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course catalog
2011–2012 Atlanta Girls’ School 3254 Northside Parkway NW Atlanta, Georgia 30327 atlantagirlsschool.org
Atlanta Girls’ School Course Catalog 2011-2012 Table of Contents Mission ............................................................................................................................................................... 2 Portrait of An AGS Graduate ....................................................................................................................... 2 Academic Program..........................................................................................................................................4 Overview.............................................................................................................................................................4 Academic Disciplines......................................................................................................................................4 Curriculum ......................................................................................................................................................... 5 Academic Calendar and Reporting.............................................................................................................. 5 Middle School Program .................................................................................................................................6 Sixth Grade Curriculum .................................................................................................................................. 7 Seventh Grade Curriculum ............................................................................................................................ 7 Eight Grade Curriculum .................................................................................................................................. 7 Upper School Program ...................................................................................................................................8 Graduation Requirements..............................................................................................................................9 Upper School Sequence of Courses .......................................................................................................... 10 Upper School Planning Worksheet............................................................................................................. 11 Course Descriptions ..................................................................................................................................... 12 English ............................................................................................................................................................... 12 Mathematics ................................................................................................................................................... 16 World Studies................................................................................................................................................. 20 Science ..............................................................................................................................................................23 Languages ........................................................................................................................................................27 Fine Arts............................................................................................................................................................32 Physical Education ........................................................................................................................................ 36 Other Curricular Elements ..........................................................................................................................37 Independent Study.........................................................................................................................................37 Joint Enrollment ..............................................................................................................................................37 Approved Online Courses............................................................................................................................37 Winterim ......................................................................................................................................................... 44 EDLS.................................................................................................................................................................. 45 Atlanta Girls’ School Founders Charge.................................................................................................... 48
Mission Statement The Atlanta Girls' School provides a challenging college preparatory program in a learning environment designed to foster the full potential of each student and to enable her to become a vital contributor to our complex global society.
Portrait of an AGS Graduate Strengths of Character An Atlanta Girls' School graduate will: • • • • • • • • •
Be inquisitive and intellectually adventurous, ready to take appropriate risks Be resilient, tenacious, and courageous in the face of challenges, seeing them as opportunities for growth Have a strong sense of self, independence, and an awareness of her own voice Possess and demonstrate a generosity of spirit and an understanding of the importance of compassion and service to others Understand, respect and value diverse peoples, cultures, ideals, and perspectives and seek to engage in a diverse community Possess the ability both to lead and to work with others respectfully and responsibly Respect herself, acting with healthy self-discipline, balance, and reflection Have the motivation and discipline to identify and pursue her passions Act with a strong sense of ethics, honor and integrity
Knowledge An Atlanta Girls' School graduate possesses the following: • • • • • • • •
A strong college preparatory foundation in the liberal arts An ability to explain how various aspects of the physical and natural world work Proficiency in the principles of mathematics and its applications Ability to understand and appreciate global history, politics, and cultures, as well as her own place within them Ability to comprehend and communicate in a foreign language within a greater cultural context Appreciation of and ability to find meaning in a variety of works of literature A knowledge of and appreciation for the fine arts Knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity
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Skills An Atlanta Girls' School graduate is able to do the following: • • • • • • • • •
•
Write, speak, and present coherently, with a well-defined perspective Think logically, critically, and creatively Read and listen actively and critically Solve problems with confidence, using her own competence and engaging the strengths of others Design an experiment that tests a hypothesis Identify, gather, analyze, interpret, and evaluate data and sources Synthesize and apply knowledge to create and verify solutions Use technology for the purposes of communication, data collection, analysis, and creative production Demonstrate her abilities and potential in all settings where she may be tested Speak and listen thoughtfully in a group, with the goal of helping overcome differences and move toward resolution
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Atlanta Girls’ School Academic Program Overview Introduction The Atlanta Girls' School bases its education on two different but complementary principles. First, the school believes that innovation must chart our course. The world we face is on the cusp of monumental changes in human knowledge, changes that may make the world of our grandchildren as different from ours today as ours is from the Stone Age. This trend is just beginning, and schools must adapt to these changes. Facts are far less meaningful than the ability to learn and the confidence to adapt. This ever-changing world will be charted not by remembering things from school, but by having the skills to learn the new things required to live in it. Just as innovation will power the world, schools must be innovative in helping their students learn how learn so they can be prepared for that ever-changing world. Second, as a girls' school, AGS believes in the centrality of relationship. Whether it is a relationship between two students, a student and a teacher, a new idea and a practical experience, or a new skill and its application, relationships are how girls learn. Relationships frame both the community in and out of the classroom and how ideas are learned and new skills are acquired. Together, innovation and relationship make Atlanta Girls' School a place where girls learn best for the world they will enter. In applying these principles in concrete ways to create a purposeful education, Atlanta Girls’ School uses the Portrait of an AGS Graduate to inform all of its programs. Upon graduation, each student should have achieved her own distinct form of excellence in those matters outlined in the Portrait, and AGS purposefully crafts its curriculum and designs its sequence of courses to achieve that end result.
Academic Disciplines The Atlanta Girls' School offers courses in the traditional college preparatory areas of: • • • • • • •
English Mathematics World Studies Science Modern and Classical Languages Fine Arts: the visual and performing arts, including music and drama Physical Education
Standards promoted by national and international professional organizations in each discipline are the foundation of our academic program. Additional guidelines such as the Southern Association of Independent Schools (SAIS), the Southern Association of Colleges and Schools (SACS), and the
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College Board inform our academic standards. Atlanta Girls' School is fully accredited by SAIS and SACS and is a member of the National Association of Independent Schools.
Curriculum Atlanta Girls' School is committed to an excellent and rigorous college preparatory curriculum and at the same time serving the individual needs and interests of its students. We are also committed to permitting students to advance at a pace appropriate for them and consistent with appropriate mastery upon graduation. Accordingly, we offer honors and advanced placement courses to qualified students, opportunities for “above grade level” class placement, and college-level classes and online learning in appropriate situations. In keeping with the goal of molding an AGS Graduate and acknowledging that real-world problems often fail to present themselves as strictly math, history, or English, AGS classes emphasize cross-discipline work, technology, multi-cultural and global perspectives, and ethical and aesthetic considerations. In this catalog, courses offered for the 2011-2012 school year are detailed, and a projection of probable courses to be offered in the next four years is outlined in the Upper School Sequence of Courses on page 10.
Academic Calendar and Reporting The academic calendar at Atlanta Girls’ School consists of two semesters, each divided into two nine-week quarters. Between semesters is a short Winterim term. Parents receive narrative reports on student progress at the end of the first and third quarters. At the end of each semester, a report card is issued. Family conferences, led by the student, held in the fall and early spring, present a holistic assessment of the student’s academic as well as social and co-curricular learning and contributions. Of course, these conferences supplement the ongoing dialog between home and advisor, dean, and teacher. In addition, parents and students can view grades online. Teachers update grades around the 1st and the 15th of each month; contact your student’s advisor or teacher with questions about grades. Please contact the technology office for details on viewing grades online. Semester averages are recorded on each student’s official transcript. Winterim courses are graded but are not included in the students’ grade point average; the student receives an excellent, satisfactory, or unsatisfactory in each Winterim course.
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Middle School Program Middle School begins the transition between elementary and upper school years. The sixth grade begins this transition; by the time a student is in eighth grade, many of the expectations, such as semester exams, of Upper School become the norm. The habits formed in these early adolescent years will become the foundation for lifetime success. Teachers at Atlanta Girls’ School are thoughtful and deliberate in teaching our girls the habits that will enable them to be strong, to have both opinions and honor, and to stand tall as they take their place in the world. Our aim in the middle grades is to develop in every girl the habits of excellence, care, respect and hard work that will undergird her academic and social growth so that she develops into a thoughtful, reflective, academically successful upper school student. All members of the community work together to set and communicate high expectations and then to equip students with the strategies and tools necessary for them to meet those expectations. The strong studentfaculty relationships grown at AGS ensure that our students complete Middle School with a firm grounding in these life-forming habits. Recognizing that girls learn best when they see relationships between subjects and meaning within topics, Atlanta Girls’ School Middle School faculty create classrooms full of hands-on meaningmaking activities, collaborative learning experiences, and connection-making conversations. In an environment like this, girls learn to understand the power of their voices and develop the confidence to use those voices. The academic program is built around the traditional upper school disciplines, but integration of studies is emphasized. In addition, course content is aimed at developing basic study and organizational skills. Students cultivate an ability to look at information through different perspectives. In each discipline, specific approaches to communicating and investigating ideas are introduced. At the completion of Middle School, students are prepared to use the protocols of mathematical, scientific, literary, historical, and aesthetic investigation. All students learn to use the computer as a daily resource. Students in Atlanta Girls' School Middle School carry seven classes per semester, each of which meets for about four hours a week. Homework is assigned daily. Student schedules include courses in English, mathematics, social studies, sciences, fine arts, and physical education. Students may take a modified course load with permission. Research shows that girls at the sixth-grade level are not fully ready to begin serious foreign language study successfully. By deferring the introduction of foreign language to the seventh grade, language is acquired more quickly and the learning is more enduring. Yet, we believe that students in the sixth grade should be introduced to the foundations of foreign language. In the sixth grade, students study Latin roots and develop a more robust understanding of grammar as a foundation for later modern language study and to further support their acquisition of English vocabulary, grammar, and language structure skills. This is taught as an extension of the regular
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English curriculum. All students at the seventh grade and eighth grade levels take a foreign language course of study, beginning at the appropriate level for them.
Middle School Sequence of Courses Sixth Grade Curriculum
Eighth Grade Curriculum
The sixth grade schedule is standard for all students. The following are required yearlong courses: • English 6 and Language Foundations • Math 6 or Pre-Algebra • World Studies 6 • Science 6 • PE 6 • Fine Arts 6 (Divided into two semester-long courses: Visual Art 6 and Music 6)
The eighth grade curriculum is standard for all students. The following are required yearlong courses: • English 8 • Algebra I, Honors Algebra I, Geometry, or Honors Geometry • Science 8 • World Studies 8 • Appropriate Level Foreign Language • PE 8 Additionally, eighth grade students choose one of the following Fine Arts courses: • Art 8 • Middle School Chorus • Middle School Drama
Seventh Grade Curriculum The seventh grade schedule is standard for all students. The following are required yearlong courses: • English 7 • Pre-Algebra, Algebra I, or Honors Algebra I • Life Science • World Studies 7 • Foreign Language at appropriate level • PE 7 Additionally, seventh grade students choose one of the following Fine Arts courses: • Art 7 • Middle School Chorus • Middle School Drama
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Upper School Program The primary role of the Upper School is to prepare students to succeed in college. The program is a liberal arts course of studies that exceeds the requirements of public school and matches or exceeds the requirements of other independent schools. Course content is aimed at synthesis, analysis, and critical evaluation of ideas as well as basic content coverage. The goal is to mold an AGS Graduate, a student with the strengths of character, knowledge and skills that enable her to have strong choices in college selection appropriate for her and to successfully navigate the world beyond secondary school. Students in Atlanta Girls' School Upper School carry a minimum of five and a maximum of seven academic classes per semester, each of which meets for about four hours a week. Homework is assigned daily, and students regularly have long-term projects. Each student in Upper School is expected to budget her time to complete all of her academic and other commitments. Students enrolled in Honors and AP classes can expect a heavier homework load. Student schedules include courses in English, mathematics, world studies, sciences, languages, fine arts, and, for the ninth grade, physical education. Students may take a modified course load with permission. In the ninth grade, a common program of five core courses facilitates the transition from Middle to Upper School for all students. Students in the ninth grade choose their fine arts courses. In the tenth and eleventh grades, more choices are offered and more prerequisites are required. In addition, AP work is an option in some courses. Electives and internships are a significant part of the junior- and senior-year programs. At the completion of Upper School, students are prepared for college matriculation. At every level, students work closely with their teachers, parents, advisors, and mentors to assure individual objectives are met. The ultimate goal is to mold AGS Graduates—students who are knowledgeable and responsible citizens of the world and who are confident and courageous in meeting the challenges of the world in business, school, the arts and sciences, and personal life. Building on a solid academic base and on the knowledge that her uniqueness is appreciated and valued, the successful graduate will have learned to trust her own judgment, to believe in herself, and to have confidence in her future decisions and choices.
