Moses Brown Upper School 2016-17 Course of Study (updated) by Moses Brown School

Moses Brown School

Course of Study

TABLE OF CONTENTS

Introduction

Arts: Performing

Arts: Visual

English

Humanities: History & Social Science

Humanities: Religion & Human Values

Humanities: Peer Leadership

Humanities: Psychology

Mathematics

Science

World Language

Moses Brown School

Course of Study

Introduction In planning a course of study, students should consult with their advisors, speak with current teachers for placement recommendations, review the course of study guide for updated requirements, and complete a four-year academic planning guide. Rising seniors should also consult with their college counselor. In general, each course of study should    

meet all graduation requirements; create a well-rounded, balanced experience; match strengths with appropriate challenges, and develop less confident areas; and provide opportunities and enthusiasm for growth, exploration, and risk taking.

Yearly course selections should be made with a four-year program of courses in mind. Graduation Requirements: To receive a Moses Brown diploma, a student must complete these requirements: 1. Earn a minimum of 34 credits. 2. Satisfy these departmental requirements:      

ARTS…………………………………2 Credits (Visual, Drama, Music) ENGLISH…………………………….8 Credits HUMANITIES…………………….....6 Credits (5 credits from Topics in World History, Modern World History & U.S. History and 1 Credit from Religious Studies) MATHEMATICS…………………….6 Credits (must include Algebra 1, Geometry, Algebra 2) SCIENCE…………………………….4 Credits (laboratory science) WORLD LANGUAGES……………..6 Credits (sequential in one language)

3. Meet the school’s co-curricular requirements. 4. Complete these additional academic requirements:  Freshman Studies  Service Learning  Senior Project Credits: Yearlong courses earn 2 credits and semester courses earn 1 credit. Only coursework completed in the Upper School counts toward graduation credit; no credit is given for work done during eighth grade or at a summer school. Students normally enroll in 5 or more semester or yearlong courses in addition to any technology, or visual or performing arts classes. Exemptions require support of the student’s College Counselors and approval of the Academic Meeting. 2

Moses Brown School

Course of Study

Co-curriculum Requirements The Co-curricular Program helps foster connections among students beyond the classroom and creates a sense of community between students and faculty. At the same time, the Co-Curricular Program strives to recognize students’ passions and the diversity of talent each student brings to Moses Brown; the program recognizes that the educational experience at MB includes more than our academic offerings. Similarly, the Co-Curricular Program aims to cultivate leaders, develop lifelong passions, build resiliency, and strengthen collaborative spirit, all leading to a stronger and more cohesive school community. See the Co-curricular Planning sheet for all requirements. Service Learning Service is an essential component of a Moses Brown education. MB students are expected to perform at least 40 hours of service learning during their time in the Upper School. This service, coordinated by the Director of Service Learning, must be completed by January of the senior year. A service project must include the following in order to be eligible for graduation credit:  occur off campus  be sponsored by a recognized nonprofit agency  be a single project for the full 40-hour time requirement  be completed after the student’s freshmen year Freshmen Studies Freshmen Studies is a program designed to expose first year Moses Brown students to a wide variety of topics to help them better acclimate to the campus community. Every ninth grader takes Freshmen Studies. Topics include Friends Education, Service Learning, Health Education, Leadership, Stress Management, and Naviance training. Each year new topics are integrated into the curriculum. Senior Projects The Senior Project Program gives twelfth graders the chance to create an experience away from the classroom setting with a focus on independent inquiry and personal growth. Whether the focus is on sampling a potential career, finding an opportunity to participate in an extended community service project, or exploring a personal interest, seniors challenge themselves through this process. Seniors are required to share their studies and experiences with the school community at an exhibition in early June.

Moses Brown School

Course of Study

Transcripts All requests for student records and/or official transcripts should be emailed to transcript@mosesbrown.org. The following information is required in order to begin processing a request for an official transcript: student name while at Moses Brown (i.e. maiden name), graduation year, grade and year of withdrawal/transfer from Moses Brown, and address of where to mail official transcript. Please allow 7-10 business days for completion of your request. An email confirmation will be sent. The school does not fax official transcripts, and any documents handed directly to students or parents are marked “unofficial” unless in a sealed envelope. A current student’s unofficial transcript can be accessed through MyMB, under the Performance link.

Study Abroad/Off‐Campus Study The number of spaces reserved for off-campus study is limited; students should register their interest with the Head of the Upper School. Preference is given to juniors and seniors. For a semester off campus, students must meet all graduation requirements and complete major department expectations (E-Search, I-Search, Humanities research paper). Grades earned during off-campus study will not appear on the Moses Brown transcripts or contribute to the MB GPA.

Moses Brown School

Course of Study

Course Registration Guidelines 

Registration for Courses: Registration should be completed with the intent of taking all courses selected. All elective selections must list two alternates. All course offerings and registrations are subject to change depending on availability, section size, facilities, and staffing.

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Registration for Electives: Students registering for departmental electives should note: first preference is given to seniors; juniors may enroll in departmental electives if space is available; and the lowest priority is given to students registering for a second departmental offering.

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Adding, Dropping, and Changing Courses: All adds, drops, and changes must be made through the Registrar. Students may make course changes during the drop/add period at the beginning of each semester. It is the student’s responsibility to be aware of the final date for course changes, typically one week after the start of classes. Courses dropped after the drop/add period appear on the student’s official transcript. Course change forms are obtained from the Registrar and/or Scheduler and require the approval of the advisor, teacher, and parent(s). Seniors making a course change must also consult their college counselor. Course or section changes may be granted for a variety of compelling reasons. Teacher preference is not a valid reason for a course or section change.

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Waivers: A student who seeks a waiver of a graduation requirement should submit a written petition to the Academic Meeting. Until the student and parents receive official written notice from Moses Brown approving the waiver, the student will remain enrolled in the course that satisfies the requirement.

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Substitutions: In exceptional circumstances, a course may be substituted for one of the requirements upon recommendation by the appropriate department chairperson.

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New students: Students entering Moses Brown in the tenth, eleventh, or twelfth grade will have their graduation requirements established at the discretion of the Registrar. They will meet all requirements (or the equivalent) of our four year program.

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Summer school: Summer school courses may not be used to satisfy a graduation requirement. The grade of the course taken will not be incorporated into the Moses Brown Grade Point Average. Students may request that a summer school record be attached to the Moses Brown transcript for the purposes of college applications.

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Generally, students will be required to make up a failed course in a pre-approved summer school or repeat the course the following year at MB.

Moses Brown School

Course of Study

Grading System 

Grades: Moses Brown School does not rank students or have an honor roll system. Grades are issued as letters: A (superior) through E (failure) in the Upper School. There are plus and minus grades for each category except E.

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Attendance: The Dean of Students and/or the Upper School Head, in consultation with a student’s advisor and teacher(s), will contact families with significant concerns about attendance, credit, and graduation. In each case, we endeavor to balance individual issues (health, family situation, etc.) with academic expectations. A 90% attendance rate for excused and unexcused absences will act as the primary guideline; normally, students who miss 20% or more of classes will not receive credit.

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Senior Attendance: Seniors who miss approximately 15% or more of classes during second semester will be required to take the final exam in the class in which total excused and/or unexcused attendance is in question. With regard to college visits, please take advantage of special opportunities for seniors identified in College Counseling communications.

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Grade Reports: The school year is divided into two semesters; students receive letter grades four times a year with narrative comments written for yearlong and semester courses for each mid-semester report. (Teachers may submit a comment at the end of a semester to note an inadequate effort, an unsatisfactory grade, or a positive change in performance.) Advisors and parents access grades and comments through MyMB. The mid-semester grades and comments are intended to serve as indicators of a student's progress; they are not recorded on student transcripts. Semester and year-end grades are entered on a student's transcript.

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Academic Warning: Students who are not meeting the academic and attendance expectations of the school will be reviewed by the faculty and may be placed on Academic Review or Warning.

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Semester Exams: Cumulative exams are given twice a year at the end of each semester (January and June) in most academic disciplines. These two-hour exams account for 20-25% of the semester grade.

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Transcripts & GPA: The Grade Point Average (GPA) is cumulative, unweighted, and represents the average of semester grades in all courses. Transcripts show semester grades for semester courses, semester and final grades for yearlong courses. The GPA is automatically calculated and recorded on transcripts.

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Senior Grades: Seniors must pass all second semester courses in order to graduate from Moses Brown School.

Moses Brown School

Course of Study

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Incompletes: When a student's work is incomplete at the end of a term, the teacher may assign a failing grade at that time or grant the student an extension of up to ten academic class days. An extension is normally granted only when a severe medical or family issue exists. In any event, the school will not grant credit for a course unless all major assignments have been completed.

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Pass/Fail: Students have an option of taking a course for credit on a pass/fail basis if it is not a requirement for graduation. This option exists to encourage students to explore academic areas that might not fall within their strength or stretches their programs. Students must request this option through the Registrar. Final approval rests with the department head and the Head of the Upper School.

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Independent Study: This opportunity allows a student to pursue an interest that goes beyond the curriculum offered in the Course of Study. The independent study must be the student’s sixth course and taken pass/fail; an independent study does not receive graduation course credit. To apply for an independent study, the student must find both a faculty and department sponsor and write up a description of the academic study. The proposal must be approved by the Academic Meeting.

Moses Brown School

Course of Study

INFORMATION FOR FIRST-YEAR STUDENTS The transition to the Upper School at Moses Brown presents many challenges for first-year students. For many, the expectations of our rigorous college preparatory program are intense, and the work becomes much more analytical. It is important, therefore, for first-year students to recognize faculty expectations, establish healthy and productive study habits, manage time successfully, and make responsible choices that will contribute to a productive, enjoyable experience. Here are a few helpful hints: 

Get to know your advisor, the Dean of Students, the Class Dean, the Registrar, and the Head of Upper School as soon as possible. These adults will prove to be helpful advocates.

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Seek out your teachers for extra assistance and, if needed, establish a regular meeting time. Getting extra assistance is not a sign of ignorance but, rather, signals to the teacher your earnest desire to learn. Visit the Learning Center after school.

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Ask questions in class. If you don't know or understand something or if you need help finding a solution to a problem, ask your advisor or a teacher. Only by asking can you discern answers to suit your individual needs.

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Homework and daily preparation for classes are the keys to success in the Upper School. Preparing for class means following up on materials covered in class, reviewing class notes, outlining and taking notes on reading, and mapping out strategies for longer term assignments.

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Do not let work pile up. If you find yourself falling behind, seek out your teacher or advisor right away to develop a strategy for correcting the problem. You do not have to feel overwhelmed.

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Take time to review the many academic, extracurricular and co-curricular offerings in the Upper School, and take advantage of at least one activity.

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It is important early in the year to establish good habits and time management skills, so allow some time to relax, but make sure to use time during the day effectively by studying, seeing teachers for extra help, or completing homework.

Moses Brown School

Course of Study

ARTS: PERFORMING - DRAMA The drama program aims to provide a variety of opportunities for students to build performance and writing skills in theater and film. Drama is an expressive art that requires careful analysis and observation of the self - alone and in relation to others. To study drama is to study what it means to be human in a universal way and what it means to be us as individuals in a very specific way. We incorporate a variety of schools of dramatic thought but are strongly influenced by naturalistic theatre training of 20th Century American practitioners. During our variety of projects and processes, we build a strong sense of community, support and teamwork.

Fall Semester Electives

Spring Semester Electives

Playwriting Movie Making: Writing & Producing Your Own Films

Acting and Directing

FALL SEMESTER ELECTIVES (1 credit) PLAYWRITING (open to 11th & 12th graders) This class will study the craft of playwriting by creating monologues, scenes and one-act plays. As students write their own plays, they will study the work of leading playwrights being produced in the American Theater as a means to understand current trends and styles of contemporary dramatic artists. Members of this class will also read each other’s plays, offer feedback and help with the development of all dramatic pieces throughout the semester. Students will share their final one-act plays in a showcase at the end of the semester. This course may be taken for either Arts or English credit. MOVIE MAKING: Writing and Producing Your Own “Films” (open to 10th, 11th, & 12th graders) This class is primarily a hands-on experience in which students are given the opportunity to create video projects. After an overview of screenwriting and storyboard basics, as well as camera technology, audio recording, and editing basics, students develop a series of videos of varying lengths and styles, in groups and independently. This class also provides an overview of filmmaking as an art form and communication tool while examining different genres and styles of film. Course work culminates with a miniature film festival screening of selected videos. Additionally, the class aims to submit works to the Bridge Film Festival in Brooklyn, a Friends student film project.

