Lisa Shambaugh Head of School
Tim Lance
Assistant Head for Academics
Ray Hecht Assistant Head for Finance; CFO
Marek Pramuka Assistant Head for Admissions & Marketing
Emily Cole-Chu MacSwain Assistant Head for Student Life
The Storm King School, a global community, prepares students by inspiring them toward academic success and confidence in an inclusive and diverse learning environment that embraces character, balance, and trust.
The Storm King School Curriculum Guide provides a program overview, departmental overviews, and full course descriptions of all courses currently offered to Grades 8-12. It also outlines the School’s graduation requirements, methodology for grading and academic evaluation, and other important information about our program.
Students and families are encouraged to familiarize themselves with the School’s course offerings and seek guidance from the Assistant Head of School for Academics, Dr. Tim Lance, while planning their academic schedules each year. Enrollment in certain courses must be approved by the relevant department and administrators.
For students joining The Storm King School from another school, SKS conducts placement assessment to support appropriate grade assignment and course selection. Final approval of transfers is issued by the Assistant Head of School for Academics and the Head of School.
Please note that insufficient enrollment and faculty changes may cause the School to withdraw or change a course. Students will always be notified of any changes in their academic schedule.
Phone: (845) 534-7892
www.sks.org
Curriculum at The Storm King School is built to spark creativity, encourage risk-taking, promote critical thinking, and foster collaboration. Broad course offerings and a flexible academic schedule allow students to discover their passions and take a leading role in the creation of their own personal trajectories. Their enthusiastic participation, not only in academics, but in everything the School has to offer, results in a love of learning and sets the foundation for them to become life-long inquirers.
The ultimate goal for both teachers and students is the achievement of deeper learning. Our faculty relies on approaches that actively engage students as they master the necessary content in various disciplines while encouraging the perfection and application of academic and life skills through traditional, experiential, project-based learning experiences. Discussion and collaboration are active components of all of our classes.
As much as possible, teachers ensure that learning grows from authentic, interdisciplinary problems and projects. While content is a necessary focus, the way information is processed, verified, and used is at the forefront. Students need to understand how they learn and evaluate, make decisions, and master knowledge by actually constructing it themselves.
• Necessary content and skills in the disciplines of Math, Science, Humanities, English, Arts, and Foreign Languages
• How to think critically, thoughtfully dissect a subject or issue, ask incisive questions, and solve problems/ bring solutions
• How to step beyond one’s comfort zone, take risks, fail gracefully, and succeed through persistence and hard work
• How to collaborate, be flexible, and be adaptable
• An understanding and appreciation for the Arts— music, theater, creative writing, visual arts—as a means of personal and creative expression
• Global and cultural awareness
• How to be effective leaders and citizens of their local and global communities
• How to maximize benefits from using technology, and how to use it responsibly and ethically
• How to use information, conduct research, create a hypothesis, acknowledge sources, and present findings
While students attend classes daily in our classrooms, we also embrace the extension of learning beyond direct
instruction. Project-based application, international travel, collaborative and interdisciplinary work, and experiential vehicles such as Community Service, the use of Black Rock Forest, trips throughout the surrounding Hudson Valley and New York City, as well as extracurricular activities, athletics, and other experiences are built in to our academic and student life programs.
All students that enter The Storm King School in ninth grade must complete 24 graduation credits in these areas:
Mathematics:
Science:
English:
History/Social Sciences:
Credits
Credits
Credits
Credits
World Language*: 2 Credits
Visual Arts: 1 Credit
Performing Arts: 1 Credit
Additional Credits: 4 Credits
Community Service: 20 hours per year
Students starting after the ninth-grade complete graduation requirements on a prorated scale. Each student must complete at least one Mathematics class, at least one Science class, at least one English class, and at least one History/Social Science class each year. Students whose first
language is English must also complete two semesters of a world language, as well. Students must carry at least six credits per year with at least three per semester.
Eighth, ninth and tenth graders have a number of required classes to complete; eleventh and twelfth graders have more choice in areas of concentration within the yearly guidelines.
Students who attend The Storm King School in grades 8-12 are expected to meet both a visual and performing arts requirement. This can be accomplished by taking a class in each area, but also through a number of other means. One student might be active throughout the year in the theater program; another might come as an accomplished guitar player or vocalist and perform frequently at school events; a third might have experience as a photographer and contribute significantly to school publications. Faculty and activity advisors will determine whether students have met the criteria for this requirement. Students who enter The Storm King School after their sophomore year are only required to meet or earn one credit in visual or performing arts.
Students are required to participate in after school activities each term. Because students in grades 8-12 meet their physical education credit through our after-school athletics program, two seasons of a physical activity are required. These include: interscholastic and club sports, outdoor activities, dance, and other physical activities.
Our Health Program is delivered through our student life curriculum, which includes a freshman and sophomoretargeted Health course, speakers on key health topics, specific advisory discussion topics, and presentations by coaches and teachers.
Each student is required to complete 20 hours of community service per year. This academic requirement provides an extraordinary opportunity for students to connect their classroom learning to their ability to create positive change in the world; thus, empowering them in their own educational journeys. Community service opportunities are delivered through the Student Life Office.
Each new student is provided a schedule by the Academic Dean based on the student’s previous academic record. This can be adjusted, if possible, when the student receives the schedule for approval or at registration for the year. Returning students work with advisors in the spring to determine an appropriate program of study, and this list is reviewed and finalized during the scheduling process in the summer. All students are required to carry a minimum of six full credit courses. All students will be enrolled in at least one class in the fields of Mathematics, Science, History & Social Sciences and English each year that they attend The Storm King School. In general, at least four of the full credit courses must be academic in nature, while the fifth and sixth class may include performing, visual, or creative arts classes. In order to graduate from The Storm King School, students must meet the requirement of six full credit courses in the senior year, even if they have already obtained the credits required for graduation.
Students who wish to change their course schedule must explain the proposed change to the Academic Dean. The Academic Dean, the student’s advisor, and all teachers involved must discuss all proposed changes with the student before a decision will be made. Schedule changes must occur within one week of course matriculation. In addition, juniors and seniors must get approval for a change in course schedule from the College Counselor.
No schedule changes will take effect until the form has been returned to the Academic Dean and approved.
A student receiving a final grade in the D range may need to complete a review before moving to the next level in some disciplines.
If a student fails a course, he or she may earn a passing grade and credit through an approved summer course or the completion of coursework through an approved tutorial. Credit will be granted only through the Academic Dean’s Office.
The academic year is divided into two semesters and a Q-Term. Each class lasts one semester, which consists of three grading periods. Each grading period tracks progress from the start of the semester until the end of that grading period. Grades and effort marks are awarded at the end of each of the grading periods (see below). Semester grades are determined by the grading period grades together with a final exam or final project. Some classes may also include a term project or term paper as a major part of the semester grade.
Progress reports are sent home a minimum of four times per year: During Semester One, reports of progress are sent home in early October and at the end of the semester in December. An interim report is sent home in early November for students with a C- or lower, or who haved moved by a letter grade or more in either direction. During Semester Two, reports of progress are sent home in February and at the end of the semester in May. An interim report is sent in late March for students with a C- or lower, or who have moved by a letter grade or more in either direction. All reports provide detail on student progress and teacher recommendations regarding student improvement.
A student receiving a final grade in the D range may need to complete a review before moving to the next level in some disciplines.
If a student fails a course, he or she may earn a passing grade and credit through an approved summer course or the completion of coursework through an approved tutorial. Credit will be granted only through the Academic Dean’s Office.
Progress reports are the primary means by which the School communicates with parents about student academic progress. Parents should email their child’s advisor or the Academic Dean if any concerns arise. Students review their progress reports and interim reports with their advisor.
Effort marks assess student behaviors such as class attendance, participation, and preparation; homework; initiative and motivation; and the degree of care put into the work.
5 Outstanding Student demonstrates most or all of the following: exceptional class participation, consistent thoroughness in preparation, work over and above course requirements, consistent requests for extra help, attempts to relate the course material to other discipline areas, or exceptional initiative in making up work missed because of absences.