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Upper School Graduation Requirements Students in grades 9 through 12 are expected to take a minimum of five and a maximum of seven academic courses per year. For college admission purposes, six classes are recommended. A total of 23 credits are required for graduation. Each yearlong course constitutes one credit; each semester-long course constitutes one-half credit.
English
4 credits
Mathematics 3 credits *Three years of mathematics including one year beyond Algebra II are required. *Four years are recommended. Languages 3 credits *Three years of the study of one language at the upper school level are required. *Four years of one language are recommended. Science *Three years of science are required. *Four years are recommended.
3 credits
World Studies
3 credits
Fine Arts
2 credits
Physical Education
1 credit
Electives An elective is any course taken beyond graduation requirements.
4 credits
Minimum Total Credits Required
23
All AGS students are also required to participate in class-organized community service, complete EDLS coursework, complete internships during Junior and Senior years, and deliver a Senior Speech and Capstone Project prior to being recommended for graduation. The Class of 2014 and forward will be expected to travel internationally.
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Upper School Usual Sequence of Courses This is a projection of courses to be offered over the next four years. Not every course will be offered every year. This chart can be used to plot a four-year plan on page 11. Required courses are in bold.
Grade 9
Grade 10
Grade 11
Grade 12
English
APPROACHES TO LITERATURE
BRITISH LITERATURE & WRITING
LITERATURE OF THE U.S. AP LANGUAGE & COMPOSITION
LITERATURE AND IDEAS AP ENGLISH LITERATURE & COMPOSITION
Math
GEOMETRY (H) ALGEBRA II (H)
ALGEBRA II (H) PRE-CALCULUS (H)
TRIG & PRE-CALCULUS (H) CALCULUS STATISTICS AP CALCULUS
STATISTICS CALCULUS AP CALCULUS
World Studies
WORLD HISTORY
UNDERSTANDING THE 20TH CENTURY & TODAY AP WORLD HISTORY
U. S. HISTORY AP U.S. HISTORY ECONOMICS & ENTREPRENEURSHIP
ECONOMICS & ENTREPRENEURSHIP AP WORLD HISTORY
Science
BIOLOGY
CHEMISTRY (H) ENVIR. SCIENCE PHYSICS (H)
AP CHEMISTRY AP BIOLOGY PHYSICS (H) ENVIR. SCIENCE HUMAN ECOLOGY
AP CHEMISTRY AP BIOLOGY PHYSICS (H) ENVIR. SCIENCE HUMAN ECOLOGY
Languages
FRENCH SPANISH LATIN LEVELS I, II, AND III
FRENCH SPANISH LATIN LEVELS I, II, III, AND IV
FRENCH SPANISH LATIN LEVELS I, II, III, IV, AND AP
FRENCH SPANISH LATIN LEVELS I, II, III, IV, AND AP
Fine Arts
US CHORUS US DRAMA TWO-D ART FOUNDATIONS
US CHORUS US DRAMA DRAWING & PAINTING I OR II CERAMICS
US CHORUS US DRAMA DRAWING & PAINTING I OR II CERAMICS
US CHORUS US DRAMA ART ELECTIVES DRAWING & PAINTING I OR II CERAMICS
Physical Education
PE 9
H: Denotes courses that may be offered at an Honors level. Honors courses are offered for students who wish to cover topics in depth and at accelerated pace. Admission to Honors courses requires a B+ average in the subject area and the recommendation of the faculty. AP: Advanced Placement courses are college level courses. Content is determined by the College Board course descriptions. Students taking AP courses are required to take the College Board AP exam (given in May). College credit may be earned based on the results of this test. Admission to Advanced Placement courses requires a B+ average in the subject area and the recommendation of the faculty.
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Upper School Planning Worksheet Four Year Course Selection Plan Name____________________________________________ Current Grade_______________
This chart is for planning purposes. List the courses taken in the Upper School during your previous years and the courses being taken this year. Fill in the courses that you plan to take for the remaining years. Use this “Course Catalog� to check that you have a plan that fulfills graduation requirements and that you have all the prerequisite courses that you need for advanced courses. This plan will be useful as you begin to look for a college. You can check that you are fulfilling admission requirements for individual colleges. Use this chart when discussing plans with your advisor.
Grade Level
9th
10th
11th
English Mathematics World Studies Science Language Fine Arts Physical Ed. Other Electives Internship area of interest:
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12th
Course Descriptions English bolster students’ confidence in their own abilities to write and edit and to encourage risk taking in written expression.
Middle School English Middle school English provides a solid foundation in the use and understanding of the English language. Writing, grammar, reading, and vocabulary are integral parts of the English courses. Students begin practicing and polishing skills pertaining to different types of writing, such as narrative, expository, persuasive, and descriptive. With an emphasis on self-expression and expression of ideas, writing assignments encourage students to begin literary analysis and produce logical arguments in writing. Reading comprehension is developed through the study of diverse texts, including significant and classic pieces of literature. Vocabulary and grammar are part of every course, studied both independently and in the context of reading and writing.
Students will study these concepts in a double block of English, with the focus of the second block on learning word roots, gaining a greater facility with grammatical structure and concepts, and developing strong active reading strategies. After completing the double block of English 6, students will be skilled readers with repertoires of reading strategies to apply to varied texts and writers who use the writing process to develop and organize compositions. This course lays a strong foundation for students in the English language that will support their reading and writing across disciplines as well as the acquisition of a second language in the years to follow.
English 6: Discovering Identities through Stories and Storytellers
English 7: Identity and Expression This course encourages students to enjoy and appreciate the complexities of the English language. In the seventh grade, the reading program supports and broadens students’ growing familiarity with literature of all types and encourages critical reading. Students become active readers as they analyze, assess and share a variety of works, composing their own interpretive questions and answers. Students learn about different literary genres including novels, short stories, poetry, and drama. Poetry and drama foster a deeper appreciation for poetic devices such as symbolism and the use of metaphors. Through novels, students explore conflict and character development, and they practice writing wellstructured paragraphs about themes. Vocabulary, an important focus area of the middle school curriculum, is taught in context.
This foundational course focuses on concepts and skills necessary for successful academic performance in Middle School and beyond. Student centered, the class is an integrated study of reading, literature, vocabulary, grammar, and composition developed around the theme of Discovering Identities through Stories and Storytellers. Students will respond critically and find personal meaning through the exploration of novels, poetry, short stories, and drama. Students will become active readers as they analyze, assess, and share a variety of works. Grammar and usage, both important topics in the middle school curriculum, are taught directly and in context as students are asked to master concepts by examining models from literature as well as their own writing. A goal of the course is to
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Students read extensively as the primary means of increasing vocabulary. However, because of the powerful connection between language and thought and the critical thinking opportunities afforded by direct vocabulary instruction, AGS pursues an approach that includes direct instruction tailored for the learning experience of girls. Grammar is similarly taught both in context and directly. Students examine sentence structures in literature and, using these models, experiment with syntax in their own writing. In addition, sentence-diagramming exercises provide a visual construct for grammar, an analytical language for studying grammar, and a means of helping girls find their own errors in their writing.
expand and polish their writing skills. Upper school English focuses on the use of a diverse selection of texts as a springboard for argument and thesis-driven papers. Vocabulary and grammar, studied through direct instruction and through models found in literature, serve to develop and strengthen a personal writing style.
English 9: Approaches to Literature and Language This course is designed to provide transition into a high school English curriculum. Students will become familiar with literary texts and will learn to speak and to write comfortably about literature using literary terms. A varied reading program will support and broaden each student’s growing familiarity with literature and will encourage independent critical analysis. Working with novels, short stories, plays, poetry, and essays, students will explore the complexities and precision of language. Composition is an integral component of the course with students regularly writing journals and essays as a response to their reading and as a response to current topics of interest. They will experiment with language in creative writing assignments and will revise pieces throughout the year. Students will also review grammar and the mechanics of writing in order to strengthen composing, revising, and editing skills while working toward developing a personal writing style. Independent reading and vocabulary enrichment continue as important elements of the English curriculum.
English 8: Literature as the Path to Understanding Reasoning and Emotion Students will be immersed in the study of various literary genres, but this course will place particular emphasis on the study of the short story and the novel and their importance in helping the student to shape a vision of the world and of the human condition both past and present. As students read, they will observe the effective use of diction, figurative language, tone, and sentence structure as well as experiment with these stylistic techniques in their own writing. Grammar and sentence structure improve as students practice longer and more sophisticated types of writing, including formal, analytical essays. Eighth grade English emphasizes critical thinking and reading as well as effective writing.
English 10: British Literature and Writing This course is designed to provide the student with a comprehensive overview of British literature from its beginnings in epic poetry to present works such as Chinua Achebe’s Things Fall Apart. Students study major writers and their works from both an intellectual and a historical perspective. There will be a heavy concentration of poetry in this course, and students will learn to identify and analyze how
Upper School English Upper school English develops the student’s ability to understand and appreciate great works of literature and to respond to literary selections through oral presentation and in writing, both creatively and formally. Writing, grammar, and vocabulary are integral parts of upper school English courses as students
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authors use poetic devices, such as figurative language, alliteration, rhyme scheme, and paradox, in order to convey meaning. Class discussions and writing workshops will allow students to share insight in both verbal and written form in order to demonstrate their understanding and appreciation of the texts. Essays and critical reading assignments are required components of this course.
diverse group of American authors who write for varied purposes and audiences. In reading and analyzing these non-fiction, fiction, and poetry texts, our focus will be on identifying both the what and the how: what arguments the authors are making in the texts and how they use rhetorical strategies effectively to construct these arguments for their intended purposes and audiences. Because students are bombarded with thousands of images daily, they will also learn how to “read” such images to determine the artist’s purpose, audience, and tone. In examining selected readings and images, students will investigate several central questions regarding American cultural identity, as well as learn how to analyze and craft well-developed, well-supported, and persuasive arguments in their own writing. Discussions, writing assignments and projects will be varied and will enable students to develop proficiency in the narrative, expository, argumentative, and persuasive modes. The course will culminate with a research paper and the AP English Language & Composition Exam.
English 11: Literature of the United States A survey of major authors and their works puts the literature of the United States into a historical context. The governing ideas of an era influence the themes and styles of literature, and students learn the philosophical points of view that are reflected in the sixteenth’s and seventeenth’s centuries’ ornate and plain styles of literature, in the nineteenth’s century’s romanticism and realism movement, and in the twentieth’s century’s modern and postmodern periods. Literary works from the many immigrant and ethnic groups that comprise United States culture are included. All major genres of literature are studied. Student essays analyze literature or use the ideas discovered in literature as the basis of personal narratives and statements. Vocabulary study and grammar and composition skills are drawn from the literature. In addition to writing multi-draft, out of class essays and oral presentations, students will also write timed essays in class. Other evaluations include responses to reading, vocabulary quizzes, grammar and composition quizzes, and tests on major works or periods of literature as well as two semester final examinations.
Prerequisites: English 11 AP Language and Composition requires a grade of B+ or higher average in English 10 and a teacher’s recommendation.