Moses Brown School

Course of Study

SPRING SEMESTER ELECTIVES (1 credit) ACTING and DIRECTING The purpose of this course is to build skills as an actor and a director. Students will study naturalistic acting techniques as developed by American theater practitioners over the last 150 years. The community of actors in the class will build a strong, collaborative team and create a safe space through drama games and theater exercises. Students will use improvisational acting to create character and define all elements of creating a scene. All members will be responsible for acting and directing specific scenes, which have been made legendary by world-class theater artists over the past century and a half. This course is designed for students who are comfortable speaking and performing as well as for the shy student interested in improving confidence and communication skills.

Moses Brown School

Course of Study

ARTS: PERFOMRING - MUSIC The Upper School music program offers a variety of courses and performing ensembles that cater to non-musicians, the beginning musician, and the more advanced student of music. The program emphasizes the practical/performance aspect of music and at the same time provides for academic development within the subject. Yearlong Courses Wind Ensemble String Orchestra Chorus The Pianist as Accompanist

Fall Semester Elective Music & Computers String Orchestra with Chamber Music

Spring Semester Elective Introduction to Guitar String Orchestra with Chamber Music

YEARLONG COURSES (2 credits) WIND ENSEMBLE This ensemble is open to brass, woodwind, and percussion players. Repertoire will consist of current, contemporary concert band music that will include themes and traditional compositions from American composers, as well as transcribed classics. The Wind Ensemble will give several performances, both on and off campus, including Open House, a winter and spring concert, special assemblies, and a festival competition or adjudication. An audition is not required; however, a student must have reasonable instrumental skills.

STRING ORCHESTRA String Orchestra is offered to any orchestral string instrumentalist. An audition is not required. Repertoire consists of original literature written and arranged for 5-part string orchestra. The orchestra will give several performances, both on and off campus, including Open House, a winter and a spring concert, and special assemblies. In addition, class time will be spent improving sight-reading skills, intonation, blending and ensemble playing. At various times throughout the year the orchestra may be broken up into smaller groups to explore chamber music literature. Students not enrolled in String Orchestra with Chamber Music will have one class a rotation dedicated to practicing their ensemble music, either individually or by section. CHORUS Chorus is open to any student who expresses an interest in singing. An audition is not required, but blind auditions will take place at the beginning of the year for voice placement. Repertoire will consist of classical, sacred, secular, world music and jazz. In addition, class time will be spent concentrating on music theory, vocal and sight reading skills. The chorus will give several performances, both on and off campus, including Open Houses, winter and spring concerts, special assemblies, and occasional festival competitions or adjudications. 11

Moses Brown School

Course of Study

THE PIANIST AS ACCOMPANIST This class will be scheduled concurrently with the Chorus and will provide training and practical experience in piano accompaniment. Accompanists from the class will work as rehearsal and performance pianists for the Chorus throughout the year. There may also be opportunities to work with instrumental soloists and small ensembles. Enrollment will be by permission of the Choral Director based on previous playing experience and ability.

SELECT ENSEMBLES – NO ACADEMIC CREDIT JAZZ ENSEMBLE This ensemble is open to those students who play saxophone, trumpet, trombone, piano, guitar, bass or drums. Placement is by audition or by invitation of the Director. Repertoire will consist of big band, jazz, jazz rock, rock, blues, and funk. The Jazz Ensemble will give several performances, both on and off campus, including Open House, winter and spring concerts, special assemblies, MB Rocks (a fund raising concert), and a festival adjudication. There are two jazz ensembles; one meets Monday and Thursday, and the other meets Tuesday and Friday both at 7:15 – 8:00am. (Participants may receive one term of co-curricular credit.) PERCUSSION ENSEMBLE This ensemble is offered to any student who can read rhythms and is interested in exploring the world of percussion. Repertoire includes standard percussion ensemble literature, world music, and improvisational exploration. The Percussion Ensemble will give several performances throughout the year, which may be on or off campus, including special assemblies and a winter and spring concert. In addition, class time will be spent improving sight-reading skills, blending, and ensemble playing. It meets on Friday mornings, 7:15 – 8:00am. (Participants may receive one term of co-curricular credit.) FALL SEMESTER ELECTIVE (1 credit)

MUSIC AND COMPUTERS This course combines the teaching of musical concepts, basic music theory and compositional technique in an electronic setting. The course introduces music composition through a self-paced, hands-on experience using various computer software. Students will have the opportunity to create several original pieces and arrange existing music for various ensembles. No musical experience is necessary.

Moses Brown School

Course of Study

STRING ORCHESTRA WITH CHAMBER MUSIC This course is for students who are enrolled in String Orchestra. Students who opt to participate in chamber music should sign up for â&#x20AC;&#x153;String Orchestra with Chamber Musicâ&#x20AC;?. They will participate in the regular string orchestra class and in addition they will be assigned to a chamber ensemble. One day out of the class rotation chamber ensembles will rehearse their chamber music with a coach. Chamber groups will be expected to rehearse together outside of class, without a coach, once a rotation as well. Musicians must practice their chamber music and come to their coaching session with their music fully prepared. Students will present their work at a semester end concert, as well as perform off campus in service related venues (nursing homes, senior centers, public schools).

SPRING SEMESTER ELECTIVE (1 credit) INTRODUCTION TO GUITAR This is an introductory course designed for beginning students with little or no prior guitar skills. The course will contain an overview of note and rhythm reading, single note melodies, strumming, basic chord construction, 12 bar blues, and reading tablature. Guitars will be provided but students are encouraged to bring their own if they choose. STRING ORCHESTRA WITH CHAMBER MUSIC (see above)

Moses Brown School

Course of Study

ARTS: VISUAL Artistic expression can take many forms, and the Visual Arts faculty offer classes in a variety of media, from foundation level to more advanced courses. Students are encouraged to build technical skills and creative awareness, as well as to develop a vocabulary to discuss and critique work. Students engage in semester-long coursework that broadens creative thinking while recognizing different learning styles. Process-oriented instruction, evaluation through participation, critique, and exhibition are all part of the learning environment. Fall Semester Classes

Spring Semester Classes

Drawing / Painting* Adv. Studio/Portfolio Preparation Studio Art* Textiles and Construction* Introduction to B&W Photography* Digital Image* Introduction to Ceramics Foundations of Hand Building* Foundations of Wheel Throwing*

Drawing /Painting* Drawing / Printmaking* Studio Art* Introduction to B & W Photography* Introduction to Ceramics Tinker / Maker* Foundations of Hand Building* Foundations of Wheel Throwing*

*These courses are taught from beginner level through intermediate and advanced within each semester offering. See course listing details below.

FALL SEMESTER ELECTIVES (1 credit) DRAWING / PAINTING Using the elements of art and principles of design as a foundation, this course explores drawing and painting techniques. Students are also exposed to and encouraged to reflect upon various contemporary and historical styles. Original artwork will be created in a variety of media such as pencil, charcoal, pastels, ink, watercolor, and acrylic paint. DRAWING / PAINTING II, ADVANCED This course, offered sequentially, builds upon skills previously acquired in Drawing/Painting I and offers students an opportunity to continue in-depth study through new sets of projects and media. Prerequisite: Drawing/Painting I

Moses Brown School

Course of Study

ADVANCED STUDIO / PORTFOLIO PREPARATION This course is designed for the serious senior art student looking to produce a strong body of work. Self-motivation, dedication, and a willingness to challenge existing skills are among the course expectations. Instruction will include organization and assessment of work in order to build and refine a cohesive portfolio. Prerequisite: Senior level, previous visual arts course work, and permission of instructor STUDIO ART This course enables students to explore the fundamentals of art and design through both twodimensional and three-dimensional formats. Students use a broad array of materials such as paint, charcoal, wood, and wire through different techniques that include drawing, painting, printmaking, sculpture and design. Contemporary and historical traditions and styles are introduced as students develop and evaluate their own visual ideas. STUDIO ART II, ADVANCED Building on skills developed in Studio Art, students work to create a cohesive body of work that explores a self-selected area of study. Development of thematic ideas, in-depth exploration of a specific technique, documentary story-telling, and research into past and contemporary artists will be encouraged. Prerequisite: Studio Art TEXTILES AND CONSTRUCTION In this course students will explore how two-dimensional forms can be transformed into threedimensional structures. Students will learn basic pattern making methods, traditional clothing design and construction techniques and apply them to create garments and sculptural forms. Students will use a variety of materials in constructions, including, but not limited to, fabrics, recycled materials, household products, and natural materials. TEXTILES AND CONSTRUCTION II, ADVANCED This course builds upon skills and concepts covered in Textile Arts and Construction. Students are encouraged to develop an in-depth course of study focusing on particular techniques and concepts. Introduction to more complex construction technques, experimentation, and inquiry are components of this course. Prerequisite: Textiles and Construction INTRODUCTION TO B&W PHOTOGRAPHY This introductory course will help students gain a working knowledge of their cameras while exploring black and white photographic technique including film developing, printing, and mounting. Composition, the Zone System, and presentation will be stressed through group and individual critiques. (A 35mm manual camera is required.)

Moses Brown School

Course of Study

B&W PHOTOGRAPHY II, ADVANCED Building on skills developed in Introduction to B&W Photography, students work to develop a cohesive body of work that explores a self-selected area of study. Development of thematic ideas, documentary storytelling, and research into past and contemporary photographic artists will be encouraged through individual weekly critiques. (A 35mm manual camera is required.) Prerequisite: Intro to B&W Photography DIGITAL IMAGE This course guides students in creating original photographic compositions. Using current media programs such as Adobe Photoshop, students move through each stage of image creation from original conception, exploring different methods of capture, to producing the final print. Students will combine working with text, images, and technological media to explore such topics as family, community, social commentary, and the human condition. DIGITAL IMAGE II, ADVANCED This course builds upon skills and concepts covered in The Digital Image. Students are encouraged to develop an in-depth course of study focusing on particular techniques and concepts exploring their interests in greater depth. Prerequisite: Digital Image INTRODUCTION TO CERAMICS This class is for the beginning clay student. It will investigate both hand building and wheel throwing. A taste of pinch, coil, slab, solid built, and the rudiments of throwing on the wheel will all be explored. FOUNDATIONS OF HAND BUILDING This introductory class is for the student who would like to explore the hand building process in clay. The four pillars of hand building will serve as a springboard for investigation. These include pinch, coil, slab and solid building. Function, form, and sculpture will be explored. We will take the opportunity to look at ceramic artists who specifically hand build either functional or sculptural forms.