4 Above Average
Student demonstrates most or all of the following: very good effort represented by class participation, thorough preparation, an eager attempt to master the material of the course, and regular requests for extra help when appropriate.
3 Average
Student demonstrates most or all of the following: acceptable class participation and adequate fulfillment of course requirements with consistently prepared work and assignments carefully prepared and submitted on time.
The student has met Storm King’s normal expectations for class involvement and academic effort.
Student demonstrates most or all of the following: below normal effort, reflected in occasional absence or lateness, occasional lack of preparation for class or inattentiveness in class, or the student may fail to submit required work or the work may be poorly prepared. The student neglects to ask for extra help.
Student demonstrates most or all of the following: consistent failure to complete assignments, a lack of class participation, reluctance to ask for extra help, consistent inability to participate in class when called upon, and a lack of initiative in making up missed work.
The Q-Term takes place at the end of the school year between final exams and graduation. Q-Term classes are short, intensive courses that provide Storm King faculty and students a chance to explore more deeply subject matter for which they have a particular passion and curiosity. During the Q-Term, students meet with the same class and instructor every day and pursue the subject of their choice. This focus creates an arena for handson learning, outdoor adventure, creative design, and service opportunities that enrich and deepen students’ connections to the subject matter at hand. Each year, Storm King faculty create an engaging roster of Q-Term courses that appeal to a wide range of interests from engineering and the sciences to history, art, music, travel, and many others.
Independent study at The Storm King School offers coursework that enables students to explore their passions and deep-dive into their areas of interest. Independent study is allowed on a case-by-case basis for students who work well independently and have high academic performance overall.
Students interested in earning credit toward graduation through independent study take the lead by finding a faculty member to advise the study. Then, the coursework is developed in collaboration between the student and the teacher to supplement the School’s departmental offerings. Recent examples of Independent Study areas have included Environmental Science Policy, International Relations, Physics Mechanics, Photography, Psychology, English Literature, and Fashion.
The mathematics program develops the approaches, skills, and ideas that enable students to thrive in a rapidly changing world. Our students learn how to solve mathematical problems through an assortment of strategies, how to communicate their solutions clearly, how to work effectively on projects with their peers, and how to use technology.
After thorough evaluation, students are placed at a level of mathematics that will provide them with appropriate challenges and successes. Many first-year students will begin with Algebra Skills in the eighth grade and Algebra I in the ninth grade, before moving on to Algebra II. Geometry must be completed prior to taking any more advanced math classes, such as Precalculus or Calculus.
Algebra Skills is an eighth grade math option for students, reviewing basic fundamental concepts in order to succeed in high school math. Topics include but are not limited to orders of operation, algebraic manipulation, exponent rules, algebraic inequalities, factoring, the quadratic formula, and introduction to complex numbers.
Algebra I is the foundational high school mathematics course. It is the connection between the concrete to the abstract study of mathematics. Topics include simplifying expressions, evaluating and solving equations and inequalities, and graphing linear and quadratic functions, relations, and equations. Real world applications are presented within the course content.
This course includes an in-depth analysis of plane, solid, and coordinate geometry as they relate to diverse mathematical concepts. Topics include logic and proof, parallel lines, polygons, perimeter and area analysis, similarity and congruence, and applications to real life situations. Emphasis will be placed on developing critical thinking skills as they relate to logical reasoning and argument. Students will be required to use different types of reasoning and explanation to discover much of the course content. Additionally, students will be required to construct project material outside of the classroom. The nature of the course is designed to expand the students’ ability in explaining the steps they took to solve a problem.
Basic mathematical skills and the logical approach they teach are essential to a student’s ability to interpret data and gain predictive and generalized meaning from raw observation. Mastery of these basic skills will give the student the confidence and desire to investigate the world of higher math. Students will expand skills learned in Algebra and will study higher-level skills such as rational expressions, radical equations, imaginary numbers, solving quadratics, transforming functions, and conic sections. Algebra II is the prerequisite to Precalculus.
Topics in Precalculus include advanced subjects in algebra, geometry, trigonometry, and other areas of mathematics. In addition to forming the foundation for the study of calculus, the topics covered in this class have wide-ranging applications in science, art, engineering, architecture, navigation, and many other areas. Literally “measuring triangles,” trigonometry builds on foundations of geometry and algebra to form powerful tools of analysis and modeling. Developed independently in several cultures, trigonometry most likely provided tools to astronomers and engineers of the ancient world. Today, its applications range from astrophysics to acoustics, spanning across virtually every field of science and engineering. From exponential to power functions, logistic functions to sinusoids, this course will give students the tools they need to analyze a function in a multiple of ways. We will be using a graphing calculator heavily in this course. Precalculus is the prerequisite for Calculus, AP Calculus and AP Statistics.
Typically, a junior or senior level class, regular calculus covers many of the same topics covered on the AP AB Exam, at a different pace. We cover limits and continuity, limit definition of derivative, product, quotient and chain rules, logarithmic differentiation and implicit differentiation. From there we look at typical applications of differentiation such as curve sketching, optimization, related rates and Newton’s Method. For the remainder of the time, we delve into several methods of integration, from basic substitution through parts, partial fractions and trigonometric integrals. The successful completion of this course has a student well-prepared for both AP Calculus and college calculus.
Prerequisite: Precalculus
AP Calculus is a traditional first-year, college level course with performance standards established by the College Board. Since these standards are very demanding for most high school students, the course is designed for those students who have demonstrated excellent mathematical abilities in the classroom through Precalculus. As a discipline, calculus is where the student makes the “jump” from the static world to the dynamic world. No longer is the focus on “how much” we have, but on “how fast is it changing.” Are things getting better or worse? Are things getting bigger or smaller? This subtle but profound change in the questions asked by great thinkers resulted in the development of Calculus, one of the most important accomplishments of humanity. This is the course in which the student begins to understand the mathematical tools needed to make the world from the industrial revolution onward possible. The AP Calculus course requires a “B-” or higher in Precalculus. This is a demanding course, and students should expect to have 4-5 hours of homework per week.
Prerequisite: Precalculus (B- grade or higher)
AP Statistics is an introductory college-level course with performance standards established by the College Board. Since these standards are very demanding for most high school students, the course is designed for those students who have demonstrated excellent mathematical and verbal abilities in the classroom. As a discipline,
statistics is often where the student evolves from analyzing the idealized mathematical world to understanding the ambiguity of the real world. Answers are no longer clear-cut, and data is often of dubious quality. Nevertheless, unless we wish to resort to opinion and speculation, the data can still be used, but it must be used correctly. Statistical methods, therefore, emphasize the interpretation of data and recognition of its limitations. AP Statistics is a demanding course, and the students should expect to have 4-5 hours of homework per week.
Prerequisite: Precalculus
Advanced Calculus is one of our most advanced mathematics classes. It covers everything typically covered in the first two semesters of college calculus. It begins with a formal definition of limits and continuity, followed by all derivatives and rules, and applications including optimization, related rates, curve sketching, L’Hopital’s Rule and Newton’s Method. It then turns to integration, covering several methods such as parts, partial fractions, trigonometric integrals, trigonometric substitutions, rationalizing substitutions and improper integrals. Finally, it thoroughly covers series, from convergence tests like the nth term test, integral test, limit and direct comparison tests, ratio and root tests, followed by a good overview of power series and, finally, Taylor and Maclurin Series. A successful student is well-prepared to take the AP Calculus BC test.
This course follows the syllabus of a typical college sophomore-level multivariable class. It begins with vectors, inner and outer products, and unit basis vector format, followed by vector calculus, including differentiation and integration, arc length, surface area, and Lagrange Multipliers. Later, it progresses to multiple integrals, coordinate changes including polar, cylindrical, and spherical coordinates, and the Jacobian for change of variables. Finally, if time allows, the semester concludes with line integrals, Green’s Theorem, Stoke’s Theorem, and the Divergence Theorem.
