2012-13 US Course Catalogue

Upper School

2012-2013

Course Catalogue

Page 2

THE HOCKADAY SCHOOL 2012-2013 Upper School Curriculum Table of Contents

Graduation Requirements.................................................................................3 Curriculum Overview.......................................................................................4 Policies and Procedures....................................................................................6 English..............................................................................................................9 History.............................................................................................................13 Mathematics....................................................................................................16 World Languages............................................................................................20 Science............................................................................................................26 Health/Physical Education/Athletics..............................................................30 Fine Arts..........................................................................................................32 Technology......................................................................................................37 Mass Communication.....................................................................................38 English for Speakers of Other Languages......................................................39 Community Service........................................................................................39 Hockaday/St. Mark’s Coordinate Program.....................................................41 Online School for Girls...................................................................................41 6-Day Rotation Schedule................................................................................42 Four-Year Plans with Requirements................................................................43

Page 4

2012-2013

Graduation Requirements While enrolled at Hockaday, all graduation-required courses must be taken on campus.

Each Upper School student must take a minimum of four academic courses per year.

Additional course work in every subject area is strongly recommended.

English English I, English II, English III, and senior English Mathematics Three years in the Upper School, minimum completion of Algebra I, Geometry/Trigonometry, and Algebra II Effective with the class of 2016: Three years in the Upper School with minimum completion of Integrated Math III World Languages Through level III, with a minimum of two years of the same language in Upper School History Two and one-half years comprised of World History, United States History, and United States Government Science Three years: Physics, Chemistry, Biology Effective with the class of 2014: Three years: Physics (or AP Physics B), Chemistry (or AP Chemistry) and Biology (AP Biology or two semester Biology courses or AP Environmental and a semester Biology course) Fine Arts History of Art & Music and one year in the same applied art, which may be fulfilled by a year-long course from either the Fine Arts or the Mass Communication departments Physical Education, Athletics and Health Forms I-III: Three quarters of a P.E. activity and one quarter of Health Form IV: A semester-long independent project and one quarter of Health Community Service 15 hours per school year, of which 10 must be “hands-on�

Computer Proficiency All new students entering the Hockaday Upper School must demonstrate computer proficiency. See Technology section for details.

Page 3

2012-2013 Curriculum Overview English

History

English I English II English III, English III Honors AP English Senior Seminars: Civility and Propriety Contemporary American Literature Creative Writing Deconstructing the Exotic in World Literature The Great Books Heroine’s Journey +Language and LEGOS© Literature and Philosophy Literature & Film +Seducers, Super-heroes, and Sleuths Shakespeare: To Play’s The Thing

World History U.S. History or AP U.S. History AP Modern European History AP Economics

Mathematics

Physics Chemistry AP Chemistry AP Physics B or C AP Biology AP Environmental Science AP Human Geography

+Integrated Math II/III +Integrated Math III +Integrated Math III Enriched Geometry/Trigonometry Algebra II Algebra II/Pre-Calculus Precalculus Elementary Functions (fall) Finite Math & Statistics (spring) Applied Calculus Calculus & Analytic Geometry AP Calculus AB AP Calculus BC AP Statistics

World Languages Mandarin Chinese I (Heritage and Non-Heritage) Mandarin Chinese II Mandarin Chinese III AP Mandarin Chinese Business Chinese

Semester classes: U.S. Government (spring or fall) AP World History Spycraft: Espionage & Diplomatic Policy The Vietnam Wars Comparative Religion (spring) +American Civil War (fall) AP Comparative Government (spring) Road to 9/11: The Middle East in the 21st Century (fall) Philosophy21: Thinking for the 21st Century

Science

Semester classes: Astronomy Bio: Classical Genetics Bio: Comparative Vertebrate Anatomy Bio: Macrobiology & Natural Dynamics Bio: Human Evolution Advanced Genetics Microbiology and Human Diseases Biophysics Life in the Nuclear Age Modern Physics Multimedia Engineering Science & Pseudoscience

Technology

French I, II, III AP French Language and Culture Business French

+Digital Media Production Multimedia Engineering Introduction to Journalism

Latin I, II, III Latin Literature +AP Latin (Caesar & Vergil)

Mass Communication

Spanish I, II, II Adv., III, III Adv., IV AP Spanish Language and Culture AP Spanish Literature & Culture Advanced Spanish Communication & Culture

Introduction to Journalism Newspaper/Fourcast Yearbook/Cornerstones Literary Magazine/Vibrato

+ new Page 4

2012-2013 Curriculum Overview Health & Physical Education Health Classes: Introduction to Wellness (Form I) First Aid & CPR (Form II) Health II (Form III) Self Defense (Form IV only) Physical Education Courses: Games In-line Skating Off-Road Bicycling Racquet Sports Swimming Golf/Tennis Aerobics Conditioning Fitness Walking Fitness Dance Yoga Circuit Training PE Junior Independent Contract PE Senior Independent Contract

Fine Arts History of Art & Music (fall or spring) History of 20th Century Arts (spring) Digital Music & Composition Advanced Digital Music & Composition AP Music Theory Applied Music Orchestra Studio Art I, II Advanced Studio Art AP Studio Art Ceramics & Sculpture–Global Clay Advanced Ceramics & Sculpture Acting Styles +Hockaday Theater Company Concert Choir Show Choir Madrigals Ensemble Beginning Photography Advanced Photography

Athletics Fall: Field Hockey Volleyball Cross Country Fencing Crew Winter: Soccer Swimming Basketball

Introduction to Debate Advanced Debate Dance Workshop I, II Dance Extension Dance Lab Dance Theater Private lessons

Spring: Softball Tennis Golf Lacrosse Track & Field Crew All Year: Athletic Training Team Management

+ new

Page 5

Policies & Procedures Student Schedules Student schedules are designed from student-generated course requests. The Course Request form generated by online course registration thru Naviance Family Connection is due to the Registrar’s office by March 1. It must be signed by the student’s advisor after consultation with both advisor and parent. Each student must enroll in at least four academic solids plus physical education every semester. An academic solid is any course within these five departments: English, Math, Language, Science, History, which meets full time (i.e., three days in the six-day rotation) and AP Studio Art, AP Music Theory, and History of Art & Music. No student is permitted to take more than five academic solids in any semester. (Online School for Girls courses may be taken above the five solid maximum.) Accelerated work, a double load within one department, or summer work may hasten the completion of required courses, but such work does not remove the stated minimum course load to be taken during each semester. Upper School-level language and math courses taken in Middle School will be given Upper School credit after successful completion. All courses offered in the course catalogue are dependent upon sufficient enrollment to be included in final teaching assignments and student schedules. The most current list of course offerings will be found on our website: home.hockaday.org.

Course Selection Changes The Registrar, who schedules the classes, will be available until the end of school for questions and/or change requests. The earlier the change request is made, the more easily it can be accomplished. During the month of August all students will be notified when their schedule is complete and available on My Back Pack. Any questions or requested changes should be directed to swright@mail.hockaday.org. Official schedules are picked up on Book Distribution day. Change requests may continue through September 1. ALL P.E. change requests must be made after school begins.

After school begins: ADD – Schedule changes are permitted during the first six (6) days of each semester but discouraged thereafter. During this add/drop period, the Registrar and the Head of Upper School will be available to discuss and approve class changes. No new classes may be added after this period. Changes requested for reason of teacher preference are not entertained.

DROP – A student has until one week after Interims are mailed (approximately October 20) to drop a full-year or a fall semester course (if it is a fifth solid) without notation on the transcript. Any course dropped after this time (done only in extraordinary circumstances) will be noted on the transcript and a grade at the time of withdrawal entered. The same rule applies to a semester course dropped in the spring after March 1. In the eyes of the school, poor grades per se do not constitute a legitimate reason for dropping a course. The advisor is to act as the student’s advocate in securing these approvals.

LEVEL CHANGES – With the permission of the Head of the Upper School, a student enrolled in Honor or Advanced Placement level courses may change into a regular section of that course at any time. A student may also change into another level of foreign language with the permission of the Department Chairperson. The grade earned in the former class will be transferred to the new one in both instances.

Exceptions • Exceptions to a particular department’s requirements may be made by the respective Department Chair.

• Exceptions to the stated course load may be made by the Head of Upper School.

• The Head of Upper School, in consultation with Department Chairs, will make decisions regarding credits by transfer.

• Further credit changes may be dictated by the results of Hockaday placement tests.

• A student desiring credit for work to be completed in a summer school other than Hockaday should seek prior written permission from the Head of Upper School.

• Scheduling conflicts will be handled on a case-by-case basis.

AP and Honors Advanced Placement (AP) classes are college-level courses for which exams offered by the College Entrance Examination Board may be taken that may possibly exempt the student from repeating the class in college – depending on the policy of that institution. Priority for AP and Honors courses is given to students with a proven record of high achievement in academic work at Hockaday. Enrollment in all AP and Honors courses is limited to those students securing a departmental recommendation.

Hockaday does not offer AP or Honors courses during the Form I (ninth grade) year. The pressures of adjusting to Upper School are considerable and the gains in confidence, in class unity, and in the academic performance of the class as a whole are significant when all girls share the same Form I academic experience. Every effort is made to challenge the strongest students within the standard curriculum, and those students continue to have the opportunity to take advanced courses by meeting prerequisites and gaining required departmental approval at the end of the course. AP teachers reserve the right to review a student’s College Board AP test. If the student’s effort is deemed unworthy, the teacher will either count the grade on a previous practice test or require an alternative exam be taken.

Page 6

Policies & Procedures AP and Honors courses are not weighted. That is, there is no increased point value used in the GPA calculation of any class with the Honors or AP designation. In addition, no weight will be given to courses taken on other campuses (i.e., CITYterm or St. Mark’s).

Year or Semester-Away Programs Hockaday has a formal affiliation with three semester-away programs: Swiss Semester, Rocky Mountain (High Mountain Institute), and CITYterm (Masters School). The credits and grades earned in these programs are credited just as if the student were at Hockaday. They are the only away programs included in the GPA. Additionally, Hockaday students have participated in programs run by AFS, TASIS, and School Year Abroad, among others. Typically, students consider these programs for their sophomore or junior years. Before application to a program, the student should speak to the Head of Upper School to discuss her goals. Students and their parents interested in a semester or year-away program should meet with the Head of Upper School early in their Upper School career.

Before application to a program, the student is encouraged to speak with the Registrar concerning graduation requirements and the impact of being away for one or more semesters. Once accepted, formal notification to our Office of Admission, including the dates of departure and return, is required by July 1st in order to make tuition adjustments for the upcoming school year. If a student decides to participate in a semester-away or year-long program once the school year begins, tuition will not be reimbursed.

A student participating in a study-away program for a year or less will retain her enrolled status upon her return.

Directed Independent Study Program Independent Study projects are designed for the advanced student who wishes to pursue a special interest. Independent studies cannot count as one of a student’s minimum courses but will be credited as an academic elective. Because of the time expectation, the student may apply to undertake only one independent study course per semester. In order to set up an independent study, the student should approach a faculty member who might be interested in directing the work and obtain a proposal form from the Upper School Office. Together they should complete the form that includes the reason for the project, specific objectives, actual work to be completed, a schedule of meeting times, evidence of completion, etc. The Registrar must have the signed proposal by September 1 for approval for a fall study and by January 1 for the spring. Grades and comments will be given for an independent study at the same time as regularly scheduled classes. One-semester courses are granted a half credit whereas year-long courses will receive one full credit. The student and teacher may elect to participate in the study on a pass/fail basis.

Audit A student may audit a class with the approval of the teacher if the class is not full. An audit requires class attendance but neither homework nor tests. An audited class does not receive grades or comments. After the class has begun, a student taking the class for credit may not switch to audit status. Courses are usually audited in order to take an additional class above the maximum load of five academic solids. When auditing, a student will not receive credit even when fulfilling all the requirements of the class.

Page 7

2012 - 2013 Course Descriptions

How to read this catalogue Following each course title is supplemental information found within parentheses: • Length of the course: One year, fall or spring. ‘Fall’ indicates a one-semester course offered only in the fall. ‘Fall or spring’ refers to a one-semester course offered both semesters if enrollment warrants. ‘Semester’ indicates that the semester is not yet declared.

• Frequency: ‘Three days’ indicates that it is a full-time class, meeting at the same time of the day, three times in the six-day rotation, or every other day.

• Credits: This number is used to calculate the GPA and has nothing to do with graduation requirements. Course credits are based on meeting frequency. For example, an academic solid meeting full time both semesters earns three credits.

• Prerequisites: Example: ‘Form IV’ means only seniors are allowed to request this course.

Page 8

English English I: Growing Up in a Global Community (one year, 3 days, 3 credits) With the world seemingly growing smaller and smaller, English I focuses on the multifarious literature that comprises our “global village” so that students may expand their knowledge and appreciation of different cultures, especially those non-Western. Exploring world literature thematically to stimulate and broaden our intellectual universe, students will read texts in all genres from cultures of Africa, the Far East, the Middle East, and Asia How do women in India respond to arranged marriage, dowry, and other traditional practices of their culture? What are the dreams of a young girl in Nigeria?

How could a family maintain its integrity and patriotism during a difficult and complex revolution, such as that in Iran in 1978? How did students and teachers in South Africa understand and react to the racism of apartheid? With students working in groups, on independent projects, and in class discussions, our readings will provoke questions such as these to enliven critical thought and stimulate ideas for diverse personal and analytical writing assignments. Concentrating on shorter assignments to achieve energy and precision in expression and considering process as important as the final writing product, students will grow to understand their English class as a writing community that shares, collaborates, and workshops assignments. Personal and textual narratives with effective description will develop voice, awareness of audience, and attention to detail, while close textual analysis will emphasize clear argumentation and interpretive use of evidence. Studies in vocabulary and practice in grammar, style, and rhetoric are integral to reading and writing assignments.

English II: Experiences in British Literature (one year, 3 days, 3 credits, English I) From the colorful pilgrims portrayed by Chaucer in The Canterbury Tales to the poetry of W. B. Yeats and the iconoclastic texts by writers in the former colonies, the growing expanse of British literature has both challenged and reinforced traditional approaches. In English II students will participate in this evolution by studying texts that include all genres and most time periods. They will encounter works and authors that are familiar, including Shakespeare, the Romantic poets, and the Victorian novelists, as well as less known post-colonial writers, such as Jamaica Kincaid, Nadine Gordimer, and Derek Walcott. By structuring the course by themes–leadership, heroism, love and friendship, gender, race, and power–the reading will stimulate students to analyze complex and perhaps unfamiliar ideas and literary styles. Writing assignments will be equally diverse.

