Upper School Curriculum

English

Literature communicates values, traditions, and beliefs, introducing students to cultures, history, psychology, human existence, and the common struggles of humanity. The English Department is dedicated to the education of the whole student. Now, more than ever, students need space and time for reflection and discussion. The courses in the English Department are designed to bring about thoughtful discussion and contemplation of issues before and beyond our doorsteps and meaningful collaborative work between peers. While students are thoroughly schooled in developing literary and writing skills and an appreciation for literature, texts are chosen for each course with the goal of reaching beyond literary analysis. In an increasingly global and technical society, we strive to develop critical thinkers, problem solvers, listeners, and strong communicators. Through weekly vocabulary study and the varied works read, students develop strong reading skills and foster an appreciation for a variety of perspectives. Putting work in its historical, cultural, and biographical context help students enlarge a text’s value. Students develop skills and confidence in identifying and understanding the significance of figurative language and a wide array of literary devices. The works students read are regularly accompanied by scholarly, critical articles. Students develop confidence in finding and interpreting literary criticism to understand a text and to engage with a critic’s ideas. Each class in the English Department requires students to speak before their peers, either through formal oral presentations or collaborative work. Central to our pedagogy and curriculum is helping students to prepare and write lucid, well-developed responses to literature, whether in essay form or on written examinations. During their sophomore year, students will learn to research and write a comprehensive research paper on a topic in American studies (see Distinctive Coursework). The English curriculum prepares students for academic success in college. It ultimately provides students with the ability and desire to be vibrant, lifelong learners through language arts and literature.

An introductory class to the study and analysis of literature, English 9 prompts students to contemplate how we form our identities. Through carefully chosen texts, students are challenged to ask questions about the formation of values and beliefs, examining among other things, the influence of family, friends, cultures, heritage, history, and society. The list of available readings pulls together texts from a variety of cultures and perspectives. Core Texts: Animal Farm and Othello

Potential Additional Texts: When I Was Puerto Rican, The Odyssey, Feed, Montana 1948, The Black Kids, Mexican White Boy, The Sun Is Also a Star, This Boy’s Life

English 9 Honors: Exploring Identity

9th Grade

An introductory class to the study and analysis of literature, English 9 prompts students to contemplate how we form our identities. Through carefully chosen texts, students are challenged to ask questions about the formation of values and beliefs, examining among other things, the influence of family, friends, cultures, heritage, history, and society. The list of available readings pulls together texts from a variety of cultures and perspectives. Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth. Students in honors-level classes should plan for more reading or homework each night. Core Texts: Animal Farm and Othello

Potential Additional Texts: When I Was Puerto Rican, The Odyssey, Feed, Montana 1948, The Black Kids, Mexican White Boy, The Sun Is Also a Star, This Boy’s Life

English 10: American Voices

10th Grade

What does “American” mean, and how has the answer to that question changed and developed over the course of America’s history? Taking a well-known play by Arthur Miller about a dark hour in America’s Puritan beginnings and the story of a Depression-era African American woman’s journey of self-discovery as its core texts, this class closely examines through multiple lenses aspects of the American identity and experience, and success narratives associated with it. Core Texts: The Crucible by Arthur Miller and Their Eyes Were Watching God by Zora Neale Hurston Potential Additional Texts: The Great Gatsby, Poet Warrior, The Tempest, Imagining America, A Raisin in the Sun, Quicksand, All The Pretty Horses, The Street, Call Me American, We Are Not Free

What does “American mean,” and how has the answer to that question changed and developed over the course of America’s history? Taking a well-known play by Arthur Miller about a dark hour in America’s Puritan beginnings and a collection of Native American stories as its core texts, this class closely examines through multiple lenses aspects of the American identity and experience, and success narratives associated with it. Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth. Students in honors-level classes should plan for more reading or homework each night. Core Texts: The Crucible and American Indian Stories, Legends, and Other Writings (Zitkala Sa) Potential Additional Texts: Imagining America, A Raisin in the Sun, Their Eyes Were Watching God, Quicksand, All The Pretty Horses, The Great Gatsby, The Street, Call Me American, We Are Not Free Prerequisites and Requirements: Grade of “A-” or better in English 9, grade of B+ or better in English 9 Honors, and recommendation of the department.

English 11: Social Responsibility

11th Grade

This course focuses on the roles we play in our society as individuals and in groups and looks at how we interact. What is our responsibility in a society made up of minorities, majorities, and others? Not limited to a single country or continent, we will ask questions about social interaction in multi-cultural, pluralistic societies and examine the implications of the formation and existence of any group, culture, or entity within larger populations. Core Texts: Mixed: An Anthology of Fiction on the Multiracial Experience and Macbeth Potential Additional Texts: Pachinko, Summer, The House on the Lagoon, The Underground Railroad, Everything I Never Told You, On Borrowed Wings, Caucasia, Lord of the Flies, Dorian Gray, The Bell Jar, Dread Nation

English 11 Honors: Social Responsibility

11th Grade

This course focuses on the roles we play in our society as individuals and in groups and looks at how we interact. What is our responsibility in a society made up of minorities, majorities, and others? Not limited to a single country or continent, we will ask questions about social interaction in multi-cultural, pluralistic societies and examine the implications of the formation and existence of any group, culture, or entity within larger populations. Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth. Students in honors-level classes should plan for more reading or homework each night. Core Texts: Mixed: An Anthology of Fiction on the Multiracial Experience and Macbeth Potential Additional Texts: Pachinko, Summer, The House on the Lagoon, The Underground Railroad, Everything I Never Told You, On Borrowed Wings, Caucasia, Lord of the Flies, Dorian Gray, The Bell Jar, Dread Nation Prerequisite: Grade of “A-” or better in English 10, grade of B+ or better in English 10 Honors, and recommendation of the department.

If we are the decisions and choices we make, then those decisions and choices have multiple implications for our place and meaning in the world. This course surveys the philosophical routes of human existence. Classic and contemporary texts from America and throughout the world will present students with challenging themes, resulting in the most basic and essential questions: Who am I? What do I believe? What is my purpose? Why do I do what I do? Core Texts: Song of Solomon and Hamlet Potential Additional Texts: Purple Hibiscus, Chekhov Play, The Stranger, Kafka, Women Without Men, A Friend of the Family, Faulkner Novel, Things Fall Apart, Homegoing, Mrs. Warren’s Profession

English 12 Honors: Choices and Decisions

12th Grade

If we are the decisions and choices we make, then those decisions and choices have multiple implications for our place and meaning in the world. This course surveys the philosophical routes of human existence. Classic and contemporary texts from America and throughout the world will present students with challenging themes, resulting in the most basic and essential questions: Who am I? What do I believe? What is my purpose? Why do I do what I do? Honors-Level sections read two additional texts, complete more writing assignments, and generally cover material in more depth. Students in honors-level classes should plan for more reading or homework each night. Core Texts: Song of Solomon and Hamlet Potential Additional Texts: Purple Hibiscus, Chekhov Play, The Stranger, Kafka, Women Without Men, A Friend of the Family, Faulkner Novel, Things Fall Apart, Homegoing, Mrs. Warren’s Profession Prerequisites and Requirements: Grade of “A-” or better in English 11, grade of “B+” or better in English 11 Honors, and the recommendation of the department.

Introduction to Film Analysis

12th Grade

This semester course is designed to develop the skills necessary for the active viewing and critical discussion of various film texts. Because we experience movies as a part of popular culture or simply as entertainment, it is easy to overlook and ignore the complexity of their construction. Often we don’t realize that we should read a visual image just as we would a piece of literature. Directors choose camera angles, lighting, colors, and images to create carefully constructed tableaus ripe with meaning. The main objective of this elective would be to help students develop the analytic tools required for understanding how exactly this meaning is constructed. This will not be merely a movie appreciation class. Students will begin by learning the basic vocabulary used to describe films: mise-en-scène, montage, cinematography, differences among camera lenses, aspect ratio, lighting, etc., and then progress to how political, cultural, and ideological landscapes also impact the director’s vision.

The English Department offers two Advanced Placement courses: AP English Language and Composition for juniors and AP English Literature and Composition for seniors. These rigorous courses prepare students specifically for college-level English work and equip them with the skills as readers and writers to help them succeed in the Advanced Placement English Literature and Language examinations. Success on the AP English exams can result in college credit or higher placement in college English classes; however, these courses are not designed simply to teach to a test. Success on the AP English exams is measured by the ability to comprehend, analyze, and write intelligently about fiction, drama, poetry, and nonfiction prose. As such, the focus of these courses is literature.

Advanced Placement English Language and Composition

11th Grade

AP English Language is a course designed to teach how written language connects with and persuades audiences primarily through various forms of prose writing. Students study how texts communicate and how written language functions rhetorically. Texts for the class include letters, advertisements, political satires, personal narratives, cultural critiques, scientific arguments, and political speeches. While heavy focus is placed on nonfiction prose texts, the course will also help students to understand how poems, plays, stories, and novels function rhetorically as well. Reading and writing exercises help students understand conventions of written language and demonstrate that conventions, voice, and technique are culturally and socially produced. Through engagement with texts in this way, students will develop both critical and cultural literacy.

Typical longer texts may include Antigone, Six Great Dialogues (Plato), Julius Caesar, and 1984. Prerequisites and Requirements: A grade of “A-” or better in EG 10 or EG 10 Honors and the recommendation of the department.

Advanced Placement English Literature and Composition

12th Grade

A rigorous advanced-level humanities class, AP English Literature and Composition prepares students specifically for collegelevel English work. Students read a minimum of ten books during the year, ranging from contemporary novels like Tobias Wolff’s Old School and Toni Morrison’s Song of Solomon to more classic literature, ranging from Shakespeare’s King Lear to works by Hemingway, Chekhov, Faulkner, Conrad, and Wharton. The course does not explicitly address the AP exam until Semester II. A full-length AP English Literature exam is administered during Semester II to prepare students for the exam. Essay or writing exercises are assigned weekly. Students are required to participate in class actively, and oral presentations are required regularly. Students are also responsible for reading, writing, and talking about critical articles related to novels and poetry studied during the year. Prerequisites and Requirements: AP Language and the recommendation of the department.

This course is designed with the serious writer in mind. Students are introduced to and engaged in the creative writing process at all stages through literary analysis, weekly writing exercises, and weekly student Writing Workshops. The first semester focuses on short fiction. During the second semester, the course addresses poetry. Through the reading of classic short fiction and poetry, students will learn what makes “good” and literary writing. Each published writer will be studied for his or her style and unique strengths. By the end of Semester I, students will be required to produce a 25–to 30-page portfolio of revised short fiction, some of which will originate from prompts, some from problems derived from stories and authors we read during the semester. By the end of Semester II, students will be required to produce a portfolio of 8–10 revised poems. Portfolios can be used to facilitate applying to creative writing and English programs or can demonstrate in the alternative, a well-rounded candidate for any college program. Required texts include The Vintage Book of Contemporary American Short Stories and The Vintage Book of Contemporary American Poetry. Prerequisites and Requirements: Submission of a portfolio of one piece of fiction and two to three poems. Portfolios are reviewed each spring by both the teacher and the department. Sophomores and juniors taking this course will also register for an additional English course.

Advanced Creative Writing I

11th or 12th Grade

Open to juniors and seniors who have taken Creative Writing and Portfolio Development, students in Advanced Creative Writing I craft a more extensive portfolio of fiction or poetry organized around a theme or common topic. Students work closely with the teacher to determine the shape and contents of their final portfolios. New writing is due every week. Students enrolled in this class are required to serve as leaders and facilitators for entry-level writers in Creative Writing and Portfolio Development workshops. Students are also required to lead craft sessions to guide their peers on specific aspects of the writing process. Prerequisites and Requirements: Creative Writing and Portfolio Development and recommendation of the department.