Advanced Topics is the most advanced mathematics course offered at The Storm King School. Offered to seniors who have already completed the Advanced Placement curriculum, it seeks to offer students a window into more advanced mathematics and train them as Peer Tutors to work in Study Hall. The typical week is evenly split between an overview of what the lower-level math classes are covering, to be well prepared to work in Study Hall, and advanced math. The topics covered include multivariable calculus, linear algebra, and classical algebra including basic group theory and number theory, ending with forays into complex analysis and manifold theory.
The Science Department educates students in the scientific process, guides students in the use of techno-logical and mathematical tools, prepares students for higher education and STEM careers, and generally provides personal enrichment to be an informed citizen as many global societal issues revolve around the acquisition and interpretation of scientific data. The program is heavily influenced by the Next Generation Science Standards (NGSS)1, which are based on the Framework for K-12 Science Education developed by the National Research Council.
In addition, AP courses follow syllabi approved by the College Board covering established skills and con-tent that prepare students for their respective AP exams.
The curriculum for the eighth grade science class draws from the collection of fields traditionally known as ‘Earth Science.’ The topics range from geology, meteorology, and oceanography to astronomy. In this class, students explore the complexity of Earth’s structure and how its properties work together to sustain life.
In Freshman Physics, students are introduced to the fundamentals of physical science and the natural world using age-appropriate mathematical tools. Topics include measurement, kinematics, forces, momentum, energy, electricity and magnetism, gravity, and more as time permits. In addition to learning about these areas of physics, students are guided to develop their skills in experimental design, analysis, and reflection, which lead to the construction of scientific models that ultimately allow students to make predictions and develop a more nuanced understanding of the natural phenomena.
Chemistry is the study of matter, energy, and their interactions. This course covers chemistry’s basic principles, including atomic theory, the periodic table, chemical reactions, chemical quantities, chemical names with formulas, stoichiometry, and ionic/covalent bonding. This course is structured to develop critical thinking as well as independent and group problem-solving skills. Laboratory safety and techniques are emphasized in all experimental activities.
Honors Chemistry covers the same material as regular Chemistry but with the expectation that the student completes lab activities and homework assignments with a higher level of sophistication and comprehension.
This course seeks to investigate the science behind the significant environmental issues of today. Students develop a comprehensive overview of Earth’s various independent systems and how they interact with each other. Using an ‘Earth systems’ approach, students begin to recognize society and the environment as an interrelated system. They investigate current issues, explore realistic solutions, and ultimately gain a greater understanding of the environmental factors that affect our world.
The scientific field of physics has been central in the development of modern civilization, from everyday conveniences to advanced technologies to our understanding of our place in the Universe, and it will continue to lead us to discoveries yet to be imagined. This physics course follows a modeling approach in which the students actively participate in the process of scientific inquiry. Major concepts are introduced with paradigm labs in which students measure observable quantities, extract key relationships between the variables, and develop models to understand the observed phenomena. Multiple represenations—schematic, graphical, and mathematical—are developed, which together define the models. Students regularly work in teams, and both
present and defend their work amongst each other. The curriculum includes kinematics, dynamics, energy, and other topics as time permits.
Biology is the study of life itself. It has become the preeminent science of the 21st century. Advances in genetics and biotechnology have begun to allow humans to manipulate life to suit our needs. In this course, students explore the characteristics that all life has in common; how life is passed down from generation to generation; how species change over time; and how life interacts with the environment. Learning about life on Earth, past and present, students begin to imagine how we can shape its destiny.
Honors Biology covers the same material as regular Biology with some additional topics and with the expectation that students complete lab activities and homework assignments with a higher level of sophistication and comprehension. Honors Biology is prerequisite for AP Biology.
AP Biology prepares students to carry out scientific investigations and develop advanced inquiry and reasoning skills. The course covers the “big ideas” of evolution, energy, information, and interaction within the living world. Students explore experimental design and data collection and analysis while conducting laboratory exercises throughout the semester. AP Biology is equivalent to a two-semester college introductory biology course. The pacing will be faster and less flexible than regular courses in order to cover all the required content. Students should expect a highly demanding schedule of homework assignments.
Prerequisite: Honors Biology
Advanced Chemistry is a rigorous college preparatory course designed to prepare students who wish to take the AP Exam at the end of the year. Student’s taking this course will advance their understanding of the general chemistry course typically taken during sophomore year.
This course emphasizes atomic theory, the periodic table, bonding, molecular structure, gas laws, kinetic molecular theory, stoichiometry, electrochemistry, properties of solutions, acids and bases, equilibrium, reaction rates, thermodynamics, and nuclear and organic chemistry. Students should expect a highly demanding schedule of homework assignments, and those choosing to take the AP Exam are advised that they will need to set aside time for independent review.
AP Computer Science A is a college prep course for potential computer science majors and a foundation course for students planning to study other technical fields such as engineering, physics, chemistry, and many other fields that may require an awareness of programming concepts. This course emphasizes the application of standard Java programming methodology, and objectoriented analysis and design practices. Students will become adept at applying the concepts of inheritance, encapsulation, abstraction, and polymorphism for solving real-world problems in computer science. A detailed examination of several case study programs provides an introduction to Java building blocks and provides a solid foundation for success in the AP Computer Science Exam. AP Computer Science A is a highly demanding course recommended only for students with prior programming experience and/or strong math and logic skills. Students should expect a highly demanding schedule of homework assignments and projects. Students must have a reasonably up-to-date laptop computer (Windows or Mac) that can be brought to class every day.
AP Computer Science Principles introduces students to the central ideas of computer science, instilling the ideas and practices of computational thinking and inviting students to understand how computing changes the world. The curriculum is structured around several major components: (1) digital information, (2) the Internet, (3) app design and programming, (3) data, and (4) cybersecurity and global impacts. In addition to the AP exam at the end of the year, students must submit an original computer application designed and coded by the student. AP Computer Science Principles is complementary to AP Computer Science A (CSA);
students may elect to take both courses in either order, although CSA is more technically challenging and is recommended only for students with prior programming experience and strong math skills. Students must have access to a laptop computer (Windows or Mac) for classwork and homework assignments for both courses.
The science of physics and astronomy has played a profound role in human civilization from the ancient Greeks to modern times. Physics is at the heart of virtually all modern technology and provides the foundation for our understanding of the world. The goals of this course are (1) to develop an in-depth understanding of the principles and mathematics of classical physics mechanics in preparation for the AP Physics C exam and (2) to practice experimental data acquisition, analysis, and reporting using digital sensors and computer-based analysis tools. Calculus will be used throughout the course to understand concepts and prepare students for college-level work in physics and engineering. Students should expect a highly demanding schedule of homework assignments.
Computer Science Principles introduces students to the central ideas of computer science, instilling the ideas and practices of computational thinking and inviting students to understand how computing changes the world. The curriculum is structured around several major components: (1) digital information, (2) the Internet, (3) app design and programming, (3) data, and (4) cybersecurity and global impacts. This class or the equivalent is a prerequisite for AP Computer Science A. Students must have access to a laptop computer (Windows or Mac) that can be brought to class every day.
This introductory astronomy course will survey topics such as the Solar System, stellar life cycles, galaxies, observational techniques, historical perspectives, and contemporary cosmological discoveries, providing students with a comprehensive understanding of celestial phenomena. The curriculum combines theoretical concepts with practical applications, emphasizing the development of observational skills and critical
thinking. By the conclusion of the course, students will have acquired a foundational knowledge of astronomy, fostering an awareness of and wonder at the complexities inherent in our study of the cosmos.
The History and Social Sciences curriculum prepares students to be informed, perceptive, and engaged citizens of their communities and the world. In all courses, students increase their knowledge about the many peoples, cultures, and events that have shaped human history. Students are exposed to the moral and ethical issues that have faced other people in other times, in studying the struggles and triumphs that have marked human history, and in understanding the purposes that have divided people as well as those that have united them.