Students will refine their skills in narrative and description; practice a more advanced level of close analysis, including poetry explication; and develop multiple strategies of comparison, contrast, and synthesis. Respecting process as well as final product, assignments will conjoin the creative with the analytical so that students might analyze more creatively and create more analytically. In this spirit, teachers will design assignments, including independent projects, to provide students choice that will address the diversity of interest, abilities, and styles of learning in the classroom. A reading and writing notebook will encourage students to take ownership of these processes and emphasize their relationship to creative and analytical thought. English II students will continue studies in vocabulary (through a contextual notebook as well as shared text) and practice grammatical, stylistic, and rhetorical techniques when they write. To grow as critical thinkers, readers, and graceful, enthusiastic writers: these are the challenges students will take on in English II. English III: The American Experience (one year, 3 days, 3 credits, English II) English III explores the rich polyphony of the literature and arts of the American culture. Readings include a major novel such as Huckleberry Finn, The Great Gatsby, or My Antonia; a major play such as The Crucible, Streetcar Named Desire, or Death of a Salesman; and selections from The Bedford Anthology of American Literature that represent a comprehensive range of all genres and periods. Students will continue to practice close reading skills developed in English I and II, honing these to read “resistantly,” noticing the constructed nature of the text to develop an increased awareness of the author’s assumptions and ideologies. Writing assignments include seminar papers that generate a concise and focused textual analysis, persuasive essays that demonstrate knowledge of classical argumentation, traditional literary analyses, comparison and contrast essays, other forms of expository writing, and narratives. Processed writing, including workshopping, student writing groups, and teacher conferences, will emphasize the importance of revision, audience, and voice, while overnight assignments will emphasize skills in quick, logical reasoning and communication. English III students will continue studies in vocabulary (through a contextual notebook as well as shared text) and practice grammatical, stylistic, and rhetorical techniques when they write. At the end of the school year, students interested in taking the Advanced Placement English Language and Composition Exam should feel confident in their preparations for it.

Page 9

English English III Honors (one year, 3 days, 3 credits, English II, and permission of the English Department) This advanced course differs significantly from English III in that it is designed for the student who appreciates ambiguity in ideas and delights in exploring them in self-initiated discourse, both written and verbal, and who reads avidly for the pleasure it offers. Enjoying her participation as a functioning member of a community of learners by listening to and sharing ideas, the English Honors student will be expected to write with purpose and clarity in a variety of modes in her search for understanding and the reverberations of her personal voice. Many of the core texts and writing projects are similar in content and purpose to those in regular English III. However, students in English III Honors will also study a major work of William Faulkner, such as Light in August; they will become acquainted with literary theory and apply it in a literary research paper; they will examine, analyze, and practice rhetorical strategies; they will independently read and present an America novel of their choice; and they will accept responsibility for independent study in vocabulary. Students are expected but not required to take the Advanced Placement English Language and Composition Exam at the end of the school year.

AP English V (one year, 3 days, 3 credits, Form IV, and recommendation of the English Department faculty) In “The Teaching of Silence,” Kai Hammermeister suggests: “Thinking begins as we pause to dismantle our habitual response patterns. Thinking begins not with an activity but with the suspension of activity, and from this emerges the chance for tentative and careful investigations.” Advanced Placement English encourages students to think deeply about the beauty, complexities, and magic of language as expressed in its multifarious literary forms. Through many different imagined worlds, ranging from the drama of classical Greece to the novels and poetry of the 21st century, thematic units will focus on the power of the individual (“The Mysteries of the Human Heart”), the role of family (“Unto the Generations”), and the impact of society (“Into the World”). Readings will likely include Sophocles’ Oedipus the King and Antigone, Morrison’s Beloved, Vonnegut’s Slaughterhouse-Five, Kingston’s The Woman Warrior, Shakespeare’s Hamlet, Woolf’s Mrs. Dalloway, Conrad’s Heart of Darkness, and selected poetry and essays as well as other appropriate works. Writing assignments involve analytical, creative/ personal, and impromptu essays; in addition, students will have the opportunity to offer individual and/or group presentations to the class. This course meets the criteria established by the College Board AP Course Audit and will be taught at the college freshman level for seniors who anticipate taking the AP Literature and Composition Exam in May.

Senior Semester Seminars Civility and Propriety (semester, 3 days, 1½ credits, Form IV) Regularly we are assailed with the erosion of civility in our society—from cell phone intrusions to road rage to cultural insensitivity in the workplace. In response, schools, businesses, and institutions of many kinds have generated seminars and codes of conduct for respectful living in an increasingly diverse society; books, articles, and blogs on civility abound. After laying definitional foundations, this seminar will explore civility and its violations in texts such as Shakespeare’s Much Ado About Nothing, Jane Austen’s Sense and Sensibility, and Virginia Woolf’s Mrs. Dalloway. In addition, regular use of actual scenarios from contemporary life will give rise to discussion, reflection, and problem solving. The course culminates in an independent group film project directed toward the themes studied. Writing in the class includes journals, personal narrative, persuasive essays, and analytical seminar papers.

Contemporary American Literature (semester, 3 days, 1½ credits, Form IV) In this senior seminar, students will have the opportunity to build upon their junior year experiences by engaging with American literature written from the 1970s to the present. How do we recognize a classic in our own time is a question that we will ask and answer. Through the works of writers such as Toni Morrison, Philip Roth, Louise Erdrich, Sandra Cisneros, and Li-Young Lee, students will discover the diversity in form, language, and culture that typifies contemporary American literature. Enjoying a variety of genres–novels, short stories, and poetry–students will also have the opportunity to consider the great variety of styles today and the ways in which language creates rather than reflects reality. In response to their reading, students will write both creatively and analytically; to conclude the course, they will pursue an independent project on a contemporary work of their own choosing.

Creative Writing (semester, 3 days, 1½ credits, Form IV) All writers seem to agree that there exists within many of us humans an indefatigable urge to express ourselves—to take our discoveries, observations, memories, and experiences and shape them into an art. This course offers students the opportunity to mold their ideas into poetry, fiction, creative non-fiction, and dramatic scripts. It provides an in-depth look at the creative process in order to examine the inspiration and heart behind creative work, to note what other writers have to say about the creative process and the editing process, and to develop strategies that students can use to evaluate and revise their own work.

As they find methods for inspiration and learn to silence their inner critic, students will be encouraged to take additional

Page 10

English risk in their writing. For guidance, we will read and discuss master texts from a writer’s perspective and will also learn to use other arts such as music, painting, dance, and film to inform the how and why of writing. Texts will include The Portable Poetry Workshop by Jack Myers, Flash Fiction edited by James Thomas, What If? Writing Exercises for Fiction Writers edited

by Anne Bernays, and Tell It Slant: Writing and Shaping Creative Non-Fiction by Brenda Miller. Assignments will provide students opportunities to write in all major genres.

The Great Books (semester, 3 days, 1½ credits, Form IV) Great books, whether old or new, invite the reader into the glorious and challenging world of ideas where she might learn something about herself, humanity, and the world. Classics of the Western literary tradition treat abiding themes of interest and relevance, such as the construction of or journey to selfhood, the externalization of fears into “monsters,” the human relation to nature, questions of justice and revenge, and the influence of fortune, fate, and freewill on shaping human experience. Representative great books chosen for the course might include Aeschylus’s The Orestia, a play of Shakespeare’s, Shelly’s Frankenstein, Dickens’s Tale of Two Cities, Voltaire’s Candide, Goethe’s The Sorrows of Young Werther, Woolf’s Mrs. Dalloway, or Morrison’s Beloved. Film, art, and music will accompany our reading to provide interdisciplinary access to the intellectual and aesthetic experience offered by the books themselves. Assignments will include a carefully maintained reading notebook, essays both expository and narrative, and an independent project.

The Heroine’s Journey—Woman’s Quest for Wholeness (fall, 3 days, 1½ credits, Form IV) What is wholeness, and what factors foster and inhibit our living with more meaning, depth, and authenticity? These are central questions that “Heroine’s Journey” poses, questions upon which each student reflects and shapes her own responses.

In our search for understanding, we explore such themes as identity formation (individual and cultural), mother/daughter relationships, hopes, dreams and expectations, love, loss, power and transformation. Gender issues will, of course, be threaded throughout our material and conversations. The core texts that will guide our direction include Amy Tan’s The Joy Luck Club, Margaret Atwood’s The Penelopiad, Alice Walker’s The Color Purple, and Shakespeare’s Twelfth Night. Writing modes include journals, the personal essay, and analytical seminar papers. The course culminates in an individual creative project grounded in a topic that has personal resonance.

Deconstructing the “Exotic” in World Literature (semester, 3 days, 1½ credits, Form IV) As students in the West, we read Western literature to confirm who we are and where we come from, while generally finding in non-Western literature experiences that differ from our own. Often, as humans, we succumb to regarding such differences as exotic or inexplicable. This course celebrates difference by examining the experiences of others in their own terms to discern common plights, of course, but more pertinently to appreciate the rich diversity of human experiences. Class discussion will enable us to find sufficient familiarity to keep us from feeling alienated, and sufficient challenge to our own assumptions that we enlarge our capacity for empathy with writers and characters remote from our own experience. By writing personal essays, poetry explications, literary analyses, and expository essays, as well as responding critically to readings and keeping a reading/writing notebook, we will telescope our distance from what seems remote, taking the exotic out of the different.

Possible texts include the graphic novel Cairo by G. Willow Wilson, the anthologies Modern Arabic Fiction and Modern Arabic Poetry, and a novel The Yacoubian Building by Alaa Al Aswany as well as the film adapted from it.

Language and Legos© (semester, 3 days, 1½ credits, Form III-IV) (blended) While knowing grammar helps us understand what makes sentences and paragraphs clear and precise, there is another aspect of grammar: it also informs us about how we think in language, how we assemble our thoughts, arranging and connecting them to create and communicate ideas. Thus, understanding grammar can provide a window onto the structure of language, enabling us to deconstruct and construct it anew – to manipulate it, that is, as we might play with LEGOS© in building a vast and interesting structure. In this case, the LEGOS© are the words and the building is the ideas.

“Language and LEGOS©” approaches grammar as part of linguistics, a body of knowledge foundational to all communication.

In this course, we will study the history of the English language, clarify the vocabulary of grammar, use the visual framework of the diagram to understand structure, and consider how gender inflects expression to gain a practical and theoretical understanding of the ways in which we use language to think, write, and speak. Student-generated texts, short stories, essays, and poetry will provide material for our study, supplemented with essays by William Safire, Joseph Greenberg, Henry Gates, and George Orwell as well as Bryan Garner’s Modern American Usage and excerpts from the PBS documentary The Story of English. Blogging, discussion groups, voice threads, tweets, multi-media materials, and hyper-texts will make our study relevant both to the demands of college writing and to living in the digital world of the 21st century.

Page 11

English Literature and Philosophy (semester, 3 days, 1½ credits, Form IV) (blended course--consisting of asynchronous online meetings and activities and traditional meetings in the classroom) This course introduces major themes in western philosophy as we find them in both literary and philosophical texts. Our goal is to understand and critically reflect upon the course readings so that we may assess their relevance and insights for increased self-understanding. Our primary text will be Cameron Thompson and Peter Thompson’s Philosophy and Literature, which includes philosophical selections from Plato, Aristotle, Kant, William James, Sartre, and other philosophers of the Western tradition, along with short stories, poems, and plays by authors such as Chekov, Faulkner, Whitman, Woolf, and Sophocles.

Through these readings, we will raise questions that address fundamental issues that give meaning to our lives, such as truth and knowledge, the stages of life, and commitment. The course is “blended,” which means that some class meetings will be replaced by independent work out of class such as voice threads, blogs, digital dialogic notebooks, threaded discussion groups, writing workshops, research, and hyper texts. Time in the classroom will be devoted to higher-level discussion, student presentations, and group projects. Written assignments include a variety of essays—argumentative, exploratory, and narrative, and alternative forms of discourse such as the dialogic, collage, or a mixed-genre essay. This course emphasizes collaboration to generate interesting ideas as well as interesting texts. Other major assignments include a creative group project and a final semester project consisting of a podcast based on the NPR series “This I Believe.”

Literature and Film (semester, 3 days, 1½ credits, Form IV) This course will explore how works of literature and film can expand our consciousness of other worlds, structuring in powerful ways our understanding of peoples and places. How does each art form communicate effectively in its own language?

To what extent is each able to capture the personal stories of its characters while remaining faithful to historical and cultural contexts? Do cultural biases in these works become obstacles to our understanding of others? Adopting an interdisciplinary approach, students will develop the critical thinking skills of analysis and evaluation, encouraging active reading and viewing.

They will study pairings of novels and films adapted from them, the historical backgrounds from which the works emerged, and the role of the medium in conveying the message. Major course materials will include readings introducing film analysis, and four pairings of fiction and film adaptations representing varied cultures. Possible pairings include Fahrenheit 451, Last of the Mohicans, Like Water for Chocolate, Kiss of the Spider Woman, The Last Picture Show, and Mansfield Park. Because the form of the short story lends itself in an interesting way to film adaptation, other possibilities include “Barn Burning,” “Soldier’s Home,” or “I’m a Fool.” In addition to reading and viewing, assignments will include maintaining a notebook, participating in critical discussion, and writing personal and analytical essays.

Seducers, Super-heroes, and Sleuths: The Consumption and Production of Popular Fiction (spring, 3 days, 1½ credits, Form IV) Acknowledging popular fiction differs from “Great Books,” people from all walks of life--university professors to high school students--buy and read popular fiction not for the critical attention it receives or for the intellectual stimulation it provides but for what they would state are the simple pleasures of reading. However, the production and consumption of popular fiction provoke questions beyond “pleasure,” questions which this course is designed to pose and answer. Treating popular fiction as cultural artifacts, we will examine how and why we read it, who writes it, and what we can learn from our culture about it. Possible secondary sources include Janice Radway’s Reading the Romance: Women, Patriarchy and Popular Literature, Brian Hill and Dee Power’s The Making of a Bestseller and Chad Harbach’s The Art of Fielding; as for primary sources, we will read examples of popular fiction from the 19th, 20th, and 21st centuries, as well as texts from these periods that are considered classics or “great books.” Students will write analytical papers, use various media to research and present information on popular culture, and maintain and participate in blogs.

Shakespeare: To Play’s the Thing (spring, 3 days, 1½ credits, Form IV) This course seeks to celebrate the works of Shakespeare by reading them textually and performing them dramatically. To this end, besides undertaking close reading of the plays, the class will view video versions of selected texts as avenues to understanding and sources of comparison. As a regular feature of the course, students will perform and direct scenes of the plays we study. Moreover, as Shakespeare’s canon is the fountainhead for a multitude of poems, songs, ballets, orchestral works, operas, and musicals, each student will design, keep a journal on, and perform a final piece, derived from one of Shakespeare’s plays, in an artistic medium of her own choosing. The works that we study will depend in part upon which are playing in local theaters; in addition to those, choices might include King Lear, Hamlet, Much Ado About Nothing, Henry V, Julius Caesar, Othello, The Tempest, or The Taming of the Shrew.

Page 12

History World History (one year, 3 days, 3 credits, Forms I-II) World History is an introductory course intended to make the student more aware of the world’s cultures and a global heritage. The curriculum presents a view of civilization as a variety of cultures acting upon and reacting to one another. The student is encouraged to examine the elements of change and continuity in the world, to evaluate historical information carefully and critically, and to think reflectively about the persistent concerns of humanity. This course will survey most major cultural/geographic areas of the world to assist the student in developing an appreciation for the political, economic, and intellectual contributions that have formed our 21stcentury world. In addition, the impact of geographic, religious, and socio-cultural factors are examined. Map work, book reports, and research help the student to develop additional historical understanding and skills.