Advanced Creative Writing II

12th Grade

Advanced Creative Writing II is open to seniors only. It offers advanced writing students the opportunity to extend and build on their previous work while continuing to hone their skills. Students will write a novella for the fall semester and continue-on with poetry in the spring or investigate another genre that will showcase their considerable talent. New writing is due every week. Additional reading may be assigned to help students address the specific needs of their writing or their newly chosen genre. Students enrolled in this class are required to serve as leaders and facilitators for entry-level writers in Creative Writing and Portfolio Development workshops. Students are also required to lead craft sessions to guide their peers on specific aspects of the writing process.

Prerequisites and Requirements: Successful completion of the requirements for Advanced Creative Writing I and recommendation of the department.

Gill St. Bernard’s School Mathematics Department develops in each student an understanding, enthusiasm, curiosity, and appreciation for mathematics. The curriculum extends well beyond the essential calculation of numbers to exploring, reading, writing, and communicating mathematics with confidence, and applying these skills in real-world situations. GSB graduates interpret quantitative information, describe relationships analytically, and use data to support arguments and communicate ideas at a level appropriate for college work. The department approaches mathematics as a symbolic language that is essential to understanding many fields of study. The objective is to equip students with the necessary tools to pursue these fields in an ever-changing technological world and to develop logic skills as mathematical thinkers. Students are encouraged to approach problems numerically, analytically, and graphically using appropriate technology. Effective communication is essential, stating the final answer to a question is never enough. A well-organized, articulated verbal or written presentation of a solution is a key indicator of a solid grasp of the underlying concepts. Gill St. Bernard’s mathematics courses are not organized by grade level. Students are placed in classes that offer and ensure appropriate challenges and opportunities for growth and advancement. The curriculum is efficient, challenging, and responsive to the demands that students face in college and beyond.

Algebra I

A full-year course, Algebra I, is an introductory level math course and is a prerequisite for Geometry. Students in this class are typically freshmen who have not taken Algebra I previously. Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced mathematics courses. This course introduces students to higher-order abstract reasoning strategies. Algebra I covers a variety of topics that serve to open new areas of inquiry while providing ongoing review and reinforcement of previously presented materials. Course topics include an examination of algebraic operations, linear relationships, absolute value equations, radicals, polynomial functions, and the quadratic formula. The graphical representation of two-variable relationships is emphasized throughout the course, as students utilize the Texas Instruments TI-84 Plus graphing calculator. Desired outcomes for this course include preparing students for future math courses, creating an appreciation of mathematics, developing study skills, and building a foundation in preparation for future standardized tests.

Geometry

This course usually follows Algebra I and is a prerequisite for Algebra II. Topics of discussion include angles, triangles, coordinate geometry, similarity, congruence, parallelism, deductive proof, polygons, circles, right triangle trigonometry, area, and volume. An important aspect of the course is the integration of geometry with algebra skills. Students are constantly reminded of real-life applications. Algebra concepts, especially solving of equations, are used throughout the year to reinforce geometric ideas. Prerequisite: Algebra I.

Honors Geometry

This course is designed to challenge students with strong mathematical backgrounds. The course emphasizes the development of logical reasoning through proofs. Topics include: perpendicular and parallel lines, triangles, transformations, similarity, congruence, deductive proof, polygons, circles, right triangle trigonometry, area, and Non-Euclidian Geometry. Coordinate proofs will be used throughout the year. These topics will be discussed at a depth and pace that will provide an opportunity for students to display their knowledge. Prerequisite: Algebra I.

The full-year Algebra II and Trigonometry course follows Geometry in GSB’s math curriculum. Main topics of study include a robust examination of functions (which includes polynomial, piecewise, absolute value, root, exponential, and trigonometric functions); and an extended unit on trigonometry of the unit circle. Emphasis is placed on problem-solving. Students often use multiple representations of functions or mathematical models (i.e., chart, graph, equation, and verbal model) to find and verify their solutions. Visualization of concepts is emphasized throughout the course. Students make sketches by hand or through technology (graphing calculators and online tools) regularly to analyze and make sense of functions. Prerequisites: Algebra I and Geometry.

Honors Algebra II and Trigonometry

A yearlong course, Honors Algebra II and Trigonometry follows Geometry and is a prerequisite for Honors Precalculus. The course prepares students for future math courses, creates an appreciation of mathematics, develops study skills, and builds a foundation for future standardized tests. Main topics of study include graphing functions of various types (linear, absolute value, quadratic, square root, piecewise, cubic, cube root, higher power, polynomial, rational, exponential, logarithmic, trigonometric, and greatest integer); solving higher power equations; solving systems of equations using matrices; working with inequalities; understanding imaginary numbers; performing operations with radicals, and simplifying using rational exponents. In addition, a comprehensive study of trigonometry is undertaken using the unit circle as a starting point. Prerequisites: Algebra I, a grade of “A-” or better in Geometry and recommendation of the department. Algebra I grade will also be part of the consideration.

Precalculus

A prerequisite for Calculus, students master topics that include recognizing parent functions; graphing functions (polynomial, rational, logarithmic, and exponential); solving quadratic equations and inequalities; solving systems of equations using matrices. A thorough study of trigonometry from the standpoint of the unit circle is completed. Trigonometry identities are proven, and trigonometry equations are solved. Triangles are solved using the Law of Sines and the Law of Cosines. Polar coordinates provide an alternate system of graphing. Also, probability is determined for real-life situations. At the conclusion of the course, an introduction to limits helps prepare students for calculus. Prerequisites: Algebra II and Trigonometry.

Honors Precalculus

11th or 12th Grade

This course surveys the areas of mathematics that constitute prerequisite skills for the study of calculus. Much of the course is the study of functions: algebraic, trigonometric, exponential, and logarithmic. The final part of the course is an introduction to classic calculus problems of limits of functions and slopes of tangent lines. Throughout the year, problems are approached analytically, numerically, and graphically. Students use a graphing calculator throughout the course. A multi-representational approach to algebraic and trigonometric problem-solving is used. The final weeks of the course are devoted to an introduction to Calculus. Topics covered include limits, derivatives, optimization problems using derivatives, and integrals. Prerequisites: Grade of “B+” or better in Algebra II and Trigonometry and recommendation of the department.

This course is designed for students who wish to take Calculus, but not in preparation for the AP exam. Honors Calculus students are primarily seniors; however, juniors may enroll in the class as an alternative to AP Calculus AB. This course provides an overview of calculus to build a solid foundation to prepare students for college-level calculus (or to prepare 11th-grade students for AP Calculus AB). It creates an appreciation of calculus, learning to think logically, and presenting solutions in an organized manner. The main topics of study include limits, the definition of the derivative, differentiation rules, related rates, optimization, graphing, Riemann sums, integration, area under and between curves, volumes of revolution using the disc and shell methods, slope fields, and a brief introduction to differential equations. Calculators are used extensively throughout the course, and activities are assigned to reinforce concepts. Prerequisite: Grade of B or better in Precalculus or Honors Precalculus and recommendation of the department.

Advanced Placement Calculus AB

11th or 12th Grade

This course follows the syllabus for the AP exam in Calculus AB. As such, it is a rigorous, demanding course requiring a strong foundation in algebra, geometry, trigonometry, and analytic geometry. A multi-representational approach to calculus is used. Concepts, results, and problems are expressed geometrically, numerically, analytically, and verbally. Through Socratic interchange, activities, and challenging problems, the students examine functions, derivatives, and integrals and their applications. Prerequisites: Grade of “A-” or better in Honors Precalculus or Honors Calculus and recommendation of the department.

Advanced Placement Calculus BC

12th Grade

This course follows the syllabus for the AP exam in Calculus BC. It is a rigorous, demanding course requiring a strong foundation in algebra, geometry, trigonometry, and analytic geometry. A multi-representational approach to calculus is used, in which concepts, results, and problems are expressed geometrically, numerically, analytically, and verbally. BC Calculus is an extension of the material covered in Gill St. Bernard’s AP Calculus AB course, examining functions, derivatives, integrals, series, and sequences. In addition to supplementary topics on derivatives and integrals such as arc lengths and surface areas, the course introduces the concepts of infinite series and sequences and the approximation of functions by Taylor polynomials. Prerequisites: Successful completion of AP Calculus AB and recommendation of the department.

Statistics

11th or 12th Grade

This course uses both a theoretical and experimental approach and provides students with a solid foundation in introductory statistics. The four major concepts covered are exploratory data analysis, the design of studies and experiments, probability, and statistical inference. Problem-solving skills and collaboration are developed through examples, activities, and projects. Public speaking is emphasized; students interpret large amounts of data and create clear and concise presentations quarterly. Emphasis is placed on the use of technology (graphing calculators, Google Docs, Excel, statistical applets, and basic statistical software). Prerequisite: Algebra II and Trigonometry.

The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes evident in the content, skills, and assessment in the AP Statistics course: exploring data, sampling and experimentation, probability and simulation, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding. Prerequisites: Grade of “A-” in Honors Precalculus or Honors Calculus, successful completion of AP Calculus AB, and recommendation of the department.

Discrete Mathematics

11th or 12th Grade

This introductory semester course in discrete mathematics is designed for strong math students, particularly those also interested in computer science. A primary goal of the course is to develop students’ mathematical and logical reasoning skills through an inquiry-based approach. Discrete math is “real world” mathematics teaching mathematical reasoning and proof techniques, which are necessarily applied creatively and flexibly. The main topics include counting, sequences, logic, and graph theory.

Multivariable Calculus

11th or 12th Grade

This advanced course is designed to further explore calculus topics after taking AP Calculus BC. In this course, students apply previously developed skills learned in calculus of a single variable to the learning of multivariable calculus and vectors. Topics include vector and geometry of space, vector-valued functions and motion in space, partial derivatives, multiple integrals, integrals and vector fields, and second-order differential equations. This course prepares students for Differential Equations and higher mathematics courses.

Prerequisites: Completion of Calculus BC.

The motto of Gill St. Bernard’s, Schola mundus est (The World is Our Classroom), informs the History Department in its effort to help students understand the world, using knowledge of the past to improve the present and better shape the future. The department also embraces the goals of the humanities and the social sciences to shed light on our human condition, to improve our understanding of human societies, and to know ourselves better as individuals. GSB history courses provide the skills and knowledge necessary to appreciate and interpret the world. An important goal is for each student to develop a thoughtful, independent, history-conscious perspective, informed by a variety of academic disciplines. The curriculum provides students with the knowledge, skills, and experiences necessary to function as resourceful members in an increasingly complex and interconnected world. The department’s goals are that each student will be able to formulate hypotheses; critically evaluate evidence, including competing arguments and interpretations; refine their writing and speaking skills; understand a variety of historical periods; have an awareness of geography and its relation to history, and understand the role of political and economic forces in shaping society and the individual.

Comparative World Cultures (CWC)

9th Grade

This course explores critical developments in world history, using resources drawn from the social sciences, history, and the natural sciences. The integration of materials from the social and natural sciences, along with the humanities, provides students with a broad understanding of the historical and cultural evolution of humankind. Students examine some of the most important physical, ecological, social, and technological developments shaping today’s world. The course provides frameworks for thought and promotes deeper consideration of history and the present world. Through their study of human origins and the examination of four distinct cultural units, students gain a greater insight into their own lives. CWC raises fundamental questions about what it means to be human.

