP French Language and Culture exam focuses on the assessment of listening, speaking, reading, writing, and culture by way of three modes of communication (Interpersonal, Interpretive, and Presentational). Using authentic source material from the French-speaking world - print, short films, and audio - the AP course provides students with opportunities to develop and demonstrate their proficiency in each of the three modes in the Intermediate to Pre-Advanced range as described in the ACTFLPerformanceGuidelinesforK–12Learners.

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SPANISH


SPANISH FOUNDATIONSSpanish Foundations provides an introduction to the basics of grammar and vocabulary with an emphasis on developing proficiency in speaking and listening as well as reading and writing. Activities include: simple conversations, compositions, games, interviews, oral presentations and skits. Students develop cultural awareness through authentic materials including video and audio recordings, websites, magazines, and newspapers.


Prerequisite: Spanish Foundations or equivalent.

INTERMEDIATE SPANISHIntermediate Spanish continues to expand upon grammatical concepts, build vocabulary and develop communicative skills via approaches similar to those used in Spanish Foundations. The student should develop greater competence in listening and speaking skills through increased exposure to and involvement in everyday situations in the language. Additionally, students acquire increased proficiency in reading by the study of uncomplicated, but challenging texts. They also work on developing writing skills in the language by completion of various writing (and occasionally translation) assignments. Finally, students’ understanding of the Hispanic world is expanded through frequent discussions about Spanish-speaking countries and their cultures.

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Prerequisite: Intermediate Spanish or equivalent.

ADVANCED SPANISH CONCEPTSAdvanced Spanish Concepts combines a review of essential grammatical structures, especially verb tenses, with an introduction to the finer points of the language. Reading matter is more sophisticated and may include short stories, novellas, essays, and articles. These provide the basis for class discussion and conversation in the target language. More fluent expression is encouraged through discussion, debate, assigned composition topics, and comparison of resulting texts.


Prerequisite: Advanced Spanish Concepts or equivalent.

ADVANCED SPANISH: HISTORY AND CULTUREThis advanced level language course addresses the needs of those students who may or may not plan to pursue AP Spanish Language and Culture, by means of a literary approach to history, geography, social behavior and culture. Students study specific regions of the Spanish speaking world in depth by analyzing historical influences, geography, culture, and authentic texts. Literary genres include newspaper articles, poetry, short stories, and essays. Reading selections are complemented with comprehension and grammar exercises, pertinent vocabulary, presentations, and composition activities.


Prerequisite: Advanced Spanish Concepts or equivalent.

ADVANCED SPANISH: COMMUNICATIONS AND CULTUREThis advanced level language course addresses the needs of those students who may or may not plan to pursue AP Spanish Language and Culture, by focusing on listening, speaking, reading, writing, and culture by way of three modes of communication (Interpersonal, Interpretive, and Presentational). Students study thematic vocabulary, analyze current Spanish speaking media, and explore cultural topics with a focus on written and verbal expression in real life situations. Thematic topics are complemented with pertinent vocabulary, grammar practice, presentations, and frequent writing assignments.


Prerequisite: Advanced Spanish History and Culture or Advanced Spanish Communications and Culture or equivalent.

AP SPANISH LANGUAGE AND CULTUREBy way of six broad-based themes -- Families & Communities, Science & Technology, Beauty & Aesthetics, Contemporary Life, Global Challenges, and Personal & Public Identities -- the AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts ensuring the integration of the national standards: Communication, Cultures, Connections, Comparisons, and Communities. The AP Spanish Language and Culture exam focuses on the assessment of listening, speaking, reading, writing, and culture by way of three modes of communication (Interpersonal, Interpretive, and Presentational). Using authentic source material from the Spanish-speaking world - print, short films, and audio - the AP course provides students with opportunities to develop and demonstrate their proficiency in each of the three modes in the Intermediate to Pre-Advanced range as described in the ACTFLPerformanceGuidelinesforK–12Learners.