HAND BUILDING II, ADVANCED This class is for the student who would like to further examine hand building techniques. Here an exploration of one or two hand building methods can be focused on. The sky is the limit (and as long as it fits into the kiln)! Prerequisite: Foundations of Hand Building or Intro to Ceramics

Moses Brown School

Course of Study

FOUNDATIONS OF WHEEL THROWING This class is an introductory exploration of throwing on the wheel. Both functional and sculptural ideas will be investigated. Students will learn the process of wedging and centering the clay as well as raising the walls. Function and form will be addressed as we inquire into what makes mugs, bowls, and vases usable items of the everyday household. What is the fine line between sculpture and a functional form? What makes a functional piece pleasing to the eye? Historical and cultural perspectives of the wheel will be brought to light throughout the course. Who made the first wheel? Why do the Japanese throw off center? Limit 14 Students. Prerequisite: Introduction to Ceramics or Foundations of Hand Building WHEEL THROWING II, ADVANCED This class is for the student who would like to explore the wheel further, either sculpturally or functionally as well as learning how to raise the walls to â&#x20AC;&#x153;new heights and forms.â&#x20AC;? This may include creating pitchers, teapots, vase forms or place sets. The possibility of incorporating hand built elements with wheel work may be explored. We will cover the historical and cultural perspectives that sent clay into the modern age of art, no longer to be thought of as simply craft. Limit 14 Students. Prerequisite: Foundations of Wheel Throwing

SPRING SEMESTER COURSES (1 credit) DRAWING / PAINTING, II, ADVANCED Same descriptions as fall semester DRAWING / PRINTMAKING In this process-oriented course students develop a personal style as they explore a variety of different printmaking techniques, such as intaglio / dry point, etching, relief / woodcut, linoleum, polycarbonate plate, monotype, pronto plate and silkscreen. Students are exposed to and encouraged to reflect upon various contemporary and historical styles as they create their designs. Drawing is an integral part of the creation of original artwork. DRAWING / PRINTMAKING II, ADVANCED This course builds upon skills and concepts covered in Drawing / Printmaking. Students are encouraged to develop an in-depth course of study focusing on particular techniques and concepts. Introduction to fabric silkscreen printing, experimentation and inquiry are components of this course. Prerequisite: Drawing / Printmaking

Moses Brown School

Course of Study

TINKER / MAKER Tinkering typically blends the high and low-tech tools of science along with a strong aesthetic and artistic dimension supporting self-expression. This course will focus on tinkering activities involving Arduinos, puppetry, creating gadgets, electricity, magnetism, wearable technology, force and motion, as well as repurposing toys and other materials. If you want to take things apart, explore tools and materials, build wondrous, wild art thatâ&#x20AC;&#x2122;s part science and part technology then this is the class for you. No Prerequisites. STUDIO ART, II, ADVANCED Same descriptions as fall semester INTRODUCTION TO B&W PHOTOGRAPHY, II, ADVANCED Same descriptions as fall semester INTRODUCTION TO CERAMICS Same description as fall semester FOUNDATIONS OF HAND BUILDING, II, ADVANCED Same descriptions as fall semester FOUNDATIONS OF WHEEL THROWING, II, ADVANCED Same descriptions as fall semester

Moses Brown School

Course of Study

ENGLISH The English curriculum develops and enhances the skills of close reading, thoughtful writing, and respectful speaking and listening. Students practice their critical thinking skills in seminar-like classes, which encourage them to interact in collaboration with their teachers and each other. Harkness discussions (text-based, student driven dialogues) occur regularly in all classes and require participation by all. Over the course of four years, students encounter a wide range of increasingly challenging literature which, combined with their personal experiences, provide a rich mine of shared experience â&#x20AC;&#x201C; the subject matter for the extensive writing they do in each of the rhetorical modes. In a multi-layered process, beginning in the ninth grade with complex thesis construction and culminating with the research and organization associated with the I-Search in the eleventh grade, students develop independence of judgment, mastery in the art of persuasion, and familiarity with effective research techniques. Moses Brown requires students to take four years of English. In the first three years, students enroll in the yearlong course appropriate to their grade level. In the senior year, students may choose among various semester electives or apply for admission to the yearlong Advanced Placement course. With guidance from their teachers, students may elect to take the AP exam in either Language and Composition or Literature and Composition in May of either their junior or senior yearâ&#x20AC;&#x201D;or both.

Yearlong Courses English 1, 2, 3 AP English

Fall Senior Electives Expository Writing Shakespeare Literature of War Fiction about Fiction Playwriting Civilizing America: Literature & Legality of Race Survival Literature: Exploring the Wild

Spring Senior Electives Fiction into Film Reading & Writing Poetry Philosophy in Literature Civilizing America: Literature of Gender & Sexuality Thinking, Right and Left: Reason in Literature and Math Banned Books: Censorship in Literature

Moses Brown School

Course of Study

YEARLONG COURSES (2 credits) ENGLISH 1 This full-year course is required of all ninth graders and seeks to create a shared literary and rhetorical experience aimed at establishing a foundation of critical thinking, reading and writing. Students write in a variety of modes with an eye to developing an analytical voice. As they continue to build linguistic awareness and thematic focus, they encounter a wide range of genres in world literature, including Macbeth, Sophocles’ Antigone, and various collections of poems, personal essays and short stories. In the spring, ninth and twelfth graders traditionally collaborate on an exercise connected to the performance and school visitation of a poet of national distinction.

ENGLISH 2 This full-year course is required of all tenth graders. Students concentrate on various modes of composition with emphasis on critical analysis and writing in response to setting or place. Works to be studied include a Shakespearean comedy, Mark Twain’s Adventures of Huckleberry Finn, a contemporary novel of place, essays related to appreciation of place, and the department’s collections of short stories and poems. The Lit-Search Paper, central to the course, introduces students to literary theory about poets of their choosing, related research techniques, the structure of the research paper, and the use of secondary sources in helping them formulate and articulate their own responses to what they have read.

ENGLISH 3 This full-year course is required of all eleventh graders. American writers provide the primary focus for an examination of the American experience. Attention is given to the cultural and historical contexts of the works studied, which might include Toni Morrison’s Song of Solomon, Nathaniel Hawthorne’s The Scarlet Letter, F. Scott Fitzgerald’s The Great Gatsby, Walt Whitman’s Leaves of Grass and Emily Dickinson’s poetry. Students focus primarily on writing critical papers, which emphasize original, literary analysis. The I-Search Paper, central to the course, explores some aspect of each student’s personal interests and focuses on interviewing techniques, the conventions and structure of the research paper, and the use of secondary sources. With encouragement from their teachers juniors may elect to take theAdvanced Placement examination in May, usually the Language and Composition exam. Some test familiarization sessions are required.

Moses Brown School

Course of Study

ADVANCED PLACEMENT ENGLISH For seniors who have demonstrated a committed and earnest approach to the study of English, this full-year course involves frequent writing exercises and intensive reading in poetry, fiction, drama, and non-fiction prose. Works might include Homer’s The Odyssey, Sophocles’ Oedipus Cycle, Dante’s Inferno, Milton’s Paradise Lost, Shakespeare’s Hamlet, Morrison’s Beloved, Woolf’s To the Lighthouse, Ellison’s Invisible Man, and McCarthy’s The Road. AP candidates must exhibit both a high level of interest in reading and writing about challenging literature and a willingness to engage actively in frequent discussions. AP students must be motivated to do consistent, honors level work. All students enrolled must take the AP Literature & Composition exam in May, 2016. While the English Department considers all students who express a desire to take AP English, the strongest candidates will have attained grades of B+ or higher in both English 2 and English 3, as well as the final approval, by consensus, of the English Department. Students admitted to AP English are required to read one extra book over the summer

ENGLISH 4: SENIOR ELECTIVES (1 credit) Senior electives in the twelfth grade continue to emphasize the reading and writing skills taught in English 1, 2 and 3. Frequent writing assignments make up a major portion of every elective. Seniors must take a fall and spring elective unless enrolled in AP English, and may elect to take the Advanced Placement exam in either Language and Composition or Literature and Composition, for which some test familiarization sessions are required. For seniors with a special interest in English, taking a second elective in either semester is possible if space is available. Juniors may take a second English course as an elective, also on a space available basis and with permission of the Academic Dean or Registrar.

ENGLISH 4: FALL SEMESTER ELECTIVES (1 credit) EXPOSITORY WRITING This course will take an intensive approach to the writing process. Students will write frequent short essays as they learn various composition strategies and aspects of style. Students will generate personal essays, descriptive pieces, editorials, and a final analytical essay, in addition to more frequent journal reflections on the texts. Students will also read essays by such writers as Virginia Woolf, George Orwell, E. B. White, James Baldwin, Joan Didion, Alice Walker, Edward Hoagland, Richard Rodriguez, Maxine Hong Kingston, as well as selections from contemporary periodicals. They will examine and apply to their own work what published writers have to say about the art of the essay.

Moses Brown School

Course of Study

SHAKESPEARE According to scholar Harold Bloom, Shakespeare's plays are our "secular Scripture, or more simply the fixed center of the Western canon"; Hamlet, for example, "is the [second] most cited figure in Western consciousness." But what is it that makes the Bard of Avon so timeless, so universally acclaimed and applicable, reflecting his time but still speaking to our own? How did he compose such vital characters with such diverse voices, from beggars to kings? How did his theatrical innovations revolutionize the nature of playwriting and stage performance? Addressing these questions, we will engage Shakespeare’s plays as theatrical texts through traditional analysis as well as performance, exploring their remarkable depth of meaning as well as how they work onstage. We will study Shakespeare’s sonnets and two or more of his plays (possibilities include Othello, The Taming of the Shrew, King Lear, and Henry IV, Part I), approaching them as actors, designers, directors, and members of an audience, investigating how the playwright "hold[s], as 'twere, the mirror up to nature." LITERATURE OF WAR This course will explore the ways war has been captured in American poetry and prose and expressed to a public who lacks the experience of combat. It traces the differing perspectives from nationalistic pride and heroism through the disappointment and devastation that war creates. Possible texts include poetry and short stories representing conflicts throughout history and longer works like Julie Otsuka’s When the Emperor Was Divine, Tim O’Brien’s The Things They Carried, Ishmael Beah’s A Long Way Gone, and Kevin Powers’ The Yellow Birds. We will also invite war veterans to speak to the class about their experiences related to the texts we read. Students in the course will volunteer at Operation Stand Down Rhode Island throughout the semester. And in December 2016 students in the class will travel on a TRIP to Washington, DC to tour Memorial Parks dedicated to fallen soldiers of our country’s wars and volunteer at a Veterans Association Medical Center in the capital city. FICTION ABOUT FICTION Many postmodern authors tackle the problematic nature of reality’s "universal descent into unreality” (Roth) by engaging the protagonist and the reader in uncertainty. In meta-fiction, fiction about the nature of fiction itself, readers struggle to separate actuality from possibility, truth from lies, and memory from imagination, as authors simultaneously undermine belief and the suspension of disbelief in order to reach more complex truths. Together we will study novels, plays, children’s literature, and films in order to examine the relationship between reality and fiction as well as the nature of storytelling as a means of transcending truth. Possible texts: Kurt Vonnegut’s Slaughterhouse-Five, Tim O’Brien's Going After Cacciato, Nathaniel Hawthorne’s The Scarlet Letter, Samuel Beckett’s Waiting for Godot, Stephen Sondheim and James Lapine's Into the Woods, and essays by Patricia Waugh, Linda Hutcheon, Elizabeth Dipple, and Ann Jefferson; possible films: Stranger than Fiction (dir. Marc Forster), Adaptation (dir. Spike Jonze), Rear Window (dir. Alfred Hitchcock).

Moses Brown School

Course of Study

PLAYWRITING This class will study the craft of playwriting by creating monologues, scenes and one-act plays. As students write their own plays, they will study the work of leading playwrights being produced in the American Theater as a means to understand current trends and styles of contemporary dramatic artists. Members of this class will also read each other’s plays, offer feedback and help with the development of all dramatic pieces throughout the semester. Students will share their final one-act plays in a showcase at the end of the semester. This course may be taken for either Arts or English credit. CIVILIZING AMERICA: LITERATURE AND LEGALITY OF RACE Through a multi-media examination, this course will consider the literature of race in twentieth century America through the lens of United States Supreme Court decisions. Ultimately, we must examine whether legal decisions can change the perspective and philosophies of the nation or if the legal domain is one of sheer mechanics. Is it possible that art identifies immorality years before we, as a government, are willing to mandate behavior as illegal? Is art compelled to examine what the law cannot resolve – the prejudices, the pain and the probability of a peaceful society? For instance, Loving vs. Virginia invalidated laws prohibiting interracial marriages in 1967; in the same year, Guess Who’s Coming to Dinner explored America’s difficulty in accepting that mandate. Through reading, art and video, we will assess which has had more impact on our lives – literature or the law – or whether they work in tandem to move society forward. SURVIVAL LITERATURE: EXPLORING THE WILD What does it take to survive in the 21st century? How do we currently define “the wild”? How do our wilderness views and survival skills compare to those of past eras? We will attempt to answer these questions by reading a range of texts, both classic and contemporary, which explore the forces that shape our views of the wild, those that allow us to survive in it, and those that work against our survival. Possible writers and texts: Ralph Waldo Emerson, “Nature”; Henry David Thoreau, “Walking”; Jack London, “To Build a Fire” and The Call of the Wild; Willa Cather, My Antonia; Ernest Hemingway, The Old Man and the Sea; Jon Krakauer, Into the Wild (or Into Thin Air); Cheryl Strayed, Wild. We will also view some recent films that explore what is means to survive in the wild; possible films: Grizzly Man, Alive, Tracks and The Revenant.

