2016-17 Curriculm Guide

2016-2017 UPPER SCHOOL CURRICULUM GUIDE STATEMENT OF PHILOSOPHY The Derryfield School’s purpose is two-fold: to guide a student’s academic growth through the acquisition of sound study habits and the development of analytical, independent thinking skills; and to foster each child’s social, emotional, and ethical growth.

We value our distinctive role as a day school, providing a rigorous program in academics, athletics, and the arts to children whose families want them to live at home during their middle and high school years. Dedicated to providing individual attention to every student, we strive to create an informal, yet structured environment offering challenge and support where students can develop their unique qualities of mind, body, and spirit.

We respect diverse ideas, beliefs, and cultures, and are committed to personal integrity and fairness. We value tradition as well as the willingness to institute thoughtful change.

Recognizing that academic achievement without compassion and concern for others is meaningless, we are committed to purposeful involvement in the world outside our school in both the local and the global community.

TABLE OF CONTENTS THE UPPER SCHOOL PROGRAM OVERVIEW Graduation Requirements The Upper School Program of Studies Online Learning Opportunities The Independent Senior Project Program

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THE UPPER SCHOOL COURSE OFFERINGS Academic Support Creative Arts English History Mathematics Science Technology World Language P.E., Health & Wellness, and Athletics

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KEY IS AP MSON F W S

Independent Study Advanced Placement Malone Schools Online Network Fall Trimester Elective Winter Trimester Elective Spring Trimester Elective

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Note: If a course is designated as (F, W, S), it is offered three times a year. A student may take it during any term, and in some cases all three terms. If two terms are joined with an ampersand (&), the course’s duration is two terms.

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THE UPPER SCHOOL PROGRAM OVERVIEW Students entering the Upper School (grades 9–12) should plan their course of study in the context of graduation requirements, college plans, and interest. A well-balanced program that expands perspectives and deepens experiences in interest areas is desirable. All students must take a minimum of five (5) academic courses each term.

GRADUATION REQUIREMENTS Students must successfully complete a fundamental liberal arts course of study, develop essential physical skills, and expand interests and competence in creative arts and cocurricular activities. A total of eighteen (18) academic credits is required with the following departmental distribution: • English: 4 credits • History: 2 credits (Asia: East and West and U.S. History) • Mathematics: 3 credits (in grades 9-12 and completing at least Algebra II) • World Language: 3 credits (must successfully complete level three of one language; two levels must be completed in the Upper School) • Science: 2 1/3 credits (Biology and Chemistry, plus one trimester elective) • Creative Arts: 1 credit (3 trimesters) • Athletics: All students must satisfactorily participate in either a team sport, an independent sport, or a noncompetitive sport two (2) out of three (3) trimesters each year.

THE UPPER SCHOOL PROGRAM OF STUDIES Grade 9 Standard: • English IV • Algebra I, Geometry, Algebra II, Algebra I & II Combined • Biology, Honors Biology • World Language • Asia: East and West Suggested: • Technology electives • Creative Arts electives Note: A student need not take six courses during grade nine in order to fulfill requirements for graduation. Students who express interest in art electives should pay attention to the prerequisites.

Academic Skills is available for credit for one trimester.

Grade 10 Standard: • English V

• Geometry, Algebra II, Honors Algebra II, Algebra II & Precalculus Combined, • Chemistry, Honors Chemistry • World Language Suggested: • Riots, Revolution, and Reforms or Environmental Studies • Technology electives • Creative Arts electives Grade 11 Standard: • American Literature and Composition or AP English Language and Composition • Algebra II, Algebra II & Precalculus combined, Honors Algebra II, Precalculus, A.P. classes • World Language • U.S. History, AP U.S. History • Lab Science or STEM Suggested: • Technology electives • Creative Arts electives

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Grade 12 Standard: • English electives, AP English Literature • World Language • Precalculus, Calculus, AP Calculus, AP Statistics, or Math electives • Lab Science or STEM

• History course Suggested: • Technology electives • Creative Arts electives .

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ONLINE LEARNING OPPORTUNITIES During the 2016-17 school year, Derryfield will continue to run a small pilot program, which will allow students the opportunity to take an online course and earn Derryfield credit. The pilot is part of our research phase, exploring what online learning might offer our students. The school believes online learning will enhance our individualized pathways through the school; allow for the development and pursuit of student passion; and provide our students with opportunities for learning that extend beyond what Derryfield’s curriculum can offer. We invite highly motivated students, who are excellent independent learners, to help us understand these opportunities by pursuing an online course as a sixth class from one of the following providers. Only courses not offered at Derryfield will be approved for credit.

• The Malone Online Consortium (can be taken as a fifth class). Cost covered by Derryfield.

• The Stanford Online High School • The Online School for Girls (open only to girls) • Laurel Springs Academy • Center for Talented Youth • Aventa (for foreign language) For all other questions about these online opportunities, please contact Mia Ek, Derryfield’s Technology Integrationist. For more information about online language learning, please see the World Language part of this guide.

Due to Derryfield’s membership in the Malone Online Consortium, those classes are listed here under the appropriate department.

THE INDEPENDENT SENIOR PROJECT (ISP) PROGRAM The ISP is an option for seniors during the final six weeks of spring term. When thinking about an ISP, a student should consider whether his or her skills and interests can best be developed in the classroom or by practical experience outside the classroom. The nature of the project is completely up to the student, although the program philosophy encourages “real world” structured experiences. The Alumni Coordinator, who serves as a liaison with alumni and the Derryfield community at large, can suggest possibilities for internships and apprenticing.

Interested seniors can also refer to the documentation of earlier projects undertaken since the program’s inception in 1985. These projects have been as diverse as the individuals who participate: interning in hospitals and law firms, acting as teachers’ aides, doing site work in archeology, studying ecology in Costa Rica, or interning at radio and T.V. stations.

To be eligible, a senior must be in good standing in all senior courses and have consistent attendance throughout the year prior to the start of the project. Courses required for graduation may not be dropped. If enrolled in math, the senior must understand the ramifications of withdrawing from Calculus or Precalculus.* During the project period, a maximum of two academic courses or one course and one sport may be taken. Details are outlined in the preliminary packet distributed in November of senior year; however, it is not too soon for juniors to plan ahead, given that their course selection and athletic requirement will influence their ability to do an ISP. In planning spring term of senior year, for example, a student would not want to be required to complete more than a sports credit and a departmental requirement; certain spring electives cannot be taken given the six-week absence during the ISP. Contact a member of the ISP Committee for further details.

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If an ISP is elected, successful completion is a graduation requirement.

• From the Math Department: The Precalculus course serves as a prerequisite for college Calculus. Dropping this course for the final half-term will make the transition to first-year college calculus difficult. Dropping Calculus for the final half-term will make it very difficult to begin a second-level calculus course next year. Finally, dropping Calculus will have an adverse effect on the Calculus AP exam in May. If the AP exam is an issue, the school suggests continuing the math course until the exam.

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UPPER SCHOOL COURSE OFFERINGS ACADEMIC SUPPORT Academic Foundation (F, W, S) This course is designed for ninth grade students, or those new to Derryfield, who wish to sharpen the basic reading, writing, and study skills necessary for success in the upper school curriculum.

Students learn and practice techniques based on the latest brain science that require them to take an active role in their learning. Topics include understanding individual learning styles and memory, organizing materials, planning and using time efficiently, note taking, listening, active reading, test taking, and self-advocacy. Writing process and self-editing skills are also addressed. The student planner, course texts, and class notebooks serve as important materials for applying various learning strategies and developing sound study habits.

Academic Support (W, S) This course is designed for the student who has completed Academic Foundation, has been introduced to a variety of study techniques, and is seeking a program tailored to meet his or her individual learning needs. Each student works with the instructor to develop a plan and practice the specific skills and strategies needed to achieve personal goals. The objective of the course is for the student to gain an understanding of how he or she learns, to adapt study strategies to support learning, and to develop sound study habits.

• Prerequisite: Academic Foundation • Course fee is $1000.00 Academic Advancement (Grades 10-12) (F, W, S) Students who have taken Academic Foundation may wish to continue to have support in a more independent way. This course meets twice weekly as a transitional step from the structure of Academic Foundation to the informed and effective self-advocacy needed to take control of learning in subsequent years of education.

• Prerequisite: Academic Foundation • Course fee is $500.00 Writing Across the Curriculum (W, S) Students who find that their writing skills could use improvement through individualized teacher feedback in a small group setting will benefit from this class. The focus will be on grammar, syntax, and the mechanics of writing in the English language whether it be for a science lab, an analytical essay, a history research paper or a creative writing piece. Emphasis will be in building writing skills from the basics through a more sophisticated use of the language.

• Students may be recommended for this course by their teachers or advisors • Course fee is $1000.00

CREATIVE ARTS THE PHILOSOPHY The mission of the creative arts department at The Derryfield School is to engage the mind, brighten the spirit, and deepen the understanding of the world around us while inspiring imagination, conversation, and hope.

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While promoting artistic excellence, self-discovery through creative expression is fundamental to the liberal arts education. Active participation in the arts fosters positive intellectual, emotional, spiritual, and aesthetic development. A challenging, yet caring, environment allows students to develop their talent and skills to the fullest potential. Our program builds confidence, creativity, selfesteem, and discipline in students and encourages appreciation for the artistic contributions of others.

THE OBJECTIVES The department seeks to: • introduce students to the world of the creative arts; • encourage self-expression through participation in classroom and extracurricular activities in the creative arts; • promote a positive self-image; • promote the ability to listen and perceive, not just to hear and see.

Visual Arts: to include the creation of art toward the realization of self-expression through drawing, painting, sculpture, printmaking, and design, as well as the study of art history in order to understand, interpret, and appreciate the value of creativity and expression.

Music: to include performance opportunities, the development of technical facility, and musicianship in disciplined rehearsal, and an understanding of the history and broad perspectives of musical expression.

Drama: to include opportunities for active participation in acting, directing, production, management, and technical aspects (lights, sound, set design, costuming, makeup, and choreography).

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THE PROGRAM VISUAL ARTS Advanced Studio Art I: 2D Concentration (F) This course is designed for students wishing to pursue advanced work in two-dimensional media (drawing, painting, printmaking, photography, illustration, etc.). The curriculum of this course is based on individually directed goals and requires a high level of student investment. Particular attention to the elements of art and principles of design, and how they apply to fundamental 2D design techniques, will support student’s exploration and artistic approaches. Outside readings, sketchbook assignments, class critiques, and collaborative projects will further enhance and support student artistic appreciation and growth. In-studio efforts beyond the scheduled class time are required to meet the expectations of this class. A weekend day trip to regional museums and galleries will further enrich the studio experience. Students who wish to develop a portfolio for college applications will find this class especially useful.

• Prerequisite: Drawing II, Printing II, Ceramics II, Advanced Photography or permission by department chair Advanced Studio Art II: 3D Concentration (W) This course is designed for students wishing to pursue advanced work in three-dimensional media (ceramics, fashion design, 3D design, sculpture, etc.). The curriculum of this course is based on individually directed goals and requires a high level of student investment. Particular attention to the elements of art and principles of design, and how they apply to fundamental 3D design techniques, will support student’s exploration and artistic approaches. Outside readings, sketchbook assignments, class critiques, and collaborative projects will further enhance and support student artistic appreciation and growth. In-studio efforts beyond the scheduled class time are required to meet the expectations of this class.

A weekend day trip to regional museums and galleries will further enrich the studio experience.

Students who wish to develop a portfolio for college applications will find this class especially useful.

• Prerequisite: Drawing II, Printing II, Ceramics II, Advanced Photography or permission by department chair Advanced Studio Art III: Refining and Presenting the Artist Portfolio (S) An intensive studio art practice, advanced students develop focused projects determined by individually directed goals. These projects culminate in an end of term student curated exhibition in The Derryfield School Lyceum Gallery. This course offers students an opportunity to refine their studio practice, by creating multiple works related to a specific theme or a big idea, in a medium of their choice. Working collaboratively with their peers, students develop and undertake the marketing and entrepreneurial practices that are required by working artists in order to promote their artwork. This will include developing an artist website and the promotional materials for the gallery reception. Outside readings, sketchbook assignments, and class critiques will enhance and support student artistic appreciation and growth. Further, students will examine and discuss contemporary artists relevant to their studio practice. In-studio efforts beyond the scheduled class time are essential to meet expectations of this class. To that end, students are encouraged to

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participate in the twice-weekly Open Studios in the Klee Art Studio. Juniors who wish to develop a portfolio for college applications will find this class especially useful. A weekend trip to New York City area museums and galleries will further enrich the students’ art practice.

• Prerequisite: Drawing II, Printing II, Ceramics II, Advanced Photography or permission by department chair Drawing I (F, S) Drawing is the foundation of all visual art. This class is designed to refine skills and discover how fun and easy it is to draw both accurately and expressively. In this concentrated study of drawing we will learn to use pencils, pen and ink, markers, graphite, charcoal, colored pencils and other media to define what we see. Drawing from life, the human figure, interior settings, and landscapes, this course will introduce the fundamental elements of a good drawing: accurate perspective, interesting composition, varied values, rich textures, and intriguing space. This class is recommended for all painters, designers, and interested art students.

Drawing II (F, S) This class is for the student who just can’t get enough drawing! The expectation is that students who join this class already have a solid skill foundation. This class is an opportunity for students with a passion for art and especially drawing to continue building a portfolio. This class is recommended for students who wish to take Advanced Studio Art. Upon completion of this class a portfolio will be submitted for evaluation.

• Prerequisite: Drawing I Painting I (F, S) This course is an introduction to color theory and practice. The elements of design and the unique characteristics of colors are explored using watercolor and acrylic paints on paper and canvas.

Painting from life, students will solve the creative challenge of representing the world they see. The thrill of putting paint on a surface will be experienced daily. There are no prerequisites for this class, but it is recommended that students take drawing first.

Painting II (F, S) This class is for the student who just can’t get enough painting! The expectation is that students who join this class have a solid foundation in color theory and design. This class is an opportunity for students with a passion for art and especially painting to continue their studies. Upon completion of this class a portfolio will be submitted for evaluation. This class is recommended for students who wish to take Advanced Studio Art. • Prerequisite: Painting I Ceramics (W) This course will cover the expressive and creative aspects of clay. Students will learn the fundamentals of hand building— from coiled vessels to slab-built sculptures. Mold-making, stamping, glazing, and painting techniques will all be explored as students create decorative, sculptural, and functional objects. Students will develop a proficiency in working with clay.