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ARTS COURSESStudents are required to take three years (six semesters) of arts for graduation, including Arts and Ideas I and II. Students are encouraged to take arts courses in both performing arts and studio arts. Students may take the same art course in multiple years to gain additional mastery. The graduation requirement for students entering the school in their junior or senior year shall be determined based on the arts credits that transfer from their previous school. Any junior or senior entering the school with no transferable arts credit will be required to take a minimum of two arts credits (4 semesters including Arts & Ideas I & II) for juniors and Arts & Ideas I & II for seniors.

FULL-YEAR ARTS COURSES


Prerequisite: Teacher recommendation and/or Department Head approval.

AP MUSIC THEORY (ADVANCED PLACEMENT)This course will introduce the students to the craft of harmonic music writing and analysis on a rigorous, individualized level. While the primary goal is to cover instructional material in preparation for the AP Music Theory examination given in May, there are no academic prerequisites for enrollment; beginners as well as accomplished music students alike are welcome to take this course. Students will work at their own pace and progress as mastery of material is accomplished.


MODERN DANCE (LEVEL 1-3)No dance experience is necessary for this co-ed performing arts course. Technique study will draw from various sources including Horton, Cunningham, active release and floor work. Composition will be solo work or appropriate level. Students will be exposed to basic partnering concepts and improvisation elements with an emphasis on fun. Participation will require evening and weekend rehearsals as the performance dates approach.


Prerequisite: Modern Dance I and II and/or teacher recommendation.

ADVANCED MODERN DANCEThis course offers students an opportunity to continue dance studies at the next level. Students with an established knowledge of technique and choreography will explore post-modern to present-day modern icons such as Pina Bausch, Bill T. Jones and Batsheva. Class material will also include studying the parallels of cultural/social dances and Modern Dance, dance as a tool for activism, and incorporation of multi-media. The class will aim to model a dance company and perform repertoire. Participation will require evening and weekend rehearsal as the performance dates approach.


HANDBELLSHandbell ringing is the ideal medium to develop excellent music reading and performance skills, regardless of past experience. Any student may enroll, as classroom rehearsal experience is all that is necessary for success in this course as we work towards several public performances throughout the year.

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Prerequisite: Minimum of one year proficiency on instrument or consent of instructor.

INSTRUMENTAL MUSICAny student with a good playing proficiency on an instrument is encouraged to enroll in Instrumental Music. Whether the interest is jazz, rock, or classical, this class will give students the opportunity to work in small ensembles each day in preparation for several performance opportunities throughout the year.


CERAMICSThis studio course provides an introduction to the potter’s wheel; wedging, centering, opening, throwing, shaping, re-centering, trimming, drying, and glazing. Hand-building and decorating will also be covered.


PHOTOGRAPHYThis course offers students the experience to learn photography skills from the dark room to the digital lab. Working with film and digital media, students will learn the fundamentals of photography including film development, photo composition, and dark room techniques. As the course progresses, we will shift our focus to digital development, photo editing, image management, and the use of professional level software tools. The expectation is that students will learn how to design and produce materials for a range of applications. Each student will build a portfolio of their work over the term culminating in a art show at the end of the course.


WEAVING AND FIBERSThis course will explore the use of the four harness floor loom. Students will warp a loom and weave a sampler, which will expose them to a variety of weaves. Next they will plan and measure a project of their choice. This class will also explore various fibers, colors, textures, and weaving patterns. Students can weave as many projects as time will allow. Students are encouraged to enter their finished projects at the Maryland Sheep and Wool Festival in May.


ACTINGThis course gives students the opportunity to develop acting, public speaking, and communication skills. The emphasis is on experiential learning and the artistic process. Students develop ensemble skills, and build confidence through improvisation and theater games. Students learn to analyze a script and use aesthetic language while collaborating with their peers in the production of scenes and monologues. The course explores a range of performance styles taken from theater history. Attendance at all Sandy Spring main stage productions and, at least, one outside production is expected. No previous experience is required to take this course.


WOODWORKINGThis class is designed to give students the opportunity to develop good basic woodworking skills and to enjoy the pleasures of creating projects primarily made out of wood. Students will learn to identify and use various traditional hand tools and power tools. Each student will design and construct projects utilizing woodworking techniques covered in the course. No prior woodworking experience is necessary.