Middle School History explores physical and human geography around the world. The course is divided into two sections. In the first, we examine general principles of geography, including weather and climate, natural resources, and the dynamics of population. In the second section, we explore the geography of specific regions across the globe. We will focus on human-environmental interaction, challenging our students to reflect on some of the current, real-life crises in each region and develop sustainable solutions. Our course also examines the geography and history of our local region, the New York Hudson Highlands. Throughout the course, students are introduced to key social studies skills, such as map and chart analysis, data presentation and interpretation, and critical thinking.
In this required ninth grade course, students explore the cultures and history of people across the globe, from the beginning of human development through ancient civilizations and the Middle Ages. By understanding the common struggles and achievements of past peoples, students better understand the shortcomings and successes of our current age. Along with studying history chronologically, we will focus on several themes that have impacted the course of human culture and civilization, including colonization and empire-building, different political systems, and technology. We will also look at many of the more day-to-day aspects of life such as family, religion, and food that have changed over time.
Offered to tenth graders, this course will review the important events and key issues related to US history. Topics covered include the birth of the new nation,
the Civil War, diversity and equality, government, and foreign policy. The Storm King School takes advantage of its historical location along the iconic Hudson River to further the students’ exploration of history with resources such as the Black Rock Forest Preserve, USMA at West Point, the FDR Museum, Washington’s Headquarters, Fort Montgomery, and many others.
Honors United States history is a thematic examination of the important events in United States History for tenth grade students. Students explore essential questions in depth such as “What is the role of government?”, “How does a country become a great power?”, and “How can equal rights be guaranteed for all?” Through their studies, students connect key terms and deepen their understanding of history. The area of content serves as an avenue to improve in important skill areas. Students assess their strengths and weaknesses and work to improve in reading comprehension, critical thinking, and analysis, writing, individual and group work, all in preparation for the rigors of college work in the social sciences.
This course examines American as well as other government systems and ideas of government, and justice systems around the world; not only from a traditional teaching perspective, but also from the knowledge of students who come from other countries explaining their cultures. The class spends quite a bit of time on different constitutions, but pays particular attention to the American Constitution. Students are eager to act as members of the “Supreme Court,” assessing whether or not they come to the same decisions and why.
Microeconomics and Advanced Microeconomics are offered in alternating years. The course introduces the main principles and concepts of microeconomics. The study of microeconomics focuses on the actions and decisions of individuals, companies, and industries. A fundamental characteristic of this course is the occasional integration of concepts of macroeconomics as well in an effort to study economics holistically. Students will examine microeconomics from the viewpoint of consumers and investors. The course starts by gaining a better understanding of the fundamental philosophies and systems of economics followed by the principles of personal finance, supply and demand, business and labor, prices, inflation, investing, firms, markets, and entrepreneurialism. Throughout the course, students engage in projects that enhance their learning. For example, students participate in team projects on the stock market, entrepreneurialism, and business planning.
Macroeconomics and Advanced Macroeconomics are offered in alternating years. This course introduces the main principles and concepts of Keynesian macroeconomic theory. The study of macroeconomics focuses on the behavior and performance of an economy as a whole and the aggregate changes in an economy related to factors such as unemployment, growth rate, gross domestic product and inflation. Throughout the course, students engage in group work with their fellow classmates that enhances their learning. In addition to their theoretical study, students will examine macroeconomics from their viewpoint as global citizens interested in and participating in the global economy.
This course introduces the concepts of owning and operating a business, which include the rewards and challenges of entrepreneurship and the details of developing a successful business plan. Additional topics include major national and global influences on businesses, money and banking, the importance of marketing a product or service, human resources management, developing and retaining employees, financial management, as well as technology in the
workplace. Students will also gain an understanding of managing their personal finances, career planning, making intelligent consumer decisions, the basics of credit in the marketplace, and the principles of risk management.
Students taking Introduction to Law will explore the foundations of the American legal field, as well as develop strong oral and written advocacy skills. The course concentrates on four pillars: constitutional law, torts, contracts, and criminal law. A shorter unit will cover other key legal subjects, such as property law, administrative law, and international law. Students will learn primarily by reading and discussing actual court cases; discussions will employ the Socratic method of question and answer that is used extensively in law school. In addition, students will learn how to prepare briefs and form oral arguments. The course will conclude with a moot court simulation, where students will have the opportunity to argue a complex legal case in front of a panel of judges. Beyond giving interested students an understanding of the legal field as a possible profession, the course is designed to help all students become more informed citizens and foster their ability to use advocacy and logical reasoning to address current problems.
This elective course offers eleventh and twelfth grade students the opportunity to continue their study of World History after having taken the required 9th grade Global Studies History I class. Students will continue to strengthen skills such as interpretation, analysis, and evaluation of primary and secondary sources: both textual and visual. Students will make connections between different time periods, discussing and defending historical arguments effectively through presentation and written skills. The area of content will begin around the year 1,200 CE, and include the cultural, economic, political, and social developments that have shaped the world from that time period onward.
Psychology is a field of study with a wide range of applications. This course is designed to introduce students to the core principles of the discipline. It will provide a framework for the exploration of a variety of
topics including but not limited to social influences on human behavior, the causes and treatments of various mental illnesses, personality traits and their roots in our development, and the long-term impact of prolonged stress. Students will have the opportunity to engage in cooperative projects wherein they will design and conduct their own psychological experiments using techniques they learn in class. By the end of the semester, students who take this course will be able to create detailed diagrams of the brain, recognize the stages of general adaptation syndrome in their own stress response, apply attribution theory in their daily lives, and much more. Advanced Psychology uses the David Myers AP textbook. The pace, number of topics, quantity of reading, and writing will be at a significantly higher level in the Advanced Psychology class. Students have the option of taking the AP exam.
Students taking International Relations will be provided with a framework for studying the complexities of timely international and historic issues while examining United States foreign policy. In this course, students will pay close attention to current events, global problems, and their historical context. They will be expected to participate in regularly held discussions, debates, and simulations related to international relations. Students will examine the issues from historical, cultural, and political perspectives by actively reading current scholarship on each topic. Ultimately, students will develop their own views on the topics and sharpen their skills at forming persuasive and logical arguments that express those positions. Multiple units culminate with a role play activity that could include a Congressional hearing, a meeting of the National Security Council, or an election campaign forum. Units covered include: The United Nations, The Role of the US in a Changing World, Genocide, Climate Change, China, Russia, and the Middle East. Throughout the course, the ‘4 Cs’ will be emphasized: Communication, Collaboration, Critical Thinking, and Creativity. Students interested in participating in our Model UN Club may find particular interest in this course.
English at The Storm King School exemplifies the standard of academic excellence found across our curriculum. In the richness of its course offerings, its small classes are typically conducted in a seminar format with emphasis on reading, writing, evaluation, and discussion at all grade levels. Students study literature representing a broad range of historical and cultural perspectives with an emphasis on American literature in the tenth grade. The skills listed below are general to the Department as a whole, and are further defined by courses of study within grade level and specific class:
• Research, critical, and expository writing
• Generative writing and formal writing
• Active reading and annotating
• Active listening and discussion
• Peer editing
• Inquiry-based analysis of texts
• Knowledge of literary terms and rhetorical devices
• Knowledge of various critical approaches to literature
• Creativity through poetry, prose, and multimodal compositions
• Metacognitive inquiry of individual students’ reading and writing processes Collaboration
• Oral Presentation
• Fundamentals of grammar, mechanics, and the conventions of academic writing
• Fluency in MLA and APA style
The curriculum for the eighth grade focuses on three themes: knowing the self, investigating the past, and understanding the community; and uses the Hudson Valley as a learning laboratory (Place-Based Learning) to explore these ideas. In general, this course is designed to get students analyzing and responding to accessible and important works of World literature. Working with poetry, short stories, novels, and plays, students learn the basics of class discussion, essay writing and personal memoir writing.