United States History (one year, 3 days, 3 credits, Forms III or IV) This course is a survey of the history of the United States designed to help the student develop an understanding of change, growth, and our democratic heritage. The student is asked to examine important historical issues in order to achieve a sense of responsible citizenship and an appreciation of the ideals, principles, and economic and cultural realities upon which the nation was constructed.

The intention is to foster an understanding of the present as a part of an historical continuum. Students are welcome to take the AP Exam after this course.

AP United States History (one year, 3 days, 3 credits, Forms III or IV, teacher recommendation and an impromptu essay) Advanced Placement United States History is a survey of the people of the United States designed to serve the dual function of fulfilling a requirement for graduation as well as preparing the student for the AP Examination. While the course follows the general outlines of the regular United States History syllabus, the AP course places greater emphasis on an exposure to a wide variety of historical articles and readings, analytical problems, weighing various points of view, and collecting information in order to develop consistent and rational conclusions.

Only the student who wishes to devote time to a rigorous and demanding class should enroll. The student should be satisfied that her ability to read difficult material quickly is adequate for the increased reading assignments. Unless advised by her teacher to the contrary, the student enrolled in this course is expected to take the AP Exam as the final assessment. The student who does not will be required to take an alternative exam, designed by the teacher, which is cumulative in nature.

United States Government (Fall or Spring, 3 days, 1½ credits, Forms II-IV) In this course the student will gain an understanding of the basic structure, functions, powers, and relationship of the three branches of government. An examination of the Constitution and the Bill of Rights will provide further understanding of our federal system and issues related to civil liberties. Attention also will be given to other factors, which influence decision-makers, including interest groups, political parties, and the role of the media. A knowledge of the specific techniques used by various media and an informed awareness of their influence will encourage thoughtful choices about leadership. The course will also encourage active citizenship by requiring that students stay well-informed about world events and their impact on governmental policy by consideration of a balance of print and internet sources.

History Electives AP Economics (one year, 3 days, 3 credits, Forms III or IV and permission of the instructor) The course in AP Economics will prepare students for college study in micro- and macroeconomics. The purpose for microeconomics, as stated in the AP guidelines, will be to “give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy.” For macroeconomics, the purpose of the course is to “give students a thorough understanding of the principles of economics that apply to an economic system as a whole.” The “particular emphasis [is] on the study of national income and price-level determination, and [the course] also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics.” The student who does not take the Advanced Placement Exam is required to take an alternative exam, designed by the teacher, which is cumulative in nature.

AP Modern European History (one year, 3 days, 3 credits, Forms III or IV and permission of the instructor) The intent of the course is both to prepare for the examination and to allow the student to sense how the institutions and ideas that emerged from earlier centuries in Europe have consequences for the lives of Americans in the 20th century. The course begins with an examination of the post-medieval forces that shaped the modern period and continues through the Cold War era of the present century. Although the basic framework for the course is political, emphasis is also placed on developing an understanding of the equally important social, cultural, and economic changes that took place. Unless advised by her teacher to the contrary, the student enrolled in this course is expected to take the Advanced Placement Exam as the final assessment. The student who does not is required to take an alternative exam, designed by the teacher, which is cumulative in nature.

Page 13

History History Electives American Civil War (fall, 3 days, 1½ credits, United States History, Form IV) King Cotton. Slavery. Fort Sumter. Robert E. Lee. Antietam. The Emancipation Proclamation. Gettysburg. Ulysses S. Grant. The United States Sanitary Commission. Abraham Lincoln. These names are forever linked with the American Civil War, certainly one of the most traumatic, cataclysmic, and consequential events of American History, even of world history. The purpose of this course is to examine how and why the war occurred, analyze the military events and their significance, and evaluate the short- and long-term results of the conflict. It will focus on the military events of the war as the social, economic, political, and diplomatic actions often arose from what happened on the battlefield. The course will be run like a college seminar. Each week we will discuss one particular aspect of the war such as the battles of 1861 or Winslow Homer and the art of the Civil War. In the early fall, the class will visit the battlefields of Antietam and Gettysburg on a four-day field trip (the trip is dependent on the numbers of students who can go). Students will write a series of short papers (2-3 pages) and one longer paper. The reading will come from a variety of scholarly and literary works.

AP Comparative Government (spring, 3 days, 1½ credits, U.S. Government, Forms II-IV) This course will look at the political relationship between influential world powers and those becoming major players in an interdependent global community. Students will evaluate not only what makes these countries different from one another politically, but ideally what issues are universal to globalization. This will include an understanding of how various countries deal with sources of power; public policy, both domestic and international; economic problems; and social issues including health care, education, and civil rights. By acquiring a better understanding of how countries function internally, students will further evaluate the causes and concerns of external conflict among the world’s citizens.

The areas of focus will be China, Russia, the Middle East (emphasis on Iran), Nigeria (the Economic Community of Western African States), Great Britain, Mexico, and the United States.

Comparative Religion (spring, 3 days, 1½ credits, Forms II-IV) Religion is a major force affecting most aspects of human existence. An understanding of the world’s religions is crucial in our diverse and interdependent world. The course begins with a study of the religious beliefs and practices that existed prior to the emergence of today’s major world religions. The majority of the course focuses on a comparative study of the major Eastern (Hinduism, Buddhism) and Western (Judaism, Christianity, Islam) religious traditions. Many different aspects of religion will be considered: each religion’s historical development, philosophical perspectives (understanding of human existence, life’s ultimate goals, and ways human beings obtain these goals), key terms, ritual practices, and current world situation. A final unit will focus on how the world’s religions are practiced within the United States. Field trips, videotapes, and guest speakers will also help the student acquire a better understanding of the rich diversity of the world’s religious traditions.

Philosophy21: Thinking for the 21st Century (semester, 3 days, 1½ credits, Form IV or III with permission of instructor) Reality is not what it used to be. We live in a world no longer defined by predictability, unity, essentialism, permanence, trust, hierarchy, and certainty. Instead, our contemporary situation is marked by indeterminacy, fragmentation, pluralism, flux, skepticism, contingency, and ambiguity. New worlds demand new ways of thinking, knowing, and being. Philosophy21 is a semester course that will plot a trajectory of thought into the future through the study and interrogation of philosophers of past and present. The course is designed not so much to answer questions or provide prescriptions, but to develop ways of knowing that will help us negotiate the shifting terrains of the 21st century, to help us make a virtue of ambiguity, for ambiguity is the font of creativity. In the past, it was enough for philosophy to make a virtue of seeking out an eternal truth. A meaningful philosophy of the future must be predicated upon negotiating among many truths and providing us with the skills to create our own.

Page 14

History Road to 9/11: The Middle East in the 21st Century (fall, 3 days, 1½ credits, Forms II-IV) The Middle East has long been the focal point of significant human conflicts as well as the birthplace of some of the world’s greatest cultural traditions. In this course, students will explore a detailed chronicle of the Middle East over the last 100 years, including the rise of Arab nationalism, the Arab-Israeli conflict, the influence of Cold War politics, the rise of Islamic Revivalism, along with the many wars and peace efforts throughout the region. Students will examine the decline of economic and social conditions, the increasing influence of religious extremism, and the growing animosity in the Muslim world for the West. We will read primary historical documents and texts that may include Beyond the Veil by Fatima Mernissi, The Lemon Tree by Sandy Tolan, A Peace to End All Peace by Fromkin, and Multiple Indentities of the Middle East by Bernard Lewis.

Spycraft: Espionage and Diplomatic Policy (semester, 3 days, 1½ credits, Forms II-IV) Top Secret, for your eyes only: Enter into the world of double agents, sleeper cells, secrecy, and, espionage. This course analyzes the role of clandestine intelligence in shaping, implementing, sometimes forcing, and maintaining diplomatic policy.

The majority of this course will concentrate on 20th and 21st century geopolitical events, from the Six-Day War to Wiki leaks, assessing changes in intelligence collection and priorities. This class will also explore specific espionage techniques (HUMINT and SIGINT) and organizations such as the CIA, NRO, State Department, and the Pentagon. Students will write a series of short papers (2-3 pages) and one longer paper. The reading will come from a variety of scholarly and literary works.

The Vietnam Wars (spring, 3 days, 1½ credits, U.S. History and Form IV) The goals of this course are to have the students examine the political/economic policies that led the United States into Vietnam in the 20th century and to emerge with a greater understanding of the experiences of the soldiers who fought in Vietnam. By examining the personal and the political, students are able to reflect on the consequences of the Vietnam War for American foreign and domestic policies in subsequent years. The course begins with the French colonization of Indochina and proceed to delve into such topics as France, Vietnam, and the Cold War; Ho Chi Minh; Ngo Dinh Diem; LBJ and the escalation of the war in Vietnam, the antiwar movement, and the legacies of Vietnam. The last classes examine Vietnam and the War in Iraq.

Students write a series of short papers (2-3 pages) on a variety of topics; there are no tests in this course. The course reading include both fiction and non-fiction works, including Tim O’Brien’s If I Die in a Combat Zone (or The Things They Carried), Bao Ninh’s The Sorrow of War, and primary sources found in various readers. This is a reading and discussion course.

AP World History (semester, 3 days, 1½ credits, World History, Forms II-IV) This course will prepare students who have completed World History for the Advanced Placement World History exam. The course will examine history from ancient times to the present from a global perspective. The emphasis on global process will encourage students to study patterns that exist among societies and expand their view of the world from one primarily rooted in the West. The course will focus on a variety of themes that collectively describe the human experience, such as global exchanges, global encounters, and revolutions. Emphasis will be placed on developing analytical skills rather than fact memorization. It will include assessing primary sources and handling conflicting interpretations as well as understanding change and continuity over time. About 70 percent of the course will be devoted to the examination of non-Western history.

Page 15

Mathematics Integrated Math II / III (one year, 3 days, 3 credits, Integrated Math 2) This is a continuation of a four-year program that spirals concepts from Algebra I, Geometry, and Algebra II while continuing the development of problem solving strategies. This course extends the geometry concepts taught in previous courses with a focus on figures in space, circles, and methods of proof. There is an emphasis on functions including polynomial, rational, radical, and piecewise functions. Other concepts studied are sequences and series, linear programming, and topics from probability and statistics. Students will complete Integrated Math III the following school year.

Integrated Math III (one year, 3 days, 3 credits, Integrated Math 2) This is the final year of a program that spirals concepts from Algebra I, Geometry, and Algebra II over a three year period while continuing the development of problem solving strategies. This course places an emphasis on functions including radical, piecewise, exponential, logarithmic, inverse, and trigonometric functions. This course extends the geometry concepts taught in previous courses with a focus on the geometry of circles and methods of proof. Topics from probability and statistics include standard deviation, the normal distribution, regression, conditional probability, and expected value. Other topics studied are sequences and series, parametric equations, vectors, linear programming, and transforming graphs.

Integrated Math III Enriched (one year, 3 days, 3 credits, Integrated Math 2 and permission of the Chair of the Mathematics Department based on teacher recommendation) This is the final year of an enriched program that spirals Algebra I, Geometry, and Algebra II over a three year period while continuing the development of problem solving strategies. This course includes all the concepts taught in Integrated Mathematics III with additional enrichment problems that require careful analysis while emphasizing abstract thinking and originality.

Geometry/Trigonometry (one year, 3 days, 3 credits, Algebra I) This course is devoted to the rigorous study of Euclidean geometry. Deductive reasoning is stressed with emphasis on the development of theorems and their corollaries that follow from Euclidean postulates. The student uses technology to motivate concepts and gain insight. The course also includes a review and consolidation of previous work in algebra, right-triangle trigonometry, and an introduction to circular functions.

Algebra II (one year, 3 days, 3 credits, Geometry) This course is a study of relations and functions, including polynomial, rational, exponential, and logarithmic functions.

Other topics include factoring, properties of exponents, the field of complex numbers, conic sections, techniques for solving equations and inequalities, and probability and combinatorics. Technology, including the use of the graphing calculator, is utilized to reinforce and explore concepts. Problem-solving strategies are integrated throughout the course. *Algebra II/ Precalculus (one year, 3 days, 3 credits, Geometry and permission of the Chair of the Mathematics Department based on teacher recommendation and diagnostic testing) This course covers systems of equations and inequalities, absolute value, mathematical induction, theory of polynomials, quadratic equations, exponential and logarithmic functions, field of complex numbers, rational functions, and probability and combinatorics. Topics in trigonometry include circular functions, trigonometric identities, trigonometric equations, inverse trigonometric functions, and applications of trigonometry. Emphasis is placed on abstract thinking and mathematical rigor. Technology, including the use of the graphing calculator, is used to illustrate concepts and motivate ideas.

Page 16

Mathematics Mathematics Electives (Optional) In addition to the three years of mathematics required for graduation, the department offers full-year and semester electives.

Only those courses with sufficient enrollment are scheduled. Consultation with the student’s current math teacher is advisable before course selection. Both semesters of a full-year course must be completed with a passing final grade to receive credit. Note: A student must secure approval from the Chairmen of the Mathematics department to take two math courses in the same year.

Precalculus Mathematics (one year, 3 days, 3 credits, Algebra II) This course is a study of the theory and application of polynomial, rational, exponential, logarithmic, inverse, and trigonometric functions. Emphasis is placed on trigonometry, which includes the study of identities and polar coordinates. Other topics are sequences, series, and conics. Technology, including the graphing calculator, is used to motivate and gain insight. *Calculus and Analytical Geometry (one year, 3 days, 3 credits, Algebra II/ Precalculus and permission of the Chair of the Mathematics Department based on teacher recommendation and diagnostic testing) The course begins with a review of trigonometry, exponential, and logarithmic functions. Subsequently the theory of functions is undertaken including further study of trigonometric, transcendental and polynomial functions, as well as conics, polar coordinates, and parametric equations. The course includes the study of the theory of limits, continuity, and the derivative. Abstract and analytical thinking is emphasized. Technology, including the use of the graphing calculator, is used to motivate and gain insight.

Elementary Functions (fall, 3 days, 1 1/2 credits, Algebra II) Want to learn how functions and trigonometry are actually used, or how to find the age of a fossil, or maximize profit or revenue? Take this course and become knowledgeable about the basic concepts and apply them to addressing these real life questions. Topics include theory of polynomials, exponential and logarithmic functions, trigonometry, matrices, and linear programming.

Finite Math and Statistics (spring, 3 days, 1 1/2 credits, Algebra II) Want to learn about what kind of loan is best, or how data can be presented to either inform or mislead, or the real odds of winning the lottery? Take this course and get an overview of the basic concepts that address these questions. Topics covered include difference equations; mathematics of finance; and basic concepts in probability and statistics such as variance, standard deviation, data collection, representation of data, probability of events, and probability distributions.

Applied Calculus (one year, 3 days, 3 credits, Precalculus) Students who take Applied Calculus will learn fundamental calculus techniques including derivation and integration. These techniques will be applied in the contexts of physics, life sciences, economics, and social sciences. Analyzing physical situations, and thoughtfully applying their pre-calculus knowledge of functions and graphing will lead students to a robust understanding of how to evaluate our world via the lens of calculus.