English 12: Literature and Ideas This course is designed to provide transition into a college English curriculum. Students will explore world literature through the study of complex literary texts. Moving toward independent criticism, students will identify an author’s style by examining tone, diction, and syntax and will analyze the development of literary elements such as symbols, motifs, and theme. Working with novels, short stories, plays, poetry, essays, and criticism, students will continue to develop a sensitivity to and appreciation of the complexities and precision of language and will use works under study as models for their own writing. By composing, editing, and revising argumentative and
English 11 AP: Language and Composition In keeping with the College Board’s AP English Course Description, our focus will be on rhetoric: the art of constructing and presenting arguments in speech or writing. Our readings will include essays, novels, speeches, short stories, poems, and personal narratives by a
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persuasive essays, students will strengthen problem solving and critical thinking skills, writing skills, and researching skills. This course includes a study of rhetoric and oral presentation, culminating in the senior speech, an important senior requirement. Students will review grammar and the mechanics of writing in order to strengthen revising and editing skills. Independent reading and vocabulary enrichment continue as important components of the English curriculum.
of language and will use works under study as models for their own writing. By composing, editing, and revising argumentative and persuasive essays, students will strengthen problem-solving and critical-thinking skills, writing skills, and researching skills. This course includes a study of rhetoric and oral presentation, culminating in the senior speech, an important senior requirement. Students will review grammar and the mechanics of writing in order to strengthen revising and editing skills. Independent reading and vocabulary enrichment continue as important components of the English curriculum.
English 12 AP: Literature and Composition This course is designed to provide transition into a college English curriculum. Students will explore world literature through the study of complex literary texts. Moving toward independent criticism, students will identify an author’s style by examining tone, diction, and syntax and will analyze the development of literary elements such as symbols, motifs, and theme. Working with novels, short stories, plays, poetry, essays, and criticism, students will continue to develop a sensitivity to and appreciation of the complexities and precision
English 12 AP is faster paced and includes longer, more complex reading assignments, and more independent literary criticism. All AP students are required to take the Advanced Placement literature and composition exam in May. Prerequisites: English 12 AP requires a grade of B+ or higher average in English 11 and a teacher’s recommendation.
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Mathematics With the sixth grade curriculum, students begin to build a framework for this transition. The curriculum in the seventh grade further develops the framework, and by the eighth grade most students are expected to enter Algebra I.
Mathematics All students progress through the AGS mathematics program in a sequence appropriate for them. The AGS middle school mathematics program promotes an intellectually stimulating environment where students learn to think critically, to solve complex mathematical problems, and to communicate effectively in mathematics. Teachers encourage students to learn through active discovery, to take risks, and to think creatively. The mathematics program is designed to encourage each student’s mathematical fluency, to foster the development of process skills and critical thinking, and to prepare them for college-level testing.
The mathematics curriculum at the upper school level is intended to fully prepare each student for college level work in mathematics. The curriculum is designed to promote critical thinking, reasoning, and complex problem solving through study in a range of mathematical areas. Throughout the upper school curriculum, students develop concepts in algebra, geometry, statistics, probability, and discrete mathematics. The courses at the upper school level are designed to integrate aspects from each of these areas so that the students begin to view the connections and interplay between them.
Through hands-on presentation of mathematical concepts combined with consistent meaningful practice, students learn to develop a balance and a connection between conceptual understanding and computational proficiency. The use of technology, including graphing calculators and mathematical computer application programs, as well as cooperative learning, cross-curricular integration, and writing in mathematics, further strengthen process skills and content knowledge.
Effective communication, proof, and mathematical modeling of situations are emphasized throughout the curriculum as a means of increasing students' fluency with the mathematical concepts. Technological tools, including graphing calculators, spreadsheets, and geometric visualization tools, are used regularly in order to represent concepts and deepen students' understanding. Students are encouraged to take four years of mathematics at the upper school level. After completion of Algebra I, students take Geometry followed by Algebra II. After these three courses have been completed, usually by the end of the sophomore year, students may design their mathematical course of study from a variety of classes.
During Middle School, students begin to make the transition from the concrete world of arithmetic to the abstract world of algebra. The curriculum is designed so that the students revisit central topics each year, each time going into greater depth. These recurring topics include, among others, the notion of proportionality, patterns in numbers, and visual representation of data.
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Math 6
solve unusual problems, communicate about mathematics, and reason through a mathematical argument.
In the sixth grade mathematics course, Foundations for Algebra I, students develop an understanding of mathematics through handson, real-world experiences, and investigations. Students investigate concepts through the use of manipulatives and practice working with these concepts in order to develop a solid skill base. An emphasis is placed on developing the connections between various representations of the mathematics studied.
Algebra I and Honors Algebra I In this first-year Algebra course, students learn to make the transition from thinking about mathematics through concrete examples to making abstract connections within mathematics; they begin to think about Algebra as a language, a way of communicating complex patterns and concepts succinctly and elegantly. Students will learn to represent situations through equations, graphs, and numerical patterns and to manipulate each of these representations in order to solve real-world problems. The focus of this course is to develop both a conceptual understanding and a computational fluency with the concepts of function and linearity. Additional topics include recursive patterns, systems of linear equations, exponential and quadratic functions, and probability.
Topics studied in this course include basic data representation, number systems, characteristics of place value and exponents, topics in geometry, and rational numbers. A hands-on approach is utilized to develop the concepts surrounding fractions, decimals, and percents. Students explore measurement, area, and geometric concepts and terminology. Pre-algebra concepts are introduced through the identification and description of patterns. In addition, study skills and organizational skills are developed throughout the sixth grade curriculum.
Prerequisites: Honors Algebra I requires a grade of 93 or higher average in Pre-Algebra I and a teacher’s recommendation.
Pre-Algebra I The Foundations for Algebra II curriculum is designed to help students begin to make the transition from thinking about mathematics in the concrete to using the patterns that they see to develop the basic abstract concept of the variable. Through in-depth investigations of the topics of ratio and proportion, data analysis, two-dimensional and threedimensional geometry, probability, signed rational numbers, and solving equations, students deepen their understanding of the connections between these topics as they work to master the skills associated with them. Throughout the curriculum, students learn to move beyond numbers to find and impose mathematical structure, and to see numbers as a part of a bigger system of thinking about mathematics. Through contextually based problems, students develop their abilities to
Geometry and Honors Geometry Geometry offers a means of describing, analyzing, and understanding the world and seeing the beauty in its structures. In this course, students will learn to look closely and analytically at the shapes and structures around them, find patterns and similarities, and use geometry tools, including The Geometer's Sketchpad, to make generalizations and discover mathematical truths. Students will also learn to reason through their generalizations and give convincing and sound proof of what they discover. This course develops deductive reasoning and problemsolving skills with emphasis on the application and visual expression of arithmetic, algebraic, and geometric concepts. Topics covered include angles and their measure, angle
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relationships, perpendicular and parallel lines, relationship of lines, congruent triangles, regular and similar polygons, right triangles, circles, area, and constructions. Right triangle trigonometry, geometric probability, transformations, and coordinate geometry are also included.
them. The first two quarters focus on advanced algebraic functions and their use in problem solving. During the third quarter, the class examines logarithmic and exponential functions, in addition to sequences, series, and systems of equations. In the fourth quarter, an emphasis is placed on trigonometry, which is explored through triangles and the unit circle. Students will use their graphing calculators daily and their computers weekly.
Prerequisites: Geometry requires successful completion of Algebra I or an approved equivalent course. Honors Geometry requires a 93 or higher average in Algebra I and a teacher’s recommendation or successful completion of Honors Algebra I.
Prerequisites: Pre-Calculus and Trigonometry requires successful completion of Algebra II and Geometry or approved equivalent courses. Honors Trigonometry and Pre-Calculus requires a 93 or higher average in Algebra II and a teacher’s recommendation or successful completion of Honors Algebra II.
Algebra II and Honors Algebra II This course reinforces students’ basic algebraic and geometric skills and equips them with analytical, technological, and higher order algebraic skills for use in applications and future mathematics courses. It reviews and extends concepts of first year algebra and geometry. Topics studied include linear equations, systems and inequalities, quadratic equations and inequalities, radicals, complex numbers, exponential and logarithmic functions, polynomials and polynomial equations, and rational expressions.
Calculus This course presents calculus as the mathematics of change, focusing on conceptual understanding and showing its usefulness through a variety of applications. It begins with a review of functions, graphical analysis, and a brief introduction to parametric equations. The concepts of limits and continuity are studied followed by differentiation and integrations of polynomial, rational, algebraic, visual, and numerical approaches. Included are the topics of differentiation of trigonometric functions, Newton’s method, elementary techniques of integration applied to finding areas between curves and volumes of solids, revolution, the study of the calculus applied to exponential and logarithmic functions, and L’Hopital’s rule.
Prerequisites: Algebra II requires successful completion of Algebra I and Geometry or approved equivalent courses. Honors Algebra II requires a 93 or higher average in Geometry and a teacher’s recommendation or successful completion of Honors Geometry.
Pre-Calculus/Trigonometry and Honors Pre-Calculus/Trigonometry
Prerequisites: Calculus requires successful completion of Trigonometry and Pre-Calculus or an approved Pre-Calculus course.
This course is designed to develop both the understanding of algebraic and trigonometric concepts and the ability to apply these concepts to real-world scenario problem solving. Students examine polynomial, rational, algebraic, exponential, logarithmic, and trigonometric functions. They learn how to analyze these functions both by hand and with the use of the technology available to
Advanced Placement Calculus (AB/BC) Advanced Placement Calculus is primarily concerned with developing the student's understanding of the concepts of calculus and providing experience with its methods and -18-
Statistics
applications. The course emphasizes a multirepresentational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. The connections among these representations are also important. Broad concepts and widely applicable methods are emphasized. Through the use of unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, students will work to develop an understanding of calculus as a coherent body of knowledge and as a human accomplishment. The AB course is designed to be equivalent to one semester of college calculus, and the BC course is designed to be equivalent to two semesters of college calculus. College credit for the course is dependent upon an individual's score on the AP exam and by individual college requirements. Students enrolled in the course are required to take the College Board AP Calculus test in May.
The goal of this course is to teach students how to plan a study, collect data, identify relevant patterns using descriptive statistics, and test hypotheses using inferential statistics. Different methods of finding the probability of an event and how you create and use probability distributions are studied. The use of bell-shaped distributions and their properties in real-life applications are emphasized Prerequisites: Statistics requires the successful completion of Geometry and Algebra II or approved equivalent courses.
Prerequisites: Advanced Placement Calculus requires successful completion of Honors PreCalculus and Trigonometry or successful completion of Calculus with achievement at or above the B+ level and a teacher’s recommendation.
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World Studies Historical and Cultural Study of the Non-Western and Western Worlds 500 CE to 1400 CE. Areas of focus include the Indus Valley Civilization, the Chinese Dynastic Period, the Byzantine Empire, early American civilizations, and the Middle Ages of Europe. Special emphasis is placed on understanding the core principles of Hinduism, Buddhism, Taoism, Confucianism, Christianity, and Islam. Study skills focus on annotating reading, effective note taking, brainstorming, and questioning. Students learn to research through electronic media, print and visual media, and traditional texts. Class discussions, projects, presentations, and collaborative work are central to class success. This course is writing intensive with special emphasis on thesis and short essay writing.
Middle School World Studies The World Studies department at AGS seeks to give students an understanding of world cultures and history. A chronological approach is used, and students learn to make historical connections over time and shifting national boundaries. Current events are also discussed. Students actively use many research resources, including web sites, atlases, interviews, periodicals, art, literature, and science resources in addition to textbooks. In Middle School, group projects and individual presentations help to create an experiential, hands-on approach to doing research and presenting findings. Basic study skills are taught and reviewed at every level.
World Studies 8: The Early Modern World, 1400-1750 CE
World Studies 6: Ancient Civilizations This course looks at the development of human societies and civilizations chronologically from prehistoric times to the rise and fall of ancient Greece. Students will gain an understanding of the evolution of cultures and societies around the globe, beginning their journey in Africa with the first hominids that lived 4.4 million years ago. Students will also learn about huntergatherer societies, the development of agriculture, and the first civilizations in Egypt, Mesopotania, and the Americas. Students will take the role of historical investigator in order to build comprehension, solve problems, and ask critical questions. Study skills focus on organization, note taking, and research skills. Course work will include individual and group projects, oral presentations, informal and formal written responses, and quizzes.