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STAGECRAFTThis course focuses on the technical side of theater and event production. Students develop artistic vocabulary and technical knowledge of lighting, set, sound, props, costume design, and production through hands-on experience. Students learn to perform various roles on the production team, and take on responsibility for running school performances. A commitment to weekend and evening rehearsals is a required part of this course. No previous experience is required.

1ST SEMESTER ARTS COURSES


ARTS AND IDEAS IThis one-half credit, semester course will explore the development of the arts from the fall of Rome to the dawn of the 19th century. Primary focus will center on the artistic trends and styles of western culture in this survey course. Significant study will also be devoted, however, to the parallels and contrasts found in the arts of various other world cultures including: Asia, Africa, the Middle East, and the Americas. Successful completion of both Arts and Ideas I and II is required for graduation. This academic course is recommended for juniors and seniors only.


STUDIO ART 1 (LEVEL 1-3)This course will focus on helping students to develop a hands-on understanding of the visual language and to experience the processes of making art. It starts with academic observational drawing and moves through various mediums to conceptual multi-media work based on contemporary art. The assignments are individualized after the in-class observational drawing project. This allows each student to explore aspects of visual art at his or her own pace. The course includes in-class projects, homework, journal, and an at-home semester project in lieu of exam. All students 9th through 12th grade and all levels of ability are welcome.


Prerequisite: Studio Art I and II or consent of instructor.

ADVANCED STUIO ART IThis is a fall semester course with three levels of visual language and technical skills for serious art students. It covers basic design, visual language, drawing, painting, and personal exploration. It is an accelerated version of Studio Art I. Advance Studio Art was created for students who are serious about developing seeing with all their senses and expressing ideas, feelings, and experiences using physical material. It will give each student the space and time to explore the uses of visual language and the technical skills needed to create a portfolio for art colleges and liberal arts colleges with quality visual arts departments.

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CHORUSAny student may take Chorus. Students are expected to participate in performances. However, they need not be accomplished singers, they just need to attend and try their best. The chorus performs at school assemblies, Friends House and other places at various times during the semester, including the holidays.


PLAY PRODUCTIONThis course will give students the opportunity to experience the process of developing and producing a theatrical performance. The main focus of this course will be the rehearsal process and performance of the Upper School play. Students will also develop their acting techniques through monologue work, scene study, and improvisational exercises. A commitment to weekend and evening rehearsals are a required part of this course. No previous acting experience is required.

2ND SEMESTER ARTS COURSES


Prerequisite: Arts and Ideas I.

ARTS AND IDEAS IIThis one-half credit, semester course will explore the development of the arts from the 19th century to the present. Primary focus will center on the artistic trends and styles of western culture in this survey course. Significant study will also be devoted, however, to the parallels and contrast found in the arts of various other world cultures including: Asia, Africa, the Middle East, and the Americas. Successful completion of both Arts and Ideas I and II is required for graduation. This academic course is recommended for juniors and seniors only.


Prerequisite: Studio Art I course or consent of instructor.

STUDIO ART II (LEVEL 1-3)This course will continue to build upon skills and ideas developed in the Studio Art I course. Students will be encouraged to express themselves through the visual language, create original solutions to projects and to invent projects that help to deepen each student’s abilities and interests. The course includes in-class projects, homework, journal, and an at-home semester project in lieu of exam.


MUSICAL PRODUCTIONThe annual Sandy Spring musical is a full-length, staged production that culminates several months of musical and dramatic rehearsal. While students have the opportunity to audition for lead roles, the work selected each year clearly focuses on the chorus as the primary dramatic force. No audition is required for participation in the chorus. All are welcome and encouraged to participate. Participation will require evening and weekend rehearsals as the performance dates approach.

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ELECTIVES

Elective courses are those courses which do not fit neatly into a particular academic department, but may be taken for graduation credit. These courses, or any other upper level course in a department, may be used to fulfill the “elective credit” requirement for graduation.