Assignments will explore sculptural form, surface marking, and color aspects of ceramic art.

Readings and discussions will examine the history of ceramic art.

Digital Photography (F, W) This course serves as an introduction to digital photography. It is designed to give the student a foundation in the aesthetics and techniques of digital photography. Students learn digital photography skills, including scanning negatives and using iPhoto software for digital output.

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Presentations of historical and contemporary photographers as well as regular critiques are included in the course. Students in the class will create and work on independent and group projects.

Advanced Digital Photography (F, S) This course expands student understanding of the photographic composition, and encourages a deep exploration of emotion and symbolism through the medium. Students will strengthen their understanding of the elements of art and principles of design as they approach the photographic subjects of portraiture, photomontage, landscape, and abstraction. The class will be introduced to Adobe Lightroom and Photoshop, and will learn how to enhance and manipulate digital photo compositions for formal presentation. Students will also develop a language of art criticism: reviewing the work of historic and contemporary artists, as well as offering constructive criticism to one another as an approach for strengthening their artistic process and understanding. Students are expected to use their own digital camera, as there are limited loaner cameras available.

• Prerequisite: Digital Photography or departmental permission Digital Art: Combining Tradition and the 21st Century (W) Digital art introduces students to the uses of contemporary media as an art-making tool. By combining traditional art concepts, like the elements of art and principles of design, with various digital technologies, students have the opportunity to develop a diverse digital art portfolio. Topics covered in this course may include image editing and manipulation, digital drawing and illustration, and animation. Students will use various contemporary media like Adobe CS6 Suite, digital drawing tablets, and scanners to develop creative artworks. Regular class critiques will enhance student understanding and support artistic growth. There are no prerequisites for this class, but it is recommended that students take drawing first.

Printmaking: Rembrandt, Warhol, Banksy, and Beyond (F, S) This course introduces students to a wide array of printmaking processes and techniques that encourage experimentation and creativity. Students will build a diverse print portfolio using various printing techniques, not limited to, monotype, block printing, and screen printing. Historical and compositional aspects of printmaking, as well as reference to foundations of art and design, will enrich the studio experience and inspire student creativity. Regular class critiques will enhance student understanding and support artistic growth.

Graphic Design: Building a Brand in the Digital Age (F, S) Graphic design is the art of visual communication. By combining imagery and text, graphic designers communicate ideas through a variety of dynamic graphic media. Integrating art with technology, students in this course will utilize fundamental art principles with industry standard computer programs like Adobe Photoshop and Adobe Illustrator to effectively communicate a message. Students will develop original works that integrate typography and visual imagery through logo and brand design, promotional materials, packaging design, and advertising. Regular class critiques will enhance student understanding and support artistic growth.

• Prerequisite: Introductory 2D course (Drawing or Painting) or expressed permission from the Chair of the Art Department

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Art History & Studio Art: Creative Connections (W) A hybrid of art history and studio art, this course offers students the opportunity to observe carefully and learn to look, to make connections across the curriculum, and explore the power and purpose of art. Dive into the historical, social, and political context of art and artistic practice. Create your own studio work using the same techniques and materials as the artists studied. Connections between historical and contemporary artists will be explored both analytically and visually. Specific studio practice will include approaches in drawing, painting, printmaking, and sculpture.

Opportunities for experiential learning at regional museums and galleries will enhance classroom practice.

2D Mixed Media (W) 2D Mixed Media will include color pencil, Prismacolor pencil, Pigma Micron archival ink pen, and acrylic paint, introduced individually and together. Studies in each are designed to gain control and understanding of the media. Still life, life drawing compositions, original projects, and series pieces will be explored. Students will research known artists who excel in these mediums and learn to develop their individual style.

Video Production (F, S) This course introduces students to the fundamentals of video production and creation of short films. Through pre-production planning, shooting, post-production and editing, the students in this class will produce several 30 second to five minute videos. Projects may include: promotional videos, script development, setting film to music, and an independent film exploration. The class will explore a variety of camera and lighting equipment to capture their video, and learn how to edit their material using iMovie. The study of various commercials and award winning short films will further strengthen student understanding of the medium.

Independent Studies in Art (I.S.) (F, W, S) This course is available to motivated students who have taken all related classes offered and who wish to explore a specific interest in depth. Students are required to submit a written proposal of the project goals for pre-approval, and are expected to prepare a concluding written evaluation of their studies. Some successful independent studies projects include advanced architectural design, jewelry making, photojournalism, set design, and mural painting.

• Admission: By departmental permission

MUSIC Concert Choir This choral ensemble, which rehearses daily, is for any student who would like to be part of a vocal group. Auditions are not required to enroll in this course. The choir sings in four parts: soprano, alto, tenor and bass. Repertoire is chosen from all periods and differing styles. Concert Choir members learn healthy vocal techniques of choral singing: breathing, intonation, diction, phrasing, blend, tone, articulation, and the art of choral singing. There are at least two required major performances annually, including, but not limited to, the winter and spring concerts. Students enrolled in Concert Choir may also audition for Encore, a group of singers who are motivated to sing in a smaller, select vocal ensemble. Encore also sings music of varying styles, but there is a strong emphasis on a cappella singing. Selected members of the group will also audition for All-State Chorus and other regional select choruses.

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Voice Class (W) Students of all levels of experience in singing can enroll in this course. From true beginner to advanced singer, there is an opportunity here for you to gain and improve skills. Regardless of where you start at the beginning of the term, this course will take you to the next level. Topics will include music reading, healthy vocal technique, breathing practices, diction in English and other languages, phrasing, style and interpretation of the text, a variety of vocal warm ups, solfeggio exercises, useful practice strategies, sight reading, as well as various concepts of music theory. The course will be individualized to meet each student’s particular goals and will be appropriate to each student’s level and background. You will choose most of the music you will study, but you will also be encouraged to try music of all styles including jazz, pop, contemporary, rock, classical, etc.

Opportunities to sing duets and other collaborative experiences can also be a part of this course.

Each class will include time singing together, group activities and discussion, as well as working individually.

Upper School Instrumental Ensemble This course is open to anyone with two or more years of experience on their instrument, or with approval of the instructor. Musical genres ranging from classical to jazz will be studied and performed, determined by the instrumentation of the class. Both large- and small-group playing will be emphasized. Individual attention will be given to students in preparation for festivals such as AllState, Jazz All-State, and All-Eastern. We will prepare music for two concerts, one in December and one in May. Other performances will be announced as scheduled.

Piano (W, S) Students of all levels of experience in piano can enroll in this course. From true beginner to advanced player there is an opportunity here for you to gain and improve skills. Regardless of where you start at the beginning of the term, this course will take you to the next level. Topics will include music reading, keyboard technique, style and interpretation, chords and scales, practice strategies, sight reading, useful practice techniques as well as various concepts of music theory.

The course will be individualized to meet each student’s particular goals and will be appropriate to each student’s level and background. You will choose most of the music you will study, but you will also be encouraged to try music of all styles including jazz, pop, contemporary, rock, classical, etc.

Opportunities to play duets and other collaborative experiences can also be a part of this course. All students will have the opportunity to play on the schools various keyboards and acoustic pianos.

Classes will include time to practice individually, as well as some group activities and discussion.

Honors Music Theory (F) This trimester course is for any student who would like to delve deeply into the study of the inner workings of music. There is no prerequisite, however a solid background in an instrument (including voice) is strongly recommended. Still, it is possible for highly motivated students to come into the course with minimal experience, as the first six weeks of the course will be review and clarification of basic concepts that will form the foundation on which the rest of the course will be built. Topics include intervals, scales, chords, harmonic progression and analysis, rhythmic reading, sight reading, melodic and harmonic dictation, and composition. As an honors course, the final exam will require competency in analysis of all the various elements of music, as well as fluency with all facets of ear training and aural perception.

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DRAMA Theatre Technical Arts (F) This class will introduce students to the technical, “behind the scenes” skills necessary for the success of every performance. Students will study lighting design, sound design, set design and construction, and stage management. Students who show interest and aptitude will be asked to utilize their new skills in future Derryfield productions and assemblies.

Public Speaking: The Art of Persuasion (F, W, S) Designed for those seeking to improve their abilities in speaking before formal and informal audiences, the course focuses on the basics of voice and body control (breathing, intonation, volume, articulation, gesture, posture). In this writing-intensive course, students will learn various forms of public speaking: original oratory, humor, drama, and oral and extemporaneous speech.

Students will experience writing original speeches and examine different styles of famous historical speeches.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

The Composition of Film (F, W) Watching a movie is like watching an illusion, an unreal image that appears to be real. In this course, students study techniques that filmmakers use to tell their stories—camera angles, lighting, music and sound, plot, costumes, and special effects—in an attempt to better understand how movies express basic human behavior and ideas. As a final project, students will create movies of their own to demonstrate their knowledge of the art of film.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

Acting Lab (W) This course will cover ensemble/teamwork, movement, voice, and scene and play analysis. There will be an emphasis on objectives, obstacles, and acting techniques, including improvisational skills, character analysis, and performance. Materials will also include monologues, audition skills, dramaturgy (the art or technique of dramatic composition and theatrical representation), career paths, and theatre history. Theater production and directing are at the core of this offering.

Shakespeare for Performance (S) (Offered in alternate years. Next offered in Spring 2017) The primary goal of this course is to show that academic study of Shakespeare illuminates performance, and that bringing the characters to life on stage clarifies the meaning on the page.

Initial focus will be on what can be derived from the page—elements such as character and theme, supplemented by considering the material as something to be acted out. Gradually the ratio will be reversed, until preparation for performance takes up most of the class time. Writing about the plays and characters will involve both literary and acting slants. An assembly performance is likely to be part of the class. This class is designed for students interested in acting and/or taking some risks and expanding horizons.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

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ENGLISH THE PHILOSOPHY In our English classes, we cultivate students’ creativity, empathy and personal and intellectual growth through extensive reading, writing, listening, and speaking. At the same time, we strive to develop students’ appreciation of and skill with the English language. All this begins with the close examination of literature—the artful expressions of our language which touch on the universal questions of the human condition. In a natural circle, this study of literature helps students’ writing, while their writing deepens their appreciation of literature and life. We promote personal growth through deep thinking about moral and ethical questions raised in reading and explored in discussion and writing. We pursue a way of critical thinking more than a set of moral answers, pushing students to develop their own independent beliefs. Similarly, we pursue students’ individual writing processes, rather than strict writing formulas, preparing them to formulate creative questions and conceptual frameworks as they approach increasingly challenging material.

To promote further independence, we provide students with a variety of teaching styles and writing expectations, balancing this with common goals for our work with the language and literature. To encourage wider perspectives, we study diverse texts from various cultures and eras.

In sum, we hope to instill a love of words and books and effective expression, and the depth of thinking and feeling that one experiences in this lifelong pursuit.

THE OBJECTIVES The department will provide opportunities for students to: • develop study skills, including strategies for reading, note-taking, and annotation of digital and print materials; • practice close reading in a variety of literary genres and written and visual media; • sharpen critical and analytical skills with sophisticated literature; • enhance skills of oral expression through presentations and online and classroom discussion; • experiment with crafting fiction, poetry, creative nonfiction and multimedia; • write literary essays and formulate a thesis from evidence in a text; • acquire composing skills from sentence to paragraph to essay; • write and rewrite extensively to develop a mature writing style and to build confidence in their own writing process; • master the fundamentals and terminology of English grammar through class lessons and IXL software; • enrich vocabulary.

THE PROGRAM The English program builds incrementally through yearlong courses until the senior year, when students select from a rich offering of diverse electives. English I-V, grades 6-10, include common reading and writing experiences at each level that are built upon in each succeeding year. In grade 11, students may select from two yearlong courses, American Literature with an Honors option or Advanced Placement Language and Composition. In grade 12, students may take either the yearlong Advanced Placement Literature course or trimester courses in literature and writing.

Derryfield students are required to take a full year of English courses every year (or three trimesters at the senior year).

English IV (Grade 9) Daily reading, discussion, and writing to interpret texts are the heart of English IV. Through individual study, feedback, and collaboration, this course moves ninth graders into deeper levels of The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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interpretive reading and writing. Students practice writing analytical essays, short fiction, and poetry. We challenge students to develop flexibility in their writing process and control over structure and mechanics through frequent analytical essays, a poetry chapbook, short stories, and a culminating writing portfolio. We emphasize active reading of challenging texts and require students to take responsive notes while reading. Our texts include Henry IV; Antigone; foundational stories and legends from Greek, Roman, and Biblical sources; and contemporary poems, novels, and short fiction. Through individual reading and shared inquiry, we push students to make meaning of texts through social and historical connections, intertextuality, and reflections on personal experience. To help them in this process, students practice integrating SAT vocabulary into their working vocabularies and recognizing the grammatical underpinnings of their own powerful sentences.

English V (Grade 10) (with honors option) Tenth-grade English encourages students to explore the power of the journey or quest in literature.

Built on the theme of “Travel and Transformation,” the course invites students to consider the potentially transformative experience of the hero as he or she leaves the world of the familiar to face the unknown. Reading texts such as Siddhartha, The Odyssey, and the graphic novel, Persepolis, as well as Shakespeare, students are encouraged to participate actively in a seminar classroom, and to develop their thinking, speaking, and writing skills in response to literature. The course concentrates on the writing process as students write both expository and creative pieces.

Students do extensive work on revision and editing, through individual and group processes.

Weekly grammar and vocabulary study continues throughout this year. Students will be asked to read closely, to develop meaningful interpretation through cultural and historical connections, comparisons between texts, and personal experience.

Honors Option: In the fall of their tenth grade year, students who completed English IV with a grade of B+ or higher and wish to pursue the honors course distinction will declare their intention to the instructor during the first two weeks. Embedded in regular English V, the honors option offers highly motivated, independent learners who are passionate about English the opportunity to read more, write more, and explore more rigorous content through independent work and a “blended” classroom. This is work accomplished in addition to the regular English V course work. In the past, honors students have read independently, written analytical essays, posted blogs, created short stories and poetry, and participated in honors seminars.

ENGLISH FOR GRADE 11 In the junior year, students may select one of the following courses: American Literature and Composition (with an Honors option) or Advanced Placement Language and Composition. In addition to the primary required yearlong course, each term juniors may select one senior elective for additional credit.