This course examines global systems of exchange and commerce between Europe, Asia, Africa, and the Americas as well as the global systems of exchange and commerce that took place 1400 to 1750. Areas of focus include the Italian Renaissance, the Age of Absolutist States, the Ottoman Empire, the Global Age of Asian Exploration, and the Transatlantic World (Africa, the Caribbean and Latin America). Essential questions direct student learning, comprehension, and appreciation of historical complexity. Sample essential questions considered include: How do humanist values influence your life today? How can individuals and communities work to overcome hardships (e.g., human-made hardships, natural disasters, personal tragedy)? What is the impact of European arrival in Central America?
World Studies 7: Analyzing World Civilizations, From 500 CE – 1400 CE Seventh graders focus their studies on the exploration of people, places, and events from -20-
Upper School World Studies
World Studies 11: United States History
In the upper school world studies, skills are developed as research and writing tasks become more complex. The chronological study of world history continues through contemporary times in the tenth grade. Specialized topics begin with United States history in the eleventh grade and continue with electives in the twelfth grade.
This survey course examines the political, social, cultural, economic and religious history of the United States. It begins with an examination of Native American cultures in the Americas prior to European colonization. As the course progresses, students study the American Revolution, the creation of a Federal government, the rise of the Republic, the American Civil War, Reconstruction, immigration, World War I, the Great Depression, World War II, the Cold War era, the Civil Rights and Women’s Rights movements, the Vietnam War, and the cultural landscape of the eighties and nineties. Students examine the plurality and diversity of experiences as they develop an understanding of themes within American studies. The critical reading of primary documents gives access to the ideas that influence history. Through quarterly projects that culminate in visual presentations, students explore and develop skills working with primary source documents. This course develops analytical reading and writing skills, historical concepts, and language for participating in discursive debates pertaining to United States history.
World Studies 9: World History This course explores the concepts and specifics of the 18th century. Students access and use information from the Internet, first person accounts, art, science, literature, texts, videos, and atlases. Geography, art, music, and current events are integrated components as well. Effective research, presentation, and writing skills are emphasized. Major units of study include the changing nature of monarchy as well as social, scientific, philosophical, and political revolutions in England, America, France, and Asia. Studies of this era include the Enlightenment, the French Revolution, the American Revolution, and the industrialization and technological changes in Europe.
World Studies 10: Understanding The 20th Century and Today
World Studies 11: AP United States History
This course is the culmination of five years of chronologic and global study in world studies. Students will explore the impacts of the Industrial Revolution, nationalism, the rebirth of European imperialism, World War I, the rise of communism and totalitarianism, World War II, the Cold War, the Israeli Palestinian conflict, the 1990s, and the post-9/11 world. Special emphasis will be placed on understanding the essence of power and how rulers have used it to gain support from the populace. The study of geography, culture, and current events gives students context to historical events. Students learn to analyze historical information for accuracy and perspective and to write effective answers to short answer and essay questions.
This course examines the political, social, cultural, economic, and religious history of the United States. It begins with an examination of Native American cultures in the Americas prior to European colonization. As the course progresses, students study the American Revolution, the creation of a Federal government, the rise of the Republic, the American Civil War, Reconstruction, immigration, World War I, the Great Depression, World War II, the Cold War era, the Civil Rights and Women’s Rights movements, the Vietnam War, and the cultural landscape of the eighties and nineties. Daily lectures emphasize the broad themes connecting trends in American history over
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Prerequisites: AP World History requires a grade of B+ or higher in World Studies 9 and a teacher’s recommendation.
time. Homework, tests, and writing assignments are modeled upon the format of AP tests. Students who take AP US History are expected to sit for the national exam.
Economics and Entrepreneurship Prerequisites: AP US history requires a grade of B+ or higher in World Studies 10 and a teacher’s recommendation.
Through an exploration of the fundamental principles of economics in a goal-oriented, collaborative atmosphere, this course will equip students with the building blocks of business and excite interest as students engage in the creative processes necessary to create and defend a viable business plan. Hands-on experiences, reading and discussion, role-play, simulations, lecture, demonstration, and the mentorship of women in business will empower learning in this class.
World Studies Electives In their junior and senior years, students may choose from a series of elective classes. Offerings may include courses in cultural history, government, and other social sciences; offerings will vary depending on student interest and faculty availability.
The course will intermingle fundamentals of micro-economics (e.g., demand, supply, pricing, production, incentives, etc.) with various aspects of business planning and development. For each student, the culmination of the first semester is the creation and presentation of a thorough business plan; in the second semester, students will compete for venture capital, with a cash award for the most creative and feasible plan. The second semester will also include a study of macroeconomic concepts such as economic measurement, financial markets, the Federal Reserve System, trade, and globalization.
AP World History Advanced Placement World History has three goals: to prepare students for the AP world history exam through college-level reading in world history, frequent quizzes, writing, exams, and in-depth discussions of historical documents; to give students an overview of the main themes of world history as a foundation for college humanities and social science courses; to introduce students to the ways in which historians study and write history. This course traces the evolution of human cultures, including societal development, the emergence of global economies of trade, communication, and political change, from prehistory to the present. Lectures emphasize the broad themes in history over time. Homework, tests, and writing assignments are modeled on the format of AP tests. Previous experience in Advanced Placement United States History is recommended but not required. Students who take AP World History will be expected to sit for the national exam in May. This course is open to students in the 10th through 12th grades.
A substantial number of field trips, panel discussions and guest speakers will enhance the experience for students. Students in this course will be challenged to embrace risk and adventure and present themselves--to each other and to outsiders--with confidence and competence. A summer reading assignment will accompany this course. Prerequisite: Economics and Entrepreneurship requires successful completion of Algebra I.
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Science Students use a variety of tools to investigate the scientific method and are encouraged to develop labs and models to explain questions. A variety of text sources, both in the classroom and online, are supported by hands-on activities to allow students as individual an understanding as possible. This course develops problem solving, spatial reasoning, and technology skills through inquiry exploration, science mysteries, and tinkering and building.
Middle School Science Our middle school science curriculum is an exploration of science process through guided inquiry activities that bring students and science together so that each student gains knowledge about her environment. Each student learns to analyze unfamiliar situations, collect data, consider alternatives, and then decide on a course of action. In this way, students ultimately grow to rely on their own initiative and develop an active interest in the learning process. In the middle school sequence, there is a balance between environmental, life and physical science strands, along with descriptive and quantitative aspects of science. All middle school science topics develop students’ familiarity with laboratory techniques and lab report writing.
Science 7: Life Science Life Science begins with an exploration of the concepts in the science of ecology. Students learn to ask ecosystem-scale questions to understand the significance of environmental and organismal interactions. This course also introduces students to the basic structure and function of living organisms, paying special attention to their interaction with the environment. Each student’s efforts to understand the interconnections of organisms and their environment are supported by the design and maintenance of an organic garden and the use of the outdoor classroom on campus. In addition, laboratory exercises reinforce individual comprehension. While the nature of any science course is exploration, discovery, and the communication of ideas, the seventh grade course emphasizes the connection that can be made between classroom activities and real world application. Students learn the importance of the scientific method and gain fundamental processing skills necessary for inquiry-based learning. These skills include observing, inferring, predicting, classifying, communicating, measuring, calculating, creating data tables, and graphing. Through a variety of hands-on activities, experiments, research projects, and class discussions, students learn to organize, analyze, and interpret scientific data. The interdependence of life is stressed.
How is an experiment conducted? How is information from space gathered? How is data gathered from explosions? What happens if I…? Questions like these float in the young scientist’s mind. Answering these questions, with guidance at first, but with growing independence is the doorway to sound scientific process for all middle school scientists. This path leads to layering excellence in developing sound inquiry skills.
Science 6: Earth Science Sixth graders are invited to take introductory steps to a life-long love of science. Exploring the world around them using the methods employed by seasoned scientists, students learn to ask and answer questions in a way that captures sound scientific thought. Specific content is focused in Earth science studies but also includes other aspects that examine the environmental world. Math, as it relates to and supports science, is also offered in a way that increases ownership of the material.
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Science 8: Physical Science
joint enrollment or the Online School for Girls. We strongly encourage all girls to take at least four science courses at the upper school level.
In Physical Science, students continue to strengthen their understanding of previously learned concepts as they gain independence and further develop their understanding of scientific inquiry is deepened. From experimentation, to research, to lab reports, physical science prepares students not only for upper school science but also for proficiency in an objective exploration of the world around them. Communication skills are strongly emphasized in eighth grade science, as students must be able to express thoughts through discussion, presentations, and written assignments.
Biology Biology is the study of the living world. The theme of evolution unifies the concepts covered in biology as we seek to answer the questions: what are the origins of biological diversity, and how does form fit function? Students in this course will observe and discuss many concepts that scientists have proposed to explain natural phenomena, from an exploration of the structure and function of animal and plant systems to the microscopic study of cell structure, cell metabolism, genetics, and gene expression. Emphasis will be placed on the evolution of traits, which will be intertwined with our ongoing investigation into the relationship between human culture and the surrounding environment. Concepts will be explored through observation, testing of hypotheses, viewing films, reading, writing, utilization of technology, and classroom discussion. Students will not only develop data gathering and processing skills, but also work on metacognition, experimental design, data analysis, scientific writing, creative and critical thinking, collaboration, self-awareness, discipline, and integrity.
Students in eighth grade are issued iPod Touches to enhance their experience in the classroom. Uses of the iPod Touch and laptop for eighth grade include: recording notes, simulations, student-response device, note cards, graphic calculator, ruler, lab timer, wireless presentation device, podcasts, recorded lessons, voice recorder, showcase student-created work, assessments and much more. The iPod and laptop usage is directly correlated with the lesson of the day. The iPods are used in conjunction with other guided technology resources.
Upper School Science
Prerequisites: Biology requires successful completion of Algebra I.
The upper school science curriculum offers a program of study through which students gain a basic knowledge of modern scientific principles, an understanding of methods, and an appreciation for the significance of science in contemporary society. Emphasis is placed on scientific inquiry and experimental design. To fulfill the laboratory science graduation requirement, all students must take biology, chemistry, and physics. Students who have demonstrated exceptional ability in the complement of basic courses may qualify for Advanced Placement courses in biology, chemistry, physics, or environmental science. Additional electives can be pursued through
Chemistry Chemistry is an introduction to the fundamental principles of chemistry. Basic content includes: states of matter and energy; elements and the Periodic Table; atomic structure; chemical bonding; equations, reactions and stoichiometry; concentration and solutions; behavior of ideal gases; and acids and bases. Classes consist of lecture, discussion, problem solving, and laboratory work. Students acquire skills such as careful measurement and -24-
experimental techniques, scientific notation and dimensional analysis, and lab report writing. Emphasis is placed not only on qualitative observational data gathering but also on quantitative experimental techniques; students are introduced to graphing techniques, statistical analysis, independent scientific research to enhance their own investigations and writings. While skill development and knowledge ascertainment is emphasized, the course also includes an ongoing discussion about the impact of industry, manufacturing, and technology on the environment.
student’s knowledge will be especially encouraged through discussions, projects, labs, and assignments. These concepts are explored with less emphasis upon the complex mathematics required in the honors physics course.
Prerequisites: Chemistry requires successful completion of Algebra I and Geometry.
Prerequisites: Honors Physics requires completion of Algebra II with a grade of B+ or higher and a previous science teacher’s recommendation.
Prerequisite: Physics requires the successful completion of Algebra II.
Honors Physics Honors Physics includes all of the above, but with a greater emphasis on the mathematical foundations of the content.
