The Upper School Book of Studies

2016 - 17 Timothy J. Saburn Head of School 44 Blackburn Road Summit, New Jersey 07901 908-522-8130 www.oakknoll.org

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TABLE OF CONTENTS Schools of the Holy Child Jesus Oak Knoll Mission and Beliefs The Seventh and Eighth Grade Program The Seventh Grade Core The Eighth Grade Core The High School Program Honors and Advanced Placement Graduation Requirements English Foreign Language History Humanities Mathematics Science Theology Campus Ministry Service Trips Additional Courses Computer Science and Information Technology Creative Arts Department Physical Education and Health Academic and Support Programs and Resources College Counseling Guidance and Support Special Needs Hope Memorial Library Math Lab Writing Center Senior Capstone Project Summer Reading Technology Program Additional Academic and Enrichment Programs Activities and Clubs

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The school reserves the right to change its course offerings, activities, class schedules, school publications, personnel, as well as other policies, procedures, and practices as circumstances may require.

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SCHOOLS OF THE HOLY CHILD JESUS (From “Goals” published by Holy Child Network of Schools) MISSION STATEMENT Schools of the Holy Child Jesus share in the mission of the Society of the Holy Child Jesus. This mission asks us “to help others to believe that God lives and acts in them and in our world, and to rejoice in the divine presence.” The schools, committed by heritage to the educational mission of the Catholic Church through the philosophy and spirituality of Cornelia Connelly, endeavor to develop mature persons capable of making choices that enrich their own lives and contribute to the lives of others.

INTRODUCTION TO THE GOALS The schools of the Holy Child Jesus in the United States, members of a national network and an international community of Holy Child schools, offer an education that has a distinctive spirit. The philosophy of each Holy Child school incorporates this spirit and articulates the characteristics and efforts that are unique to its own community.

Cornelia Connelly, founder of the Society of the Holy Child Jesus “developed an educational system based on trust and reverence for the dignity of every human being.” She exhorted Holy Child educators to carry this spirit to students of diverse backgrounds as they sought to respond to “the wants of the age” in which they lived. Since 1846, these educators have helped students “grow strong in faith and lead fully human lives,” have promoted academic excellence, and have educated social responsibility.

Holy Child education is an ideal that is both clearly defined and flexible. Its tradition is rooted in Christian values and expressions and offers learning opportunities which enable students to respond to life with joy, zeal, and compassion. Educators in Holy Child schools encourage students to meet diversity and change with confidence in their own gifts and in God who has made a covenant with the human family.

The trustees, administrators, faculty, and staff commit themselves to educate by these principles and to lead the students to embrace these values for themselves: • •

Holy Child schools foster a faith commitment that engenders a joyous personal relationship with God in addressing the challenges of the world.

Holy Child schools live, learn, and worship as a dynamic Christian community.

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Holy Child schools offer an intellectually challenging and creative program of study that develops a love of learning and academic excellence.

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Holy Child schools work for Christian principles of justice, peace, and compassion in every facet of life.

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Holy Child schools create a learning climate based on trust and reverence for the dignity and uniqueness of each person.

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Holy Child schools promote the personal growth and development of all who participate in the life of the school.

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Holy Child schools ensure the continuation and growth of the Holy Child mission and philosophy in the school.

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OAK KNOLL SCHOOL OF THE HOLY CHILD MISSION AND BELIEFS Oak Knoll School of the Holy Child, Judeo-Christian in heritage, Roman Catholic in teaching and worship, is an independent school for boys and girls in kindergarten through grade six and young women in grades seven through twelve. The Oak Knoll community commits to the education and growth of the whole child, as articulated by the founder of the Society of the Holy Child Jesus, Cornelia Connelly. The school fosters a faith commitment that engenders a joyous personal relationship with God in addressing the challenges of the world. In a learning climate that is based on trust and reverence for the dignity and uniqueness of each person, Oak Knoll provides an intellectually challenging and creative program of study that fosters excellence in every aspect of school life and prepares our graduates to meet “the wants of the age.” Welcoming a diverse student body, our learning community develops mature students who think critically, embrace knowledge, respond with moral and ethical integrity, and make responsible choices that enrich their own lives and contribute to the lives of others.

We believe that. . .

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God is central in our lives.

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A nurturing educational environment supports personal, moral, intellectual, and spiritual development.

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A challenging curriculum promotes intellectual growth.

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An open mind leads to a lifetime of learning.

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All voices deserve to be heard and respected.

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Each person has gifts and talents that enrich the community.

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Understanding and appreciation of difference lead to the celebration of diversity.

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A cooperative spirit and giving nature are essential to living Holy Child philosophy.

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Each person is called to work for principles of justice, peace, and compassion in every facet of life.

• With God’s power working in us, we “can do infinitely more than we can ask or imagine.” Ephesians 3:20 Jerusalem Bible

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THE SEVENTH AND EIGHTH GRADE PROGRAM “Line by line, and step by step, in all learning and in all virtues, form the whole educational system.”

– Cornelia Connelly, Book of Studies, 1863 Cornelia Connelly, when she founded the first Holy Child Schools in the nineteenth century, created her program of studies recognizing the important stages of development in girls. Her original Book of Studies outlines a comprehensive, challenging and socially conscious program differentiated by the progressive phases of the student. At Oak Knoll, we honor the vision of our founder whose philosophy, supported by current scholarly research, espouses a course of study that addresses the unique intellectual, developmental and social dimensions of this age group. Oak Knoll’s seventh and eighth grade program is holistic and dynamic in nature and responsive to the wants of the age.

Oak Knoll seventh and eighth graders enjoy a secondary school experience which spans grades seven to twelve. In this setting, younger students witness the achievements of their “older sisters” and connect with them during general assemblies, service learning, and the peer leader program.

Responding, however, to the unique needs of the seventh and eighth graders, Oak Knoll offers academic, social and extra-curricular opportunities specially designed for the young adolescent. Our academic program follows a student-centered, thematic and cross-disciplinary approach.

Interscholastic athletic teams and activities created exclusively for the seventh and eighth graders offer many possibilities for students to practice their preferred sport and assume leadership roles. Socially, the seventh and eighth graders experience events that are fun and appropriate for their age level.

Spiritually, the call to justice and service is lived in very tangible ways.

The seventh and eighth grade program at Oak Knoll prepares students for the academic rigors of high school while fostering individuality, self-worth and a sense of community.

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GRADES SEVEN AND EIGHTH COURSE OF STUDY 2016 - 17 GRADE SEVEN CORE SUBJECTS

GRADE EIGHT CORE SUBJECTS

Religion English Pre-Algebra Life and Environmental Science History: Immigration – the American Mosaic French, Latin or Spanish

Religion English Algebra I Introduction to Physical Science History: Related US topics: Washington & Wall Street French, Latin or Spanish

GRADE SEVEN ADDITIONAL SUBJECTS

GRADE EIGHT ADDITIONAL SUBJECTS

Physical Education and Health Cycle: Art, Dance, Music, Junior Concert Choir Computer Skills 7 Campus Ministry Guidance and Study Skills

Physical Education and Health Cycle: Art, Dance, Photo Arts, Music, Junior Concert Choir Campus Ministry Guidance and Study Skills

For a description of Additional Programs, please consult the section following Seventh and Eighth Grade Core Subjects.

CLUBS AND ACTIVITIES Chamber Orchestra Chess Club Chimes Classics Club Clown Ministry Dancers Dramatica Forensics French Newspaper – Ecoute-moi Green Team Junior Great Books Knit for the Needy Literary Magazine - Freestyle Math League Newspaper - Untucked

Outdoors Club Photo Club School Consortium of New Jersey School Musical Science Club Shades Cultural Awareness Club Society of Black Scholars Spanish Newsaper – La Vista Stage and Lighting Crew Student Council: Academic, Athletic, Campus Ministry, Creative Arts, Social Tech Club TEDx Tour Guides Yearbook - Aquila SPORTS

Fall: Cross-Country, Field Hockey and Soccer Spring: Lacrosse, Tennis Clinic and Softball Winter: Basketball For a description of Clubs and Activities, please consult appendix at the end of the Book of Studies.

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THE SEVENTH GRADE CORE SUBJECTS The Core academic subjects in the seventh grade are English, Foreign Language, History, Math, Religion and Science, all taught in a thematic and cross-disciplinary manner. Complementing the Core program are additional classes and activities which offer students many opportunities to explore the arts, develop study skills and find their passion.

English 7 The seventh grade English program fosters interaction and growth through language. A variety of textual genres introduces students to multiple modes of expression and frequently links to history, religion, and foreign language courses. Skills for independent reading, writing, speaking and active listening are built through curriculum and practice. Along with textual analysis, vocabulary, diction, the mechanics of grammar, and punctuation are emphasized. Texts in English 7 may include A Christmas Carol by Charles Dickens, Chains by Laurie Halse Anderson, Okay for Now by Gary Schmidt, and The House on Mango Street by Sandra Cisneros.

History: Immigration – The American Mosaic Students explore the notion that our nation is a mosaic and examine the patterns of immigration to the United States beginning in the nineteenth century. The geography and cultural origins of our ancestors logically lead to analysis of the economic, political, and cultural characteristics which contribute to the unique make-up of the United States. The course culminates in a research paper focusing on the push-pull factors which attract immigrants. In this class, students hone analytical, research and geography skills and learn the format of a formal outline, academic note cards and the MLA citation methods. Connections are made with English, religion and foreign language classes.

Mathematics: Pre-Algebra Pre-Algebra is designed to give students the fundamental skills necessary to succeed in the eighth grade class of Algebra I. In Pre-Algebra, students explore order of operations and properties of exponents and radicals. They also solve and graph linear equations, inequalities and systems of equations. The course emphasizes a problem solving approach by using information given in the form of equations, graphs and charts. Throughout the year, mathematical concepts are taught with an emphasis on real world applications and cross-curricular interaction.

Foreign Languages In grade seven, students choose either French, Latin or Spanish and continue with this language in grade eight. These courses introduce or build upon linguistic knowledge and provide a sound basis for continued study in the eighth grade and beyond.

French or Spanish: In the French and Spanish classes, lessons are differentiated to meet the various levels of the students. Dynamic and student-centered, our classes stress speaking, listening, reading and writing and encourage direct communication. Taught holistically, French and Spanish classes incorporate films, music, songs, storytelling, and other relevant and fun media. The culture of the French and Spanish speaking world is integral to these language courses.

Latin: Seventh grade Latin introduces students to language configurations that enhance cognitive flexibility and increase lexical competency. Students read and translate for global meaning and encounter new sentence structures. Lexically close to the Romance languages and English, students 7

build vocabulary and learn strategies for decoding new words. Students also discover the richness and influence of the Greco-Roman culture.

Religion Through the study of the story of Jesus, students examine His life from four perspectives: what Catholics believe, how Catholics worship, how Catholics live, and how Catholics pray. This thematic approach, which connects with English, history and foreign language includes exploration of the cultural landscape, history, writers and key sections of the New Testament. A variety of experiential activities involving liturgical feasts and seasons prepare the student for a relevant understanding of the Gospel message of Jesus Christ.

Life Science Life Science is a survey course in the biological sciences, in which students gain a complex understanding of the living world. Coursework begins by studying the smallest, most simplistic forms of life at a cellular level and focuses on both form and function. Organisms that we study include particular species of bacteria, protists, fungi, plants, and animals as well as their life processes.

Additionally, genetics, ecology, and the scientific method are topics of the course which increase knowledge of biological concepts. Moreover, this course explores environmental concerns and the consequences pollutants may have on the Earth and its inhabitants. The laboratory/activity component includes inquiry-based labs, creative projects and activities, and microscope use, which, collectively, prepare students for subsequent biology courses.

Additional Course Selections at the Seventh Grade In addition to the core subjects, seventh graders take classes in computer science, creative arts, physical education, health, guidance and study skills. Descriptions of these additional offerings appear at the end of the section on the eighth grade core subjects.

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THE EIGHTH-GRADE CORE SUBJECTS The program at the eighth grade builds on the foundations of grade seven and offers a sound academic progression toward high school. Students continue to explore identity, leadership and social justice while strengthening their analytical skills. Thematic and cross-disciplinary approaches are prevalent and foster student engagement and connectedness. Integrative modules help students see the logical overlap between English, history, foreign language and religion.

English 8 The eighth grade English program integrates writing, grammar, and vocabulary skills with dramatic and literary study. Students take a close look at themselves as adolescents as they discover the identities of the main characters in Sandra Cisneros’ The House on Mango Street, Chris Haddon’s The Curious Incident of the Dog in the Night-Time, William Golding’s The Lord of the Flies, Walter Dean Meyer’s Monster, Harper Lee’s To Kill a Mockingbird, Lewis Carroll’s Alice’s Adventures in Wonderland, and William Shakespeare’s A Midsummer Night’s Dream. Creative and expository writing assignments are an integral part of this course, as are vocabulary, grammar, reading comprehension, and oral presentations.

History: U.S. Related Topics – Washington and Wall Street In this class, students immerse themselves in the study of the practical aspects of government and Wall Street beginning with the U.S. Constitution and the operations of the executive, legislative, and judicial branches of the U.S. government. As the year progresses, the basic principles of the U.S. mixed market economic system will demonstrate the workings of business. The two required research papers focus on synthesis and analysis of information and the important use of appropriate vocabulary, written expression and research techniques.

Mathematics: Algebra I Algebra I is designed to give students the requisite skills that provide a foundation for all future mathematics courses. Topics from the seventh grade pre-algebra course are reinforced and covered in more depth. Students learn how to solve equations, both linear and quadratic, and to use these equations in applications and modeling settings. Emphasized skills include factoring, laws of exponents and radicals, and operations with rational expressions. The curriculum investigates systems of equations and inequalities in various ways including through graphing and modeling.

Foreign Languages The skills that students have acquired in grade 7 in Spanish and Latin serve as a solid foundation for a deeper study of these languages in grade 8. In Latin, students read adapted stories about a fictional Roman family. Projects on varied topics such as Roman architecture, Roman names and mottos, gods and goddesses, Roman food and dress help the students appreciate the rich variety and power of ancient Roman culture and its connections to their own. In Spanish, students continue to build communicative skills through the daily, practical use of the language. A variety of real-world activities ensures growth in reading, writing, speaking and listening.

Religion The eighth grade religion course focuses on the Catholic Church and the value of Church history in understanding God and the Catholic faith. Students acquire knowledge of the structures and functions of the church community and explore their own participation in the current history of the Catholic Church through a variety of activities. A key theme of the class is social justice, social responsibility and social action. Experiential learning provides a unique learning vehicle at this middle-school level.

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Introduction to Physical Science This course introduces basic concepts of the physical world through hands-on explorations that encourage development of reasoning and analytical skills. The first half of this course teaches fundamental topics of physics such as motion, gravity, and the relationship between energy and matter.

The second half of the course introduces principles of chemistry including the composition, structure, properties and interactions of matter. By offering a wide array of topics, students gain a perspective on how scientific disciplines build on one another. Laboratory investigations offer students opportunities to work with and interpret scientific data.

SEVENTH AND EIGHTH GRADE: ADDITIONAL COURSES Computer studies Computer Skills — Grade 7 This course responds to the varying technology needs that students encounter in their seventh grade classes. As they add new computer skills to their repertoire and reinforce ones they have already acquired, students learn how technology supports interdisciplinary work and is an important tool in their academic pursuits. Students will not receive a grade for this course.

Creative Arts Creative Arts — grades 7 and 8 The seventh and eighth grade creative arts program introduces students to the broad spectrum of the fine and performing arts and provides curricular and extracurricular opportunities to develop and showcase talent. Sparking creative interest during this formative period cultivates young artists for our extended arts program at the upper levels. Performance groups such as Dancers and Chimes welcome auditions of talented and interested seventh and eighth graders.

Dance — Grades 7 and 8 The seventh and eighth graders explore movement and the creative and technical levels of ballet, jazz, modern dance and dance conditioning. Videos, study of technique, written assignments and projects create the total dance experience. Both beginning and advanced students benefit from these classes.

Photo Arts — Grade 8 Photo Arts introduces students to the fundamentals of photography through hands-on darkroom and camera work, including photograms and 35mm black-and-white film development. A long-term photo flip book project integrates storyboarding, teamwork, pre-visualization, and basic camera, printing, and graphic design skills.