Anchored in Perrine’s anthology titled Literature: Structure, Sound and Sense, this course explores a variety of world literature in an array of historical contexts. Students will
build on their skills of literary analysis, class discussion, basic literary terminology, and their ability to appreciate literature. In addition, the writing component of the course will introduce expository essay writing, literary analysis, argumentative essays, and personal memoirs.
This survey of the classic works of the American Literary tradition strides through several key time periods, beginning in pre-Columbian times with Native American mythology and ending in Arthur Miller’s modern existential drama, Death of a Salesman. Additional centerpieces for this class include The Scarlet Letter, Adventures of Huckleberry Finn, Narrative of Frederick
Douglas, an American Slave, and The Great Gatsby. This course includes a substantial research project and several literary analysis essays.
The Creative Writing course is designed to meet two different student needs: an appreciation for the various creative forms of prose and poetry, as well as an exploration of literature that builds critical skills in both reading and writing. Students read several works of fiction, non-fiction, and poetry allowing them to develop a sense of the extent that writing enters and affects our different social spheres. In addition, there is a great deal of writing in which students create their own work or at times interpret complicated works that already exist. The ultimate purpose is to provide a space for students to learn how to approach and manipulate the many aspects of literature, and in doing so, become better writers themselves as they craft their own techniques.
Voices from the Margin reads and discusses literature written by People of Color, Latinos, LGBTQ+, radical women, and more. In a variety of genres—poetry, short story, graphic novel, and others—this course will seek to improve our understanding of writing that is too often overlooked. Why limit ourselves to a narrow canon when there is such richness in diversity?
Heroes are as old as The Odyssey and as recent as Harry Potter; as magical as Merlin and as down-toearth as Offered from The Handmaid’s Tale. This course will examine the nature of archetypes and encounter memorable characters across centuries and genres. Ancient plays, medieval legends, and contemporary novels–nothing will be off-limits as students explore the myriad characters that enrich the human story.
This course builds the critical skills of literary analysis and writing while reflecting on a variety of literary genres. Students will investigate why the same stories are told over and over again, eventually becoming codified into genres which reveal how society functions and
how individuals (both consciously and unconsciously) participate in it. To do so, the course will focus on the close reading of novels, short stories, and plays. Students will also be introduced to college-level critical analysis, a process which includes unraveling the meaning of themes within texts and organizing ideas into coherent essays and research papers. The goal for all students is to be prepared for college level work. These challenges include a responsibility for themselves and their work, represented by timeliness, clarity, and professionalism, as well as character consciousness that is defined by their ability to contribute, communicate, and build relationships within their existing social spheres while simultaneously pushing themselves into new areas of interest and influence.
This course is designed to help students develop the skills necessary for speaking persuasively and crafting highquality essays. We discuss techniques for developing original and well-argued papers such as the known-new contract, body paragraph structure, and retrospective outlining. We also think critically about the underlying principles and theories of rhetoric. Together we evaluate writings and presentations by a variety of rhetoricians, discussing what makes rhetoric necessary, effective, and engaging. Students demonstrate an understanding of these skills in a midterm research paper where they explore the legacy of a public figure of their own choosing. For their final project, students create their own TED Talk, a brief recorded presentation that engages solutions to a problem, historical event, or phenomena of cultural importance.
This course is offered to those students who performed in the ‘A’ range consistently in US Studies Literature and who wish to take AP English Literature their senior year. The course begins with the Old English heroic epic, Beowulf, and finishes with an in-depth Romanticism study. Other focal points for the course include Sir Gawain and the Green Knight, Milton’s Paradise Lost, the metaphysical poets, Shakespeare’s The Tempest, Mary Shelley’s Frankenstein, and Emily Bronte’s Wuthering Heights. In addition, students will write two major research papers and several literary analysis essays as they broaden their literary horizons in preparation for AP English in their senior year.
This course is a culmination of American Literature and Survey of British Literature. Like a college-level literature course, AP English Literature challenges students to read and understand what they are reading at a deep level, and, through the lens of several critical perspectives, acknowledge the cultural, psychological, philosophical, and historical currents underlying a work of literature. Throughout the course, students will hopefully come to see themselves in light of the works they are reading and analyzing and formulate an awareness of their unique identity within the world culture as documented by the authors they will be studying.
Prerequisite: Honors British Literature
In this course, students will explore New York City’s rich literary heritage. We’ll journey from the lore of Dutch New Amsterdam to the streets of Brooklyn, exploring various neighborhoods and time periods. Through close analysis and discussion, students will gain insights into the city’s cultural, social, and historical dimensions as portrayed in literature, gaining a deeper appreciation for its multifaceted identity.
Tales of eerily intelligent machines have captivated our imaginations for decades. Both writers and filmmakers have been entranced by the idea that robots, computers, and digital networks might one day transcend human intelligence. In this course, we delve into narrative representations of Artificial Intelligence (AI) in popular literature and film, exploring themes that question the nature of human consciousness, the ethical quandaries surrounding AI, and its profound impact on human society. Examining diverse forms, we navigate the intricate realms of the human-machine relationship and examine the potential risks and rewards inherent in the integration of intelligent machines into our contemporary world.
In the World Languages curriculum, equal emphasis is placed on the four major components of language learning: reading, writing, speaking, and listening. First and second-level courses stress rapid acquisition of vocabulary, fundamental grammatical skills, and cultural awareness. Third-level courses provide a comprehensive review of grammatical structures and an introduction to reading and composition. Fourth-level courses are usually devoted to the development of oral proficiency and literary skills.
This course gives students a command of basic Spanish grammar and language structure as well as knowledge of a variety of Hispanic cultures. The class is also designed to give ample practice in the five important skill areas of learning a language: speaking, listening comprehension, reading, and writing. Students will enhance their command of the Spanish language through listening exercises, homework, quizzes, tests, and short writing and reading assignments. In addition, activities will expand understanding of Hispanic cultures through Spanish language films and music, group projects, and current news from the Spanish speaking world.
This course builds upon basic Spanish grammar and language structures as well as knowledge of a variety of Hispanic cultures. The class is also designed to continue students’ practice in the five important skill areas in learning a language: speaking, listening comprehension, reading, and writing. Students will enhance their command of the Spanish language through listening exercises, homework, quizzes, tests, and short writing and reading assignments. Also, activities will expand understanding of Hispanic cultures through Spanish language films and music, group projects, and current news from the Spanish speaking world.
This course is meant to improve student proficiency in Spanish and advance command of grammar and language structures as well as knowledge of a variety of Hispanic cultures. The class is also designed to further enhance the four important skill areas in learning a language: speaking, listening comprehension, reading, and writing. Students will improve their command of the
Spanish language through listening exercises, homework, quizzes and tests, and short writing and reading assignments. Also, activities will expand understanding of Hispanic cultures through Spanish language films and music as well as cultural projects.
AP Spanish Language and Culture is equivalent to an intermediate level college course in Spanish. Students cultivate their understanding of Spanish language and culture by applying interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges.
This course is designed for students who have little to no prior experience with the Chinese language. Throughout this course, students will embark on an exciting journey to learn the basics of Mandarin Chinese, one of the most widely spoken languages in the world. In this introductory course, students will develop foundational skills in listening, speaking, reading, and writing Chinese. Through interactive activities, engaging exercises, and immersive experiences, students will gradually build their vocabulary, master essential grammar structures, and develop basic conversational skills.
Many students become interested in American Sign Language (ASL) because they favor a less traditional kind of language and way of learning a language. As an interactive, visual-spatial language with all the complexity
and nuance of a written language but without a current written component, ASL offers a unique languagelearning experience. This course introduces students to American Sign Language and Deaf Culture. Within this class, students will learn and develop fluency with fingerspelling while learning basic vocabulary and simple expressions. Through practice, students will increase their comfort level with this language and begin to think conceptually. They will also be exposed to various aspects of Deaf Culture, including background and historical perspectives, as well as discussion surrounding the deaf community today.