Honors Chemistry
Environmental Science (Will be offered in
Honors Chemistry includes all of the above, but in the honors section, these topics are applied to the more advanced chemical concepts including colligative properties of solutions; reaction kinetics and equilibrium; oxidationreduction and electrochemistry; radioactivity and nuclear energy; organic chemistry; and biochemistry.
2012-2013) Building on the broad survey of topics covered in the core science curriculum, Environmental Science seeks to provide students with a lens through which to interpret our rapidly changing environment. The interrelationships of the natural world are analyzed, and anthropogenic impact is discussed and evaluated. Concepts are explored through primary source reading, discussion, group research, and weekly fieldwork on the Chattahoochee River. The course employs a discussion-based, studentcentered pedagogy, and is an ideal class for the curious, motivated student who is looking to become an informed citizen of the world.
Prerequisites: Honors Chemistry requires completion of Geometry with an average grade of B+ or higher and concurrent enrollment in Algebra II. It also requires a previous science teacher’s recommendation.
Physics Physics deals with matter, energy, and the interaction of the two. This extremely broad perspective essentially encompasses everything in our universe from galaxies to subatomic particles, and it provides another perspective from which to revisit and relate concepts introduced in other scientific disciplines. The intent of the class is to both develop the student’s mastery of physics’ principles and to emphasize the relationship and utility of these principles in other fields. The creative application and extension of the
Prerequisites: Environmental Science requires successful completion of Biology and Chemistry.
Human Ecology The relationship between humans and nature has never been static. Humans have responded to geological, climatic, and natural phenomena since we evolved, and we now inhabit a planet that we, more than any species in the history of the earth, have changed. How did this happen? What is next for us and for -25-
our planet? This course attempts to answer these questions using two components: (1) reading, research, and discussion, and (2) fieldwork. Concepts are explored through primary source reading, discussion, group research, and weekly fieldwork on the Chattahoochee River. Instead of tests, students write formal research papers. Human Ecology employs a discussion-based, studentcentered pedagogy, and it is an ideal class for the curious, motivated student who is looking to become an informed citizen of the world.
reading and work outside of class, including experimental work. As with all AP level courses, students are expected to exhibit independent thought and initiative. This course is intended to prepare students for the AP exam in the spring.
Prerequisites: Human Ecology requires successful completion of Algebra II.
Advanced Placement Chemistry is a continuation of Honors Chemistry. This course emphasizes the mathematical and the theoretical aspects of inorganic and organic chemistry at the college freshman level. Topics such as the structure of matter, kinetic theory of gases, chemical equilibria, chemical kinetics, and thermodynamics are presented in considerable depth. Mathematical analysis and problem solving are emphasized. Topics are explored through the use of laboratory investigations, self-designed experiments, research projects, evaluated discussions, and outside reading assignments. Students work on many aspects of their coursework collaboratively. There is extensive reading and work outside of class, including experimental work. As with all AP level courses, students are expected to exhibit independent thought and initiative. This course is intended to prepare students for the AP exam in May.
Prerequisites: AP Biology requires completion of Biology, Chemistry, and Geometry with a grade of B+ or higher. It also requires a previous science teacher’s recommendation.
AP Chemistry
AP Biology (Will be offered in 2012-2013.) Building on the broad survey of topics covered in introductory biology and chemistry courses, Advanced Placement Biology takes an integrated approach to several focused questions. Students review previous biology topics and take an in-depth look at molecules and cells, heredity, organism structure and function, and ecology through the lens of evolutionary theory. As they apply new knowledge to environmental and social concerns, students might investigate the conservation issues in the Chattahoochee River, consider the global implications of AIDS, debate the use of genetic engineering in food crops, or consider legislation to regulate the use of gene therapy among other topics. These questions are addressed through the use of laboratory investigations, self-designed experiments, research projects, evaluated discussions, and outside reading assignments. Students work on many aspects of their coursework collaboratively. There is extensive
Prerequisites: AP Chemistry requires completion of Biology, Chemistry, and Algebra II with a grade of B+ or higher. It also requires a previous science teacher’s recommendation.
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Languages French I-B (Offered only in 2011-12)
AGS offers three language options to its students: French, Latin, and Spanish. In addition, an intense focus on word roots, grammatical structures, and active reading in sixth grade English prepares students for language study beginning in the seventh grade. Students are expected to reach Level IV of a language and are encouraged to proceed to the AP level if possible.
Students continue to master basic skills introduced in to French I-A. They use more vocabulary to express family relationships, physical traits, and personality types in French. Grammar work is geared specifically for success in the language immersion environment and for applying understanding for practical speaking and writing. Learning more complex grammar points enables students to manipulate the language for their own use. Students not only learn how to ask simple and complex questions in correct form, but they also learn to compare and contrast, and clarify and elaborate further in the language. They learn to use appropriate French vocabulary and sentence structure to disagree, order, argue, influence others, and persuade. Level I-B students are able to speak in the present and near future. They also begin to learn how to express themselves in the past tense.
Any incoming student with previous language experience must take a placement exam in order to determine the appropriate level within our program.
French I In this course, students build a basic vocabulary. By adopting French names and exploring personal stories in French, students make connections to a world language and culture distinct in most cases from their own. Greetings, expressions of emotion, telling simple stories, and describing physical and personality traits about themselves and their family are part of daily communication. This course focuses on learning basic grammatical structures that are necessary to communicate effectively, including forming yes or no questions from statements in French. Students also spend time learning about French speaking countries, world travel, and customs abroad. Level I students are able to speak in the present and near future. They also begin to learn how to express themselves in the past tense. By the yearend, students are making distinctions about grammatical and phonetic nuances of the language and using the French language to express themselves personally.
Prerequisite: French I-B requires successful completion of French I-A or the equivalent preparation.
French II In second year French, students build on the skills they developed in French I or French I-B. Speaking and auditory skills are emphasized, with additional focus on reading French texts appropriate to this level. Culture is explored through a complete immersion in the language, class discussion, and the exploration of other resources such as the Internet and literary resources. Increasing complexity of grammatical concepts at this level, such as the passĂŠ composĂŠ and imperfect verb tenses, allow students to communicate in a sophisticated way in a variety of different situations.
Open to students in the eighth grade or above with no previous experience in the language; seventh grade students may enroll only with departmental approval. Course availability is subject to student interest.
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Prerequisite: French II requires the successful completion of French I or French I-B or an equivalent first-year French course.
French language as well as refine their speaking, listening, reading, and writing skills. Instruction will continue to focus on vocabulary acquisition in an immersion-style classroom. Review and strengthening of grammatical concepts also continues in this context. In addition, students will complete individual research projects that will help them develop the independent study skills essential to success in a university setting.
French III In French III, students continue to develop their listening, reading, writing, and speaking skills within the context of an immersion-style classroom. They continue to practice speaking everyday French and work to strengthen their fluency and ease of understanding. Students begin to deepen and extend their existing knowledge of the structure of the French language as they review some of the more complicated nuances of the language. As students learn new vocabulary via thematic units, they practice applying their existing understanding of the language with the chance to relearn topics that may not have been sufficiently mastered in French I and French II. A particular emphasis is placed on verb tenses. Students are introduced to the future tense and the conditional mood, which allows them to specifically express hypothetical situations using tenses learned already. The subjunctive mood of verbs is also introduced at this level. This year, an additional emphasis is placed on developing solid reading and composition skills. Students apply their understanding of the language as they begin to read and discuss French poetry and prose.
Prerequisite: French IV requires successful completion of French III.
French V (Pre-AP) The French V course is designed to prepare students for the newly restructured AP French Language and Culture course, which has replaced the former AP French Language course. In French V, students will gain proficiency in the interpersonal, interpretive, and presentational modes of communication. This course is designed to address the “5 Cs� of 21st century standards for foreign language learning, and it focuses on communication, cultures, connections, comparison, and communities. Students will engage with authentic materials to consider themes across time and across cultures. Using poetry, prose, newspaper and magazine articles, film, television, and radio, students will study the cultures of France and other francophone countries. French V integrates language, content, and culture into an interrelated series of lessons and activities to help students use the language confidently in a variety of contexts. Additionally, students will use performance-based activities and assignments to improve both interpersonal and presentational oral and written communication. Students will also make connections and comparisons with their own language and culture. This course is designed to help students communicate in meaningful and appropriate ways and to use French in real-life settings.
Prerequisite: French III requires successful completion of French II.
French IV French IV is designed for those students who will continue their study of French language and the literature, history, and culture of francophone countries. In this course, students begin to apply their own personal interests to their study of French. French IV will include chapters that focus on a variety of themes and the analysis of French and francophone short films that emphasize these themes. While studying these topics, students continue to strengthen their mastery of the structure of the
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Prerequisite: French V requires successful completion of French IV. Students may be permitted to take French V after French III with a B+ or higher average and a teacher’s recommendation.
permitted to take AP French after French IV with a teacher’s recommendation.
Spanish I This course is an introduction to Spanish with emphasis on oral-aural skill development and vocabulary acquisition. Students are introduced to the basic grammatical structures necessary to communicate effectively at the beginning level. They learn daily greetings and simple questions, and participate in hands-on projects, dialogues, and cultural activities. The class is conducted predominantly in Spanish, and it focuses on learning basic grammatical structures as necessary to communicate effectively. Furthermore, students are encouraged to incorporate what they have into their daily class conversations. Students also spend time learning about Spanish speaking countries, world travel, and customs abroad. By the yearend, students are making distinctions about grammatical and phonetic nuances of the language and using the Spanish language to express themselves personally.
AP French Language The AP French Language and Culture class, new in 2012, focuses on French for active communication, concentrating on presentational, interpersonal, and interpretative modes of communication. The course emphasizes interpersonal and presentational oral interactions and written compositions. Students will read and discuss authentic written texts, such as newspaper and magazine articles, as well as literary texts. Additionally, students will practice listening comprehension of authentic materials such as films, television, and radio from francophone countries. Students will synthesize information from a variety of audio, visual, audiovisual, written and print resources to improve interpretative communication skills. The French Language and Culture exam focuses on the mastery of six course themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Additionally, the course will allow students to make comparisons between and within languages and cultures. As such, significant emphasis is placed on the understanding of modern French and francophone culture. Students will strive to understand the products, practices, and perspectives of the target cultures. Most importantly, the course will prepare students to use the French language in real-life settings. Students who enroll in this course are expected to take the College Board AP examination in May.
Open to students in the eighth grade or above with no previous experience in the language; seventh grade students may enroll only with departmental approval. Course availability is subject to student interest.
Spanish I-B (Offered only in 2011-12) Students continue to master basic grammar skills introduced in Spanish I-A. Additional language mastery includes forming questions, verb forms, pronouns, adjective forms, and increasingly sophisticated vocabulary. Communication in Spanish is encouraged through the study of the Spanish-speaking world and through real-life applications. Conversational and writing assignments are designed to build a solid foundation in the language. The class is conducted primarily in Spanish, and at yearend, students will be assessed with an exit exam to determine appropriate placement in the eighth grade.
Prerequisites: AP French Language and Culture requires a grade of B+ or higher in French V and a teacher’s recommendation. Students may be
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Prerequisite: Spanish I-B requires successful completion of Spanish I-A or the equivalent preparation.
AP Spanish Language This class focuses on Spanish for active communication, with concentration on oral skills and the composition of expository passages. Students read and discuss stories, newspaper and magazine articles, and a novel. Students who enroll in this course are expected to take the College Board AP examination in May.
Spanish II The second year of study focuses on expanding vocabulary and acquiring new grammar skills. Class discussions and grammar explanations are conducted in the target language. The increasing complexity of grammatical concepts at this level, such as conditional and subjunctive verb tenses, allow students to communicate in a sophisticated way in a variety of different situations.
Prerequisites: AP Spanish language requires a grade of B+ or higher average in Spanish IV and a teacher’s recommendation.