Music Appreciation: Sight Singing and Piano Lab — Grades 7-8 Sight Singing is a two-year program which introduces the student to sight singing without the aid of an instrument. The students also receive group piano lessons in a lab environment, stressing the written and oral language of music theory. Students are able to recognize musical signs and terms found in the score and demonstrate reading of basic rhythmic patterns and melodies. There is also an emphasis on rehearsal etiquette and vocal technique.

Sectional Concert Choir — Grades 7 & 8 The aim of this class is the development of the voice and musical talent of the student. Although much of the emphasis is on learning to sing two-part and three-part harmony, the program also encourages the development of good choral habits. During the course of the year, the choir prepares 10

for and performs in the Christmas Concert, the Spring Concert, and events such as Masses and special assemblies. All seventh graders are part of this choral group. Eighth graders elect participation. In addition, students will meet in separate sectionals by grade level.

General Art — Grades 7 and 8 This course familiarizes students with fundamental skills and techniques in a wide range of both fine art and applied art forms. The seventh grade program focuses on two-dimensional projects (drawing, painting, collage, and printmaking) and the eighth grade program centers on three-dimensional projects. The usual format for each unit includes introduction to various art forms and concepts, activities in individual techniques and processes and a final project which allows students to synthesize knowledge and skills.

While the General Art program provides different learning experiences for the seventh and eighth grades, it is a continuing program that builds upon information and skills gained each year.

Physical Education and Health Physical Education— Grades 7 and 8 The seventh and eighth grade physical education program follows the national standards set forth by the Society of Health and Physical Educators (SHAPE). This program offers a wide variety of experiences which support the development of motor skills, lifetime health fitness, critical thinking, and responsible social behavior. Providing opportunities for enjoyment, challenge, self-expression, and social interaction, the activities rotate each year and may include soccer, volleyball, team handball, Ultimate Frisbee, fitness assessment, basketball, and wiffle ball. Individual and dual experiences may include tennis, badminton, paddle ball, project adventure activities, track and orienteering.

Health — Grades 7 and 8 The seventh and eighth grade health curriculum centers on the young adolescent woman and current health issues. Topics include health promotion and disease prevention, health-enhancing life skills and growth and development. Content examines substance abuse, nutrition and eating disorders, teen sex issues, stress, decision-making, and health fitness. Students reinforce their critical thinking skills as they learn to interpret health data and information, evaluate the impact of health behaviors and choices, and examine teen fads.

Campus Ministry Campus Ministry — Grades 7 and 8 All seventh and eighth graders participate in the Campus Ministry program throughout the school year.

Many aspects of Campus Ministry activities are integrated into religion classes especially during Advent. As opportunities arise, the girls serve as ministers of hospitality and readers during liturgical celebrations. Class time is provided to prepare for and participate in the Sacrament of Reconciliation during the Lenten Season. Seventh and eighth graders also participate in the various outreach programs sponsored by the Campus Ministry Council in order to introduce and prepare them for the high school programs. Service projects include the schoolwide service day, clowning ministry, and participation with Bridges Outreach to the Homeless. Students are given time in class to write reflections about their experiences which are included in their service folders.

Seventh graders design flyers for the Oak Knoll community with reminders and suggestions about the Lenten practices of prayer, fasting, and almsgiving. They also lead prayers at General Homeroom during Lent.

Eighth graders select or write original Marian prayers in religion class. They lead the school community in prayer and reflection at General Homeroom during May, the month of Mary.

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THE HIGH SCHOOL PROGRAM “….meeting the wants of the age …” - Cornelia Connelly School curricula are expansive, fluid and evolving. Though tenets about good teaching remain firm, content and methodology of classroom instruction are ever-changing to adapt to emergent needs, knowledge, and technology. Perhaps the most important of the Holy Child guiding principles set forth

by Cornelia Connelly is the ability to “meet the wants of the age.” Oak Knoll believes that “learning never ends.” Through continued graduate, independent study and professional enrichment opportunities, Oak Knoll educators keep current with latest developments in their disciplines and in the more general field of education, aligning classroom and assessment techniques with the times.

Oak Knoll offers a comprehensive college preparatory program which meets the demands for admission to the most selective colleges and universities. More importantly, our program prepares young women for life outside of the school walls. As a single-sex school, the program is sensitive to issues of gender in the curriculum and the wider world and opportunities to assume leadership roles are many. Based in the humanist tradition, the school believes that the development of a wellrounded and socially aware person is paramount. The humanities classes focus on the need to think, speak and write clearly while logical analysis in mathematics and science complements these skills. The creative arts provide a finely drawn balance between knowledge and performance and life skills are the focus in physical education and health courses. Theology and Campus Ministry ensure that God is central in our students’ lives. Through our rich and varied program, the Oak Knoll graduate emerges as a knowledgeable, socially aware, collaborative, directed and sensitive young woman who meets life’s challenges.

Oak Knoll high school students enjoy a rich array of curricular and extracurricular offerings along with ample opportunities to work according to individual talent, motivation and interest. All Oak Knoll courses are college preparatory. Honors and Advanced Placement courses are also available and are described generally in the next section. For additional information, please consult the requirements for Honors and Advanced Placement courses listed under individual department descriptions.

HONORS AND ADVANCED PLACEMENT The curriculum of the Holy Child Schools is designed to engage intellectual curiosity and challenge abilities. All courses at Oak Knoll are college preparatory and rigorous. The school also offers honors and Advanced Placement courses which require work supplemental to the college preparatory courses.

When selecting their roster, students must consider how academic demands will align with their extracurricular activities. Teachers expect that students in honors and Advanced Placement courses are committed to independent learning.

Honors Previous academic achievement, teacher recommendations, departmental approval and requirements are the basis for enrollment in honors work. Each department reviews grades from previous course work. In-depth critical study is expected in all honors sections. The honors student has the desire, motivation and time to go beyond the College Preparatory curriculum. Depending on the department and the course, an honors student may be in a specially designated honors class or may complete independent readings and work within a College Preparatory class. “HO” on the report card and transcript indicates honors. These courses carry additional weight in the grade point average.

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Advanced Placement (AP) Many departments offer Advanced Placement work to qualified students interested in pursuing study and challenges at the college level. Successful honors or accelerated coursework in prior years may be part of the selection process. The AP student works independently, thinks critically, analyzes and synthesizes, writes coherently and eloquently, reads extensively, leads class discussions, and has an intense interest in a particular subject. AP courses carry additional weight when computing grade point average. To receive AP credit at Oak Knoll, the student must take the AP test in May, at approximately $93 per test. The college of her choice may reward her test results with advanced placement, college credit or both. Since colleges differ in their AP credit policy, the student should verify each college’s practice. Oak Knoll offers AP work in English Language, English Literature, United States History, World History, European History, French, Latin, Spanish, Calculus AB, Calculus BC, Biology, Chemistry, Physics and Computer Science.

AP courses require prerequisite classes, qualifying grades, departmental approval and summer study. AP courses may also require extra class meeting times per cycle. Students are encouraged to meet with the appropriate department chair, the director of guidance and the college counselors to discuss placement in these courses.

Online School for Girls Students interested in courses not currently offered at Oak Knoll but which coordinate with Oak Knoll’s curriculum may enroll in a class with the Online School for Girls. Faculty, administrator and college counselor approval is required for participation in a class with Online School for Girls. These courses, monitored by a faculty member or administrator throughout the year, are supplemental to Oak Knoll’s course load and require self-discipline and additional time and work. It is, therefore, imperative that the student carefully weigh her decision to enroll in an online course. The cost of the program is carried by the student and family.

GENERAL PLACEMENT INFORMATION FOR HONORS AND AP COURSES Requirements of eligibility for honors and Advanced Placement vary according to department. Generally when considering honors or AP placement, the department evaluates progress over the prior year(s) to determine the best chance of success for each student. Eligible students apply for placement in an honors or AP course. If placement is denied, student can ask for consideration through a formal petition. It is very important that students read the placement criteria carefully for each department since they can vary.

Students earning an A or higher at the College Prep level may apply for placement in Honors or AP. Since movement from a CP course to an honors or AP course requires additional work to cover topics not addressed at the CP level, CP students who wish to apply for an honors or AP course are expected to begin preparation as soon as possible, meeting with the teacher for supplemental assignments and topics. All AP and some honors courses demand successful completion of summer work to remain in the course.

Generally, placement in Honors for the ninth grade is dependent upon earned grades, placement or final exam testing and teacher recommendation. Ninth grade honors level work is offered in mathematics and science. All students new to Oak Knoll in the ninth grade must take a placement test in math and in the Foreign Language that she has been studying in order to determine placement in those subjects.

Placement in Honors classes at the tenth grade level is based on grades earned in ninth grade, written work, teacher recommendation, and evidence of strong and independent work ethic, enthusiasm, and curiosity for 13

the subject area. In the tenth grade, honors level work is offered in English, level 3 foreign language, mathematics, and science. Tenth grade students may also be eligible for AP World History.

Students appealing departmental placement recommendation are required to complete a formal Appeals Process. Such appeals will be considered only if space is available in the class. In some cases, the School may ask the student and parent to sign an agreement which stipulates that additional work and time are required for honors and AP courses.

GUIDELINES FOR PLANNING A PROGRAM As a college preparatory school, Oak Knoll offers challenging and diversified curricula and opportunities in the various disciplines. Students, particularly in the junior and senior years, must make thoughtful choices in planning a well-rounded program with appropriate balance. Students should give careful consideration to their areas of particular academic interest and talent and their extracurricular involvement in service, student government, athletics, the arts, volunteer or work responsibilities in and out of school. When registering for classes, students are encouraged to seek individual guidance with members of the faculty and administration.

OAK KNOLL GRADUATION REQUIREMENTS For information regarding frequency of individual course meetings, please consult course descriptions.              

Graduation Requirements Four years of English Four years of Theology Three years of Math Three consecutive years of Foreign Language Three years of Laboratory Science (Physics, Chemistry, Biology) Three years of History (2 years Modern World History; 1 year US History) Three years of Physical Education Two years of Fine Arts (Dance, Music, Visual) One year of Computer Concepts and Digital Media One Quarter Programming and Robotics Health 9 and Health 11 Drivers Education Four elective courses

* The Foreign Language requirement is three consecutive years of the same language. ** The Science Department requirement is one year each of Physics, Chemistry and Biology. *** The Math requirement is three years of math.

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COURSE OF STUDY 2016-17 Grade 9 Theology English Algebra I/Geometry/Geometry HO Physics/Physics HO World History I French, Spanish or Latin I or II Physical Education and Health Computer Skills 9 Introduction to Programming and Robotics Creative Arts Distribution – Two from Dance I, Media, Intro to Photo, Musical Theater Campus Ministry Grade 11 Theology English/English HO/AP Language Algebra II/Pre-Calc/Pre-Calc HO/ Functions and Trig Engineering Science HO Biology/Biology HO/AP Chem/ *Survey US History CP or HO/AP US History French or Spanish III or IV CP/HO Latin III or IV CP/HO AP Computer Science Principles Computer Science Principles HO

Physical Education and Health Campus Ministry PLUS 1 – 3 Electives

Grade 10 Theology English/English HO Geometry/Algebra II/Algebra II & Trig HO Chemistry/Chemistry HO World History II/World History II HO/AP French, Spanish or Latin II or III French, Spanish or Latin III HO Physical Education and Driver Education Creative Arts Distribution – Two from Dance II, Opera History, Visual Art (Calligraphy, Computer Graphics, Foundation Drawing or Darkroom Photo) Campus Ministry Grade 12 Theology English/English Honors/AP Literature Pre-Calc/Calc HO/Probs and Stats/AP Calc AB/ AP Calc BC Engineering Science HO AP Physics C/Biology/Biology HO/AP Biology/AP Chem/ AP Biology/Science electives HO *Survey US History CP or HO/AP US History /AP European History French or Spanish IV CP/HO Honors French, Latin or Spanish V French or Spanish AP Latin IV CP/HO/AP AP Computer Science A AP Computer Science Principles Computer Science Principles HO

Campus Ministry PLUS 2 – 4 Electives

*One year required either in grade 11 or grade 12

GRADES 11 and 12 ELECTIVES** 15

AP Biology AP Calculus AB AP Calculus BC AP Chemistry AP Computer Science A AP Computer Science Principles AP French/Spanish/Latin AP European History AP US History AP Physics C

Art Major I Art Major II Art Portfolio Honors Calculus Honors Computer Science Principles HO Dance Dance Major Digital Photography Engineering Science Honors European Civilization Honors Functions and Trig

Foreign Language IV Foreign Language IV HO Foreign Language V Honors Honors Social Psychology Humanities Italian I & II Honors Photography Photography Portfolio Honors Probability and Statistics Pre-Calc/Pre-Calc Honors Science Electives Honors

**For electives, please consult each departmental section of the Book of Studies for a full description of the semester courses offered.

EXTRACURRICULAR PROGRAM 16

Clubs and Activities* Bel Canto Classics Club Dancers Dramatica Ensemble Forensics French newspaper: Ecoute-moi Green Team Helping Hands Hunger Awareness Knit for the Needy Literary Magazine: Freestyle Mathematics Leagues Mock Trial National Latin Exam Newspaper: Untucked Operation Smile (9 – 12) Outdoors Club Pause for Paws Peer Leaders (12) Photo Club School Consortium of New Jersey (7 & 8) School Musical Science Club Scribes (10 – 12) Shades (Cultural Awareness Club) Society of Black Scholars Spanish Newsletter – La Vista Stage/Lighting Crew Student Council TEDx Tour Guides (9) Trips abroad Woman in Politics Writers Roundtable (9 – 11) Yearbook -- Aquila

Sports

*Fall:

Cross-Country V Field Hockey JV, V Soccer JV, V Tennis JV, V Volleyball JV, V

*Winter:

Basketball JV, V Fencing JV, V Swimming V Indoor Track V Ice Hockey, V Golf, V Lacrosse JV, V Softball JV, V Outdoor Track JV, V

*Spring:

*JV Sports Teams will be available only if there are enough interested students to form a team

* For a description of these programs, please consult the appendix at the end of the Book of Studies. Also review the section on additional programs available to all students in grades 7 through 12. In any given year, students may apply for permission to form a new club or activity to the Upper School Administration.

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HIGH SCHOOL PROGRAM CORE CLASSES GRADES 9 THROUGH 12 ENGLISH

“…and great care should be taken that [the lesson] may not be solely a means of conveying knowledge, but that

it may be an exercise in the art of reading.” -- Cornelia Connelly Book of Studies, 1863

The English curriculum helps learners acquire essential communicative skills in speaking, writing, listening, and reading. Students learn to express and understand their thoughts and feelings in order to communicate and evaluate content, tone, and intention in spoken and written English.

Through this fluid interaction with language, the learners grow in the power to use, understand, and appreciate language for intellectual, social, and emotional growth.

Criteria for Honors Placement in English Any 9th grader with an average grade of A- or higher may apply for placement in English 10 Honors.

Please note that students enrolled in Honors will be expected to complete assignments in great analytical depth.

Any rising 11th or 12th grader may enroll in Honors English 11 or 12. Students enrolled in honors classes are expected to complete all assignments in great analytical depth.

Criteria for AP Placement in English: Final Averages and Application     

A in English 10 Honors for placement in 11th grade AP English Language A in English 10 for placement in 11th grade AP English Language A in English 11 Honors for placement in 12th grade AP English Literature A in English 11 for placement in 12th grade AP English Literature B+ or higher in AP English Language for AP English Literature

In addition to meeting the criteria listed above, all students interested in taking AP English must submit both an application and a recommendation from the department.

COURSE OFFERINGS IN ENGLISH English — Grade 9 Ninth grade English enriches students with literature of the past and the present. Texts such as Sophocles’ Oedipus Rex, Homer’s Odyssey, Shakespeare’s Romeo and Juliet, and examples of the Elizabethan and Italian sonnet, bring the world of long ago to life. Students focus on the epic form, dramatic conventions, and the literary elements that writers employ in their works. For an exploration of the contemporary world, students delve into texts such as Lorraine Hansberry’s A Raisin in the Sun, John Steinbeck’s Of Mice and Men, and modern poetry selections. Throughout the year, literary analysis is encouraged through ample discussions and activities. The writing process is developed 18

through weekly assignments and through several major essays which are revised and rewritten with long-term growth of the writer as a goal. Grammar and vocabulary are emphasized throughout the year.