American Literature and Composition (with honors option) American Literature and Composition focuses on building skill, confidence, and independence in reading and writing. This yearlong course introduces juniors to keystone texts in American literature that reflect the development of unique American literary voices while students build their knowledge of SAT vocabulary, grammar, and economy of style. Students develop their unique writing voices through frequent drafting, deep revision, and careful editing.

Our reading progresses historically from post-colonial short fiction and poetry to 19th century Transcendentalists (Emerson, Douglass, Hawthorne, Whitman, Dickinson), who lay the groundwork for Twain’s Huckleberry Finn, Fitzgerald’s The Great Gatsby, Anderson’s Winesburg, Ohio, and eventually, the Beats. The literature suggests how our nation’s distinctive demographics; The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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intellectual, social, and political history; and geography have all inspired writers to address individuality, race, liberty, and our sense of place. Students concurrently studying American history will find exciting connections between American literature and social and political trends.

Our writing focuses on developing a clear, consistent narrative voice and engaging the reader using exposition, description, and narration. Students practice analytical and personal (college) essays, experiment with short fiction and poetry, and conducted interviews that culminate in an eight-page profile.

Honors Option: Students who completed English V with a grade of B+ or higher and wish to pursue the course for an Honors distinction will declare their intention to the instructor during the first two weeks. The Honors option requires students to write longer papers and to pursue individual writing and presentation topics.

Advanced Placement English Language and Composition This year-long course trains juniors as readers and writers in methods of rhetorical analysis, the creation of effective nonfiction for various audiences, and understanding of prose style. Drawing on texts such as The Narrative of the Life of Frederick Douglass, Barbara Ehrenreich’s Nickel and Dimed, The Great Gatsby, The Things They Carried, and Huckleberry Finn as well as visual media, students explore two overarching questions: 1) “What does it mean to be American?” and 2) “How do the arts and media influence the American experience?” Students write essays of analysis, argument, and synthesis, as well as personal essays. The culminating project is a researched essay addressing the question: “What is the greatest challenge or greatest hope of the next fifty years?”

Students who have demonstrated success in secondary English classes and are eager to participate in a college-level rhetoric course are encouraged to enroll in this course, subject to the English Department’s permission. Students will prepare for the AP exam.

ENGLISH FOR GRADE 12 In the senior year, students may select the yearlong Advanced Placement English Literature or electives. In addition, students may earn English credit when taking Senior Honors Humanities Seminar. If a student’s schedule does not align with an English or history offering, students may earn one English credit by taking a Creative Arts course, such as Shakespeare for Performance; to do so requires written permission from the head of the English Department.

Advanced Placement English Literature This course is for seniors only. Students will examine challenging literature of different types, from different eras, from various countries. Through discussion and writing, students will practice various literary theories and lenses to shape understanding and express opinions. Written work will mostly be literary essays and analysis, including experimentation with various literary approaches. There will also be a few creative pieces tied to the reading. Almost all of our reading will be fiction, ranging from novels to shorter prose works. There will also be at least one play and much poetry. At first, the goal with poetry will be to increase student comfort by providing a framework, a system, for getting meaning. The biggest difference between this class and other English literature courses is the considerable time spent on examining word choice and how it affects our understanding. The AP test is not required.

Senior Honors Humanities Seminar This sequential series of electives is an exciting introduction and examination of the origins and evolution of western civilization. This cross-disciplinary exploration will combine history, literature, art, and philosophy as vehicles to understand the vibrancy and impact of the western historical experience from Homer to 9/11. Students will grapple with essential questions regarding the The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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political and social order of societies as well as more abstract topics ranging from the nature of beauty to the existence of an afterlife. Our explorations will range far and wide within the western tradition, from tracing the changes to the concept of honor to studying the evolution of classical music to watching the emergence of the novel as a form. Students will be prepared for the rigors of college-level seminar work, from analytical papers to in-class examinations that demonstrate their understanding of the answers different eras have given to these issues, and their own.

The following selections can be taken sequentially as a full-year course or as individual electives, and may be applied to either English or History departmental requirements. This course is open only to seniors.

SHHS: Antiquity (F) In the fall term, we will study the rise and fall of Ancient Greece and the successor culture of Ancient Rome, culminating in understanding the emergence of Christian culture as the religious and intellectual paradigm for the West.

SHHS: Revolution (W) In the winter term, we will investigate the return of classicism in the Renaissance, the response generated by the Protestant Reformation, the rise of empiricism and rationality in the form of the Scientific and French Revolutions, and the Romantic reaction to them.

SHHS: Modernity (S) In the spring term, we will look at the emergence of realism in the arts and evolution as a central paradigm for understanding the world, and end with a cross-cultural appreciation of the crisis occasioned by modernity.

Senior Writing Seminar (F) This trimester elective offers a solid and ambitious environment for student-writers to hone their craft and art. Students will have the opportunity to focus on their writing skills, with an emphasis on refinement of personal craft. The class will explore the dynamic and often complex blending of genres, with an emphasis on creative nonfiction. Mechanics, style, form, and structure will be also emphasized. By reading the work of published writers and exploring how these types of writing are generated, the elements that characterize them, and their effectiveness, students will gain valuable insight into the overall writing process. Through guided exercises, longer writing pieces, and student workshops, participants will have the chance to explore and play with language and develop their own unique voices. Additionally, students will spend time working on college pieces. They will also have the opportunity to explore the publishing process and to consider a formal senior reflection.

Literature and the Art of the 1920s (W) Though there is always a sense of unrest in the seemingly most stable societies, the 19th century was, to a degree, somewhat settled, even staid. The next century tore apart any sense of peace and serenity, as World War I was so horrific that people dubbed it “The War to End All Wars,” believing that we would never want to experience such a nightmare again. After the war, many artists-the socalled Expatriates-left America to explore new ideas in the greater freedom of Europe (Hemingway, Gertrude Stein, and Fitzgerald are among the more famous; the movie Midnight in Paris presents a collection of such Americans and Europeans). From flappers to suffragettes to traditional mothers, women’s roles became increasingly more complex and dynamic. If the external, visible world weren’t terrifying enough, pioneers like Freud opened up many of the secrets of our inner selves, making psychology a viable and often unnerving way of understanding the world. The Harlem Renaissance, an outpouring of African-American creativity, provided a name for the time period The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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because of a truly American invention: The Jazz Age. Possible course texts: The Sun Also Rises, A Moveable Feast, The Awakening, and World War I poetry.

Creative Writing (S) This exciting and ambitious course will examine the craft and technique of creative writing.

Students will have the unique opportunity to explore fiction and poetry. Through in-class exercises, short writes, and longer pieces, students will work to find and hone their own unique voices. They will heighten their imaginative sense of seeing, structure, and narrative movement. Readings of both traditional and modern authors will supplement discussions of form and technique, and students will participate in several workshops throughout the term. The course will conclude with a final self-designed project of substantial length.

Gender and Power in Shakespeare (F) Often in Shakespeare’s plays, men and women don disguises to cross the boundaries of convention. In this course, we will read the Taming of the Shrew, Measure for Measure, and MacBeth to examine how the protagonists pursue alternative routes to defy the rules of gender and class in their pursuit of love and power. Through reader’s theater; analysis of scene, character and theme; and diverse projects, we will explore the contemporary relevance of these compelling characters and stories.

Public Speaking: The Art of Persuasion (F, W, S) Designed for those seeking to improve their abilities in speaking before formal and informal audiences, the course focuses on the basics of voice and body control (breathing, intonation, volume, articulation, gesture, posture). In this writing-intensive course, students will learn various forms of public speaking: original oratory, humor, drama, and oral and extemporaneous speech.

Students will experience writing original speeches and examine different styles of famous historical speeches.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

The Composition of Film (F, W) Watching a movie is like watching an illusion, an unreal image that appears to be real. In this course, students study techniques that filmmakers use to tell their stories—camera angles, lighting, music and sound, plot, costumes, and special effects—in an attempt to better understand how movies express basic human behavior and ideas. As a final project, students will create movies of their own to demonstrate their knowledge of the art of film.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

Shakespeare for Performance (S) The primary goal of this course is to show that academic study of Shakespeare illuminates performance, and that bringing the characters to life on stage clarifies the meaning on the page.

Initial focus will be on what can be derived from the page—elements such as character and theme, supplemented by considering the material as something to be acted out. Gradually the ratio will be reversed, until preparation for performance takes up most of the class time. Writing about the plays and characters will involve both literary and acting slants. An assembly performance is likely to be The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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part of the class. This class is designed for students interested in acting and/or taking some risks and expanding horizons.

• For students in Grades 9–12, this course fulfills one third of the Creative Arts departmental requirement. This course may be applied to English departmental graduation requirements in Grade 12 by written permission.

Form, Craft and Influence: Poetry Workshop (MSON, first semester) Instructor: Douglas Ray, Indian Springs School, Pelham AL In this semester-long course, students will learn the history and craft of poetic forms like the sonnet, pantoum, villanelle, ghazal, dramatic monologue, rondeau, and more. Through studying canonical and contemporary texts, students will build a knowledge base of the tradition in which they, as emerging poets, work. The primary focus of the course is the development of each student’s voice as a poet—honing his or her craft through learning by making.

Good writers are, first, great readers. To bolster students' knowledge bases, we will read a selection of primarily American poetry to see the evolution of a particular form. T.S. Eliot says in his essay “Tradition and the Individual Talent,” “No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists.” The sonnet of Petrarch and Shakespeare meets the digital age in our virtual space.

Monday /Wednesday 2:30-3:30 p.m. EST • This course may be applied to English departmental graduation requirements in grade 12 by written permission.

Creative Writing in the Digital Age (MSON, second semester) Instructor: Julia Maxey, Severn School, Severna MD Storytelling is as important today as it was hundreds of years ago. What has changed, in many cases, is the media through which writers tell their stories. Today’s literary artists take advantage of digital tools to spread their messages and tell their stories in new ways that combine narrative and contemporary form. Students will begin with the traditional forms of poetry, short prose, and literary non-fiction and then go beyond those forms to explore how contemporary tools can enhance expression. We will study master writers in each of the traditional forms and be inspired by their examples. Then, we will look at how communication in the 21st century has provided us with even more ways to share our thoughts and to be creative. Possible explorations include hyperlinked narratives, social media as inspiration and tool, animated text, audio, videos, and all manner of non-linear narrative. The class will ask an essential question: what happens when communication becomes wider and has an instant audience? The class routine, based around writing, reading, and discussion, will include weekly critiques of student work and required writing, including in some non-traditional, contemporary formats.

Monday /Wednesday 2:30-3:30 p.m. EST Creative Non-Fiction Writing Workshop: If Only You Could See This Place (MSON, second semester) Instructor: Susan Conley, Waynflete School, Portland ME How do we write great non-fiction (and this includes all flavors of essays—college essays, literary journalism, memoir, and more), so that our stories have an injection of narrative tension that invites the reader to sit down inside our stories and stay a while? This workshop will help you become a better writer so that your stories contain an electrical charge that starts at the sentence level and travels through the entire piece. This tension, or electrical charge, is the engine that great nonThe Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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fiction runs on. Students will search the places in one’s life that have mattered most, and using a series of fun writing prompts, generate new writing, using place as a portal to help land on the life stories that students’ most want to tell. Later, the class will move into class workshops of each student’s work. Each session will also look at other specific craft aspects: primarily beginnings, endings, and the weaving of multiple story lines in one essay. Students will also read some fantastic published work.

Monday / Thursday 3:35–4:35 p.m. EST

HISTORY THE PHILOSOPHY Knowledge of the past provides students the essential foundation for democratic participation and global citizenship in a rapidly changing and interrelated world. Our students graduate with a strong grasp of American, western, and non-western history, and the ability to learn independently and see issues from a variety of perspectives, which leads to a clearer understanding of the present. While the core skills of analytical reading, writing, debating, and researching are consistently taught; creativity and flexibility in the classroom are also hallmarks of Derryfield’s history department. All these skills combine to enhance individual learning and to develop within each student a love for historical inquiry.

THE OBJECTIVES The department expects students to: • develop close reading skills for primary and secondary sources; • construct and articulate arguments both orally and in writing; • write essays and formal papers using a variety of evidence; • take effective notes from reading, discussion, and lecture; • improve research skills using print and online resources; • display knowledge and understanding using technology; • develop an awareness of world cultures and geography; • pursue areas of individual interest; • cite sources properly.

THE PROGRAM HISTORY FOR GRADE 9 (Required for graduation) Asia: East and West (Grade 9) This course introduces students to the cultures and histories of the Asian continent. Students will examine China, the Middle East, India, and/or Japan and case studies. Confucianism, the Abrahamic traditions, and 21st century global concerns will comprise areas of focus within the course. Readings will include primary sources, historical fiction, and analytical texts. The readings will engage students’ intellectual interests and immerse them within the cultures of these areas.

Artwork, music, and film will also provide insight into the many experiences of living in Asia, from the eighteenth century to modern times. This course will build a foundation for the analytic writing, note-taking, presentation, and research skills that will be utilized throughout history courses the next three years at Derryfield.

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HISTORY FOR GRADE 10 The tenth grade curriculum offers two courses students can choose from based on their content area interests. What is common between the two courses is a shared commitment to developing the skills of close reading, analytical writing, study and time management, and the integration of technology—so that sophomores emerge as digitally aware 21st century students able to navigate across a range of software programs and web-based platforms when researching and sharing their ideas.

Europe: Riots, Revolution, and Reforms (Grade 10) History from 1789 to 1991 is a story of riots, revolutions, and reforms, exposing much of the foundation for the political and economic ideas and aspirations that define our contemporary lives.

The broad social history of those decades, from the uncertain beginnings of European democracy in 1789 to the implosion of the extravagant Soviet authoritarian experiment in 1991, tracks the pressures and opportunities humans experienced in the process of modernization. This course will ask students to consider what it was like to mount the Parisian barricades in 1789, work as an urban artisan in Berlin at mid-19th century, experience the Russian Revolution as a bourgeois onlooker, or be a party member during the collapse of communism in 1991. The exploration of these viewpoints and others will occur though a close reading of primary and secondary sources as well as through the investigation of novels such as Charles Dickens’ Hard Times and George Orwell’s Animal Farm, which will encourage students to apply their historical understanding to the analysis of classical literature. Students will emerge with an understanding of the ways in which revolutions not only redefined the historical landscape, but also the lives and experiences of those touched by European powers.