Latin I Prerequisite: Spanish II requires successful completion of Spanish I or Spanish I-B or an equivalent first-year Spanish course.
Students who take Latin I begin their study with a reading approach. Gradually, they acquire knowledge of grammar and skills needed to read Latin passages. Coursework emphasizes reading in the language, analyzing grammatical structures, translating simple text, and understanding the culture and historical background of ancient Rome. By the end of the year, students will have mastered all tenses and cases.
Spanish III In the third year, students continue to develop their listening, speaking, reading and writing skills within the context of an immersion-style classroom. The course includes a thorough review of grammar and delves more deeply into the intricacies of the language. Additionally, the students receive an introduction to the field of literature. Prerequisite: Spanish III requires successful completion of Spanish II.
Open to students in the eighth grade or above with no previous experience in the language; seventh grade students may enroll only with departmental approval. Course availability is subject to student interest.
Spanish IV
Latin I-B (Offered only in 2011-12)
The fourth year includes advanced grammar and composition, with continued emphasis on conversation. Reading and writing skills are developed through the study of literary works and other selected readings. In this course, students continue to convert the three previous years on language study into a coherent, useful means of communication.
Latin I-B continues the curriculum of Introduction to Latin. The students learn new concepts in the context of the Ecce Romani series as the Cornelius family moves from their country house to Rome. As before, the emphasis of the course lies in the reading and understanding of Latin passages along with forms and syntax to enhance reading ability. By the end of the year, students will have seen and used in context all six tenses of verbs and all five cases of nouns. More complicated instructions are presented in Latin, both written and orally. The students will also discuss late antiquity through projects and
Prerequisite: Spanish IV requires successful completion of Spanish III.
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additional readings. At yearend, students will be assessed with an exit exam to determine appropriate placement in the eighth grade.
reading prepares students for the challenge of authentic Latin in levels IV, V, and AP. Prerequisite: Latin III requires successful completion of Latin II.
Prerequisite: Latin I-B requires successful completion of Latin I-A or the equivalent preparation.
Latin IV Latin IV focuses on readings of ancient authors. Students combine their grammar studies of the previous three years with careful interpretations of texts, resulting in informed discussions about the Latin language and culture. These discussions emphasize the relevance of ancient writers to later authors and modern culture. Additionally, students will learn ancient metrical scansion and read analytical essays on their authors. Students will read various poets with special emphasis in the second semester on the works of Ovid. These texts will prepare students to analyze literature in anticipation of the AP exam.
Latin II Latin II builds on the grammatical foundation of Latin I. Students learn to handle complex sentence structures that utilize subordinating conjunctions, relative pronouns, participles, and advanced verb forms. Class reading and grammar is supplemented by the series The Romans Speak for Themselves, which provides a taste of historical Latin along with discussions in English along with in-depth cultural and historically based projects. Prerequisite: Latin II requires successful completion of Latin I or Latin I-B or an equivalent first-year Latin course.
Prerequisite: Latin IV requires successful completion of Latin III.
Latin III AP Latin: Vergil
Latin III is a course of study that polishes Latin grammar and introduces students to Roman authors. As the year progresses, students begin to read adapted Latin passages that exemplify the grammar points they are studying. By the end of the first semester, students will have mastered the basic grammar portion of their study and will move on to a reading-based course. The second semester focuses on reading for understanding, identification of grammatical structures, and translation of selected passages. The students read excerpts from Vergil’s Aeneid and Res Gestae Simii Pilosi Nasonis, a story that follows a monkey from Rome to Constantinople. The story samples famous authors such as Vergil, Catullus, Livius Andronicus, and Pliny. This
This course prepares students for the Advanced Placement Examination Vergil exam. By the end of the course, students should be able to show that they can read and understand excerpts from The Aeneid. In addition, students are required to understand the historical context, literary themes of Vergil, and use of literary devices. Students who enroll in this course are expected to take the College Board AP examination in May. Prerequisites: AP Latin requires a grade of B+ or higher average in Latin and a teacher’s recommendation .
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Fine Arts At the core of the Fine Arts curriculum lies the opportunity for students to express those creative instincts that make us human, exploring their creative selves through the performing and visual arts. The study of art at AGS includes scholarly inquiry into the history, theory, and style of artistic expression. Performing and visual arts find expression in a variety of programs designed to allow students to develop their artistic talents. In all the fine arts, technique and creativity are emphasized. Fine Arts courses provide the versatility for students to express themselves, develop creative problem solving skills, process an idea from invention to completion, master technical and observational skills, and gain work ethic by accomplishing a finished piece of art or a performance. Students gain a level of selfawareness and introspection as they reflect on the art they create and the impact that art has on society.
opportunity to explore new techniques and media and to refine layouts for in-class projects. The course also includes an introduction to computer art. (One Semester)
Visual Art 7 Visual Art 7 is designed to promote visual literacy, foster a deeper understanding and appreciation for the world of art, and provide students with the necessary tools for selfdiscovery. Students are encouraged to communicate their feelings and ideas through visual expression and to analyze, interpret, and evaluate their own work as well as the efforts of others. Through a wide variety of activities and projects, students learn to define, recognize and use the elements of art (e.g., shape, line, form, color, value, texture and space), and to employ the principles of design (e.g., balance, proportion, rhythm, pattern and harmony). In doing so, they also develop important skills in the care and safe use of art supplies and equipment. Students learn about a variety of cultures, influential artists, and art movements, develop verbal and written art criticism skills, keep a sketchbook, and create artworks in a variety of media.
Middle School Fine Arts In Middle School, students take introductory courses in at least two of the three fine arts areas, Visual Arts, Music, or Drama.
Visual Art 6 Visual Art 6 students are given an overview of the seven elements and seven principles of art, providing a foundation upon which they can build in future art courses. Students will concentrate on making two-dimensional art using a variety of media, learn about art criticism and art history, and keep a sketchbook. Media explored may include charcoal, graphite, pen and ink, and oil pastel, as well as digital media. The course provides an introduction to observation-based learning, with an emphasis on translating threedimensional objects into believable twodimensional renderings. Sketchbook assignments are given regularly as an
Visual Art 8 Visual Art 8 is designed to refine student comprehension of the elements and principles of art and foster each student’s development of an individual style. The student will strengthen perceptual and aesthetic awareness through exposure to a wide variety of media and art of different cultures and historical periods. This class is designed to be a comprehensive introductory course in fine arts that develops skills necessary to effectively render a range of subject matter including landscape, the figure, and natural as well as man made objects. Design in both two and three-dimensions,
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Middle School Drama: The Fundamentals of Theatre
composition, and sharpening analytical observation will be the focus of this foundation experience.
Middle school drama will focus on developing the students’ minds, bodies, voices, and emotions. The students will present solo work, scenes in pairs, and work as an ensemble. The specific vocabulary and building blocks of theatrical performance are stressed, along with moving and speaking with confidence and clarity. In the spring, the middle school drama students will rehearse, tech, and perform a class production.
Music 6 Music 6 is an introductory music class combining elementary theory, history, and singing techniques. Students will study fundamental elements of music, including pitch, rhythm, harmony, texture, and form. Sight-reading will be a major component of the class. With singing, students will work on pitch, blend, tone, rhythm, breathing techniques, and harmonization. Music to be sung will include unison and two-part singing, and repertoire will be drawn from a variety of sources including show tunes, seasonal literature, classical selections and spirituals. Students should expect to have some rehearsal and performance commitments outside of class time. (One semester)
Upper School Fine Arts Two-Dimensional Art Foundations Two-Dimensional Art Foundations is the prerequisite for all high school students who wish to continue studio art classes in any discipline. It is designed as an in-depth study of the key elements of both design and color theory, and it is intended to provide students with an active knowledge of two-dimensional vocabulary and practices. The course will introduce a variety of media through a broad range of hands-on assignments. Students also will receive some introduction to the ways technology aids studio artists, whether as a design tool or in managing an online portfolio. Critiques will be an integral part of the studio environment, and the course will include ongoing consideration of art history and criticism. This class is recommended for both the beginner and the more experienced artist, as its focus on the fundamentals of twodimensional design remains relevant to artists of any level of experience.
Middle School Chorus This course is designed to foster a love for music and singing as well as develop a basic introduction to note and rhythm reading, rhythm and pitch discrimination, expression, and music literacy. The class will give students opportunities to work on proper vocal technique including tone production, breath support, posture, space, intonation, part independence, choral blend, and diction. Students will explore choral repertoire of many styles, time periods, countries, regions and languages as well as develop a basic understanding of performance practice, proper rehearsal and concert etiquette, and working respectfully with one another. With student presentations and in-class emphasis on teamwork and self-discovery, all EDLS leadership skills and standards will be discussed and practiced.
Drawing and Painting I In this studio course, students will be introduced to the fundamentals of drawing from observation. A variety of media will be used to explore such topics as line, value, proportion, and composition. Students will be exposed to drawing techniques including
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Sculptural Ceramics I
contour, gesture, and linear perspective through a variety of subject matter such as still life, figure drawing, and portraiture.
In this three-dimensional studio course, students will explore form with a focus on hand-built ceramics. Students will be introduced to a wide variety of ceramicists, sculptors and the many different approaches to working with three-dimensional form. Methods of clay construction will include mold, slump, slab, pinch, and blended coil. Other media may include paper, clay, plaster, and metal. As the year progresses, studio projects will become more complex based on the advancement of the individual student and will reflect an encouragement of personal artistic style. Through this course the student will develop a deep understanding of form and surface design in ceramics.
The latter part of the class will begin to explore the language of painting as distinctly different from, yet informed by, that of drawing. Like the drawing segment, painting exercises will focus on observation-based learning, with an emphasis on translating three-dimensional objects into believable two-dimensional renderings. Emphasis will be on understanding and creating tonal values through application of color theory principles to paint usage. Throughout the year, both drawing and painting will be considered in art historical contexts, and art appreciation and criticism will be integrated in various lessons.
Prerequisite: Sculptural Ceramics I requires successful completion of Two-Dimensional Art Foundations or departmental portfolio approval.
Prerequisite: Drawing and Painting I requires successful completion of Two-Dimensional Art Foundations or departmental portfolio approval.
Visual Arts: Independent Studies Drawing and Painting II
Independent Studies are student-initiated courses, not teacher-led, and are reserved for seniors with a minimum of three years of coursework in Visual Art classes. A portfolio and statement of purpose with specific proposed goals must be submitted by spring break of the junior year. A final acceptance interview with the Visual Arts teachers is mandatory and will be scheduled post portfolio and proposal submission, prior to the end of the students’ junior year.
In this studio course, students will have the opportunity to refine and strengthen the core techniques of drawing and painting as introduced in Drawing and Painting I. The focus of the course will expand to include more advanced issues in drawing and painting, such as greater control over composition, more sensitive shifts in value and color, and the consideration of concept as an integral part of the art-making process. As with its prerequisite, this course will look at drawing and painting from both historic and contemporary perspectives, with a continued focus on strengthening technique and a goal of collecting images that could be included in an artist's portfolio.
Prerequisites: Visual Art Independent Studies requires Two-Dimensional Art Foundations and two addition years of visual art or departmental portfolio approval.
Upper School Chorus (Repeat credit available.)
Prerequisites: Drawing and Painting II requires successful completion of Two Dimensional Art Foundations and Drawing and Painting I or departmental portfolio approval.
This course is designed to foster a love for music and singing as well as develop and improve skills in note and rhythm reading, rhythm and pitch discrimination, expression and music literacy. The class will give students -34-
opportunities to work on proper vocal technique, including: tone production, breath support, posture, space, intonation, part independence, choral blend and diction. Students will explore choral repertoire of many styles, time periods, countries, regions and languages as well as develop their understanding of performance practice and proper rehearsal and concert etiquette.
context, and developing critical and analytical writing skills. Through the in-depth study of one traditional American play, students will research the production, and they will engage in the practical training of putting together a full production, culminating in the presentation of the AGS Upper School fall play. In the spring semester, students will expand their performing knowledge through theater activities that foster creative expression, discipline, collaboration, self-awareness, and personal transformation. Students will present a solo performance art piece, film and TV scenes, musical scenes, and a final Shakespeare presentation.