Moses Brown School

Course of Study

ENGLISH 4: SPRING SEMESTER ELECTIVES (1 credit)

FICTION INTO FILM In 1936, art historian Erwin Panofsky wrote, “If all the serous lyrical poets, composers, painters and sculptors were forced by law to stop their activities, a rather small fraction of the general public would become aware of the fact and still a smaller fraction would seriously regret it. If the same thing were to happen with the movies the social consequences would be catastrophic.” Film is arguably the most powerful and popular art form of the past hundred years. So what happens to a novel when it gets adapted to film? How can the two mediums communicate? While studying cinematic elements (mise-en-scene, cinematography, and editing) to better understand the significance of what becomes “invisible” when viewers lose themselves within a film’s “illusion of realism,” we will consider each text as an independent work of fiction as well as a source that inspired adaptation/ translation, asking how each film remains faithful to or alters the original’s plot, style, and message. Works may include The Children of Men, The Silver Linings Playbook, Slumdog Millionaire, and Where the Wild Things Are. READING AND WRITING POETRY This course will expose students to a wide range of poets, styles, and sensibilities in a workshop format, which will involve frequent writing both of and about poetry. Each student will compile a collection of original, thematically focused work and participate in the creation of a class anthology. The primary text will likely be Strand and Boland’s The Making of a Poem. Other texts may include poetry by Sharon Olds, Billy Collins, Naomi Shihab Nye, Lucille Clifton, Coleman Barks, and other prominent poets who have read at Moses Brown. Students will be encouraged to attend two or three poetry readings during the semester. PHILOSOPHY IN LITERATURE This co-taught course applies a study of Philosophy to the reading of works of fiction as we ponder big life questions like: What does it mean to live a good life? Is there an objective reality? What does it mean to seek happiness? What are our duties to ourselves and to each other? Can we trust the world around us? How do we know what we know? How do we arrive at our belief systems? How do we derive meaning from our lives? These are essential questions that Philosophers have grappled with for centuries, and we will use modern works of fiction like Kazuo Ishiguro’s Never Let Me Go, Yann Martel’s Life of Pi, Haruki Murakami’s The Strange Library, and a play by Iris Murdoch to think further about influential essays by Plato, Aristotle, John Locke, Mary Wollstonecraft, Immanuel Kant, Martin Luther King, Jr. and Martha Nussbaum, as well as The Bhagavad Gita and early Buddhist philosophy. The fictional works give us stories useful for grappling with the big ideas raised in the essays. (This course may be taken for either Humanities or English credit.)

Moses Brown School

Course of Study

CIVILIZING AMERICA: LITERATURE OF GENDER & SEXUALITY This multi-media course will consider the artistic representation of gender and sexuality through the lens of critical United States Supreme Court decisions. Ultimately, we must examine whether legal decisions change the perspective and philosophies of the nation or if the legal domain is one of sheer mechanics. For instance, Christopher Isherwood wrote A Single Man in 1964, chronicling the limitations and loneliness of being gay in America, though twenty years later, in 1986 Bowers v. Hardwick upheld restrictions on physical relations between couples of the same sex. Shockingly, it was not until 2003, that the Court finally outlawed such restrictions. Today, in 2015, we are still anticipating a ruling concerning gay marriage, fifty years after Isherwood’s novel. Similarly, Dorothea Lange published her images of migrant mothers in the 1930’s but it was not until 1971 that Phillips vs, Martin Marietta mandated that companies cannot refuse to hire women because they have pre-school aged children if the same is not held true for men. Ultimately, through reading, art and video, we will assess which has had more impact on our lives – literature or the law – or whether they work in tandem to move society forward.

THINKING, RIGHT AND LEFT: REASON IN LITERATURE AND MATH Drawing on the text How Not to be wrong: The power of mathematical thinking,” this course will consider the ways in which we process information and make decisions. Sometimes, we use logic and quantitative reasoning; in other situations, we rely on empathy, experience, and ethical analysis. Is one way better than the other? How does literature teach us to think—and how does a mathematical mindset encourage us to think differently? The course will respond to literary texts, contemporary case studies, and nonfiction writing as we challenge ourselves to consider not only what we think, but how and why. In addition to the text named above, we may consider the play “Proof,” the novel “The Curious Incident of the Dog in the Night-Time,” the essays of Malcolm Gladwell and John McPhee, the “Upshot” columns in the New York Times, and the memoir “When Breath Becomes Air,” and the case studies of IDEO. We will also explore the influence of chance and probability on decisions, computational strategies from Markov chains and the Monte Carlo method, and the mathematical model of the prisoner’s dilemma game. Students need not be advanced mathematicians or to select this course; more, it is meant to foster an awareness of the various types of analysis and mathematical models we could bring to reading, communicating, and problem-solving. BANNED BOOKS: CENSORSHIP IN LITERATURE Which ideas, images, language and texts are supposedly so dangerous that people, especially students, are often prevented from encountering them? What makes such books so controversial? What are their “trigger” elements? Should society, including schools, control and censor certain texts? These essential questions will guide us as we investigate the authors’ intentions and controversial responses to a range of literary works, many of which have been banned by various school systems in recent years. Possible writers and texts: Alice Walker, The Color Purple; Toni Morrison, The Bluest Eye; Ken Kesey, One Flew Over the Cuckoo’s Nest; Marjane Satrapi, Persepolis; Salman Rushdie, The Satanic Verses; John Steinbeck, Of Mice and Men; Allen Ginsberg, “Howl.” 25

Moses Brown School

Course of Study

HUMANITIES: HISTORY & SOCIAL SCIENCES These course offerings are designed to provide students with an understanding of history and its legacy for current national and world affairs. In ninth grade, students begin their inquiry with an exploration of how and why Europe emerged as the leading economic, political and military power by the dawn of the twentieth century and the consequences of its rise. In tenth grade, students continue with an examination of twentieth century global conflicts and struggles for human rights, followed by a study of United States history during their junior year. Beyond those requirements, students are encouraged to pursue advanced study through electives. All courses help students further develop the skills of critical reading, historical thinking, thoughtful discussion, and effective writing. Yearlong Required Courses Why Europe? US History (College Prep, Honors)

Semester Required Course Modern World History

Yearlong Elective Course A.P. Comparative Government and Politics Fall Semester Electives Art History Civics in Action Human Geography

Spring Semester Electives Histories of Troublemakers and Their Times: On Being Brave Modern to Contemporary Art History Utilizing Mathematics and the Humanities to Understand Contemporary Global Issues

YEARLONG REQUIRED COURSES (2 credits) WHY EUROPE? The Story of Europeâ&#x20AC;&#x2122;s Rise to Power â&#x20AC;&#x201C; Required for 9th graders This course spans from the fourteenth century to the onset of World War Two. These centuries were marked by a significant increase in global activity that connected peoples across continents as never before. This time period also resulted in the rise of European dominance around the world, which marked the dawn of modern society. While Europe's ascent created the mold of how to become an industrialized, militarized and imperialist power, some historians argue that there was nothing inevitable or predestined about Europe's global power. Students will explore how and why Europe emerged as the leading economic, political and military power by the dawn of the twentieth century. In addition, students will examine the consequences of Europe's rise to dominance for the peoples of the Americas, Africa, Asia and Europe. A variety of original documents supplement the texts and aid students in developing the essential skills of careful reading, analytical thinking, research, and writing.

Moses Brown School

Course of Study

UNITED STATES HISTORY – Required for 11th graders Students will examine the conflicts, events, and persons important to the expansion of democracy in the United States. Assignments include debates, seminar discussions, essays, research, creative projects, and document-based questions. We will utilize a variety of primary sources to help students engage the diverse experiences of people past and present. In addition to further developing the skills of analytical writing and critical thinking, students will become more adept at demonstrating the significance of an event by showing how it is connected to enduring issues, contextualizing primary sources and making inferences from them, and identifying patterns of continuity and change. Prerequisite: Modern World History UNITED STATES HISTORY HONORS We invite students who want an additional challenge in U.S. History to earn the distinction of Honors. Throughout the year, students will engage in a long-term project that extends and enhances the required coursework in U.S. History. As a result, students will gain a more indepth understanding of critical issues and cultivate their independent thinking and research skills. Prerequisite: Modern World History

SEMESTER REQUIRED COURSES (1 credit) MODERN WORLD HISTORY – Required for 10th graders (offered both semesters) This semester-long course will explore the major issues and turning points of world history by examining events from the 1930s through the Cold War era. By reading a variety of primary and secondary sources, students will examine historical concepts and events of the twentieth century including world war, holocaust and genocide, nationalism, fascism, communism, human rights, and movements of independence. An emphasis will be placed on enhancing students’ analytical skills and understanding of world history through discussion, debate, research, and writing. Prerequisite: Why Europe?

Moses Brown School

Course of Study

YEARLONG ELECTIVE COURSE (2 credits) A.P. COMPARATIVE GOVERNMENT AND POLITICS (open to 11th & 12th graders and permission of the instructor) This course is about political change – its forms, causes, and consequences – in six countries: Great Britain, Russia, China, Iran, Mexico, and Nigeria. Major themes of the course include globalization and democratization. This course combines history, current events, and political science. Students will understand the underlying social, economic, and political issues that are behind the news stories we see from around the world. While our own country is not a focus of this course, by the end of our time together, students will be better equipped to understand and evaluate the issues facing the U.S. Lastly, the course will prepare students for the advanced placement exam in May. Taking this exam is a requirement for all students enrolled in the course. Our coursework will be consistent with an introductory college course. Prerequisite: permission (signature) of the instructor FALL SEMESTER ELECTIVES (1 credit) ART HISTORY (open to 11th & 12th graders) This course will consider world history through a visual lens. Students will explore art and architecture to understand the political and social climate of a given time period and to become familiar with themes represented in art, including, power, gender, and race. Through our investigation of art from ancient to contemporary times, students will develop a vocabulary to talk about art, as well as sharpen their analytical writing skills. The goal of this course is for students to emerge from the class with an appreciation of art and an ease and fluency in discussing visual culture and its history. Students will be asked to do an assignment at the RISD Museum and attend a field trip to Boston. Prerequisite: none CIVICS IN ACTION: Empowering Students to Shape Public Policy (open to 12th graders) Civic engagement is at the heart of our mission at Moses Brown as we seek to prepare students to be active citizens in the world into which they graduate. In the Humanities in particular, we educate our students about the history of the United States and the expansion of democracy— which is still taking place today. Created using the tenets of Project Based Learning, this course provides students with the opportunity to work in teams to identify, research and draft public policy initiatives for a local, state or national issue. Each year, the policy initiatives change depending on students’ interests. In addition, students will engage in an intense study of the elections happening in the fall of 2016, most notably the presidential election process, and examine the strengths and weakness of the mechanisms involved. Plans are also underway for students to host an event at Moses Brown, such as a voter registration drive or Youth Forum, which will incorporate the broader school and Providence community and provide a platform to discuss the major policy issues facing our local government officials. Prerequisite: U.S. History

Moses Brown School

Course of Study

HUMAN GEOGRAPHY (open to 10th, 11th & 12th graders) This course will introduce students to geography as a means to better understand a changing world. As renowned geographer, Harm de Blij, asserts, “there’s almost nothing in this wide, wonderful world of ours that can’t be studied geographically.” This course explores society – culture, economics, and politics – through a spatial lens and will acquaint students with the concepts and skills that geographers use. Major units of study include global population distribution, disputes about overpopulation, migration, economic development, mega-cities, the relationship between place and culture, and ethnic conflict. We examine these issues in the U.S. and around the world, past and present. For example, the course includes intensive studies of the consequences of violence in Honduras for its neighbors, and how the geographic distribution of racial and economic groups in New Orleans shaped how people there experienced Hurricane Katrina and its aftermath. Prerequisite: none SPRING SEMESTER ELECTIVE (1 credit) HISTORIES OF TROUBLEMAKERS & THEIR TIMES: ON BEING BRAVE (open to 11th & 12th graders, 10th grade with permission of the instructor) What moves some individuals to take a stand and act in the face of significant risk? What pushes such individuals to persevere against the pressures to conform? This course examines why some individuals give up safety and comfort and opt for provocation and challenge to the status quo. We’ll focus on the intersection between personal histories through biography and the circumstances, or times, in which such people lived. Lastly, we explore what difference such people have made and the consequences of their actions. We study troublemakers from a variety of countries, eras, and issues, including human rights activists, work-place whistle-blowers, journalists, environmentalists, and democracy activists. Through discussion, writing, research, and collaborative projects, students are encouraged to make connections between activists, issues, countries and/or eras. In addition, throughout the course, students will reflect regularly on the opportunities, large and small, to be brave in everyday life, including their own. Prerequisite: none MODERN TO CONTEMPORARY ART HISTORY (open to 12th graders) This late nineteenth, twentieth and twenty-first art history course will explore artists’ responses to historic events from the invention of the camera to present day local artwork. Students will explore art, architecture, photography and film through the works of Impressionist artists such as Mary Cassatt, Chinese activist Ai Wei Wei and female artists such as Georgia O’Keefe, Frida Kahlo and Dorothea Lange. Students will have the opportunity to explore local artists outside of the classroom and take a closer look at the art and architecture around Providence. Students will develop a greater appreciation of the role of artist and their work and a deeper understanding of formal art analysis. Prerequisite: none

Moses Brown School

Course of Study

UTILIZING MATHEMATICS and the HUMANITIES to UNDERSTAND CONTEMPORARY GLOBAL ISSUES (open to 11th & 12th graders) This co-taught, interdisciplinary course combines Mathematics and Humanities as it aims to help students develop their global awareness through mathematical modeling. The course will begin by exploring the foundations of both global studies and mathematical modeling. Throughout the semester, students will investigate current global issues in historical, political, cultural, and societal contexts. For each issue studied, students will use statistics and mathematical models they develop to deeper understand the issues and recognize new perspectives. Students will then use what they have learned to develop a plan of action for some of the global issues studied. Due to the nature of this course, units of study will also reflect events/issues of global significance that arise during the semester.