Environmental Studies: Past, Present, and Future (Grade 10) As humans move into the second decade of the 21st century, sustainable solutions to our shared environmental problems are becoming more and more necessary. This course starts from presumption that we are facing a significant environmental crisis, which is putting an unsustainable level of stress on our natural resources and our natural world. We all need to become knowledgeable about where our energy, food, and water come from, and where our waste goes.

How do we maintain hope when environmental problems can seem insurmountable? Where are solutions to be found? Through reading, film, case studies, websites, and podcasts, we will come to understand the competing debates, politics, and solutions surrounding our most pressing environmental challenges—climate change, energy, food, water, and waste. We will examine these issues in their local, national, and international contexts. The class explores the debates over environmental policy and action, and not whether humans are responsible for climate change. The course will conclude with an examination of the economics of happiness, a field of study that merges economics, consumption, and personal satisfaction.

HISTORY FOR GRADE 11 (Required for graduation) The eleventh grade curriculum offers students the chance either to explore American History topically or engage in a college-level chronological examination of our nation’s history. Like in tenth grade, both courses share a commitment to reading complex text and developing close reading skills while focusing student writing on rigorous analysis and argument. As the reading demands are greater in the eleventh grade year, time management and note taking skills will be stressed, with the understanding that with greater independence comes greater responsibility.

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United States History (Grades 11–12) This study of United States history is accomplished by dividing the American experience into distinct units, each one designed around a key period of American history. After utilizing books, monographs, primary sources, and other materials to study multiple views of issues, students are asked to draw their own conclusions. The class is designed to encourage student interaction, and students are asked to take sides and defend their opinions on significant historical questions.

Specific areas of inquiry include the Founding Fathers and the Constitution, the Civil War, the evolution of American foreign policy, the transformation of the federal government’s role in American life, the Civil Rights movement, the Vietnam experience, and the current state of U.S. domestic and foreign policy. Analytic writing, debating, and electronic presentations are skills objectives of this course.

Advanced Placement United States History (Grades 11–12) AP U.S. History is a comprehensive chronological examination of the significant issues and events that have defined the American experience from the colonial era up to through the Gulf War. Major figures, ideas, and historical events are explored in depth through the use of primary and secondary sources, with emphasis on the beliefs and ideologies that shaped the development of America.

Through extensive reading and writing as well as one-on-one, small group, and seminar discussion, students study the relationship between ideas and institutions, rhetoric and reality, and various historiographical interpretations of the American experience. The class is recommended to those students who have done outstanding work in their tenth grade history course and are personally motivated by their interest in history. Successful students in this course are strong readers, enjoy class participation, and have demonstrated a responsibility for their own learning. While students will acquire an in-depth acquaintance with the various features of the AP exam, the course is a college-level seminar and therefore not exclusively geared towards preparing students for the College Board examination.

HISTORY FOR GRADE 12 Global Issues: Sustainable Development /Imbedded Honors The greatest challenge the world faces in the coming decades is how to move over a billion people out of poverty without irreversibly harming the natural world upon which all human life depends. This course will tackle the challenge by studying developing nations, and the issues they face in Asia, Africa, the Middle East, Central and South America. Using the United Nations’ recently released framework on sustainable development, which includes goals for clean energy and water, gender equity, food security, biodiversity, education, and resilient cities, as well as the work emerging from Columbia University’s Earth Institute and the Stockholm Resilience Centre, students will research, debate, and design solutions to the world’s most pressing problems. This is a multidisciplinary course that will blend history, political science, environmental studies, and economics, with the perspective of students and experts from around the world.

Senior Honors Humanities Seminar (Grade 12) This sequential series of electives is an exciting examination of the origins and evolution of western civilization. This cross-disciplinary exploration will combine history, literature, art, and philosophy as vehicles to understand the vibrancy of the western historical experience from the emergence of Homer to 9/11. Students will grapple with essential questions regarding the political and social order of societies as well as more abstract topics ranging from the nature of beauty to the existence of an afterlife. Our explorations will range far and wide within the western tradition, from tracing the The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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changes to the concept of honor to studying the evolution of classical music to watching the emergence of the novel. Students will prepare for the rigors of college-level seminar work, from crafting analytical papers and answering in-class examinations that demonstrate their understanding of the answers different eras have given to these issues—and their own.

The following selections can be taken sequentially as a full-year course of study, and may be applied to either English or History departmental requirements. This course is open only to seniors.

SHHS: Antiquity (F) In the fall term, we will study the rise and fall of Ancient Greece and the successor culture of Ancient Rome, culminating in understanding the emergence of Christian culture as the religious and intellectual paradigm for the West.

SHHS: Revolution (W) In the winter term, we will investigate the return of classicism in the Renaissance, the response generated by the Protestant Reformation, the rise of empiricism and rationality in the form of the Scientific and French Revolutions, and the Romantic reaction.

SHHS: Modernity (S) In the spring term, we will look at the emergence of realism and evolution as central paradigms for understanding today’s world, and end with a cross-cultural appreciation of the crisis occasioned by WWI and the shift towards modernity that resulted.

Political Science (F) This course uses 20th century Russia as a case study to explore the relationship between government and the governed. Stalin’s methods of control will be examined through the literature and poetry of those who were left behind, including voices of dissident physicists and humanitarians. The primary literature will be coupled with political science readings on the nature of regimes and the role of the individual in society. Once having established an understanding of totalitarianism versus authoritarianism, we will explore whether either can endure in the face of modernity, and what political systems can survive today. The class will examine analogies to contemporary totalitarian and authoritarian regimes and the aspirations of the governed.

International Relations (W) In this course we will look at the failures of diplomacy in the periods leading up to World War I and World War II in order to learn about the dominant theories in the field of Securities Studies. This will allow us to build a vocabulary and an intellectual structure to explore contemporary issues like Iranian weaponization. By investigating timeless behaviors of alliance management, cooperative agreements, arms procurement, leadership and brinkmanship, students will acquire the tools of international relations analysis and the opportunity to use them in historical and contemporary inquiry.

The Cold War (S) This course will examine the Cold War through film. Three subtexts of the Cold War will be explored through their cinematic expression: strategic nuclear deterrence, Communism’s subordination of the individual to the collective, and McCarthyism. These subtexts will be examined through such films as Dr. Strangelove, The Day the Earth Stood Still, On the Beach, The Invasion of the Body Snatchers, and The Manchurian Candidate, as well as documentary footage of the McCarthy hearings. The films will be supplemented by reading and discussion of the foundational political and historical context.

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Advanced Placement Economics: Macro & Micro (MSON, full year) Instructor: Kelly Aull, Trinity Preparatory Day School, Winter Park, FL The macroeconomic portion of this yearlong course teaches students the principles of economics that apply to an economic system as a whole. Specific topics include the study of national income and price-level determinants, economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. The microeconomic portion teaches students about the nature and functions of individual decision makers in the modern economic system. Specific topics include the nature of product markets, factor markets, and the role of government in promoting greater efficiency and equity in the economy. Participation in the Florida Stock Market Challenge as a term project is to be determined.

Monday / Thursday, 11:05 a.m.-12:05 p.m. EST • Prerequisite: completion or concurrent enrollment in Precalculus The American Food System: Past, Present, Future (MSON, first semester) Instructor: Brent Powell, The Derryfield School, Manchester, NH The American food system consists of the interrelated components of how we get food from “farm to fork,” including the producing, harvesting, processing, transporting, marketing, distributing, and the eating of food. Through a humanities-based, interdisciplinary approach the course will examine the political, social, economic, and environmental aspects of the system, as well as the challenges and opportunities in moving from our current industrial food system to a more sustainable one.

Students will engage in a variety of projects, allowing them to understand their regional and local food systems, while learning from their classmates throughout the country. We will examine such topics such as animal agriculture, organic farming, local production and distribution, the debate over GMOs, the marketing of unhealthy food to children, and the problem of hunger in America.

Tuesday / Friday, 11:05 a.m.–12:05 p.m. EST Diversity in a Global Comparative Perspective (MSON, first semester) Instructor: John Aden, Canterbury School, Ft. Wayne IN Diversity in Global Comparative Perspective is a semester length course that examines the ways our Human Family has sought to create, marshal, contest, and maintain identities through Culture and relations of power. These identities can be appreciated through “lenses of analysis.” The course critically engages the traditional “Big Three” lenses of analysis: Race, Class, & Gender, understanding that Culture serves as an important backdrop against which these identities emerge.

Once students appreciate the important ways the Social Sciences have engaged with, written about, and debated these three core modes of analysis, the course expands to incorporate other, equally rich lenses: age, ableism, intellectual diversity, geographic diversity, cognitive and neurological diversity, and the business case for Diversity, as well as how to study synergistically intertwined phenomena. Film and Critical Film Studies, as well as the role Colonialism has played in the major conflicts of the last 500 years, each serve to enrich student understandings of Diversity.

Wednesday / Friday 4:40-5:40 pm EST Man’s Inhumanity to Man: Genocide and Human Rights in the 20 th Century (MSON, second semester) Instructor: George Dalbo, Mounds Park Academy, St. Paul MN The story of genocide in the 20th century stands in stark contrast to the social progress and technological advancements made over the last 100 years. As brutal culmination of nationalist and The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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racist attitudes and policies, as well as a poignant reminder of both the cruelty and resilience of human beings, these genocides punctuate modern history with harsh reality. This course will explore the many facets of genocide through the lenses of history, literature, art, sociology, and law.

Specifically, we will turn our attention to understanding the framing of genocide as a legal concept.

Using the holocaust as our foundation, we will examine examples of additional genocides from the 20th century, including those in Armenia, Cambodia, Rwanda, and Bosnia (among others).

Ultimately, we will train our attention to the enduring legacy of genocides around the world, especially as we consider attempts to recognize, reconcile, and memorialize genocide from the individual to the collective. Students will read and analyze primary source material, secondary historical accounts, genocide testimony and memoirs, in addition to examining individual fictional and artistic responses and the collective memories and memorials of whole societies.

Wednesday / Friday 4:40-5:40 p.m. EST Music History: History of Rock and Roll (MSON, second semester) Instructor: Chuck Kraus, Fort Worth Country Day School, Fort Worth TX This course presents the historical evolution of contemporary American music. The course will primarily cover American pop/rock music through the lens of treating American pop music as a worldwide musical first. The course is the first of its kind, covering the pop/rock genre in a deep, consistent, and accessible way. The course includes detailed listening guides helping students understand compositional technique, musical timing, and lyric construction. Of particular significance is the inclusion of Interactive Listening Guides providing moment-by-moment descriptions of the music as it is performed.

Tuesday / Friday 11:05 a.m.-12:05 p.m. EST • No prerequisite, but students should have basic knowledge and understanding of music fundamentals.

Philosophy in Pop Culture (MSON, first semester) Instructor: Joyce Lazier, Canterbury School, Fort Wayne IN Have you ever had a realistic dream that you were sure was true and then woke up confused? How do you know that you are not in the Matrix? What is real and what is not? This course will investigate the nature of existence. It will combine classic philosophic works, like Descartes, with contemporary movies like The Matrix and Inception, to contemplate what it is to exist and what the meaning of life is or should be.

Wednesday / Friday, 1:15-2:15 p.m. EST • No prerequisite, but some familiarity/experience with logic will be helpful.

Survey of Art History Through Sculpture (MSON, first semester) Instructor: Lauren Cunningham, Fort Worth Country Day School, Ft. Worth TX A culture’s artworks reflect its hopes, fears, and dreams and provide a snapshot into the human experience. This semester-long course will introduce students to the great artistic traditions, from its prehistoric beginnings to the present day, through a lens of sculptures depicting the human body. Students will gain the vocabulary to talk about these works of art and understand them within their social and cultural contexts. Students will also make thematic connection between artworks, examining topics such as consumerism and body image, and gain a deeper understanding of sculptural icons such as Michelangelo’s David, Rodin’s Thinker, and the Statue of Liberty. The aim of the course is for students to not only better understand the visual environment we live in but also

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to see how it reflects our own history, values, and ideals. Students will be prepared for further study in art history at the college level.

Tuesday / Friday 11:05 a.m.-12:05 p.m. EST • No prerequisite, but students who have taken studio art, American history, or European history will be especially suited for this class.

MATHEMATICS THE PHILOSOPHY The primary concern of the Mathematics Department is the development of a student’s ability to think logically. We believe that even if mathematics is not to be their main area of interest, logical reasoning will be invaluable both in a student’s chosen field and in everyday living. We do not believe, however, that this type of logic must be developed at the expense of a firm knowledge of mathematical facts and concepts, but that instead the thinking process should make the facts and concepts easier to understand.

We are also firmly committed to challenging students to the limits of their capacities. Ideally, we accomplish this by allowing students to progress at their own rate through the system, within the structural limitations of the classes. We emphasize the development of the individual, both as a thinker and one who computes.

Finally, we feel a strong commitment to and take great pride in the number of students who remain in the mathematics program for their entire high school career. We believe that we can be flexible enough with course offerings to fit the needs of a particular group. This may often require sections of the “same” course moving at quite different speeds, but we are willing to expend the extra effort to make this possible.

THE OBJECTIVES To implement our philosophy, we believe that each student should: • understand mathematics as a logical system; • have a knowledge of, and be competent with, basic mathematical processes and concepts; • develop efficiency and accuracy in computation; • acquire the ability to solve problems; • use logical thinking to discover both generalizations and applications; • develop the skills and vocabulary essential to future mathematical study; • develop creativity and curiosity; • understand the relationship between mathematics and the other academic disciplines; • understand and appreciate the role of mathematics in society.

THE PROGRAM Below are the topics covered in each of the mathematics courses offered at Derryfield. The ability of a particular class may dictate some variance from the outline, but it would involve only slight changes. A student must complete at least three full years of Math in the Upper School and progress at least through Algebra II in order to graduate. Most students are encouraged to study math for all four years and, based on their interests, continue to take one or more of the advanced math courses offered beyond Algebra II. Algebra I • Introduction to variables • Real number axioms • Linear equations and inequalities in one and two variables The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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• Graphing in the plane • Operations with polynomials • Factoring • Laws of exponents including negative exponents • Rational expressions • Linear and quadratic functions • Irrational numbers • Quadratic formula Geometry • Angles in the plane • Parallel and perpendicular relationships • Congruent triangles • Quadrilaterals and regular polygons • Similar triangles • Special triangles • Circles and angles in circles • Constructions and loci • Coordinate geometry • Areas of polygons and circles • Deductive proof and applications to three dimensions emphasized throughout • Trigonometry of right triangles • Laws of sines and cosines Algebra II • Real number axioms • Linear equation and inequalities in 1, 2, and 3 variables • Linear systems • Quadratic equations and functions • Irrational numbers and radical expressions and equations • Complex numbers • Techniques for solving polynomial equations • Exponential functions, equations, and properties • Logarithmic functions, equations, and properties • Rational expressions including negative exponents • Rational expressions and equations • Prerequisite: Algebra I Honors Algebra II Honors Algebra II covers the same topics as Algebra II but in greater depth and at an accelerated pace. The course covers a small set of unique topics, including linear programming and conic sections. Group work is a major component of the course and students are expected to take significant personal responsibility for their own learning.