English — Grade 10 Through the study of various genres such as the novel, short story, poetry, and drama, tenth grade students explore formal elements of diction, style, and structure. Students then consider how these forms are vehicles for conveying theme, character, setting, mood, and tone. Students complete frequent writing projects related to the readings which may include Jane Eyre by Charlotte Bronte, Great Expectations by Charles Dickens, Macbeth by William Shakespeare, A Prayer for Owen Meany

by John Irving, The Bluest Eye by Toni Morrison, selected short stories and poems. Listening, speaking, writing, grammar, and vocabulary skill development are an integral part of each literature unit. The tenth grade honors student is responsible for completing independent and analytical reading assignments, essays, and projects.

English — Grades 11 and 12 In grades 11 and 12, students select from a range of elective courses based on student interest as indicated during the course selection process. Students may apply for advanced placement (AP) status in each elective. All AP students are responsible for completing additional independent and analytical reading assignments, essays, and projects. Please see above criteria for placement in AP. Grade 11: American Literature Semester 1 The Puritan Legacy What were the dreams of the Puritans? Why were they considered Utopians? Why were they often disillusioned? This course explores the contradictory aspects of the Puritan ethic. It considers the vestiges of Puritanism that have survived in our own time and their continuing effect on the American consciousness today. Readings may include the plays The Crucible by Arthur Miller and Inherit the Wind by Jerome Lawrence and Robert E. Lee, Nathaniel Hawthorne’s short stories and The Scarlet Letter, and Edith Wharton’s Ethan Frome.

American Losers “What a loser!” What defines a loser? Is the division of society into winners and losers an American or universal phenomenon? In this class, we view the loser as an archetypal figure and explore this motif through an array of apparently disparate characters: Puritan colonists, a salesman, a lottery winner, the “fabulously wealthy” Jay Gatsby, and a member of the “Department of Factual Verification.”

Readings may include Nathaniel Hawthorne’s The Scarlet Letter, Arthur Miller’s Death of a Salesman, Shirley Jackson’s The Lottery, F. Scott Fitzgerald’s The Great Gatsby, and Jay McInerney’s Bright Lights, Big City.

Literary Studies of the Natural World Writers have a long tradition of deepening their own and others' understanding of the natural world and of creating connections to nature. In this course, we examine a variety of literary works by writers who concern themselves with the human experience of nature and who evoke landscapes while contemplating the meaning of nature. Students explore symbolic representations of nature, the relationship between human beings and the natural world, and the role of natural forces in literature.

Our reading may include, The Wilderness World of John Muir, Emerson’s Nature and Thoreau’s 19

Walking essays, Cheryl Strayed’s Wild, Barbara Kingsolver’s Small Wonder, and poetry from William Carlos Williams, Edna St. Vincent Millay, Mary Oliver, Matsuo Basho, and Gary Snyder.

Americans on the Move In this course, we study literature of the journey, both physical and psychological, and the growth that is inspired by it. Our protagonists tend to find themselves outside the mainstream culture and the journeys they undergo often help them understand the wider culture without necessarily mirroring its values. Texts may include Twain’s Huckleberry Finn, Melville’s Billy Budd, Tyler’s Accidental Tourist, and Alice McDermott ‘s Someone, as well as poetry by Walt Whitman.

Semester 2 Women in Literature This course focuses on women and their particular struggles for self-expression. We discuss the importance of reputation and satisfying work as we look at women characters from the nineteenth century to the present. In these texts, women feel limited at first by concepts of femininity, and, in different ways, each heroine seeks self-expression. Texts may include The Yellow Wallpaper, Chopin’s The Awakening, Wharton’s The Age of Innocence, and Kingsolver’s Animal Dreams, as well as selected short stories and poetry.

Contemporary American Literature Contemporary literature belongs to modernity and reflects the tenor of our times: the complexities, the ironies, the tragedies and triumphs that attend life as lived by noted American authors. Our readings may include, but are not limited to: Mark Helprin’s dazzling A Dove of the East, Barbara Kingsolver’s wise and witty The Bean Trees and its sequel, Pigs in Heaven, Tobias Wolff’s “elegant ode to writers” Old School, Joan Didion’s, portrait of a loss, Blue Nights, Roland Merullo’s poignant and surprising The Talk-Funny Girl, and Alice Walker’s stunning The Temple of my Familiar. The American canon is further blessed by the presence of much loved poets, and we look in on Mary Oliver and Billy Collins, and, of course, Alice Walker - so much to look forward to.

American Transcendentalism Transcendental Lit Transcendentalism is a philosophical and social movement that began around 1836 in New England.

In many ways, the movement represents a rebellious response to the Age of Reason’s rationalist way of thinking. Transcendentalism was based on ideas from many sources including Hindu The Bhagavad Gita, Daoist philosophy, and German idealism. Transcendentalists were some of the first known nonconformists in America and held a variety of beliefs centered on three basic, essential values: individualism, idealism, and the divinity of nature. Perhaps the most important American Transcendentalist, author Ralph Waldo Emerson, urged everyone to find his own 'original relation to the universe.' In this class, we study the works of Emerson, Henry David Thoreau, Margaret Fuller, Emily Dickinson and Walt Whitman, among others.

American Madness This course examines American Literature within a psychological context. Beginning with a short introduction to some of the central notions of Sigmund Freud and Carl Jung, we then examine characters in the American literary tradition who suffer from “madness.” Students use concepts, terminology, and intellectual background of psychoanalysis in the study of literary works which may include: The Yellow Wallpaper by Charlotte Perkins Gilman, One Flew Over the Cuckoo’s Nest 20

by Ken Kesey, The Road by Cormac McCarthy, Housekeeping by Marilynne Robinson, Franny and Zooey by J.D. Salinger, as well as selected poetry.

Grade 12: Further Study in British and World Literature Semester 1 Nineteenth Century British Women: Respectability and Romance This course studies the emergence of women as the moral center of the family. Though women helped guide the principles of their community, the community also emphasized women’s vulnerability and need for protection. Moreover, marriage was seen as the respectable provision for middle class women. We begin our study in the earnest setting of the Romantic period and continue into the more cynical world of the late Victorians. Texts may include Austen’s Pride and Prejudice, Hardy’s Tess of the D’Urbervilles, Wilde’s Lady Windemere’s Fan, and selected Victorian and Romantic poetry, especially by Wordsworth and Tennyson.

Modern World Literature: Tellers of Tales “And inside every single story, inside every Stream in the Ocean, there lies a storyworld … .”. Salman Rushdie reminds us that just as the ocean connects the lands, the ocean of stories connects human beings. Let’s meet a few of our modern tellers of tales. We’ll visit places both familiar and not, at times escaping the known limits and then returning home with a deeper understanding of what links us and what seemingly separates us. This is a journey, yet, as we travel from story to story, the journey becomes the destination. Readings include Dai Sijie’s Balzac and the Little Chinese Seamstress, Salman Rusdie’s Haroun and the Sea of Stories, Jorge Luis Borges’s Labyrinths, Chimamanda Ngozi Adichie’s Purple Hibiscus, Yoko Ogawa’s The Housekeeper and the Professor, Muriell Barbery’s The Elegance of the Hedgehog, Jose Saramago’s Death with Interruptions, and Tsitsi Dangarembga’s Nervous Conditions.

The Art of Creative Non-Fiction Do we write the world or does the world write us? Creative non-fiction can be described as “true stories well told”. This class examines experimental creative non-fiction by focusing on the work of prominent writers who present factually accurate prose about real people and events—in a compelling, vivid, dramatic manner. Writing activities may include free writing, journaling, poetry, memoirs, and personal essays. Students have the opportunity to share work with peers as they explore and develop their unique voice and style.

Shakespeare: Three Tragedies, a History and a Comedy In this course, we read and study five plays by William Shakespeare. In addition to close readings of the plays, we ask questions such as: How does Shakespeare speak to us in the 21st century? Why is he considered the greatest playwright (or writer) in the world? What seem to be the major themes or preoccupations of his work? What is the relationship between form and content? How do we see his work in terms of categories such as class, race, and gender? Shakespeare’s tragedies will constitute our primary subject matter but we also examine one of his history plays as well as a comedy. Students approach his writing from a variety of perspectives and through varied activities which may include close readings, scene performances, film evaluation, and contemporary criticism. Because he wrote for the stage, we consider his dramatic texts as scripts for performance, as well as literary artifacts worthy of analysis.

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Semester 2 Literature of Fantasy In this course, we study fantasy and books that have been described as epic adventures of their time. In each text, we ask which cultural fears and preoccupations have created the fantasies at hand. Some of these texts have representations in pop culture today, so it will be interesting to consider the ways in which the popular versions differ from the originals. Texts include Frankenstein, Jekyll and Hyde, Dracula, The Tempest, and Wonder.

British Heroes and Legends This course is a pilgrimage through early English literature and its roots in both Celtic England and Roman Britannia. We journey through the Anglo-Saxon period with a long look into the epic poem, Beowulf, a heroic work “of the greatest imaginative vitality.” (Seamus Heaney) We then explore the beauty of the Arthurian Romance. With Chaucer we glimpse the power to represent persons so as to make them permanent. “Except for Shakespeare, Chaucer is foremost among writers in the English language.” (Harold Bloom) Our journey is through the development of our common tongue and our objective is to read and to speak with both precision and humanity.

Evil in Literature: The Dark Side of the Soul Are people inherently good or evil? For centuries writers have wrestled with the question of the true nature of humanity. In this course students explore the darker side of the soul in the self-made villain of William Shakespeare’s Richard III, Iago’s insatiable appetite for vengeance in Shakespeare’s Othello, Dorian’s demonic pact in Oscar Wilde’s The Picture of Dorian Gray, Max Demian’s secret and dangerous world of crime in Herman Hesse’s Demian, and Marlow’s descent into the colonial in Joseph Conrad’s Heart of Darkness.

Alienation and Identity in Literature We have long lived in a time of breakdown when most of the old permanencies are gone: lasting marriages, social stability, capacity to communicate and to reason logically. Albert Camus, Jean-Paul Sartre, Simone de Beauvoir, Franz Kafka, Samuel Beckett, the Surrealists and Dadaists are some of the visionaries who exposed the realities of a newly absurd, meaningless, and often confusing world after, during, and between the World Wars. Readings may include novels The Stranger by Albert Camus, T. S. Eliot’s essay The Myth of Sisyphus, James Joyce’s short story “The Dead,” Jean-Paul Sartre’s short story “The Wall,” Franz Kafka’s novel The Metamorphosis, Samuel Beckett’s drama Waiting for Godot, the works of WWI poets, Siegfried Sassoon, Edward Thomas, and Wilfred Owen, along with American poet Robert Frost, and a memoir by Simone de Beauvoir. Poetry by Gertrude Stein and Gwendolyn Brooks may also be studied.

THE WRITING CENTER The Oak Knoll Writing Center is a place where students of all grade levels and disciplines can meet with faculty and student tutors to get feedback on their written work. Located in Grace Hall, the Writing Center provides assistance with assignments ranging from the college essay to seventh grade Theology projects. The staff consists of faculty from the English department as well as juniors and seniors recommended by teachers for their strong writing skills. In addition to being open throughout the day, students may make appointments with tutors before and after school.

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FOREIGN LANGUAGE “Foreign language shall be taught by the same methods as the mother tongue…..and the Recreations are to be passed in speaking the language taught on that same day.” -- Cornelia Connelly Book of Studies, 1863 The Foreign Language Department offers courses in French, Latin, and Spanish to accommodate students with or without prior foreign language experience. All students new to Oak Knoll with experience in French, Latin, or Spanish take a placement test to determine their appropriate course (usually Level I or Level II). Placement for new and returning students is based on grades in prior courses, student motivation and is always at the discretion of the department. The Foreign Language requirement is three consecutive years of the same language. The department also offers an accelerated Italian elective in senior year. This class is taught as a college level course and therefore only students who have completed the three year language requirement with an Aaverage are eligible to enroll.

All modern language courses are proficiency-based. In French, Spanish, and Italian, students are trained equally in all linguistic skills: listening, speaking, reading, and writing and each of these skills is considered when placements are made. Instructors and students speak the target language in modern language classes at every level. In the Latin courses, students undertake a careful study of grammar, both in English and Latin, and the art of translating from Latin to English. In all language classes, students study the culture through a variety of media, undertake many kinds of assignments and assessments and use critical thinking daily as they navigate between languages.

Honors and AP Classes: Placement Criteria The Foreign Language Honors and Advanced Placement program offers an intensive and extensive study of language and culture. Honors courses are offered to students in levels III, IV and V. Generally, Advanced Placement language is offered after completion of level IV language.

Participation in the AP program requires self-motivation, self-discipline, curiosity, and a strong work ethic. All students enrolled in AP will sit for the AP exam in the spring.

Honors and AP placements are determined by the following criteria:  A- in CP classes to move to Honors 

B+ in Honors class to remain in Honors



A in Level IV CP to move to AP



A- in Level IV Honors to move to AP



Teacher recommendation based on evidence of proficiency in all four skills



Strong and independent work ethic, enthusiasm, and curiosity for the subject



A writing sample (French or Spanish) or translation piece (Latin).

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Italiano Presto Elective Requirements: 

A- average in Oak Knoll Foreign Language three year requirement



Teacher recommendation



Proven ability and desire to work independently

Please note that moving from college prep to an honors class can be challenging and will be considered on an individual basis.

Generally, Honors classes require more analysis in all assessments, self-motivation and often there is additional work outside of class.

COURSE OFFERINGS IN FOREIGN LANGUAGE French I or Spanish I This course offers beginning students the fundamentals of writing, reading, listening and speaking.

Grammar and vocabulary are introduced in the context of real world language experiences and students are immersed in the language. Students gain confidence and proficiency in expressing themselves in French or Spanish as they assimilate structures crucial for real-world communication.

French II or Spanish II While continuing to emphasize listening, speaking, reading, and writing skills, this course introduces more complex grammatical structures and continues to build vocabulary. Students review all the elementary topics as they move into the intermediate level of language study. Authentic materials enliven the course and encourage students to imitate and formulate important communicative patterns.

French III or Spanish III CP or HO These courses prepare the student to communicate effectively with a native speaker using appropriate vocabulary and correct grammar and accurate pronunciation. Students continue to develop their reading and writing skills using complex language and they have fun watching, listening to and reading authentic materials. Focus on Francophone and Hispanic cultures throughout the world enriches students’ global awareness.

French IV or Spanish IV CP or Honors At this level students are able to understand, on a deep level, television programs, print media, and other authentic resources. In addition, students begin speaking and writing with automaticity and fluency. Through thoughtful and natural exposure to real language, proficiency rises in all linguistic 24

skills. Culture study in the various countries where French and Spanish are spoken reinforces linguistic and global awareness.

French V Honors or Spanish V Honors In this advanced course, students discover the richness of Francophone and Hispanic literature, culture, and society. Authentic materials such as news articles, novels, t.v., radio programs and targeted websites enhance linguistic and cultural proficiency. Throughout this course, discussions are lively, thinking is deep and exploration is wide. Curiosity and a good sense of adventure are qualities that will make the material meaningful for the student. This course is available as enrollment permits.

French or Spanish Language — Advanced Placement This demanding program is for students who have completed four levels of language study and who are very passionate about linguistic and cultural proficiency. In-depth study and practice of all language skills and a focus on culture awareness are the hallmarks of AP Language classes and students must commit to going beyond the minimum requirements of assignments to attain the full benefit of the course. AP students take the College Board Advanced Placement exam.

Latin I In Latin I students begin to understand basic structural and lexical patterns of the language through reading. Declensions, conjugations, roots, and affixes are introduced as a means to translating texts.

Abridged versions of some of Ovid’s Metamorphoses serve as supplementary reading. Students also discover Roman culture and civilization.

Latin II This course continues its emphasis on the rich texts of ancient Rome. Students learn grammar and vocabulary as a means for appreciating the readings and gain increased sophistication in understanding the syntax and literary devices of Roman authors. Modified and original versions of primary texts strengthen students’ translation skills and help them explore various aspects of Roman culture.