ELECTIVE COURSES OFFERED EACH SEMESTER


SELECT SEMINAR ON GLOBAL PEACE AND JUSTICEThe Select Seminar on Global Peace and Justice will provide a small, college-like setting for the inspired teaching and learning of historic and contemporary approaches to peaceful social change, conflict resolution, and justice initiatives. The Seminar will provide an academically enriched cross-curricular approach to teach students the role of Quaker faith and practice, as well as other compatible beliefs, in efforts and movements around the world to promote global peace and justice in the pursuit of a more sustainable future. Students in this seminar will not only learn of historical and contemporary actions taken by Quakers and others, but they will be expected to pursue leadership opportunities and plan and participate in their own community service related initiatives to support the pursuit of global peace and justice. Five themes that will recur throughout the course are: applied Quakerism, inter-cultural communication, globalization in education, critical thinking, reading, writing and speaking, and experiential learning. Students must apply to this program and acceptance into the program is not guaranteed.


Prerequisite: The class is open to 10th, 11th, and 12th grade students. All students enrolled in the course are required to attend and participate fully in the conference – which requires additional expenses (generally $600-$700). Scholarships may be available.

MODEL U.N.The course focuses on preparation for participation in a Model United Nations conference. The conference includes a simulation of the United Nations and related organizations. Students prepare for the conference by researching issues and countries, writing and editing position papers, and practicing speeches and debates. This is a two semester course. Students must sign up for both semesters. Mandatory Model U.N. meetings will take place weekly on Wednesday from 2:30 – 3:30 p.m. This class is graded on a Pass/Fail grading scale. Full attendance at the conference and completion of a position paper is mandatory to pass this class.

This class will be capped at 15 students. Each student must submit an application to be admitted into the class.

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1ST SEMESTER ELECTIVE COURSES


QUAKERISMRequired for students new to Sandy Spring Friends School in 10th, 11th, and 12th grade during the first semester. Open as an elective for 10th, 11th, and 12th grade returning students. See description under Religion/Service.


AMERICAN CULTURE IThis semester-long course is open to all students. The course is designed to help international students to better acculturate to life in the United States. It will help American students to better understand the nature of the American character and how Americans are perceived by other cultures around the world. The class seeks to help students understand what core American values are, where they come from and how they are realized here at Sandy Spring Friends School and in contemporary American society. Students will explore American culture through assigned readings, film, class discussion, surveys, presentations, and several papers. This course, along with American Culture II, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and travel and/or study abroad.


NEWSPAPER IStudents new to this course will learn the fundamentals of journalism and contemporary media. All students will work on articles, take photographs, and design pages for the student newspaper, The Gnus. The Gnus is a student forum, and students interested in telling the stories of their community and making a difference at Sandy Spring Friends School are encouraged to join. All levels of experience are welcome.

2ND SEMESTER ELECTIVE COURSES


AMERICAN CULTURE IIThis semester-long course is open to all students. The course is designed to help international students better acculturate to life in the United States and at Sandy Spring Friends School. It offers American students an opportunity to better understand the nature of their character and how they are perceived by other cultures around the world. American Culture II focuses on the assimilation of different groups into American culture and how both Americans and immigrant groups have been affected. It will then explore skills and strategies that individuals can use to smooth the path across cultures. Through exercises and activities similar to those used in American Culture I, this course will focus on learning what acculturation means, how the process of acculturation works and what strategies can be employed to make crossing cultures a positive, productive and enriching experience. American Culture II, along with American Culture I, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and future travel and/or study abroad.


NEWSPAPER IISee description under NEWSPAPER I.

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FULL YEAR ELECTIVE COURSE


YEARBOOKStudents will learn the basics of page layout and design and apply these skills in the creation of the school’s yearbook. Along with the Jostens Year Tech plug-ins, we will be using Photoshop to digitally enhance electronic photos and images that will be placed on the pages. We will cover design, typography, and layout skills, as well as digital photography and optimizing high-resolution images for print publication. Students must have the maturity to work independently and responsibly.

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QUAKERISMQuakerism is a one-semester course required of students who enter SSFS Upper School after the 9th grade. It is also an elective course open to all Upper School students. This course introduces students to the special history, traditions, practices, and beliefs of Quakers, as a foundation for participation in the life of the SSFS community. The course also explores a range of human religious beliefs and traditions in an accepting and exploratory way, and the class assists students in exploring their own religious traditions and beliefs. Quakerism provides students an opportunity to learn more about the religious traditions and beliefs of others, and it helps students understand religion as a historically, culturally, and psychologically significant aspect of human life. This course is not an attempt to convert students to (or from) any particular religious belief or organization, including The Religious Society of Friends (Quakers). There are no prerequisites for this class.