Algebra I & II Combined Algebra I & II Combined covers the topics of both the Algebra I and Algebra II courses in one school year. It is designed for motivated students who are ready to work through material rapidly in preparation for multiple years of advanced math electives. Group work is a major component of the course and students are expected to take significant personal responsibility for their own learning.

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Fall Trimester: “Algebra I Essentials” • Simplifying expressions • Solving equations • Inequalities (including compound and absolute value) • The coordinate plane/graphing, linear equations and functions/function notation • Systems of linear equations • Linear inequalities/systems of inequalities Winter Trimester: “Algebra I/II Overlapping Topics” • Laws of exponents • Polynomials and factoring • Solving polynomial equations by factoring • Polynomial inequalities • Rational expressions/equations Spring Trimester: “Algebra II Essentials” • Radicals, complex numbers • Quadratics (solving, graphing) • Logs Algebra II & Precalculus Combined Algebra II & Precalculus Combined covers the topics of both the Algebra II and Precalculus courses in one school year. It is designed for motivated students who are ready to work through material rapidly in preparation for multiple years of advanced math electives. Group work is a major component of the course and students are expected to take significant personal responsibility for their own learning.

“Algebra II Essentials” • Linear Equations and Functions • Products and Factors of Polynomials • Rational Expressions • Irrational/Complex Numbers • Quadratic Equations and Functions “Precalculus Basics” • Transformations of equations and their graphs • Composition Functions • Inverse Functions “Precalculus Essentials” • Polynomial and Rational Functions and Graphs • Exponential and Logarithmic Functions • Trigonometric Functions • Analytic Trig Precalculus • Functional analysis including composition and inversion • Polynomials with factor theorem and rational roots theorems • Exponential and logarithmic functions • Trigonometric functions and their inverses • Trigonometric identities and proofs The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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• Advanced triangle trigonometry • Sequences and series • Mathematical induction • Prerequisite: Algebra II Honors Precalculus Honors Precalculus will cover the same topics as the Precalculus course but it will cover the material in greater depth, at a faster pace, and at a greater level of abstraction. Additional topics like polar coordinates, countability, and transfinite sets will be covered to enhance the depth and rigor of study. Honors Precalculus is a rigorous, fast-paced course and is intended for highly motivated students who have demonstrated an enthusiasm for math. The expectations and workload placed on the students are much higher than in Precalculus. From homework assignments to in-class study, students in Honors Precalculus are expected to solve more complex questions and problems. This higher expectation of work, quality, and depth of ideas will directly challenge students’ conceptual understanding of higher-level mathematics.

Calculus This class covers the same basic material as AP Calculus, but in a different order. The general progression is to emphasize calculation in the fall, application in the winter, and theory in the spring. The freedom from teaching toward a test allows the class to propose side trips (such as a major project building and learning to use slide rules), so that the topics covered in one year might vary slightly from the year before. Major applications covered include the theory of music, simple astronomy, and the behavior of exponential functions with regard to finance, half-life of drugs, etc.

Major theoretical topics include infinitesimals versus limits, and the construction of the laws of logarithms from the integral definition.

• Prerequisite: Precalculus Advanced Placement Calculus (AB) • Limits and continuity • Derivatives of algebraic and transcendental functions • Chain Rule, implicit differentiation • Applications in curve tracing, related rates, and max-min problems • Mean value theorem • Integration • The fundamental theorems of calculus • Applications in areas, volumes, and length of curves • Calculus of circular functions, exponential and logarithmic functions • Methods of integration-substitution • Approximating integrals by rectangles or trapezoids • Analytic solution of variable-separable differential equations • Graphical solution of differential equations by slope fields • Prerequisite: Precalculus Advanced Placement Calculus (BC) • Improper integrals • Conic sections and the general second degree equation • Calculus of parametric, polar, and vector functions • L’Hôpital’s rule and its application to convergence of improper integrals and sequences The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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• Integration by parts and partial fractions • Application of integrals to area, volume, length of curve, and surface area • Analytic solution of variable separable and logistic differential equations • Solution of differential equations graphically by slope fields and numerically by Euler’s method • Infinite series of numbers; tests of convergence • Power series, Maclaurin and Taylor series with Lagrange remainder • Prerequisite: AP Calculus (AB) Advanced Placement Statistics This course includes three major areas of emphasis: data collection, data description, and data analysis as described below.

Data collection: • Surveys • Comparative experiments Data description: • One-variable statistics: measures of central tendency and variability • Graphs—histogram, box plot, dotplot, normal quantile plot • Two-variable statistics—measures of linearity and transformation to linear graphs • Scatterplot, residual plot Data analysis: • Probability and probability distributions, including binomial and geometric distributions • Normal density curves • Sampling distributions and the Central Limit Theorem • Hypothesis tests and confidence intervals for means and proportions • Chi-squared analysis of categorical data • Inference on slope of a regression line • Power of a test, Type I and Type II errors • Prerequisite: Precalculus Probability and Statistics (F) What are the chances that you would win the lottery and get struck by lightning in the same day?

How do you know if you are being misled by statistics in advertisements and the media? This course serves as an introduction to counting, probability, and statistics—concepts that are likely to appear on the SAT and ACT exams.

Course topics will include: • Counting methods • Probability applications • Collecting data (surveys and polls) • Organizing data (graphs, plots, and tables) • Analyzing data (interpreting descriptive statistics and probability distributions) Logic & Set Theory (W) We humans have an inherent need to find order and meaning in everything around us. We use set theory every day when we classify, label, and categorize things. We use logic every time we make a decision, as we consider the relevant facts and arrive at a reasonable conclusion. The rules of logic are universal, and can provide an important framework for analyzing information in an objective way.

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Course topics will include: • Sets and set operations • Boolean logic • Venn diagrams • Inductive vs. deductive reasoning • Statements and truth tables • Syllogisms and analyzing arguments Mathematics of Finance (S) How long will it take you to pay off your college loans? If you max out your credit card and only make the minimum payment each month, how long will it take to pay off the balance? How do you calculate the amount of interest you pay when you finance the purchase of your first car or home?

What is the best way to invest money? What types of investments are there? Financial literacy is a valuable tool in our consumer-based culture. Learn the fundamentals of borrowing, investing, and financial planning.

Multivariable Calculus (MSON, full year) Instructor: Section I: Joshua Link, Maret School, Washington DC Section 2: Ben Sabree, St. Andrews Episcopal School, Ridgeland, MS The mathematics of three dimensions is the emphasis of this college-level course. Multivariable Calculus will explore the geometry of three-dimensional space, including vector arithmetic. It will also explore three-dimensional surfaces, using the tools of derivatives and integrals expanded into multiple dimensions. A robust unit on differential equations will allow students to review the topics of single-variable calculus. The emphasis throughout the course will be on problem-solving and on real-world applications of the tools students learn in fields such as economics, astronomy, physics, engineering, and medicine.

Section 1: Monday / Thursday, 12:10-1:10 p.m. EST Section 2: Tuesday / Thursday, 4:40–5:40 p.m. EST • Prerequisite: Completion of BC Calculus Advanced Abstract Math (MSON, first semester) Instructor: Justin Fitzpatrick, Ph. D., University School of Nashville, Nashville TN This student-driven course is for those interested in learning topics outside the standard mathematics curriculum, as well as learning topics already within the curriculum at a deeper level.

At the beginning of the course, there will be a brief unit on proof techniques. After a short time, students will be expected to turn in a list of several mathematical topics about which they would like to learn more. The instructor will then choose from these topics to form a cohesive unit and collect input from as many students as possible. Topics from previous semesters include fractal geometry and dimension, Cantor’s set theory, number theory, cryptography, power series, and Fibonacci numbers, to name a few. The only prerequisites for this course are a solid background in algebra and a thirst to satisfy mathematical curiosity. Students share solutions, which will be evaluated in terms of accuracy both in writing and in spoken communication, as both of these skills are of paramount importance to the budding scientist or mathematician. Students may also be asked to turn in a written solution to a given problem, which will be evaluated similarly.

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Advanced Math Topics: Personal Finance (MSON, second semester) Instructor: To Be Determined This course is for those interested in learning topics related to mathematics that are outside the standard mathematics curriculum or explore topics already within the curriculum but at a deeper level. MSON is hoping to augment the mathematical selections with a course in Personal Finance.

Students will choose from a list of suggested topics related to personal finance that they would like to explore. The remainder of the course focuses on topics chosen by the teacher with student input.

Examples may include topics such as goal setting, saving and investing, borrowing and credit, budgeting and financial risk.

Students should be willing to explore unfamiliar mathematics, exhibit an interest in mathematical reasoning, and display a hefty dose of mathematical curiosity. Tuesday / Thursday, 12:10–1:10 p.m. EST • Prerequisite: Algebra II

SCIENCE THE PHILOSOPHY Science education for our students will provide them with science process skills, scientific concepts, and those resources necessary for the development of scientific literacy. The curriculum is presented in a hands-on approach and is appropriate for the developmental level of all our students. The purpose of the curriculum is to encourage and develop an appreciation of science and the enjoyment of learning.

THE OBJECTIVES The scientifically literate person: • uses science concepts, process skills, and values in making everyday decisions; • understands that the generation of scientific knowledge depends upon the inquiry process and the ability to propose hypotheses; • distinguishes between scientific evidence and personal opinion; • identifies the relationship between data and interpretation; • recognizes the limitations as well as the usefulness of science and technology; • recognizes the human origin of science and understands that scientific knowledge is subject to change as evidence accumulates; • has sufficient knowledge and experience to appreciate the scientific work carried out by others; • has a richer and more exciting view of the world as a result of his or her science education; and • continues to inquire and increase scientific knowledge throughout life.

THE PROGRAM Biology (Grade 9) This course is intended to increase the student’s awareness of the relationships between scientific thought, current knowledge in biology, and everyday living. In addition, there is an emphasis on helping students become biologically literate through encouraging the scientific method and a spirit of inquiry about the living world. Topics to be covered include basic biological chemistry, cell structure and function, metabolism, Mendelian and molecular genetics, DNA, evolution, systems of the human body, and other related topics. A variety of assignments including laboratory The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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investigations, projects, papers, and reviews of current issues in biology will assist students in understanding the major concepts being covered.

Honors Biology (Grade 9) Honors Biology is a yearlong course designed to provide students with a strong biological foundation in scientific principles that will guide future decisions. Through a variety of exercises including oral and written projects and experimentation, students will incorporate the scientific approach to question concepts and solve problems. Success in this course will be evaluated, in part, by the extent that students apply what they know to solve new problems. This course covers the basic biological concepts as they apply to plants, animals, and bacteria. Emphasis is given to the major biological themes including: cellular structure and function, molecular biology, genetics, evolution, and human anatomy and physiology. Special attention will be given to the structure and function of cells and to the role genomic variations play in the success of an organism. In addition to designing several of the labs undertaken throughout the year, students will also design and conduct their own long-term research project. This project will culminate in an end-of-year mini research symposium.

Chemistry (Grade 10) Chemistry is designed to introduce students to the relationships between the composition and structure of matter and the ways in which matter “behaves.” Students completing Chemistry will be familiar with the language of chemistry, the use of the periodic table, the properties of common substances, the principles governing these properties, and a variety of standard laboratory techniques. Emphasis is placed on understanding reactions both theoretically as well as through classroom demonstration and student laboratory work.

Honors Chemistry (Grade 10) Honors Chemistry will cover the same topics as Chemistry but it will cover the material in greater depth, both conceptually and mathematically. Additional topics of study include rate mechanics, equilibrium systems, and more advanced topics in physical chemistry, nuclear chemistry, and electro-chemistry. Though a course unto itself, Honors Chemistry will touch on a number of topics at the A.P. level and is an excellent course to be prepared for A.P. Chemistry.

• Prerequisite: Biology and Algebra I Physics (Grades 11–12) Physics studies the interaction of forces and energy in our everyday lives. Physics will focus on mechanics, electrostatics, and magnetism. The course will begin by learning how to describe the motion of an object and then learn how to apply Newton’s laws of motion and conservation of energy to the situation. The course will conclude with electrostatic forces and magnetism. Some of the labs that will be conducted during the year include solving for acceleration due to gravity, projectile motion (cannon) lab, and building and testing DC circuits. While mathematical relationships will be used throughout the course, the laws of physics and various phenomena will also be described conceptually to help balance the impact of the mathematical component of the class.

• Prerequisite: Geometry • Recommended: Current enrollment in Algebra II or higher Honors Physics (Grades 11–12) Honors Physics will cover the same topics as Physics (Newton’s laws of motion, energy, electricity), but it will cover the material in greater depth, both conceptually and mathematically, and go on to cover additional topics like simple harmonic motion and magnetic induction. Some of the labs that The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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will be conducted during the year include projectile motion (cannon) lab, two-dimensional conservation of momentum, and magnetic field testing.

Honors Physics is an aggressive, in-depth course and is intended for highly motivated students who have demonstrated an enthusiasm for science, particularly in the areas of motion and energy.

The expectations and workload placed on the students are much higher than in Physics. From homework assignments to laboratory experiments, students in Honors Physics are expected to solve more complex questions and problems. This higher expectation of work quality and depth of ideas will directly challenge students’ conceptual understanding and mathematical skills. Students contemplating careers in the physical sciences, medicine, engineering, and other related fields of study are encouraged to take Honors Physics.

• Prerequisite: Geometry, Algebra II • Recommended: Current enrollment in Precalculus and strong mathematical skills Human Anatomy and Physiology (Grade 11 and 12) In a world in which rising healthcare costs and increasing disease states are prevalent, understanding the details of one’s own body’s functioning is crucial. In order to make students more educated about future personal, political and medical issues, this course will explore the human body systems in depth and give students an idea of what “normal” physiology looks like.

This will allow students to better understand how a divergence from this homeostatic norm can lead to disease. Four major units of the course will correlate with a set of related body systems.