Advanced Placement World History: Modern

9th Grade

In World History, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation. This course will include lecture, note taking, independent practice, document-based question analysis, and writing assignments. In addition, this course prepares students for the AP World History examination. Prerequisite/requirement: Placement test.

United States History

10th Grade

Students explore the history of the United States from the pre-colonial era to the present day. Students acquire a knowledge of basic chronology, as well as an understanding of the various political, social, intellectual, and economic trends that have characterized American history through the 20th century. The specific skills of the historian are taught and emphasized; students analyze and interpret primary source documents, conduct historical research, and write critical essays throughout the year.

This is an intensive yearlong course that prepares students to read historical texts critically, develop vital skills in the analysis of primary documents, and write effective essays incorporating historical background and primary document analysis. The class helps students to appreciate the significance of major schools of historiography and to acquire a fundamental grasp of U.S. history, including its dominant themes and the theoretical frameworks within which ideas and developments may be interpreted. The course emphasizes the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative). The writing component of the course is rigorous, equivalent to that of a two-semester introductory college or university U.S. history course. Students learn to identify the nature of essay questions, organize response outlines or frameworks, collaborate on Document-Based Question (DBQ) analyses, and write timed free-response and DBQ essays in class. The course follows a narrative structure supported by Eric Foner’s Give Me Liberty! Primary sources, secondary sources, historiographical essays, and a variety of multimedia materials are selected to fit each time period. Each student will be prepared to complete the AP exam in the spring. Prerequisites: Grade of “A-” or better in Comparative World Cultures or a previous history course.

Sociology of America

10th, 11th or 12th Grade

Sociology is the study of social life, social change, and the social causes and effects of human behavior through the study of groups, organizations, and societies. This class will explore human behavior through novels, documentaries, media, and popular culture (music, television, and film) to understand the complex relationship between the individual and society. Units of study include: Culture - Food and Music; The Media; Social Class, Socialization, Organizations and Deviance; Collective Behavior: Fads, Fashion, Hysteria, and Propaganda; Race, Gender, Sexuality, and Religion; Immigration; and Family Relationships.

Urban Sociology

10th, 11th or 12th Grade

This course is designed to provide students with an understanding of cities: the origins, the nature of urban life, and the diversity. Students will utilize a variety of sources to explore the city. Through novels, documentaries, media, and popular culture (music, television, and film), students will explore and examine the complex relationship between people and the city. Units of study will focus on Education; Crime and Punishment; Housing and Health; Government, Politics, and Policy; and The Environment.

US Government and the Constitution

11th or 12th Grade

This year-long course examines the fundamental aspects of the United States government, focusing on the three branches of government and how each one functions. Students engage in student-centered learning through academic discourse where discussion, debate, and pair-share are a common occurrence. Students will focus on analyzing primary and secondary sources to formulate positions, write position papers, and defend them in debate or panel discussions. Topics include an in-depth analysis of the Constitution as it applies to the three branches of government, the election process, and the current state of our state, local, and federal government. Current events are analyzed to examine how the constitutional powers of our government evolved and changed since its founding. During the course, students will participate in ‘We the People’ mock Legislative hearings, mock Congressional sessions, where they will research, write, and prepare bills, and study governmental issues in current events.

This intensive course prepares students for the AP exam. It introduces them to the systematic study of the spatial patterns and processes that shaped humanity’s understanding, use, and alteration of the Earth’s surface. Using maps, data, and geographic models, students examine spatial relationships at different scales, ranging from local to global. An integral part of this course is the relationship that humans have with their environment. Topics studied in detail include demographics and population growth, immigration, cultural development and diffusion, languages, urbanization, and economic development. Through the study of these and other topics, students gain the ability to use and think about maps and spatial data. They develop the skills to recognize and interpret different scales, as well as to identify the relationships among different patterns and processes. Students define regions, evaluate the regionalization process, and characterize and analyze changing interconnections among places. Prerequisites: Grade of “B+” or better in a previous AP course in the History Department, or “A-” or better in a previous history course.

Advanced Placement United States Government and Politics

11th or 12th Grade

This course provides students with an analytical perspective on government and politics in the United States. Students should be familiar with the various institutions, groups, beliefs, and ideas that constitute the U.S. government and politics. In this class, students learn general concepts used to interpret U.S. government and politics and analyze specific examples. Students learn to describe and compare important facts, concepts, and theories about the U.S. government and politics, and to explain typical patterns of political processes and behavior, as well as their consequences. These include components of political behavior, the principles underlying various government structures and procedures, and the political effects of these structures and procedures. Students read and analyze scholarly work, write position papers, and participate in organized debates related to the United States government and politics. Prerequisites: Grade of “B+” or better in a previous AP course in the History Department, or “A-” or better in a previous history course.

Introduction to Psychology

11th or 12th Grade

This course offers an overview of the scientific study of both the behavioral and mental processes of human beings. It includes, but is not limited to, such topics as the history of psychology, the biological foundations of behavior, learning, memory, sensation and perception, states of consciousness, motivation, emotions, personality, and abnormal behavior. This class also studies the various stages of the lifespan (late adulthood, middle adulthood, and the teenage years,) while examining developmental challenges and tasks as outlined by psychologist Erik Erikson in his stage theory of psychosocial development. The adolescent years are highlighted, and students are asked to consider the formation of their own identities as they attempt to answer the question: Who Am I?

Advanced Placement Psychology

11th or 12th Grade

This course is the equivalent of an introductory college course in Psychology. It introduces students to the systematic and scientific study of the behaviors and mental processes of human beings. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the methods psychologists use in their science and practice. Students will be prepared to take the AP exam. Prerequisites: Grade of “B+” or better in a previous AP course in the History Department or an “A-” or better in a previous history course.

This course surveys European political, social, economic, and cultural history from the Renaissance to the present and provides in-depth coverage of significant developments. Through successful participation in the course, a student will develop an understanding of the principal themes in modern European history, an ability to analyze historical evidence, and an ability to analyze and communicate historical understanding in writing. Emphasis is placed on the students developing intellectual and academic skills, including effective analysis of such primary sources as documents, maps, statistics, and pictorial and graphic evidence; effective notetaking and annotating; clear and precise written/oral expression; and the ability to weigh evidence and reach conclusions based on facts.

The learning objectives of this course and the AP exam are organized under five “themes,” topics for historical inquiry that will be explored throughout the course. Each theme is guided by three to five essential questions that inform student inquiry and learning. These themes focus on the student’s understanding of major historical issues and developments, helping students to recognize trends and processes that have emerged over centuries. Prerequisites: Grade of “B+” or better in a previous AP course in the History Department, or “A-” or better in a previous history course.

Advanced Placement Microeconomics

11th or 12th Grade

This course provides students with the skills and knowledge necessary to understand and analyze critical topics in microeconomics. The class also serves as preparation for the AP exam. The course examines and describes the principles of economics that apply to the functions of individual decision-makers—both consumers and producers—within a larger economic system. Students examine the theories behind demand, supply, and the market. They analyze the behavior of profit-maximizing firms under various market structures and evaluate the efficiency of the outcomes with respect to price, output, consumer surplus, and producer surplus. Students also consider instances in which private markets may fail to allocate their resources efficiently, and they examine various public policy alternatives aimed at improving the efficiency of private markets. Prerequisites: Grade of “B+” or better in a previous AP course in the History Department or “A-” or better in a previous history course.

Debating Social Issues

11th or 12th Grade

In this year-long offering, students research and debate social issues that shape the world in which they live. The course uses selfdirected inquiry, allowing students to take ownership of their work, bringing about a richer experience while fostering a deeper understanding of the complexities of a given issue. Students hone their public speaking skills, engage in civil discourse, and use research to support a given stance during a debate. Class debates begin with student-led presentations on chosen topics. During these presentations, students are asked to consider which side of the argument they would rather debate. Once the debate teams are formed, the class enters its research period when students use gathered resources to formulate and solidify their arguments. After completing the research, debate teams square off against one another in the classroom, using opening statements, rebuttals, open discussion, and closing arguments.

Ethics

11th or 12th Grade

Using a seminar format based on primary texts, students in this semester course will engage with the great debates of ethics and apply their understanding to practical, contemporary situations. Authors include Lao Tzu, Aristotle, Augustine, Machiavelli, Descartes, and Nietzsche. Objectives of the course are to increase awareness of cultural value difference, increase comprehension and application of ethical vocabulary, provide tools for effective analysis and evaluation of moral questions, prompt critical examination of value systems, prepare students to resolve future professional and interpersonal ethical situations, and help students build, test, and improve their personal values. Students demonstrate skills through personal reflections, formal critical analyses, and oral presentations.

In this semester course, students learn about aspects of life in the ancient world, including culture, daily life, history, literature, and art. This course focuses on ancient Greek civilization and will include the way this culture shaped the Western world throughout history. Lessons are developed through assigned readings, both primary (in translation) and secondary sources, through modern representations, through adaptations of these cultures, and involved class discussions. Students are introduced to this culture through as many primary sources as are applicable, and these are supplemented with modern studies. All aspects of these cultures are examined, not limited to history or literature, but including the role of the lower classes and foreigners, and the interactions of the Greeks outside their own world, as they expanded.

History of Ancient Rome

11th or 12th Grade

In this semester course, students learn about aspects of life in the ancient world, including culture, daily life, history, literature, and art. This course focuses on the ancient Roman civilization and includes the way this culture shaped the Western world throughout history. Lessons are derived through assigned readings, both primary (in translation) and secondary sources, modern representations and adaptations of these cultures, and involved class discussions. All aspects of these cultures are examined, not limited to history or literature, but including the role of the lower classes and foreigners, and the interactions of the Romans outside their own world, as they expanded.

Leadership

11th or 12th Grade

This semester seminar-style course will explore and evaluate different leadership styles and theories. The course will expose students to historical and contemporary leaders from a variety of fields and organizations (corporate, military, educational, athletic, political). Students will assess and evaluate the attributes and characteristics of successful leaders and leadership styles. Students will assess and evaluate the role of a leader and the impact that leadership has on organizations. Students will explore their own approach to leadership as they consider the effectiveness of different methods and styles. The course will be interactive, whereby students will regularly discuss leaders and leadership styles.

Science asks questions about the planet and the universe and seeks answers through observation and experimentation. The Upper School science curriculum is dedicated to the development of the scientific method as a technique for investigating the world. The department fosters scientific curiosity and the ability to consider multiple interpretations and critically review all theories and hypotheses. Students become critical thinkers who ask focused questions and can interpret responses. The program exposes the students to the wonder of science, from the beauty of the natural world, to the elegant theories of physics and the stewardship of our planet. Students become fluent in the discussion of scientific advancements, learn to critically analyze materials using a reasoned approach, and become aware of technology’s impact on society. Through its curriculum, the department helps to develop scientifically literate citizens and to foster among our students a lifelong interest in science.

Students will: · develop skills centered on the scientific method so that they can formulate hypotheses, design, and safely perform experiments, quantitatively and qualitatively analyze results, and communicate conclusions · develop a lifelong interest in science · become fluent in the discussion of scientific advancements · critically analyze materials using a reasoned approach · become comfortable with, yet wary of, technology and its impact on society · discuss scientific breakthroughs · apply the virtues of a scientific education to become better citizens of the world · think innovatively · assimilate technological advances and developments into a cogent, comprehensive mindset

Introduction to Physics

9th Grade

This course is designed to provide students with an understanding of and appreciation for physics while preparing them for higherlevel science and mathematics courses. The course emphasizes two main topics, kinematics and energy, and four main goals. The first goal is for students to forge cognitive connections between underlying concepts and their mathematical expressions; students should be able not only to use equations but to read them as one would read a sentence. The second goal is for students to sharpen their problem-solving skills. Many problems require multi-step solutions, and the techniques for solving them vary depending on their complexity. Through this course, students are equipped with a range of strategies that apply to different scenarios. A third goal is to reinforce students’ algebra skills and introduce basic trigonometry. Vectors are central to an understanding of force and motion, and this course explores the concept of vectors as mathematical entities having both magnitude and direction. The final goal is for students to understand fundamental principles, such as the conservation of energy, which sets the stage for facing challenges in engineering.