Upper School Drama (Repeat credit available.) In upper school Drama, the fall semester focuses on developing theater literacy: understanding the genres of theater, exploring theater history and its social and political
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Physical Education Physical Education 6-9
Atlanta Girls’ School believes that good physical and emotional health promotes academic success and provides a life-long appreciation for wellness.
Physical Education is based on the National Standards for Physical Education developed by the National Association of Sports and Physical Education. The program provides opportunities for enjoyment, challenge, selfexpression, and social interaction. A physically educated student demonstrates competency in many movement forms and applies movement concepts and principles to the learning and development of motor skills. She exhibits and appreciates a physically active lifestyle and achieves and maintains a health enhancing level of fitness. Each student is expected to show respect and participate as an active learner. In addition to health and wellness students will develop their communication, teamwork, listening, and leadership skills through cooperative games and activities. Students will learn to work together toward common goals.
Athletics All students are afforded the opportunity to participate in a well-rounded interscholastic athletic program. This program emphasizes sport skill development, self-discipline, decision-making, sportsmanship, leadership, teamwork, and integrity. Middle school and Upper School sub-varsity teams commit to a no-cut policy. Knowledgeable, dedicated, and student-centered coaches are either acquired from the AGS faculty and staff or from the community at large. Participation on an interscholastic team requires a commitment from the athlete to attend practices and games.
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Other Curricular Elements course. Any student wishing to pursue this alternative must receive approval from the Associate Head of School.
Independent Study This option is available for a student interested and motivated in a subject area that is not offered at AGS. Students must have demonstrated leadership and excellence in the academic area of study and regular success in working independently. Students who wish to create an independent study course must meet with the Associate Head and, in conjunction with a faculty advisor, develop the shape and content of their proposed work.
Approved Online Courses Upper school students may take the courses listed below for credit toward graduation; however, these courses are excluded from AGS tuition and require registration through and payment to a third-party provider. All Online Courses are subject to oversight by AGS Faculty and require the approval of the Associate Head of School.
Joint Enrollment Some of our most advanced students will be ready for the challenge of a college class in their junior or senior years. We work with area colleges and universities to make this option available in specific subject areas where the needs of a student cannot be met at AGS. To do this, a student must have the schedule and transportation flexibility to travel to a college campus and take a course after school hours. Students are expected to work through the Associate Head’s Office to assure that they are making satisfactory progress in the collegebased class and to receive additional guidance as needed.
Mathematics AP Computer Science This course introduces computer science concepts including basic program form, development of algorithms, data types, control structures, and object-oriented design using the Java programming language. Particular emphasis will be placed on problem solving and algorithm development. Students should have some previous experience with programming to best succeed in this course. The course culminates with the Advanced Placement Computer Science exam in May. (This is a yearlong course offered by the Online School for Girls.)
It is the student’s responsibility to independently pursue this option as it involves applying for the program and paying college tuition.
Prerequisites: AP Computer Science requires successful completion of Algebra II and an introductory programming course or other programming experience. Limited Enrollment. Enrollment Fee: $1,255* *This fee is waived if the student’s family pays for, and the student successfully completes, the Online School for Girls’ summer introductory programming course.
Online Courses This option is available for a student interested in an area not offered through a regular course offering and for which there is an approved curriculum available online. Options for such a course might be a class that is not offered in the specific school year, a beginning level course for a student in her junior or senior year (such as language), or an Advanced Placement -37-
Multivariable Calculus
and discussion board conversations, will play a major role in the students’ success in the course. Each student will be expected to learn how to articulate methodology, data description, and conclusions and to provide constructive comments on reports by classmates. Technology will be employed as a tool to help students solve statistical problems. Graphing calculators will be used regularly, along with other statistical software, to enhance the students’ ability to visualize data distributions and calculate important numerical results. The students will learn that displaying data and calculating statistics are valuable tools only if the students can effectively and accurately drawn meaningful conclusions about what the data tell us. The class will necessarily be fast-paced in an effort to complete the entire curriculum covered on the AP Examination. However, the pace of the course will not undermine the inclusion of important activities that help students understand the value of statistics in their own lives—both now and in the future. (This is a yearlong course offered by Online School for Girls.)
This course will cover some topics that are not part of the AP Calculus BC curriculum, such as calculating volumes by using shells, surfaces of revolution, and centers of mass and centroids, among others. We will also explore topics that are studied in a typical college-level third semester calculus course. These include vectors and vector-valued functions, differentiation in several variables, optimization in several variables, multiple integration, and line and surface integrals. (This is a fall semester course offered by Online School for Girls.) Prerequisite: Multivariable Calculus requires successful completion of AP Calculus BC. Enrollment Fee: $648
Differential Equations This course will provide an introduction to differential equations. Topics will include: solving first-order and simple higher-order equations with applications to various scientific fields (physics, chemistry, biology, etc.); solving linear differential equations and their applications; and Laplace transform methods. (This is a spring semester course offered by Online School for Girls.)
Prerequisites: AP Statistics requires successful completion of Algebra II. Enrollment Fee: $1,255
Prerequisite: Differential Equations requires successful completion of Multivariable Calculus. Enrollment Fee: $648
World Studies East African Studies The online East African Studies class provides students with an understanding of East Africa’s history, with a particular focus on how the past has shaped Kenya’s current situation. The curriculum includes instruction on geographical concepts related to Kenya’s current level of development, colonialism in Kenya, the evolution of the armed struggle for independence by native Kenyans, Kenya’s independence from Great Britain, the cultural geography of Kenya, and Kiswahili, Kenya’s national language.
AP Statistics This course is intended to help students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Much of this knowledge will come through experiential activities that challenge students to design, administer, and tabulate results from surveys and experiments. The students will often work in small cooperative groups to explore problems and share ideas. Active participation, in the form of individual and group projects, peer review of student work,
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Using an online format, students will be given assignments via the software Moodle. Approximately two to three assignments will be given per week, or a single assignment equivalent to a week’s worth of work. Much like a normal classroom, students will be expected to contribute to online discussions about a reading or an assignment. A majority of the homework, group discussion documents, and essays will be turned in via Moodle. Students needing assistance can email, call or Skype with the instructor.
American government and a philosophical reflection on the nation's founding documents and analyses—such as the Declaration of Independence, the U.S. Constitution, the Federalist Papers, and numerous Supreme Court decisions, and many reflective essays on American politics—students will gain a deep understanding and appreciation for the aspirations, strengths and limitations of the American system of government. Student work will include readings from many primary sources; weekly reflections on current events, and opinion pieces. Students will view and comment on several video series developed for college courses on American government; participate in online discussions; keep a reflective journal and contribute to a blog on issues of the day; research and construct a web site on a public policy issue; and write opposing speeches on current political controversies.
This course culminates in a mandatory, threeweek trip to Kenya in June where students teach and assist in one of six different public schools near the town of Naro Moru, at the base of Mt. Kenya. Other activities while in Kenya include practicing Kiswahili, talking with elders about Kenya’s colonial era, learning about Kenya’s educational system, performing community service, visiting a wildlife reserve, and experiencing life in a rural area of a developing country. East African Studies fulfills the Global Travel Requirement and the EDLS Internship Requirement. (This is a spring course offered by St. Gregory College Preparatory School.)
This course prepares students to pass the AP Exam in United States Government and Politics in May. Students will practice taking AP-style multiple-choice questions and writing and receiving constructive feedback on AP-style essay questions. (This is a spring course is offered by Online School for Girls.)
East African Studies is open only to Juniors and Seniors. Enrollment Fee: ~$4,000, including travel costs
Prerequisite: AP American Government requires successful completion of U.S. History from 1600 to the present or concurrent enrollment in the same. Enrollment Fee: $648
AP American Government American Government provides an analytical perspective on government and politics in the United States, involving both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. Students will become familiar with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. This course begins with a study of the historical and ideological roots of American government, its fundamental institutions and practices, and the political and social landscape within which they now operate. Through a factual study of
Global Issues “All of us might wish at times that we lived in a more tranquil world, but we don't. And if our times are difficult and perplexing, so are they challenging and filled with opportunity." Robert Kennedy The Global Issues course is designed to provide students with a framework to better understand the world in which they reside and to help them develop a more global -39-
AP Macroeconomics
perspective. Some problems cross national boundaries to become global issues. Population growth and the movement of peoples, globalization, environmental challenges, and human rights are examples of issues that need to be addressed by all nations. Students will be challenged to put these issues into a broader context and to developed informed opinions about current policy decisions that will affect them in the future. Students will investigate how certain issues are addressed (or go unaddressed) by nation states, international organizations, and nongovernmental organizations. They will examine public policy debates and weigh the relative merits of different proposals. They will also be asked to reflect on how these issues affect them personally and to consider how they can make a difference as global citizens. Finally, they will be asked to present an original proposal to address a pressing global issue within their school or community. The theme of this proposal will be “thinking globally and acting locally. “ This course will place a heavy emphasis on communication, technology, collaboration, and service to others. Students will concentrate on developing the skills, knowledge, and confidence to construct and deliver sound arguments, to take part in vigorous online discussions, and to hold formal debates. They will also make extensive use of technology to access and analyze information and to present their knowledge and understanding of the world to a broader audience within their school and community. Ultimately, this course seeks to prepare students to serve humanity in practical ways to solve complex global issues. (This is a fall course offered by the Online School for Girls.)
AP Macroeconomics examines how human beings make decisions about the allocation of scarce resources among alternative uses. The three major components of study are economic fundamentals, including supply and demand, margin decision-making, and economic efficiency; microeconomics, which focuses on how consumers and producers make economic decisions; and macroeconomics, which explores concepts such as unemployment, inflation, and the role of money in the economy. AP Macroeconomics, recommended for juniors and seniors, will prepare students for the AP Macroeconomics exam in May. (This is a yearlong course offered by Online School for Girls.) Prerequisite: AP Macroeconomics requires successful completion of Algebra II. Enrollment Fee: $1,255
AP Psychology The AP course in Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. In this course, students will be presented with the psychological facts, principles and phenomena contained within the major branches of psychology. A balanced examination of the following content areas: Biological Bases of Behavior, Sensation and Perception, States of Consciousness, Learning, Cognition, Motivation and Emotion, Developmental Psychology, Personality, Testing and Individual Differences, Abnormal Psychology, Treatment of Psychological Disorders and Social Psychology will provide the student with a thorough understanding of the many subfields contained within psychology and the connections between them. In addition, students will also be exposed to the history, methodology and ethical practices associated with psychological research. Upon completion of this course students will recognize the significance of
Enrollment Fee: $648
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psychology and it practical applications upon the world around them. This course will also prepare students for the AP Exam in May. (This is a yearlong course offered by Online School for Girls.)
genetic code inside each of our cells? Just because we can modify DNA, should we? Who do we approach a world in which the ability to manipulate DNA itself is now a possibility? In our rapidly advancing world of biotechnology and our increased understanding of the genetic code and how it functions, we have questions to consider that were not even a possibility 60 years ago before the discovery of DNA. This course will explore topics from the three main branches of genetic study: Transmission genetics (how traits are passed from one generation to the next), Molecular genetics (the structure, function and operation of the DNA molecule itself) and Population genetics (how traits are expressed in populations, and how those traits change over time). As a vehicle for our discussions we will look at a number of different medical topics ranging from genetic abnormalities to the study of cancer. In addition, we will explore new and emerging research in the field and the social and ethical controversies and questions that often accompany these technological advances. (This is a fall semester course offered by Online School for Girls.)
