ssfs upper school curriculum guide: 2013-2014

2013-2014 Upper School Curriculum Guide

Table of Contents

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

EnglishNinth Grade English ................................................ 11Tenth Grade English ................................................ 12AP English Lit. & Comp. (Dramatic Lit.) ............... 12AP English Language & Composition ................... 12Critical Writing ........................................................ 13Psychology and Literature ....................................... 13British Literature I .................................................. 13 Gothic Literature ..................................................... 13Short Story and Poetry ........................................... 14 American Literature I ............................................. 14Native American Literature ..................................... 14Critical Writing II ................................................... 15Literature and Film .................................................. 15Modern Dystopian Novel ....................................... 15African American Literature .................................. 15Americal Literature II ................................................ 16Creative Non-Fiction .............................................. 16British Literature II .................................................. 16English as a Second Language .................................. 17Intermediate Academic English (ESL) ...................... 17Composition and Literature (ESL) .......................... 17Adv. Composition & Literature (ESL) ..................... 17Expository Writing I & II (ISP) ................................ 18

HistoryCultural Geography ........................................ 19Western Civilization ...................................... 19AP World History ......................................... 20 American History and Government Survey ..... 20AP United States History ............................... 20Islamic Studies .............................................. 21AP European History ................................... 21AP Comparative Government and Politics ...... 22Native American History ................................. 22History and Cinema .................................... 22ESL U.S. History ............................................ 23ESL World History ....................................... 23

MathematicsAlgebra I ......................................................... 24Integrated Geometry ......................................... 25Geometry B ..................................................... 25Algebra II ....................................................... 25Algebra II/Trigonometry .................................. 25Pre-Calculus ................................................... 25Advanced Pre-Calculus ...................................... 26Calculus ............................................................ 26AP Calculus AB .............................................. 26AP Calculus AB/BC ........................................ 26AP Calculus BC .............................................. 26AP Statistics .................................................... 27Finance ........................................................... 27Probability and Statistics ................................. 27 ScienceBiology ............................................................. 28Advanced Biology ............................................ 29Chemistry ......................................................... 29AP Environmental Science ................................ 29AP Advanced Chemistry ............................... 29Physics .............................................................. 29Conceptual Physics ........................................... 30AP Physics ........................................................ 30Adv. Projects in Science and Engineering I & II ... 30Bioethics ........................................................... 31Astronomy and Meteorology ........................... 31Geology ........................................................... 31ESL Science I & II ........................................... 32

Table of Contents

Global LanguagesChinese (Mandarin) I ........................................... 33Chinese (Mandarin) II ....................................... 33Chinese (Mandarin) III ....................................... 34French I ........................................................... 34French I I ......................................................... 34French I II ........................................................ 34French I V ........................................................ 34AP French Language and Culture ....................... 35Spanish I .......................................................... 35Spanish II .......................................................... 35 Spanish III ........................................................ 36Spanish IV ....................................................... 36AP Spanish Language and Culture ....................... 36

ArtsYearbook .............................................................. 37 AP Music Theory ............................................. 37 Ceramics ............................................................ 38 Handbells .......................................................... 38Instrumental Music .............................................. 38Modern & Advanced Modern Dance .................. 38Photography ........................................................ 38Weaving and Fibers ............................................. 39Woodworking ...................................................... 39Stagecraft ............................................................ 39Arts and Ideas I ..................................................... 39Chorus ................................................................ 39Video Production/One Acts .............................. 39Studio Art I & Advanced Studio Art I .................. 40Theater I ............................................................. 40Arts and Ideas II ..................................................... 40Musical Production .............................................. 41Play Production ...................................................... 41Studio Art II & Advanced Studio Art II .............. 41

ElectivesGrammar Writing Workshop ............................... 42Select Seminar on Global Peace & Justice I & II ... 42Model U.N. ....................................................... 43Quakerism ........................................................... 43Newspaper .......................................................... 43American Culture I ............................................. 43American Culture II ............................................ 44

Religion/ServiceQuakerism .......................................................... 45Community Service/Stewardship ........................ 45

International Student ProgramEnglish as a Second Language (ESL) .................... 46Intermediate Academic English (ESL) ................. 46Composition and Literature (ESL) ....................... 47Adv. Composition and Literature (ESL) .............. 47U.S. History (ESL) ............................................... 47World History (ESL) ........................................... 47Science I (ESL) ..................................................... 48Science II (ESL) ................................................... 48Grammar Writing Workshop I ............................. 48Grammar Writing Workshop II ........................... 48American Culture I ............................................. 48American Culture II ............................................ 49Expository Writing I & II (post-ESL) .................... 18

Physical Activities & SportsModern Dance ................................................. 50Fit for Life ........................................................... 50Field Games ....................................................... 51Yoga ................................................................... 51 Walking for Fitness .............................................. 51Outdoor Leadership ........................................... 51Fundamentals of Rock Climbing ...................... 51Intramural Sports ................................................. 52Interscholastic Sports .......................................... 52

Baseball – Boys Basketball – Boys and Girls Cross-country Running – Boys and Girls Golf – Boys and GirlsIce Hockey – Boys Lacrosse – Boys and GirlsRock Climbing – Boys and GirlsSoccer – Boys and Girls Softball – Girls Tennis – Boys and Girls Track – Boys and Girls Volleyball – Girls Wrestling

Internship ProgramInternship Program Overview............................. 53

Pathways SchematicsEnglish ................................................................ 54History ................................................................ 55Global Languages ................................................ 56Science ............................................................... 57Mathematics ....................................................... 58ESL ...................................................................... 59

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General Information

UPPER SCHOOL STATEMENT OF PHILOSOPHY

The Sandy Spring Friends Upper School is an independent, college-preparatory high school program under the guidance of the Religious Society of Friends (Quakers). Our community is designed to support and engage learners from diverse cultures and backgrounds as they partake in challenging educational activities. Faculty and students work to maintain a setting of trust and respect in which all members act with integrity and responsibility. Together we represent a dynamic, interactive community focused on academic, artistic, athletic, social, and spiritual education.

The Sandy Spring Friends Upper School provides an academically rigorous, supportive, and accepting community character-ized by close relationships among students and faculty. Quaker testimonies guide our policies and procedures, with emphasis on recognition and respect for individuals’ perspectives and differences. Within this environment, students are able to fully explore talents and interests. They become critical thinkers through a demanding academic curriculum, enriched arts program, inclusive athletics, service opportunities, clubs, and after school social gatherings. Student leadership and decision-making are encouraged and valued. The importance of diversity is supported by vibrant international and boarding programs which pro-vide opportunities for students and faculty from a variety of cultures and backgrounds to interact both during and after school hours. Underlying all that we do in the Upper School is a commitment to the Quaker values of simplicity, equality, honesty, respect, peaceful resolution of conflict, and community involvement.