Moses Brown School

Course of Study

HUMANITIES: RELIGION AND ETHICS As a Friends School, we are committed to teaching about religion, nurturing spirituality in our students, and creating space in our curriculum and daily life that allows for pluralistic dialogue about religion. Friendsâ&#x20AC;&#x2122; testimony of equality invites us to remember that each person is worthy of equal respect. Seeking to understand religions and their practitioners allows us to demonstrate this respect for peoples whose beliefs may be different from our own. We are also uniquely situated to help to revive the ancient Greek concept of eudaimonia, or living well, by helping students to develop their own ethical frameworks. For centuries Friends have been letting their lives speak through the everyday practice of living out their testimonies. At MB, we often refer to these testimonies as Simplicity, Peace, Integrity, Community, Equality, and Stewardship/Service. It is natural to continue to focus on and strengthen our rich history of developing ethical leaders through coursework in ethics and philosophy. Religious Studies is the semester-long required course that introduces sophomores to the academic study of religion. Each year, we offer a variety of electives for students in 11th and 12th grades (with options for sophomores with permission of the instructor). Semester Required Course Religious Studies Fall Semester Electives Global Medical Ethics Religion, Conflict, and Identity in the Middle East

Spring Semester Electives Contemporary Ethics Philosophy in Literature

REQUIRED SEMESTER COURSE (1 credit) RELIGIOUS STUDIES (offered both semesters) Religious Studies is a semester-long course for sophomores; it introduces students to the academic study of religion. We focus on the five major religious traditions of the world: Judaism, Christianity, Islam, Hinduism, and Buddhism. Particular attention will be paid to exploring the plurality of traditions within each religion and learning from scholars as well as practitioners about the lived experience of these religions. Students will use research, critical thinking, and problem solving to explore dilemmas presented by religionâ&#x20AC;&#x2122;s relationship with society. As a final project, students will have the opportunity to dive deeply into a religious tradition and topic of their choosing. This course will enable students to become active, skillful, and ethical participants in dialogue about religion in the classroom, the home, on social media, and in other spaces of the public sphere.

Moses Brown School

Course of Study

FALL SEMESTER ELECTIVES (1 credit) GLOBAL MEDICAL ETHICS (open to 11th & 12th graders, 10th grade with permission of the instructor) Modern science and technology have brought with them a whole new set of ethical dilemmas that impact us all. For example, a young woman had an aneurysm and was pronounced brain dead, she was also 14 weeks pregnant. Should she be taken off a ventilator? Who should make this decision - the hospital, her husband, her parents? This course will use case studies like this one to develop studentsâ&#x20AC;&#x2122; critical and analytical thinking skills, so they too can understand and discuss these dilemmas and offer their own opinions. Cases we will examine will include organ transplantations, natural disaster or mass casualty crisis response, end of life decision-making, eugenics, military ethics, as well as others. An integral part of this course will be learning from community members - doctors, nurses, chaplains, lawyers, and social workers - who share with us their experience with medical ethics, and present dilemmas they have encountered. Students will have a chance to shape their learning through independent reading selections, and a final research project. RELIGION, CONFLICT, AND IDENTITY IN THE MIDDLE EAST (open to 11th & 12th graders, 10th grade with permission of the instructor) In this class, we will investigate how Judaism, Christianity, and Islam interact in the modern Middle East. We will begin by investigating the similarities and differences between the three faiths, particularly as they relate to their common ancestor Abraham. Using the sacred texts and rituals from each religious tradition, we will examine how religious identity is imagined and shaped in connection with the geography of the Middle East. From there, we will focus on several in-depth case studies to examine how religion, politics, economics, and culture intersect in the region. We will study the Syrian Civil War, the Sunni/Shiâ&#x20AC;&#x2122;a divide, Israel and Palestine, and the rise of groups like al-Qaeda and ISIS. SPRING SEMESTER ELECTIVES (1 credit) CONTEMPORARY ETHICS (open to 10th, 11th & 12th graders) Ethics is a branch of philosophy that raises questions about how we should live. In this class, we will explore the major branches of ethical thought, such as utilitarianism, libertarianism, and care ethics. The following questions will ground our work together: Are there universal moral laws, or does morality depend on culturally specific times and places? What is justice? What are our responsibilities to one another? Do we value the happiness of the many over individual happiness? What is freedom? What is the common good? What role does the state have in regulating moral decisions? What virtues should we develop in modern society? How can we apply the ethical theories of philosophers in our daily lives? We will work to understand the theoretical foundations of ethics so that we can tackle modern day ethical dilemmas and questions, working through topics such as the free market economy, war, the politics of mass incarceration in the United States, and the modern criminal justice system, among others.

Moses Brown School

Course of Study

PHILOSOPHY IN LITERATURE (open to 11th & 12th graders) This co-taught, interdisciplinary course applies a study of philosophy to the reading of works of fiction as we ponder big life questions like: What does it mean to live a good life? Is there an objective reality? What does it mean to seek happiness? What are our duties to ourselves and to each other? Can we trust the world around us? How do we know what we know? How do we arrive at our belief systems? How do we derive meaning from our lives? These are essential questions that philosophers have grappled with for centuries, and we will use modern works of fiction like Kazuo Ishiguro’s Never Let Me Go, Yann Martel’s Life of Pi, Haruki Murakami’s The Strange Library, and a play by Iris Murdoch to think further about influential essays by Plato, Aristotle, John Locke, Mary Wollstonecraft, Immanuel Kant, Martin Luther King, Jr., and Martha Nussbaum, as well as The Bhagavad Gita and early Buddhist philosophy. The fictional works give us stories useful for grappling with the big ideas raised in the essays. This course may be taken for either Humanities or English credit.

Moses Brown School

Course of Study

HUMANITIES: PEER LEADERSHIP FALL SEMESTER ELECTIVE (1 credit) PEER LEADERSHIP: Bridging Theory & Practice (by application; open only to 12th graders) The transition to high school is a formative time in studentsâ&#x20AC;&#x2122; lives. As the oldest members of the student body, seniors can play a significant role in welcoming ninth graders to the upper school and imparting the philosophy and culture of the Moses Brown community. But how does one become an effective leader? What are the qualities of a good leader? What types of actions do good leaders take? Students of this course will discuss these essential questions and work to hone the following skills: active listening, asking open-ended questions, including all members of a group, giving clear directions, and fostering discussions. Additionally, students will examine leadership theories and case studies of effective leaders. Working in pairs, Peer Leaders will practice the activities that they will present to the ninth graders, which will center on topics such as MB school culture, diversity, time management, and decision-making. After leading an activity with their freshmen class, Peer Leaders will reflect on their practice as a group and develop skills for improving as leaders. Through their work with ninth graders, Peer Leaders will model the qualities expected of all Moses Brown students: respect, integrity, tolerance and kindness. Ultimately, Peer Leaders will serve as positive role models in the school whose work with freshmen will aid in fostering a cohesive, tolerant, and collaborative student body.

Moses Brown School

Course of Study

HUMANITIES: PSYCHOLOGY FALL SEMESTER ELECTIVE (1 credit) THEORIES of PERSONALITY (open to 11th & 12th graders; priority given to seniors) This course explores research methods in Psychology and specific examples of studies conducted on obedience and conformity. It presents different theories of personality and behavior, including psychoanalytic, social learning, humanistic, and social-cognitive perspectives. Assessment and therapy associated with each one are also discussed. Students will also study the brain and nervous system in order to understand the connection between biology and behavior. Students may enroll in either or both Theories of Personality and Topics in Psychology. SPRING SEMESTER ELECTIVE (1 credit) TOPICS in PSYCHOLOGY (open to 11th & 12th graders; priority given to seniors) Students will explore theories of cognitive, psychosocial and moral development and theories of emotion. Additional topics may include sensation and perception, psychological disorders, intelligence, motivation and work, and memory. Students will study famous experiments conducted in Psychology and their implications. Student may enroll in either or both Theories of Personality and Topics in Psychology.

Moses Brown School

Course of Study

MATHEMATICS The mathematics program is designed to fulfill these goals:  To develop in students an appreciation for the essential character of mathematics as an intellectual discipline  To foster development of logical reasoning skills, both inductive and deductive, and the ability to use these skills in general problem solving tasks beyond the mathematics classroom.  To give students a mathematical foundation that is sufficient for all levels of further study  To help students master technical skills that will be needed in their future studies After Algebra 1, Moses Brown offers three levels of full year courses. The only exception to this is AP Statistics. All students are placed in a level based on the recommendation of his/her current math teacher. All upper school math courses, except Geometry (all levels), Algebra I and some electives, require a TI-83 or TI-84 series graphing calculator. Moses Brown does not provide calculators to students. Yearlong Courses (2 credits) Algebra 1 Geometry (Regular, Accelerated, Honors) Algebra 2 (Regular, Accelerated, Honors) Precalculus (Regular, Accelerated, Honors) Calculus (Regular, *AB, *BC) *AP Statistics

Fall Semester Electives (1 credit) Statistics and Data Analysis Macroeconomics Spring Semester Electives (1 credit) Discrete Mathematics Microeconomics Utilizing Mathematics and Humanities to Understand Contemporary Global Issues

* Calculus AB, Calculus BC, and AP Statistics are Advanced Placement courses. Students placed in those courses are required to take the appropriate AP exam in May. YEARLONG COURSES (2 credits) ALGEBRA 1 This first year course reviews number systems and covers fundamental operations, including fractions, exponents, square roots, functions, solving linear and quadratic equations, polynomials, factoring, graphing, and general problem solving skills. Students are placed in Algebra 1 based on grades and teacher recommendations.

