2022-2023 Rivers School Course Catalog

TABLE OF CONTENTS

Mission Statement and Core Values 2

Curriculum Overview 3

Middle School 3

Upper School 4

Upper School Course Selection & Graduation Requirements 5

Course Selection 5

Graduation Requirements 6

Independent Studies 7

Course Listings by Department 8

Interdisciplinary Studies 8 Arts 10

Performing Arts 11 VisualArts 17

English 23 History 32 Humanities (Middle School only) 39

Language 42 French 42 Latin 44 Mandarin 46 Spanish 48 Mathematics 52 Science 58

MISSION STATEMENT

Rivers challenges students to attain their highest levels of excellence in academics, arts, and athletics. We set high standards and expect students to participate actively in their learning. We cultivate a caring, respectful, and collaborative environment that encourages student performance, including demonstration of logical thought, informed and articulate voice, creative vision, and integrity Rivers is dedicated to preparing its students for leadership in a world that needs their talents, imagination, intellect, and compassion.

CORE VALUES

Our school is a community that upholds the values expressed in the Rivers seal: “Integritas et Sedulitas

INTEGRITAS: INTEGRITY

We value responsibility, honesty, compassion, diversity, and respect, acknowledging that our actions have a profound impact on ourselves, on others, on the environment, and on the community as a whole

SEDULITAS: PERSEVERANCE

We acknowledge that the diligent pursuit of intellectual, creative, physical, and moral excellence is essential to one ’ s strength of character. Back to Table of Contents

CURRICULUM OVERVIEW

MIDDLE SCHOOL CURRICULUM OVERVIEW

The table below reflects the most common Middle School course progression for grades 6 8. For more detail on the courses in each department, see the detail listed under each department (accessible by clicking on the department name).

Subject 6th Grade 7th Grade 8th Grade

Humanities English & History

Language

World and Water Global Citizenship & Media Literacy

Systems of Justice & Injustice

Latin, Grade 6 French, Grade 7 Latin, Grade 7 Spanish, Grade 7 French, Grade 8 Latin, Grade 8 Mandarin I1 Spanish, Grade 8

Mathematics Pre algebra, Grade 6 Pre algebra, Grade 7 Algebra I Honors Algebra I

Science Earth Science Life Science & Sustainability

Introduction to Physical Science Arts

Performing Arts2 Drama, Grade 6 & Visual Arts, Grade 6

Performing Arts Visual Arts, Grade 7 Performing Arts Visual Arts, Grade 8

Development

Human Development Seminar Human Development Seminar Human Development Seminar

UPPERSCHOOL CURRICULUM OVERVIEW

The table below reflects the most common course progressions for students at the Rivers school in Grades 9 12. For more detail on each department’s curriculum, see the subject specific links embedded in the table. Department 9th Grade 10th Grade 11th Grade 12th Grade English

English 9 Honors Seminar3 English 10 Hon. English 10 English 11 AP English 11 English Electives AP English 12

History

World History

Hon. World History

Language Latin I

Hon /Reg Latin II4 Spanish I Hon /Reg Span II5 French I or II6 Mandarin I or II

Mathematics Geometry

Hon Geometry

US History Adv. US History AP US History

Hon./Reg. Latin II Hon /Reg Lat III Hon./Reg. Span. II Hon /Reg Span III French II or III Mandarin II or III

Algebra II Adv Algebra II Hon Algebra II

History Electives Hon. History Electives AP Euro History History Electives Hon. History Electives Honors Thesis AP US Government

Hon./Reg. Latin III AP/Reg Latin IV7 Hon./Reg. Span. III Hon /Reg Span IV French III Hon /Reg French IV Mandarin III or IV

AP/Reg. Latin IV Honors Latin V Hon./Reg. Span. IV AP/Reg Span V Hon./Reg. French IV AP/Reg French V Mandarin IV orV

Precalculus Adv Precalculus Hon Precalculus Statistics Calculus AP Microeconomics AP Statistics AP Calc AB or BC Post AP Calc /Lin Alg

Science Bio. & Chem. I Hon Bio & Chem I

Visual Arts Foundation Course in Ceramics, Drawing, Photo, and Sculpture

Bio. & Chem. II Adv Bio & Chem II Hon. Bio. & Chem. II Physics Adv Physics AP Physics, Mech.