When Sandy Spring Friends School students graduate from the Upper School, they move on to higher education and the world at large as confident, responsible, and thoughtful citizens. Graduates understand their interdependence with communi-ties, both local and global, as well as with the natural environment. They are open-minded, experimental, skilled, and curious. They have an understanding of practices in simplicity, tolerance, and non-violence. From the foundation of a strong and caring community, challenging intellectual pursuits, and enriching life activities, Sandy Spring Friends School students are prepared to become fully active, contributing members of the world.

Adopted by the Upper School Faculty May 2003

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General Information

ADMINISTRATIVE STAFFThomas GibianHead of SchoolB.A. College of Wooster, OHM.B.A. Wharton School, University of PA

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 at Los AngelesEd.Cert. Johns Hopkins University, MD

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

Ben McClellanDean of StudentsB.A. Hamilton College

Frances LambrechtRegistrarB.A. University of Maryland, Baltimore County

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

ADMISSIONS

Yasmin McGinnisB.A., College of the Holy CrossM.A., Boston CollegeDirector of Enrollment Management

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

RESIDENTIAL STAFF

Ken FishbackDirector of the Residential Life B.A. Duke University, NCM.Ed. East Tennessee State University

UPPER SCHOOL FACULTY & STAFF, 2013-2014

Justin LeakAssistant Director of Residential LifeB.A. Pennsylvania State UniversityM.A. Lewis and Clark College, OR

Julie BorsettiResidential Staff, Upper School Arts, Community ServiceB.A. Towson University, MDM.A. University of Portland, OR

Elizabeth ChannerResidential Staff, Health Center & Athletics Admin Assist.Teaching Certificate, Univ. of the West Indies School of Ed.M.Ed. Western Carolina University, NC

Aimee FarleyResidential Staff, Middle School Social StudiesB.S. Illinois State University

Megan HooverResidential CounselorB.A. Elon University, NC M.A. Ed. Catholic University, Washington, DC

Lauren ShiftlettResidential Program Weekend CoordinatorB.A. Frostburg State University, PAM.A. Towson University, MD

Brian WilkinsonResidential Staff, TechnologyB.S. University of New HampshireM.S. Johns Hopkins University, MD

Kexin ZhangResidential Staff, Global Languages, Homestay CoordinatorB.A. Sun-yet Sen University, China

TEACHING FACULTY

Julie BorsettiArts, Community ServiceB.A. Towson University, MDM.A. University of Portland, OR

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

Aaron ChanHistory, ESLB.A. University of California at San DiegoM.Ed. George Mason University, VAM.Div. Pacific School of Religion, CA

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General Information


Heather EngleMathematicsB.S. University of MassachusettsEd.M. Temple University, PA

Bruce EvansFine and Performing Arts, Department ChairB.A. Earlham College, IN

Laurel FlyerScienceB.S., Penn State University, PAM.S. Wilkes University, PA

Michele GrimmEnglish, 9th Grade ProgramB. A. Williams College, MA

Gwen HandlerFine and Performing ArtsB.F.A. George Washington University, Washington, DC

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

Tom HarrisonScience, Department ChairB.A. Bowdoin College, MEM.S. University of Maine

David HicksonAssistant Head of School for Academic Innovation, QuakerismB.A. Oberlin College, OHM.ED. Arcadia University, PA

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. Earlham College, IN

Hannah Kerr ’95Fine and Performing Arts, 9th Grade ProgramB.F.A. Virginia Commonwealth University

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

Kathy LaughlinHistory, Department ChairB.A. University of Alberta, CanadaM.A. McGill University, CanadaM.Ed. Loyola University, MD

Lisa LodoviciAthletic Conditioning, TrainerB.S. Salisbury University, MDM.S. Towson University, MD

Tony McCuddenMathematicsB.Ed. University of Melbourne, AustraliaM.A. College of Notre Dame of Maryland

Barry MerrittMathematicsB.S. Florida Southern College

Johanna ModakSpanishB.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

Lyn OstovFine and Performing ArtsB.F.A. Maryland Institute of ArtM.F.A. Maryland Institute of Art

Eduardo PolónSpanish, Global Languages Department ChairB.A. Western Michigan UniversityM.A. University of Maryland

Steve PowersAthletic DirectorB.A. University of Maryland

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General Information

Takisha ReeceScienceB.S. Farleigh Dickinson University, NJ

Paummi SarrazinCo-Director International Student Program, ESLB.A. Union College, NYM.A.T. School for International Training, VT

Bryan SeithMusicB.M. Westminster Choir College, NJ

Elisa ShapiroScienceB.S. University of MarylandM.S. University of Rochester, NY

Bim SchaufflerDirector of the International Program, ESL B.A. University of DelawareM.A. American University, Washington, DC

Alyssa Vain-CallahanEnglishB.A. Duke University, NC

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

Nate WhitmanMath, Outdoor EducationB.A. University of Richmond, VAM.A. St. John’s College, MD

Francis ZellPhysical EducationB.A. St. Mary’s College, MD

Kexin ZhangMandarin, Homestay Coordinator B.A. Sun Yat-sen University, China

TECHNOLOGY

Rex RileyTechnologyB.A. University of MarylandM.Ed. University of Virginia

Brian WilkinsonTechnologyB.S. University of New HampshireM.S. Johns Hopkins University, MD

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

Megan HooverDorm CounselorB.A. Elon University, NC M.A. Ed. Catholic University, Washington, DC

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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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.

• Successful completion of three (3) years of History, including one year of U.S. History.

• Successful completion of three (3) years of Mathematics in the Upper School.

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

• 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 that 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.

• ESL Program: Initial placement dependent on prior coursework and placement tests.

• 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.

• Successful completion of at least two (2) physical activities - Physical Education or Athletics - each year, in the Upper School.

General Information

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General Information

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 and online. 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 proj-ects 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 $1,000.Students must participate in at least one Service Intersession during their enrollment.

ACADEMIC RECORDS

For students entering Sandy Spring Friends School (SSFS) after 9th grade, course titles and credit earned, but not grades, from their previous school (s) are recorded on their SSFS transcript. An original transcript(s) from their previous school(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. 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

STUDENT SUPPORT SERVICES

CounselorsInformal counseling for a student or his or her family is available through the Upper School Counselor and the Dorm Coun-selor. 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.