COMMUNITY SERVICE/STEWARDSHIP REQUIREMENTThe purpose of the community service program at Sandy Spring Friends School is to respond to the needs of others and to thereby enrich the school community and the lives of its members. Every Upper School student is expected to perform a combination of community service to those outside the school community and stewardship to the Sandy Spring Friends School community.

The graduation requirement is a minimum of 50 hours of community service, 30 hours of stewardship plus completion of a community service intersession involving at least 20 hours of service. This 100 hour requirement is pro-rated for students entering the Upper School after the freshman year. Those entering as a sophomore are required to complete 40 hours of community service and 22.5 hours of stewardship in addition to their community service intersession. Those entering as a junior are required to complete 25 hours of community service and 15 hours of stewardship in addition to their community service intersession. Seniors are not permitted to begin their second semester classes if they have not completed the community service requirement. Stewardship hours may not be used to fulfill the community service requirement. However, any community service that goes beyond 50 hours may be applied to the stewardship requirement.

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INTERNATIONAL STUDENT PROGRAM

Students who come to Sandy Spring Friends School from overseas are part of the International Student Program (ISP). The ISP includes academic and non-academic requirements, including courses, meetings, trips, and other special activities. Students who are developing their proficiency in English, or English Language Learners (ELL) are enrolled in English for Speakers of Other Languages (ESOL) courses, based on their current proficiency level. Students must demonstrate appropriate proficiency at each level in order to advance to the next level ESOL course or to be allowed to take “mainstream” classes in either history or English.

ESOL ENGLISH COURSES OFFERED EACH SEMESTER Course TitleCourse Summary

INTERMEDIATE ACADEMIC ENGLISH (ESOL)This course is an integrated-skills course focusing on listening, speaking, reading, and writing at the intermediate-low to intermediate-mid levels. The class initially emphasizes grammar and sentence level writing as well as vocabulary development. Intermediate Academic English also focuses on writing at the paragraph level and introduces basic essay formats and composition strategies. Students work extensively on the organization and delivery of formal oral presentations. The class also involves reading, note taking, and summary exercises as well as TOEFL/SAT I practice activities. The class is for ELL students that have basic English language skills, but need further work on grammar and complex sentence structures as well as basic reading and composition skills.


ADVANCED INTEGRATED COMPOSITION (ESOL)This course is an integrated-skills course designed to prepare intermediate-mid to intermediate-high level ELL students for either mainstream academic courses at Sandy Spring Friends School, or, in the case of seniors, for mainstream academic courses at American colleges and universities. The class focuses on paragraph development skills and formal composition with a focus on the writing process. The students will also be exposed to both contemporary literature and expose with reading and writing assignments that cross all disciplines. The course seeks to develop students’ ability to read, analyze and share, both in writing and orally, their perceptions of the material read. Students mastering this course and passing a placement test may be eligible to enroll in non-ESOL English and History courses.


ADVANCED INTEGRATED LITERATURE (ESOL)This course is an integrated-skills course designed to prepare intermediate-mid to intermediate-high level ELL students either for mainstream academic courses at Sandy Spring Friends School, or, in the case of seniors, for mainstream academic courses at American colleges and universities. The class continues the development of formal composition but focuses more on reading literature. The students will be exposed to a range of English literature and focus on analyzing literary works. The course seeks to develop students’ ability to read, analyze, and share, both in writing and orally, their perceptions of the works read. Students who successfully complete this course and pass an English placement test will move into non-ESOL English and History courses.

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ESL HISTORY COURSES OFFERED EACH SEMESTER


ESOL U.S. HISTORYThis course focuses on both the content of U.S. History from the colonial period through the Second World War and the English language structures and functions related to the study of history. Special emphasis is placed on the history of the United States as it relates to the cultures of students represented in the class. In addition to the various periods of American history covered, students will develop reading strategies as well as basic research, note taking, and writing skills necessary for work in subsequent non-ESOL history classes.