This course focuses on communication utilizing ASL. Students will use the Signing Naturally Curriculum to build upon receptive and expressive signing and fingerspelling skills learned previously in ASL I. Of particular focus will be enhancing competency with sign vocabulary and grammatical syntax. As with any language, the study of culture and history is also included. Emphasis is placed on continuing to think in pictures and building (production and comprehension) communication skills.
This course builds on the proficiency level that was achieved in ASL II. Within this class, students utilize their vocabulary and fingerspelling base to begin communicating in simple ASL grammatical structures. Students practice both their receptive and expressive skills in pairs, small groups, as well as in full class exercises. Equally important while learning effective communication is the expansion of knowledge regarding Deaf history and culture. Students gain an appreciation for important events and significant individuals’ contributions to history. In addition, new technology and its impact upon the deaf community is explored.
This course assumes ASL proficiency, and as such, employs a “voices off” policy in every class. Students communicate through signing only as their signing proficiency increases. There will be a number of hands-on activities where students learn greater appreciation for Deaf culture as they navigate the real world using ASL alone.
The Visual Arts Program helps students reach their artistic potential, and learn critical thinking and problem-solving skills for the broader academic realm. The curriculum is designed to stimulate creativity and enhance visual literacy. Students follow a traditional art-foundation program where they can pursue precise observational drawing, expressive personal statements, build 3-Dimensional models, or explore the digital realm with photography and design. Drawing and composition are emphasized at every level of study, along with the value of constructive criticism. Students receive individual feedback from our accomplished instructors, and from classmates, through group critiques.
Students are encouraged to explore their own interests and ideas for art-making assignments, whether in watercolors or in graphic design. Studio activities often involve creative problem solving with group projects in sculpture and printmaking while taking advantage of our natural environment.
In the digital art courses, students gain valuable experience creating graphics for the Visual and Performing Arts department. Students also have the opportunity to display their works throughout the campus, participate in exhibitions in the Hudson Valley community, and reproduce their work in the school arts magazine, The Voice
For those interested in pursuing visual arts professions, our art teachers and college counselor provide valuable guidance on arts careers and art-school applications. Our advanced courses emphasize portfolio development and students attend National Portfolio Day to meet with college representatives. These students can take college level course work with our AP Studio Art or AP Art History courses.
This is an art course that introduces students to various art movements, cultural influences, artistic genres, artists, and their artwork. The main emphasis of the course is to teach hands-on studio arts techniques while students engage in personal research and explore their own creativity by utilizing historical and contemporary art concepts and techniques. Examining and discussing artwork is a crucial part of this course. Students will be encouraged to express opinions about art in an intelligent and articulate manner. Throughout the course students will compile a portfolio of artworks reflective of their research, understanding, creativity, and personal growth.
Global Studies Art covers world history and the art and culture that shaped that history. The art a culture creates becomes the physical record of a civilization. It mirrors the culture and frames the history. The culture a civilization creates is, in turn, the catalyst for the civilization’s achievements which is then reflected in the art work. The study of the art a civilization creates and the history of that civilization are so intertwined,
that studying them both gives the student the fullest scope and deepest understanding of any historical era. Freshmen study how human cultures grow using common themes, rather than how individual cultures grow in semi-isolation. These studies are designed to teach world history and art starting with early paleolithic cultures through to the beginnings of the modern world and the 20th century. The course looks at history not through strict chronological study, but through thematic study (adaptation, conflict, self-identification, defining the physical world). Art not only reflects these themes, but pushes culture forward toward new definitions of the themes. There is a writing and research component in both aspects of the course that includes analyzing historical eras and the art and architecture connections to the cultures. In addition, a hands-on component involves creating artwork based on historical models, exploring the techniques, and adding personal expression to truly understand the motivations of the cultures involved.
This course is a prerequisite for all students unless they pass a portfolio review to place into a higher-level course.
The technical focus of the course is on color theory, observational drawing, and the elements and principles of design. Students will be exposed to watercolors, acrylics, mixed media, sculpture, and ceramics. There is a cultural component wherein students learn the function of art in different historical eras which is assessed through student presentations, quizzes, and essays.
This is a course that focuses on observational drawing and painting. It is a classical course in the traditional sense. The students will learn how to paint using watercolors, and acrylics. They will focus on realism working from the environment, still life, the landscape, and human portraits. Students will also learn 3-D techniques creating sculptures and ceramics. All of the techniques are built on the basics learned in Introduction to Art.
Students in this class learn the technical skills of sewing, pattern making, and the creative skills of drawing designs and fabric arts including printmaking on fabrics, and 3-D design. The course will also feature a history of design with a special look at where the industry is headed (sustainable fabrics and industrial processes). Finally, the course will explore the fashion industry with a look at marketing and manufacturing. The course also offers opportunities for year-long projects that investigate various aspects of the fashion industry, experiential trips to New York City, and individual projects giving students a well-rounded background in this exciting and multifaceted industry, and an insight into the next educational step they would need for their careers.
Through the continued study of Fashion Design, students are provided an interdisciplinary and individualized lateral approach to fashion that fosters more advanced technical skills of sewing, pattern making, fashion illustration, draping, and actualizing an individualized runway show of their work. Students are challenged to complete a series of projects responding to open-ended design concepts. Students will engage in a variety of “hands on’’ projects that exercise their creative and critical thinking processes, and help them articulate and develop visual literacy through classwork, research practices, and
practical knowledge to culminate a runway collection of their own design. Finally, the course will stress professional fashion practices such as cataloging their work on a professional level.
Through the implementation of digital design, students are provided an environment that fosters previous experience of design to pursue personal discoveries of the visual arts. Students will be challenged to complete a series of projects responding to complex design challenges. Students will engage in a variety of hands-on projects through Adobe Creative Suite that exercise their creative thinking processes, and help them articulate and develop visual literacy through classwork, research practices, and practical knowledge to communicate ideas and design problems. Emphasis is placed on constructive feedback to peers and responses to the work of professional artists and designers. Students will explore the many ways art contributes to various cultures and study the art and artists of those cultures and historical periods, to gain significant understanding of the universal language of design in the 21st century. On occasion, the class will venture off campus to work with clients of their design work, as well as museum and cultural experiences.
In the Studio Art course, students begin to use the techniques they learned in previous courses (Intro to Art or Drawing and Painting) and start to build a body of work based on their own ideas. We continue to build skills in drawing the human form and drawing 3-D space, then each project begins with a prompt- “Illustrate a word as a sculpture”; “Create a landscape emphasizing foreground, middle ground, and background;” “Draw a person inside of a box”, etc. The student can use the media of their choice to explore and interpret the project however they wish. The outcome of the class is to help students create art stemming from their imagination with a high level of technical skill and a strong conceptual base.
AP Studio Art follows the College Board curriculum and is our highest-level art instruction offered. It is primarily for students who are creating a portfolio for college applications, but students can take it for enrichment as well. In this course, students develop a body of work centered on a sustained investigation of a personally chosen topic. As at all levels of art instruction, there are technical skills taught and foundational skills reviewed and sharpened. The primary focus is students pursuing an idea and documenting that process as well as creating at least five selected works that best exemplify their artistic investigation. To guide students through their investigation, there are bi-weekly class critiques so students can articulate their ideas and get feedback from other students and the instructor.
This is a special course that focuses on portfolio preparation and individual student development. In this course, students focus on creating an individual body of work that is cohesive, yet demonstrates a breadth of abilities. Materials and topics to be covered will be based on student interest and technical skill levels. Students must be either in their Junior or Senior year to be enrolled in this course.
The course is designed to prepare students for the AP Art History exam, and will include practice exams and lessons in test taking strategies. A survey course of Art History from ancient civilizations to the modern era. The course covers Western and non-Western art with an emphasis on the cultural forces that influenced the art. There is a writing and research component that includes critiquing specific art works, and analyzing historical eras in art.
A fully hands-on course that focuses on all aspects of creating fictional and documentary filmmaking. Throughout the course, every student performs at least one key pre-production /production and/or postproduction task- writing, directing, acting, producing, cinematography, or editing
Experience in the Performing Arts increases students’ capability for self-expression and deepens their capacity for self-discovery.