AP Calculus (AB) (one year, 3 days, 3 credits, Precalculus or Calculus and Analytic Geometry) This course includes the syllabus of the AB Calculus Advanced Placement Examination. Topics covered are differential calculus of algebraic, trigonometric, logarithmic, and exponential functions with applications including graphical analysis and optimization. The definite and indefinite integral are introduced and applied toward area and volumes of revolution. The use of technology, especially graphical calculators, is emphasized.

AP Calculus (BC) (one year, 3 days, 3 credits, Calculus and Analytic Geometry) This course includes the syllabus of the BC Calculus Advanced Placement Examination and is a continuation of the study of calculus begun in Calculus and Analytic Geometry. In addition to the topics covered in Calculus (AB), the course includes a rigorous study of the theory of limits, infinite sequences, and series and strategies for solving and analyzing solutions to differential equations. Applications and technology, including the use of graphical calculators, are emphasized.

AP Statistics (one year, 3 days, 3 credits, Precalculus) Advanced Placement Statistics introduces the student to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The course is divided into four major themes: exploratory analysis, planning and conducting a study, probability, and statistical inference. Within each theme, the topics emphasize statistical thinking and minimize computational procedures. An important component of the course is the use of technology. Projects and laboratories, cooperative group problem solving, and writing as part of concept-oriented instruction and assessment are integral parts of the course.

Page 17

Page 18

Mathematics Mathematics Course Sequences Below each underlined course are the common options that a student is recommended to take following completion of the course.

Advancement to each new level requires permission of the Department based on teacher recommendations.

Integrated Math 2 Integrated Math II/III Integrated Math III Integrated Math III Enriched Algebra I Geometry/Trigonometry Geometry/Trigonometry Algebra II Algebra II/Precalculus Advanced Alternative Approaches Geometry Algebra II/Precalculus Algebra II Algebra II Precalculus Elementary Functions (fall) Finite Math and Statistics (spring) Algebra II/ Precalculus Calculus and Analytic Geometry Precalculus Elementary Functions AP Statistics Precalculus Finite Math and Statistics AP Statistics Precalculus Precalculus AP Calculus (AB) Applied Calculus AP Statistics AP Calculus AB AP Calculus (BC) AP Statistics Calculus and Analytic Geometry AP Calculus (BC)

Page 19

World Languages Since learning a foreign language depends on building skills, it is very important for students to continue studying the same language for a number of years without interruption in order to develop the basic skills necessary for effective communication and to build depth of understanding and appreciation for different cultures. The first three levels of a language form a natural point at which significant linguistic proficiency and cultural understanding can be achieved. For this reason, satisfactory completion of one language through level III is required for graduation, with at least two years of the same foreign language in the Upper School. Students are expected to continue the same language begun in the Middle School. All changes must be approved by the Department Chair and the Head of Upper School. In addition, students who are continuing their language study through the third or fourth-year level are encouraged to consider adding a second foreign language as an elective course.

Two years of a second language are encouraged; however, if only one year of the second language is desired, it should be taken either concurrently with or after the fourth year of the “first� language. Students who are considering taking a second foreign language are advised to discuss their plans with the Department Chair.

Chinese Mandarin Chinese I for non-Heritage students (one year, 3 days, 3 credits) This course provides a basic introduction to Modern Standard Mandarin Chinese while focusing on the special needs of students from non-Asian-language-speaking families. The emphasis is on developing introductory listening, speaking, reading, and writing skills. Proper pronunciation is stressed from the beginning and is taught by mastering the Pinyin Romanization system.

Communication skills, basic grammar, and vocabulary are stressed. The study of Chinese culture is woven throughout the course providing students with the opportunity to develop an appreciation for Chinese traditions and the Chinese people.

Mandarin Chinese I & II for Heritage students (one year, 3 days, 3 credits) This course is specifically designed to meet the needs of students from Asian-language-speaking families who enter the class with aural, written, or oral skills in an Asian language. Modern Standard Mandarin Chinese is introduced, and the focus is on developing basic listening, speaking, reading, and writing skills. Proper pronunciation is emphasized from the beginning and is taught by mastering the Pinyin Romanization system. Communication skills, basic grammar, and vocabulary are stressed. The study of Chinese culture is woven throughout the course providing students with the opportunity to develop an appreciation for Chinese traditions and the Chinese people. Students will continue with Chinese III upon completion of this course.

Mandarin Chinese II for non-Heritage students (one year, 3 days, 3 credits, Mandarin Chinese I or placement by examination) This course continues teaching functional vocabulary and basic Mandarin Chinese grammar to further develop listening, speaking, reading, and writing skills. At this level, greater emphasis is placed on developing strong reading and writing skills, while continuing to practice good pronunciation and improving communication skills. By the end of the second year, students are able to communicate basic needs in a Chinese-speaking community and read or write simple paragraphs. Cultural enrichment continues to be an integral part of the curriculum.

Mandarin Chinese III (one year, 3 days, 3 credits, Mandarin Chinese II or placement by examination) This course helps students expand their base from the first two years of Chinese (or its equivalent) and to continue to develop the four skills: listening, speaking, reading, and writing. Situational dialogues will aid in the acquisition of more varied vocabulary and more sophisticated grammar. In this course, students are required to write short compositions in Chinese.

There is rigorous practice of spoken and written Chinese in complex, communicative activities. Students also do intensive reading of expository writings on a variety of cultural topics and begin to use the computer to type Chinese characters.

AP Mandarin Chinese (one year, 3 days, 3 credits, Mandarin Chinese III or placement by examination) Advanced Chinese grammar and conversation is emphasized in this course while building on the four basic skills through the use of authentic materials from Chinese television, newspapers, movies, and Internet materials. Students reflect upon various aspects of Chinese culture and modern Chinese life while developing critical-thinking skills and a better understanding of the culture of China. Students read, write, tell stories, and discuss culture in the target language. After intensive language practice, students take the AP Chinese Language and Culture Examination. *Business Chinese (one year, 3 days, 3 credits, AP Mandarin Chinese, teacher recommendation and cumulative March exam) Business Chinese is a post-AP honors level business language class to be taught in Chinese. The emphasis will be placed on the usage of business terms in modern Chinese and on language proficiency in a business context as well as

Page 20

on business related social-cultural awareness,. The course is intended to help students develop the four communication skills of speaking, listening, reading, and writing to enable students to work in apprenticeships and other positions and to conduct business in Chinese language environments such as the PRC, Taiwan, Hong Kong, and Singapore. The course introduces typical business activities and business-related social events in the Chinese business world including formal meetings, visiting factories, preliminary negotiations, price negotiations, attending banquets and farewell dinners, itinerary arrangements, special economic zones, signing the contract, sales agents, advertising, trade fairs, checking into hotels, and transportation. Students will also study the Asian “economic miracle” including China’s rise to economic power.

Latin Latin I (one year, 3 days, 3 credits) The main objective of Latin I is to teach the student to read this highly inflected ancient language. Intensive practice in reading and translating the target language is complemented by an emphasis on the acquisition of vocabulary and an introduction to basic grammatical forms and syntax. An introduction to Silver Age Roman culture and history is an integral part of the course. Specific aspects of Roman culture are introduced through reading Latin passages based on Roman family life in the town of Pompeii, rural life in Roman Britain, then city life in Alexandria. The writing, listening, and recitation of Latin are practiced chiefly in order to reinforce reading skills.

Latin II (one year, 3 days, 3 credits, Latin I or by placement examination) The second year of Latin continues the building of the student’s reading skills. The continuous passages of Latin prose provide a steadily increasing challenge in terms of grammatical complexity, idioms, and vocabulary. Increasing emphasis is given to the subjunctive mood and participles. Cultural topics include the persons, issues, and events involved first in agricultural Roman Britain and then in the Imperial Palace of Rome itself.

Latin III (one year, 3 days, 3 credits, Latin II or by placement examination) The third year of Latin focuses more carefully on life in and around the Imperial family in the city of Rome. As the complex aspects of Roman grammar are concluded, the students are gradually introduced to “real” Latin readings in various genres: epistolary writing, epigrams, literary prose, and historical prose. By the end of the year, Latin III students are surveying authors such as Catullus, Vergil, Ovid, Petronius, and Caesar, to name but a few. Emphasis is placed on the comprehension of the more complex features of Latin morphology and syntax, and an introduction to rhetorical and poetic figures of speech. *Latin Literature (one year, 3 days, 3 credits, Latin III, teacher recommendation, and cumulative March exam or by placement examination) In this advanced honors course, students are exposed to a variety of authors and writing styles in Roman literature during the 1st centuries B.C. and A.D., a period of transition from Roman Republic to Empire. Readings begin with prose authors like Livy and Caesar, which focus on the events of the late Republic leading up to the assassination of Julius Caesar, then poetry selections from authors like Lucretius and Catullus. Further exploration of the elegiac poets (i.e. Vergil’s Eclogues, Horace, Propertius, Tibullus, Ovid) and ultimately Ovid’s Metamorphoses follow in the years of the early Empire. This rich variety of selections provides the linguistic and cultural background needed for successfully negotiating the AP syllabus the following year. Upon completion of this course, the student should also be adequately prepared to take the Latin SAT II, should she be inclined to do so.

AP Latin – Caesar and Vergil (one year, 3 days, 3 credits, Latin Literature, teacher recommendation, and March cumulative exam or by placement examination) Advanced Placement Latin is devoted to the study of literary art during the Roman Late Republic and early Empire in the 1st century B.C. The AP curriculum focuses on selections from Julius Caesar’s Commentaries as well as Vergil’s Aeneid.

These Latin prose and poetry selections will be both translated and analyzed in literary detail as prescribed by the AP syllabus. In addition, the writing style of both authors will be compared, and supplemental readings in English related to both the Commentaries and the Aeneid will be assigned in the summer preceding the AP course. Considerable attention is paid to adequate preparation for the AP Latin Examination in May. Unless advised by her teacher to the contrary, the student enrolled in this course is expected to take the AP Exam as the final assessment. The student who does not take the AP Exam is required to take an alternative exam, designed by the teacher, which is cumulative in nature. *Honors Designation

Page 21

French French I (one year, 3 days, 3 credits) This course concentrates on the acquisition of listening, speaking, reading and writing skills. Using the target language as much as possible, the student learns vocabulary, idiomatic expressions, and grammar. Through audio activities, dialogues, and skits, the listening and speaking skills are developed. Written exercises, including paragraphs and short compositions, reinforce the writing skills. Readings with a cultural focus provide the student the opportunity to develop an appreciation for French culture, francophone countries, and their people.

French II (one year, 3 days, 3 credits, French I or by placement examination) This course is designed to continue the development of basic skills. At this level, greater emphasis is given to the study of grammatical structures as a means of developing the writing skill. The cultural readings and situational dialogues aid in the acquisition of a more varied vocabulary. In compositions, each student is encouraged to enrich her work by means of more complex structures and vocabulary. Class discussions and oral presentations provide additional opportunities to develop aural/oral skills. The audio program accompanying the text is also used to reinforce aural/oral skills. A reader introduced at the end of the year is used to develop more vocabulary and insight into the literature.

French III (one year, 3 days, 3 credits, French II or by placement examination) This course emphasizes an appreciation of richer and more complex materials, such as literary excerpts from some of the major writers of the French-speaking world, current magazine and newspaper articles, French films, television programs and news. Students will be introduced to the history, geography and rich cultures of the vast francophone world. Advanced grammar study, written essays, and oral presentations are a part of the curriculum. In addition, students will read Le Petit Prince and learn the basics of literary analysis.

AP French Language and Culture (one year, 3 days, 3 credits, French III, teacher recommendation, and cumulative March exam or by placement examination) This course is designed for fourth year French students and aims to prepare them to take the AP exam at the end of the school year. Students will hone their reading, writing, and speaking skills as they engage in activities. More specifically, students will have opportunities to improve and demonstrate their proficiency in the three modes of communication: interpretive, interpersonal, and presentational. Students will also demonstrate their understanding of the target culture(s), make connections between the various topics, and compare the practices and customs of their own world with those of the French-speaking world. The course is divided into six units, based on the six themes recommended by the College Board. Those themes are Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. The chosen activities for each unit will be connected to that unit’s theme. Class is conducted solely in French, and students are expected to speak French to their teacher and classmates. *Business French (one year, 3 days, 3 credits, AP French Language, teacher recomendation, and cumulative March exam or by placement exam) Business French is a skills-based Honors course in which students learn to use appropriate technical vocabulary for different business contexts, work on translation, write professional correspondence, learn about French institutions and read articles related to the world of business, economics, and finance. Cross-cultural differences between French and American societies are a focus of the course. Authentic documents used are: advertisements, newspaper articles, and professional documents.

Students are encouraged to take the Diplôme de Français Professionnel, administered through the Chambre de Commerce et d’Industrie de Paris. Although many assignments help prepare students for this exam, the course is not designed specifically for this purpose; its goals are broader in scope. This course emphasizes all four language skills (reading, writing, speaking, and listening) by focusing on various facets of the world of business and technology. *Honors Designation

Page 22

Spanish Spanish I (one year, 3 days, 3 credits) This course concentrates on the acquisition of listening, speaking, reading, and writing skills. Using the target language as much as possible, the student learns vocabulary, idiomatic expressions, and grammar. Through audio activities, dialogues, and skits, listening and speaking skills are developed. Written exercises, including paragraphs and short compositions, reinforce the writing skills. Readings with a cultural focus provide the student the opportunity to develop an appreciation for Hispanic culture. At the end of the year, it will be determined whether students should continue with Spanish II or Spanish II Advanced.

Spanish II (one year, 3 days, 3 credits, Spanish I or by placement examination) This course introduces most of the remaining major verb tenses and basic grammar, emphasizing additional active and passive vocabulary. There is greater development of speaking and listening skills through oral questions and presentations in class and of writing skills through short compositions. Added emphasis is placed on reading, involving more complex sentences and the use of a reader during the second semester. Selections from the text serve as a point of departure for exploring Hispanic culture. At the end of the year it will be determined whether students should continue with Spanish III or Advanced Spanish III. Spanish II Advanced (one year, 3 days, 3 credits, Spanish I, teacher recommendation, and cumulative March exam or by placement examination) This course places greater emphasis on developing listening, speaking, reading, and writing skills, as well as the acquisition of most fundamental structures and verb tenses necessary to achieve a confident level of communication. This will be done through class discussions and presentations, current events reports, compositions, listening exercises, a video series, and a reader. Emphasis on vocabulary development and daily exposure to the spoken language are intrinsic parts of this course. Because of this, a strong foundation in grammar and vocabulary is required. At the end of the year, it will be determined whether students should continue with Spanish III or Advanced Spanish III. Spanish III (one year, 3 days, 3 credits, Spanish II or by placement examination) In Spanish III the emphasis is on vocabulary acquisition and retention, along with review and expansion of verb tenses, with special focus on the subjunctive. Grammatical structures are reinforced, and there is an introduction to more advanced reading.