Honors Physics

9th Grade

This class fosters in students an appreciation of, and interest in, this most fundamental branch of science. A strong effort is made to couple the theoretical principles and concepts of physics with their logical application to real-world situations. As such, the course has two broad goals. The first is for students to understand the theories that explain the nature of reality. Through classroom demonstrations, hands-on laboratory experience, and careful attention to the textbook, students arrive at and come to comprehend the various mathematical constructs used to underpin theory fully. The second goal of the course is to teach and reinforce higher-order problem-solving skills. Students advance toward the second goal through the mathematical manipulation of previously acquired theories and formulas.

This course emphasizes the periodic table of elements, the formation of compounds, and reactions that occur to produce new substances. Students study the elements, compounds, reactions, and the properties of a wide variety of substances. Students are introduced to problem-solving techniques, the scientific method, and the underlying concepts of chemical composition and reactions. Other course topics include the study of matter, atomic structure, the structure of the periodic table and periodic properties, moles, chemical reactions, bonding, molecular structures, oxidation-reaction processes, and energy and its transformations. The laboratory provides regular and ongoing opportunities for students to explore scientific problems in an experimental environment. Students are required to document lab work, using a prescribed format consistent with the requirements of future science courses. Written lab reports include digital data collection, graphical analysis, and comprehensive, cogently written conclusions. In the study of chemistry, the department seeks to spark, inspire, and sustain students’ curiosity about the scientific world.

Honors Chemistry

10th Grade

This course emphasizes the periodic table of elements, the formation of compounds, and reactions that occur to produce new substances. Students study the elements, compounds, reactions, and the properties of a wide variety of substances. In addition to the classroom, the laboratory provides regular and ongoing opportunities for students to explore scientific problems. Students are required to document lab work, using a prescribed format consistent with the requirements of future science courses. The goal of this course is to communicate the wonder and beauty of science in the real world.

Prerequisites: Grade of “B” or better in Honors Freshman Physics, or grade of “A” or better in Introduction to Physics.

Advanced Placement Chemistry

10th, 11th or 12th Grade

This course is the equivalent of a first-year college chemistry course; it covers materials in-depth and provides a deeper consideration of both the theoretical and mathematical analysis of topics. Specific attention is given to significant figures, the precision of measured values, and the use of logarithmic and exponential relationships. Multi-level problem-solving and detailed interpretations of developing technologies are emphasized throughout the course. The breadth of the course is captured in the “Six Big Ideas” identified by the College Board: structure of matter, properties of matter; characteristics, states, and forces of attraction; chemical reactions; rates of chemical reactions; thermodynamics; and equilibrium.

The course is designed to make students aware of the intricacies of science, to help them understand how research is conducted, and to prepare them for a career in the sciences and beyond. The coursework fosters independent thinking; collaboration, especially in the laboratory; problem-solving skills; the ability to collect, analyze and interpret data and to analyze scientific literature; laboratory skills; big-picture thinking; and the ability to integrate and appreciate emerging technologies.

Prerequisites: Grade of “A-” or better in Honors Physics, or grade of “A+” in Introduction to Physics.

Animal Science

10th, 11th or 12th Grade

Students learn about a broad range of animal science topics. Through visits and labs at our Home Winds Farm campus, students study the feed and management of livestock and learn about animal nutrition, growth, health, behavior, reproduction, and genetics. They gain an understanding of practical commercial applications, such as food formulation, disease prevention, artificial insemination, genetic selection, and crossbreeding systems. Along with hands-on animal experience, students learn about other biological principles in animal behavior, including seasonal rhythms, habitat selection, antipredator behavior, sexual selection, raising of the young, parental care, communication, migration, and the roles of both predators and prey in the food web. Students are required to work with farm animals during lab experiments and observations.

This course provides a systematic approach to the study of biology. Students begin by concentrating on microscopic aspects, with an emphasis on molecular biology, including cytology, biochemistry, and genetics. The course proceeds to a macroscopic level of study that focuses on morphological, evolutionary, and environmental aspects. Also studied are mechanisms of cellular energy, the continuity of life, multicellular plants, vertebrates, invertebrates, and human biology. The laboratory provides regular and ongoing opportunities for hands-on learning, as students engage in experimentation and exploration. Students typically take this course in eleventh grade.

Honors Biology

11th Grade

Topics covered in this fast-paced course include ecology, biochemistry, cell biology, molecular biology, Mendelian and nonMendelian genetics, bioethics, evolution, diversity of life, and animal and human anatomy, and physiology. Concepts in class are illustrated with demonstrations and experiments, and students are expected to review independently the information that is presented. Students must be able to clearly articulate their knowledge both orally and in writing. This course helps students develop their abilities to analyze, evaluate, and synthesize information; understand the role of chemistry in life processes; examine the theory of biological evolution; demonstrate an understanding of heredity, genetics, and the structure and function of cells; and understand the importance and application of biological advancements in today’s world.

Prerequisites: Grade of “B+” or better in Honors Chemistry, or grade of “A-” or better in Chemistry.

Advanced Placement Biology

11th or 12th Grade

This is equivalent to an introductory college-level biology course for biology majors. The three main goals of the course are to help students gain a conceptual framework for modern biology, to appreciate science as a process, and to learn to think like scientists. This course follows the recommendations of the College Board and places greater emphasis on understanding major concepts than on memorizing details. The AP Biology course consists of “Four Big Ideas” identified by the College Board: evolution, cellular processes, genetics and information transfer, and ecology. Laboratory experience is an essential part, and lab experimentation takes place in small groups, and the emphasis is on quantitative investigation. Lab work challenges students to understand problems, to develop and implement appropriate experimental designs, to analyze data, to draw conclusions, and to report their findings in written form. Every laboratory investigation consists of a guided inquiry with prescribed steps, and a subsequent student-proposed investigation based on the initial inquiry.

Prerequisites: Grade of “A-” or better in Honors Chemistry, or grade of “B+” or better in AP Chemistry.

Advanced Placement Environmental Science

11th or 12th Grade

This course looks at the natural world and how human activity impacts it. On a local and global scale, students study biodiversity, population ecology, land and water use, energy resources and consumption, pollution, and climate change. Environmental indicators, graphs, and mathematical equations are used to study physical and chemical changes and to evaluate the health of the environment. As part of the course, students debate current environmental, political, and social issues, including the unequal distribution of resources worldwide, deforestation, animal rights, genetically modified organisms, the disproportionate amount of pollution in lower socioeconomic areas, conservation efforts, and evidence of climate change. Students conduct lab experiments and fieldwork to analyze the state of the environment and the impact of human activity. This course requires students to analyze and synthesize information at a college level in preparation for the AP Environmental Science exam. In addition to the classroom, the laboratory provides regular and ongoing opportunities for students to explore scientific problems in a field and experimental environment. Students are required to document lab work, using a prescribed format consistent with the requirements of college course offerings.

Prerequisites: Grade of “B+” or better in a previous AP science course or grade of “A-” or better in a standard or honors science course.

This course is a response to the format changes made by the College Board in 2014, and it is based on the “Six Big Ideas,” or core principles identified by the College Board. A full appraisal of these foundational principles requires a multifaceted approach, which includes content analysis, the exercise of various logic and problem-solving skills, and a wide range of inquiry-based laboratory work. Several aspects of systems analysis are stressed, among them how various components of a system interact, what laws mediate such interactions, and what constraints and conditions must be considered to predict the future behavior of a given system. A variety of mathematical strategies must be considered, and ultimately adopted, in the pursuit of such an analysis. Units found in this course include motion, forces, gravity, energy, momentum, rotational and harmonic motion, as well as an introduction to electric charge and basic circuits. Students completing the course will be fully prepared for the AP Physics I exam.

Prerequisites: Grade of “B+” in a previous AP science course or grade of “A-” or better in a previous standard or honors science course.

Advanced Placement Physics II

11th or 12th Grade

This course follows the first-year AP Physics course and requires many of the same skills: mathematical competence, organization, motivation, and strong problem-solving abilities. Topics covered will include thermodynamics and fluid mechanics, electricity and magnetism, wave theory, and nuclear physics. The course is a demanding, college-level option for the intensely motivated student, and it will fully prepare them for the AP Physics II test.

Prerequisite: Grade of “B+” in a previous AP science class or “A-” in a previous Honors course.

Biomedical Ethics

11th or 12th Grade

Has our ability to manipulate nature outstripped our capacity to make moral decisions about these techniques? With the advent of CRISPR, AI, cloning, GMO foods, and 3-D printing of organs, how do we make deep, informed decisions about the moral and social implications of these provocative techniques? This new age of human innovation will force us to confront essential questions about morality, consciousness, aging, humanity, and the future of our species. This semester class will research, study, and discuss these emerging technologies and their effect on the way that we view the world.

Exercise Science

11th & 12th Grade

The focus of this one-semester course is to empower students with the capacity to obtain, interpret and understand basic health information and services, and apply that knowledge to make informed decisions in their daily life. Topics will include personal health and fitness, injury prevention, nutrition, mental and emotional health, and substance use and abuse.

Geological Disasters

11th or 12th Grade

This semester course will cover aspects of introductory geology as it applies to natural disasters in a brief survey. Earthquakes, volcanic eruptions, landslides, hurricanes, and tsunamis will be some of the disasters discussed. The human, economic, and environmental impact of these disasters throughout the geological evolution on the planet is significant. The course is intended for students interested in fields ranging from geology or environmental sciences to physics and engineering.

Anatomy and Physiology

10th, 11thor 12th Grade

In this semester course, students study the anatomy (structure) and the physiology (function) of body systems in humans and other animals. There is an emphasis on the structures and functions from the microscopic level to the macroscopic level. This course includes anatomical terminology and the study of skeletal, muscular, nervous, and endocrine systems. Lab experiences are used to demonstrate anatomical and physiological concepts.

Students in this semester course are introduced to the principles, history, and social implications of robotics and experience a hands-on introduction to robotics and engineering, enabling students to combine the skills of a mechanical engineer, project manager, and programmer. Students prepare a research presentation, comparing anthropomorphic and industrial robots, as a way of gaining a more in-depth understanding of societal perceptions of robots, real and potential uses of robots, and appropriate principles of robotic design. Students keep engineering notebooks and collaborate to design and build an autonomous robot. Concepts presented include basic engineering principles, such as prototyping, testing, documenting and the necessity of tradeoffs; the design, understanding, and representation of robotics systems (electrical, pneumatic and control); the importance of stored or potential energy; principles of material selection; tool use for the shaping and joining of materials; shop safety; and engineering as a team effort. Resources include The Robotics Primer (MIT Press).

Robotics and Engineering II

This semester course takes robotics further by concentrating on advanced topics. Students study the use of sensors by adding vision recognition and distance measurement to the autonomous robot built during Robotic Engineering I. An advanced robotics topic is chosen, and a research project is presented to the class. Using Autodesk Inventor, students learn the basics of 3-D CAD modeling to design and then 3-D print and assemble a gearbox. Students use design data to perform engineering calculations to lift a weight using a motor and gears. Using Arduino micro-controllers, they further explore a range of sensors and how they interface with robotic control systems.