Latin III CP or Honors Students complete their knowledge of the structure of the verb systems and begin to focus more intensely on literary style and rhetorical devices in poetry and prose. Complex and close reading of the classics help students uncover the historical and cultural traditions of Ancient Rome.

Latin IV CP or Honors Text-based translation and textual analysis are the focus of this advanced course. Although many Roman authors are encountered, emphasis on one prose writer and one poet will help the student gain a thorough knowledge of literary devices. This approach is intended to introduce the students to the type of linguistic and literary analysis required in the AP exam and in college courses. The choice of authors will vary by year. Students also continue their study of the cultural and historical roots of Latin.

Latin V Honors: Readings in Poetry and Prose Students in this advanced reading course will delve into the works of major Roman poets and writers who have helped to shape literary sensibilities in the western world. Through the various works, students will grow in their appreciation and knowledge of Roman culture, mores and history and will develop an understanding of the Roman authors themselves.

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AP Latin In this highly advanced course, available as enrollment permits, intensive training in classical literature is accompanied by linguistic analysis of Latin. Students train for the AP exam by translating selected passages as literally as possible, learning to explicate specific words and phrases, discussing the author’s modes of expression and general themes. Students also write critical interpretations of the works translated and scan verse. The AP Latin exam covers selected passages from Caesar’s Gallic Wars , Virgil’s Aeneid and various sight readings. AP Latin is available as enrollment permits.

Foreign Language Electives — Grades 12 Italiano Presto: Accelerated Italian I and II (Yearlong Course) Students are astonished at the “velocità” with which they acquire the basics of Italian in this accelerated course. Italiano Presto builds on the linguistic knowledge students have already attained in a Romance or Classical language; the result is the rapid acquisition of spoken and written Italian. The foundation of the course is communicative and students encounter a wide variety of authentic language in many contexts. Lexical and grammatical content supports the real-world themes of the course as students explore the rich culture and literature of Italy. Commitment to intense daily preparation is an unwavering requirement in this class.

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HISTORY “History has always been considered as the light of ages, the depository of events, and the faithful evidence of truth; it opens to us every age and every country; keeps up a correspondence between us and the great men of antiquity, and sets all their actions, achievements, virtues and faults before our eyes.” – Cornelia Connelly, Book of Studies, 1863 The history program encourages students to sort out the myriad of facts of history in order to concentrate on the larger issues that require a rational, open-minded examination and evaluation of the political, economic, and social conditions in our increasingly interdependent world.

The history department offers honors courses to students in grades 10, 11, and 12. In addition, Advanced Placement classes in World History, U.S. History and European History are offered to sophomore, junior and senior students. The purpose of the AP program is to enrich, broaden, and deepen the knowledge of those students who are particularly capable and interested in the study of history. Participation in the AP program requires the student’s motivation and self-discipline.

Departmental approval is necessary for placement in honors and Advanced Placement classes and all students enrolled in AP courses must sit for the AP Exam in May. All students are required to take two years of world history in grades 9 and 10 and one year of U.S. history in either grade 11 or 12.

Criteria for placement into honors or advanced placement 

Final grade average     

A- in college preparatory to move to honors A in college preparatory to move to AP B+ in honors to remain in honors A- in honors to move to AP B+ in AP to remain in AP

o Teacher recommendation o A strong writing sample completed in class o Strong and independent work ethic, enthusiasm, and curiosity for the subject COURSE OFFERINGS IN HISTORY World History I Ancient and Early Modern World History (Pre-History to 1500 C.E.) — Grade 9 Through primary documents, research, oral presentations, and essay writing, students examine people, technology, and events involved in the development of early cross-cultural and trade connections that are the foundations of our modern world. In addition, students develop both the form and content of a formal research paper, a tool that serves them in History and other disciplines.

World History II CP or Honors 27

Modern World History (1500 C.E. to Present): Transformations — Grade 10 This course introduces students to the history of the modern era. Some of the major themes addressed are world trade, geographic expansion, political and social change, industrialization, and international relations.

Focus also includes the use and analysis of appropriate primary sources through document-based questions, chronological analysis, and a research paper.

Students may apply for honors standing in this class. (Please see placement criteria above) AP World History Modern World History (1500 C.E. to Present) — Grade 10 Through the interpretation and analysis of primary and secondary sources, students take a global approach to the study of world history by tracing the evolution of several major themes: world trade, geographic expansion, political and social change, industrialization, and globalization. Emphasis is placed on critical thinking research projects and essays. Students will sit for the national AP exam in May. Prerequisite: World History I (please see other placement requirements above) One course of United States History is required in either grade 11 or 12. The following two classes fulfill this requirement.

Survey of United States History — Grades 11/12 CP or Honors By highlighting basic themes of the seventeenth, eighteenth, and nineteenth centuries, this survey course focuses on twentieth century United States history. Examination of primary sources and of interpretive readings enhances the analysis of key developments from 1900 to 1990. The course emphasizes research and essay writing as primary skills.

Students may apply for honors standing in this class. (Please see placement criteria above) Advanced Placement United States History — Grades 11/12 The Advanced Placement United States History course offers those students who show strong aptitude and interest in history an opportunity to address in depth the problems and artefacts in American history.

Advanced placement students become adept at evaluating historical events in order to provide their own interpretations and conclusions. Students must show a willingness to read voluminously, think creatively, and participate actively. This course also meets the requirement for Survey of United States History.

Prerequisite: World History II or HONORS World History II or AP World History (please see additional placement criteria above) Advanced Placement European History — Grade 12 This course treats the major political, social, economic, and cultural developments in Western Europe from the Renaissance to the present. As with all advanced courses, students taking AP European History learn to think historically, a skill which involves the ability to create arguments and draw conclusions from historical evidence, to understand cause and effect and correlative relationships, continuity and change over time, and to recognize diverse interpretations of the past.

Prerequisite: Survey of U.S. History or AP United States History (see additional placement criteria above) History Elective – Grades 11 and 12 Honors Social Psychology Honors Social Psychology, a yearlong course, introduces students to the study of behavioral and mental processes of humans and other animals. The focus of study in this class is the history of psychology, the different theoretical approaches that explain behavior and the various fields within psychology. Preference for enrollment in this course will be given to seniors and open to juniors depending on course enrollment numbers.

Prerequisite: Please see placement criteria above 28

HUMANITIES ELECTIVES (courses will be offered depending on enrollment) Anarchia/Anarchy and other lessons in dissent (grades 11 & 12) This class explores the concept of anarchy and other forms of dissent in political, artistic, social and personal contexts. Cross-disciplinary, student-centered, backwardly designed and critically reflective, Anarchia/Anarchy introduces students to core historical and cultural examples of anarchy and other forms of dissent which students then apply to their world beyond the classroom. Mirroring the subject matter, the teaching approach is non-traditional. Student-led free discussions and impromptu activities are given preference over teacher-directed lessons and lectures. Some of the course materials are Dario Fo’s play Accidental Death of an Anarchist, letters from Sacco and Vanzetti’s archives, Luigi Pirandello’s short story “The Tight Frock-Coat” and a variety of videos. Guest lecturers enhance the perspective. Participants will learn that the radical often becomes the accepted, which, in turn, invites its own overthrow by the new.

Humanities: The Art of Being Human (grades 11 & 12) When asked what is necessary in ruling a kingdom, the compassionate Renaissance ruler, Duke of Urbino replied, “essere umano” – “to be human”. The timeless task of the humanities is to explore philosophy, literature, history, art, music, science, and religion as each is concerned with human culture and as each relates to the other. What does it mean to be human? “That is the question.”

In Humanities, we explore the history of philosophy. We undertake this inquiry along with Sophie, the protagonist in “a whimsical and ingenious mystery novel that also happens to be a history of philosophy.” (The Washington Post Book World) .This three-for-one novel (a touch of the fantastic is included) is, of course, the international best seller, Sophie’s World. Sophie is assisted by Nigel Warburton and his delightful A Little History of Philosophy and Heads UP Philosophy, an extraordinary visual and dialectical romp through the BIG Questions of life. From string theory and the Theory of Everything to the Socratic method and on to questions of beauty, spirituality, moral evil and human rights, we explore through the printed word, art, music, and cinema the elegantly wrought question: what is it to be human, “essere umano”?

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MATHEMATICS “Each number must be taken separately, and a lesson be given on its power.”

– Cornelia Connelly, Book of Studies, 1863 Oak Knoll’s mathematics curriculum aims to meet a wide range of student needs and offers courses that challenge all students at a level appropriate to age, mathematical ability and interest. The mathematics program is comprehensive with each course logically building upon the skills acquired and practiced in prior mathematics courses. The training received through mathematics courses provides growth in independent thinking, logical reasoning, decision-making and problem-solving.

(8th grade students entering 9th grade will be placed in Algebra I-9, Geometry or Geometry HO) Please see prerequisites for Engineering Science Honors below.

COURSE OFFERINGS IN MATHEMATICS Algebra I — Grade 9 Algebra I is designed to give students the requisite skills that provide a foundation for all future mathematics courses. This course addresses and reinforces topics already covered in pre-algebra courses while introducing new skills to the learner’s repertoire. Students learn to solve both linear and quadratic equations and to use these equations in applications and modeling settings. Emphasized skills include factoring, laws of exponents and radicals, and operations with rational expressions.

Systems of equations and inequalities are investigated in various ways, including graphing and modeling.

Geometry — Grades 9 and 10 Euclidean geometry is the basis for this course which begins with points, lines, planes, and space, all of which are the building blocks of geometry. Students analyze congruency of triangles, polygons, the Pythagorean Theorem, similar polygons, circles, areas, parallel lines, and volumes. Various algebraic skills and concepts are integrated into the study of coordinate geometry. Formal proofs are an emphasis throughout the year.

Prerequisites for ninth graders: C in Algebra I Placement test for students new to Oak Knoll Prerequisite for tenth graders: Successful completion of Algebra I Geometry Honors — Grade 9 Geometry Honors is a comprehensive geometry course which offers a more rigorous and in-depth approach to topics covered in Geometry (see Geometry 9 and 10) with emphasis on formal proof.

Computer software complements selected topics.

Prerequisites: A in Algebra I Departmental evaluation of placement test for students new to Oak Knoll Departmental approval for students already at Oak Knoll Algebra II — Grades 10 or 11 The Algebra II course logically builds upon the algebraic functions developed in the Algebra I course.

The topics explored in Algebra II include an in-depth study of quadratics, radicals, and rational expressions. Focus is on methodology and the reasons behind the steps used to solve various types of 30

equations and inequalities. Students also learn about conic sections, exponential and logarithmic functions, polynomials and complex numbers with an emphasis on application and word problems.

Prerequisite: Successful completion of Algebra I and Geometry.

Algebra II and Trigonometry Honors — Grade 10 Algebra II and Trigonometry Honors is a comprehensive second-year Algebra course with a more rigorous approach to topics covered in Algebra II (see above). Additionally, course work includes an introduction to trigonometry, including radian measurement of angles, the unit circle, right triangle trigonometry and basic trigonometric graphing. A graphing calculator is required. Upon completion of this course, students may take the SAT Subject Test, Math Level I. Prerequisites: B in Geometry Honors and A in Algebra I Strong A with teacher recommendation in Geometry and an A in Algebra I Departmental approval

Functions and Trigonometry — Grades 11 and 12 This course continues the study of algebraic and geometric topics as preparation for the pre-calculus course. The class includes analysis of various types of equations and inequalities (linear, quadratic, radical, rational, exponential, and logarithmic) as well as systems of these equations and inequalities and the algebraic and graphic approaches to solving them. The introduction to trigonometry begins with the six trigonometric ratios in right triangles and expands these concepts to the six trigonometric functions using the unit circle. Basic graphing of the sine and cosine functions is included.

Prerequisites: Algebra II Pre-Calculus — Grades 11 and 12 In Pre-Calculus, students begin by exploring the transformation of graphs of functions and examine in detail polynomial functions of higher degree and their graphs. A comprehensive study of trigonometry follows which includes discussion of trigonometric equations, law of sines, law of cosines, solutions of oblique triangles, sum/difference/double/half-angle formulas, identities, and trigonometric transformations. The course also explores exponential and logarithmic functions and series and sequences. A graphing calculator is required. Upon completion of this course, students may take the SAT Subject Test, Math Level I or Level II. Consult the department for further information.

Prerequisites: C in Algebra II Departmental approval Pre-Calculus Honors — Grade 11 This course prepares students who would like to take the AP Calculus or Calculus Honors courses.

Key topics are functions (including their properties, graphs, inverses, and applications), inequalities, analytical geometry, graphs of rational functions, sequences, and series. This course includes a comprehensive study of trigonometry and its application. An introduction to limits completes this course. A graphing calculator is required. Upon completion of this course, students may take the SAT Subject Test, Math Level II. Please consult the Department Chair for further information about the subject tests.

Prerequisites: B in Algebra II and Trigonometry Honors or Strong A with teacher recommendation in Algebra II, A in Geometry, supplemental work Departmental approval 31

Calculus Honors — Grade 12 This course covers the basic concepts of differential and integral calculus and some of its applications.

Beginning with a brief review of analytic geometry, functions and their properties, and trigonometry, the course continues with the concepts of limits and continuity which lead to the study of derivatives and integrals. Students must have a graphing calculator.

Prerequisites: B in Pre-Calculus or B- in Pre-Calculus Honors Departmental approval AP Calculus AB — Grade 12 This course is equivalent to a one-semester college calculus course. Students who enter this course must possess a solid understanding of all Algebra I, Geometry, Algebra II, and Pre-Calculus topics.

The course begins with a summer packet which reviews various concepts from prior courses. The study of limits and continuity from both a graphic and algebraic vantage point follows. An in-depth analysis of differential and integral calculus techniques with an emphasis on interpretation and applications completes this course. Students must take the Advanced Placement Exam in early May and should expect to spend an average of one hour daily on homework and review in preparation for class. A graphing calculator is required.

Prerequisites: B in Pre-Calculus Honors Departmental approval is required AP Calculus BC — Grade 12 This course is equivalent to one full year of college calculus. Students who enter this course must possess a strong background and understanding of all of the concepts covered in Algebra I, Geometry Honors, Algebra II and Trigonometry Honors, and Honors Pre-Calculus, as well as good mathematical insight. The course begins with a summer packet which reviews many of the topics from prior courses and requires the student to read new material and answer appropriate questions. The school year starts with an in-depth study of limits and continuity and then proceeds directly to differential calculus.

Topics are analyzed in both an algebraic and graphical approach. Concepts in integral calculus, including those dealing with polar coordinates, parametric equations and series and sequences, will round out the year. In all areas of study, the emphasis is on interpretation and applications of the concepts. Students must take the Advanced Placement Exam in early May and should expect to spend an average of at least one hour daily on homework and review in preparation for class. Students must have and know how to use graphing calculators.

Prerequisites: A- in Honors Pre-Calculus Recommendation of Honors Pre-Calculus teacher required Departmental approval is required.

Math Electives – Grades 11-12 Probability and Statistics – Grades 11 or 12 This course is a practical introduction to statistical methods and the examination of data sets. Topics include descriptive statistics, elements of probability theory, commonly occurring distributions (binomial, normal, etc.), hypothesis tests, confidence intervals, correlation, regression, and analysis of variance. Computer software will play a central role in analyzing a variety of real data sets collected during the course. A graphing calculator is required for this course.

Engineering Science Honors — Grades 11 or 12 Engineering Science Honors combines math, science and technology in a hands-on lab-based curriculum. This course introduces students to the art and science of engineering and allows students to discover the many aspects of the field. With an emphasis on problem solving and independent 32

exploration, the class addresses topics of 3D drawing and 3D printing, data encryption among other computer engineering topics, biomedical engineering and biomedical devices. This course would suit students who are interested in pursuing science or math and is an alternative to biological-based science courses.

Prerequisites: Completion of two lab sciences Completion of Algebra II and Trigonometry Honors or concurrent enrollment in Pre-Calculus MATH LAB The Math Lab is a resource for all students in grades 7 through 12. This dedicated space is staffed by a math teacher whose aim is to assist and support students of all levels. The Math Lab offers students the opportunity to stop in during a free period or a study hall to ask questions about homework, clarify a concept from class or review for a test. . It provides an environment in which the students can practice skills, improve their understanding of specific procedures or concepts, preview upcoming material and generally build confidence in their mathematics ability.