Int. Drawing, Painting, Printmaking, Ceramics, Photo., Sculpture

Electives8 AP Env Science AP Comp. Science A AP Biology AP Chemistry

AdvArt, Ceramics, Photo , Sculpture Art as Tool for Change Cinematic Production Drama Jazz

Int/Adv. Drawing, Painting, Printmaking, Ceramics, Photo., Sculpture

UPPER SCHOOL COURSE SELECTION & GRADUATION REQUIREMENTS

UPPERSCHOOL COURSE SELECTION

The mission of our Upper School course selection process is to enable each student to chart a rich and challenging path through a curriculum designed to prepare them for a world that needs their leadership. Given the range in pace and rigor across our course offerings, we strive to guide students toward courses in which they can both stretch and thrive and which, taken together, comprise an overall load that does not overwhelm them beyond capacity. Always, our guiding principle is Excellence with Humanity.

Rigor in the Upper School Program

Most of our departments offer core courses at either two or three levels; the table above shows the typical course progressions for each department by grade. The majority of our classes are designated as advanced or grade level (note that grade level courses lack the qualifier for honors, AP, or advanced). These advanced and grade level courses cover discipline specific content with substantial depth and challenge. Most of the sections in multi level courses are offered at grade level (for two level courses) or advanced level (for three level courses), and those courses provide plenty of depth and challenge. A smaller number of sections in each discipline are offered at the honors or AP level In terms of rigor, honors and AP designated courses are considered equal to each other and typically represent the most challenging options in the course progression. Enrollment in any advanced or honors/AP class requires a departmental recommendation; our honors/AP level courses require a demonstrable pattern of excellence in the discipline.

Placement Recommendations and Course Counseling

Placement recommendations for multi level courses are generated by the academic departments and aim to find the best fit for each student. The process varies by department, and course recommendations generally rely on grades, the current teacher’s understanding of the student’s learning profile, the support and input of the department chair regarding the content and skill trajectory of the next course, and, where appropriate, placement tests. Our course counselors then partner with the student and family to look holistically at the recommendations to create an overall course and rigor mix across the disciplines based on the student’s academic interests and overall commitments.

ACADEMIC GRADUATION REQUIREMENTS

In order to graduate, students are required to accrue the following number of credits in each discipline while enrolled as a student at the Rivers School in Grades 9 12. Students transferring into the Rivers School in 10th or 11th grade may have these requirements adjusted based on prior high-school level coursework, on a case-by-case basis These adjustments will be discussed and finalized in the student’s initial course counseling meeting prior to the start of the school year.

A single credit is earned by receiving a passing final grade in a year-long, full course at the Rivers Upper School. A half credit is earned by receiving a passing final grade in a one semester, full course at the Rivers Upper School. Beginning in 2021 2022, trimester courses will no longer be offered, as the Upper School transitions to a semester term structure. A one trimester course taken prior to the 2021 2022 school year will count for 0.33 credits.

Below are the minimum course requirements in order to graduate from the Rivers School for students enrolled at Rivers from grades 9 12: 4.0 credits in English

3.0 credits in math, including Geometry and Algebra II 2.0 credits in history, including United States History and 1.00 credit (total) taken during grade 11 and 12 2.0 credits in science 2.0 credits in foreign language 2 0 credits in the arts 0.5 credits in a course cross listed with Interdisciplinary Studies (IDS)

Please note that these are the minimum requirements to earn a Rivers diploma. Students are required to be enrolled in at least five full courses each term from among the English, history, language, math, and science departments plus any arts credits. Please be aware that some colleges expect high school students to take more courses in certain subjects than are required to graduate from Rivers.