Moses Brown School

Course of Study

GEOMETRY This course studies traditional Euclidean geometry in two and three dimensions with emphasis on the concept of the formal proof. Topics include lines and planes, congruency, polygons, similarity, Pythagorean relationships, circles, triangle trigonometry, area, and volume. Levels: Regular, Accelerated, Honors Prerequisite: Algebra 1 and department permission ALGEBRA 2 This course is a continuation of first year Algebra and emphasizes skill development and critical thinking. Topics include factoring and operations with rational, irrational and polynomial expressions, graphing of relations and various functions, solutions of linear and quadratic equations, inequalities and systems, rational and real exponents, logarithms, and an introduction to triangle trigonometry. The honors course will include an introduction to circle trigonometry and conics. A TI-83 or TI-84 graphing calculator is required for this course. Levels: Regular, Accelerated, Honors Prerequisite: Algebra 1, Geometry, and department permission PRECALCULUS (open to 11th and 12th graders only) This course is an in-depth survey of the fundamental mathematical functions used to model real phenomena, including polynomial, rational, exponential and trigonometric functions and their applications. It will also include an introduction to probability and statistics. The course is designed to enhance inferential thinking skills. Teachers of this course encourage creativity and risk-taking in solving complex problems. Students enrolling in Precalculus Honors can expect little to no review of linear and quadratic functions, a faster pace that covers more material such as polar coordinates, math on the complex plane, sequences and series, and the derivative, as well as a more in-depth treatment of all function types. A TI-83 or TI-84 graphing calculator is required for this course. Levels: Regular, Accelerated, Honors Prerequisite: Algebra 2 and department permission CALCULUS The main topics covered in this course include limits, derivatives, and integrals. Students learn to compute derivatives of a variety of functions, and apply them to solve problems, including those involving optimization and motion. Students also learn methods of computing integrals as well as their applications. Regular Calculus begins with further development of selected Precalculus topics. A TI-83 or TI-84 graphing calculator is required for this course. Levels: Regular, AP Calculus AB, AP Calculus BC Prerequisite: Precalculus Accelerated or Precalculus Honors, and department permission

Moses Brown School

Course of Study

AP STATISTICS This course follows the curriculum for the Advanced Placement exam given in May. It is generally equivalent to a half year of college statistics. Major topics include exploratory data analysis, experimental design, probability, and statistical inference. Technology used includes TI-84 calculators and Minitab computer software. All students enrolled must take the AP exam. This a required course for sophomores who have completed Geometry and Algebra 2 Honors by the end of their freshman year. A TI-83 or TI-84 graphing calculator is required for this course. Prerequisite: Precalculus Accelerated, Precalculus Honors, or Algebra 2 Accelerated/Honors and department permission

FALL SEMESTER ELECTIVES (1 credit) STATISTICS AND DATA ANALYSIS This introductory statistics course provides a conceptual overview of research study design, descriptive and inferential statistics. Students will conduct their own studies and apply the methods learned in class to analyze their data and make conclusions about their research question. Analyses will be done via calculator (TI-83/84 graphing calculator) and computer (Minitab statistical software). By the end of the course, students will [1] be educated and critical consumers of statistical information. For example, what does it mean when a study is published stating that vitamins don’t prevent chronic health problems? Is this study to be taken at face value (i.e. should we all stop taking vitamins?) or is there bias in their design or lurking/confounding variables that could be driving the finding? Could the reverse actually be true?, [2] be able to create and interpret graphs and summary statistics appropriate to qualitative and quantitative data, and [3] have the tools necessary to form an interesting research question, design a study to answer that question, collect and analyze study data to answer that question. Prerequisite: Algebra II or Precalculus and department permission. This course is not intended for students who are taking another year-long mathematics course.

MACROECONOMICS (open to 11th and 12th graders only) Using a college level text, the course focuses on national economic issues such as growth, unemployment and inflation. Students will study topics such as gross domestic product, the cost of living, investment and the financial system, the monetary system including the Federal Reserve, aggregate demand and aggregate supply and various macroeconomic schools of thought. Macroeconomics asks questions such as, “If the interest rate goes up, how is national saving affected?” Prerequisite: Algebra 2

Moses Brown School

Course of Study

SPRING SEMESTER ELECTIVES (1 credit) DISCRETE MATH This course may be taken in conjunction with or independently from Statistics and Data Analysis. This course looks at mathematical structures and computations that are discrete or finite (countable sets) rather than continuous functions. Topics include simple and more complicated probability calculations; special probability models for binary data; social decision making through election theory and fair division; matrix applications; graph theory with traveling salesman or shortest route algorithms; and counting techniques of permutations and combinations. Students will address real-world issues of efficiency route planning for snowplowing and telecommunications circuits, and the level of security passwords. An introduction to the mathematics of personal finance will also be included. Prerequisite: Algebra 2 or Precalculus and department permission MICROECONOMICS (open to 11th and 12th graders only) Using a college level text, students will study the economic principles that apply to small groups such as households and firms. Students are introduced to topics such as scarcity, efficiency, supply and demand, and production possibility frontiers. Students will then investigate more advanced topics such as elasticity, the cost of production, earnings and discrimination, and consumer choice. Microeconomics asks questions such as, â&#x20AC;&#x153;Why do consumers buy both insurance and lottery tickets?â&#x20AC;? Prerequisite: Algebra 2 UTILIZING MATHEMATICS AND HUMANITIES TO UNDERSTAND CONTEMPORARY GLOBAL ISSUES (open to 11th & 12th graders) This co-taught, interdisciplinary course combines Mathematics and Humanities as it aims to help students develop their global awareness through mathematical modeling. The course will begin by exploring the foundations of both global studies and mathematical modeling. Throughout the semester, students will investigate current global issues in historical, political, cultural, and societal contexts. For each issue studied, students will use statistics and mathematical models they develop to deeper understand the issues and recognize new perspectives. Students will then use what they have learned to develop a plan of action for some of the global issues studied. Due to the nature of this course, units of study will also reflect events/issues of global significance that arise during the semester.

Moses Brown School

Course of Study

SCIENCE The Science Department strives to nurture a spirit of inquiry as we guide students in the study of the natural and physical sciences. Engaging in field and laboratory work and studying scientific literature enriches their study of the natural world. We explore the history of science and consider the implications of science in modern life. Students develop their analytical thinking skills as they learn to apply the scientific method. Students typically enroll in Biology in 9th grade and Chemistry in 10th grade and Physics th in 11 grade (see below for levels). In cases where students may not feel confident about their level of mathematics preparation, Physics can be taken first followed by Biology and Chemistry. Science electives and AP classes are available to 12th graders who would like the opportunity to continue their studies in science. These courses are also available to 11th grade students who have satisfied the necessary prerequisites and are recommended by the science department faculty. Electives may be open to grades beyond 11th and 12th grade; please see course descriptions for details.

Year Introductory Courses Conceptual Physics Biology Honors Biology Chemistry Honors Chemistry Physics AP Physics 1

Year Electives AP Biology AP Chemistry AP Environmental Science AP Physics C AP Computer Science Principles

Fall Semester Electives Astronomy Genetics Local Environmental Science Engineering Design Computer Programming in Python Marine Biology

Spring Semester Electives Computer Programming with Arduino Human Anatomy and Physiology Introduction to Robotics Global Environmental Science Ornithology Meteorology

Moses Brown School

Course of Study

FULL YEAR INTRODUCTORY COURSES (2 credits) CONCEPTUAL PHYSICS (open to 9th graders) This year long course is designed to introduce students to the workings of the world around them. Analyzing motion, understanding forces and Newtonâ&#x20AC;&#x2122;s Laws, exploring gravity and its impacts, learning about energy and its conservation, discussing momentum are all part of this course. These topics will be discussed through the use of examples from everyday life. Great emphasis will be placed on the conceptual understanding of the principles that govern the world. Placement in this course is dependent upon recommendations from middle school science teachers in consult with the 9th grade Class Dean. BIOLOGY (open to 9th and 10th graders) The general biology course covers a broad range of biological topics. Darwinâ&#x20AC;&#x2122;s Theory of Evolution is the foundation of the course and the tie that binds topics in biochemistry, cellular biology, molecular biology, genetics, anatomy and physiology, biodiversity, and ecology. In addition to these concepts, there is a strong study skills component as it applies to the study of science. Both semesters end with a non-cumulative semester exam. Learning to take notes, use the textbook effectively, and write scientifically are stressed. Placement in this class is dependent upon recommendations from middle school science teachers in consult with the Freshman Class Dean. HONORS BIOLOGY (open to 9th and 10th graders) The honors biology course is designed for students with a strong background in laboratory-based science and an interest in the natural world. Topics covered are similar to general biology (biochemistry, cellular biology, molecular biology, genetics, anatomy and physiology, biodiversity, and ecology), but are introduced in greater depth and with more analytical detail. Along with a strong background in science, students should have good reading, analytical, and mathematical skills. Both semesters end with a cumulative semester exam. Placement in this class is dependent upon recommendations from middle school science teachers in consult with the Freshman Class Dean. CHEMISTRY (open to 10th, 11th and 12th graders) This year-long course is an introduction to the science of chemistry. Inorganic and physical chemistry topics are the primary focus of the course. Examples include acid and base chemistry, chemical nomenclature, stoichiometry, solutions and states of matter. Organic, nuclear and environmental chemistry is covered on a smaller scale. A significant portion of time is spent in the lab where students learn how to problem solve, draw conclusions from experimental data and, apply principles learned in class and in their reading. The use of computers and probe-ware is an integral part of the lab curriculum. Prerequisite: Biology or permission of department chair, Algebra 1 41

Moses Brown School

Course of Study

HONORS CHEMISTRY (open to 10th, 11th and 12th graders) This year-long course, for students with a strong background and interest in science and mathematics, covers a syllabus similar to Chemistry, but in greater depth and more mathematical detail. Additional topics such as electrochemistry, organic chemistry, nuclear chemistry, and mathematical treatments of equilibrium and acid-base chemistry are covered. This course involves a significant amount of laboratory work. Students are expected to collect, analyze, and interpret scientific data and use their mathematical skills to understand the underlying chemical principles. Prerequisite: Biology and/or department chair permission. Co-requisite: Algebra II. PHYSICS (open to 11th and 12th graders) Physics is a year-long introductory physics course. Students learn the central role of the concepts of force and energy in explaining and mathematically analyzing a wide range of types of motion. The same concepts are subsequently used to study such diverse phenomena as waves, electricity, and magnetism. Experimental data are used to test many of the mathematical models presented in class. Co-requisite: Algebra II; Pre-calculus is recommended. AP PHYSICS 1 (open to 11th and 12th graders) AP Physics 1 is a year-long, honors-level introductory physics course. The central theme of this course involves the use of concepts of force, energy, and momentum to interpret a wide range of types of motion, including linear motion, projectiles, circular motion, and vibrations. The course also includes an introductory treatment of mechanical waves (including sound) and an introduction to electric circuits. In this mathematically rigorous course, students are expected to be confident in their ability to apply knowledge of algebra and trigonometry to both textbook exercises and analysis of experimental data. This course prepares students for the Physics 1 Advanced Placement Exam. All students enrolled must take the AP exam. Co-requisite: Honors Pre-calculus or recommendation from the math department chair. FULL YEAR ELECTIVES (2 credits) AP BIOLOGY (open to 11th and 12th graders) This advanced-level biology course investigates the ways chemical and physical laws govern the form and function of living things. The first semester includes exploration of cellular and molecular biology, reproduction, the nature of DNA, molecular synthesis, gene theory, and inheritance. Gel electrophoresis, photosynthesis, modern genetics, and enzyme studies are just a few of the many laboratory investigations undertaken. In the second semester, the emphasis shifts to organismal biology, evolutionary theory, population biology, and ecology. Laboratory work complements all the major topics investigated throughout the year. This course prepares students for the Advanced Placement Exam in Biology. All students enrolled must take the AP exam. Prerequisites: Biology and Chemistry and permission of department chair are required; Prerequisite or Co-requisite: Physics

Moses Brown School

Course of Study

AP CHEMISTRY (open to 11th and 12th graders) This second-year course provides an in-depth study of the topics covered in college general chemistry: elements, compounds, and chemical reactions; properties of gases, liquids, solids, and solutions; chemical equilibrium (including acid-base chemistry); thermodynamics; electrochemistry and oxidation/reduction reactions; chemical kinetics; and an introduction to modern theories of atomic and molecular structure. In this course, students are taught the foundations of chemistry from a mathematical framework, including the important relationships between kinetics, thermodynamics, and equilibrium. This course prepares students for the Advanced Placement Exam in Chemistry. All students enrolled must take the AP exam. Prerequisites: Chemistry and Physics and permission of the department chair are required. Prerequisite or Co-requisite: Physics. AP ENVIRONMENTAL SCIENCE (open to 11th and 12th graders) This course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. Topics include land use, biodiversity, ecosystem management, agriculture, energy resources, pollution, and climate change. Students will identify and analyze environmental problems both natural and humanmade to evaluate the relative risks associated with these problems. Ethics and economics will be considered while seeking solutions for resolving and/or preventing these problems. This course prepares students for the Advanced Placement Exam in Environmental Science. All students enrolled must take the AP exam. Prerequisites: Biology and Chemistry and permission of department chair are required; Prerequisite or Co-requisite: Physics AP PHYSICS C (open to 12th graders) The Advanced Placement Physics C course provides one year of college physics at the level normally required of students who are majoring in science or engineering. This is a calculusbased course. The year is divided into two parts: mechanics and electricity/magnetism. Strong emphasis is placed on solving a variety of challenging problems, many which require calculus. This course prepares students for the Physics C Advanced Placement Exams. All students enrolled must take the AP exams. Prerequisite: Physics, Co-requisite: Calculus. Permission of department chair is required.