ESOL WORLD HISTORYThis course focuses on both the content of world history including the study of European, Middle Eastern and Asian civilizations and the English language structures and functions related to the study of history. In addition to the various great civilizations covered, students will develop vocabulary and reading strategies as well as basic research, note taking, and writing skills necessary for work in subsequent non-ESOL history classes.

ESOL SCIENCE COURSE OFFERED EACH SEMESTER


ESOL SCIENCEThis course focuses on both the content of physical and biological sciences and the English language structures and functions related to the study of science. Science concepts and relationships serve as a vehicle for students to learn the language of observation, identification, description, definition, and experimental investigation. Through scientific inquiry, students learn the language of classification, comparison, measurement, inference, and hypothesizing necessary for work in subsequent non-ESOL science classes.

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ESOL COURSES (REQUIRED)


GRAMMAR WRITING WORKSHOPIn this semester-long ESOL course, students work with their instructor to design an independent study program focusing primarily on improving their writing skills and increasing their use of English grammar. Students also have the option of using this course for TOEFL/SAT I preparation on a limited basis. Students will keep logs of their work and progress, and write several self-evaluations throughout the course. This class is open to all international students and is a concurrent requirement to support the transition of all international students entering non-ESOL English or History courses for the first time.


AMERICAN CULTURE IThis semester-long course is open to all students. The course is designed to help international students to better acculturate to life in the United States. It will help American students to better understand the nature of the American character and how Americans are perceived by other cultures around the world. The class seeks to help students understand what core American values are, where they come from and how they are realized here at Sandy Spring Friends School and in contemporary American society. Students will explore American culture through assigned readings, film, class discussion, surveys, presentations, and several papers. This course, along with American Culture II, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and travel and/or study abroad.


AMERICAN CULTURE IIThis semester-long course is open to all students. The course is designed to help international students better acculturate to life in the United States and at Sandy Spring Friends School. It offers American students an opportunity to better understand the nature of their character and how they are perceived by other cultures around the world. American Culture II focuses on the assimilation of different groups into American culture and how both Americans and immigrant groups have been affected. It will then explore skills and strategies that individuals can use to smooth the path across cultures. Through exercises and activities similar to those used in American Culture I, this course will focus on learning what acculturation means, how the process of acculturation works and what strategies can be employed to make crossing cultures a positive, productive and enriching experience. American Culture II, along with American Culture I, is a requirement for all new international students. Both courses are highly recommended for American students interested in pursuing the study of foreign languages and future travel and/or study abroad.

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Physical Activities/Sports

PHYSICAL ACTIVITIES

REQUIREMENTSBeginning with the 2015-2016 school year, students in the 11th and 12th grades are required to complete at least one unit of physical activity per year. Students in the 9th and 10th grades are required to complete at least two units of physical activity. This requirement can be met through participation on an interscholastic sports team, or by taking a Physical Education class offered during the school day or after school. Interscholastic sports teams require after-school commitments, in addition to some evening and weekend commitments for games, tournaments, and/or practices.

PHYSICAL EDUCATION CLASSES


MODERN DANCE This arts course may be taken for physical education credit. However, it cannot count for both an arts course and a physical activity at the same time. See full description under Arts courses offered each semester.


PHYSICAL EDUCATION (FFL) - FIT FOR LIFEDuring this course, students participate in a wide variety of recreational games and learn sport specific skills while understanding the importance of lifelong fitness. The goal for students is to value and appreciate many sports as well as the latest trends in fitness and exercise. Sports and activities covered could include team sports, base games, racket sports, plyometrics and agility, and weight training.


YOGAYoga is a system for achieving radiant health. Yoga practice promotes flexibility and strength and provides support for the serious athlete and dancer to help prevent injuries. Yoga postures reduce stress in the mind and body and can improve one’s mental attitude. Yoga also provides a non-competitive outlet for physical activity.

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PHYSICAL EDUCATION (WFF) - WALKING FOR FITNESSDo you like walking or are you looking for a non-competitive sport? If so, join the SSFS walking activity. We will explore the woods on our campus and surrounding areas, as well as suburban walking paths in the Olney area. The course will include discussions on the benefits of walking and warm-up/warm-down exercises. All you need is a pair of comfortable shoes – sneakers, walking shoes, or light track shoes are fine – and a sense of adventure.