Ilene Lees, Upper School CounselorMegan Hoover, Dorm Counselor

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.

Robin Bruck, Upper School Learning Specialist Gail Willie, School Nurse

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• MeganHoover,DormCounselor/AsstDirectorofCollegeCounseling• RobinBruck,USLearningSpecialist• BevDiTusa,USLearningSpecialist• GailWillie,SchoolNurse• SteffKerr,Directorofthe9thgradeProgram• KenFishback,DirectoroftheResidentialProgram• BimSchauffler,DirectoroftheInternationalStudentProgram

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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 graders 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 and enriches the core academic program. The ninth grade Intersession in recent years has traveled to the Florida Keys. It is primarily 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 TeamSteff Kerr Program Director, Mathematics Hannah Kerr Arts, Dance, Assistant 9th Grade Program Director Kathy Laughlin Upper School History, World Cultural Geography, ESL World History, AP US Government and Politics Takisha Reece Science Michele Grimm English Josh Moffatt History

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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 for 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 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 in-spires 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 revis-ing the 5-paragraph essay, personal narratives, poetry, research papers, and play adaptations.Texts studied in the past have included: • The Bean Trees – Barbara Kingsolver• 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• The Picture of Dorian Gray – Oscar Wilde• Great Expectations – Charles Dickens• 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 Western Civilization. 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 (Fagel’s translation)


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

AP ENGLISH LITERATURE AND COMPOSITION (DRAMATIC LITERATURE) The class will read many of the great classic and contemporary playwrights; there will be an em-phasis 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 Shake-speare, August Wilson, Paula Vogel, Edward Albee, Oscar Wilde, David Mamet, Larry Shue, Eugene Ionesco, Alan Bennett, Wendy Wasserstein, and 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.


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

AP ENGLISH LANGUAGE AND COMPOSITIONFrom 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 expect-ed to take the College Board’s AP test in Language and Composition in May. Students consider-ing 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.

English

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English

1ST SEMESTER ENGLISH COURSES: GRADES 11 AND 12


CRITICAL WRITING IThe purpose of this course is to teach students how to write expository prose, to read and analyze critically, and to think constructively. In addition, expository prose conveys information and explains things to the reader; it is the kind of prose needed for papers and essay examinations throughout high school and beyond. The course emphasizes and develops skills in critical read-ing and academic writing as preparation for college-level composition. In addition, the course explores the relationship between reading and the writing process, distinguishing between revising and editing, and making appropriate grammar choices.Texts may include:• Crazy for the Storm – Norman• Allestad, Born Round - Frank Bruni• The Catcher in the Rye - J.D. Salinger.


PSYCHOLOGY AND LITERATUREIn this course, students will study excerpts from major psychologists and theorists and apply psy-chological theories to classic works of literature. Students will begin with a brief study of Sigmund Freud before tackling more modern theorists. Students will study novels, short stories, and a select number of films. Authors may include Sigmund Freud, B.F. Skinner, William Shakespeare, Edgar Allen Poe, and Mary Shelley. The psychological texts in the course are challenging, and students should be prepared to tackle difficult primary source material. The course will include frequent theory quizzes and daily class discussion. Students will also write many essays, including in-class reaction papers, analytical papers, and a research paper.


BRITISH LITERATURE IBeginning 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 litera-ture in history.Texts may include:• Beowulf – trans. Howell D. Chickering• The Canterbury Tales - Geoffrey Chaucer• Utopia – Thomas More• The Essays – Bacon.


GOTHIC LITERATUREHorace Walpole’s The Castle of Otranto introduced gothic novels to the world in 1764, and yet various authors and cultures have influenced this genre to become what it is today. We will begin the course by examining the definition and historical context of the gothic, as well as its relation-ship to Romanticism and horror. In order to examine archetypal gothic elements, students will write many essays, including analytical and personal reflection papers.Texts may include:• Dracula – Bram Stoker• The Mysteries of Udolpho – Ann Radclliffe• Interview with the Vampire – Anne Rice• Short works by Edgar Allen Poe

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SHORT STORY AND POETRY This 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’ll study celebrated and emerging masters of the genre such as Edgar Allan Poe, Guy de Maupassant, Flan-nery O’Connor, Raymond Carver, Ernest Hemingway, and Jhumpa Lahiri. We’ll also create two short stories to practice the writing techniques that make this genre so arresting. Through a care-ful examination of writing techniques available to poets, such as tone, word choice, story, rhythm, format, song, and rhyme, we’ll acquaint ourselves with a wide variety of poems and poets. We’ll also practice the techniques that we study, crafting our own poems in a range of forms and sub-jects.


AMERICAN LITERATURE IThis course is designed to introduce eleventh- and twelfth-graders to major texts of early Ameri-can 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. Major writers will include Bartolomeo de las Casas, Anne Bradstreet, Benjamin Franklin, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne, Walt Whitman, Emily Dickinson, and Herman Melville. 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.


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 presumptious, but we will try to get a start. We will look at some origin myths, autobiography, poetry, and es-says from the hands (and voices) of Native American writers. Texts may 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

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2ND SEMESTER ENGLISH COURSES: GRADES 11 AND 12


CRITICAL WRITING IICritical Writing II is a continuation of Critical Writing I. The course teaches students how to write expository prose, to read and analyze critically, and to think constructively. In addition, the course explores the relationship between reading and the writing process, distinguishing between revising and editing, and making appropriate grammar choices. Students will continue to be as-signed a variety of formal and informal writing assignments throughout the remainder of the year. Grammar and writing conventions will be highly important; students will also explore the ideas and creativity expressed in various samples of literature. Texts:Into Thin Air - Jon KrakauerThe Poisonwood Bible - Barbara KingsolverPride and Prejudice - Jane Austen.


LITERATURE AND FILMIn this course, students will extend the study of psychological theory to tackle additional works of literature and film. Students will begin with a brief introduction to several elements of film theory before tackling the course literature. Students will also view films from lauded directors such as Alfred Hitchcock. The course will require students to view one film every one or two weeks, and may require viewing during lunch or after school. Authors may include William Shakespeare, Jane Austen, and Paul Auster. The theoretical works in the course are challenging, and students should be prepared to tackle difficult primary source material. Students will write frequent short and lon-ger papers, including extensive viewing notes, film reviews, analytical papers, and a research paper.