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SCIENCE “These lessons should be preceded and accompanied by lessons on matter and motion.”

– Cornelia Connelly, Book of Studies, 1863 The science curriculum enables students to develop a deep understanding of the natural world through empirical inquiry and to recognize the importance of these fields in an age increasingly governed by science and technology. Students collect and interpret data in order to develop and confirm scientific theories that explain the natural world.

The curriculum is designed to provide a systematic, logical progression of the sciences. The physics course in ninth grade draws heavily upon every day experience and simple experiments, as it moves from concrete observations to abstract models and formulas. These formulas provide applications of and reinforcement for the algebra skills that ninth graders are learning or have learned in their math classes. The tenth grade chemistry curriculum highlights the power of scientific reasoning by leveraging abstract models of atoms and molecules to demonstrate the predictive power of chemistry’s core principles in many different settings and experiments. Together, the physics and chemistry coursework forms the foundation of our modern molecular biology curriculum in eleventh and twelfth grades.

Departmental approval for all placements is required and students must commit to the pace, work load, and independent learning inherent in Honors and AP courses. To promote success, the department charts individual progress over the years in order to determine appropriate classes for each student. Aside from pre-requisites and departmental approval, acceptance into an AP course is dependent upon successful completion of teacher-generated summer work. Since movement from a CP course to an honors or AP course requires additional work to cover topics not addressed at the CP level, CP students who wish to apply for an honors or AP course are expected to begin preparation as soon as possible, meeting with the teacher for supplemental assignments and topics.

The Science Department requires one year each of Physics, Chemistry and Biology.

COURSE OFFERINGS IN SCIENCE Due to the mathematical nature of physics, ninth grade students are placed in Physics or Physics Honors based on their competency in algebra, as well as their ability to do science. The Physics course allocates time in class to practice the algebra skills that are necessary to do calculations in physics. Physics Honors addresses additional topics since fluency in algebra is assumed. Placement for the current Oak Knoll student is determined by her performance in the 8th grade Algebra-I course and in 8th grade Introduction to Physical Science. Placement for the incoming student is based on her performance on the specific areas of the math placement test that focus on algebra and graphing skills.

Physics — Grade 9 This course follows the logical, sequential development of the introductory concepts of physics.

Techniques include hands-on exploration, concept development, and real world application. Topics include motion in one-dimension, forces, momentum, energy, work, waves, light, electricity, and atomic and nuclear physics. The laboratory program reinforces the topics and gives students practical experience. Students use laptop-based detectors and other audio-visual resources for labs as they gain 34

facility with Excel for data analysis. A TI-83 Plus or TI-84 graphing calculator is required for this course.

Physics Honors — Grade 9 This course provides a rigorous study of physics principles and their mathematical foundation. The learning cycle approach of exploration, concept development, application, and problem solving requires proficiency in algebra. Additional topics to those covered in Physics include twodimensional motion, optics and electric fields. The laboratory program reinforces the topics and gives students practical experience. Students use laptop-based detectors and other audio-visual resources for labs and gain facility with Excel for data analysis. A TI-83 Plus or TI-84 graphing calculator is required for this course.

Prerequisites: Concurrent enrollment in Geometry Honors or permission from the Science Department chairperson Departmental approval Chemistry — Grade 10 The framework of this course is based on the application of chemistry in everyday life. It follows a logical, sequential development of the major principles of chemistry and leverages the foundation laid in Physics. Areas of focus include the study of matter and atomic structure, the elements, the periodic table, compound formation, chemical reactions, stoichiometry, gas laws, solution chemistry, acid-base chemistry, and an introduction to organic chemistry. A unit on biological chemistry prepares students for subsequent courses in biology. Emphasis is on inquiry, critical thinking and problem-solving. All laboratory work supports theory gained in the classroom and students learn important techniques of chemical safety, use of laboratory equipment and instruments as they record and report scientific data.

Calculators and laptop computers are essential for homework, laboratory data collection, data analysis, and graphing results.

Chemistry Honors — Grade 10 Chemistry Honors follows the Chemistry curriculum in greater mathematical rigor and depth while adding topics as appropriate throughout the year. This fast-paced course requires independent work and significant problem-solving capabilities. Students will be expected to extend what they learn in class to solve more difficult problems outside of class. All laboratory work supports theory gained in the classroom and students learn important techniques of chemical safety, use of laboratory equipment and instruments as they record and report scientific data. Students use scientific calculators and computers for homework, laboratory data collection, data analysis, and graphing results.

Prerequisites: B+ in Physics Honors or A in Physics Departmental approval Biology — Grades 11 or 12 Biology helps us understand the science of living things. By focusing on specific, real-world examples, this class connects students in practical ways to various levels of biological study: from the molecule and cell to the organism and ecosystems. Topics include characteristics of life, cell organelles, cellular transport, cell reproduction, DNA synthesis, ecology, taxonomy, evolution and organisms.

Laboratory activities provide opportunities to explore the material and to develop a genuine appreciation for the scientific method as it is applied to biological questions.

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Biology Honors — Grades 11 or 12 This course takes a rigorous approach to the study of the organization of all living things from the molecular and cellular level to the organismal and ecological level. The class covers the various areas of life sequentially, moving from the micro to the macro-scale. Topics covered include water, biological macro-molecules, diffusion, cellular organization, mitosis, meiosis, DNA synthesis, transcription, translation, molecular biology, genomics, comparative anatomy and physiology, taxonomy, evolution, and both population and community ecology. Laboratory activities complement the coursework and help students cultivate a working understanding of the material. This course helps prepare students for the SAT II examination.

Prerequisites: B+ in Chemistry Honors or A- in Chemistry Departmental approval Science Electives – Grades 11-12 Advanced Placement Biology — Grade 12 Advanced Placement Biology is a first-year college biology class which incorporates a university text and university-level laboratory experiments. The course uses both traditional and inquiry-based instructional strategies to promote the development of in-depth conceptual understanding and the ability to make connections between various concepts. This rigorous course stresses comprehension of biological principles and concepts and is designed for students deeply interested in life science.

Areas of study include the organization and chemistry of life, energy transfer through different systems, genetics, mechanisms of evolution, evolutionary history of biological diversity, the form and function of plants, animals, and ecology, and the interactions of life. All students in this course must take the AP examination. Since there is overlap in the AP Biology and Marine Science and Anatomy & Physiology courses, students cannot enroll in both.

Prerequisites: A- in Biology Honors or strong A in Biology Six weeks of summer home study as directed by teacher Commitment to at least one additional class period per cycle Departmental approval Advanced Placement Chemistry — Grades 11 or 12 Advanced Placement Chemistry is a first-year college chemistry class which incorporates a university textbook and university-level laboratory experiments. The course is designed for students interested in science, math, or science-related careers and who want to gain a thorough qualitative and quantitative understanding of the major principles of chemistry. Areas of study include measurement systems, periodic table, structure of the atom, compound formation, chemical reactions, mole, stoichiometry, gas laws, thermochemistry, electrochemistry, kinetics, equilibrium, and acids and bases.

Laboratory experiments are correlated with classroom concepts and enable students to learn chemical safety, analytical techniques, use of laboratory equipment and instruments, and scientific data reporting and recording. Students use scientific calculators and computers for homework, laboratory data collection, data reduction, and graphing. All students in this course must take the AP examination. This course is offered as enrollment permits.

Prerequisites: A- in Chemistry Honors or strong A in Chemistry B+ in Algebra II Six weeks of summer home study as directed by teacher Commitment to at least one additional class period per cycle Departmental approval 36

Advanced Placement Physics C: Mechanics — Grade 12 Advanced Placement Physics C is a first-semester, calculus-based college physics class which incorporates a university textbook and university-level laboratory experiments. The course is designed for students interested in science or science-related careers and who want to understand physics principles and concepts. Areas of study include one- and two-dimensional motion, energy, momentum, rotational motion, vibrations and waves, sound and light. Laboratory experiments are primarily self-directed and integrate classroom concepts and data analysis techniques with an emphasis on experimental uncertainty and laboratory design. All students in this course must take the AP Physics C: Mechanics examination. This course is offered as enrollment permits.

Prerequisites: A- in Physics Honors or strong A in Physics Concurrent enrollment in AP Calculus AB or AP Calculus BC (Students concurrently enrolled in Pre-Calculus Honors may appeal for placement) Six weeks of summer home study as directed by teacher Departmental approval Marine Science and Anatomy & Physiology Honors — Grade 12 This course consists of two topics in biology: marine science and anatomy and physiology. The marine science component focuses on ocean-dwelling organisms and includes the study of chemical, geological, and physical properties of the marine environment. Both field and laboratory activities enhance student understanding of and appreciation for ocean ecosystems. The second component, constituting the majority of the course, focuses on comparative human anatomy and physiology. The curriculum consists of classroom work, laboratory assignments, and projects/activities that emphasize relevant topics pertaining to the human body. Units of study focus on structure and function of organ systems with consideration given to the skeletal, muscular, integumentary, cardiovascular, digestive, urinary, reproductive, and nervous systems. This honors class is specially designed for students interested in pursuing the study of biology, nursing, or medical sciences in college. The course material is representative of topics of focus in a first-year college Anatomy & Physiology course.

Dissections are required.

Prerequisites: B in Biology Honors or A- in Biology Departmental approval

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THEOLOGY “Religious Instruction may be considered under two aspects: i.e. Moral and Intellectual.”

– Cornelia Connelly, Book of Studies, 1863 We believe that faith is to be “believed, celebrated, lived, and prayed. It is a call to integral Christian education.” (General Directory for Catechesis, no. 122) In order to help “foster a faith commitment that engenders a joyous personal relationship with God in addressing the challenges of the world,” (Goal 1, Holy Child Network of Schools) every student takes four years of Theology. Students develop critical thinking skills while gaining a solid background in Catholic theology which is rooted in scripture and tradition. Awareness and appreciation of various religious traditions enrich the Theology curriculum and prepare each student for life.

COURSE OFFERINGS IN THEOLOGY Theology – Grade 9 As an introduction to the Theology program, students explore the core beliefs and rituals of the Catholic tradition as it is lived and celebrated at Oak Knoll School of the Holy Child. Students are also introduced to the mission and history of the Society of the Holy Child Jesus and its American founder, Cornelia Connelly.

Following this introduction, students examine the relationship between tradition and scripture by studying an overview of the Old Testament. Major themes include: creation, covenant, monarchy, prophets, and Wisdom literature. Building on their study of tradition and scripture, students then conclude their course by exploring the basic principles of Christian morality.

Theology – Grade 10 Theology 10 provides an introductory treatment of the New Testament, focusing on the Gospels, Acts of the Apostles, and the Pauline letters. Students learn basic background information about the growth of the Christian Scriptures, their historical context, and methods of exegesis. Students examine each book in terms of authorship, details of composition, and major theological themes.

They then apply the information they learn to the biblical texts themselves. Students examine the birth and early development of the church as recorded in the New Testament. The course continues with a survey of the history of the Roman Catholic Church from the Apostolic Age through the Reformation. Students focus on important individuals who made significant contributions to the Church, as well as events and theological developments in each period.

Theology Grade 11 Semester 1: The Foundations of the Moral Life Students examine the fundamental sources upon which the Christian moral life is built: scripture and tradition. Students explore moral teachings in divine revelation including God’s covenant, the commandments, the beatitudes, the Golden Rule, and all aspects of Jesus’ life and ministry. Personal 38

and communal sin and the consequences of sin are investigated. Each student addresses her moral decision-making process in light of current Roman Catholic Church teaching and documents.

Semester 2: Morality for the 21st Century Responding to the complexities and religious diversity of the 21st century, and the Vatican II document, Nostra Aetate, students investigate two non-Christian monotheistic religions: Judaism and Islam. While seeking to understand the beliefs and practices of these traditions, special attention is given to moral and ethical values and teachings of each religion. Recognizing the uniqueness and differences of each, students are challenged to identify common threads among Judaism, Islam, and Christianity especially in the area of morality and virtues.

Building on the foundational principles of morality included in semester one, students investigate moral and ethical issues confronted today and examine the virtue of justice and its implications on both personal and global levels and apply Catholic moral principles to these issues.

Theology Grade 12 Church in the 21st Century Seniors have the opportunity to explore the spiritual wisdom of Cornelia Connelly, founder of the Society of the Holy Child Jesus. They learn about and discuss Cornelia’s life and personal faith journey and relate their learning to their own lives as young women of faith. These opportunities are integrated into the senior Theology courses at appropriate times during the year.

Semester 1: Catholic Identity An exploration of the papacy of Pope Francis, including his teachings and his role in the church and world, introduces students to an understanding of the Church in the 21st century. Special emphasis is placed on the call of Pope Francis to create a church of mercy, a theme that is woven through the entire twelfth grade curriculum. Students study the Second Vatican Council within its historical context. They consider the significance of the council documents, in particular Lumen Gentium and Gaudium et Spes, and relate them to the church today. Finally, students explore the relationship of Mary and the church and Mary as a role model of faith, mercy, and justice in their own lives.

Semester 2: Call to Justice Students continue to focus on the call to mercy and justice during the second semester. The course includes an examination of the contributions of religious orders of women in America. Certain individual sisters as well as laywomen will be featured. Among the many contributions of these women is their commitment to works of justice. Students explore the themes of Catholic Social Teaching within the context of the church and world today and are challenged to relate the principles of Catholic Social Teaching to their own lives. The semester concludes with independent work and the completion of a major project which focuses especially on Catholic Social Teaching. A significant part of the project will be to design an educational and action-based program that could be applied on a college campus. Each senior produces and presents her final Theology project which integrates key dimensions of the Theology program and her own personal journey of faith and work for justice and mercy.

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CAMPUS MINISTRY Campus Ministry is integral to school life. It is the experiential aspect of the religion and theology programs – practicing Catholicism in light of Holy Child traditions in the areas of liturgy, prayer experiences, reflection days, community service, and outreach.

Class Reflection Days: Each grade has a reflection day scheduled during the school year. Outside facilitators lead these programs for grades 9, 10, and 12 at nearby retreat facilities. Members of the eleventh grade plan and lead their reflection day under the guidance of a member of the Campus Ministry Team. The Class Reflection Days are opportunities for spiritual growth, faith development, and community building for each class. Attendance and participation at reflection days are mandatory and considered an essential component of the Theology program.

Liturgies: The celebration of liturgies provides the essential worship experiences of our faith for the entire school community. The school year begins with the Mass of the Holy Spirit for everyone on campus. Mass is celebrated on all Holy Days (All Saints, Immaculate Conception, Ascension of the Lord), Ash Wednesday and some feasts such as Our Lady of Guadalupe. Special Family Liturgies are scheduled each year. Students and faculty participate directly in the planning and execution of all liturgies which are the center of prayer life at Oak Knoll. A weekly morning Mass is held in Grace Hall Chapel before school. The Sacrament of Reconciliation is available to all students during the season of Lent.

Program for Special Ministers of Holy Communion: This program provides an opportunity for members of the Senior Class to serve the Oak Knoll School community in a special way. Potential candidates must be Roman Catholic, have received the sacraments of initiation, and demonstrated a mature understanding of the Eucharist. Students may apply during the spring of their junior year.

After an application process and interview, candidates participate in a training program that includes the history of the ministry, the theology of Eucharist, and the practical dimensions of this ministry.

Candidates who complete this program are mandated at the Liturgy of the Feast of the Ascension.

Special ministers of Holy Communion serve at school-wide Masses, as well as at the weekly morning Masses in Grace Hall Chapel.

Outreach Program: An active outreach program is coordinated by the Campus Ministry Council President and class representatives. These projects allow all members of the school community to join together in responding to the needs of a variety of agencies and programs. Each fall the school participates in projects and drives such as: educating the community about hunger in connection with World Food Day and a food and money drive for Pierre Toussaint Food Pantry at Thanksgiving.

During Advent, the outreach program provides gifts of clothing and toys for children, gift bags for women and children living in shelters, and toiletries for senior citizens. As part of the Advent Angel program, monetary donations are sent to agencies that serve the needs of babies and children. In addition, students respond to needs as they arise during the year through various projects and drives.

P.I.N. money raised through Campus Ministry bagel sales allows the school to donate to a number of causes throughout the year and support students in service projects. The HOPE committee functions beyond Campus Ministry to manage additional requests for fundraising and outreach efforts by students and faculty.