Students will be exposed to culture through songs, films, and literature. Composition skills are practiced by the writing of paragraphs and essays. Oral skills are stressed throughout the year by questions, discussion, and oral presentations. Outside language practice is available and encouraged through the opportunities offered by the Spanish honorary society. Upon completion of this course, students will generally continue with Spanish IV. Spanish III Advanced (one year, 3 days, 3 credits, Spanish II Advanced, teacher recommendation, and cumulative March exam or by placement examination) This rigorous course is for students who have mastered previously presented material and are ready for more advanced work in preparation for the AP language class. There is an emphasis on vocabulary acquisition, constant application of verb tenses and grammatical structures, and more advanced literature. Composition skills are practiced with longer paragraphs and analytical essays and reports. Oral skills are stressed throughout the year by questions, discussion, and oral presentations. Songs, films, and literature will highlight cultural, historical, and geographical information. Outside language practice is available and encouraged through the opportunities offered by the Spanish honorary society. At the end of the year, it will be determined whether students should continue with Spanish IV or AP Spanish Language.

Page 23

Spanish Spanish IV (one year, 3 days, 3 credits, Spanish III or placement by examination) This course is an eclectic mix of traditional teaching methods, pop culture, and conversation. Students are immersed in both the Spanish language and its cultures. There are comprehensive reviews of previously presented grammar and vocabulary and an introduction to more advanced structures and new words. Students will also discuss songs, films, stories, and poems.

In addition, they will participate in dialogues and write short compositions on a regular basis. Throughout the year, there is intensive practice in preparation for the SAT II in Spanish. A requirement of this course is a daily running log of conversations and music experienced outside of class. Additional language practice is available and encouraged through the opportunities offered by the Spanish honorary society. Upon completion of this course, students may continue with AP Spanish Language or Spanish Communication.

AP Spanish Language (one year, 3 days, 3 credits, Spanish III Advanced or Spanish IV, teacher recommendation, and cumulative March Exam or placement by examination) AP Spanish Language is a fast-paced, rigorous course for students who have mastered previously presented material and are ready for more advanced work in preparation for the AP Spanish Language Exam. As in Spanish IV, this course is a mix of traditional teaching methods, pop culture, and conversation. Students will also discuss songs, read authentic literature, and study the geography and history of Spain. Reading and writing assignments will develop critical thinking and analytical abilities. Aural/oral activities will test the student’s capability to think and react spontaneously. One of the main objectives of the course is a significant increase of the student’s active vocabulary. This will help her to communicate effectively and authentically. Additional language practice is available and encouraged through the opportunities offered by the Spanish honorary society. Upon completion of this course, students may continue with AP Spanish Literature and Culture or Advanced Spanish Communication and Culture.

AP Spanish Literature and Culture(one year, 3 days, 3 credits, AP Spanish Language, teacher recommendation, and cumulative March Exam) This Advanced Placement Spanish Literature course is a general survey of Spanish and SpanishAmerican works in the major genres. It includes all major literary movements and many selections from masterpieces starting with the late Middle Ages to the present. The student reads and analyzes each work through class discussions and essays. She especially works to improve her skill in approaching poetry and to build her reading vocabulary. Grammar is reviewed only as needed. Unless advised by her teacher to the contrary, the student enrolled in this course is expected to take the AP exam in Spanish Literature as the final assessment. The student who does not take the AP exam is required to take an alternative cumulative assessment designed by the teacher.

Advanced Spanish Communication and Culture (one year, 3 days, 3 credits, Spanish IV or AP Spanish Language or by placement examination) This course emphasizes the development of speaking, writing, listening, and reading skills while developing a deeper appreciation of Hispanic culture. At a fifth-year level of proficiency, students debate current issues on a daily basis and investigate the art, history, literature, music and cultural traditions of the Spanish-speaking world. Students will prepare presentations on a variety of cultural and historical topics and learn the practical skills needed to complete application forms and conduct interviews. The culminating activity, the adaptation and production of a published work into a class play, will further develop writing and speaking skills. This course may be taken concurrently with the AP Spanish Literature course.

Page 24

Page 25

Science Physics (one year, 3 days, 3 credits, first science requirement) Why are there such pretty colors in a soap bubble? What holds the sky up? How does a TV work? Why does a violin sound so good sometimes and so bad other times? Why doesn’t the moon fall? Why can’t we walk through walls? How do we travel through space and time? These are questions that have been studied by physicists for centuries. In this course, students address these questions and, in the process, investigate the deepest principles that govern life and the universe. Physics is about discovering the fundamental laws of Nature and students in this course study not only those laws, but also the process of discovery that has brought about the modern age of science.

Chemistry (one year, 3 days, 3 credits, Physics and second science requirement) Chemistry is the study of matter and its structure, properties, and transformations. In this inquiry-based course, students design and conduct experiments to answer questions about the chemical nature of their surroundings. Presented with a series of authentic problems, students work in teams to devise methods to find solutions, proceed to the lab where they collect and analyze data, and communicate the results of their investigations in written lab reports. Over the course of the year, these experiments, along with supplemental readings from the text, help students construct an understanding of the nature of the forces that hold matter together and the energy changes associated with establishing or disrupting those forces. A broad range of experiments serves to familiarize students with standard laboratory procedures and methods for analyzing data, as well as providing them with an appreciation for the inherent uncertainty in measurements.

AP Biology (one year, 3 days, 3 credits, Physics, Chemistry, and departmental approval) Advanced Placement Biology is a detailed study in preparation for the College Entrance Examination Board’s AP Examination in Biology. Both classical and modern concepts are considered in this course, based on a molecular approach to biology.

Concepts studied in depth include cytology, genetics, evolution, immunology, ecology, and human anatomy and physiology.

A basic understanding of chemistry is required for success in the course.

AP Chemistry (one year, 3 days, 3 credits, Physics, Chemistry, and departmental approval) Advanced Placement Chemistry is a detailed study of the properties and composition of matter, with special emphasis on the interactions between matter and energy that result in chemical reactions. The main topics of study include: electronic structure; bonding and intermolecular forces; nature of gases, liquids, and solids; solution chemistry; chemical equilibrium; kinetics; thermodynamics; and electrochemistry. Since chemistry is an experimental science, emphasis is placed on independent work in the laboratory. The student learns to use a variety of instruments and established experimental procedures and follow through with rigorous analysis of data.

AP Environmental Science (one year, 3 days, 3 credits, Physics, Chemistry, and departmental approval) The environment affects all things on earth, and all things on earth affect the environment. Through this give and take, the natural world and all its inhabitants are intimately interconnected and interdependent. AP Environmental Science helps students understand this dynamic relationship and predict the consequences of changes in the environment. Students explore the world around them and discover how people’s actions and choices can affect something as large as the earth. Investigating issues such as evolution and natural selection, population growth, pollution, energy resources, and global warming, students learn how to assess risks to the environment and evaluate what is real and what is exaggerated. By examining case studies from China, India, Kenya, and Japan, students acquire a global perspective that helps them reevaluate their definition of the “average” human life and realize that what they do in their own homes affects those living across the globe. Course content satisfies a one semester biology requirement beginning with the class of 2014.

AP Physics B (one year, 3 days, 3 credits, Physics, trigonometry and departmental approval) Advanced Placement Physics B is patterned after a college physics course that covers a broad range of topics in both classical and modern physics, developing concepts with the methods of trigonometry and algebra. This course is intended for the student who wants a strong physics background but who is not yet ready for, or who does not need to take, a physics course using methods based on calculus. In AP Physics B the student studies forces and motion, light and color, geometric and physical optics, electricity and magnetism, thermal physics, and atomic, nuclear, and quantum physics. Students conduct directed and independent laboratory work in all of these areas. In college, this course is often used as a terminal course in physics for students entering the life sciences, pre-medicine, and some applied sciences, as well as other non-science fields.

Page 26

Science AP Physics C (one year, 3 days, 3 credits, Form III-IV, Physics and AB Calculus or departmental approval) Advanced Placement Physics C is patterned after a college physics course intended to provide a strong foundation in classical mechanics, electricity, and magnetism for students who will continue in science, mathematics, or engineering. The development of physical concepts depends on and supports work done in the student’s concurrent calculus course. While study concentrates on classical topics, directed and independent laboratory work gives students experience in geometric and physical optics, electronics, atomic and nuclear physics, and quantum physics. AP Physics C students develop skills that allow them to begin to develop an understanding of the world at the very deepest levels. This course prepares students for both AP exams.

AP Human Geography (one year, 3 days, 3 credits, Form III-IV, Physics and Chemistry) The Earth has been one of the major factors influencing the development of the human race, but is rarely recognized in history books for its role. AP Human Geography is designed to study how our planet has shaped the growth of civilization and culture from the Neolithic Age to modern times. For the bulk of our history we have been at the mercy of natural phenomena of all kinds. The dynamic flow of water, seasonal availability of foods, and weather have all determined where and how people lived. Periodic normal climate change has even influenced when empires could rise and would ultimately fall. For centuries, we have been remodeling the surface of the Earth with farms and cities, and now we have the technology to change not only air and water quality, but also the very climate itself. How has the Earth helped play a part in the vast differences in culture and society that we find across the world today, and can we learn enough from the past to prevent the fall of modern civilization? This biogeography course looks at human history through a scientific lens and shows how science and the humanities are intertwined. It includes anthropology, environmental science, ecology, history, geography, politics, economics, sociology, and theology. Get ready to see our world in a whole new light.

Science Semester Electives The following semester courses are offered to students who have taken at least one year of science in Upper School. *Astronomy (fall, 3 days, 1½ credits) Students need never be afraid of the dark again once they view the night sky through the telescope on the roof of the Science Building. They train their eyes to appreciate the beauty of the structure of the heavens by learning about the motions of the night sky, the earth and moon, the solar system, asteroids, comets, meteors, evolution of stars, death of stars, the Milky Way and other galaxies, and much more. Along with telescope use, computerized planetarium sessions allow students to verify predictions made about the night sky and to visualize the “Harmony of the Spheres.” *Multimedia Engineering (semester, 3 days, 1.5 credits, concurrent with Algebra II and one year of Science) What do engineers do? Engineers solve problems, and the techniques that they use can be applied in nearly any field. Engineers become judges, doctors, CEOs, and astronauts. A couple have been President of the United States. Film directors Alfred Hitchcock and Roger Corman were engineers. Actress Hedy Lamar had several patents for radar technology. Multimedia Engineering is a course for students interested in what engineering is and what engineers do. Students study topics in science and math, concentrating on using these concepts to design solutions to practical problems. They focus on digital signal processing used to manipulate sound and picture information for animation, music recording and other multimedia productions. Students design and produce guitar tuners, missile guidance systems, and automatic sock color coordinators.

Support for this course comes from SMU’s Infinity Project and Texas Instruments’ Digital Signal Processing Division. *Science and Pseudoscience (semester, 3 days, 1½ credits) It is the customary fate of new truths to begin as heresies and to end as superstitions. —Thomas Huxley “They laughed at Galileo when he said that the Earth moves!” So says the tech-talking guy who’s trying to sell shares in his “free energy generation” device. How does someone decide when a new idea is a reasonable one? Every good idea must have seemed crazy at first, so how does one identify quacks and charlatans or the folks who have been misled? In this course students investigate extraordinary claims through the methods of science. They examine urban myths, legends, bad science, medical quackery, and plain old hoaxes. They analyze claims of UFOs, cold fusion, astrology, structure-altered water, apricot pit cures, phlogiston and N-rays, phrenology and orgonomy, ghosts, telekinesis, crop circles, and the Bermuda Triangle—some claims may be true, some are plainly false, and some require further investigation. Students develop equipment and scientific techniques to investigate extrasensory perception, precognition, and EM disturbances. They investigate issues through library and Internet research and explore various theories through tests of statistical significance. *Modern Physics (one semester, 3 days, 1.5 credits) There is no more commonplace statement than that the world in which we live is a four-dimensional space-time continuum.-Albert Einstein The most extreme limits of understanding are encountered as scientists investigate the tiniest events at scales much smaller than the size of the atom, and the largest cosmic-sized effects of quasars, black holes, and galactic outbursts at the very edge of the universe. Recent experiments and observations have confirmed that scientists studying the very largest *Honors Designation Page 27

Science and the very smallest events are really studying the same thing! Perhaps Albert Einstein’s statement above may not be commonplace around the average dinner table but, know it or not, everyone lives in a four-dimensional space-time continuum.

Space and time are sometimes interchangeable. Time can pass at different rates. Black holes suck things in and nothing comes out. Energy can be created from nothing, and matter can disappear into nothingness. Electrons can travel backward in time, but photons don’t experience time at all. Cats are alive and dead simultaneously (or not.) There are billions of neutrinos going through people each second; they are all left-handed and their very identity oscillates as they whip through space.

Why does the world work this way, and how do people know that any of this is true? To find out, students perform some of the revolutionary experiments that have precipitated our newest understanding of the nature of Nature. Students find the energy of a single quantum of visible light. They measure the charge of an individual electron, and they determine the speed of a light beam. They measure the momentum of an electron when it acts like a particle, and measure its wavelength when it behaves like a wave. They study symmetries and conservation laws, quantum theory, the special theory of relativity, high energy particles, quantum electro-dynamics, the uncertainty principle, particle accelerators, the general theory of relativity, and other topics. *Life in the Nuclear Age: Of Bombs, Politics & Medical Miracles (semester, 3 days, 1½ credits, Physics & World History) On the first day of March 1893, under the dreary skies of Paris, Henri Becquerel changed the course of history with the discovery of a seemingly unlimited supply of energy radiating from certain salts of uranium. The discovery of radioactivity occurred with the birth of the 20th century, and much of modern history has followed the development of nuclear science. The promise of energy both vast and intense has led to an array of new technologies such as X-rays, PET scans, nuclear magnetic imaging, electricity generation plants, ship and submarine propulsion, smoke detectors, food preservation and safety, but also radioactive waste, health risks, and, of course, very big bombs. Military applications of nuclear science have dominated the air. Students observe the decay of radioactive substances, measure their half-life, and examine the effects of long-lived fission products on our society. They study fission, fusion, and military strategy; uranium, plutonium, and a nuclear economy; A-bombs, H-bombs, and nuclear blackmail; MIRV, MAD, and the Cold War. The following semester courses are offered to students who have taken at least two years of science in Upper School. The following introductory biology courses may be taken after one semester of Chemistry with departmental approval. They may be taken before, after or concurrent with AP Biology. *Biology: Comparative Vertebrate Anatomy (semester, 3 days, 1½ credits) Comparative Vertebrate Anatomy students dissect representative animals from three different classes of vertebrates and catalogue the similarities and differences between them. Starting with the study of early development, students observe a clear evolutionary progression of structure/function relationships from an aquatic, to an amphibious, to a terrestrial environment. This is especially evident in the circulatory system where the vertebrate heart evolved from two chambers (fish), to three chambers (Necturus), to four chambers (pig). By taking this course, students gain a strong understanding of the three-dimensional nature of anatomy, something that can only be achieved by working with actual organisms. *Biology: Human Evolution (semester, 3 days, 1½ credits) In another time, another place, distant ancestors made the bold move to walk on two legs, grew an amazing brain, and developed a sophisticated language. In this laboratory-based course, students explore their human ancestry, beginning millions of years ago. Students examine the physical and molecular evidence that describe human evolution asking questions such as, “What did their ancestors look like?”, “Why did some die out while others survived, only to become extinct themselves?”, “Why are Homo sapiens the only species of Hominids alive today?”, and “Will they meet the same fate as those before them?” *Biology: Classical Genetics (semester, 3 days, 1½ credits) What happens when you cross a fruit fly with a carrot? In this course, students learn why nothing happens in that situation and learn a lot more about inheritance in general as they conduct experiments investigating the inheritance patterns of several different traits using the fruit fly, Drosophila melanogaster, as a model system. Students also learn about fundamental aspects of biological systems such as cell theory, cellular reproduction, the origin of species, and the relevance of all these topics to human genetics. This course should not be taken with or after AP Biology. *Biology: Macrobiology and Natural Dynamics (semester, 3 days, 1½ credits) In this course, students focus on natural systems, observing how the biotic (plants and animals) factors interact with each other and how they are influenced by the abiotic factors in the environment. Students monitor and compare the requirements of different ecosystems both in aquaria and in natural settings. This lab-based course considers where humans fit in the natural world and the extent to which we affect everything around us, as students investigate what happens to wildlife when man and wilderness collide and if there is any hope for animals whose habitats are being destroyed by urban sprawl. *Honors Designation Page 28