Moses Brown School

Course of Study

AP COMPUTER SCIENCE PRINCIPLES (open to 11th and 12th graders, 10th graders with permission) This course focuses on the innovative aspects of computing and computational thinking; the course introduces students to the essentials ideas of computer science through in-depth studies and experiences with creative problem solving, programming, analysis of large data sets, the Internet structure, and cyber security issues. Students will use computing to address real-world issues, create and code programs with practical applications, and complete other digital projects. This course prepares students for the Advanced Placement Exam in Computer Science Principles. All students enrolled must take the AP exam. (No previous programming experiences required.)

FALL SEMESTER ELECTIVES (1 credit) ASTRONOMY (open to 11th and 12th graders) This one-semester elective explores the history of our understanding of the cosmos and the evidence that leads to that understanding. Specific topics include the apparent changes in the night sky, including explanations; the properties of the Moon, the Sun and the other planets in the solar system; the properties, life cycles, and distribution of stars in our galaxy (the Milky Way); other galaxies and their distribution in space; Big Bang cosmology and the past, present, and future of the universe. Prerequisite: Chemistry; Physics is helpful, but is not required. GENETICS (open to 11th and 12th graders) To understand the physical nature of DNA and its importance in inheritance as well as learn to approach genetic issues in society with a critical mind and educated perspective. Topics of this course include meiosis and mitosis, protein synthesis, Mendelian and non-Mendelian inheritance patterns, mutation and repair, gene regulation, and cancer. The laboratory portion of the class will be very independent and will encourage students to analyze data gained from experiments of their own design. The final project will consist of a formal lab write up and a defense of key results. Prerequisite: Biology and Chemistry LOCAL ENVIRONMENTAL SCIENCE (open to 11th and 12th graders) This class will consider local environmental issues by connecting with individuals in our community. Combining the natural sciences with ethics, economics, and politics to learn how nature works and how environmental problems are interconnected. We will cover topics such as ecology, water quality, energy resources, Narragansett Bay health, and environmental justice. Readings, field research and lab experience are integrated within each topic. Prerequisites: Biology and Chemistry.

Moses Brown School

Course of Study

COMPUTER PROGRAMMING IN PYTHON (open to all grade levels) This semester elective introduces the basic concepts of computer programming, the Python language, and various techniques of computational problem solving. Programming structures introduced include variables and expressions, procedures and functions, conditions and recursion, and string vectors. Students will learn through hands-on experience by writing programs to solve specific challenges. No previous programming experience necessary. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges).

ENGINEERING DESIGN (open to 10th, 11th, and 12th graders) This semester course focuses on essential math and science concepts in the information age and teaches students how engineers create and design new technologies. Exploring various technology systems and manufacturing processes students learn how engineers and technicians use math, science and technology within an engineering problem solving process to design and create beneficial solutions to a variety of real-world applications. The course is designed to help students understand the real-world relevance of engineering. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges.).

MARINE BIOLOGY (open to 11th and 12th graders) This course examines the relationships and interactions between marine organisms and their environment. We first learn about the physical characteristics of the oceans and then conduct a detailed survey of the specific organisms (from sponges to whales) of the New England rocky shore. We also study the organisms and ecology of intertidal, coral reefs, salt marshes/estuaries, deep sea and hydrothermal vent communities. There will be opportunities for field trips to locations such as salt marshes, rocky coast tidal pools, and the New England Aquarium. Handson labs (such as dissection) supplement our study of marine plants, invertebrates, fish, and marine mammals. Interested students should possess good laboratory techniques, strong reading skills, and an interest in and enthusiasm for biology. Prerequisites: Biology and Chemistry

SPRING SEMESTER ELECTIVES (1 credit) COMPUTER PROGRAMMING WITH THE ARDUINOTM (open to all grade levels) This semester course introduces students to the principles of digital design, Boolean algebra, programming, and electronic circuitry through hands-on experimentation with the Arduino™, an open-source electronics prototyping platform. The Arduino™ board promotes physical computing – commands and syntax that light and color LEDS, activate sensors, and control motors. Students will learn the Arduino™ programming language, which is based on the C/C+ language; student code will enable the Arduino microcontroller to interact with the real world. No previous programming experience necessary. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges.).

Moses Brown School

Course of Study

GLOBAL ENVIRONMENTAL SCIENCE (open to 11th and 12th graders) This class will research national and international environmental issues. Combining the natural sciences with ethics, economics, and politics to learn how environmental problems are approached by the global community. We will cover topics such as land management, sustaining biodiversity, ozone depletion, poverty, global warming and waste management. Readings, field research and lab experience are integrated within each topic. Prerequisite: Biology and Chemistry HUMAN ANATOMY and PHYSIOLOGY (open to 11th and 12th graders) This course examines the structure and function of the human body. We study the complexity of interactions among major organ systems in order to gain a complete understanding of human physiological systems. We will also investigate basic pharmacology affecting each of the organ systems. Systems of study include the musculoskeletal, cardiovascular, respiratory, nervous, endocrine, reproductive, excretory, and gastrointestinal. Laboratory investigations, including exercise physiology experiments and extensive dissections of the fetal pig and cow heart comprise a significant part of the course. Interested students should possess good laboratory techniques, strong reading skills and an interest in and enthusiasm for biology. Prerequisites: Biology and Chemistry. INTRODUCTION TO ROBOTICS (open to 10th, 11th, and 12th graders) In this course, students will be introduced to the basics of the Mindstorms NXT robot and learn the fundamentals of computer programming using both Scratch 2.0 and the NXT-G programming environments. Students will build a robot, study its characteristics, and program it to navigate in various environments and perform a variety of missions. This course is projectbased, collaborative, and is designed for students from a wide range of backgrounds. Field trips and guest presentations will help provide context for understanding the possible applications of robotics. No prerequisite required. (This course does not qualify for science credit by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2 colleges).

METEOROLOGY (open to 11th and 12th graders) In this laboratory course we discuss the causes and effects of various phenomena observed in the Earthâ&#x20AC;&#x2122;s atmosphere. We start by studying the composition of our atmosphere and the variables that describe it, such as temperature, pressure, and water vapor. After understanding the basic principles that govern the atmosphere we examine events that occur within it, including hurricanes, tornadoes, norâ&#x20AC;&#x2122;easters, monsoons, and El Nino. Prerequisites: Chemistry; Physics is helpful, but not required.

Moses Brown School

Course of Study

ORNITHOLOGY (11th and 12th graders, 10th graders with permission) Ornithology is a branch of biology that studies birds. Field identification of locally common species is emphasized through required morning field trips (most happening before 8 AM) to varied habitats where winter finches, waterfowl, shorebirds and spring migrants can be studied and observed. Other non-identification field trips include a behind the scenes visit to Harvardâ&#x20AC;&#x2122;s Museum of Comparative Zoology. Class discussion is based on a systems approach to bird biology with investigations into their ecology, life histories, behavior and evolution. Conservation of endangered species and human impact issues including destruction and fragmentation of important habitats are discussed. Prerequisite: one year of introductory biology.

Moses Brown School

Course of Study

WORLD LANGUAGES The primary goal of language study is to prepare each student to communicate and to comprehend cultural similarities and differences more effectively in today's complex and interconnected world. Modern language instruction gives equal prominence to the language itself and to reading, history, and national culture. Classical language study includes the structure of Latin as well as readings in a variety of literary selections. Students are required to complete a three-year consecutive sequence of study in one language. The World Language Department offers four-year programs in French, Mandarin Chinese, Spanish, and Latin. Moses Brown no longer offers a four-year sequence in Italian, though current Italian students will be able to finish their sequence. In addition, juniors and seniors can opt to take a year-long elective in Italian language and culture. The honors program is offered for both French (starting in the 3rd level) and Spanish (starting in the 2nd level). This program is a rigorous course of study in advanced grammar and written and oral expression designed for those students who want to study the language intensively and have the recommendation of their current language teacher. Students in these classes are expected to take the national language exams in the second semester. Yearlong Courses (2 credits) French 1, 2, 3, 3H, 4, 4H, 5, AP Italian 2, 3, 4, AP, Seminar in Italian Culture and Heritage Latin 1, 2, 3, 4, AP, Advanced Topics in Latin Mandarin Chinese 1, 2, 3, 4 Spanish 1, 2, 2H, 3, 3H, 4, 4H, 5, AP, Spanish for Heritage Speakers CLASSICAL LANGUAGES LATIN LATIN 1 Fundamental grammar, syntax, and vocabulary are the foundation for this course, which also includes elementary readings and composition, etymology of English words, and an introduction to ancient Roman civilization. LATIN 2 This course covers grammar, advanced translation (Caesar and The Millionaire's Dinner Party), mythology, etymology of English words, and aspects of Roman civilization. Prerequisites: one year of Upper School Latin or two years of Latin at the Middle School level. Placement will be at the discretion of the department chair, including a possible placement examination.

Moses Brown School

Course of Study

LATIN 3 This course has students study selected readings in Latin literature, including prose (Cicero), poetry (Ovid), and comedy (Plautus). The time period ranges from early Rome through the Middle Ages. Prerequisite: Latin 2 LATIN 4 Students will read selections from Vergil’s Aeneid as well as from Caesar’s Gallic Wars. Prerequisites: Latin 3 and the permission of the department AP LATIN This course follows the College Board syllabus for the Advanced Placement course with selections from both Vergil’s Aeneid as well as from Caesar’s Gallic Wars. All students enrolled must take the AP exam. Prerequisites: Latin 3 and the permission of the department

ADVANCED TOPICS IN LATIN This course has students study the poets Catullus and Horace as well as other authors that the class chooses. The texts will be read as literature, social commentary, and entertainment. Prerequisites: Latin 3 and the permission of the department

MODERN LANGUAGES FRENCH FRENCH 1 This course introduces students to the four language skills: reading, writing, listening, and speaking in French. This course covers elementary grammar with an emphasis on vocabulary and pronunciation. Students are exposed to a range of themes and an overview of French culture, history, and geography. A particular emphasis on oral drills will emphasize the verbal aspect of the French language. This course uses a multimedia approach to learning. Prerequisite: Placement is at the discretion of the department. FRENCH 2 This course is a continuation of French 1 and reinforces grammatical structures and vocabulary from the beginning level. Intermediate grammar and speaking skills are introduced with various themes that emphasize the study of Francophone culture and history. Students further their listening, speaking, writing, and reading skills with an emphasis on oral and written work. Prerequisite: French 1

Moses Brown School

Course of Study

FRENCH 3 or FRENCH 3 HONORS In this course, students solidify previously learned grammatical concepts and increasing vocabulary while continuing to develop reading, writing, speaking, and listening skills. Students are encouraged to use their language skills more actively and at a more sophisticated level. In addition to these skills, students will also familiarize themselves with the geography of the Francophone world, including the provinces, territories and capitals within these countries. The Honors level involves more advanced readings and more frequent writing assignments. Prerequisite: For French 3: French 2. For French 3H: Placement is at the discretion of the department chair, including a possible placement examination. FRENCH 4 or FRENCH 4 HONORS This upper-level course includes an accelerated review of basic grammar with continued emphasis on greater proficiency in the four language skills. Students focus on advanced grammatical structures, syntax, lexicon, and idiomatic expression. The French 4 Honors course is framed by a historical/literary/artistic overview of France and the readings and projects reflect that bias. The Honors level works more in-depth and at a quicker pace. Prerequisite: For French 4: French 3. For French 4H: Placement is at the discretion of the department chair, including a possible placement examination. FRENCH 5 This upper-level course includes a consolidation of basic grammar with continued emphasis on greater proficiency in the four language skills. Students focus on idiomatic expression. This course includes thematic units such as French gastronomy or France during the Occupation. Prerequisite: French 4 or equivalent. AP FRENCH LANGUAGE This course prepares the student for the College Board AP French Language exam and focuses on the four target-language skills at an advanced level. It is organized around an in-depth look at the Francophone world and challenges encountered in that world. The readings reflect this bias. Authentic materials are used extensively in this course, including French newspapers and news programs as well as podcasts and other on-line sources. Prerequisite: A grade of B or better in French 4 Honors and the final approval of the department. All enrolled students take the AP exam.