MODERN DYSTOPIAN NOVELAlthough George Orwell’s Nineteen Eighty-Four may be one of the most well-known dystopian novels, Suzanne Collins’ Hunger Games has reignited this popular genre. In this course, students will examine modern visions of the future, paying particular attention to the fears and criti-cisms of an author’s present society that come out in dystopian novels. Students will write several analytical essays and will complete a creative writing assignment that projects the concerns of the early 21st century onto a future world.Texts may include:• Brave New World - Aldous Huxley• Cloud Atlas - David Mitchell• The Handmaid’s Tale - Margaret Atwood


AFRICAN AMERICAN LITERATURE From slavery to the Harlem Renaissance, from the Civil Rights Movement to hip hop, African American voices form a complex and crucial thread in U.S. literary history. We will look at Afri-can American literature both as a literary tradition in its own right and as a lens through which we can better see African American culture and American culture as a whole. Particular attention will be given to the interrelationship of themes associated with race, culture, and identity. Likely authors to be studied include: Harriet Jacobs, James Baldwin, Langston Hughes, Nella Larsen, Zora Neale Hurston, Toni Morrison, Octavia Butler, and August Wilson.

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AMERICAN LITERATURE IIThis course is designed to introduce eleventh- and twelfth-graders to major texts of recent Ameri-can Literature. This semester, we’ll study works of fiction and nonfiction from the 19th through 21st centuries: novels, short stories, poems, plays, and essays. Major writers will include Willa Cather, F. Scott Fitzgerald, Ernest Hemingway, Zora Neale Hurston, and Jhumpa Lahiri. 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.


CREATIVE NON-FICTIONThis will be both a literature and creative non-fiction writing course. We will read autobiogra-phies, 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.Texts may include:• An American Childhood – Annie Dillard• Angela’s Ashes – Frank McCourt• Out of Africa – Isak Dinesen• Among Schoolchildren – Tracy Kidder• The House at Sugar Beach: In Search of a Lost African Childhood – Helene Cooper


BRITISH LITERATURE IITerm 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. Texts may include:• Henry IV, Part I – William Shakespeare• Gulliver’s Travels – Jonathan Swift• Hard Times – Charles Dickens• Heart of Darkness – Conrad• Portrait of the Artist as a Young Man – James Joyce• W.B. Yeats - poetry

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ESL ENGLISH COURSES OFFERED EACH SEMESTER


ENGLISH AS A SECOND LANGUAGEThis course is an integrated-skills course focusing on listening, speaking, reading and writing at the novice-high to intermediate-low level. The class emphasizes grammar and vocabulary development as well as writing at the sentence to paragraph level. Students also work extensively on the organization and delivery of basic oral presentations. The class involves short reading and summary exercises and TOEFL/SAT I practice activities. Students attending this course will move on to either Intermediate Academic English, or Composition and Literature depending on their overall proficiency level when they complete the course.


INTERMEDIATE ACADEMIC ENGLISH (ESL)This course is an integrated-skills course focusing on listening, speaking, reading and writing at the intermediate-mid to intermediate-high level. The class emphasizes complex grammar and higher-level vocabulary development as well as writing at the paragraph level. This class also introduces basic essay formats and composition strategies. Students also 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 stu-dents that have a good command of basic English skills, but need further work on grammar and complex sentence structures as well as the reading and composition skills introduced in English as a Second Language.


COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare high-intermediate to advanced level ESL 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 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 exposé. The course seeks to develop students’ ability to read, analyze and share, both in writing and orally, their perceptions of the works read. Students mastering this course may be eligible to enroll in non-ESL English and History courses.


ADVANCED COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare advanced level ESL 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 with a focus on the writing process. The students will also be exposed both to contemporary American literature and exposé. 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 will enroll in non-ESL English and History courses.

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INTERNATIONAL (POST-ESL) COURSES


Prerequisite: Completion of Composition and Lit-erature (teacher recom-mendation required) or Advanced Composition and Literature

EXPOSITORY WRITING IThis writing course is designed to develop analytical and writing skills and is reserved for stu-dents who have completed Composition and Literature (teacher recommendation required) or Advanced Composition and Literature. 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. Texts may include:• The Lottery - Shirley Jackson• The Most Dangerous Game - Richard Connell• The Giver - Lois Lowry• Crazy for the Storm - Norman Ollestad• Brighton Beach Memoirs - Neil Simon


Prerequisite: Completion of Composition and Lit-erature (teacher recom-mendation required) or Advanced Composition and Literature

EXPOSITORY WRITING IIThis writing course is a continuation of Expository Writing I in that the course is designed to develop analytical and writing skills and is reserved for students who have completed Composi-tion and Literature (teacher recommendation is required) or Advanced Composition and Lit-erature. Students do not need to take Expository Writing I to enroll in this course. Students will continue to be assigned a variety of writing assignments, both formally and informally, through-out the year. Subsequently, 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. Texts may include:• Of Mice and Men - John Steinbeck• Lord of the Flies - William Golding• The Kite Runner - Khaled Hosseini.

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HISTORY COURSES

Ninth grade students are required to take Cultural Geography, and 10th grade students are required to take Western Civiliza-tion 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 year-long courses. Upper level elective courses are not necessarily offered every year.

FULL-YEAR HISTORY COURSES: GRADES 9 and 10


CULTURAL GEOGRAPHYWorld Cultural Geography will cover the fundamental skills and tools of geography and apply them to the study of the regions of the world. Students will learn to find and identify loca-tions on maps, understand and identify components of culture and study history to under-stand the cause of today’s current events. Each unit will focus on a specific region and explore its physical and cultural geography. Students will acquire the skills to effectively analyze resources, conduct research and communicate ideas and information through written and oral arguments.


WESTERN CIVILIZATIONAll sophomores, except students selected to take AP World History, take Western Civilization, a full year course designed to acquaint them with the most important concepts, characters and cultural events from early Mesopotamian societies to Italian Renaissance and the Reformation. Emphasis is put on acquiring appropriate vocabulary, perfecting essay writing and getting a good grasp of each geographic area. Each student composes a myth using Jung’s Path of the Hero as a thematic guideline.

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Prerequisite: An A aver-age in Cultural Geogra-phy and current history teacher recommenda-tion. 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 Depart-ment Head.

AP WORLD HISTORY This 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, insti-tutional, 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 continu-ity 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 Western Civilization requirement.