Music- At the introductory level, students may take piano, guitar, or chorus. Individual lessons are also available for virtually any instrument. After the first level, students wishing to pursue further study arrange private lessons with the music teacher (instrument or vocal).
Dance- Students are able to take Dance and then proceed to Advanced Dance. Students who have taken Advanced Dance may continue to take it each year they are at SKS. Students in both dance classes perform in two dance recitals that are not open for other students to perform in. They also perform in Parents’ Weekend, International Fair, and other events on campus.
Theatre- Students are able to take Acting as a course and, if they wish, proceed through higher levels of this discipline each year they take the course. These students have their own performance schedule, as well as take part in the overall student productions. Any student at SKS can audition for the school-wide productions (drama and musical).
Students are given the opportunity to participate in several Theatre productions during the academic year including fulllength plays, one-act performances, full-length musical performances. Our productions are held in The Walter Reade, Jr. Theater, a well-appointed, professional performance space, with seating for 220. Close proximity to New York City affords us the ability to expose students to exciting Broadway and off-Broadway productions.
This foundational class introduces students to the basic principles of acting, while also providing them with the opportunity to participate in all aspects of play production. Emphasis is placed on developing the actor’s instrument, knowledge of acting terminology and processes, and awareness of the acting experience. Students perform in an evening of One-Act Plays at the end of the course.
The Storm King School Dance Program aims to give students a highly personal and individual experience that challenges them to learn different techniques and new choreography every semester. With small class sizes and consistent dance classes, students are able to leap out of their comfort zones, and reach their goals in dance. Dance is a tool that helps students gain poise and confidence, become creative problem solvers, learn to work collaboratively, give feedback to their classmates, and receive feedback on their work. Each semester in Dance focuses on several styles of dance giving students a basic understanding of the techniques of each form. Students will learn a dance routine in each style which is
performed at the School’s annual dance recitals. One day each week is designated for a ‘Choreographer Workshop’ where students present dances they have choreographed to the class. The dancers have specific requirements such as length, style of dance, and style of music, and they have the opportunity to perform completed solos at dance recitals. The Storm King School Dance Program is designed to expose the students to as many styles of dance as possible including, jazz, ballet, lyrical, modern, hip hop, contemporary, musical theater dance, and more.
Advanced Dance builds on students’ dance knowledge and advances their skills to the next level, both in a group and individually. Advanced Dance will also focus on several styles of dance and students learn dances using the new techniques they’ve learned. Advanced students will perform these pieces at the School’s dance recitals. As in Dance, one day each week is designated for a ‘Choreographer Workshop’ where students wpresent dances that they have choreographed to the class. The dancers have specific requirements such as length, style of dance, and style of music. The advanced
students are encouraged to perform completed solos in our dance recitals.
This course will explore the world of a play in order to create a visual, three-dimensional interpretation that can be used on stage. Students will explore the wide range of skills necessary to design and communicate a concept for a theatrical set. Techniques studied include exploration of a text, research, drawing, model-making, basic drafting, and presentation of ideas.
Stagecraft is the study of technical theater. This class introduces students to a practical approach in both technical and production aspects of theater. Students learn the skills needed to construct scenery, hang and focus lighting instruments and a variety of other techniques.
In this class, students first solidify the basics of music theory as a point of departure to learn advanced concepts and elements of music theory and composition. Within this course, the context of Western music history and composers and a student’s own musical experience and expertise are utilized to comprehend the units of study. Students create compositions pertaining to the units of study using music software programs such as Soundtrap, Focus on Sound, and Musition 6 to demonstrate their understanding of the lesson material and experience a lasting, transformative discovery by creating their own music based on the concepts, skill sets, and academic language taught in this course.
Students learn to navigate multiple DAW platforms such as Music First, Finale, and ProTools, as well as learn to compose, arrange and edit music in specific course offerings in music technology. In addition, various music software applications are implemented in private lessons, music theory classes, and live performances.
An introductory class with musical basics for both voice and instrument students.
Academic Support Program courses, taught by teachers who are trained to work with students who have identified learning differences, use the same rigorous curriculum as The Storm King School’s traditional classes. Academic Support Program classes average five students and are designed to meet the specific needs of each student. Classes offer individualized attention and implement organizational strategies and flexible pedagogy designed to boost academic confidence and performance. Academic Support Program students also have access to The Storm King School’s traditional college preparatory elective courses which include 21 Advanced and AP courses.
Enrollment in the Academic Support Program starts with the non-credit ASP Base class. The ASP Base class teacher coaches students in organization, time management, breaking assignments down into manageable components, and following through to make sure that they are completed in a timely manner. Students practice effective strategies such as routine use of planners, backpack organization, communicating with subject area teachers to build self-advocacy skills, arranging study areas for maximum result, and more. Each student learns his/her own strengths as learners, and strategies to help him/her succeed. The ASP teacher coordinates with all of the student’s other teachers, observing the student in other classes if warranted, and providing insights and tips.
Students who are enrolled in the Academic Support Program Base class are eligible to enroll in Academic Support Program core classes, which are subject area classes in math, English, science and history/social sciences. These classes have curriculum similar to those of traditional classes, but are smaller in size, usually with a maximum of five students. Academic Support Program teachers are trained and experienced in working with students who have identified learning differences. For example, a student with a language-based learning difference might take ASP US Studies Literature and ASP Government class. Students may begin with full ASP (Base class plus four core classes) as well as traditional electives and activities. As they develop skills, they may evolve to take more traditional classes and fewer Academic Support Program classes.
ASP Algebra I is the foundational high school mathematics course. It is the connection between the concrete to the abstract study of mathematics. Topics include simplifying expressions, evaluating and solving equations and inequalities, and graphing linear and quadratic functions, relations, and equations. Real world applications are presented within the course content.
Basic mathematical skills and the logical approach they teach are essential to a student’s ability to interpret data and gain predictive and generalized meaning from raw observation. Mastery of these basic skills will give the student the confidence and desire to investigate the world of higher math. Students will expand skills learned in Algebra and will study higher-level skills such as rational expressions, radical equations, imaginary numbers, solving quadratics, transforming functions, and conic sections. Algebra II is the prerequisite to Precalculus.
This course includes an in-depth analysis of plane, solid, and coordinate geometry as they relate to diverse mathematical concepts. Topics include logic and proof, parallel lines, polygons, perimeter and area analysis, similarity and congruence, and applications to real life situations. Emphasis will be placed on developing critical thinking skills as they relate to logical reasoning and argument. Students will be required to use different types of reasoning and explanation to discover much of the course content. Additionally, students will be required to construct project material outside of the classroom. The nature of the course is designed to expand the students’ ability in explaining the steps they took to solve a problem.
Topics in Precalculus include advanced subjects in algebra, geometry, trigonometry, and other areas of mathematics. In addition to forming the foundation for the study of calculus, the topics covered in this class have wide-ranging applications in science, art, engineering, architecture, navigation, and many other areas. Literally “measuring triangles,” trigonometry builds on foundations of geometry and algebra to form powerful tools of analysis and modeling. Developed independently in several cultures, trigonometry most likely provided tools to astronomers and engineers of the ancient world. Today, its applications range from astrophysics to acoustics, spanning across virtually every field of science and engineering. From exponential to power functions, logistic functions to sinusoids, this course will give students the tools they need to analyze a function in a multiple of ways. We will be using a graphing calculator heavily in this course. Precalculus is the prerequisite for Calculus.
In ASP Freshman Physics, students are introduced to the fundamentals of physical science and the natural world using age-appropriate mathematical tools. Topics include measurement, kinematics, forces, momentum, energy, electricity and magnetism, gravity, and more as time permits. In addition to learning about these areas of physics, students are guided to develop their skills in experimental design, analysis, and reflection, which lead to the construction of scientific models that ultimately allow students to make predictions and develop a more nuanced understanding of the natural phenomena.