Prerequisite: Robotics and Engineering I.

Forensic Science

12th Grade

This course is designed for seniors who would like to pursue advanced studies in science after successfully completing physics, chemistry, and biology. Forensic Science is an inquiry-rich integrated curriculum that requires critical thinking and problem solving using real-world forensic science methodologies and case studies while applying the laws of criminal justice. This course integrates the techniques and knowledge from the sciences to better understand crimes that are committed and to catch those individuals responsible for said crimes. Students will learn to document how clues and data are recorded and preserved. Students will be expected to perform in-class analyses including blood spatter investigation, blood typing, fingerprint analysis, hair and fiber analysis, DNA profiling, real-life crime scene analysis, and psychological issues associated with violent crimes and criminal nature.

Prerequisite: Physics, Chemistry, and Biology.

Computer Science elective courses help students understand and utilize computer-based technology, software, and hardware. The curriculum is designed for all students, from those who wish to pursue a technological career to those who want to express their artistic and creative talents through digital media. Many simply recognize that computer literacy is essential in today’s world. Courses are offered in two major areas: computer programming and computer design. The objectives of the department are to prepare students to: · design and implement computer-based solutions to problems in a variety of application areas · use and implement well-known algorithms and data structures · develop and select appropriate computer strategies to solve problems · code fluently in various computer languages · read and understand a large program consisting of interacting objects · identify the major hardware and software components of a computer system, their relationship to one another and the roles of these components within the system · recognize the ethical and social implications of computer use.

Computer Science Principles

Computer Science Principles is a semester-long course which builds a solid understanding of computer science. Through creativity and problem solving, students will develop their understanding and explore the relevance of technology in their world. This course will focus on computational thinking, abstraction, and analyzing problems. The goal of this course is to familiarize students on how computers work, and help them develop their understanding technology, and learning about industry standards.

Programming I – Python

Students in this semester course learn computational basics through programming or coding. They are taught program design and programming mechanics. Topics explored include input/output commands, looping or iteration, conditional statements, read/data statements, variables, graphics, and sound. This class is a great opportunity for students to become acquainted with coding and explore their artistic/design skills.

Programming II – Java

This year-long course is designed for students who have computer programming experience and are interested in a rigorous introduction to object-oriented languages. Students complete a series of projects in Processing and Java. They learn to follow the essential steps of programming: defining program objectives, designing the program, writing the code, compiling source code, running the program, testing and debugging the code, and maintaining and modifying the program. Prerequisite: Programming I - Python or equivalent programming experience with department recommendation.

Web Design

10th, 11th or 12th Grade

Students in this semester course learn to plan, design, and code effective Web pages using basic and advanced features of HyperText Markup Language (HTML). Students first learn a defined set of tags to be placed around words and paragraphs in the text of a page. This definition will grow to include images, sound, and other multimedia elements. Skills learned include file management, organizing ideas, adding hyperlinks, incorporating images, and adding sound and video. Advanced topics include tables, frames, image mapping, and Cascading Style Sheets (CSS). Throughout the course, students use an HTML editor and conversion programs for some tasks and work directly with HTML. This is a project-based class, and students are evaluated on their performance in a series of increasingly sophisticated projects.

Students in this semester-long course learn the basic design principles involved in print publications, including the development of a theme or motif, layout and design, the appropriate choice of a font or typeface, the appropriate placement and use of images, and the importance of proofreading for both spelling and grammar. Students learn to use eDesign, software created in partnership between Adobe and Herff Jones. Students also learn the software and hardware skills necessary to import images and text into projects, how to scan photographs, the dots per inch (dpi) resolution required for the task, how to resize pictures without losing the original proportions, and various special effects that can be applied to text or images. The major focus of this class is the publication of Excalibur, Gill St. Bernard’s Upper School yearbook, for which students create and design the cover and internal layouts. Students also learn how to market advertisement pages and coordinate and oversee photography assignments. In addition, the chance to meet with a representative of the yearbook publisher allows students to learn more about the publishing industry.

Advanced Placement Computer Science A

10th, 11th or 12th Grade

This is a college-level, yearlong course that prepares students to sit for the AP exam. Students in this class have met the prerequisites and are ready to study procedural and data abstraction, object-oriented programming, design methodology, algorithms, and data structures. Much of the course is built around the development of computer programs (or segments of code) that correctly solve a given problem. This class covers the design issues that make programs understandable, adaptable, and reusable. The development of useful programs is also used as a context for introducing other important concepts in computer science. An understanding of the basic hardware and software components of computer systems and the responsible use of these systems is an integral part of this class. This course is designed for students who have a prior understanding of computer programming, wish to deepen their knowledge of Java, and plan to take the AP exam in the spring. Prerequisites: Programming II – Java and Algebra II and Trigonometry or recommendation of the department.

Advanced Placement Computer Science Principles

11th or 12th Grade

The AP Computer Science Principles course is designed to be equivalent to an introductory college computing course. The content of this full-year course is organized around seven themes: creativity, abstraction, data and information (Big Data), algorithms, programming, the Internet, and global impact. This course is appropriate both for students with programming experience, as well as those new to programming. Students learn Javascript and Web programming as the coding platform. The assessment of the AP Computer Science Principles course is comprised of two distinct parts. The first is an in-course assessment, which involves two performance tasks that require students to explore the impacts of computing and create computational artifacts through programming. The second assessment is a multiple-choice exam developed by the College Board. This course can serve as the prerequisite for AP Computer Science A (Java). Prerequisite: Programming or recommendation of the department.

Advanced Topics in Computer Science

11th or 12th Grade

This is an advanced course in programming application and computer science intended for students who have completed AP Computer Science A and would like to explore the subject in greater detail. Topics covered vary by year but have previously included Unity game development, classic computer science problems/algorithms, and introductory discrete mathematics. This course has the same GPA weighting as an AP course. Prerequisite: AP Computer Science “A.”

This semester course will give students the ability to “determine security requirements and mechanisms,” focusing on the big 8: ethics, establishing trust, ubiquitous connectivity, data security, system security, adversarial thinking, risk, and implications. In order to be successful in this class, a student will need to have completed the Computer Science Principles and Programming 1. The basic practices and tools used in a professional setting will be studied in this course, while also utilizing safe environments to practice those skills. Prerequisite: Computer Science Principles and Programming 1.

GSB offers students the opportunity to study Latin, French, or Spanish. To fulfill the language requirement for graduation, students must take three consecutive years of one language. Students may also choose to study more than one language. Based on diagnostic and placement tests and recommendations from prior teachers, students are placed in an appropriate level of language study. The diagnostic exams are based mainly on reading and writing and focus on assessing language comprehension and production. Students may also be evaluated on their oral proficiency for French or Spanish placement.

The Spanish and French language programs are proficiency-based with a focus on the development of oral, aural, written, and reading comprehension skills. Classes in Spanish and French are conducted in the target language, and students are expected to speak exclusively in that language during class. Students develop skills through an integrated process of listening, speaking, reading, and writing. Linguistic proficiency is increased using cooperative learning techniques and learner-centered instruction. A language classroom is alive with students speaking with one another and with their teacher, and risk-taking is always encouraged. Classes stimulate critical thinking and enable students to better understand and appreciate other cultures through authentic readings from various countries.

The Latin program uses Latin prose and poetry to achieve reading fluency. Students begin reading Latin sentences and stories, immersing themselves in the structure and style of Roman literature. Although conversational Latin is not the focus of the program, students do learn pronunciation and have opportunities to read Latin passages at early and advanced levels. Classes stimulate critical thinking and grammatical analysis, enabling students to understand the Latin language and to deepen their understanding of English. The program also uses the history, culture, and mythology of the Romans to stimulate interest and help students connect the language and culture of the Romans to their own.

Students who wish to undertake or to continue the study of a language that GSB does not offer may contract with the Language Education Resource Network (LEARN) in Liberty Corner, New Jersey, to provide language instruction on campus during the academic day or after school. Instruction is provided at the family’s expense and is in addition to GSB’s tuition. Upon successful completion of the coursework, students receive full academic credit, which is applied to graduation requirements.

Spanish I

This course stresses proficiency in all four skills—listening, speaking, reading, and writing—and provides an understanding of basic grammatical structures and patterns of communication. The acquisition of functional vocabulary and conversational skills are the primary goals at this level. This is a communication-based language course that emphasizes the active involvement of the learner. Conversational skills are enhanced through cooperative learning activities and learner-centered instruction in the classroom. Many opportunities for creative expression are provided using listening, speaking, reading, and writing activities. This course lays the foundation for future language studies. The building and maintenance of a core vocabulary provides a critical foundation as students move towards language proficiency.

Additionally, students gain an understanding of Spanish grammar throughout the course. Vocabulary and grammar are taught, in part, through exposure to the culture and history of Spain and Latin America. Through these regional studies, students learn about customs, art, literature, food, family life, and holidays.

Resources include the Auténtico Level 1 series.

Spanish II

This course reviews and reinforces communication skills through the integration of listening, speaking, reading, and writing activities. Students increase their cultural awareness through the study of authentic cultural materials and realia. Continuing to build on the vocabulary, grammar, and conversational skills developed in earlier courses, students increase their proficiency in the language. They enhance their writing ability through a variety of activities.

This course reviews and reinforces communication skills through the integration of listening, speaking, reading, and writing activities. Students increase their cultural awareness through the study of authentic cultural materials and realia. Linguistic proficiency is increased through a variety of learning modules in a learner-centered environment. Students communicate through spoken and written Spanish at a more sophisticated level, expanding and elaborating upon their answers and performing more open-ended linguistic tasks.

Resources include the Auténtico Level 2 series, which comprises a text and practice workbook, as well as more challenging supplemental materials.

Prerequisites: Grade of “A-” or better in Spanish I and recommendation of the department.

Spanish III

This course reviews and reinforces Spanish communication skills through the integration of listening, speaking, reading, and writing activities. Students deepen their knowledge of vocabulary, grammar, and Hispanic cultural traditions. Regular smallgroup work and paired activities help to increase proficiency in all skill areas. Students continue to develop fluency in both writing and speaking Spanish. Through the study of thematic units and in-class discussions, students learn to think critically in the target language. Thematic topics include the outdoors, community service, the environment, and professions. Grammar topics are reviewed and introduced, including the present tense, preterite, and imperfect tenses, future tense, prepositions, and the subjunctive mood in various scenarios. At the end of level three, students are eligible for membership in the Spanish Honor Society, based on language achievement.

Resources include the Auténtico Level 3 series, which comprises a text and practice workbook.

Prerequisites: Grade of “A-” or better in Spanish II or recommendation of the department.

Honors Spanish III

This course continues to reinforce Spanish communication skills through the integration of listening, speaking, reading, and writing activities. Students also deepen their knowledge of vocabulary, grammar, and Hispanic cultural traditions. Cooperative learning and learner-centered activities help students continue to develop fluency. Through the study of thematic units, students participate in class discussions and learn to think critically in the target language. Thematic topics include enjoying the outdoors, community service, the environment, and professions. Fragments of Hispanic literature are discussed and analyzed. Grammar topics that are reviewed and introduced include the present preterite, imperfect, and future tenses, prepositions, and the subjunctive mood in various scenarios.

Students in this course must be able to communicate in the target language with minimum support and guidance. Questions are more open-ended, which allows students the opportunity to expand and elaborate upon their answers and to use the target language at a more sophisticated level. Many assignments integrate multiple skills simultaneously. Assessments in this course are for high-achieving students. Questions follow the format of the Spanish AP language test, further preparing students for success at the AP level.

Resources include Auténtico Level 3, which comprises a text and practice workbook, as well as more challenging supplemental materials.