Courses with an IDS designation will meet both a departmental distribution requirement and the IDS requirement. If any other course is cross listed in multiple departments, students may choose how they will apply the credit toward the graduation distribution requirement. Credit may be applied in one department only. Students cannot apply credit for a single course toward more than one departmental distribution requirement except in the case of IDS designated courses.

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INDEPENDENT STUDIES

The Rivers School Curriculum is designed to prepare students for a world that needs their talents, imagination, intellect, and compassion Our faculty continuously reviews and updates our curriculum to ensure it meets this goal. It is common for students to develop interest in areas outside the topics covered in our core courses, and Rivers encourages students to partner with adults in the community to explore these topics in more depth These explorations and projects, however, are by definition outside of the scope of our designed curriculum. As such, these outside explorations and projects are not assigned as courses on a student’s transcript, nor do they count towards a student’s graduation requirements in a particular department.

The term ‘Independent Study’ will be reserved for cases where a student has demonstrably exhausted the Rivers School curriculum in a core discipline and requires outside resources to continue study at a level not offered at Rivers. In such cases, the student and relevant Department Chair are required to submit a proposal for the independent study to the Dean of Studies no later than June 1 of the year prior to the academic year in which the Independent Study will occur. Explicit written approval by the Dean of Studies, Dean of Faculty, and Head of Upper School are required in order for the Independent Study to go forward in the subsequent academic year

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COURSE LISTINGS

INTERDISCIPLINARY STUDIES

Exemplifying the belief that excellence in high school education need not be constrained by a traditional academic curriculum, the interdisciplinary studies department is founded on the principle that a complete high school education must aspire to an exploration of the significant connections between disciplines. Why and how was it possible for the Holocaust to occur? How is our understanding of human history affected by seeing it in the context of the scientific study of the universe as a whole? What are the most effective ways of communicating public health and other scientific information to the general population? In order to respond to such questions successfully, students need to integrate disciplines, combining the insights, skills, and approaches of different subjects in order to make progress. While such interdisciplinary engagement has always been important as an intellectual pursuit in its own right, there is growing evidence that in a rapidly changing, globalized environment, aptitude for and confidence with intellectual and creative synthesis are increasingly vital qualities for successful graduates. As “excellence” provides the rationale for the IDS department, “humanity” constitutes its fundamental content: A full appreciation of the richness and value of our shared humanity involves a creative, rigorous examination of the relationships between our arts, histories, sciences, mathematics, languages, and literatures. While interdisciplinary courses should and will vary widely in terms of delivery style, subject matter, and teaching faculty, it is in its creative fostering of these qualities and this content that each interdisciplinary course finds its deepest rationale.

All courses in the Interdisciplinary Studies (IDS) Department are cross-listed with at least one other department. Full course descriptions can be found in each department’s course listings, linked to below.

ARTS COURSES CROSS-LISTED WITH IDS

Full course listings available by clicking here

Art as a Tool for Social Change

Identity & Reality: Cinematic Production & Critical Studies

ENGLISH COURSES CROSS LISTED WITH IDS

Full course listings available by clicking here

Year long courses

AP English 12 Prerequisite: Recommendation of the department

First Semester Courses

Life and Death Sports Literature Courses

Second Semester Courses

Exploring Ethics: Language, Literature, and the Brain

HISTORY COURSES CROSS LISTED WITH IDS

Full course listings available by clicking here

First Semester Courses

History ofArt I: Global Perspectives onArt in theAncientWorld Systems Thinking for the Common Good

Second Semester Courses

Honors History of Cities

History ofArt II: Global Perspectives onArt in the ModernWorld

LANGUAGE COURSES CROSS LISTED WITH IDS

Full course listings available by clicking here

Interdisciplinary SpanishV

MATHEMATICS COURSES CROSS LISTED WITH IDS

Full course listings available by clicking here

Post AP Multivariable Calculus and Topics in Mathematics

SCIENCE COURSES CROSS LISTED WITH IDS

Full course listings available by clicking here

Psychology

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ARTS

The arts program at Rivers offers students opportunities to explore a broad range of artistic disciplines and then to pursue one or more areas in depth.