Science *Biophysics (semester, 3 days, 1½ credits, Forms III-IV, Physics, Chemistry and one semester of biology) Physics is about finding the deepest and most fundamental relationships that define the mysteries of the universe. Biology is about investigating the most imposing mystery of all, life itself. What happens when you combine biology and physics? You get things like X-Ray diagnostics, nuclear medicine, EMGs, EKGs and EEGs , CAT scans, PET scans, and MRI scans, endoscopy, thermography, and electron microscopy. In Biophysics we will be examining the process of life at the most fundamental level, asking how force and energy drive cells, how voltage and current allow communication inside an organism,how magnetic fields affect bird’s flight, how trees react to light and how worms respond to electric fields. Students will design experiments using radioisotopes and electrostatic cells, perhaps investigating questions about how a plant leaf produces electrical signals, and how they might change during the day. How do nerves communicate signals to muscles? How do X-Rays and CAT scans and defibrillators work? How might life be different on another planet? Where biology meets physics is where we find the greatest mystery, the deepest unknown, the grandest surprise. *Microbiology and Human Diseases (one semester, 3 days, 1½ credits, two semesters of Biology or AP Chemistry) The world of the very small is, ironically, quite large. Bacteria and viruses are able to do things usually found only in science fiction, from viral injection of RNA into a host cell, to the ability to “hide” in our body, waiting for their chance to cause illness.

Non-hereditary diseases develop in a variety of ways: some due to aberrant behavior of renegade proteins (prions), others due to infection by bacteria, viruses, fungi or protists. Our own defense systems protect us well but we are still vulnerable.

In this course, students use case studies to learn about infectious diseases around the world with emphasis on those diseases persistent in Asia, Africa and Latin America. For example, students analyze the origins of an epidemic such as SARS and the influence of cultural traditions, economic status, and environmental conditions on the impact of such a disease. In the process of studying how these causative agents of diseases are identified, students learn how our immune system works to identify and confront “germs.” Students consider the reasons for the apparent limitations on “curing” some conditions and how even modern medicine has not yet been able to eradicate some of the more stubborn infectious agents of our time. *Advanced Genetics (one semester, 3 days, 1½ credits, AP Biology or two semesters of Biology to include Genetics) Advanced Genetics is designed for students who studied Mendel’s Laws of Inheritance in Classical Genetics and want to learn more about the exciting world of modern genetics in which genes don’t always obey Mendel’s Laws. Advanced Genetics is a laboratory–driven course in which students solve complex genetic puzzles, explore the nature of inherited diseases, and perform the experiments that revolutionized our understanding of DNA and proteins. Students plan the last experiment of the course to address a question they want to investigate.

Directed Independent Study The purpose of this program is to allow students to pursue the in-depth study of a topic of interest in the field of science not offered in the curriculum. See page 6 for a detailed explanation of how to pursue this course of study.

*Honors Designation Page 29

Health/Physical Education/Athletics The physical education/health graduation requirement is intended to help students acquire the knowledge, skills, and motivation needed to lead safe, healthy, and physically active lives.

Health The student must complete all courses in the wellness curricula on our campus to meet graduation requirements. If offered in Hockaday’s Summer School program, students may complete their health requirement the summer prior to or following the requisite year. Grading is Pass/Fail.

Form I: Understanding the Basics – Health 101 (one quarter, 3 days, pass/fail) Frequently bombarded by a myriad of confusing health messages, students often do not have the knowledge to discern fact from fiction. This course will investigate a variety of health-related topics, seeking to provide students with the knowledge and understanding necessary to make informed health decisions. Using reflection activities, group work, discussion, analysis, and more, students will explore topics such as: wellness for a lifetime, psychological health, communication, stress, eating disorders, fit versus thin, media, substance abuse, dating and relationships, STDs, conception, and birth control. Throughout the course, students will be asked to examine and analyze their own health behaviors and to discover and understand their own beliefs and ideas.

Form II: First Aid & CPR (one quarter, 3 days, pass/fail) This course is designed to assist the student in dealing with emergency situations before professional help arrives. At the completion of this course the student is able to identify ways to prevent injury or illness, recognize emergency situations, and provide basic aid for injury, sudden illness, cardiac emergencies, and obstructed airway management.

Form III: Protecting Your Health (one quarter, 3 days, pass/fail) Building on the skills and knowledge acquired in Health I and Health II, this course will explore new issues as well as further scrutinize a few previously studied topics with an emphasis on protecting and managing health for a lifetime. Students will use discussion, group work, presentations, blogging, and other forms of blended learning to gather, share, and develop an understanding of critical information. Topics for review are: behavior modification, communication and relationships; reproductive health; infectious diseases; heart disease, cancer, and other major diseases; health-care consumerism; aging; preventing violence; and a healthy environment. Students will be asked to reflect on their health choices and evaluate the relationship of these behaviors to overall well-being.

Form IV: Protecting Yourself-Self Defense Plus (one quarter, 3 days, pass/fail) In this course students learn the physical and mental aspects necessary for self-defense, regardless of size, body strength, or natural instincts. Myths and facts of self-defense are examined as well as the behaviors and circumstances that create desirable targets. Effective behavior patterns are taught and reinforced through physical practice. How individuals manage their emotions during a crisis is critical to mounting an effective defense. The human response to adrenal stress is covered and students learn to recognize and manage their own response patterns. Options of dealing with an armed attacker are examined and put into physical practice. The final session allows students to respond in a realistic simulated attack.

In addition to developing the knowledge and skills for self defense, students will explore the following topics: health-care consumerism, communication and relationships, behavior modification, and reproductive health. The emphasis will be protecting and managing health for a lifetime.

Page 30

Health/Physical Education/Athletics Physical Education A student may fulfill her physical education requirement through physical education classes, junior varsity or varsity athletics, Hockaday dance, St. Mark’s cheerleading, athletic training, team management, or alternative physical education. Grading is Pass/Fail.

Swimming Requirement: All students are required to take a swimming test upon entry to Upper School. A student unable to demonstrate mastery of basic swimming and self-rescue skills will take swimming as one of her physical education activity classes each year (Forms I - III) until she is able to pass the test.

Activities Classes Activities classes meet three days of each six-day rotation. The curriculum is designed to provide a student with the opportunity to be active, have fun, and learn the basic skills needed to successfully participate in a variety of sports/activities throughout her lifetime. The sports and activities offered include: Games, In-line Skating, Off-Road Bicycling, Racquet Sports (Badminton, Pickle Ball, Racquetball, Table Tennis), Swimming, and Golf/Tennis. A student has the opportunity to maintain or improve her current level of fitness through activity classes which include Aerobics, Conditioning, Fitness Walking, Fitness Dance and Yoga . Positive body image, self-confidence, and increased energy are just a few of the benefits of these classes. .

Alternative Physical Education (10 hours per week minimum) A student may apply to pursue an Alternative Physical Education credit if she is competing or performing at a high level of competency and is involved in working out, competing or performing for a minimum of 10 hours per week in the activity.

The alternative credit is subject to the approval of the Upper School P.E. Coordinator.

PE Junior Independent Contract (2-3 workouts per week) Form III students who have completed an Upper School Conditioning class may apply for the P.E. Junior Independent Contract in which they apply knowledge acquired in previous course work to create their own exercise prescriptions. Workouts may be completed before, during, or after the school day in the Hill Family Fitness Center. Students meet with, and report to, a supervising teacher.

Students must complete 18-21 workouts (depending on the quarter) in order to pass this course.

PE Senior Independent Contract (two quarters) All Form IV students participate in a required Senior Independent Study course. They create and implement their own exercise prescription, may workout on or off campus, meet regularly with an advisor from the Physical Education department, and submit a written self-evaluation in conclusion.

Athletics (5 days) Our teams compete locally, in the Southwest Preparatory Conference, and in the Metroplex Private School Conference. A girl may try out for sports teams in three seasons: Fall: Field Hockey, Volleyball, Cross-Country, Crew, and Fencing Winter: Soccer, Swimming, Basketball Spring: Softball, Tennis, Golf, Lacrosse, Crew, and Track & Field All year: Athletic Trainer (5 days) A student may apply to assist the Head Athletic Trainer during the different sports seasons. The prerequisite is certification in First Aid/CPR/AED. Student Trainers are also expected to workout on their own a minimum of 2 days per week in the Hill Family Fitness Center. Subject to the Head Trainer’s approval.

Team Management (5 days) A student may apply to become a Team Manager for the various Hockaday Junior Varsity and Varsity teams. Acceptance is subject to approval of the coach.

Page 31

Fine Arts REQUIREMENT: History of Art & Music and one year of an applied art, which may be fulfilled by a year-long course from either the Fine Arts or the Mass Communication departments.

History of Fine Arts History of Art & Music (Fall or Spring, World History or concurrent enrollment, 3 days, 1.5 credits) This required interdisciplinary course seeks to enrich a student’s historical understanding by providing instruction in the aesthetic and cultural parallels to the chronological periods that she has already studied in World History. In addition, the course is intended to promote a lasting affection for works of art and music, a comprehension of their structural elements, an empathy for the artistic process, and a sense of the important role that artistic creations occupy as exemplars of civilization and the strivings of humankind. Initial portions of the course are spent in addressing the elements of art and music and arriving at a standard template for visual and musical analysis; while the remainder of the course is devoted to examining the changes in art and music from the medieval period to the present. It is hoped that each student completes the course with a set of eyes and ears that have become more alert, more powerful, and more confident.

History of 20th-Century Arts (Spring, 3 days, pass/fail, 1 credit, History of Art & Music, and Form II-IV) This course explores the architecture, film, theater and avant-garde literature that forms the rich and provocative cornucopia of the arts in the 20th century. The important (if sometimes infamous or abstruse) pioneering works of the Modern era comprise the core of the course content, but this sequel to History of Art & Music is also intended as a practical and interdisciplinary design to help in college preparation. Many college professors treat figures such as Gehry, Brecht, Welles, and Calvino as familiar names whose work is based on self-evident intentions. Thus, History of 20th-Century Arts offers a useful network of information, ideas, and analytical methods that prepares the student to pursue college-level work in the humanities with great confidence and understanding.

Directed Independent Study (one semester or one year, Form IV only) The purpose of this program is to allow students to pursue the in-depth study of a topic of interest in the arts not available in the curriculum. See page 7 for a detailed explanation of how to pursue this course of study.

Acting Acting Styles (one year, 4 days [45 minutes a day at St. Mark’s], 1.8 credits) Acting Styles is a basic course in acting focusing on techniques, theory, and performance for the stage. Formats for the class include acting exercises, in-class acting scenes, duet acting, and group improvisations. Each student is asked to participate in the studio production and to attend all drama productions. This course is coeducational, coordinated with St. Mark’s, and meets on their campus. Transportation is provided by Hockaday.

Hockaday Theater Company (one year, 3 days, 2 credits, audition by the instructor) (formerly Actor’s Workshop) This comprehensive year-long theater course is designed to develop student skills holistically and to ensure that students experience all the aspects of a theater education. Students will develop the fundamental skills of theater arts including improvisation, movement, voice, diction, pantomime, creation of character, and preparation through performances. Additionally, students who are interested in learning more about technical theater will have the opportunity to learn stage design, stage management and production. Each project will emphasize artistic perception and creative expression.

The course will include students at all levels of experience. Students will be asked to audition for the class at the beginning of the course to determine the level. Students will work together as a class on the production of a play to demonstrate theater skills according to their level. Each student will identify a focus skill area for development during the semester as an ongoing assessment. Students will be expected to attend ISAS and to participate in after school performances.

Page 32

Fine Arts Art Studio Art I (one year, 2 days, 1.33 credits) This course focuses on two- and three-dimensional visual organization. Emphasis is placed on experimenting with a variety of different tools and media with the overall goal of helping to develop visual perception and to encourage and support the student’s own personal investigation into the world of visual phenomena. Design exercises include studies in line, shape, tone, composition, and color. Drawing studies are introduced through assignments aimed at enabling the student to successfully represent what she can see. Studio Art I offers foundation studies for Studio Art II, for the Studio Art Advanced Placement courses, which can be taken in the Form III or Form IV year, and for other visual arts courses at Hockaday.

Studio Art II (one year, 3 days, 2 credits, Studio Art I or permission of the instructor) This course is designed to build upon skills already learned in Studio Art I. Studio Art II introduces an in-depth study of the use of perspective in an historic context, but with an awareness of how perspective is applied by modern day artists and designers. The course offers an introduction to the use of color through a series of tonal and color exercises, and a study of modern and traditional painting techniques. Students will gain an understanding of the function of design through both two- and three- dimensional design projects. An emphasis is given to the individual development of visual thinking and its application in the visual arts.

Advanced Studio Art (one year, 3 days, 2 credits, Studio Art I & II or the permission of the instructor) Advanced Studio Art offers the more advanced art student an opportunity for a more individual development in her creative growth, for self-direction and the building of a more personal and expressive language. Printmaking is introduced in the form of mono-printing and dry-point etching with an emphasis on design awareness and expressive power. Further experimentation into the nature of the artist’s materials and their use is pursued including working in oil paint as well as acrylic. The development of visual literacy and design concepts remain an underlying focus of the course. Students will have the opportunity to extend their previous understanding and experience of three-dimensional design in the form of at least one sculptural project. Gallery visits and discussions introduce the students to the most recent developments in the visual arts, with the opportunity to create individual or group conceptual pieces. This is a preparatory class for the Advanced Placement Studio Art as well as a good foundation class for students who wish to continue their art education at college level. Interested students will be assisted in putting together a folio for college application.