During “Organization of the Human Body,” we will work toward fluency in the language of anatomy while utilizing principles from biology and chemistry. “Movement and Support” will explore the concepts of the muscular and skeletal systems. “Integration and Coordination” will cover the nervous and endocrine systems, and “Maintenance of the Human Body” will focus on the cardiovascular, respiratory, digestive, immune, and reproductive systems. In each unit, the role of the systems on regulation of homeostasis in the body and the use of negative feedback loops will be emphasized, along with hands-on opportunities to truly see what we are studying. A focus on personal wellness will be a thread throughout the course, allowing students to become critical consumers in a profit-based world.

• Prerequisite: Biology and Chemistry STEM I: Design Thinking, Innovation and Entrepreneurship (Grades 11–12) The STEM I course uses the design thinking process to immerse students in project based learning experiences that allow them to explore their passions as they relate to STEAM (Science, Technology, Engineering, Arts and Mathematics). Design thinking as an educational approach has been researched and disseminated by the Institute of Design at Stanford University, also known as the d.School. It helps students develop an innovator’s mindset, which includes collaboration, grit, empathy, experimentation, investigation, reflection, creative problem solving, and storytelling.

Primarily a workshop experience taking place in X Studio, this class provides students with the guidance, space and resources to design and realize projects that they are interested in and that meaningfully connect with their lives and their communities. The course combines projects that are already specced out, where the focus is on making, along with open ended projects that encourage students to be innovative thinkers and designers, as well as makers and entrepreneurs. As part of the X learning track, students are encouraged to integrate other disciplines and life experiences into their work and discover their personal STEAM related educational and career pathways. There will be a required field trip to the World Maker Faire in New York City on October 1 and 2, 2016.

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STEM II: Changing Your World (Grades 11–12) The STEM II course in X Studio continues to use the design thinking process and introduces phenomenon based problem solving to engage students in creatively tackling local and global challenges that are squarely aimed at purposefully changing their world. These challenges include and extend beyond the traditional STEAM (Science, Technology, Engineering, Arts and Mathematics) disciplines. The course blends case studies with projects that are primarily student interest driven, focused on problems that are discovered, investigated and solved by students.

Throughout the year, students will also be participating in both individual and group competitions, such as the Conrad Spirit of Innovation Challenge and NASA Student Competitions. As with STEM I, this course is part of the X learning track whereby students are encouraged to integrate other disciplines and life experiences into their work and discover their personal STEAM related educational and career pathways.

Advanced Placement Biology (Grades 11−12) This course is comparable to a first year of biology at the college level. This course is open to all students who did high quality work in Biology and Chemistry (honors and non-honors) and have outstanding motivation and interest in biology and the field of science. Successful students in this class will be those who have developed responsibility for their own learning. The AP Biology course is structured around the four big ideas: 1. The process of evolution drives the diversity and unity of life.

2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

3. Living systems store, retrieve, transmit, and respond to information essential to life.

4. Biological systems interact, and these systems and their interactions possess complex properties.

Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. Students will conduct a minimum of eight inquiry-based investigations (two per big idea throughout the course). Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce the application of science practices.

Advanced Placement Chemistry (Grades 11–12) This course is comparable to a first-year of chemistry at the college level. The course is open to all students who did high quality work in Chemistry or Honors Chemistry and have outstanding motivation and interest in chemistry or the field of science. Successful students in this class will be those who have developed responsibility for their own learning. AP Chemistry will cover many of the same topics in Honors Chemistry but with greater depth and detail conceptually and mathematically. Additional topics in reaction systems, organic chemistry, and thermodynamics will be included as well. AP Chemistry requires laboratory experiences similar to those in a freshman college course. These experiments and write-ups will be more quantitative in nature and may call for laboratory time outside of regular class time.

• Prerequisite: Honors Chemistry recommended Advanced Placement Physics (Grade 12) AP Physics is comparable to a first-year physics course at college. While many of the topics studied will be the same as those covered in Honors Physics, AP Physics returns to the previous topics and applies calculus to solve the more complicated problems. Additional topics like rotational dynamics and magnetism will also be studied. AP Physics will also have a laboratory component that is similar The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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to a freshman college course. The labs will demand extra effort and time to complete and understand. The AP Physics C course will prepare students for the AP Physics C test, which is administered in May of each year.

• Prerequisite: Precalculus, Physics or Honors Physics, current enrollment in Calculus and strong mathematical skills Organic Chemistry (Grades 11–12) (F) Organic Chemistry is the study of carbon-based reactions. It seems simple, but these mind-tingling reactions have an elegance and beauty that are rare in any other branch of chemistry. In this class, much of the math and equations from Chemistry/Honors Chemistry give way to functional groups, mechanisms, and a plethora of new reaction sequences. Students will learn introductory nomenclature, reaction systems, and the laboratory protocol. If you like playing with chemicals theoretically and experimentally, “ORGO” may be the second helping of chemistry that you need.

• Prerequisites: Biology and Chemistry Disease: A Historical Perspective—Plagues, Pestilence, and Pathogens (Grades 11–12) (F) This discussion-based course will explore the history of disease and medicine from antiquity to the early twentieth century. The overarching theme is the biological and cultural impact of disease (especially epidemics) on society. We will also examine the interactions and interrelationships of disease, healers, and patients in historical context. Topics covered include: disease-causing organisms, the history of pandemics and epidemics, societal understanding or misunderstanding of the cause of disease, and the role of healers in society. Students will do a presentation of a specific epidemic/pandemic of historical importance and also research a topic of their choice that will culminate in a paper and presentation.

Disease: A Modern Perspective—Microbes, Immunity, and the Magic Bullet (Grades 11–12) (W) This discussion-based course is designed to explore disease in today’s world. An understanding of pathogens, primarily viruses and bacteria, basic cell structure, and the immune response will provide the foundation for questions such as: How has our understanding of the human genome affected our approach to disease? With all our modern advances, why do we still experience epidemic, or pandemics? How do we deal with end-of-life issues? Current health and disease issues play a major role in the course and may influence the direction of the class.

Disease: The Human Body and Diseases (Grades 11–12) (S) This discussion-based course will focus on understanding the systems of the body and specific diseases associated with those systems. In addition, we will explore topics such as cancer, diseases such as obesity and anorexia, sleep and sleep disorders, depression and other psychological disorders, and other topics of interest to the class. Current health and disease issues play a major role in the course and may influence the direction of the class. Students present a particular system of the body and a selection of diseases associated with it and researches a topic of their choice, which will culminate in a paper and presentation.

Environmental Science (Grades 11–12) This string of three trimester electives is designed as an interdisciplinary study of earth’s systems and the human impact and experience within them. Topics will bridge several branches of science (physical, life, social, and earth sciences) and overlay human history and perspectives by investigating current and historical topics in environmental ethics, the history of environmentalism The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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(in the United States and internationally), and philosophical views on nature. The course will entail a significant amount of group projects, discussion, research, group and individual presentations, and written work. Students will be asked to interpret philosophical texts and scientific data fluidly and to think and produce work through both historical and scientific lenses, mirroring the complexity of these issues and solutions in a rapidly changing and dynamic global society. A primary objective of this course is for students to develop the ability to investigate complex and relevant topics from scientific, historical, and cultural perspectives and effectively communicate understanding both orally and in writing for a variety of audiences and purposes.

The Environment: Earth and People (F) The Environment: Ethics of the Natural World (W) The Environment: Pressing Issues (S) CSI: Forensic Science (MSON, second semester) Instructor: Carrie Lopez, Trinity Preparatory Day School, Winter Park, FL This course is designed for those interested in learning the discipline of forensic science and crime scene investigation. Students will be introduced to some of the specialized fields of forensic science and topics will include blood spatter and pattern analysis, death, ballistics, trace and glass evidence, toxicology, entomology, anthropology, serology, and DNA fingerprinting. Students will explore the forensic analysis of substances such as glass, soil, hair, bullets, gun powder, blood, and drugs. This class will include a mixture of laboratory experiments, demonstrations, and speakers who are experts in the field.

Tuesday / Thursday, 1:15–2:15 p.m. EST • Prerequisite: Completion of Chemistry or Biology and Algebra II (or currently enrolled) Advanced Topics in Chemistry (MSON, second semester) Instructor: David Walker, Maret School, Washington, DC This semester course explores real-world applications to chemistry that are often skimmed over or omitted in most chemistry courses. Possible topics include nuclear, medical, atmospheric, industrial, food, water, and consumer product chemistry. Learn how a nuclear power plant works, how fuels are chemically altered for vehicles, what chemicals are added to drinking water and why they are added, how ores are processed into useful products, and why a country’s standard of living can be determined by its production of chlorine or other important chemicals. We’ll explore the periodic table for daily applications and technologies, from cell phones to photovoltaic cells to medical treatments. This course will be heavy in applications and theory, leaving out much of the problem-solving found in other courses.

Monday / Thursday, 2:30–3:30 p.m. EST • Prerequisite: Completion of Chemistry Environmental Bioethics (MSON, second semester) Instructor: Ellen Johnson, Wilmington Friends School, Wilmington, DE This course will focus on such cases as environmental sustainability, global energy and food resources, gathered from sources in literature, journalism, and film. The academic study of ethics examines how we make the decisions. Curricula will build on a foundation of theoretical moral theories, more specifically, how we make decisions when faced with complex, often controversial, issues. No prior knowledge of philosophy is assumed, however, authentic assessment of students’

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initial facility with logical analysis will ensure that all students are challenged to grow and deepen their theoretical and practical understandings of the subject.

Tuesday / Friday, 3:35 – 4:35 p.m. EST • No Prerequisite Required Etymology of Scientific Terms (MSON, first semester) Instructor: David Seward, Ph. D., Winchester Thurston School, Pittsburgh, PA The purpose of the course is, to quote the textbook, "By teaching ... the root elements of medical terminology—the prefixes, suffixes, and combining forms of Greek and Latin ... not only to teach students modern medical terminology, but to give them the ability to decipher the evolving language of medicine throughout their careers."

This is in many ways a language course, and deals with the elements that are used to create terms to meet the specific needs of medical scientists. As material is introduced, students will complete practice exercises during each class meeting, as well as complete approximately one quiz per week. Outside of class, students are expected to analyze and define fifty terms each week.

Additional material deals with especially complex etymologies, the history of our understanding of certain aspects of medical science, and relevant material from Greek and Latin texts.

Tuesday / Friday 2:30–3:30 p.m. EST • No Prerequisite Required Medical Bioethics (MSON, first semester) Instructor: Ellen Johnson, Wilmington Friends School, Wilmington DE This course will focus on such cases as medical practice, medical research and development, and health care policy, examined through a wide array of case studies, gathered from sources in literature, journalism, and film. The academic study of ethics examines how we make the decisions.

Curricula will build on a foundation of theoretical moral theories, more specifically, how we make decisions when faced with complex, often controversial, issues. No prior knowledge of philosophy is assumed, however, authentic assessment of students’ initial facility with logical analysis will ensure that all students are challenged to grow and deepen their theoretical and practical understandings of the subject. Tuesday / Friday, 3:35-4:35 p.m. EST Fundamentals of Nuclear Science (MSON, first semester) Instructor: Bruce Quinn, Fort Worth Country Day School, Ft. Worth, TX This course provides an overview of the field of nuclear science emphasizing the sources and properties of nuclear radiation and mechanisms of radiation interaction with matter. Specific topics include: basic nuclear physics, modern physics concepts related to nuclear science, atomic and nuclear models, attenuation of particle beams, photon and neutron interactions, nuclear structure and instability, radioactive decay processes and properties of radiation, nuclear reactions and energetics, particle accelerators, and fission and fusion processes.

Information will be presented by class lectures, reading assignments, discussions and research projects. There will be approximately two hours of homework for each class and will consist of problem solving and writing reports. Laboratory exercises will be performed in a virtual context analyzing authentic data. Lab reports must be submitted for each exercise.

Monday /Thursday, 10:00–11:00 a.m. EST • Prerequisite: Introductory course in Physics at the AP, IB or Honors level, and past or current calculus class.

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Genetics and Genomics: Diving into the Gene Pool (MSON, first semester) Instructor: Paula Phillips, Trinity Preparatory School, Winter Park, FL This course will emphasize classic Mendelian genetics, molecular genetics, and population and evolutionary genetics. The topics include structure and function of genes (and the genome), biological variation, and gene regulations. Subsequently, the course will explore what experimental research has taught us about genome analysis methods, and our use of this information in society.

Topics include recombinant DNA technology, mathematical models, and statistical methods for data analysis. Papers from the current and classic literature will supplement lecture material.

Tuesday / Thursday, 1:15–2:15 p.m. EST • Prerequisite: Completion of Chemistry and Biology Health Physics and Nuclear Technology (MSON, second semester) Instructor: Bruce Quinn, Fort Worth Country Day School, Ft. Worth TX This is an overview course that provides broad subject-area coverage to introduce students to application of theory to practical aspects of nuclear science and technology in the world today with special emphasis on health physics. Specific topics include: the detection and measurement of ionizing radiation, the quantities of radiation dosimetry (the absorbed dose, equivalent dose, and effective dose) used to evaluate human radiation risks, elementary shielding calculations and protection measures for clinical environments, the characterization and proper use of health physics instrumentation, and the regulatory and administrative requirements of health physics programs, principles of nuclear reactors, and nuclear technology in industry and research.

Information will be presented by class lectures, reading assignments, discussions and research projects. There will be approximately two hours of homework for each class and will consist of problem solving and writing reports. Laboratory exercises will be performed in a virtual context analyzing authentic data. Lab reports must be submitted for each exercise.

Monday / Thursday, 10:00-11:00 a.m. EST • Prerequisite: Introductory course in Physics at the A.P., I.B. or Honors level, and Calculus Introduction to Organic Chemistry (MSON, first semester) Instructor: David Walker, Maret School, Washington DC This semester course will provide useful background information in organic chemistry by covering topics not typically found in high school chemistry courses. The course will give insight into the importance of the chemistry of carbon compounds to our daily lives. Topics covered will include organic nomenclature, structural formulas, stereochemistry, bonding and reaction mechanisms, chemical transformations of functional groups, and instrumental isolation and detection techniques. Applications to the life sciences (chemistry of proteins, nucleic acids, medicines, and natural products), biochemical applications to medicine, industrial applications, and environmental applications will be explored.

Completion of the course should make students more confident in their chemical background when entering college biology or chemistry courses.