FULL YEAR HISTORY COURSES: GRADES 11 and 12


AMERICAN HISTORY AND GOVERNMENT SURVEYThis is a full year course that fulfills the graduation requirement. It traces the history and gov-ernment 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. Not open to students who have credit for AP U.S. History.


Prerequisite: An A aver-age in Western Civili-zation 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 Depart-ment 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 Govern-ment 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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ISLAMIC 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 con-temporary 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 will be included. Finally, there is the possibility of intersession or summer travel to the Middle East associated with the course.

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 recommenda-tion. 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 HISTORY This 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, politi-cal, 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 abil-ity to express historical understanding in writing.

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Prerequisite: An A average in prior history course or B average in a prior AP History course and current history teacher recommen-dation. In addition, be-fore 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 econom-ic 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 coun-tries and their governments. Beginning with the United States, six other 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.

1st 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 reserva-tion 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.

2nd SEMESTER HISTORY COURSES: GRADES 11 and 12


HISTORY AND CINEMAThis course will examine the complex and often troubling relationship between American history and film. Students must have completed American History before taking this course. Movies are also powerful “shapers” of the way we imagine history by their portrayal of historical events – do they always tell the truth? Movies such as Amistad, Aguirre, Wrath of God, Last of the Mohicans, Citizen Kane, Birth of a Nation, Thirteen Days and We Were Soldiers will be examined in order to attempt to frame a way of approaching such movies and the difficult questions they raise, such as race, gender issues, stereotypes and war.

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ESL HISTORY COURSES OFFERED EACH SEMESTER


ESL 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 his-tory. 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-ESL history classes.


ESL 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-ESL history classes.

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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. A student’s math sequence will build on the courses taken prior to 9th 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, Geometry or Algebra/Geometry, and Algebra II. After Algebra II, students may choose an elective path.

FULL-YEAR MATHEMATICS COURSES Course TitleCourse Summary

Prerequisite: Mastery of operations with decimals, fractions, percents, and signed numbers. Successful completion of a pre-Algebra course which covers formulas for perimeter, area and volume, units of measure-ment, the concept of a variable, or-der of operations, scientific notation, solving simple equations and pro-portions, graphing in the coordinate plane and problem solving skills.

ALGEBRA I The primary goal of Algebra I is to master the linear function: graphing lines and solving linear equations. In reaching this goal the 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.Required: A scientific calculator required; TI-84 Plus graphing calculator is recom-mended.

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Prerequisite: Successful completion of Algebra I and permission of the Mathematics Department.

INTEGRATED GEOMETRY This course will continue to develop students’ algebra skills while also exposing them to the fundamental concepts of geometry. Students will expand their understanding of the following algebraic concepts: linear and quadratic functions, systems of equa-tions, inequalities, exponents and exponential functions, polynomial functions and factoring, and rational functions. In addition to strengthening students’ algebraic background, they will also study the following geometric concepts: ratio and propor-tion, similar and congruent triangles, right triangles, area and volume, parallel lines, polygons, circles, and constructions.Required: A TI-84 Plus graphing calculator.


Prerequisite: A grade of B or higher in Algebra I and permission of the Mathematics Department.

GEOMETRY BStudents will study the following topics: perpendicular and parallel lines and planes, angles, triangles, quadrilaterals, polygons, circles, geometric solids and coordinate geometry in two and three dimensions. Students will review finding area, surface area, volume and the Pythagorean Theorem. The relationships of congruence and similarity will be studied extensively. Students will be required to write formal deductive proofs of geometric theorems. Algebra will be integrated into the homework problems as a preparation for Algebra II and Pre-Calculus. Required: A scientific calculator required; TI-84 Plus graphing calculator is recom-mended.


Prerequisite: A passing grade in Geometry A or B, and permission of the Mathematics 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.Required: TI-84 Plus graphing calculator.


Prerequisite: A grade of A- or higher in Algebra I or a grade of B or higher in Advanced Algebra I, a grade of B or higher in Geometry B, and per-mission of the Mathematics Depart-ment.

ALGEBRA II/TRIGONOMETRYThe Algebra II/Trigonometry course will cover all the topics of the Algebra II course as well as several areas of Trigonometry, including right triangle trigonometry, laws of sines and cosines, graphing, and periodic motion. This course is intended to be a rigorous and comprehensive study of Algebra II and its related topics. Required: TI-84 Plus graphing calculator is required.


Prerequisite: A grade of B- or bet-ter in Algebra II/Trigonometry 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. Required: TI-84 Plus graphing calculator is required.

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Prerequisite: A grade of A- or better in Algebra II/Trigonometry and permis-sion of the Mathematics Department.

ADVANCED PRE-CALCULUSThis course includes the study of polynomial, rational, exponential, logarithmic, and trigonometric functions and their graphs. Other topics include the study of trigono-metric identities, vectors, polar coordinates, sequences, series, and limits. This course is intended to be a rigorous and comprehensive study of Pre-calculus and prepare students for Advanced Placement Calculus.Required: TI-84 Plus graphing calculator is required.


Prerequisite: B- grade in Pre-Calculus or C in Advanced Pre-Calculus and teacher recommendation.

CALCULUS This is a one year, non-AP calculus course that covers approximately 70% of an AP AB curriculum. The course focuses on applications of the first and second derivatives with applications in biology, social sciences and economics using a graphical ap-proach. A one semester college textbook has been chosen for this two-semester high school course. Students will review the fundamentals of functions and their graphs in the first quarter; methods of differentiation in the second quarter; curve sketching using derivatives and differentiation of transcendental functions in the third quarter; integral calculus in the fourth quarter. Required: TI-84 calculator


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. Required: TI-84 Plus graphing calculator.


Prerequisite: A grade of B+ or better in Advanced Pre-Calculus and per-mission of the Mathematics Depart-ment.

CALCULUS AB/BC (AP CALCULUS BC) This course follows the Advanced Placement Calculus BC syllabus: a study of lim-its, differentiation and integration of polynomial, exponential, logarithmic, and trigonometric functions, and their application to maxima-minima problems, related rates, calculating areas and volumes, techniques of integration, indeterminate forms, improper integrals, infinite series, parametric equations, polar coordinates, and their applications. This course covers the same concepts as the AP Calculus AB and the semester Calculus BC courses, but in a single school year. Students completing this course will be expected to take the AP Calculus BC examination.


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

AP CALCULUS BC This 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.

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Prerequisite: A grade of B+ or bet-ter in Finance or Probability and Statistics OR a grade of B- or better in Pre-Calculus. A grade of C or better in the student’s most recent English course and permission of the Mathematics Department. Addition-ally, ISP students who sign up for AP Statistics must be in mainstream English and must have the recom-mendation of the ISP program head.