AP Studio Art (one year, 3 days, 3 credits, Studio Art I and portfolio review by the instructor) Advanced Placement Studio Art is intended for the student who has reached a considerable level of skill in a number of media and who can demonstrate a high degree of independent artistic judgment. Studio Art I is an essential prerequisite for this course, but completion of Studio Art II and III are also extremely helpful in enabling the student to put together a strong folio for the AP Exam and for college applications. This class is considered equivalent to a first-year college course and is offered in three formats: Drawing & Painting Folio, 2D Design Folio, and 3D Design Folio. These folios may include many areas of specialization such as: photography, digital imaging, ceramics, sculpture, fiber arts, and jewelry making. This organization makes it possible for students who have completed Studio Art I and another visual arts discipline to bring their expertise in other areas into the AP course. The folio, including digital images as well as actual pieces, is sent off and evaluated in May of each year. Each folio is divided into three sections: breadth (12 pieces representing the students grasp of visual principles and a variety of techniques), quality (five or six actual pieces), and concentration (12 pieces representing a visual essay of the student’s personal choice of subject matter). This is the most rigorous of the studio art courses and requires a mature commitment from the student to complete both in-class and home assignments. Students taking this class learn to think independently, discuss their processes, and produce a considerable body of work. Each student also organizes and hangs her own exhibition in the Purnell Gallery in the spring.

Ceramics Ceramics and Sculpture: Global Clay (one year, 3 days, 2 credits) Clay is universal. Inherently, work in clay connects current world cultures and peoples. In today’s world, its applications range from the humble to the high tech. Using this ancient and plastic material, the student gains understanding and perspective related to world trends in ceramics and international practices in three-dimensional art making. Practical knowledge of scientific and technical advances in the field is integral to the hands-on, lab portion of this course. During the first semester each student explores the dynamics of space and the interaction of forms in three-dimensions through a sequence of projects in a variety of media. Problem-solving opportunities help the student to expand her capacity for visual thinking and personal expression as well as acquaint her with the basic processes of construction, modeling, carving, and throwing. In both semesters,

Page 33

Fine Arts we examine examples from all over the world with the intent of each student reaching insights into what clay means to different cultures. This consideration of ceramics as a global art informs the student’s creative process as she completes a series of individual projects in vessel or sculptural forms. Finally, students contribute to the effort to eliminate world hunger by participating in the Empty Bowls project in Dallas.

Advanced Ceramics and Sculpture (one year, 3 days, 2 credits, Ceramics and Sculpture) This course enables the student to develop a personal vocabulary of forms and surfaces through an in-depth exploration of several ceramic processes. Areas of possible concentration include vessel-making on the potter’s wheel; handbuilding and sculpture in ceramic material; and sculpture in wood, plastics, plaster, and metal. Each student is assisted in designing, planning, and executing individual projects in her area of concentration in order to prepare her for college-level art instruction and to pursue the Advanced Placement curriculum in Studio Art.

Choir A student enrolled in all three choirs simultaneously will receive credit for only two.

Concert Choir (one year, 3 days, 1.33 credits, audition with Choir Director) All Upper School students are invited to participate in the Concert Choir, and the Choral Director determines the singer’s correct vocal placement within the group. Singers are expected to improve their sight-reading skills, to blend, and to develop a sound vocal technique through instruction and application. Pursuing excellence and artistry in performance is an important goal of Concert Choir. The repertoire is selected to represent all periods of musical composition and the diverse cultures of the world. The Concert Choir performs two concerts a year (winter and spring), participates in ISAS, TPSMEA All-State Choir and other special events for the Hockaday community and the community at large. These performances present the culmination of each term’s work and offer outstanding choral singing.

Madrigal Ensemble (one year, two half-periods, .67 credit, enrollment in Concert Choir and audition) The Madrigal Ensemble is a highly select 16-voice treble choir auditioned from the Concert Choir. The vocal and musical standards are high and require a major commitment from the student. Repertoire is selected from a mix of demanding choral literature from all periods of music and is mostly a capella. Each rehearsal is based upon sequential learning to: a) produce the music through correct singing habits; b) practice the musicianship necessary to meet the musical challenges; and c) perform the music with skill, understanding, and artistry. Singers are encouraged to reflect and decide on their musical interpretation and evaluate the quality of their performance. Singers must exhibit reliable participation during rehearsals. The Madrigals perform in the winter and spring concerts, the ISAS Arts Festival and other special events both in and out of school.

Show Choir (one year, one Y period, .67 credit, enrollment in Concert Choir and audition) Show Choir features student involvement and input from a select 12-voice ensemble auditioned from members of Concert Choir. This ensemble introduces its members to popular repertoire from show tunes, jazz, and current pop. It combines ensemble singing with creative choreography and stage movement. There is a high level of expectation in both rehearsals and performances, and membership in this group requires a major commitment. Show Choir performs in the winter and spring concerts, ISAS Arts Festival and a number of school and public events throughout the year.

Dance Dance Extension (one year, 3 days, 2 credits, audition with the instructor) Dance Extension is designed for the dancer with prior experience in ballet or jazz techniques. Each of these disciplines are studied on alternate days and students perform in both the fall and spring dance concerts. Elements of choreography are introduced, and students have the opportunity to perform group-choreographed as well as faculty-choreographed works.

Dance Workshop II (one year, 3 days, 2 credits, audition with the instructor) Dance Workshop II offers important developmental experience in the techniques of contemporary jazz and classical ballet.

Through exercises designed to develop correct posture, muscle tone, control, and coordination, each student is given the opportunity to discover the joy of movement. Elements of choreography and design of space are further explored as students perform dances choreographed by the instructor as well as by fellow students.

Page 34

Fine Arts Dance Workshop I (one year, 3 days, 2 credits, audition with the instructor) This course is designed for the intermediate dancer who wishes to study and perform contemporary jazz and classical ballet techniques. Each class includes warm-up exercises, either at the barre or in the center floor, as well as dance combinations intended to develop awareness, understanding, and enjoyment of moving through space. In addition, we explore the fundamentals of dance composition, and interested students are encouraged to create original choreography.

Dance Lab (one year, 3 days, 2 credits, audition with the instructor) This course is designed for the intermediate/advanced dancer who wishes to explore a variety of dance techniques in depth.

Various styles of jazz dancing, including lyrical and percussive, as well as ballet techniques are studied. Each student is given performance and choreography opportunities. Dance Lab is the preparatory company to Hockaday Dance Theater.

Hockaday Dance Theater (one year, 3 days, 2 credits, audition with the instructor) Hockaday Dance Theater features a group of dancers selected through audition to serve as the principal performing ensemble of the dance program at Hockaday and as ambassadors to the dance community of Dallas-Fort Worth. The primary objective of this group is to create and rehearse dances for performance, applying the basic techniques learned in previous classes.

The student is introduced to the creative challenges of choreography and must be willing to demonstrate imagination and reliability in rehearsals. Master classes, taught by guest artists, are utilized to expose each student to professional standards and expand dance horizons.

Debate Introduction to Debate (one year, 3 days, 3 credits) Debate introduces students to the art and skills of persuasion, logic, and professional argumentation with a focus on the LincolnDouglas debate format. Each student learns the principles and techniques of debate and applies them in supervised practice during class periods. The emphasis of the course is critical analysis as applied both in competition and to the everyday world.

Major components of the course include conducting research, case writing, and public speaking. In addition to Lincoln-Douglas debate, students also will study current events and learn extemporaneous speaking. Students are required to participate in a minimum of three debate tournaments and join in planning and directing an invitational tournament at Hockaday. Most students will earn membership in the National Forensic League (the debate honor society) by completion of the course.

Advanced Debate (one year, 3 days, 3 credits, Form II through IV and Debate or permission of the instructor) Formerly known as Competitive Forensics, in this class students have the opportunity to further their skills in argumentation and debate. Additional time is spent in research, topic analysis, preparation of rebuttals, and evaluating rounds. Students may choose to pursue Lincoln-Douglas Debate or individual speaking events with responsibility extended to them to prepare and practice outside the classroom. Students represent Hockaday in forensic competitions throughout Texas and are required to attend a minimum of six debate tournaments, the preparation for which being the focus of the course. Certain students are selected/invited to compete in national high school debate tournaments, such as those held at Emory and Stanford universities.

Students also help plan and direct an invitational tournament at Hockaday. Taking United States Government in Form II is recommended.

Music AP Music Theory (one year, 3 days, 3 credits, permission of the instructor and basic music literacy) Music Theory is an intensive introductory course that corresponds to the freshman year of theory at the college level. The student should master the rudiments of music (notation, scales, chords, etc.) and then progress through a study of fundamental harmony with emphasis on basic compositional skills (melody, bass line, 4-part harmony), score analysis (form, harmonic procedures), and performance applications (harmony at the keyboard). The student will experience aural training that includes sight-singing and melodic, rhythmic, and harmonic dictation. Development of listening skills is also a critical part of the course. Students will prepare to take the Advanced Placement Music Theory Exam. This course counts as an academic solid and does not meet the “applied art� graduation requirement.

Page 35

Fine Arts Applied Music – Piano, Voice, Violin, Viola, Cello, Flute, Clarinet, Saxophone, Trumpet, Trombone, and Guitar (one year, one day plus the master class, 1 credit, extra fee) Individual instruction in the above mentioned instruments is offered on campus at Hockaday on both a credit and noncredit basis. In order to receive credit, the student must enroll for one 40 minute lesson each rotation, attend one master class each rotation, and agree to maintain a minimum daily practice routine of 30 to 60 minutes. Credit is based on an average of grades for repertoire, technique, performance (minimum of two public performances), theory, and group lesson attendance. Each instrument of study has its own specific requirements. Instrumental lessons other than those offered at Hockaday may be arranged outside the school upon application to the Chair of the Fine Arts Department, but such credit requires participation in a Hockaday music course. Our program is designed to develop musicianship in all areas to support a well-rounded approach to music study and is intended to instill a love of great music and superior performance. Each student is guided toward increasing self-confidence and poise through her recital performances, and the practice and theory regimen is intended to foster self-discipline and musical curiosity. A student taking private lessons to meet her applied fine art credit needs to declare that intention upon entering the program (so that teachers can know and plan appropriate standards and arrange for suitable public performances) and continue lessons for three consecutive years.

Digital Music and Composition (one year, 1 day, 1 credit) This course introduces the student to the myriad opportunities and possibilities of interfacing computers with music. Working from a bundled set of software designs, each student learns music notation and editing for desktop publication of camera-ready music manuscript, playing on the keyboard, or singing for computer dictation (yes, the computer will notate any music played into it!), orchestrating music for performance through MIDI sound modules, cutting and pasting on looping programs, burning CDs, and original compositional techniques for computer and live performance. This is an era unrivaled in the ability of technology to support what a musician or composer might want to do. Come join the MIDI revolution!

Advanced Digital Music and Composition (one year, 1 day, 1 credit, Digital Music and Composition) Digital music may be taken for more than one year with advanced work concentrating on projects of specific and creative interest to the student. A student continuing work in digital music should plan to participate in a public concert of her work or a demonstration at the ISAS Arts Festival.

Orchestra (one year, Day 2 Y period plus 2 Conference periods, 1½ credits) Orchestra allows the student who has had previous instruction in band or orchestral instruments or on keyboard to enjoy the application of those skills. Repertoire is chosen to challenge technique and musical understanding and to fit the number and types of instruments in each year’s orchestra. Public performances and appearances at arts festivals are a special feature of a student’s participation in the Hockaday Orchestra, while the student with advanced skills and the requisite commitment is also encouraged to be part of the TPSMEA/TMEA All-State ensembles and the Greater Dallas Youth Orchestra.

Photography Beginning Photography (one year, 3 days, 2 credits) This course explores photography as an important means of developing visual awareness and personal expression. Students will learn how to operate both film and digital SLR cameras, create photoghraphic prints in both the darkroom and in the computer lab, and prepare images for exhibition. Photography is studied as a graphic medium through a variety of creative approaches to techniques. Class sessions include presentations, demonstrations, group critiques, and discussions of the historical and aesthetic aspects of photography. Film cameras will be provided. The student will need to provide her own digital SLR (single lens reflex) camera and cover the cost of film, photographic paper for the darkroom, and mounting supplies.

The cost of materials typically ranges from $50-$150 per semester. Funds are available for students on scholarship.

Advanced Photography (one year, 3 days, 2 credits, repeatable, Photography or permission of the instructor) This course will build on the foundations learned in Beginning Photography concentrating on the use of photography as a medium for visual problem solving and communication. A wide variety of photographic topics will be covered, such as : advanced digital imaging techniques, studio lighting, alternative processes, the history of photography, current concepts in photography, and the preparation of an individual portfolio including a self-published “Blurb Book.” The cost of materials typically ranges from $50-$100 per semester. Funds are available for students on scholarship.

Page 36

Technology Computer Proficiency Requirement All students new to Hockaday when entering in grades 8 through 12 must be able to keyboard at least 45 words per minute and prove a minimum computer literacy, evidenced by the successful completion of: 1) An approved computer course from another middle or high school (course description required) 2) A Hockaday approved summer school computer course 3) Approved integrated program in middle school (description from previous school required) 4) Approved portfolio of projects involving technology from previous school 5) Digital Media Production, Multimedia Engineering, or Introduction to Journalism *Digital Media Production (spring, 3 days, pass/fail) The focus of this course is to develop the student’s ability to work with various multimedia applications. A good foundation in digital image editing will be established using the software program Photoshop. Students will then present their images using Prezi, a web-based presentation program. Audacity will be used throughout the course for audio editing, and audio and still images will be the main components of several projects. Microsoft Photo Story and Picasa software will be used to present two such projects. Students will also plan, shoot and edit a video. The course will conclude with the production of a website based upon student interests. Websites will be completed using Google Sites and will contain student work created throughout the course. *Multimedia Engineering (one semester, 3 days, 1.5 credits, concurrent with Algebra II and one year of Science) What do engineers do? Engineers solve problems, and the techniques that they use can be applied in nearly any field. Engineers become judges, doctors, CEOs, and astronauts. A couple have been President of the United States. Film directors Alfred Hitchcock and Roger Corman were engineers. Actress Hedy Lamar had several patents for radar technology. Multimedia Engineering is a course for students interested in what engineering is and what engineers do. Students study topics in science and math, concentrating on using these concepts to design solutions to practical problems. They focus on digital signal processing used to manipulate sound and picture information for animation, music recording and other multimedia productions.

Students design and produce guitar tuners, missile guidance systems, and automatic sock color coordinators. Support for this course comes from SMU’s Infinity Project and Texas Instruments’ Digital Signal Processing Division. *Introduction to Journalism and Mass Communications (one year, 3 days, 2 credits, graded) This beginning course in the craft of journalism and mass media offers students foundational skills for work in the rapidly evolving world of print and digital journalism. Students learn journalism history, First Amendment, newsgathering, interviewing, reporting, AP writing, basic principles of press law and ethics, publication design and photojournalism. Students are also taught Adobe Photoshop and InDesign as well as the basics of shooting and editing video. Professionalism and responsibility are cornerstones of the course by emphasizing deadlines, teamwork, organizational and business skills. This course is a prerequisite to Newspaper/Fourcast and Yearbook/Cornerstones. *Meets the Hockaday graduation requirement for Computer Proficiency.