Monday / Thursday, 2:30–3:30 p.m. EST • Prerequisite: Chemistry Astronomy (MSON, first semester) Instructor: Kalee Tock, Stanford Online High School, Stanford CA This semester-long course introduces students to historical and modern astronomy. Topics include the nature of light, the atom, telescopes, and orbits. In addition, students will learn about the life The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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cycles of stars, including an introduction to black holes. Through various activities and experiments, students will explore our place in the universe as well as the relative scales of astronomical objects.

As a class, we will leverage our disparate locations to reconstruct historical calculations such as the circumference of the earth by Eratosthenes and the distance to the sun by Aristarchus. Engaging with current research, we will examine the modern astronomical data used to search for and categorize the thousands of planets outside our solar system.

Monday / Wednesday 3:35-4:35 p.m. EST • Prerequisite: Algebra I. Course targets students in grades 9 and 10

TECHNOLOGY THE PHILOSOPHY Technology needs to be made available to Derryfield students in two ways. Students need access to tools for research, writing, calculation, and presentation. They also need access to technology as a subject of study. The department strives to make technology available in both ways.

THE OBJECTIVES The objectives of the computer curriculum are as follows: • to make sure all students have basic computer services available, including email, World Wide Web access, word processing, spreadsheet software, and presentation software; • to provide specialized software for classes as needed; • to otherwise facilitate the use of technology in all areas of study; • to allow any student to pursue topics in computer science according to individual interest and ability.

THE PROGRAM STEM I: Design Thinking, Innovation and Entrepreneurship (Grades 11-12) The STEM I course uses the design thinking process to immerse students in project based learning experiences that allow them to explore their passions as they relate to STEAM (Science, Technology, Engineering, Arts and Mathematics). Design thinking as an educational approach has been researched and disseminated by the Institute of Design at Stanford University, also known as the d.School. It helps students develop an innovator’s mindset, which includes collaboration, grit, empathy, experimentation, investigation, reflection, creative problem solving and storytelling.

Primarily a workshop experience taking place in X Studio, this class provides students with the guidance, space and resources to design and realize projects that they are interested in and that meaningfully connect with their lives and their communities. The course combines projects that are already specced out, where the focus is on making, along with open ended projects that encourage students to be innovative thinkers and designers, as well as makers and entrepreneurs. As part of the X learning track, students are encouraged to integrate other disciplines and life experiences into their work and discover their personal STEAM related educational and career pathways. There will be a required field trip to the World Maker Faire in New York City on October 1 and 2, 2016.

STEM II: Changing Your World (Grades 11-12) The STEM II course in X Studio continues to use the design thinking process and introduces phenomenon based problem solving to engage students in creatively tackling local and global challenges that are squarely aimed at purposefully changing their world. These challenges include The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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and extend beyond the traditional STEAM (Science, Technology, Engineering, Arts and Mathematics) disciplines. The course blends case studies with projects that are primarily student interest driven, focused on problems that are discovered, investigated and solved by students.

Throughout the year, students will also be participating in both individual and group competitions, such as the Conrad Spirit of Innovation Challenge and NASA Student Competitions. As with STEM I, this course is part of the X learning track whereby students are encouraged to integrate other disciplines and life experiences into their work and discover their personal STEAM related educational and career pathways.

Computer Science I (F,W,S) Computer Science II (F,W,S) Computer Science III (F,W,S) Students should talk to the instructor (Dr. Masoni) to determine which level to sign up for. The course will be adapted to provide appropriate challenge and support to students taking these classes.

These are blended learning courses that cover the basic building blocks of Python programming and introduces Raspberry Pi mini computers for use in individual and group electronics projects.

Students will follow courses offered online and use class time to workshop their projects. Students will spend the first few weeks learning to code in Python, moving on to create their own projects that involve writing and running Python programs for the Raspberry Pi. As a culminating group project, students will collaborate as a class on designing, coding and generating an interactive electronics experience in the style of STEAM Carnival. Additionally, students may have the opportunity to code an Android app using MIT’s App Inventor program and enter their app in competitions, including the Verizon App Challenge and Technovation. All students will work on social action oriented projects as part of Derryfield’s Code 4 Manchester initiative.

Advanced Placement Computer Science This course is for students who are serious about Java programming. Java requires a solid mathematical background and strong problem solving skills. The course is also designed to prepare a student for the Advanced Placement Computer Science exam, level A. Topics include: simple, user defined and structured data types, algorithm development, decisions and loops, arrays, recursion, searches and sorts, data abstraction, and classes. We will rely on the online course materials provided by Edhesive’s AP CS, which is approved by the College Board as an authorized AP Computer Science course. The course takes a blended learning approach that combines interactive content and discussions accessible online with coaching and peer-to-peer collaboration in the classroom. Students will also engage in coding projects that include teaching coding to other students, building apps and participating in hack-a-thons. There will be opportunities to learn about real world programming projects through guest speakers and field trips.

Robotics (F, W) The robotics course uses the engineering design process and inquiry to explore seven essential questions in robotics (Touretzky, 2012) that relate to the function and design of robots, as well as the underlying mechanical systems, electronics, and programming. Primarily a workshop experience, this class provides students with resources to design, build, and program functional robots constructed using VEX robotics parts and other materials. Students enrolled in this course will form teams that compete in the VEX robotics challenges, which generally take place on weekends. The project-based course also explores topics such as aesthetics, digital logic, artificial The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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intelligence and Arduino programming. Students are encouraged to integrate other disciplines into their work and discover their personal connections to the rapidly growing robotics industry. They will have ample opportunities to further develop the skills that underpin an innovator’s mindset, including collaboration, grit, empathy, experimentation, reflection and creative problem solving.

Introduction to Computer Programming (MSON, first semester) Instructor: Katie O’Shaughnessey, Hopkins School, New Haven CT This course is designed to serve as a first course in computer science for students with no prior computing experience. The course concentrates on programming in Processing, which prepares students to work with other object-oriented programming languages. Themes include data structures, logic, problem solving through algorithm design, computer graphics, and user interaction. Topics in object-oriented programming include objects, classes, inheritance, polymorphism, and code reusability. Tuesday / Friday, 2:30-3:30 p.m. EST • Prerequisite: Algebra 2. Open to freshman students and above Computer Science: Interactive Digital Ideas Through Creative Game Design (MSON, first semester) Instructor: Doug Bergman, Porter-Gaud School, Charleston, SC This is the first of a two-course sequence where students will learn advanced computational and problem solving skills as they learn to turn their creative ideas into something real on their screens.

Students choose a topic that is important and interesting to them, and we’ll spend the semester creating a 2-D interactive, fun, and engaging digital experience around that topic. Students can expect to write from several hundred to a couple thousand lines of code in the C# (C-Sharp) language. In addition to learning about the interactive game industry itself, we’ll also look at the business of, and strategies behind, creating a successful game. Students will need a desktop or laptop running Windows 7, 8, or 10. (Virtual Machines will not work. Bootcamp is acceptable.) In addition, students will use the Microsoft Visual Studio IDE. Tuesday /Friday, 3:35–4:35 p.m. EST • Prerequisite: Text-based programming course.

Computer Science: Interactive Human Movement Through Physical Action (MSON, second semester) Instructor: Doug Bergman, Porter-Gaud School, Charleston, SC This is the second of a 2-course sequence that uses physical motion and 3D position as the “input device” instead of a keyboard or mouse. Students can expect to write from several hundred to several thousand lines of code in the C# (C-Sharp) language. Students choose a topic that is important and interesting to them, but that also has physical movement as a major component.

(For example: injury rehabilitation, Yoga training, or sport form analysis.) Students will spend the semester learning to take raw data in real time from the Kinect camera and interpret into their programs. We’ll also investigate the place for alternative input devices in society and explore the entrepreneurship/business side of Computer Science by analyzing actual competing products, studying demographics and target audience, designing effective marketing and promotional campaigns, and developing salesmanship. Students will need a desktop or laptop running Windows 7, 8, or 10. (Virtual Machines will not work. Bootcamp is acceptable). Students will use the Microsoft Visual Studio IDE. C# and Visual Studio are both used in the industry.

Tuesday /Friday, 3:35–4:35 p.m. EST

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• Prerequisite: Intermediate programming skills and C# (C-Sharp)/Visual Studio experience required.

App Design & Development (MSON, second semester) Instructor: Martha Cunningham, Maret School, Washington, DC Course targets students in grades 9 and 10. In this course students will learn the app development process from the idea stage through prototyping and testing in final product delivery. The course emphasizes creating flexible data structures, code management, usability, and efficient coding skills. Apps will be developed for Android and iOS devices. Coursework will include individual and group projects. Note: This class is open to students in grades 9-12.

Tuesday /Friday, 2:30-3:30 p.m. EST • Prerequisite: Algebra I and an Introductory Computer Science course.

WORLD LANGUAGE THE PHILOSOPHY The purpose of the World Language Department is to teach students the necessary skills to communicate and to interact effectively in an increasingly smaller world. The study of language develops the student’s ability to compare and connect his or her own way of life to the global community. Learning languages enables students to use their skills beyond the classroom within our diverse community. The World Language Department believes that the study of another language at the secondary school level is a vital part of a student’s education.

THE OBJECTIVES With the National Standards of Communication, Cultures, Connections, Comparisons, and Communities as our foundation, the World Language Department provides students with the skills to: • communicate with confidence utilizing the four essential language skills (listening, speaking, reading, and writing); • think logically as they learn the structure of the language; • be comfortable taking risks in the language; • enrich their vocabulary; • enhance their understanding of the culture, language, and literature; • prepare them for college-level material; • enable them to adapt within a foreign environment using skills learned.

Online Option for Languages not offered at Derryfield Beginning in 2015-16, students will have the option to fulfill their language graduation requirement through online learning in a language not offered at Derryfield. This option will give students the flexibility to study such languages as French, German, Japanese, Arabic, etc. Students still must complete level three of their language in order to graduate.

This option is designed for highly-motivated and passionate students. As with all online options at Derryfield, except for Malone classes, this will be a student’s sixth class. The Language Department chair and student’s academic advisor will work closely with interested students to determine if such an option is feasible for a student, based on their academic standing and other non-academic commitments. Just like we would ask that students think of proper balance for their The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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course loads during the course selection process, we would help the student/parents weigh the pros and cons of taking an online language program.

Students must submit a formal proposal to the Language Department Chair, by May 15, which would include: • A two-page essay proposal detailing their proposed plan and their rationale for taking an online course versus a course at Derryfield.

• Documentation showing the online program is accredited.

• Materials from the online program showing its rigor, expectations, and weekly course outline.

• A signed letter by the student’s parents indicating support of the proposal and a clear understanding of the graduation requirement component of the program.

The proposal will be evaluated by the Department Chair and recommended to the Division Head and Dean of Faculty and Academic Program for approval. Derryfield acknowledges it cannot ensure that a student will have the same level of experience or success with an online provider as he or she will have with a Derryfield language course. As a result, the responsibility rests with the parents to choose a program that will serve their child and to help monitor their child’s progress. Families will incur the cost of online tuition. Except for Malone classes, which are taught twice a week during the school day, students must enroll in a language program that does not conflict with any other Derryfield commitments.

If students are interested in exploring this option, they should contact Judy Reynolds, Language Department Chair.

THE PROGRAM Chinese I The main objective of Chinese I is to introduce students to the basics of Chinese language and important aspects of Chinese culture. Over the course of Chinese I, students are taught the pinyin Romanization system that forms the basis of correct, standard pronunciation. Students are also introduced to the “radical” components (部首) of Chinese characters and proper stroke order. By the end of Chinese I, students should be able to introduce themselves and their family, fill out basic personal history forms (such as those they might encounter while registering at a school, hotel, or hospital), and express their basic needs and wants. The cultural component of this course focuses on China’s myths, legends, festivals, and important cultural symbols. Special class activities include celebrating the Moon Festival, Chinese calligraphy, and making dumplings.

Chinese II The main objective of Chinese II is to expand students’ communication ability from simply repeating short memorized statements to becoming more fluent and creative with the language. Over the course of Chinese II, pinyin spelling rules are solidified, and more semantic radicals are introduced.

By the end of Chinese II, students should be able to talk about their schedules and hobbies, make plans, retell a story to an audience, and create their own short story complete with basic character development and plot. The course finishes with a unit on food and restaurant vocabulary. The cultural component of this course focuses on Chinese geography. For their final project, students design their own itinerary for their “ideal” trip to China.

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Chinese III During the course of Chinese III, students begin to utilize more complex sentence structures.

Chinese III focuses on more grammar than Chinese I and II, since the basics of pinyin, “radicals,” and stroke order have been mastered. By the end of Chinese III, students should be able to navigate a variety of daily tasks in a Chinese speaking environment. Topics covered include weather, dining, asking for directions, and renting an apartment. Some basic formal language 书面语, which is used in signs, is also introduced. The cultural focus for Chinese III is on modern popular culture including education, music, and other topics that are determined by students’ interests.

Chinese IV Chinese IV picks up the pace of Chinese language learning. This upper level of Chinese is more intense than levels I-III and students should expect an increase in workload. Students are required to read, write, and speak more frequently and at a more advanced level. In addition to exercises from our textbook, students read and discuss short stories and novels, which have been modified for learners of Chinese as a foreign language. The cultural focus for Chinese IV is a combination of philosophy and dynastic history. We also look at how these rich historical traditions still influence modern China—both its language and culture—today.

Chinese Independent Study An independent study in Chinese is offered to highly motivated students who have exhausted the current Chinese offerings at Derryfield. Students interested in registering for an independent study should consult the instructor or department chair for more information. Successful proposals for an independent study should incorporate all five World Language Standards: Communication, Culture, Connections, Comparisons, and Communities.

Latin I Latin I provides an introduction to the fundamentals of the Latin language, with an emphasis on grammar, morphology, and proper pronunciation. Class activities include practice in reading out loud, Latin composition, and Latin-to-English translation, as well as ongoing discussions about various aspects of Ancient Roman culture and history. The course provides a foundation for language learning, including improved facility in English composition and oral expression.

Latin II This course reviews and reinforces Latin fundamentals with readings of increasing complexity and regular written composition. Texts explore various aspects of Roman history, culture, and mythology.

Latin III In Latin III, students are introduced to Latin literature through a variety of Classical authors including Cicero, Caesar, Livy, and Ovid. Readings of Latin texts are supplemented by continued practice in grammar and composition.