Prerequisites: Grade of “A-” or better in Spanish II and recommendation of the department.

Students read and analyze contemporary and classic literature from Spain and Latin America. Students enhance their cultural awareness through the reading and analysis of authentic material. Cooperative learning activities and learnercentered instruction help students improve their linguistic proficiency. Throughout the course, students continue to develop vocabulary, grammar, and conversational skills. Creative expression is encouraged through daily writing assignments. Students are expected to speak exclusively in the target language during class.

Resources include Auténtico Level 3, which comprises a text and practice workbook.

Prerequisite: Spanish III.

Honors Spanish IV

In this course, students continue to expand and refine their knowledge and communication skills through the study of more complex vocabulary and advanced grammatical structures at a rigorous pace. Regular small group work and paired activities help to increase and strengthen linguistic proficiency in all skill areas through the integration of listening, speaking, reading, and writing activities. This Honors course is structured to prepare the students for the AP Spanish Language and Culture Examination; therefore, the following six thematic units will be explored: The Influence of Language and Culture on Identity, Influences of Beauty, Fashion and Art, Science and Technology and their respective Professions, Environmental, Political and Societal Challenges, Personal and Public Identities, and Contemporary Life.

Students participate in class discussions and think critically in the target language. Thematic topics are centered around cooperative learning activities and learner-centered instruction. More complex grammar topics are introduced and include the preterit and imperfect tense, the future tense, the conditional tense, the present, past, and future perfect tense, adjectives, prepositional phrases, por vs. para, and the present and pluperfect subjunctive mood. Creative expression is encouraged through weekly oral presentations and writing assignments. Assessments in this course are for high-achieving students and follow the format of the AP Spanish Language and Culture Exam. A variety of authentic audio and literary selections are used. Current events topics are discussed weekly. Students are expected to speak exclusively in the target language during class.

Resources: Realidades 4 Textbook, Realidades 4 Vocabulary, Grammar, and Communication Workbook, and Realidades 4 Reading, Writing and Speaking Skills Practice (Volume 2) Workbook.

Prerequisites: Grade of “A-” or better in Spanish III and recommendation of the department.

Spanish Conversation and Culture

11th or 12th Grade

This upper-level course focuses on communication skills and oral proficiency in Spanish. Through the study of history, literature, music, film, art, and current events, students can discuss a variety of cultural topics. This course provides students with an opportunity to broaden their vocabulary, refine their grammar skills, and expand their ability to communicate in the target language both in written and verbal form.

Resources: Conversación y Repaso, Civilización y Cultura, and excerpts from Literatura y Arte (Cengage Learning). Additional literary and current events resources are also used.

Prerequisite: Spanish IV.

This rigorous and challenging course emphasizes the use of authentic Spanish for active communication, allowing students to reach advanced levels in their oral, aural, reading, and writing skills. Students engage in conversation by using advanced grammatical structures, literary analysis, cultural studies, and in-depth discussions of current events around the world. In preparation for the AP Exam in the spring, the AP Spanish Language and Culture course is structured around six themes: 1.) Beauty and Aesthetics, 2.) Contemporary Life, 3.) Families and Communities, 4.) Global Challenges, 5.) Personal and Public Identities and 6.) Science and Technology. These themes facilitate the integration of language, content, and culture, and promote the use of the language in a variety of contexts. Additional authentic resources are used throughout the year, such as podcasts, TED Talks, digital newspapers, radio, and television. Students prepare to take the AP Spanish and Language Culture Exam in the spring. Faculty and students use Spanish exclusively in class.

Resources for AP Spanish: Preparing for the Language and Culture Examination, Una vez más (grammar book), and Álbum (literature book). A variety of AP supplemental material is used.

Prerequisites: Grade of “A-” or better in Honors Spanish IV and recommendation of the department.

French I

Students are introduced to the French language and culture. They develop skills in the four language modalities: speaking, listening, reading, and writing. Emphasis is placed on meaningful oral communication, as well as the accuracy of expression. Students develop basic structured sentences, acquire a core vocabulary, and learn to ask questions and provide information orally. Students build vocabulary and strong grammar skills, critical building blocks as they move towards language proficiency. A variety of activities in French offer opportunities for creative expression. The development of deep cultural awareness is an integral part of this class.

French II

Although this course expects students to have a solid first-year preparation in vocabulary and grammar, the class begins with an active review of previous material before leading the student into more challenging material. Students learn to ask and answer simple questions, speak, and write in the present and the past tenses, and talk about activities and people that relate to daily life. Topics include, but are not limited to, identity, professions, weekend activities, food, and the geography and regions of France. Activities that integrate listening, speaking, writing, and reading offer opportunities for creative expression. Students build vocabulary and a strong understanding of French grammar. Classes are taught primarily in French. Through the French language and daily class activities, students continue to develop an awareness of French culture.

Prerequisite: French I or Middle School equivalent.

Honors French II

In this course, students are expected to have a solid first-year foundation in vocabulary and grammar. Students learn to ask and answer questions in a more sophisticated way, to speak more frequently, to write in the present and past tenses, and to talk about activities and people related to everyday life. Topics include, but are not limited to, identity, professions, weekend activities, food, geography, and regions of France. Activities that integrate listening, speaking, writing, and reading are provided for daily creative expression. Students continue to build vocabulary and a strong understanding of French grammar. Classes are taught in French. Through the French language and daily class activities, students continue to develop an awareness of French culture.

Prerequisite: Grade “A-” or higher in French I and a recommendation of the department.

This course continues to review and reinforce communication skills through the integration of listening, speaking, reading, and writing activities. An emphasis is placed on deepening students’ facility with vocabulary, grammar, and French cultural traditions. Small-group and paired activities help to increase proficiency in all skill areas. Students develop an awareness of language structure and French culture by reading and analyzing authentic literary texts. At the end of level III, students are eligible for membership in the French Honor Society, based on language achievement.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt) and selected literary texts.

Prerequisite: French II.

Honors French III

This course continues to review and reinforce communication skills through the integration of listening, speaking, reading, and writing activities. An emphasis is placed on deepening students’ facility with vocabulary, grammar, and French cultural traditions. Small-group and paired activities help to increase proficiency in all skill areas. Students develop an awareness of language structure and French culture by reading and analyzing authentic literary texts. Students at this level must be able to communicate in French with minimum support. Questions will be more open-ended than in previous classes to facilitate class discussions in French. Assessments will be at a higher level and geared towards preparing students for the AP test. At the end of level III, students are eligible for membership in the French Honor Society, based on language achievement.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt) and selected literary texts.

French IV

Students continue to develop and refine their language skills through increased exposure to more advanced grammar and vocabulary. Cultural awareness is enhanced by the students’ increased ability to read original material in the target language. Students are expected to speak French in class. Resources include Discovering French Today: Rouge (Houghton, Mifflin, Harcourt), Saint-Exupéry’s Le Petit Prince, and additional supplementary materials.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt), Saint-Exupéry’s Le Petit Prince, and additional supplementary materials.

Prerequisite: French III.

Honors French IV

Students continue to develop and refine their language skills through increased exposure to more advanced grammar and vocabulary. As students become more fluent, the classroom becomes more immersive. Cultural awareness is enhanced by the students’ increased ability to read original material in the target language. Cultural awareness and critical thinking are both addressed through reading and analyzing contemporary and classic literature of Francophone countries and texts focusing on history, politics, and the fine arts. Assessments will follow the format of the French AP Language Test to further prepare students for the AP level.

Resources: Discovering French Today: Rouge (Houghton, Mifflin, Harcourt), Saint-Exupéry’s Le Petit Prince, and additional supplementary materials.

Prerequisite: French III.

Open to students who have completed four years of French, this course is an alternative to AP French. It challenges students to improve and refine their spoken and written language skills while exploring the history and culture of France. From the caves of Lascaux to the position of France in the modern world, students connect with the important social, intellectual, and artistic movements of the country. Reading, writing, and discussion, as well as film and field experience, help students develop language proficiency and cultural literacy. Cultural awareness and critical thinking are both addressed through reading and analyzing contemporary and classic literature of Francophone countries.

Resources: Excerpts from various novels, historical writings, and poems.

Prerequisites: French IV and recommendation of the department.

Advanced Placement French Language and Culture

11th or 12th Grade

Students further develop oral proficiency through oral reports that focus on cultural and historical topics. The examination of contemporary cultural themes based on the genres of art, film, music, poetry, literature, and politics provides a context for all language development. Literary analysis and proficiency skills are stressed for those students preparing for College Board Subject tests or AP exams.

Resources: T’es branché (EMC), Allons au-delà! (Pearson), cultural and literary texts.

Prerequisites: Grade of “A-” or better in French IV and recommendation of the department.

Latin I

Students are introduced to the fundamentals of Latin grammar. The course uses a reading approach designed by the Cambridge Latin Course to gradually and naturally teach the intricacies of Latin. The acquisition of basic grammar skills and fundamental vocabulary is the primary goal of this course. Roman history and culture are incorporated into the course and help students connect the language and culture of the Romans to our own.

Latin II

Students continue their exploration of the Latin language and ancient Roman culture. Vocabulary, translation, and grammar are expanded as students approach more complex narratives based on Roman history and mythology. Students also continue to practice classical Latin pronunciation through daily readings. In the study of culture, special attention is given to the effects of the Roman Empire’s expansion into Britain.

Resources: Cambridge Latin Course (Cambridge University Press), a reading approach that helps students acquire grammar and vocabulary through translation-based exercises.

Prerequisite: Latin I.

Students continue their exploration of the Latin language and ancient Roman culture at an accelerated rate. Vocabulary, translation, and grammar are strongly emphasized as students focus on complex narratives based on Roman history and mythology. Students also continue to practice classical Latin pronunciation through daily readings. Upon completion of the course, students have a thorough understanding of the declensions of adjectives and nouns, the complete conjugation of verbs, and the use of several types of dependent clauses. In the study of culture, special attention is given to the effects of the Roman Empire’s expansion into Britain.

Resources: Cambridge Latin Course (Cambridge University Press), a reading approach that helps students acquire grammar and vocabulary through translation-based exercises.

Prerequisite: Grade of “A-” or better in Latin I and recommendation of the department.

Latin III

Students continue the study of Latin grammar and vocabulary, translate increasingly complex material, and further their exploration of Roman culture and society. Students increase both their Latin and English vocabulary with the additional study of derivatives. Students translate stories of several classic heroes and begin to study original works by Roman authors, including Pliny, Martial, and Ovid. Roman poetry is introduced along with the study of figures of speech and meter. Students also continue to deepen their appreciation of the legacy of Greco-Roman civilization in contemporary society.

Prerequisite: Latin II.

Honors Latin III

Students continue the vigorous study of Latin grammar and vocabulary to be able to translate increasingly complex material, including several classic heroes and begin to study original works by Roman authors, including Pliny, Martial, Catullus, and Ovid. Roman poetry is introduced, along with the study of figures of speech and meter. Textual analysis is essential and accompanies the literal translation through careful parsing of prose and poetry. Students continue to deepen their appreciation of the legacy of Greco-Roman civilization in contemporary society.

Prerequisite: Grade of “A-” or better in Latin II and recommendation of the department.

Latin IV

Roman literature is a diverse and exciting field, and in this course, students have the opportunity to read authors such as Catullus, Ovid, Virgil, Caesar, Suetonius, and others. In addition to translating, students are expected to analyze Roman literature, paying particular attention to the ways in which Roman authors address the political systems, social problems, and other issues of their time. Students discuss and analyze other aspects of Roman culture: how modern scholars continue the study of Rome and its impact on modern society and how the ancients looked at their own lifetime and history. Creative expression is encouraged through frequent composition assignments.