Prerequisite: Each student must complete an application and be admitted to the course.

OUTDOOR LEADERSHIPOutdoor Leadership is open to all students in the Upper School. The class meets three times a week after school. The midweek meetings are generally on campus and Fridays are generally spent traveling off campus. Each section of the course culminates in a two night overnight expedition in the mid-Atlantic.

Outdoor Leadership teaches students wilderness living skills and practical leadership for surviving in the wilderness. The class teaches technical skills while emphasizing core leadership and wilderness living skill. Outdoor Leadership is limited to twelve (12) students per section.


FUNDAMENTALS OF ROCK CLIMBINGFundamentals of Rock Climbing is a semester length rock climbing class that is offered during the school day. Students will learn knot tying, how to properly use a safety harness, and proper belay technique. Significant time will be spent practicing movement and developing sport specific strength. Students will learn proper spotting technique and how to boulder (unroped climbing). The latter third of the course will be spent teaching advanced technical skill sets like anchor building, how to lead climb, and how to place traditional protection.

Fundamentals of Rock Climbing is limited to twelve (12) students.

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INTERMURAL SPORTS

Intramural sports are offered three times a week as an after-school activity in which skills are emphasized through a tactical games approach method. Students are actively participating in specific sport game play to gain experience and an appreciation for that sport.

FALL WINTER SPRINGIntramural(K)-Kickball Intramural(M)-MorleyGames Intramural(B)-Co-edBasketball

INTERSCHOLASTIC SPORTS (Varsity only unless noted)

Interscholastic teams practice daily, after school, with meets scheduled for weekdays and occasional weekends, sometimes including holiday weekends or vacation days. The interscholastic program emphasizes participation; while varsity placement is not guaranteed, a student wishing to participate in a sport will have a team to join.

FALLGirls Soccer (V) Boys Soccer (V, JV)Girls Volleyball Boys Cross-country RunningGirls Cross-country RunningGirls Tennis

WINTERGirls Basketball (V) Boys Basketball (V, JV)Rock Climbing Team Boys Ice Hockey (V) Wrestling

SPRINGGirls Track and Field Boys Track and Field Girls Lacrosse Boys LacrosseGirls Softball Boys BaseballGolf Boys Tennis

Junior varsity teams may be added or dropped each year depending on the number of participants in each sport.

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Internship Program

SSFS Internships can be taken in any of three terms: Fall (September-January), Spring (February-May), and Summer (June-August). Student interns will begin their workplace assignment at the beginning of the desired timeframe. Interns will be expected to complete a minimum of 60 hours during a semester to receive 0.5 credits. Although students may begin their In-ternship during any term, interns might want to remain with the mentor for several terms yielding combinations of academic year and summer work time. These arrangements can be made on an individual basis if the mentor and the student agree to continue the internship beyond the semester. Students can earn a maximum of 2 Internship credits (4 semesters). Students cannot receive Community Service credit and Internship credit at the same time.

An internship is a career-focused experience in research, business, industry, education, government, medicine, or social service that allows the student the opportunity to explore and clarify career choices in a particular field of interest while working with a mentor at a worksite for a defined period of time. Internships can be paid or unpaid. Learning on the job can be uniquely beneficial. It requires the intern to use verbal, critical thinking, questioning and writing skills as well as meeting general workplace expectations. No matter what happens – success, failure, or adjustment – the student gains experience and acquires personal information to set lifetime goals.

Students interested in pursuing internship opportunities should reference the Internship Program Description on the School’s website and talk with the Internship Coordinator.

Prerequisite: Open to rising juniors and Seniors only. (Note: students who have completed the 10th grade can participate in an internship during the summer before the start of the junior year). Completion of the internship application and approval by the Internship Committee.

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Pathways Schematics: English

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Pathways Schematics: History

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Pathways Schematics: Global Languages

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Pathways Schematics: Science

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Pathways Schematics: Mathematics

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Pathways Schematics: ESOL

Upper School Curriculum Guide 2015-2016

Documents

Transcript of Upper School Curriculum Guide 2015-2016