Prayer Experiences: Prayer Services for the school community mark special times and seasons throughout the year. These include: Thanksgiving, Christmas, Holy Week, Easter, and the closing day 40

of the school year as well as special Holy Child feast days. Students have the opportunity both to plan and lead prayer services. In addition, each Theology class begins with prayer and takes part in special prayer experiences during the seasons of Advent and Lent. A student-led Rosary Group gathers to pray the Rosary in the Grace Hall Chapel.

Service: In light of Catholic Social Teaching and the Holy Child commitment to the principles of justice, peace and compassion, the school teaches all students that recognizing and responding to the needs of others is a responsibility, not simply a choice.

Some school-sponsored service programs include tutorial programs, regular participation in Bridges Runs to sites in Manhattan and Newark, trips to the Community Food Bank, and Market Street Mission. Individual projects are publicized and coordinated with community organizations. A Hunger Awareness Committee brings students together to discuss issues of poverty and hunger in our area and around the world. Students participate in hands-on service to those in need. A summer service project involves the planning and execution of a week-long enrichment program for students at Sacred Heart School in Jersey City. A list of “Summer Service Opportunities” informs students and families and encourages service during the summer break.

On the annual Service Day, all Upper School students and faculty spend a morning working at one of more than a dozen different sites providing each student a rich service experience with her classmates and teachers. An afternoon assembly and various projects focus the students on both the on-going call to service and ways to become involved in the many service programs offered right at Oak Knoll.

Written reflections on service, including personal service goals, become part of each student’s service portfolio.

The school recognizes and celebrates students’ service contributions at an annual assembly.

SERVICE TRIPS The Oak Knoll Upper School supports short-term service trips which allow students to put into practice the words of Cornelia Connelly when she prayed, “Give me, O Lord, a love full of action.”

Camp Cornelia in the City This summer program, established in 2010, is sponsored by the Holy Child Network of Schools and takes place at the Cornelia Connelly Center on the east side of New York City. Oak Knoll, along with all the other Holy Child high schools, sends two students and one chaperone to participate. The student volunteers, who are rising juniors and seniors, meet and plan the activities which serve as an orientation program for incoming fourth graders at the Connelly Middle School. The five-day camp includes: prayer, academic work in the morning, reading, writing, and book discussion, introduction to Cornelia Connelly through reading A Generous Love, Life of Cornelia Connelly, art, athletics, group building activities, day trip and swimming at Holy Child Academy, Old Westbury NY, barbecue for the fifth graders and their families.

Dominican Republic Beginning in 2010, Oak Knoll has sponsored an annual mission trip for advanced Spanish students to the Dominican Republic during the March Break. These opportunities have included visits to the 41

Holy Child mission, Escuela Fe y Alegria, Batey Lecheria, in Santo Domingo, DR and Mustard Seed Communities Hogar Immanuel in Puerto Plata, DR. Oak Knoll volunteers provide individual attention to the children served through both missions and help with a variety of projects. The entire Upper School supports this mission trip through fund raising and collections of necessities.

Appalachia An annual summer service trip opportunity to the Appalachian Mountains region of Kentucky began in 2015. Oak Knoll volunteers work alongside members of the Father Beiting Appalachian Mission Center in and around Louisa, KY for one week during the summer. Projects include home renovations and maintenance, gardening, volunteering in local soup kitchens, nursing homes, and the mission’s thrift store. Volunteers are given a unique perspective of rural poverty in the daily interactions with members of this community as they work alongside the families they serve.

Additional service trips are offered over school breaks, including summer break.

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HIGH SCHOOL PROGRAM: ADDITIONAL COURSES The following courses enrich and complement the core program of study in our high school curriculum.

COMPUTER SCIENCE “One hour is to be devoted every day to the accessory lessons … and these may be varied according to the necessities of the class.”

- Cornelia Connelly, Book of Studies, 1863 The computer science program emphasizes the use of various technology tools that enhance one’s ability to solve problems, record and track information, and control complex phenomena. Both required and elective courses encourage mastery of these tools, thus enabling students to reach academic objectives across the curriculum. Due to the ever-changing nature of technology, the computer science department continuously re-calibrates its curriculum to account for the growing computer literacy of our students and the development of new applications. The computer science department works collaboratively with students and teachers to integrate technology for all grades 7 through 12 in ways appropriate to specific goals of classes across the curriculum. In addition, when working in conjunction with another teacher on a specific project, the computer science teacher will evaluate its technology component.

Computer Skills — Grade 9 This course responds to the varying technology needs that students encounter in other classes. The class supports interdisciplinary work, reinforces basic computer skills and adds new skills to a student’s repertoire. Students will not receive a grade for this course.

Introduction to Programming and Robotics — Grade 9 This quarter-long course introduces students to computer programming fundamentals. Students will design and code programs and will gain familiarity with programming concepts such as conditionals, loops and events. Students will be exposed to robotics and will include robotics in programs that they code. Learning how to test and debug a program will also be part of this course.

Computer Skills across the Curriculum — Grades 10, 11 and 12 Computer Skills across the Curriculum, although not a scheduled class, provides the time for students and teachers to work collaboratively with the computer science teachers on particular projects or skills needed for classes across the curriculum. This individualized work allows the student to develop her competency in many sectors of computer science while seeing its practical application in various ways. Students have the unique opportunity to learn new tech information of interest to them and hone skills they have already begun to develop.

Honors and Advanced Placement Computer Science Principles — Grades 11 and 12 Computer Science Principles develops computing concepts and an understanding of the impact of technology in our lives. The content of this course follows the College Board requirements and is offered as an Honors or Advanced Placement elective. While sharpening their computational thinking and problem-solving techniques, students develop programming skills and gain an appreciation for the impact of technology within economic, social and cultural contexts. In order to help students abstract programming concepts, they learn to code through multiple programming languages 43

including Snap! and Javascript. Adavanced Placement students will complete the College Board Performance Assessment as well as take the AP exam. Those students who enroll in the Honors Computer Science Principles in junior year will not be eligible to take the AP Computer Science Principles in senior year. Students self-select placement into the AP level. Either level of this course serves as a pre-requisite to AP Computer Science A. Advanced Placement Computer Science A — Grade 12 The Advanced Placement course outlined by the College Board provides the foundation for this class whose emphasis is on programming methodology and algorithms using a variety of data types and structures. The object-oriented programming language Java provides the context for treating these subjects. Applications develop student knowledge of algorithms, data types, and structures and provide topics for programming assignments in which students apply this knowledge. The instructor is available for an additional period per cycle to assist students individually. To do well on the AP exam, students should expect to program at least three hours per week in addition to time spent during scheduled class periods.

Prerequisites: A in Computer Science Principles or A- in Computer Science Principles HO or completion of a department-approved summer course Completion of summer work Commitment to additional class periods each cycle Departmental approval An additional Computer Science course is offered in collaboration with the Creative Arts Department: • Computer Graphics is offered by the creative arts department. This course combines art and technology. The description of this course can be found in the Creative Arts section.

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CREATIVE ARTS “For the Poetry of the Art we must provide various occasions to allow every grade in the school to cultivate their fancy and taste…”

- Cornelia Connelly, Book of Studies, 1863 Guided by Cornelia Connelly’s belief that the arts are essential to a well-rounded person, the creative arts department encourages and promotes the artistic development of the Oak Knoll student in the areas of dance, photography, music, and art. Except where noted, courses are required.

Ninth and Tenth Grade Program The ninth and tenth grade arts cycle program offers various options, allowing students to prepare for specific programs of study, such as the Art Major program, in junior and senior years. During the eight quarters of freshman and sophomore years, four are devoted to the arts. The ninth grade offerings include Dance I, Music Theater, and Introduction to Photography from which a student will select two. In tenth grade, students again have two quarters open, in which they may take two of the following—Dance II, Opera History, Darkroom Photography, Calligraphy, Introduction to Computer Graphics, or Foundation Drawing.

To ensure that each student gets exposure to both the fine and performing arts, the creative arts department has a distribution requirement. During the four open quarters of ninth and tenth grades, students must take at least one dance class, one of the music offerings, and one of the visual arts courses. This will leave one free quarter in sophomore year, in which the student takes a course of her choosing depending on her interests and talents. In some cases, she will also be guided by prerequisites of courses offered in the eleventh and twelfth grades. For example, a student interested in pursuing photography at the upper levels, might take Dance I and Introduction to Photography in ninth grade, Operantics & Theatre Production in tenth grade to fulfill her distribution requirements, and Darkroom Photography as her free choice for the remaining tenth grade quarter. To help ensure even distribution in course enrollment, no student will be allowed to take two offerings in one arts area in any given year (e.g., a student would not be allowed to take Calligraphy and Foundation Drawing in her sophomore year, as these are both visual arts offerings).

Senior Concert Choir: Any student in grades 9 to 12 may choose to participate in Senior Concert Choir.

This is a volunteer chorus that meets two times a cycle from September to June. The choir performs two concerts each year, in December and in May. This group has the opportunity to perform various styles of women’s choral literature while learning fundamentals of vocal technique and sight reading.

Styles of choral literature include classics, madrigals, art songs, spirituals and contemporary works. In addition, there will be sectional rehearsals according to grade level.

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Ninth Grade Selections Students will select two of following courses.

Dance I: Contemporary Dance/Introduction to Choreography In this course, both beginning and advanced students explore various dance techniques such as modern, jazz, and lyrical. Performance viewing, discussion, cultural awareness, an introduction to choreography and occasional in-class writings create a total dance experience. The study of dance helps to form a positive sense of self.

Introduction to Photography This course introduces students to the history of photography and camera anatomy, using pinhole and 35mm cameras. Emphasis is placed on the manual control of focusing, the creative use of aperture and shutter speed, and printing skills. Projects are integrated with visual art processes such as collage.

Music and Drama: Musicals and Theatre Appreciation This course explores the unique characteristics and historical developments in American musical theatre history while encouraging theatrical introspection and expression. Engagement in selfexpression is encouraged through drama warm ups, improvisation and class projects. Inter-active classes in drama and scene study invite the student’s exploration into the actor’s tools and mind.

Tenth Grade Selections Calligraphy and Lettering Design This course explores calligraphy and lettering design and examines their function in the communication arts. Students learn lettering styles, techniques, and tools, initially with the Chancery Cursive alphabet as the focus. After mastering this calligraphic style, they learn how commercial art employs type and graphic design collaboratively. At the conclusion of the course, exceptional calligraphers may join Oak Knoll’s calligraphy club, “Scribes,” which serves the school community by lettering signs, certificates, and posters.

Dance II: Contemporary Dance /Choreography The tenth grade program, open to new or continuing students, relies on the various forms, styles, and techniques of dance to foster appreciation for this art. Improvisation and creative exercises help students understand the choreographic process. Discussion, performance videos, and oral critique round out the course of study. Dance conditioning, intended to promote proper body alignment and concentration, is practiced through Pilates, yoga, and other methods. Lastly, in-class writings generate curiosity about the field of dance and its relationship to other aspects of life.

Darkroom Photography Darkroom Photography continues to teach students about camera functions, darkroom techniques, and the art of seeing via theme assignments. Further explorations include the use of different ISO films, alternative light metering, darkroom printing on different paper surfaces and sizes, the use of tripods, and composition.

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Foundation Drawing Drawing is a simple and direct means of visual expression, serving as a method of notation and analysis and a way of learning to see. Accordingly, students enrolled in this course concentrate on mark making and basic drafting skills using a limited range of traditional and invented drawing tools.

The program emphasizes anatomy of form and proportion and the control of contrast, measurement, and placement. Additionally, the use of tone and line, foreshortening, and perspective enhances the student’s ability to represent the three-dimensional world on a two-dimensional surface. This course is a pre-requisite for the Art Major program.

Intro to Computer Graphics This course merges traditional and technological arts, providing the student with the means of visual creation using digital art tools. Equipped with the Corel Painter software program and a tablet laptop and stylus, the student learns the fundamentals of drawing and painting techniques as she explores the fascinating world of computer graphics. “Painter” allows the student to work in various digital media and apply a combination of diverse effects and methods. By the conclusion of this course, each student has a good understanding of the basics of drawing and digital imaging. This course is a prerequisite for the Art Major program.

Music and Drama: Operantics and Theatre Production Operantics and Theatre Production breaks down the stereotypes of opera by exploring important musical periods, musical styles, composers, language and important works. Among the course’s topics are the libretto, aria, recitative, and the common vocal ranges of opera singers. Students learn to listen to and appreciate major operatic works. A drama component educates the students in production approach and scene study. Through Oak Knoll’s connection with the Metropolitan Opera Company, students may have the opportunity to attend a dress rehearsal at the Met. Eleventh and Twelfth Grade Electives Ballet, Contemporary and Conditioning — Grades 11 and 12 This course is designed to integrate contemporary style movements into the classic form of ballet.

Initial emphasis on proper Russian Vaganova and Italian Cecchetti classical techniques to promote correct usage of turn-out, alignment and épaulement. Classical movements are broken down, analyzed and incorporated with contemporary techniques to encourage freedom of expression and artistic growth. Conditioning, including floor work, yoga, Pilates and stretching, encourages the student to create a healthy workout routine and understand of the importance of cross-training as a way to avoid injury. Exercise balls, hand weights, jump ropes, and thera-bands are among the devices used in this course segment.

Modern, Contemporary and Conditioning — Grades 11 and 12 This course, designed for both the experienced and non-experienced dancer, helps students master dance techniques that explore the expression of the human spirit. With a focus on modern techniques (especially those of Horton and Limon) and contemporary styles (jazz, lyrical, and ballet), the process of creative expression is filled with endless possibilities. Breathing, gesture, fall and recovery, suspension of the body in space, dynamics, and improvisational movements teach the student to move creatively, using the body as a uniquely expressive instrument. Conditioning rounds out the course with the use of exercise balls, hand weights, jump ropes, and thera-bands.

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Art Major I — Grade 11 The Art Major course is an elective offering for those students who have a special talent in art and interest in pursuing a career in the visual arts. Accordingly, students pursue an in-depth study of drawing, painting, mixed media, and design. Though this is a studio art course, students also hear lectures on artists, concepts, and styles and view demonstrations on art techniques. Periodic critiques, exhibition opportunities, and portfolio development are also part of the program. Throughout the course, students must keep a drawing journal that contains specific homework assignments and independent work.

Pre-requisites: Either Foundation Drawing or Computer Graphics or Permission of the Instructor Art Major II — Grade 12 This elective course gives seniors the chance to focus on individual areas of creative interest. It also allows them the opportunity to study art history and theory. At the beginning of each term, every student receives an assignment choice of five to ten advanced art projects from which she selects two for class work and one for homework. The student researches, plans, and executes the projects for the remainder of the term. Initial research might involve reading about an art movement or studying the works and techniques of a particular artist or art form. Assignments explore a wide variety of styles, topics, and media, including computer graphics. In the first term, as part of her class work, each student assembles a college art supplement. During the third trimester, some classes are devoted to the study of art criticism. This phase of the program helps students learn to define their own experiences in confronting a work of art. Students complete one written assignment.

Prerequisite: Art Major I or permission of instructor Art Portfolio Honors — Grade 12 Senior Art Portfolio is an honors-level course designed especially for the student who plans to pursue the study of art at the college level. In the first trimester, the focus is portfolio development; the student learns the essentials of this process, using class time to produce and select works that will create a strong visual presentation for her college applications. An initial evaluation of each student’s work is followed by a customized plan that will enable her to broaden the range of her art in terms of subject matter, style, and media. If necessary, a student may devote time to completing home exams requested by some art schools. During the rest of the year, each student selects a concentration theme as a work focus. After preliminary research and consultation with the instructor, each student plans and produces a series of works centered on a particular subject. A short but concise description of her theme project accompanies the collection of work. Additionally, this course provides the opportunity for students to actively engage in the critique process. They learn terminology and the methodology of analyzing and evaluating art works in an informed way. Reading selections on specific artists, art history, and art philosophy form the basis of class discussion and enable each student to prepare the formal statement about her work. One analytical paper about a famous work of art is also required.

Prerequisite: Art Major I Digital Photography I — Grades 11 and 12 Digital Photography I is the transition point from darkroom photography into digital imaging.