Prerequisite: Latin III.

Roman literature is a diverse and exciting field, and in this course, students read diverse authors such as Ovid, Virgil, Caesar, Cicero, and others. In addition to translating, students are expected to analyze Roman literature, paying special attention to the ways in which Roman authors address the political systems, social problems, and other issues of their time. Students discuss and analyze other aspects of Roman culture: how modern scholars continue the study of Rome and its impact on modern society and how the ancients looked at their own age and history. Assessments and daily translation work follow the format of the Latin AP test, focusing on grammatical constructions and language usage, further preparing students for success at the AP level.

Prerequisites: Grade of “A-” or better in Latin III and recommendation of the department.

Latin V: Literature and Composition

The Romans used literature not only to record and maintain information and ideas but to express their understanding of the world around them and to express their ideas and beliefs about their society. In Latin V, students examine the overarching themes of Roman literature, such as politics and philosophy, but also consider more intimate aspects of Roman life such as mythology and storytelling. Students continue this analysis of the language through original composition work, which reflects the themes analyzed throughout the year.

Prerequisite: Latin IV.

Advanced Placement Latin

11th or 12th Grade

AP Latin concentrates on the translation, analysis, and interpretation of Vergil’s epic poem, the Aeneid, and Caesar’s commentaries, De Bello Gallico. Students learn the technical aspects of vocabulary and syntax, which are essential for accurate, literal translation, and understanding. An emphasis is also placed on the history and culture of Rome as they influenced the authors and their works. Classes are devoted in large part to translating and analyzing Latin from the Latin AP syllabus and to sight-reading passages. The course discusses major topics, themes, and motifs from Roman literary, cultural, social, and political history. Students in this course prepare to take the Latin AP exam.

Prerequisite: Grade of “A-” or better in Latin IV and recommendation of the department.

World Language Independent Study

Students who wish to undertake or to continue the study of a language that GSB does not offer may contract with Language Education Resource Network (LEARN) in Liberty Corner, New Jersey, to provide language instruction on campus during the academic day or after school. Instruction is provided at the family’s expense and is in addition to GSB’s tuition. Upon successful completion of the coursework, students receive full academic credit, which is applied to graduation requirements.

A wide variety of art courses in two and three-dimensional media are offered in the Upper School Fine Arts program, including Ceramics, Drawing, Painting, Photography, Digital Illustration, Graphic Design, Honors Portfolio Development, Studio Art, AP 2-D Design, and Woodworking. The program creates a challenging and diverse learning environment for developing studiobased artistic exploration. Our goal is to familiarize students with the means, the context, and the interpretation of art through intensive instruction in traditional and contemporary ideas and techniques. Students acquire a comprehensive understanding of both the elements that compose artworks and the ideas that make them meaningful.

Constructive criticism is an integral part of classroom discussion, helping each student to realize more fully his/her creative potential. All aspects of creating art—from generating ideas to the technical process—are included in instruction and practice. References to art history and contemporary art are integrated into every course. Students have several opportunities throughout the year to show their work to the school and community in a gallery setting. Each year, the fine arts faculty in Grades K-12 curates a winter and a spring art exhibition and hosts opening receptions for staff, faculty, and friends to come together and celebrate the work of our art students. Student work is submitted to several juried and non-juried art competitions and exhibitions throughout the year.

Studio Art

This semester-long, entry-level course provides an overview and introduction to the visual arts using a variety of art tools and materials. With an emphasis on studio production, this course develops higher-level thinking skills and art-related technology skills. Students engage in creative expression through a variety of art experiences that sharpen their awareness and perception, permitting them to create in-depth works of high aesthetic quality. Art history and culture are incorporated into the art experience as an enhancement for art appreciation. This course provides students with studio experiences, using a variety of media in various areas of art exploration. Projects are based on the elements of art and principles of design. Students acquire the skills necessary for more advanced art courses.

Ceramics I

Ceramics one focuses on the development of skills within sculptural and functional pottery creations to allow students to familiarize themselves with the medium of clay. This class will delve into how ceramics has played an essential role in human routine and culture, introduce wheel throwing skills, and explore how ceramics has developed within the fine arts world including research into specific artists and art movements.

Ceramics II

Ceramics two focuses on the unification of sculptural and functional pottery creations to allow students to pursue projects unique to his/her/their interests and art style. This class will continue research into the ceramic arts through exploration into presentation, location, and collaboration. Students will further develop skills in hand building techniques as well as wheel throwing through project-based learning, as well as create connections to historical and contemporary art movements and artists.

Prerequisite: Ceramics I.

Advanced ceramics will allow the further development and exploration into technical skill, personal style, and aesthetic choice within the medium of clay. The class is project-based with a focus on long-term, self-guided pieces built around more advanced ceramic skills. Projects will explore a multitude of design techniques including sgraffito, brushwork and carving while also tackling advanced form building within both wheel and hand-built work. Students will utilize critical thinking through the exploration of historical and contemporary ceramic art as a form of inspiration and development of contextualization within art movements and culture.

Prerequisites: Ceramics I and II.

Drawing

In this semester-long course, students learn numerous skills and techniques for representational drawing, focusing on and capturing what they see and using value, shading, and contrast to create a sense of form. Gesture and line quality are carefully considered as a powerful means of expression. Using both conventional and nonconventional drawing tools, students investigate mark-making and the use of color as it relates to the development of symbolic and expressive form. Students use a sketchbook to document research, growth, reflection, personal imagery, and ideas. They develop an awareness of how cultural, political, historical, and personal influences can be incorporated into their work. They also develop technical versatility and skills while using the visual elements and principles in compositional forms. Students are encouraged to become independent thinkers who contribute inventively and critically to their culture through the creation of art.

Prerequisite: Studio Art.

Painting

In this semester-long course, students learn about the unique qualities of different types of paint, including watercolor, acrylic, and oil. This studio course provides a fundamental theoretical and technical approach to making representational paintings on canvas. After an initial overview of color and composition, followed by a brief cycle of basic color-mixing and paint handling exercises, most of the remaining in-class time is spent making paintings, with ongoing guidance and critique of works in progress. Students work primarily from life—in still-life, portrait, and landscape contexts—to develop skills in using cohesive color schemes and painting techniques. Students are introduced to relevant contemporary and historical artists and art styles and learn to compare, analyze, evaluate, and discuss their own work, as well as the work of others.

Prerequisite: Drawing.

Photography I

This course serves as an introduction to the historical, technical, and aesthetic responsibilities of digital photography. Class time will be spent looking at and talking about images, which will take form in lectures, demonstrations, critiques, and lab time. We will have an ongoing discussion about the different roles that images play in history and art. This course will mostly be based on digital capture and printing. Throughout the semester, we will cover topics such as camera raw, photoshop, lighting, and shooting techniques. With the culmination of each project an assignment and critique are completed. Students will become comfortable talking about art in constructive and productive ways.

Photography II

Students continue discussions of the historical, technical, and aesthetic responsibilities of digital photography. Class time is spent looking at and talking about images in the form of lectures, demonstrations, critiques, and lab time. There is an ongoing discussion about the different roles that images play in history and student artwork. This course is primarily based on digital capture and printing. Throughout the semester, students are given larger and more extensive independent projects, and with the culmination of each project, an assessment and critique are completed. Students continue to build their confidence in discussing art and handling constructive criticism throughout the critique process.

Students are taught an expanded range of digital printing techniques, camera functions, and photographic techniques. As this yearlong course progresses, students are exposed to more advanced aspects of lighting, composition, and subject matter. Additionally, creative and experimental photography allows students to explore the use of photography as a documentary and artistic medium. All these skills can be used in a wide variety of career paths. Students maintain journals, documenting their camera’s technical features and capabilities. They must select a photograph each week and critique their work carefully and students undertake increasingly challenging and sophisticated projects.

Prerequisites: Photography I and II.

Sculpture

This semester course helps students develop an understanding of the interaction of forms in space. Using basic sculptural processes and readily available materials, students investigate three-dimensional ideas and decision making. Sculpture introduces fundamental studio skills in designing three-dimensional artworks, using various three-dimensional media processes. Students are introduced to different artistic styles from realistic representation to interpretive abstractions. Art appreciation, history, and theory are woven into 3-D projects that are integrative, inspire creativity, and develop problem-solving skills.

Woodworking I

This semester course introduces students to the wood medium, beginning with the basics of shop safety. Students become adept at using a wide variety of tools and machinery, including traditional hand tools and modern power equipment. They learn traditional joinery, how to execute joints, and how to select their proper application. Students produce a range of hand joints, including dovetail joints, mortise, and tenon joints, and shoulder joints. The proper use of tools is taught with an emphasis on understanding use in different applications. This course emphasizes mathematics and helps teach collaboration and problemsolving. As a first major project, students design and produce a box constructed through traditional joinery techniques. Finishing techniques are also integrated into this project. Following this introductory work, students select and complete woodworking projects.

Advanced Woodworking

This yearlong course enhances the skills that students have previously acquired. In advanced levels of woodworking, students— under the direction of the teacher—undertake increasingly challenging and sophisticated projects. Cabinetry, furniture making, and sculptural work are typical of the type of project work undertaken by students. In-depth design concepts and construction techniques are also explored at this level.

Prerequisite: Woodworking.

Honors Portfolio Development

Honors Portfolio Development is a yearlong course for students who are serious about the practical experience of art and want to develop mastery in conceptualizing, composing, and executing their ideas. Students in this class focus on developing a portfolio that embodies the standards of skill and quality that art schools seek in their candidates. In building the portfolio, students explore a variety of concepts, techniques, and approaches designed to help them demonstrate their abilities, as well as their versatility with techniques, problem-solving, and ideation. Students are introduced to a variety of traditional and contemporary artists and learn to write and speak critically about the artwork. They also share their work in group critiques, an important element of the course. Each student is required to maintain a sketchbook, recording his/her ideas and research for each assignment, and highlighting his/her personal investigation.

Prerequisite: One semester each of Studio Art, Drawing, and Painting.

The AP Art History course welcomes students into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the students develop indepth, holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history. AP Art History is the equivalent of a two-semester introductory college or university art history survey course. Prerequisite: One year of any Fine Arts course(s) in the same discipline.

Advanced Placement Drawing 11th or 12th Grade

AP Drawing is a course designed for the serious art student who is interested in an intensive investigation of art concepts, media, and techniques after taking an introductory level art course, Drawing and Painting and Honors Portfolio. The focus of this class is to prepare students to meet the requirements of the College Board through creating original art pieces. This class will offer students the opportunity to further master their skills in communicating concepts visually, developing their artistic voice, creating strong compositions, and increasing techniques in various art media. This class will consist of creating art to submit for your AP Portfolio. The portfolio for AP Drawing consists of two sections: Sustained Investigation and Selected Works. The Sustained Investigation requires students to submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision. Students will produce a minimum of 15 digital images that include works of art and design and process documentation, and will produce typed responses to prompts, providing information about the questions that guided their investigation and how they practiced, experimented, and revised, guided by their questions. This work is submitted digitally. For the Selected Work section, students select their strongest five pieces to be mailed directly to AP for evaluation. Prerequisite: One year of fine arts in the same discipline.