The Middle School arts program follows a pre foundation curriculum in the visual arts and the performing arts. Middle School students must take courses in the visual arts and performing arts.

All students in grade 9 will take a year of visual art, drama, or music offerings Students will then go on to earn additional credits while pursuing their artistic passion in a diverse range of upper level courses, supporting their creative vision and articulate voice through public exhibition and/or performance.

Students in grade 9 must earn 1 foundation level credit Offerings include:

● Foundation: Ceramics and Drawing

● Foundation: Photography and Sculpture

● Introduction to Drama

● Intermediate Drama

● Upper School Chamber Ensemble and Upper School Select Chamber Ensembles

● Upper School Chorus and Upper School Select Chorus

● Intermediate Jazz Ensemble and Select I/II Jazz Combos

● Rivers Big Band and Rivers Honors Big Band

Aer earning one foundation art credit in 9th grade, students are encouraged to pursue one or more areas in depth in grades 10 through 12. All students must earn at least one additional arts credit prior to graduation

New students entering grade 10 and 11 who have taken courses similar to those offered at Rivers are given credit at the discretion of the department head. All new incoming 10th graders must complete a minimum of 1.5 arts credits at Rivers, and all incoming new 11th graders are required to earn a minimum of 1 art credit at Rivers, which may include foundation level courses at the discretion of the department head.

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PERFORMING ARTS

The Performing Arts Department, recognizing that the performing arts are at the core of human existence, offers ensembles and classes in a supportive environment that provides for performance-based assessment and process-oriented learning. Students are encouraged to exceed previous levels of achievement, discover self confidence, develop self esteem, build self discipline, and achieve self awareness. Teachers are models for active learning, risk taking, and self expression. Students are taught the arts for the sake of the arts and as a model for all learning. Motivated students are prepared for advanced study

The study of the performing arts is a major component of a well rounded education. As such, the performing arts at Rivers aim to help students understand how to listen to and interact with other performing artists as well as to express themselves confidently, articulately, and artistically

MIDDLE SCHOOL PROGRAM OVERVIEWand COURSE LIST

Rivers provides Middle School students with unique opportunities in chorus, instrumental music, drama, and musical theater. Ensemble experiences are a fundamental component of the middle school program and provide opportunities for students to take risks, discover new passions, and collaborate across grade levels toward a common performance goal

New students in the Middle School (all sixth grade and any new seventh grade or eighth-grade students) must choose from the following Performing Arts choices: Mixed Chorus, Chamber Ensemble, Big Band, Beginning Jazz Band, Theater Arts (priority given to seventh grade and eighth grade students), or Musical Theater. Big Band and Chamber Ensemble require an audition, and Chorus and Musical Theater require a placement interview. Middle School students have the opportunity to receive instruction on a variety of instruments at The Rivers School Conservatory. Lessons typically last 30 45 minutes Instructors expect students to practice daily A separate brochure from The Conservatory describes the range of offerings and applicable fees. Private lessons are usually scheduled around sports practices on Monday, Tuesday, and Thursday aernoons. All sixth and seventh-grade students learn public speaking skills as part of their humanities curricula, and eighth grade students are required to write and deliver formal speeches. Students are required to take a drama class during sixth grade.

Course offerings for Middle School performing arts are outlined below:

Drama, Grade 6

This course introduces students to the building blocks of theater performance skills through movement, improvisation, and scene work. It is designed to develop imagination, creativity and an ensemble based experience The class culminates with the collaborative creation of an original script which is performed for an audience of the students’ peers. This course is taken during either the first or second semester, in addition to the student’s Performing Arts block class (see below). During the student’s

other 6th grade semester, they will take Visual Arts, Grade 6 in place of this course.