Students learn how the digital camera works, applying the same principles as 35mm cameras, and they master all DSLR shooting modes. Students use Adobe Photoshop and Bridge to upload and perform “digital darkroom” enhancement and editing processes. A variety of shooting assignments emphasize 48

subject matter, technical skill mastery, use of light and personal style development. Additionally students learn inkjet printing skills. Periodic class critiques round out the learning.

Prerequisite: Darkroom Photography or permission of instructor Digital Photography II — Grades 11 and 12 Digital Photography II focuses on learning Photoshop’s use of layers, tools, and Camera Raw to enhance, edit, and print images. Projects include the study of master photographers and their techniques. In the spring, students work on theme/concentration projects that enable them to project a personal vision.

Prerequisite: Digital Photography I or permission of instructor.

Photo Portfolio Honors — Grade 12 This advanced yearlong class is designed for the experienced photographer. Each student creates a supplemental college portfolio and prepares photos for advance project work and exhibition.

Traditional and digital camera printing techniques are explored. Assigned projects, such as selfportraiture, are balanced with personally directed projects; and students end the year by publishing an original photo book. Aesthetics, craftsmanship, the development of a personal vision are the topics of classroom discussion.

Prerequisite: Digital Photography I and II (Shooting assignments and gallery or museum visits are required during the summer prior to this course.

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PHYSICAL EDUCATION, HEALTH, AND DRIVER EDUCATION “Five minutes fresh air, or change of air and exercise, are to be taken between each change of study.”

- Cornelia Connelly, Book of Studies, 1863 Benefitting from a whole-child approach to physical education and health, students learn about and practice a healthy lifestyle. Classes are intellectually challenging and physically and emotionally safe for all. Actively engaged, students routinely evaluate and assess their own fitness and lifestyle choices.

Physical Education: Grades 9, 10, 11 The physical education program follows the national standards set forth by the Society of Health and Physical Educators (SHAPE) and promotes the development of the physical, social and mental wellbeing of the student. The department promotes a physically active lifestyle, providing opportunities for enjoyment, challenge, self-expression, and social interaction. Each semester, students participate in a variety of movement experiences integrated into health-fitness concepts. After an introduction to fitness through supervised sessions of strength and body conditioning, students practice movement experiences which rotate each year; these may include ultimate Frisbee, volleyball, flag football, yoga, tae bo, and tennis. Students tap into their critical thinking skills throughout various activities. The eleventh grade physical education curriculum includes a unit in self-defense. Eleventh grade students may fulfill the physical education requirement either by participating in a varsity/junior varsity sports team or by enrolling in two semesters of the dance major program.

Body Conditioning Each semester, one quarter of the physical education class may participate in a body conditioning class.

Using techniques borrowed from dance, the course is designed to help the student condition and tone her entire body. The program incorporates floor work, yoga, stretching, and Pilates theories, including extensive abdominal work and breath and posture alignment exercises.

Health — Grade 9 This course focuses on life skills for health and information concerning current health topics relevant to teens. Topics include nutrition, exercise, sleep, stress, decision-making, and the reproductive system.

This course also offers an in-depth study of the danger of drugs, alcohol, and tobacco.

Health — Grade 11 This course focuses on health issues important to young adults. Topics include current health concerns, motor vehicle safety, drug education, stress management, and making responsible decisions about your health. In addition, students will learn the fundamentals of First Aid and CPR. This course will also teach students to access, research, and evaluate reputable health sites on the Internet.

Driver Education — Grade 10 This course focuses on driver safety skills and rules, driver privileges and penalties, the development of suitable attitudes towards driving, defensive driving techniques, and an understanding of the effects of drugs and alcohol on driving. Students take the New Jersey State Knowledge Test.

Morning Yoga – Grade 9, 10, 11 An alternative to Physical Education 9, 10 or 11, this semester course meets two mornings each cycle at 7:30 a.m., fulfilling the PE requirement for the semester. Students are introduced to basic yoga poses as they incorporate the body, mind, spirit connection to lifestyle fitness choices.

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Morning Strength and Conditioning — Grade 9, 10, 11 An alternative to Physical Education 9, 10 or 11, this semester course meets two mornings each cycle at 7:30 a.m., thus fulfilling the PE requirement for the semester. Students are introduced to strength and conditioning fitness concepts and then design their own plan to meet their personal strength training goals.

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ADDITIONAL ACADEMIC AND SUPPORT PROGRAMS Committed to fostering the growth of the whole child, Oak Knoll School offers rich and varied programs of academic, spiritual, emotional and professional support.

COLLEGE COUNSELING College Counseling relies on the principles of individuality and candor in bringing together the many different elements of a student’s academic and extracurricular interests and accomplishments. A student’s academic strengths, both in performance and potential, together with her contributions to the life of the school provide the framework through which her college counselor gains knowledge of the student as an individual. Weighing all of these factors, the college counselor works with the student to select colleges and/or universities appropriate for consideration and application.

The college process starts in September for all members of the junior class with their once-a-cycle Junior College Seminar. Under the Director and Associate Director of College Counseling, this weekly class is devoted to all aspects of the college admission process including assistance with creating an appropriate college list, testing, recommendations, applications and many other topics. In October, a College Night is held with a panel of seasoned admission professionals who present the admission process and offer advice to parents and students. In January, a second College Night focuses on Oak Knoll and specific information, introduction to Naviance (an on-line college search tool) and distribution of the OKS College Admission Handbook. During the winter months, each junior and her college counselor will hold an individual meeting to discuss the student’s college search and plans for standardized testing. After spring break, a second meeting includes the parents to review progress and chart the course for the remainder of the college process. When the student returns to campus as a senior, she meets with her college counselor throughout the year in formal and informal meetings and she also attends the Senior College Seminar class.

Prior to the junior year, students prepare for their college years by choosing courses within the Oak Knoll curriculum, participating in activities on and off campus and by completing the standardized tests offered at OKS. GUIDANCE AND SUPPORT PROGRAM Student Support at Oak Knoll is an integral part of the school. Students in grades 7 through 10 meet once a cycle in scheduled guidance classes with our Director of Student Support. The program helps students adjust optimally to their classes as they realize the highest possible achievement of their aptitudes. In these classes students participate in activities focused on values clarification, decisionmaking, peer relationships, test-taking strategies, school-related concerns and grade-level needs. The deans and other members of the Upper School administration also conduct classes during the year to discuss academic and social issues, promote community building, discuss course selection, and college planning.

A counseling psychologist is on staff as a consultant to the school. This professional works closely with the Director of Student Support and the deans, and is on campus part-time. Consultations are available and referrals may be made to our consulting psychologist or to persons outside of Oak Knoll.

Student support personnel are located on the second floor of Grace Hall. Individual counseling appointments are offered to all students throughout the school year.

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Oak Knoll teachers and counselors respect the privacy of any student who seeks their counseling, but they cannot guarantee confidentiality. The school may be required to share information where there is a danger to the individual or community or where it is required to do so as a matter of law.

SPECIAL NEEDS Oak Knoll is a selective college preparatory school with limited ability to accommodate the needs of students with moderate and severe learning disabilities. A learning style difference, or in some cases a learning disability, is diagnosed when an individual’s aptitude in a given intellectual arena is statistically lower than expected given one’s overall cognitive functioning. Guidelines and criteria for diagnosing a learning disability are found in the Diagnostic and Statistical Manual-5th Edition (DSM-5).

An evaluation that answers the questions defining the learning difference stated by College Board will be administered by a learning consultant or psychologist and will be kept on file in the office of student support. The consulting school psychologist will review and consider the accommodations indicated in this evaluation. A student who has been identified as having a “learning style difference” will be considered for reasonable accommodations based upon Oak Knoll’s ability to meet a student’s documented needs.

Students must arrange for extended time with their teachers at least one to two days in advance of the test or in-class assignment. Students who have more than one test scheduled on a particular day must make individual arrangements with their teachers. All questions regarding extended time testing must be referred to the Director of Student Support.

Approval for accommodations for Advanced Placement, SAT, Subject Tests, and ACT testing requires a separate application to College Board or ACT, which is obtained directly through College Board and/or ACT in collaboration with the Director of Student Support. The ACT and College Board have their own criteria for evaluating learning accommodations. If a student is denied accommodations by either institution, the student support office will consider and support an appeal. An appeal is appropriate in cases where additional information can be provided in support of the requested accommodation/s. If a student is denied by either institution, the student support team may consider a change in accommodations at Oak Knoll.

Standardized Testing is coordinated in the Office of Student Support and is usually given one time per year. The tests can change from year to year, but in the past OKS has administered: College Board’s PSAT to grades 10 and 11; PSAT 8/9 to grade 9; ISEE to grade 8; Gates MacGinitie to grade 7.

HOPE MEMORIAL LIBRARY “Information is endlessly available to us; where shall wisdom be found?” - Harold Bloom The Hope Memorial Library is an integral part of Oak Knoll's academic life. A multi-media facility, the library houses books, audio books, magazines, newspapers, music on CDs, and films on DVD. All materials, listed in one central online catalog, are available to students, faculty, and staff. The library is part of Oak Knoll’s campus-wide wireless network. This allows students to use their laptops both in the library and anywhere on campus to access our catalog and electronic information sources. The library also has several workstations available to all users. Databases of full-text periodicals and newspapers, online encyclopedias, biography, history, science, literary criticism and cultural databases and reference books in e-book format are available through the Library’s Intranet Web page. Students and staff may access the library subscription databases remotely, from home or anywhere there is Internet access. Oak Knoll also participates in Jersey Cat, the statewide interlibrary loan system which allows us to borrow materials from libraries throughout New Jersey and gives Oak Knoll an “online” 53

connection to resources beyond the walls of the library. Hope Library’s professional staff selects materials to support curriculum offerings in consultation with the faculty. There is also a large selection of books and magazines for recreational reading. Oak Knoll’s librarians provide instruction in research techniques and searching skills to classes of students as well as to individuals. In addition, the librarians plan learning experiences cooperatively with classroom teachers. The library is open from 7:45 a.m. to 6 p.m. Monday through Thursday and from 7:45 a.m. to 5 p.m. on Fridays for the convenience of students, faculty, and staff.

MATH LAB The Math Lab is a resource for all students in grades 7 through 12. This dedicated space is staffed by a math teacher whose aim is to assist and support students of all levels. The Math Lab offers students the opportunity to stop in during a free period or a study hall to ask questions about homework, clarify a concept from class or review for a test. . It provides an environment in which the students can practice skills, improve their understanding of specific procedures or concepts, preview upcoming material and generally build confidence in their mathematics ability.

THE WRITING CENTER The Oak Knoll Writing Center is a place where students of all grade levels and disciplines can meet with faculty and student tutors to get feedback on their written work. Located in Grace Hall, the Writing Center provides assistance with assignments ranging from the college essay to seventh grade Theology projects. The staff consists of faculty from the English department as well as juniors and seniors recommended by teachers for their strong writing skills. In addition to being open throughout the day, students may make appointments with tutors before and after school.

SENIOR CAPSTONE PROJECT During the month of May, seniors participate in a capstone project which completes their high school experience. Through the Senior Capstone Project, each senior independently explores an area of interest: academic, creative, career, or service-oriented. Senior students are challenged to demonstrate their passion for discovery beyond the academic curriculum. As part of Oak Knoll’s commitment to the growth of the whole child, the Senior Capstone Project furthers the development of mature students who make and act upon responsible choices which enrich their lives and the lives of others.

By engaging in a meaningful “capstone” to their education at Oak Knoll, seniors set reasonable goals, manage time wisely, act responsibly, and demonstrate initiative, all key skills necessary for success in future educational endeavors and beyond.

SUMMER READING PROGRAM To encourage recreational reading, members of the faculty and administration sponsor a summer reading program for grades 7 through 12. Before leaving for summer break, students select two titles from an extensive, annotated list and they read these works during the summer vacation. Upon their return to school in the fall, students take a brief reading quiz and participate in a small group discussion for each of the selected books. Sponsoring faculty members direct the quizzes and discussions. Eleventh and twelfth grade students are invited to volunteer to act as student discussion leaders guided by faculty moderators. A student’s performance for the summer reading project appears among the first semester grades. This mentoring program seeks to reaffirm the faculty’s belief in the importance and pleasure of reading. The school hopes that, by offering choices of great diversity, students will explore new fields and continue existing interests.

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TECHNOLOGY PROGRAM The Upper School has created a custom 1:1 laptop program in order to provide computing resources to students both on and off campus. Grades 7-12 participate in the program through a two-year device lease program, which allows the student to take the devices off campus. The computing environment includes options such as word processing, spreadsheets, desktop publishing, presentation software, photo editing, and graphics editing, with both local and web-based software.

All classrooms are equipped with projection capability and wireless access to the Internet is available throughout the campus. Students access their coursework through a centralized Learning Management System. This system is accessible both on and off campus for access to course material, including homework assignments. Students also have access to all online library resources while on campus or at home.

The Technology Help Desk is located on the main floor of Connelly Hall and is open daily from 7:45 a.m. until 4 p.m. Staffed with experienced personnel, the Technology Help Desk is the place to go for students needing any assistance with their devices, access to resources, or to request changes or repairs to their device.

ADDITIONAL ACADEMIC AND ENRICHMENT PROGRAMS Art Studio (Atelier) – Grade 9 This after-school workshop is designed for aspiring young artists in the ninth grade who plan on pursuing the study of art at Oak Knoll. Accordingly, the class provides students with a foundation in basic drawing fundamentals and skills based upon direct observational work. In addition to the work accomplished in school, several outside assignments are required. If time permits, a brief introduction to computer graphics will be included in the course of instruction. The workshop meets once a week and is offered in each of the three trimesters. Drawing supplies are furnished by the creative arts department.

Cum Laude Society Founded in 1908 and modeled after Phi Beta Kappa, the Cum Laude Society aims to reward true scholarship and encourage the qualities of “excellence, justice, and honor.” The top 20 percent of the senior class is eligible for membership, with no more than the first 10 percent inducted in the spring of junior year, and the next 10 percent eligible for induction in the spring of senior year.

French, Spanish and Latin Honor Societies Juniors and seniors who are enrolled in French, Spanish or Latin at level IV Honors or higher are eligible for departmental nomination to the national French, Spanish or Latin Honor societies.

Criteria for selection include academic excellence and interest in the culture of the language studied.

HOPE Committee – Helping Other People Everywhere (7 – 12) The HOPE committee is comprised of faculty and student representatives. The Student Council President, the Campus Ministry Council President, and class presidents of each grade serve on the HOPE committee along with the deans, the Upper School Division Head, and the advisor to the Campus Ministry Council. The committee serves as a clearinghouse for requests for school-wide fundraising, collections, drives, and other requests for monies. Campus Ministry Council and the Student Council are responsible for designated fundraising which traditionally occurs each year, such as bagel sales and class fundraisers. In an attempt to balance the many requests received each day from 55

students who want to give generously to those in need, this committee meets monthly to respond and schedule those fundraising and collection efforts most important to the Upper School community.

The Upper School responds to the Holy Child goal to work for Christian principles of justice, peace, and compassion toward people in need in every facet of life, not only by raising funds but by educating and raising awareness of those needs. Students who apply to the HOPE committee commit to education and awareness by presenting, in general homeroom, information regarding the need, the people, their culture, their country, and how we can go beyond money in making a difference to a particular community.

Leadership Program Oak Knoll develops tomorrow’s leaders. We motivate our students to answer the “call to service” and encourage them to “step forward.” Leadership positions require time and energy, but the rewards are many.

Leadership Training: Training is vital and essential to the development of strong, capable, and responsible leaders. The school provides leadership training for all elected representatives, peer leaders, publication editors, and activity presidents in May of each year. Within each activity, students receive follow-up training. Students meet in June and September to set goals for the school year. The deans conduct the leadership training. Outside trainers may join student leaders from the previous term to assist in the training.

Senior Leadership: Underclasswomen look to the Oak Knoll seniors as leaders and role models. To prepare juniors for their responsibilities as seniors, they attend guidance classes and meetings each year to develop their leadership qualities. Students participate in discussions about their responsibility as role models, their “call to service” as leaders and the opportunities available for leadership development. The school strongly encourages all juniors to answer this “call to service” by assuming leadership of an Oak Knoll student activity or by running for elected position. All students in the Senior Class serve as impressive leaders of the school.