Moses Brown School

Course of Study

ITALIAN ITALIAN 2 This course is a continuation of Italian 1 and will review grammar structures and vocabulary learned in the beginning level. Intermediate grammar and conversation are introduced with various themes that emphasize the study of Italian culture and history. Students further their listening, speaking, writing, and reading skills with emphasis on oral and written work. Prerequisite: Italian 1 ITALIAN 3 In this course students concentrate on solidifying previously learned grammar concepts and increasing vocabulary while continuing to develop reading, writing, speaking, and listening skills. It includes a systematic review of Italian grammar and the development of conversational skills (comprehension and speaking), as well as reading literary and cultural materials and writing compositions. Students are encouraged to use their language skills more actively and at a more sophisticated level. Prerequisite: Italian 2 ITALIAN 4 This upper level course includes an accelerated review of basic grammar with continued emphasis on greater proficiency in speaking and listening skills. Students focus on advanced grammatical structures, syntax, and idiomatic expressions, and engage in readings, conversation, and composition writing primarily in the target language. For cultural enrichment, the students discuss current events and aspects of culture, such as Italian music and art. The second semester of the course centers around a specific historical or cultural topic (for example, Fascist Italy, Italian cinema, or Italy in the 1960s), which the students research and present to the class, as well as participate in class discussions. Prerequisite: Italian 3 AP ITALIAN This course prepares the student for the College Board AP Italian Language and Culture exam and focuses on the four target-language skills at an advanced level. Students who enroll in this course should already have a solid understanding of grammar and considerable competence in listening, reading, speaking and writing in Italian. In AP Italian, students review and refine those skills while learning more vocabulary so as to communicate in Italian with greater depth and fluency. Students are expected to demonstrate an understanding of Italian culture, make connections among interdisciplinary topics, and make comparisons between English and the target language. An emphasis is placed on using the target language in real-life settings. The teacher and students use Italian exclusively in the classroom, and authentic materials are used extensively, including Italian newspapers and news programs, as well as podcasts and other online sources. Prerequisite: A grade of A or better in Italian 3 or 4 and the final approval of the department. All enrolled students are required to take the AP exam.

Moses Brown School

Course of Study

“BENVENUTI ALL’ITALIA!”: SEMINAR IN ITALIAN LANGUAGE AND CULTURE This elective course combines study of the Italian language with cultural aspects of Italy, past and present. Students examine Italy’s regional geography, topography, and geopolitical position in Europe, while they learn terms and practical information to help them travel and navigate in Italy, including vocabulary for transportation, shopping, and cuisine. Students will be required to identify styles and key works of Italian art and architecture--for example, Renaissance, baroque, and futurist--and will discuss important moments in its history, including the reunification of Italy and Mussolini’s fascist period. The history of opera and the role of popular music in Italian culture will be covered, accompanied by listening selections, and students will research industrial and fashion design, view foundational works of Italian cinema, read literary selections in translation, and learn useful Italian vocabulary relevant to each topic discussed. The course will culminate in a project where each student will either delve more deeply into one of these cultural aspects (opera or Italian fascism, for ex.) and present to the class, or will present various cultural aspects of a given region of Italy (the cuisine, historical/cultural figures, etc. of Tuscany, for ex.). The course is open to juniors and seniors. No prerequisite necessary. MANDARIN CHINESE MANDARIN CHINESE 1 This course is a basic introduction to modern standard Chinese (Mandarin). Students will be exposed to the fundamental building blocks of Chinese that are necessary for future linguistic development, including lessons on pronunciation and tones, pinyin (the official phonetic transcription system for Mandarin), and the structural components of simplified Chinese characters. The first-level class will focus on vocabulary and sentence structures that are useful for personal introductions and conversations about families, friends, and hobbies. The course is centered on successful communication, and classroom activities are designed to engage students in active listening and speaking. At the same time, Chinese characters are introduced methodically and at a reasonable pace, so as to foster students’ interest in the development of important reading and writing skills. Through various forms of media and interactive classroom presentations, special attention is also paid to an awareness of Chinese culture, customs, and history. MANDARIN CHINESE 2 This course builds upon the progress that students have made in Chinese I. The Level 2 class continues forward with a communication-centric approach, encouraging students to take an active role in developing their listening and speaking skills. Students are exposed to additional vocabulary and more advanced grammar structures, learning to converse about topics including school life, shopping, transportation, travel, and weather, among other things. Chinese characters are introduced at a slightly faster pace, and there is a continued focus on the structural components of written characters that will help students to assimilate new vocabulary more quickly in future stages of learning. By the end of the course, students should be able to read and understand simple passages of writing in Chinese. Language study will continue to be enriched with Chinese history and culture through various multimedia sources. Prerequisite: Mandarin Chinese 1 52

Moses Brown School

Course of Study

MANDARIN CHINESE 3 This course continues the communication-based approach to learning Mandarin developed in Levels 1 and 2. Topics covered in Level 3 include eating out, asking for directions, seeing a doctor, and socializing at parties, among other things. Grammar will gradually get more complicated and non-intuitive for an English speaker, and students will have to employ their analytical and other intellectual skills in order to fully master new structures and expressions. Longer, more complex Chinese passages will be part of classroom reading and new characters will be introduced at a quicker pace. Students will be expected to hold longer conversations with the instructor and their classmates, and they will be required to recognize and reproduce in writing a growing body of vocabulary and expressions. Further understanding of Chinese history and culture will be achieved through means similar to those used in Levels 1 and 2. Prerequisite: Mandarin Chinese 2 MANDARIN CHINESE 4 This course builds on Levels 1 through 3 and is designed for students who wish to take their study of Mandarin Chinese to the next level. A stricter focus is placed on communicating exclusively in the Chinese language during class, and students will continue to develop their skills in listening, speaking, reading, and writing. Characters and expressions are introduced at a more rapid pace, approaching the style of college-level instruction. Students will continue working with the Integrated Chinese textbook, but there will be an increased focus on learning from select authentic language materials such as chapter books, newspaper articles, poems, songs, clips from television series, and movies. Prerequisite: Mandarin Chinese 3

SPANISH SPANISH 1 This course provides an introduction to the Spanish language through the skills of speaking, listening, reading, and writing. Students are taught basic vocabulary, idiomatic expressions, and an essential foundation of grammar structures. Additionally, students learn about the contemporary Spanish speaking world and its culture. Prerequisite: Placement will be at the discretion of the department. SPANISH 2 or SPANISH 2 HONORS This course builds on the elements learned in Spanish 1, developing the student's ability to discuss present, past and future events with emphasis on vocabulary development through written and oral communication. Classes will integrate conversation, listening, reading and writing. Students will be presented with real-life scenarios throughout the year and culture will be integrated in the classroom for full immersion. The honors level will work at a quicker pace and have more advanced readings and writing. Prerequisites: One year of Upper School Spanish or a minimum of two years at the Middle School level along with the recommendation of the department.

Moses Brown School

Course of Study

SPANISH 3 In this level, topics from Spanish 2 are reinforced and a broad range of new grammar topics are explored including commands, the perfect tenses, an introduction to the subjunctive mood, and more. Students gain new perspectives on the Spanish language through films, music, and literature. Projects include the creation of a student newspaper, movie-making based on various film genres, cooking, and a variety of oral presentations. Prerequisite: Spanish 2 SPANISH 3 HONORS Students in this course strengthen their speaking skills and cultural understanding through reading and discussion of Spanish and Latin American short stories, historical selections and feature films. Grammar and vocabulary study is intensive. Students are expected to write more detailed and accurate essays and to present their ideas regularly in class. There will be different projects related to the content we are studying throughout the year. Prerequisites: Spanish 2 Honors and recommendation of the department. SPANISH 4 This upper level course leads the student to greater proficiency in listening and speaking skills and includes reinforcement (1st semester) and expansion (2nd semester) of grammar, vocabulary, and idioms. Students work, analyze, and interpret different kind of authentic texts and media including short movies, adapted newspaper articles, and literary texts (short stories and literary extracts). Students will strengthen their oral and written skills by completing various individual and group projects and by creating different multimedia products (short movies, fliers, presentations, written essays, and more). Prerequisite: Spanish 3 SPANISH 4 HONORS This challenging upper level course prepares students for the AP Spanish Language program (see below). Emphasis is placed on mastery of grammar and vocabulary at an advanced level. Students will be asked to do extensive reading, writing, and speaking. In the first semester, each student will present and teach a cultural topic from the Spanish-speaking world for an entire class. The second semester includes the study of the history of Spain, including an in-depth focus on the Spanish Civil War. Students will explore the context for that tumultuous conflict by reading Federico García Lorca’s “La Casa de Bernarda Alba.” Prerequisites: Spanish 3 Honors and recommendation of the department.

Moses Brown School

Course of Study

SPANISH FOR HERITAGE SPEAKERS I This course is specially designed for heritage speakers of Spanish: learners who have had considerable exposure to Spanish in non-formal, non-academic settings (households, trips, living abroad, etc.). Through this course, students will acquire a deeper knowledge of their heritage language and how it functions, helping them take pride in their unique language skills and cultural roots. As traditional heritage speakers’ oral skills are stronger than that of non-heritage Spanish students, most of the course will focus on developing writing and reading skills while strengthening their grammar foundation so that they may become truly bilingual. This course is organized around a range of contemporary and relevant topics, as well as some aspects of Spanish and Latin American history. We follow a hands-on approach and students will complete different projects, integrating new technologies to produce short movies, multimedia presentations, and websites. * Please note: this course will be followed by Spanish for Heritage Speakers II in the 2016 – 17 academic year, after which students can take either Spanish 5 or AP Spanish Language. SPANISH 5 Fall Semester: Global Issues in the Spanish-Speaking World. This course uses a range of documentary films to shed light on some of the most complex issues facing Latin America: immigration, poverty, the destruction of the environment, child labor, chemical substance addition and the drug trade, war, and terrorism. Students complete detailed study guides, write weekly journals, present creative projects and are expected to speak each day extensively in Spanish. Spring Semester: Suspense and Surrealism in Spanish Cinema. This semester explores the surrealist artistic movement and its representation in a range of Spanish films. The theme of “awakening” is central in the movies we will watch: characters that begin by living inside a reality that later turns out to be based on false assumptions, false pretenses, self-delusions, lies or manipulations. Awakenings can be either joyful or tragic and are pivotal for character growth. The final project is the creation of short films written, produced, and performed by members of the class. Prerequisite: Spanish 4

* Please note: students who enroll in AP Spanish Language can take either semester of Spanish 5 as an additional elective course.

Moses Brown School

Course of Study

AP SPANISH LANGUAGE This course focuses on speaking and writing in the target language at an advanced level. Although this course is designed to prepare the student for the College Board AP Spanish Language exam, it does so with the overarching objective of making the student a better communicator in the Spanish language, as well as more culturally conscious. It is organized around a range of contemporary and relevant topics, as well as some aspects of Spanish and Latin American history. Throughout the year advanced grammatical concepts are reviewed while simultaneously building vocabulary. We also work on specific speaking, writing, reading, and listening skills necessary to achieve an advanced level of proficiency in Spanish. Prerequisites: A grade of B or better in Spanish 4 Honors and the final approval of the department. All students enrolled in must take the AP exam.

AP SPANISH LITERATURE The AP Spanish Literature course, comparable to a third-year college course, introduces students to notable works from Hispanic literature across the centuries. It is based on a required reading list of contemporary and classic authors. Students will learn about the historical contexts of the works as well as about literary movements, genres, geographic areas, and population groups within the Spanish-speaking world. The objective of the course is to help you interpret and analyze literature in Spanish. Besides reading, students will hear brief lectures, watch relevant films, and participate in daily oral discussions. Prerequisites: A grade of B or better in Spanish 4 Honors and the final approval of the department. All students enrolled in this course must take the AP Literature exam. (not offered during the 2016-17 academic year)