Latin III Honors This fast-paced course is designed for students who wish to delve into a deeper level of Latin III. Students are expected to do extra written work and read at a higher level. Emphasis will be placed on fluidity in translation and more advanced vocabulary. Depending on the schedule, this can be a The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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separate class or a class embedded in Latin III. Students who complete this course will receive an honors designation on their transcripts.

Latin IV/V A combined class, this two-year sequence will deepen students' understanding of both the language and culture of ancient Rome. Translation will be the primary focus but students will also study the themes of patriarchy and the role of women; social mobility; religion vs. mythology; individualism vs. patriotism; Roman vs. American exceptionalism; and each society's views towards less 'civilized' people. An important unifying theme will be the similarities between ancient Rome and America. Students receiving credit for Latin V, in addition to the required course work, will be expected to do independent research on some of the topics covered and present their findings to the rest of the class.

Latin Advanced Literature Seminar In this course, we will read important works of Latin literature from several genres, with an emphasis on both translation and interpretation. The larger aim is to deepen student appreciation of Roman culture and its relevance to our world. This course will also include a thorough review of all Latin grammar.

• Prerequisite: Latin IV or AP Latin Advanced Placement Latin: Vergil and Caesar This course follows the curriculum set out by the College Board, and consists of passages from Vergil’s Aeneid and Julius Caesar’s De Bello Gallico. We will read selections from both of these works in their original Latin as well as analyze the writing styles, grammar, and substance contained within them. In addition, the class will seek to understand the importance of these two great works, and how they portray Roman history, mythology, and culture. Students will be asked to do outside research for papers and projects to further enlighten their understanding of the Latin.

Spanish I The objectives of this course are to familiarize the student with the basic communicative skills and patterns of Spanish. Vocabulary and grammar are presented and reinforced in thematic units.

Students learn about events in the Hispanic world, including Spain, Hispanic American countries, and Hispanic communities in the U.S., through the use of the textbook and its resources and the internet. Students present projects, brief scenes, and dialogues in Spanish to the class. Further enrichment is provided by colorful text, films, and music.

Spanish II With the same objectives and format as Spanish I, this course offers practice in more complicated structures and speech patterns. Thematic vocabulary is expanded, and more idiomatic expressions are introduced. Fashion, sports, movies, and music are some of the topics discussed. Oral presentations are expected on a routine basis.

Spanish III The level III class will enhance students’ continued progression in the study of Spanish. This intermediate-level course focuses on developing students’ communication skills. Students will review and expand their knowledge of grammatical structures and speech patterns. There is an increased emphasis on speaking and writing, and culture is integrated throughout the curriculum.

Vocabulary derives not only from the grammar text, but also from selected readings at the intermediate level. The class will be conducted primarily in Spanish with a strong emphasis on communication. Oral presentations to the class are expected on a routine basis.

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Spanish III Honors This course is designed for students who wish to study at a higher level and faster pace than the Spanish III course. Students will be expected to do extra compositions and essays and speak only in Spanish for their level. Students will also complete additional current events studies by reading and listening to current events from Spanish newspapers and television shows. More emphasis will be put on increasing fluidity in both written and spoken work, and augmenting extra vocabulary.

Depending on the schedule, this may be a separate class or embedded in Spanish III. Spanish IV Students continue to hone their communication skills through readings in Hispanic literature and in the media, class discussions, oral presentations, and fine-tuning writing skills. All work in class is aimed at expanding students’ vocabulary and grasp of advanced grammatical structures. Readings include works by Allende, Borges, Matute, Esquivel, and García Márquez. The class is also designed to improve fluency.

Spanish V: Advanced Hispanic Literature and Conversation This course is designed for advanced Spanish students who want to continue in their studies of literature and culture. Students will investigate and analyze the most famous literary works and study universal themes. Works include poetry, short stories and plays by authors ranging from Miguel de Cervantes to Isabel Allende. Cultural studies and projects will be anticipated throughout.

This course will be taught in Spanish and students will be expected to discuss and write only in Spanish as well.

• Prerequisite: Spanish IV or special permission of teacher Advanced Placement Spanish Language and Culture This course is designed for advanced students interested in attaining fluency in Spanish. Course work includes reading and listening to authentic sources pertaining to six overarching cultural themes around which the Advanced Placement Exam is created: Families and Communities, Beauty and Aesthetics, Global Challenges, Science and Technology, Contemporary Life, and Personal and Public Identities. Proficiency in Spanish is developed and enhanced through class discussions, dialogues, debates, formal writing, and presentations as well as through intensive review of language structure, including vocabulary amplification from our text, online resources, and other handouts from supplementary texts. Preparation for the AP Exam is an essential element of the class and students spend time practicing the different sections of the AP Test: Interpretive Communication: Print Texts, Interpretive Communication: Print and Audio Texts (combined), Interpretive Communication: Audio Texts, Interpersonal Writing: Email Reply, Presentational Writing: Persuasive Essay, Interpersonal Speaking: Conversation, and Presentational Speaking: Cultural Comparison. Students are expected to use Spanish for active communication with the objectives outlined in the AP course description available from the College Board.

Advanced Placement Spanish Literature and Culture The AP Spanish Literature and Culture course is designed to provide students with a learning experience equivalent to that of an introductory college course in literature written in Spanish. The course introduces students to the formal study of a representative body of texts from Peninsular Spanish, Latin American, and U.S. Hispanic literature. It assumes a broad range of vocabulary, a high level of proficiency in written and spoken Spanish, and an interest in world literature. Close readings and recordings of poetry, plays, short stories, and novels give rise to class discussions and to written criticism designed to expose students to major themes joining the past to the present in Spanish literature. The readings are from the designated AP list and include such notable authors The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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as Cervantes, García Lorca, García Márquez, Borges, and Unamuno; poetry selections are works by de la Vega, Machado, and Neruda, among others. The course affords flexibility in instructional design and allows for time to be dedicated to incorporating art and other media into the study of literature, and developing students’ critical reading, analytical writing, and research skills in Spanish. Although the AP Spanish Literature and Culture Exam in May is optional, preparation for the exam remains an essential element of the class.

• AP Spanish Literature and Culture will be offered only if numbers allow Ancient Greek I (MSON, full year) Instructor: David Harpin, Hopkins School, New Haven, CT This is a beginning course for students who have not studied ancient Greek before or whose background in Greek is not sufficient for more advanced work. Students proceed through a study of grammar and vocabulary to the reading and writing of sentences and short narratives in the language of Athens of the fifth century B.C.E. Selected topics in Greek history and art are also considered. NOTE: This course has a split time schedule – Monday 1:15–2:15 p.m. / Wednesday 10:00–11:00 a.m. EST Arabic I (MSON, full year, first part of a two-year sequence) Section 1: Instructor: TBD, Hopkins School, New Haven CT Section 2:Instructor: Kaveh Niazi, Stanford Online High School, Stanford CA Instructor: To Be Determined, Stanford University, Stanford, CA This course is an introduction to Modern Standard Arabic, the language of formal speech and most printed materials in the Arab-speaking world. Students will learn to read and write the Arabic alphabet and will develop beginning proficiency in the language. Through frequent oral and written drills, students will develop their basic communication skills.

Section 1: Monday / Thursday 12:10-1:10 p.m. EST. Section 2: Monday / Thursday 4:40-5:40 p.m. EST. Arabic II (MSON, full year, second part of a two-year sequence) Instructor: TBD, Hopkins School, New Haven CT This course is a continuation of the introduction to Modern Standard Arabic, the language of formal speech and most printed materials in the Arab-speaking world. Students will learn to read and write the Arabic alphabet and will develop beginning proficiency in the language. Through frequent oral and written drills, students will develop their basic communication skills.

Monday / Thursday 3:35-4:35 p.m. EST. • Prerequisite: Completion of Arabic I

PHYSICAL EDUCATION, HEALTH & WELLNESS, AND ATHLETICS THE PHILOSOPHY “A healthy mind in a healthy body” defined the Greek ideal and motivates us to provide a variety of wellness activities throughout a student’s Derryfield career. We live in extraordinary times. Today’s adolescents face choices and pressures affecting their whole health, the quality of their relationships, and their development as responsible, caring, and educated adults. In keeping with The Derryfield School’s commitment to the development of the whole person, our Physical Education, Health & Wellness, and Athletic programs represent a philosophy that views well-being The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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as a balanced integration of body, mind, and spirit. Health is described as much more than the “absence of disease” and it includes more than being physically fit. It is multifaceted and includes social health, emotional health, intellectual health, physical health, spiritual health, and vocational health concepts. Each of the three components in this category work to assist students in living a healthy life. Each division has its own objectives that work to meet the goal of developing holistically healthy individuals. To help meet this end, students have access to the Wellness Center, which houses a registered nurse/wellness coordinator, athletic trainer, and PE teacher. Services that are available to students include, but are not limited to, treatment for injuries, care for illnesses, prescription and non-prescription medication administration per the medication policy, and counseling related to health, physical activity, and sports.

PHYSICAL EDUCATION Derryfield recognizes the vital role that healthy students are able to play in the life of the school.

Our physical education program’s primary goal is to develop physically, mentally, and emotionally sound students through active experiences and intellectual opportunities that help them gain an appreciation of physical activity as a lifelong pursuit.

HEALTH & WELLNESS THE PHILOSOPHY The Wellness Program is committed to the belief that health effects and is affected by all aspects of one’s life. The curriculum is based on The National Commission’s recommendations and the most current research in health education. The goals are to provide the students with accurate information and to help develop healthy individuals.

THE OBJECTIVES Derryfield’s objectives in developing personal and social responsibility and physical health are reflected throughout its educational programs: • to foster cooperation, open communication, and a respect for individual differences, including gender, race, sexual orientation, and culture; • to provide an opportunity for open, informed dialogue among students, faculty, staff, and parents addressing personal, social, and ethical issues; • to enhance a student’s ability to think independently and take active responsibility for his or her own development and well-being; • to enable students to make informed and responsible choices regarding sexuality and the use of alcohol, tobacco, and other drugs; • to encourage students to articulate their personal convictions and to incorporate those values into their decisions and relationships.

THE PROGRAM Students in grades 9–12 participate in topical Health & Wellness seminars throughout the year.

Introduction to Athletic Training (Grades 10–12) (F, W, S) This trimester course will offer interested students an introduction to the field of Athletic Training and also provide an overview of sports medicine. Included in the course will be an overview of anatomy and physiology, medical terminology, injury mechanism and classification, emergency

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procedures and immediate injury care, upper and lower extremity injury evaluation and management, fitness/physical conditioning, pharmacological considerations, and nutrition.

• This course will serve only as a sixth class for a student.

Sports Marketing and Media (Grades 10–12) (F, W, S) The purpose of this course is to give the student an appreciation for the marketing that occurs in the business of, and the atmosphere surrounding, sport. Never before has sports management and marketing been so important in the overall scheme of business. The student will leave this course with an understanding of the marketing processes and strategies that firms utilize in the sports marketing arena.

• This course will serve only as a sixth class for a student.

ATHLETICS THE PHILOSOPHY Derryfield offers a comprehensive interscholastic athletic and physical activity program on several levels. The school competes in numerous sports in both the Middle and Upper Schools during all three seasons. There are also opportunities to participate in non-team activities. While time of involvement may vary from activity to activity, the school’s goal to develop mentally and physically healthy individuals does not. Our main objective is to develop in our students both skill and understanding, as well as an appreciation of maintaining an effective level of fitness. In athletics, we also seek to develop sportsmanship and team attributes such as cooperation, unity, and pride.

Physical activity and athletic commitments are firm obligations and must be met as faithfully as all other school appointments.

Each upper school student is required to participate in two seasons of physical activity each year. Only one independent activity per school year is permitted. Missing a practice or a game is considered as serious as missing a class. Failure to complete the physical activity requirement will jeopardize graduation.

THE PROGRAM Derryfield offers a wide range of physical activities and interscholastic athletic competition.

Varsity teams compete in soccer, golf, basketball, alpine and Nordic skiing, swimming, baseball, softball, tennis, crew, cross-country running, track, lacrosse, ice hockey, and field hockey.

Membership on a varsity team requires a moderate level of playing ability and demands a strong commitment of time and effort including some weekends and vacation time. Try-outs are held for a place on a varsity team.

Interscholastic competition is also available at the junior varsity level in field hockey, soccer, crew, tennis, basketball, and lacrosse for less experienced students. The teams provide experience for developing athletes and an opportunity to participate for any underclassman who is willing to make the commitment.

While recognizing that providing a variety of sports and activity choices is inherent in the concept of requiring participation in two seasons of physical activity, it is not always possible that every student will be able to participate in their first choice activity. Each sport/activity does have a maximum number of participants allowed, some of which are dictated by facility restrictions. For example, only 24 girls and 24 boys will be allowed to participate in tennis, and only 14 students in golf. NHIAA golf rules, only allow six players to participate in varsity matches. Due to course restrictions, an additional eight students will be able to participate as JV players. Pre-season tryouts will be held for these 14 positions in the golf program. Students should have a second choice activity in mind if, after try-outs for both Varsity and JV, the maximum numbers are reached and The Derryfield School 2016-­‐2017 Upper School Curriculum Guide

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they are not able to participate in their first choice. Students should contact the coach of the sport in which they wish to participate as early as possible, in order to be included in initial sign-ups. If maximum numbers are not reached, then all interested students will be allowed to participate.

The School also offers noncompetitive activities, which include yoga, fitness/weight training (winter), and dance (spring). Another option for upper school students is the Independent Physical Activity (IPA) contract, which allows students to design an activity program under the supervision of the Director of Athletics and their advisor. The IPA is designed to accommodate the student who is involved in a physical/athletic activity not offered by the school. Students wishing to pursue an IPA must submit an application for approval to the Director of Athletics. Forms are available in the athletic and main school offices. In addition, a trimester of community service or a music/drama commitment in a school production may be substituted for a physical activity once during a student’s upper school career.

Managers and scorekeepers are needed to work with the various teams. A student can complete one season of his or her athletic requirement by working conscientiously with a competitive team as a manager or scorekeeper. This option demands a season-long commitment to the team. There is an exercise component attached to this option.

Some sports, such as golf, skiing, ice hockey, and tennis may require students to pay for some use of practice facilities. The school handles the bookkeeping and billing for these charges. Each year there is usually some used equipment (such as cleats, lacrosse gloves, field hockey/lacrosse sticks, etc.) available at a reduced price. Please see the Director of Athletics for details.

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