ASP Chemistry is the study of matter, energy, and their interactions. This course covers chemistry’s basic principles, including atomic theory, the periodic table, chemical reactions, chemical quantities, chemical names with formulas, stoichiometry, and ionic/covalent bonding. This course is structured to develop critical thinking as well as independent and group problem-solving skills. Laboratory safety and techniques are emphasized in all experimental activities.
The scientific field of physics has been central in the development of modern civilization, from everyday conveniences to advanced technologies to our understanding of our place in the Universe, and it will continue to lead us to discoveries yet to be imagined. This physics course follows a modeling approach in which the students actively participate in the process of scientific inquiry. Major concepts are introduced with paradigm labs in which students measure observable quantities, extract key relationships between the variables, and develop models to understand the observed phenomena. Multiple representations—schematic, graphical, and mathematical—are developed, which together define the models. Students regularly work in teams, and both present and defend their work amongst each other. The curriculum includes kinematics, dynamics, energy, and other topics as time permits.
Anchored in Perrine’s anthology titled Literature: Structure, Sound and Sense, this course explores a variety of world literature in an array of historical contexts. Students will build on their skills of literary analysis, class discussion, basic literary terminology, and their ability to appreciate literature. In addition, the writing component of the course will introduce expository essay writing, literary analysis, argumentative essays, and personal memoirs.
This survey of the classic works of the American Literary tradition strides through several key time periods, beginning in pre-Columbian times with Native American mythology and ending in Arthur Miller’s modern existential drama, Death of a Salesman. Additional centerpieces for this class include The Scarlet Letter, Adventures of Huckleberry Finn, Narrative of Frederick Douglas, an American Slave, and The Great Gatsby. This course includes a substantial research project and several literary analysis essays. New students in grade eleven or twelve who have not taken American Literature may opt to take this course.
ASP Fundamentals of English I is a comprehensive course of literature, composition, vocabulary and grammar as well as practice using expressive and receptive language
skills. Personalized instruction, metacognitive strategies, and specific organizational tools are all integrated into the learning process for each student. Specific focus will be placed on understanding and identifying literary devices. Moreover, students will work on writing skills with a focus on structural organization and planning. Students will also strengthen and expand vocabulary skills with Wordly Wise, a program which uses a variety of different activities towards vocabulary development. Possible novels include To Kill a Mockingbird by Harper Lee, The Giver by Lois Lowry, and Night by Elie Wiesel.
ASP Fundamentals of English II is a comprehensive course of literature, composition, vocabulary and grammar, as well as practice using expressive and receptive language skills. Personalized instruction, metacognitive strategies, and specific organizational tools are all integrated into the learning process for each student. Specific focus will be placed on understanding and identifying literary devices. Moreover, students will work on writing skills with a focus on structural organization and planning. Students will also strengthen and expand vocabulary skills with Wordly Wise, a program which uses a variety of different activities towards vocabulary development. Possible readings include The Great Gatsby, The Old Man and The Sea, and Shakespeare’s Macbeth.
In this required ninth grade course, students explore the cultures and history of people across the globe, from the beginning of human development through ancient civilizations and the Middle Ages. By understanding the common struggles and achievements of past people, students better understand the shortcomings and successes of our current age. Along with studying history chronologically, we will focus on several themes that have impacted the course of human culture and civilization, including colonization and empire-building, different political systems, and technology. We will also look at many of the more day-to-day aspects of life such as family, religion, and food that have changed over time.
Offered to sophomores, this course will review the important events and key issues related to U.S. history.
Topics covered include the birth of the new nation, the Civil War, diversity and equality, government, and foreign policy. The Storm King School takes advantage of its historical location along the iconic Hudson River to further the students’ exploration of history with resources such as the Black Rock Forest Preserve, West Point, the FDR museum, Washington’s Headquarters, and Fort Montgomery, and many others.
Psychology is a field of study with a wide range of applications. This course is designed to introduce students to the core principles of the discipline. It will provide a framework for the exploration of a variety of topics including but not limited to social influences on human behavior, the causes and treatments of various mental illnesses, personality traits and their roots in our development, and the long-term impact of prolonged stress. Students will have the opportunity to engage in cooperative projects wherein they will design and conduct their own psychological experiments using techniques they learn in class. By the end of the semester, students who take this course will be able to create detailed diagrams of the brain, recognize the stages of general adaptation syndrome in their own stress response, apply attribution theory in their daily lives, and much more.
This course examines American as well as other government systems and ideas of government and justice systems around the world, not only from a traditional teaching perspective, but also from the knowledge of students who come from other countries explaining their cultures. The class spends quite a bit of time on different constitutions, but pays particular attention to the American Constitution. Students are eager to act as members of the “Supreme Court,” assessing whether or not they come to the same decisions and why.
The goal of the SKS ESL Program is to provide students with sufficient instructional and social support that will enable them to successfully develop and continuously improve a set of skills necessary to participate fully in our school academic and social activities, as well as in all spheres of local and global English-speaking communities.
To this end, we offer a comprehensive approach to the ESL screening, placement, program delivery, and assessment. While improving listening and speaking, reading, and writing in a content and project-based instructional environment, classes focus on the enhancement of the main skills, such as vocabulary building and grammar. Our students practice these skills in various academic and social settings that include interdisciplinary courses, an International Fair, summer programs, and educational trips aimed at bridging ESL with other courses.
In this required ninth grade course, students explore the cultures and history of people across the globe, from the beginning of human development through ancient civilizations and the Middle Ages. By understanding the common struggles and achievements of past people, students better understand the shortcomings and successes of our current age. While studying history chronologically, focus is placed on several themes that have impacted the course of human culture and civilization, including colonization and empire-building, different political systems, and technology. The class also examines the day-to-day aspects of life such as family, religion, and food that have changed over time.
Offered to tenth graders, this course reviews the important events and key issues related to US history. Topics covered include the birth of the new nation, the Civil War, diversity and equality, government, and foreign policy. The class takes advantage of its historical location along the iconic Hudson River to further the students’ exploration of history with resources such as the Black Rock Forest Preserve, USMA at West Point, the FDR museum, Washington’s Headquarters, Fort Montgomery, and many others.
This course improves students’ accuracy in spoken English. Students will produce a variety of oral assignments with activities that develop oral language and pronunciation skills. “Mini Podcast” projects are also developed using Soundtrap for Education.
This improves students’ accuracy in using English in the classroom with an equal focus on all four components: reading, writing, speaking, and listening. Students analyze a range of literary and informational texts while producing various forms of writing connected to their reading. An important focus is the improvement of speaking skills in the form of creating podcasts and traditional oral presentations. Technological resources used in the classroom are Soundtrap for Education and Newsela.
This course produces more complex oral language assignments while continuing to work on pronunciation, word usage, and confidence. Students focus more on Oral Presentations (Persuasive, Informative & Demonstrative Speeches) and podcast projects that involve longer, more complex verbal exchanges.
This course is designed to build upon ESL Level I skills, while continuing to incorporate reading, writing, speaking, and listening. Students will explore novels, nonfiction, and other various genres while producing varied forms of short and long response writing. Activities also help students to develop their oral presentation skills and acquire study skills (including note-taking and summarizing skills) that will enhance their ability to learn in all subjects.
In this course, Students produce more advanced oral presentations using idioms, colloquialisms, and common slang found in the English Language. Oral presentations will be more developed and conversational assignments and podcast projects will have more complex rubrics.
Through the study of classic American literature, students work toward improving their own spoken and written English while learning to understand and appreciate college-level literature. Students will engage in several genres including short stories, novels, and nonfiction material. With a primary focus on reading and writing, students will examine various texts and develop written responses in the form of expository, persuasive, and literary essays. Reading and writing assignments will also assist in expanding their vocabulary and grammatical skills. Through the analysis of literature, students will continue to develop their speaking skills by engaging in small group communication, podcasts projects, and oral presentations. These projects always accompany written work to round out their development as English speakers. Audio and video selections will be included to prepare students for the level of listening and understanding necessary for higher level academic work.