Advanced Placement 2-D Art and Design 11th or 12th Grade

AP 2-D Art and Design is a yearlong course that is not based on a written exam; instead, students submit portfolios for evaluation in early May. In building their portfolios, students experience a variety of concepts, techniques, and approaches designed to help them demonstrate their abilities as well as their versatility with techniques, problem-solving, and ideation. This course emphasizes making art as an ongoing process that involves the student in informed and critical decision making using the elements of art and the principles of design. The AP 2-D Art and Design Portfolio Exam consists of two sections. The Sustained Investigation requires students to conduct an inquiry-guided investigation through practice, experimentation, and revision. This Portfolio is designated for work that focuses on the use of two-dimensional elements and principles of art and design. For the Selected Works section, work is expected to demonstrate a skillful synthesis of materials, processes, and ideas. For both sections of the portfolio, students are expected to share information in writing about their work. Prerequisites: One semester of Studio Art, Drawing or Painting, and one year of Portfolio Development.

Graphic Design

In this semester course, the interaction of text and image and the fundamental components of graphic communication are introduced, and students develop and hone skills in working with text and image as they create solutions to a series of design problems. Visual literacy will be increased through exposure to contemporary design issues and graphic design history. Students are expected to expand their proficiency in all aspects of the design process, including the use of formal design principles, type as image, creative brainstorming, conceptualizing, critical thinking, collaboration, and presentation. A major focus of the course is to develop students’ abilities to think creatively and generate innovative ideas. Students will use a range of media from traditional art materials to digital design tools, including Adobe creative software (Photoshop, Illustrator, and InDesign). Assignments will demonstrate aesthetics (what is visually pleasing) and functionality (what does the job).

Serving as an introduction to the study of digital illustration as a visual interpretation of words, concepts, and ideas, students will use a variety of Adobe software for illustration, technical drawing, composition, and implementation of created art into page layout. In this semester course, students will also incorporate traditional drawing skills and scanning methods into their digital illustrations. The course covers various problem-solving methods, appropriate solutions for spot illustrations, and basic illustrator tools: palettes, creating and converting anchor points, creating and reshaping paths, basic coloring gradients, layers, and creating, styling, and editing type. Assignments will have an emphasis on concept, creativity, technical achievement, and presentation.

Advanced Digital Media

In this full year, students will expand on the technical and design skills they previously learned in Digital Illustration and Graphic Design. These accelerated learners will focus on understanding the aesthetics and applications of production techniques within the Adobe suite. Advanced Digital De students will execute their concepts by creating ads, posters, and dynamic visual presentations. This course is ideal for individuals who are interested in digital arts, media, and studio-based practices. Prerequisites: Graphic Design and Digital Illustration.

Honors Digital Media 11th or 12th Grade

This course is designed for students who have mastered the required skills in Graphic Design and Digital Illustration. It involves studio inquiry into the advanced nature of visual problem-solving strategies and visual communication. This course stresses the ever-changing concepts and skills needed to work professionally in the visual communication field. Specific areas of application will be examined through the study of notable artists/designers in the field. Students will be encouraged to explore areas of special interest, and emphasis will be placed on independence, using industry-standard techniques, strengthening computer skills, and individual creative development.

Serving as an introduction to the study of digital illustration as a visual interpretation of words, concepts, and ideas, students will use a variety of Adobe software for illustration, technical drawing, composition, and implementation of created art into page layout. In this semester course, students will also incorporate traditional drawing skills and scanning methods into their digital illustrations. The course covers various problem-solving methods, appropriate solutions for spot illustrations, and basic illustrator tools: palettes, creating and converting anchor points, creating and reshaping paths, basic coloring gradients, layers, and creating, styling, and editing type. Assignments will have an emphasis on concept, creativity, technical achievement, and presentation.

Upper School performing arts courses encourage active experimentation, which contributes to the development of creativity, problem-solving, critical thinking, and collaboration skills. Course offerings include experiential acting classes for students interested in learning about the acting process, as well as for students who are experienced performers. Similarly, there are choral music offerings for students who are new to the choral experience and for those who have performed in the past. Courses are available for students who wish to learn more about aspects of theater production. Courses in directing and music theory are available for students with interest in the creation of dramatic and musical works.

Concert Choir

Concert Choir can be taken as a semester or yearlong course. It is designed to develop musical skills, broaden students’ familiarity with musical genres, and deepen students’ musical and aesthetic sensibilities. Students learn and develop a vocal music vocabulary and learn musical concepts—including harmony, melody, notation, rhythm, and tone color—across the music genres. Concert Choir meets as a class throughout the week. Before choral concerts, the class holds additional meetings during the day and in the evening for group rehearsals. As a performance-based class, each semester culminates in evening performances. The choir performs at other events throughout the year, including Commencement and admission open houses. Also, those enrolled in Concert Choir are invited to audition for two extracurricular choirs, Blue in the Face and Knight Voices. Students are also eligible to audition for an advanced vocal ensemble, The Gillharmonics. These groups focus on more sophisticated musical works.

Honors Choir

Students who have completed the Concert Choir course and pass a proficiency evaluation are eligible to take Advanced Choir. In this course, students will sharpen their sight-reading skills and deepen their understanding of music theory topics such as scales and modes, chord qualities, cadence types, counterpoint, and song form. This group will tackle their own challenging repertoire from a variety of periods in a variety of styles from classical to contemporary choral literature. The Advanced Choir will perform its repertoire in the Winter and Spring concerts and will also support the Concert Choir in performance. The proficiency evaluation would include (1) an assessment of the student’s performance in the Concert Choir class; (2) a written exam about basic music notation, the elements of a score and basic music vocabulary; and (3) a vocal audition in which students would have to demonstrate expressive singing and musical phrasing while performing a memorized piece, the ability to sight-read at a beginning level, and the ability to sing a variety of scales with good intonation.

Prerequisite: One year of Concert Choir and proficiency evaluation.

Music Principles I

Music Principles I is a one-semester, introductory course that acquaints students with the fundamental elements of Western music, music notation and musical analysis. Through the exploration of a vast array of music ranging from classical to contemporary rock and pop, students will be introduced to the essential concepts of pitch, rhythm, meter, and notation, followed by scales, key signatures, intervals, chords and chord progressions. The course has no prerequisite and is suitable for students with little or no previous musical experience. Students who enjoy and excel in this course may want to consider moving on to Music Principles II course or to Music Laboratory.

Music Principles II

Music Principles II is a one-semester, intermediate course that builds on the concepts of the Music Principles 1. Topics include species counterpoint, functional harmonic analysis, song form, voice leading, and modulation. Students will develop aural skills through dictation and sight-singing. The course culminates in four-part chorale writing. Students who enjoy and excel in this course may want to consider following up with the AP Music Theory course. The prerequisite for this course is the Music Principles 1 course or, for students who have a moderate amount of prior experience with music theory, permission of the instructor or department chair.

Music Lab is a one-semester, repeatable course in which student musicians will advance their existing musical skills and develop new ones. Through a series of guided units, students will explore arranging, composition, pop and jazz chord theory, music notation software, music technology, recording, the history of modern music and the music industry. Students will learn the basics of current cross-platform music software including AVID Sibelius, AVID ProTools and Adobe Audition.

Students will collaborate and work individually to create new arrangements, cover songs and original compositions utilizing both in-person and remote techniques and software for recording and collaboration. Students will also have the opportunity to work individually on their own repertoire and to gain performance experience as they test out new material in class. Enrolled students will ideally have some prior experience as an instrumentalist or a vocalist or have some rudimentary knowledge of music theory.

Advanced Placement Music Theory

This yearlong course takes advanced musicians with existing knowledge of music theory through the equivalent of a first-year college music theory class. A primary goal is to prepare students for the AP Music Theory exam in May, and in preparing for the exam, students will develop the skills used to analyze music both harmonically and structurally. Emphasis is placed on the tonal practices of Western music, particularly of the Common Practice Period, and students will engage in analysis of the written score and explore basic compositional techniques. Students will also spend a significant amount of time developing aural skills through sight-singing, recognition of intervals and chords, as well as melodic and harmonic dictation. This rigorous course is best suited to students who intend to pursue a music major or minor in college or who want to enhance their music understanding or performance abilities. Students without an intermediate proficiency in piano or classical guitar are strongly encouraged to take piano lessons before and simultaneously with the course. Participation in a performance ensemble is also encouraged.

Prerequisite: Permission of the department.

Acting I

This semester-long course introduces students to drama through theater games and activities. These exercises stimulate the imagination, sharpen sensory awareness, and develop skills in public speaking, movement, and improvisation by providing students with the opportunity to create characters that are fresh, unique, and believable. The goals of the beginning class include the development of self-discipline and a sense of responsibility toward others, a stronger interest in the theater, and a basic battery of acting skills. Course content includes the following topics: emotion and emotional recall, silent performance, goals and obstacles, working with props, and physical attachments.

Acting II

Students in this semester-long course work toward a more advanced set of goals, including a broader mastery of character development, the ability to effectively critique the performance of another student, and the ability to identify the individual goals and the overall theme of the plays being studied. Additional course content includes advanced scene and character study from selected works of classical and contemporary playwrights.

Prerequisite: Acting I.

Advanced Acting

Building on the concepts of Acting I and Acting II, this semester-long course offers more in-depth training in the areas of emotion, character development, and motivation. Through the study of some of the great acting teachers, including Stanislavski, Strasberg, Adler, and Meisner, the Advanced Acting class develops more thoughtful actors who can portray multidimensional characters. Students explore such techniques as the “independent activity,” the “moment before,” and the “character backstory.” Part of the final grade for this course includes the presentation of scene work at the One-Act Festival in late May. This class is a culmination of all the work from Acting I and II.

In this semester-long course, students learn how to create an artistic vision of an existing play, how to serve as the coordinator of a cast of performers, how to manage the schedule of a production, and how to be the single director of a staged performance. Students discover the many nuances of leadership and time management, learn how to distinguish between the wants and needs of performers, and realize the importance of flexibility when working with a variety of personalities. Students experiment with spatial awareness, with areas of strength, with architectural and artistic requirements, with body positioning on stage, and with forging a relationship between the actor and the audience. The final exam in this class is a fully realized production of a one-act play that has been selected, cast, rehearsed, and produced by each student director.

Prerequisite: Advanced Acting.

Technical Theatre I: Technology & Design

This semester course develops knowledge of and experience in the technical (nonperformance) aspects of theatrical production. Special emphasis is placed on the elements of theatrical design (scenery, lighting), design analysis, stage management, and production management. We will sketch, draft, and build models to help us understand a set designer’s process. Additionally, students gain hands-on experience in the construction of the fall play and/or spring musical.

Theatre History and Dramatic Texts

This yearlong course examines the history of Western theater, from ancient Greece through the 21st century. Throughout the course, students read various significant works of the Western theatrical canon, including Euripides’ Medea, Shakespeare’s The Tempest, and Ibsen’s A Doll’s House. Through these works, students gain a fuller understanding of the period in which they were written. Students develop the ability to make connections from one historical period to another, noting the social, political, and religious influences that defined the drama of an era and how it affected the works that followed.

Interscholastic Athletics

GSB fields an extensive offering of interscholastic teams at both the varsity and junior varsity levels for boys and girls, a total of 25 teams in 14 different sports. The school holds memberships in the Skyland Conference as part of the New Jersey State Interscholastic Athletic Association (NJSIAA), New Jersey Independent School Athletic Association (NJISAA), and the Somerset County Interscholastic Athletic Association (SCIAA). The athletics program is an integral part of the educational experience at our school.

Girls’ Teams

· Fall: cross country, soccer, tennis, volleyball · Winter: basketball, fencing, swimming, winter track · Spring: golf, lacrosse, softball, track and field

Boys’ Teams

· Fall: cross country, soccer · Winter: basketball, fencing, ice hockey, swimming, winter track · Spring: lacrosse, baseball, golf, tennis, track and field

Coed Teams

· Winter: cheerleading