STATISTICS (AP)This course is a non-Calculus-based introductory course in statistics. Students plan-ning 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 Placement Statistics examination. Required: TI-84 Plus graphing calculator.

1ST SEMESTER MATHEMATICS COURSES


Prerequisite: Successful completion of Algebra II or Algebra II/Trigonom-etry

FINANCEThis course is an introduction to financial planning and management. Topics include savings and investment, loans and mortgages, taxes, insurance, and credit manage-ment with emphasis on practical applications. Financial decision making will be highlighted via projects exploring the concepts introduced in class.

2ND SEMESTER MATHEMATICS COURSES


Prerequisite: Successful completion of Algebra II or Algebra II/Trigonom-etry

PROBABILITY AND STATISTICSThis course is an introduction to the concepts and methods of statistics and probabil-ity. Topics include data analysis, the Normal model, sampling, experimental design, the Law of Large Numbers, probability rules, and probability models. Students will be encouraged to improve their abilities to problem solve and think independently as well as make connections to real world experiences.

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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 have the opportunity to conduct several long-term projects or research stud-ies throughout the year. This course meets the biological science requirement.

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Prerequisites: Successful completion of both Biology and Chemistry or the permission of the Science Depart-ment.

ADVANCED BIOLOGY: Anatomy and PhysiologyThe Advanced Biology 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 explain-ing their behavior. After studying the foundational aspects of Chemistry, investiga-tion of various topics of Chemistry is undertaken, such as Kinetics, 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 both Biology and Chemistry, a grade of B+ in the most recently completed science course, or permission of the Science Department.

AP ENVIRONMENTAL SCIENCEThis Junior/Senior 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; and to examine alternative solutions for resolving and/or preventing them. This rigorous course involves class-room instruction as well as laboratory and field investigation and an independent project. This course meets the biological science requirement.


Prerequisites: Successful completion of Chemistry with at least a grade of B+, completion of or concurrent enroll-ment 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. In addition to regular class days and labs, there are four required AP Lab Saturdays during the year, where the class meets for three hours during the day and does experiments. The course will be offered if there is sufficient demand. This course meets the physical science requirement.


Prerequisite/co-requisite: Pre-Calculus.

PHYSICSThis conceptually and mathematically rigorous course focuses on the fundamentals of classical mechanics, electromagnetism, optics, and light. Students will study motion, forces, projectile motion, energy, and momentum in the fall term. The spring term focuses on rotational motion, gravitation, electricity and magnetism, light and optics. Physics is an appropriate course for those with strong problem solving skills and a comfort with trigonometry, formulating algebraic expressions and solving for un-knowns. The class also involves precision writing of explanations of physical phenom-ena. Laboratory activities, demonstrations, word problems, and short essay 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.

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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 (struc-tures 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 Depart-ment. 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, mo-mentum, 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, demonstra-tions, word problems, and short essay writing are integral parts of the class. This course meets the physical science requirement.


Prerequisites: Students who enroll in Advanced Projects in Science and Engineering I must have successfully completed or be co-enrolled in Biol-ogy, Chemistry, and a course in Phys-ics (Conceptual Physics, Physics, or AP Physics), with a grade of at least B in the most recent course and/or the approval of the Science Department.

ADVANCED 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 four quarter long projects exploring different aspects of STEM mostly focused on Engineering. Sample project topics may include a drafting project, a programming or robotics project, a mechanical design project and an electrical design project. 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, budgeting and task delegation. The class will also teach specific skills useful in these projects such as CAD, Intro Level Programming, and presentation design. Grading will be based on successfully meeting class and project requirements, on successfully completing those projects. Students will be encouraged to enter a local competition such as Odyssey of the Mind.


Prerequisites: Students who enroll in Advanced Projects in Science and Engineering II must have successfully completed or be co-enrolled in Biol-ogy, Chemistry, and a course in Phys-ics (Conceptual Physics, Physics, or AP Physics) with a grade of at least B in the most recent course, or have the approval of the Science Department

ADVANCED PROJECTS IN SCIENCE AND ENGINEERING IIThis 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 compe-tition, while giving them time and access to work on said project. Students will focus on one self-determined project with the aim of entering it into a nationally recog-nized 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.

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1ST SEMESTER SCIENCE COURSES


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 en-vironmental 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. This science elective is open to students in grades 11-12.


Prerequisites: Must have completed one full year of Upper School sci-ence, and either completed or be concurrently enrolled in Geom-etry.

ASTRONOMY AND METEOROLOGYThis course is the first semester of a year-long sequence. It is recommended that students take the two semesters in the same year, but the courses may be taken out of sequence over two years. Students will study the Earth’s place in the Universe and Solar System, including Cosmology, Stellar Astronomy, Planetary Astronomy, Season, Earth’s Atmosphere, and Weather. Astronomy and Meteorology and Geology together meet the Physical Science requirement.

2ND SEMESTER SCIENCE COURSES


Prerequisites: Must have completed one full year of Upper School sci-ence, and either completion of or concurrently enrolled in Geometry; Astronomy and Meteorology is recommended but not needed to take Geology.

GEOLOGYThis course follows Astronomy and Meteorology. It is recommended that students take the two semesters in the same year, but Astronomy and Meteorology does not need to be completed to enroll in Geology. Students will study the Geology of the Earth as a system, including: plate tectonics, geologic age, rock and mineral identifi-cation, and erosional forces. Astronomy and Meteorology and Geology together meet the Physical Science requirement.

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1ST SEMESTER ESL SCIENCE COURSE


ESL 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-ESL science classes. ESL Science I and ESL Science II together meet the biological science requirement.

2ND SEMESTER ESL SCIENCE COURSE


ESL SCIENCE IIThis course is a continuation of ESL Science I. ESL Science I and ESL 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 9th grade at the level indicated by middle school instruc-tion, placement testing and interviews, as well as the recommendation of the middle school teacher. Students must dem-onstrate 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) I: Foundations 1The first year course provides an introduction to the basics of grammar and vocabulary with an emphasis on developing proficiency in speaking and listening as well as read-ing and writing and basic facts about China. Pronunciation and communication skills on daily topics are emphasized. Activities include: simple conversations, short com-positions, 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.


CHINESE (MANDARIN) II: Foundations 2The second year continues to expand upon grammatical concepts, build vocabulary and develop communicative skills via approaches similar to those used in the first year. 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 uncom-plicated texts. They also work on developing writing skills in the language by comple-tion of various writing (and occasionally translation) assignments.