Enrollment Fee: $1,255
Science Environment Science In Environmental Science, students will explore the underlying scientific concepts and causes as well as possible solutions to some of the greatest environmental crises currently facing our planet. Ideas and information from the natural sciences, social sciences, and ethics will be used to examine the interrelationships of the natural world and the human population. Assuming the roles of scientists, reporters, politicians, economists, and citizens from around the world, students will investigate the causes and possible solutions to environmental crises such as; water scarcity, soil degradation, loss of biodiversity, human population growth, deforestation, over fishing, energy consumption, air and water pollution, hazardous waste disposal and climate change. This course emphasizes collaborative learning with students forming teams to create position papers, television commercials, debates, costbenefit analysis, and newspapers covering the environmental crises and possible solutions toward a more sustainable society. Students will complete a quantitative or simulationbased laboratory investigation to examine the underlying science concepts for each unit. (This is a yearlong course offered by the Online School for Girls.)
Prerequisite: Genetics requires successful completion of Biology. Enrollment Fee: $648
Introduction to Human Anatomy, Physiology, and Disease It can be argued that an understanding of the human body, and how it works, is one of the most important biological disciplines one can explore. After all, our bodies are with us no matter where we go or what we do! In the last 200 years our understanding of anatomy and physiology has grown exponentially, and with that understanding, so has our grasp of the causes and treatment of many diseases. This course will explore the structure and functions of the human body from the cells and tissues to the organ system level. With each organ system we will also examine the causes and
Enrollment Fee: $1,255
Genetics What makes us who we are? Is it our DNA? Is it our environment? How are the diseases and disorders that affect us connected to the
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treatments of diseases from a genetic to infectious level, and current advances in medicine and epidemiology. (This is a spring semester course offered by Online School for Girls.)
the student’s performance, aural, analytical, and composition skills. These skills ultimately will develop the student as a stronger musician. Students who enroll in this course are expected to take the College Board AP examination in May. (This is a yearlong semester course offered by Online School for Girls.)
Prerequisite: Introduction to Human Anatomy, Physiology and Disease requires successful completion of Biology. Enrollment Fee: $648
Prerequisites: AP Music Theory requires basic knowledge of reading music on a staff and proficiency on an instrument or voice. Enrollment Fee: $1,255
Languages Japanese I This is an introductory course in Japanese and is intended for students who have no previous study of Japanese. In this course, initial lessons introduce the Japanese writing system—the phonetic Hiragana and Katakana and the character-based Kanji. The content of the course includes pronunciation, speaking skills, listening practice, and reading and writing. Upon completion of this course, students should have acquired essential grammar, a basic vocabulary, Hiragana, Katakana and 35 basic Kanji and be able to communicate in everyday simple and practical situations. The focus is on situations directly related to the student’s activities and surrounding environment. (This is a yearlong course offered by Online School for Girls.)
Introduction to Animation This course will explore the use of animation in a variety of forms. Students will begin by studying the history of animation from 2D to 3D. Through dialogue and online discussion they will explore the process of creating their own animation on their computers. Required software would include Adobe Flash and a (optional, but recommended) Graphics Tablet. Beginning with discussions and exercises in simple animation techniques, students will progress towards motion graphics, character design, timing and storyboarding. (This is a fall course offered by Online School for Girls.) Enrollment Fee: $648
Graphic Art
Enrollment Fee: $1,255
In Graphic Art, students learn the basics of Adobe Photoshop and complete several projects throughout the semester in Photoshop. Each project introduces new skills while reinforcing the skills from previous projects. Skills covered include painting in Photoshop, manipulating images, merging images, and using type as a graphic element. Students will be introduced to selection tools, layers, masking, cloning, filters and blending options to apply effects, to their images, and more. In addition to working in Photoshop, assignments will include research and
Fine Arts AP Music Theory AP Music Theory will introduce advanced concepts of music theory in preparation for the AP examination. Students will study aspects of melody, harmony, texture, form, musical analysis, and composition. This course includes an aural section of sight-singing, melodic and harmonic dictation, and listening examples. The aim of this course is to improve
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brainstorming activities that will be completed online in the form of written work. Students will have the opportunity to collaborate throughout the course through various critiques. Critiques will occur in forums where students will provide feedback to each other about their work. This will include work in progress and finished assignments. During the 4th quarter, students will collaborate in the creation of a student art show by creating an online gallery of their work. This is an introductory art class and incorporates art
concepts, typography, illustration, and portfolio development. Students will also use problemsolving skills as they explore Photoshop and determine which techniques work best in which situations. At the end of this course, students will have the start of a Graphic Art portfolio. (This is a fall semester course offered by Online School for Girls.) Enrollment Fee: $648
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Winterim The Winterim Session at Atlanta Girls' School provides students with the opportunity to explore exciting topics not traditionally found in a school curriculum. Courses during Winterim are often based on interdisciplinary and experiential learning, and each student takes up to three intensive seminar-style courses. Many electives are offered during this session. This change of pace helps to keep energy and motivation high as students return from winter break, a traditionally low point of the year. These cold weeks in January are the perfect time to warm up to something new and exciting.
Some classes are all-day classes, some are three-hour courses, and some are one and a half-hour courses. Upper school students carrying heavy academic loads through Winterim may request a study hall in lieu of a class, but the Associate Head of School must approve this request.
Students will take a total of six academic hours of class per day during this Winterim term.
Course offerings for the Winterim Session are published separately each November.
Student evaluations are mailed home at the end of Winterim. Each student receives a mark of excellent, satisfactory, or unsatisfactory in each of her Winterim classes. Student work and projects are showcased for the community on the last day of Winterim.
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Education for the Development of Leadership and Service Education for the Development of Leadership and Service (EDLS) is an integral part of the educational experience at AGS. The program is designed to teach and develop leadership skills and to instill an understanding of the critical role that community service must play in the life of a responsible global citizen. Through EDLS, AGS works with students to help them identify and develop those areas of public service they wish to have as a part of their lives. In turn, the girls touch many people and organizations in the Atlanta community.
developmental needs of a particular grade level, build on the previous year and work to prepare students for upper school EDLS experiences. Each set of standards includes goals under the following categories: Personal Responsibility, Critical Thinking, Relationships, Communication, and Decision Making. The grade level themes and enduring understandings are as follows: Sixth Grade: Understanding Self: By developing and maintaining a positive selfimage and understanding of herself, the student will be able to be a productive and responsible member of a group either as a leader or an active participant.
Middle School EDLS During each year of middle school, within core academic classes, students will develop ageappropriate leadership skills. The EDLS curriculum is an ongoing part of the regular classroom work and is included in graded assignments and class expectations. Leadership skills and standards include self-image exploration, recognition of personal strengths, how one’s behavior influences others, organizational skills, managing group work, building relationships through effective communication, listening skills, project-based public speaking, discernment of ideas and motivating others, parliamentary procedure, examining leadership characteristics and understanding relationships between leader types.
Seventh Grade: Using Understanding of Self to Understand Others: By using her knowledge of her own strengths and limitations to guide her actions, the student can be a productive and responsible leader who shows empathy and understanding towards others while working toward common goals. Eight Grade: Preparing to Lead Others: By understanding components of leadership and her own leadership style and by continuing to practice her leadership skills, the student can effectively lead others toward the completion of a common goal.
As part of the natural outgrowth of the curriculum, each class will decide on appropriate service opportunities and plan and coordinate the projects to begin learning about stewardship and to recognize the needs of the greater community.
Upper School EDLS Ninth Grade EDLS Ninth grade EDLS meets once a week and gives students the tools they need to navigate the Upper School. In the first quarter, “school skills� gives students the opportunity to sharpen their time management, technology, and study
Each grade level has its own theme and Enduring Understanding that guide its work toward specific leadership standards. These themes and standards, which are designed to meet the
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techniques while helping each girl discover how to find her voice in the classroom. The second quarter addresses issues of community, identity, and diversity. In the third quarter, topics in health are covered, including sex education, nutrition, stress management, and healthy decision-making. Finally, the fourth quarter is dedicated to the continued development of specific leadership skills, such as public speaking, persuasive writing, work as a leader as an agent of change, and analyzing the relationship between leader and follower. There will be an evaluation of individual interests, and students will assess their strengths and passions enabling them to formulate ideas about potential internships. By the end of the year, students will have begun the process for choosing an internship, which they will be required to begin in January of the tenth grade year, either during the week or on Saturdays. If a student chooses, she may do her internship over the summer. As in Middle School, students will combine their classroom work with on and off campus service projects and practice leadership through service.
and evaluation and observe themselves in teamwork. During this course, students begin to assess their own interests in an internship. In addition, modules in workplace safety and professionalism prepare students for their experiences. Over the course of the spring semester, each student will be matched with an organization (non-profit or other), create personal goals and with the help of parents work on transportation issues and other potential hurdles. Guidelines and expectations will be created for each partnering organization, and preliminary meetings will be scheduled. The internship’s hourly requirements are a minimum of 6-8 hours a month or a total of 70 hours per school year. If a student chooses, she may do her internship on Saturdays or over the summer (over the span of 3-4 weeks). The class as a whole will be required to do a service project each semester based on the corporate interests of the group.
Eleventh Grade Curriculum: Internship Work
Tenth Grade Curriculum: Time, Talent, and Treasure During the fall of the 10th grade year, students will explore activism and advocacy after a short class trip studying the history of civil rights in Atlanta. During Winterim beginning in January, each student will be encouraged to take a preinternship class, which will include working in various downtown agencies and organizations. Following Winterim, in the second semester of tenth grade, EDLS for all tenth graders concentrates on the non-profit sector of the economy, types of organization (by mission, size and geography) and the strategies, programs and tasks that enable missions to be achieved. The study of philanthropy and participating in an actual grant-making process helps students understand the management of charitable organizations, learn through their own research
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During the eleventh grade year, students tackle a wide range of topics, projects, and planning, including: preparing college applications, discussing financial literacy, and continuing their community placement. In conjunction with an appropriate academic class, each student is required to complete a graded written assignment or project. If after the tenth grade there is a need to change internships, the necessary adjustments will be made, and the student will be expected to begin a new assignment with a different organization. During the spring of the eleventh grade year, students will develop an outline for their senior capstone project and identify a faculty advisor.
Twelfth Grade Curriculum: Senior Capstone Project Each senior is required to complete a Capstone Project. The project provides students with the opportunity to explore an area of intense interest, and it is a vehicle for solidifying, refining, and extending skills, knowledge, and insights gained from her study at AGS. Each student will think critically and creatively as she carries out her work. Using a “backward� design model, students will identify the purpose and desired results of the project, create a workable timeline, and work
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with a faculty advisor throughout each stage. The Capstone Project requires each student to continue her internship from the previous year, conduct research, perform service, write and deliver a speech, and work with her class to create a learning walk. Although the Capstone Project should be linked to a particular discipline, students have complete freedom in designing their projects. Each topic should be related to an area embedded in one of their core subjects or in the fine arts and may range from scientific, political, literary, social to personal issues.
Atlanta Girls’ School Founders’ Charge
All of life is school; be in attendance daily. Choose wisdom, generosity, and kindness as your teachers. Judge tenderly and be forgiving; everyone else is learning too. During the leaden hours of loss or failure, Ask others for help and help those whose suffering is greater. During the bright moments of success or celebrity, Say thank you and wield your power with compassion and humility. All of life is journey; therefore, pack lightly and travel broadly. Choose courage, integrity, and wonder as your companions. Along the way, unload yourselves of fears and hubris. Find work that profits your souls and gives you purpose. Leave each corner of the world better than the way you found it. Keep your hearts soft and your minds open. Listen. Ask questions. Be bold. And wed yourselves to joy.
Emily Ellison Atlanta Girls’ School Co-Founder Upon AGS’ first graduation ceremony May, 2004
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2010–2011 Atlanta Girls’ School 3254 Northside Parkway NW Atlanta, Georgia 30327 atlantagirlsschool.org