Page 37

Mass Communication Courses within this department meet the graduation requirement of one year of an applied art. Mass Communication courses offer students introductory skills and exposure to the world of convergent media. While critical thinking is essential in the ability to retrieve, evaluate and produce media in many forms, creativity is equally important in capturing and sustaining the attention of inquisitive minds. These courses are designed to marry the two and in the moment create engaging and awardwinning media platforms.

Introduction to Journalism and Mass Communications (one year, 3 days, 2 credits, graded) This beginning course in the craft of journalism and mass media offers students foundational skills for work in the rapidly evolving world of print and digital journalism. Students learn journalism history, First Amendment, newsgathering, interviewing, reporting, AP writing, basic principles of press law and ethics, publication design and photojournalism. Students are also taught Adobe Photoshop and InDesign as well as the basics of shooting and editing video. Professionalism and responsibility are cornerstones of the course by emphasizing deadlines, teamwork, organizational and business skills. This course is a prerequisite to Newspaper/Fourcast and Yearbook/Cornerstones.

Newspaper/Fourcast (one year, 3 days, 2 credits, graded, Introduction to Journalism) The Fourcast is a backstage pass to the inner workings of the school. With innovative design and Associated Press style writing, the newspaper pursues the otherwise unnoticed progressions and valued traditions of the school’s community. As members of an award-winning publication, students will learn the professional standards of journalism: conducting insightful interviews, asking probing questions, and reporting with accuracy and objectivity. Each staff member has the opportunity to promote meaningful discussion and be a catalyst for change. The course also facilitates creative growth and artistic expression using state-of-the-art computer design. Summer workshop required, application required for editorial staff only.

Yearbook/Cornerstones (one year, 3 days, 2 credits, graded, Introduction to Journalism) For almost 60 years, Cornerstones has recorded the events of The Hockaday School, from the Pre-K Circus to Commencement.

Each fall the staff begins work with a blank canvas: no pages, no layouts, no pictures, and no stories. By spring’s end, a biography has been written and pictures have captured the spirit of each Hockadaisy. The drama, action, service, knowledge and sisterly bond of 1,000 students are compiled into five hundred pages of Hockaday lore. Cornerstones is student driven and produced, giving each staff member an opportunity to learn the intricacies of graphic design, interview and write their own stories, photograph school events and work together under attentive student leadership. Cornerstones is a nationally recognized publication that seeks creative thinkers, passionate writers and inspired photojournalists. Application and summer workshop required for editorial staff positions.

Vibrato (one year, 3 days, 2 credits, graded, repeatable) Each year, Hockaday students produce exceptional literature, art, and photography—some of the best among high schools across the nation. Vibrato, Hockaday’s award-winning magazine of art and literature, is dedicated to showcasing this work in a creative and innovative way. The Vibrato course will provide students with both the theoretical knowledge and practical training necessary to produce a quality magazine of art and literature. The course will train students in critiquing literature, art, and photography as they evaluate material submitted to the magazine. Each student will be asked for input as the magazine staff evaluates submissions from these various disciplines. Students will also study concepts in layout, design, and typography and apply these ideas as they produce the magazine. Students will be trained to use the computer programs necessary to produce Vibrato (Adobe Creative Suite). Each student will be required to participate in the production, designing pages on In-Design.

The work required of a magazine staff is eclectic, and we welcome the thought of an eclectic staff—those who are creative writers, those who are artists or photographers, those who are computer-savvy, and those who are divergent thinkers.

Page 38

English for Speakers of Other Languages (ESOL) This program of courses is designed to accommodate the needs of speakers of other languages who are studying at Hockaday.

The courses are planned as transitional or complementary classes to be taken along with the regular curriculum.

Due to the requirements of the ESOL program, some ESOL students entering the Upper School may not be able to fulfill Hockaday’s three year World Language requirement. In that case, the student would begin her World Language requirement upon completion of the ESOL program and would continue her language studies until graduation.

Intermediate English for Speakers of Other Languages (one year, 6 days, 6 credits) This course is designed to improve English language proficiency in reading, writing, speaking and listening. Some of the course goals include helping students gain a real world understanding of English and preparing students for more advanced work in the ESOL curriculum, future literature and history courses, and in the general academic program of the school. Students are introduced to writing as a process. Reading assignments improve English reading skills as well expose students to literary genres such as short stories, poetry, drama, nonfiction and novels and are often taught in conjunction with the U.S. History for ESOL Students class in order to increase student knowledge of US history and culture. Vocabulary is a major focus and is taught through the study of literature, grammar, and writing. Grammar is stressed, especially those areas challenging for non-native English speaking students. Class participation and discussion are expected as ways to practice good speaking and listening skills. Students who successfully complete this course will develop higher-level fluency and become more confident in their use of the English language.

Advanced English for Speakers of Other Languages (one year, 3 days, 3 credits) In this course, students continue to strengthen their English skills towards fluency. The course integrates the elements of English literature, vocabulary, grammar, and writing. The focus is the development of writing skills and the reading and understanding of literature, the areas of greatest difficulty for non-native English-speaking students. Students review and practice challenging aspects of English grammar, develop their ability to write creatively and analytically using complex sentence structure, and work to express themselves clearly in class discussions. Vocabulary is taught through the study of literature, grammar, and writing. Students concentrate on critical reading skills, literary analysis, and interpretation, with an emphasis on American literature and culture. To prepare advanced-level ESOL students for the level of writing they will need in the English department, students are also enrolled in a English class on an audit basis. The students will attend required meetings with the ESOL teacher and English teacher to discuss progress in the audit class in the first quarter and on an as needed basis thereafter.

United States History for ESOL Students (one year, 3 days, 3 credits) In this class, students explore American culture through a survey of the key historical events of the United States. The course is designed as an introduction to familiarize ESOL students with an examination of the political, social, economic and cultural heritage of the United States. Special emphasis will be given to the interactions between the many cultures that led to the development of the American experience. Students are required to analyze a variety of historical documents and complete several different writing assignments, including book reviews and research papers. Students will take several field trips that will enhance their study of U.S. history, including trips to Washington, D.C. and many historical Texas sites.

Community Service Philosophy of Service It is as important to prepare students for lives of good citizenship as it is to prepare them for the intellectual challenges of college. We seek to develop the habit of community involvement, to awaken concern for those coping with hardship, and to encourage a sense of responsibility for our environment. We believe that a meaningful and flexible program of mandatory community service can raise social awareness, broaden outlooks, and teach sound leadership values and skills. We distinguish between community service and “charity� by emphasizing the educational, person-to-person nature of service. We believe that such service will enable the school to play a beneficial role in the Dallas community as well as in agencies serving special needs within the city.

Requirements Each student is required to complete at least 15 hours of individual community service each academic year. At least ten of these hours must be hands-on service. Students are reminded that the goal of this program is to open up new horizons; therefore, students may not receive community service credit for volunteering at a private camp, church or synagogue, music dance school, etc. unless they wish to be involved in service outreach through that organization. There are many opportunities available on weekends and students are expected to be as faithful about fulfilling their responsibilities at these times as they are during the school week. All of the programs, projects, and hours will be monitored by our Community Service Director.

Page 39

Community Service Agencies that benefit from Hockaday Volunteers Animals A Different Breed, Dallas Zoo, Equest, Golden Retriever Rescue of North Texas, Operation Kindness, SPCA Arts AT&T Performing Arts Center, American Institute of Musical Students, Dallas Children’s Theater Center, DMA Children and Community Centers Bea’s Kids, Big Brothers Big Sisters, Boys and Girls Club of Dallas, Brother Bill’s Helping Hands, Buckner, Child and Family Guidance Center, David’s Place (Head Start of Greater Dallas), J C Phelps Recreation Center, Jewish Family Services, Jonathan’s Place, Jubilee Center, Kid-Netic Games, Make a Wish Foundation, Our Friends Place, Rainbow Days, St. Philip’s School and Community Center, T.R. Hoover Center, Vogel Alcove, Voice of Hope, Wilkinson Center, Wee Volunteer, West Dallas Community Center Domestic Violence Dallas Children’s Advocacy Center, The Family Place, Genesis Women’s Shelter, New Beginning Center Education AVID at Marsh Middle School, Da Vinci School, DISD Tutoring and Mentoring Program, Future Leaders Program, Girls Inc., KIPP Mentoring Program, Mi Escuelita Head Start Program, MLK Tutoring, Sudie Williams, STAIRS Program, Vickery Meadow Learning Center Elderly Caruth Haven Assisted Living, C.C. Young, Emeritus Vickery Towers, The Forum, Legacy at Preston Hollow, Meals on Wheels, Premier Transitional Care, Presbyterian Village North, Treemont Retirement Community Environment Arboretum, Dallas Nature Center, Groundwork Dallas, Texas Trees Foundation, Trinity Trust Trail Healthcare and Hospitals AIDS Resource Center, American Cancer Society, Bryan’s House, Carter Blood Care, Children’s Medical Center (and Plano Children’s Medical Center), Gilda’s Club North Texas (Cancer Support Community North Texas), Juvenile Diabetes Research Fund, Parkland Hospital, Race for the Cure, Texas Scottish Rite Hospital Homelessness Austin Street Centre, Dwell with Dignity, Family Gateway, Furniture Bank, Habitat for Humanity, Interfaith Housing Coalition, Pebbles Apartments in Vickery Meadow, Promise House, The Stewpot Immigration and Human Rights Catholic Charities, DFW International, Human Rights Initiative Other Community Bucks Program at Tom Thumb, Corps of Engineers, Dallas Lighthouse for the Blind, Down Syndrome Guild, Goodwill Industries, Museum of Nature and Science, North Dallas Shared Ministries, North Texas Food Bank, Special Olympics, Spokes for Folks, Teenage Communication Theater (TACT), Volunteer Center of North Texas Public Policy City Square Dallas, Teen Court Salvation Army Carr P. Collins, Cedar Crest Corps Center, Oak Cliff Corps Center, Pleasant Grove Corps Center,Garland Corps Center, Project Tomorrow, Toy Shop Distribution.

Troops Defenders of Freedom, Support our Troops Page 40

Coordinate Program with St. Mark’s School of Texas A full description of the St. Mark’s courses may be found in their course catalogue. (Registrar will have a copy available for you to review.) Students should sign up for Coordinate Classes at the same time and in the same manner as they sign up for Hockaday courses. Alternatives should always be given in case scheduling is not possible.

NOTE: Students participating in the coordinate program must take the school buses between campuses. There may be times during the year when St. Mark’s classes meet and Hockaday’s do not. As a student enrolled in a St. Mark’s course, you are obligated to attend, regardless of the holiday at Hockaday. If possible, buses will run from Hockaday on such days.

All Hockaday courses are open to St. Mark’s students in grades 10-12. The following choices are popular: Hockaday classes can be scheduled at 2:15 p.m. to allow for St. Mark’s participation.

Multimedia Engineering Comparative Religion Science and Pseudoscience AP World History AP Comparative Government Philosophy21 Mandarin Chinese I, II, III, AP Language French I, II, III, AP Language Business French Studio Art I, II, Advanced and AP Advanced Spanish Communication & Culture

(semester) (semester) (semester) (semester) (semester) (semester) (full year) (full year) (full year) (full year) (full year)

The following St. Mark’s courses are open to Hockaday students: Japanese II, III and AP (full year) German II, III and AP (full year) Concert Band (full year) Spanish for Spanish Speakers (full year) Film Studies & Adv. Film Studies (full year)

Online School for Girls A full description of the OSG courses may be found on their website: www.onlineschoolforgirls.org. All students interested in taking an OSG course must complete an application form available in the U.S. Office and meet with John Ashton for approval. NOTE: All OSG are credit courses but are not included on the Hockaday transcript nor in the GPA. Fall Semester: Multivariable Calculus Genetics Global Issues Page to Stage: Wicked Art & Design: Spiderman

Spring Semester: Differential Equations Intro to Human Anatomy, Physiology & Disease Women’s History in America Page to Stage: Wicked

Yearlong: AP U.S. Government & Politics/AP Comparative Government & Politics AP Computer Science AP Macroeconomics AP Statistics Intro to Computer Programming Digital Design & Imagery AP Music Theory AP Psychology Japanese I Japanese II Latin I Page 41

Upper School 6-Day Rotation Schedule

8:00 - 9:20

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

A

E

A

E

A

E

Pass 9:30 - 9:45

Advisory

Pass 9:55 - 11:15

B

F

B

F

B

F

Conference Time

Conference Time

Form Meeting

Conference Time

Conference Time

Assembly

Pass 11:25 - 12:05

12:05 - 12:45

Lunch

Pass 12:55 - 2:15

C

G

C

G

C

G

D

Y

D

Y

D

Y

Pass 2:25 - 3:45

Page 42

Four-Year Plan with Requirements for Classes of 2013-15

ENGLISH (4 years)

MATHEMATICS (3 years in US)

Form I

Form II

Form III

Form IV

English I

English II

English III or Honors English III

Senior Seminars or AP English

Algebra I

I Geometry or AAA Geometry

Algebra II or Algebra II/ PreCal

World History

H.A.M./ U.S. Government

U.S. History or AP U.S. History

Language I

Language II

Language III

Physics

Chemistry

Biology

First Aid & CPR PE 10

Health PE 11

H.A.M.: History of Art & Music (1/2 year) and HISTORY (2-1/2 years)

FOREIGN LANGUAGE (2 years in US through Level III)

SCIENCE (3 years)

FINE ARTS (1 year)

PHYSICAL ED/HEALTH (Required each year)

Fine Arts or Publications

Intro to Wellness PE 9

Page 43

Self Defense PE 12

Four-Year Plan with Requirements for the Class of 2016

ENGLISH (4 years)

MATHEMATICS (3 years in US)

Form I

Form II

Form III

Form IV

English I

English II

English III or Honors English III

Senior Seminars or AP English

Integrated Math II/III Integrated Math III or Integrated Math III Enriched

see math chart pg 18

see math chart

see math chart

World History

H.A.M./ U.S. Government

U.S. History or AP U.S. History

Language I

Language II

Language III

Physics

Chemistry

Biology

First Aid & CPR PE 10

Health PE 11

H.A.M.: History of Art & Music (1/2 year) and HISTORY (2-1/2 years)

FOREIGN LANGUAGE (2 years in US through Level III)

SCIENCE (3 years)

FINE ARTS (1 year)

PHYSICAL ED/HEALTH (Required each year)

Fine Arts or Publications

Intro to Wellness PE 9

Page 44

Self Defense PE 12

Page 45

Kim Wargo Eugene McDermott Headmistress Cathy Murphree Assistant Head of School for Academic Affairs and Provost Barb Fishel Dean of Studies John Ashton Head of Upper School Sharon L. Wright Registrar

For further information regarding admission to The Hockaday School, contact the Office of Admission at 214-363-6311, ext 6520.

The Hockaday School 11600 Welch Road Dallas, Texas 75229-2999

www.hockaday.org

The Hockaday School does not discriminate on the basis of race, color, creed, sexual orientation, religion, national or ethnic origin in Page 46 the administration of its admission and education policies, financial aid programs, athletic programs and other administered activities.