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CHINESE (MANDARIN) III: Intermediate 1More able to handle non-complex situations and familiar topics, the third year Chi-nese (Mandarin) 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.

FRENCH


FRENCH I: Foundations of SyntaxThe first year course provides an introduction to the basics of grammar and vocabu-lary 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, maga-zines and newspapers.


FRENCH II: Intermediate ProficiencyThe second level continues to expand upon grammatical concepts, build vocabulary and develop communicative skills via approaches similar to those used at the first level. 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 un-complicated, but challenging texts. They also work on developing writing skills in the language by completion of various writing (and occasionally translation) assignments.


FRENCH III: Advanced Grammatical ConceptsLevel III combines a review of essential grammatical structures, especially verb tenses, with an introduction to the finer points of the language. Reading matter is more so-phisticated 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.


FRENCH IV: History & LiteratureThis comprehensive course addresses the needs of those students who may or may not plan to pursue Advanced Placement programs 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 composi-tion activities.

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AP FRENCH LANGUAGE & CULTURE The basis of this course is preparation for the College Board’s national standard Ad-vanced Placement exam taken in May each year, which students are expected to take. This curriculum incorporates a thematic framework built around meaningful contexts by way of authentic reading and listening activities aligned with the Standards for Foreign Language Learning in the 21st Century – Communication, Cultures, Con-nections, Comparisons, and Communities – that promotes Interpersonal, Interpretive, and Presentational modes of communication in both speaking and writing, as well as an awareness and appreciation of cultural products, practices, and perspectives.

SPANISH


SPANISH I: Foundations of SyntaxThe first year course provides an introduction to the basics of grammar and vocabu-lary 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, maga-zines and newspapers.


SPANISH II: Intermediate ProficiencyThe second level continues to expand upon grammatical concepts, build vocabulary and develop communicative skills via approaches similar to those used at the first level. 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 un-complicated, but challenging texts. They also work on developing writing skills in the language by completion of various writing (and occasionally translation) assignments.

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SPANISH III: Advanced Grammatical ConceptsLevel III combines a review of essential grammatical structures, especially verb tenses, with an introduction to the finer points of the language. Reading matter is more so-phisticated 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.


SPANISH IV: History & LiteratureThis comprehensive course addresses the needs of those students who may or may not plan to pursue Advanced Placement programs by means of a literary approach to history, geography, social behavior and culture. Students study specific regions of the Spanish speaking world in depth, analyzing historical influences and authentic texts. Literary genres presented include newspaper articles, poetry, short stories, drama and essays. Selections are complemented with comprehension and grammar exercises, pertinent vocabulary, presentations, and composition activities.


AP SPANISH LANGUAGE & CULTURE The basis of this course is preparation for the College Board’s national standard Ad-vanced Placement exam taken in May each year, which students are expected to take. This curriculum incorporates a thematic framework built around meaningful contexts by way of authentic reading and listening activities aligned with the Standards for Foreign Language Learning in the 21st Century – Communication, Cultures, Con-nections, Comparisons, and Communities – that promotes Interpersonal, Interpretive, and Presentational modes of communication in both speaking and writing, as well as an awareness and appreciation of cultural products, practices, and perspectives.

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ARTS COURSES

Students 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 & 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


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-resolu-tion images for print publication. Students must have the maturity to work independently and responsibly.


MUSIC THEORY (AP)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 prepa-ration for the AP Music Theory examination given in May, there are no prerequisites for enroll-ment; beginners as well as accomplished music students alike are welcome to take this course. Taking the AP examination will be optional and students will work at their own pace and progress as mastery of material is accomplished.

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ARTS COURSES OFFERED EACH SEMESTER


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


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.


INSTRUMENTAL MUSIC (Orchestra)Any student with a good playing proficiency on an instrument is encouraged to enroll in In-strumental 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 opportu-nities throughout the year.


MODERN DANCE (mixed levels)No dance experience is necessary for this co-ed performing arts course. Technique study will draw from various sources including Graham, Cunningham, Limon, and Hawkins. Composition will be solo work or appropriate level. Improvisation elements will be experimental with an emphasis on fun. Participation will require evening and weekend rehearsals as the performance dates approach.


Prerequisite: Modern Dance I and II or con-sent of instructor.

ADVANCED MODERN DANCEThis class will offer students an opportunity to continue dance studies at the next level. Students with an established knowledge of technique will explore more difficult Modern Dance styles, such as Horton and Dunham. There will be a greater emphasis on principles of alignment, transi-tions, and expression. Class material will also include studying the current Modern Dance scene, level II partnering and choreography. The class will aim to model a dance company and perform repertoire. Participation will require evening and weekend rehearsals as the performance dates ap-proach.


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 photog-raphy 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 de-sign 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.

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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.


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 woodwork-ing experience is necessary.


STAGECRAFTStudents will develop technical theatre knowledge relating to lighting, sets, sound and costumes through hands-on experience. All students will be required to actively participate in the prepara-tion and running crews of school performances.

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.


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 semes-ter, including the holidays.


VIDEO PRODUCTION/ONE ACTSThis course will give students the opportunity to study acting techniques and compare elements of video and theatrical productions. Students will learn about and develop basic acting techniques through monologue work, scene study and improvisation exercises. Students will also work with a student run crew to create and direct a one act play or an original video production. This is a one-semester course.

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STUDIO ART IThis course will focus on helping students to develop a hands-on understanding of the visual lan-guage 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.


ADVANCED STUDIO 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. This course can be taken twice. 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. This course will be offered every other year. Studio Art I or II is suggested as a pre-requisite.


THEATRE IThis course is offered first semester only and gives students the opportunity to develop acting, public speaking, and general communication skills through theatre games and exercises. A “pro-cess centered” curriculum will be used to help students develop internal and external resources, create theatre through artistic collaboration, relate theatre to its social context, and form aesthetic judgments. Students will learn a sequential approach to analyzing and performing scripted text. Pantomime, improvisation, audition monologues, scene study, and short one-acts are some of the fun drama activities that will be used to build confidence and facilitate self-exploration and expression. No previous acting experience is required to take this course. It is strongly recom-mended for students who are considering a theatre major in college and/or students who wish to take the Play Production or Musical Production class second semester.

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 cen-tury 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.

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Prerequisite: Only stu-dents who have previous-ly taken Drama-Video Prod./One Acts may sign up for this course, unless otherwise approved by the teacher.