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APPENDIX: ACTIVITIES AND CLUBS Bel Canto (9 – 12) Bel Canto is a select liturgical choir that leads the community in song at Masses and prayer services.

Cantors are trained to direct the congregation for each Catholic mass and service. The chamber orchestra members are also included at select times during the school year.

Chamber Orchestra (7 – 12) This emerging program provides a forum for instrumentalists of varying abilities to play together weekly and to collaborate on performance pieces. The chamber orchestra accompanies the choir during the Christmas and Spring concerts. All students with experience playing an orchestral instrument are encouraged to join this group. Private lessons are available.

Chess Club (7 – 8) Chess Club offers the perfect opportunity to learn the intricate game of chess in a relaxed and fun environment. With meetings once per cycle, beginning and more experienced chess players hone their skills in logic, tactical planning and critical thinking as they practice the moves of the various chess pieces. Fun powerpoint presentations and friendly matches throughout the year lead to the annual Student vs Faculty Chess Tournament in the spring.

Chimes (7 – 8) Chimes is a select seventh and eighth grade vocal group comprised of talented members from Concert Choir II. Auditions are held in September and January. Regularly scheduled morning rehearsals occur in preparation for the Fall Choral Consortium, an annual event founded and hosted by Oak Knoll.

This event features vocal performances from neighboring middle schools. The Chimes also perform in the Spring Concert. Members of this group master the art of three-part harmony, learn and perform songs in a variety of styles.

Classics Club (7 – 12) The Classics Club serves as an extracurricular opportunity for students to explore the Classical world through participation in various games and activities. The Classics Club is affiliated with the National Junior Classical League and the New Jersey Junior Classical League. These organizations promote interaction, fellowship, and interest in the Classics at a pre-collegiate level. All students interested in the ancient world and the Latin language, regardless of the language they study at Oak Knoll, are welcome to join the Classics Club.

Dancers (Junior Dancers, 7 – 9; Senior Dancers, 10 – 12) Junior Dancers is a select dance group comprised of students from grades 7 through 9. Senior Dancers belong to grades 10 through12. Students audition for membership which requires participation in numerous after-school and occasional weekend rehearsals. The groups perform classical ballet (including pointe), jazz, modern, lyrical, theatrical and Broadway show pieces at school productions and Dance Concerts. A group called Apprentices is open to any interested student. These developing dancers should attend group rehearsals as frequently as possible.

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Dramatica (7 – 12) Dramatica is a dedicated drama experience which trains actors in stagecraft, acting techniques, improvisation, lighting and production approach. Students in this activity rehearse and perform a full length Fall production and Spring showcase. Auditions are held in September and February with performances in October and April.

Ensemble (9 – 12) Ensemble is our select women’s choir representing grades 9-12. Auditions are held at the beginning of the school year. The group provides an opportunity for students to achieve extraordinary levels of performance and excellence in a diverse repertoire ranging from Renaissance to Contemporary. The Ensemble performs in two major concerts and tours the local area supporting foundations and charities. Rehearsals take place two times per week from September to June.

Forensics (7 – 12) Forensics is derived from the Latin word “forum,” meaning “an open space”. Historically the forum was the venue at which all sorts of ideas were publicly exchanged. Oak Knoll students can develop their public speaking and debate skills as participants in this competitive team. A member of the Newark Catholic Forensics League and the National Catholic Forensics League, the Oak Knoll team competes against rival schools on Saturdays during the school year and also competes at various invitational and New Jersey Forensics League tournaments. Seventh and eighth grade students can experience forensic competition as part of the Middle School Forensics team which competes in a county tournament each spring.

French and Spanish Newsletters (7 – 12) Ecoute-moi and La Vista are the French and Spanish newspapers published three to four times a year.

These student-driven journals cover a wide range of topics written in the target language. In keeping with Oak Knoll’s commitment to being “green,” online editions of these newspapers are available.

Green Team The Green Team raises awareness of environmental issues not only in our school and community, but also in the world. This group welcomes all students in grades 7 through 12, and has its own Moodle page where we post ideas, links, pictures and the latest news on environmental issues. Protecting the environment and all creatures on the Earth and working toward sustainability are our focus.

Great Books Roundtable (Grade 8) In the Great Books Roundtable, Level 3 program, eighth graders study, in depth, traditional and modern classics in a small group setting under the direction of a trained discussion leader. This semester program is a supplementary course of study that increases a student’s ability to enjoy, analyze and discuss literature.

Knit for the Needy (7 – 12) Knit for the Needy is a group that meets weekly. Depending on their comfort level, members knit scarves and hats. The completed projects are donated to various organizations such as Bridges and Catholic charities. All students in grades 7 through 12 are eligible to be members. No knitting experience necessary.

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Literary Magazine - Freestyle (7 – 12) Freestyle, the Oak Knoll literary magazine, publishes poems, short stories, essays, artwork, and photography by students in grades 7 through 12. The student editors select the works to be included and design the layout of pages in order to best showcase Oak Knoll students’ creative works. All students may submit works for consideration and possible publication. Students in all grades are eligible and encouraged to serve as staff members of Freestyle.

Math Leagues (7 – 12) All students in the Upper School have the opportunity to participate in Catholic Math League.

Catholic Math League is a mathematical tool that is used by hundreds of Catholic schools throughout the nation to aid in the development of the mathematical skills of their students.

Students who choose to participate work on practice worksheets and then take four multiple choice tests each year. Students’ scores on these tests are submitted along with the scores from other participating schools. More information is available at www.catholicmathleague.com. .

Mock Trial (9 – 12) Each year the New Jersey State Bar Foundation (NJSBF) sponsors mock trial competitions for high school students. The purpose of these competitions is to familiarize students with the operation of the law, court procedures, and the legal system. Students on the Mock Trial team meet for about four months to prepare a mock legal case provided by NJSBF. Team members take on the roles of lawyers, witnesses, and jurors in the trial and compete first on the county level. Winning teams then move on to competitions at the regional and state level. A faculty member and a practicing attorney advise and coach the team.

National Latin Exam The National Latin Exam may be offered annually as an enrichment opportunity for students enrolled in Latin. The test incorporates grammar, vocabulary, reading comprehension, derivatives, and cultural and historical knowledge. The National Latin Exam gives every student the opportunity to demonstrate her knowledge of Latin and to feel a sense of pride in her linguistic accomplishments.

The test is offered to students on a volunteer basis.

Newspaper—Untucked (7 – 12) Membership on the staff of Untucked is open to all students from grades 7 through 12 who are interested in newswriting, layout, photography, art, and editing. The staff publishes four newspapers during each academic year and in the spring begins to anticipate the following year’s direction.

Operation Smile (7 – 12) Operation Smile is a private, not-for-profit volunteer medical services organization providing reconstructive surgery and related health care to children and young adults around the world born with cleft lips, cleft palates, and other facial deformities. Oak Knoll students participate as members of the Operation Smile Student Association. Students can apply to participate in summer training workshops and as members of student education teams attending international medical missions. In recent years, Oak Knoll students have attended mission trips in Bolivia, China, The Democratic Republic of Congo, Guatemala, and India, and in the summer of 2011, four students and a faculty moderator attended leadership training in Beijing, China. Oak Knoll also holds an annual fundraiser to support the work of Operation Smile.

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Outdoors Club (7 – 12) The Outdoors Club encourages an appreciation for the natural world through outdoor recreational activities such as hiking or kayaking. Local outings are planned according to student interest and usually take place on a weekend morning or afternoon. Any student in grade 7 through12 is welcome to join, and no prior experience is necessary.

Peer Leaders (12) The Peer Leadership Program, comprised of seniors working with grades five, six, seven, eight, and nine, operates under the direction of the Upper School dean in cooperation with Student Council.

This program requires a commitment of time, energy, dedication, and a desire to support others.

Seniors participating in this program are leaders who develop a special rapport with younger students.

Peer Leaders attend weekly planning sessions during the year and several meetings over the summer to prepare for the school year. Fifth, sixth, seventh, eighth, and ninth graders look up to their peer leaders and emulate their behavior and attitudes.

The Peer Leaders meet once every cycle with the students in grades seven, eight, and nine. Other peer leaders work with the fifth and sixth grade students to facilitate their transition to the Upper School.

The meetings include discussions about social and academic pressures; relationships with peers, parents, and faculty; and any problems or concerns that need to be addressed. In addition to the group sessions, peer leaders organize activities such as games, fun nights, parties, and luncheons.

Photo Club (7-12) Photo Club meets bi-weekly after school. Students, with or without photographic experience, are welcome to join for one, two, or three trimesters. Members will choose between darkroom photography (using a 35mm camera and black and white film) for a trimester and digital photography.

Darkroom photography gives students the opportunity to learn exposure, creative focusing and framing techniques and members learn to develop film and make enlarged prints from negatives.

Digital photography applies the same concepts of exposure, creative focusing and framing for use with the Canon Rebel DSLR. Members photograph, upload the images, edit, enhance, and print images using Mac desktop computers, Adobe Photoshop, and inkjet printers. Digital space is limited to six computers, but members can team up in pairs. Students switch from digital to darkroom at the end of each trimester. Cameras are available for use during photo club meetings.

School Consortium of New Jersey (7 – 8) Oak Knoll is a proud member of the School Consortium of New Jersey. This organization is comprised of ten public and private schools from the surrounding area. Its purpose is to provide students with unique, worthwhile opportunities to share their talents, accomplishments, and camaraderie.

An Executive Consortium Faculty Committee plans a yearly calendar of events to promote student growth in academics, sports, social skills, and creative arts. Participating and giving one’s best effort are the primary goals. The consortium recognizes individual and school achievement with ribbons, certificates, plaques, and trophies, yet keeps competition in proper perspective, imparting the message that winning is less important than trying.

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In the yearly calendar of events are Cross-Country Race, Choral Ensemble, Spelling Bee, Chess, Problem Solving, General Knowledge, Interpretative Reading, Extemporaneous Speaking, and foreign language.

School Musical Production (7-12) Every spring Oak Knoll supports a full-scale musical production. Some of the recent performances in our repertoire include Once on This Island, Joseph and the Amazing Technicolor Dreamcoat, Sound of Music, Thoroughly Modern Millie, The Wiz and Anything Goes. Participation in the school musical provides theatrical opportunities for students talented in music, drama, and dance, but also gives experience and training to students interested in staging, directing, lighting, set design and construction, costuming and make-up, publicity and ticket sales. Auditions for the musical usually occur in early fall.

Science Club (7 – 12) Through laboratory experiments, discussions, and literature research, students in the Science Club explore and learn about scientific topics of interest to them. Recent topics have included learning, memory, and regeneration in a freshwater flatworm, and the science of hair. Field trips to local sites are organized as interest dictates.

Scribes (10 – 12) Oak Knoll’s Calligraphy Club, “Scribes,” is an art service club composed of exceptional calligraphers who do lettering jobs for the school and community at large.

Shades (7 – 12) Shades is Oak Knoll’s multicultural association. At weekly meetings, members share their cultures and ethnicities and discuss current topics about diversity. Activities include trips to multicultural conferences and visits to guidance classes to broaden the discussion of diversity at Oak Knoll.

Members present multicultural topics at school assemblies and sponsor programs to which other schools are invited.

Society of Black Scholars (7 – 12) Students in grades 7 through 12 meet each cycle to discuss, organize, and plan activities and presentations that celebrate the culture and ethnicity of African-Americans. Some of the presentations focus on the celebrations of Kwanzaa, Dr. Martin Luther King Jr.’s birthday, and Black History Month. Oak Knoll’s Black Scholars group joins with Black Scholars from other independent schools to dialogue and socialize. Although the meetings focus on issues pertaining to African-Americans and their culture, all students are welcome.

Stage and Lighting Crews (7 – 12) The Stage Crew is a group of technicians responsible for planning and executing all tasks related to backstage work—sound, curtain, props, and set coordination. The Lighting Tech Crew is responsible for designing, programming, and executing the lighting for all school performances and assemblies.

Members of the teams must attend periodic training workshops and dedicate the hours required for rehearsals and performances. Both crews are responsible for the annual calendar of events and collaborate closely with the directors for each production.

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Student Council (7 – 12) Providing opportunities for student leadership is a vital component in fostering the development of young women into responsible, caring adults. Students in all grades can pursue leadership positions in many contexts: homeroom, Spirit Week committees, fundraisers, liturgies, class meetings, among other grade level activities, many of which are initiated and facilitated by Student Council of Oak Knoll.. The Student Council is made up of Academic, Athletic, Campus Ministry, Creative Arts, Social, and Core Council which includes class presidents, vice-presidents, council presidents for each of the five councils, student council president, secretary, peer leader coordinators, and the publicity chairperson.

Each council functions with a moderator and president. Two representatives from each grade serve on the Athletic, Campus Ministry, Creative Arts, and Social Councils. The vice-president of each grade serves on the Academic Council. In addition, the group of presidents for each performance activity complements the Creative Arts Council.

The Academic Council addresses student concerns regarding academics, arranges for student tutors, and disseminates information on summer opportunities. Ensuring tissues in each classroom and securing course textbooks for use in the library are among the responsibilities of academic representatives.

The Athletic Council is the student support for the athletic program at Oak Knoll. Vital functions of this council include serving as a student vehicle for athletic input and communicating upcoming events to the student body at large.

The Campus Ministry Council, in conjunction with members of the Campus Ministry Team, coordinates the Campus Ministry program and represents and organizes students for all activities. Campus Ministry representatives take turns selling bagels on Tuesday and Thursday mornings to raise funds for PIN (People in Need). Council members announce and encourage participation for all activities.

The Creative Arts Council supports and provides communication for all “Creative Arts” groups and performances. Serving dessert at dinner theatre is just one of their commitments.

The Social Council organizes social activities at Oak Knoll. The Junior-Senior Prom and the school dances are among some of its programs.

Serving in any leadership capacity is an honor that represents a serious commitment. Students attend weekly meetings both at the class level and the council level. Each class, along with the council, plans many activities. Students must attend and participate in these meetings and activities. Serving in any leadership position requires time and energy, but the rewards are many!

Tech Club (7 – 8) Students have the opportunity to explore technology in an informal, club setting. The topics are student-generated Examples can include: robotics, web design, social media and programming.

TEDx Affiliated with and patterned after the TED Talks, TEDx is a forum for students to prepare and deliver speeches on various topics. TEDx offers students the exceptional opportunity to research a subject, logically develop a point of view, write and give a public address. Students meet at least once 62

per cycle in addition to independent work on their speech. At the annual TEDx forum at Oak Knoll, students deliver their TEDx Talks to the community.

Tour Guides (7 – 9) With the guidance of the director of admissions, these students from grades seven to nine serve as hostesses for visitors to Oak Knoll. They act as official guides to prospective students on visiting days and also assist with all school open houses during the school year.

Trips Abroad (11 – 12) Oak Knoll sponsors trips to various countries abroad in response to academic connections and student interest. Some destinations in the past have been France, Spain and Canada. These trips are in addition to the Dominican Republic trip sponsored by Campus Ministry.

Women in Politics The Women in Politics club seeks to encourage girls to envision themselves as future leaders.

Currently, female representation in Congress stands at 19%. Research shows the importance of teaching leadership skills to girls starting in middle and high school in order to change this statistic.

During meetings, students have the opportunity to interview current female leaders via Google Hangouts as well as partake in Twitter chats with girls across the nation.

Writers Roundtable (9 - 12) Writers’ Roundtables I, II, and III gather ninth, tenth, and eleventh grade creative writers. Students meet weekly to write creative pieces, share their work, and eventually get published. The moderator develops a variety of writing activities to inspire students to their best expressive writing in poetry, short story, and the personal essay.

Yearbook - Aquila (7 – 12) Production of Oak Knoll’s yearbook, Aquila, is a yearlong endeavor. Junior and senior editors and a staff of students from all grades create an annual publication of approximately 240 pages. In assembling this book, students gain expertise in the areas of graphic design and desktop publishing, journalistic writing and photography, business management, and public relations. Juniors and seniors who have served as staff members may apply for editorial positions. The staff meets regularly twice a week after school. Sessions may also occur on weekends and during vacations in order to meet deadlines.

Students interested in starting a new club are encouraged to meet with the deans. Each year, the Upper School supports the interests and passions of our students as they initiate new clubs.

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