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 learn about and develop acting techniques through monologue work, scene study, and improvisation exercises as preparation for the production rehearsal process. Only students who have previously taken Drama-Video Prod./One Acts may sign up for this course, unless otherwise approved by the teacher. Participation will require evening and weekend rehearsals as the performance dates approach.


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.


Prerequisite: Studio Art I course or consent of instructor.

STUDIO ART IIThis 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 so-lutions 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. Prerequisite: Studio Art I course or consent of instructor.


ADVANCED STUDIO ART IIThis is a spring semester course with three levels of visual language and technical skills for serious art students. It covers printmaking, paper constructions and personal exploration. This course is a continuation of Advance Studio Art I and can be taken twice. It is an accelerated version of Studio Art II. 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 de-partments. This course will be offered every other year. Studio Art I or II is suggested as a pre-requisite.

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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 gradua-tion credit. These courses, or any other upper level course in a department, may be used to fulfill the “elective credit” require-ment for graduation.

ELECTIVE COURSES OFFERED EACH SEMESTER


GRAMMAR WRITING WORKSHOPIn this semester-long ESL 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 prepara-tion 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 concur-rent requirement to support the transition of all international students entering non-ESL English or History courses for the first time.


Prerequisite: Students must apply to this program. Acceptance into the program is not guaranteed.

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 through-out the course are: applied Quakerism, inter-cultural communication, globalization in education, critical thinking, reading, writing and speaking, and experiential learning.

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Prerequisite: The class is open to 10th, 11th, and 12th graders. 9th graders may be admitted if they participated in Middle School MUM and with the recommendation of the MS Moderator.

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 pre-pare for the conference by researching issues and countries, writing and editing position papers, attending mandatory lunch meetings, 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 during designated lunch periods. 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 20 students. Each student must submit an application to be ad-mitted into the class. All students enrolled in the course are required to attend and participate fully in the conference – which requires additional expenses (generally $600-$700). Scholar-ships may be available.

1ST SEMESTER ELECTIVE COURSES


QUAKERISMRequired for students new to Sandy Spring Friends School in 10th, 11th and 12th grade dur-ing 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 bet-ter 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 com-munity and making a difference at Sandy Spring Friends School are encouraged to join. All levels of experience are welcome.

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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 of-fers 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 assimi-lation 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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RELIGION/SERVICE


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 reli-gious 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 organi-zation, 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 stew-ardship 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 meetings, trips, and other special activities. Students who are developing proficiency in English as non-native speakers are enrolled in English-as-a-Second Language (ESL) courses, based on current proficiency. Students must demonstrate proficiency at each level in order to advance to the next level of ESL class or to be allowed to take “mainstream” classes in that academic department.

ESL ENGLISH COURSES OFFERED EACH SEMESTER Course TitleCourse Summary

ENGLISH AS A SECOND LANGUAGEThis course is an integrated-skills course focusing on listening, speaking, reading and writing at the novice-high to intermediate-low level. The class emphasizes grammar and vocabulary devel-opment as well as writing at the sentence to paragraph level. Students also work extensively on the organization and delivery of basic oral presentations. The class involves short reading and summary exercises and TOEFL/SAT I practice activities. Students attending this course will move on to either Intermediate Academic English, or Composition and Literature depending on their overall proficiency level when they complete the course.


INTERMEDIATE ACADEMIC ENGLISH (ESL)This course is an integrated-skills course focusing on listening, speaking, reading and writing at the intermediate-mid to intermediate-high level. The class emphasizes complex grammar and higher-level vocabulary development as well as writing at the paragraph level. This class also introduces basic essay formats and composition strategies. Students also 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 students that have a good com-mand of basic English skills, but need further work on grammar and complex sentence structures as well as the reading and composition skills introduced in English as a Second Language.

International Student Program

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COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare high-intermediate to advanced level ESL 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 focuses on paragraph development skills and formal composition with a focus on the writing pro-cess. The students will also be exposed to both contemporary literature and exposé. The course seeks to develop students’ ability to read, analyze and share, both in writing and orally, their perceptions of the works read. Students mastering this course are eligible to enroll in non-ESL English and History courses.


ADVANCED COMPOSITION AND LITERATURE (ESL)This course is an integrated-skills course designed to prepare advanced level ESL 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 with a focus on the writing process. The students will also be exposed both to contemporary American literature and exposé. The course seeks to develop stu-dents’ ability to read, analyze and share, both in writing and orally, their perceptions of the works read. Students who successfully complete this course will enroll in non-ESL English and History courses.

ESL HISTORY COURSES OFFERED EACH SEMESTER


ESL 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 his-tory. 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-ESL history classes.


ESL 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-ESL history classes.


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1ST SEMESTER ESL SCIENCE COURSE


ESL SCIENCE IThis course focuses on both the content of physical and biological sciences and the English lan-guage 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-ESL science classes.

2ND SEMESTER ESL SCIENCE COURSE


ESL SCIENCE IIThis course is a continuation of ESL Science I.

ESL COURSES (Required)


GRAMMAR WRITING WORKSHOPIn this semester-long ESL 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 prepara-tion 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 concur-rent requirement to support the transition of all international students entering non-ESL 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 bet-ter 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.


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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 of-fers 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 assimi-lation 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

Each Upper School student is required to complete two units of physical activity per year. 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 com-mitments 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.


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.

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FIELD GAMESStudents will learn the rules and skills of Frazzlerham and other Morley Games, created by one of the school’s founders and played by all during the early history of the school. Other games such as ultimate frisbee, dodgeball, 4-square, and others will be played according to the interests and skills of the class.


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.


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, walk-ing shoes or light track shoes are fine – and a sense of adventure.


Prerequisite: Students must complete an appli-cation for this course.

OUTDOOR LEADERSHIPOutdoor Leadership is open to all students in the Upper School. The course is offered during each of the sport seasons: fall, winter, and spring. 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. Each section of the class teaches a different technical skill set while emphasiz-ing a core leadership and wilderness living skill set. Students may enroll in multiple sections of outdoor leadership during an academic year.Outdoor Leadership is limited to twelve (12) students per section. Each student must complete an application and be admitted to the course.


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 build-ing, 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 SPRINGKickball Morley Games Co-ed Basketball

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, Bruce Evans.

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: ESL

ssfs upper school curriculum guide: 2013-2014

Documents

british literature

composition literature

native american literature

gothic literature

americal literature

african american literature

ap world history

ap european history