Middle School Courses Meeting During The Performing Arts Class Block

The following courses all meet concurrently during a dedicated Performing Arts class block that occurs three times throughout the week. During this block, all Middle School students participate in one of the courses outlined below for the duration of the school year.

Middle School Chorus

This course is designed to accommodate students with a broad range of prior singing experiences. In this course, students rehearse and perform choral music in unison and multiple parts from diverse traditions and historical periods. As a result, students will develop skills related to ensemble singing, including creative collaboration, blend, intonation, and singing in various languages and styles. Additionally, students will build a holistic understanding of their vocal instrument and develop confidence performing in front of others. Though sight singing and music notation are part of the curriculum, prior experience reading music is not a prerequisite. Students are assessed on their in-class participation, completion of all homework assignments, overall growth and progress, and participation in major concerts. Voice placement for this course occurs in May.

Middle School Chamber Ensemble

This course is designed for students who have achieved an intermediate or advanced level of mastery on a string, wind, or keyboard instrument who are interested in furthering their study and performance of ensemble music selected from the Renaissance through the present day. The development of ensemble playing skills (such as intonation, articulation, style, phrasing, and expression) is emphasized. Students also work in smaller groups with string, wind, and piano specialists to develop individual performance and practice techniques. A broader understanding of music and culture is explored through listening, discussion, projects, and repertoire choices. Students are assessed based on their preparation, in class participation, written homework, recorded playing assignments, and major performances. The ensemble performs at festivals, school concerts, and other school functions Students audition for this ensemble in May. Private lessons are required.

Middle School Big Band

This course is designed for students with advanced instrumental experience. Students study a variety of contemporary music styles, improvisation, and theory, and are introduced to standard jazz repertoire as well as jazz arrangements of contemporary repertoire. The ensemble performs at festivals and school concerts. Students audition for this ensemble in May.

Middle School Beginning Jazz Ensemble

This course is offered to students who wish to learn to play the trumpet, trombone, or saxophone as well as beginning guitar, bass, piano, and percussion players. This class is also suitable for students with less than two years of experience on these instruments. Students study rudimentary music reading skills and advance as far as learning to play jazz and blues solos. The class focuses on developing the individual skills of each

student on their chosen instrument with a goal of preparing students to join the Middle School Big Band or a jazz ensemble in the Upper School. Students in this class will perform at one or more of the Rivers School Jazz Concerts during the year, as well as at the Middle School Arts Night in the spring.

Middle School TheaterArts

Students explore the tools of the actor: the body, voice, and emotional and sensory experience They strive to bring these tools to bear on the work of the actor on stage Emphasis is placed on the work of the performance ensemble: respect, trust building, timing, and awareness within the group. The efforts of the individual actor and the work of the ensemble culminate in performances that give students a chance to experience both the rehearsal process and a theatrical event.

Middle School Musical Theater

This course will focus on developing the disciplines of singing, acting, and dancing to create a dynamic musical theater performance. Students will strengthen these elements through Musical Theater repertoire, interpreting songs both musically and dramatically while incorporating staging and choreography. Students will broaden their knowledge of many musical theater styles while exploring various rehearsal tools and techniques in pursuit of an authentic performance. The final performance will include an ensemble scene and song. Musical Theater will be an audition based course.

UPPERSCHOOL COURSES

Musical Ensemble Courses

Upper School Chamber Ensemble

1 credit

Prerequisite: Admission by audition, private lessons

This class is for intermediate string and wind instrumentalists who want to improve their technical and ensemble skills and explore a wide variety of music-making. Repertoire will be drawn from the classical European and American traditions as well as including other traditions and genres. Important fundamental skills such as sight reading, ear training, practice technique, and theory will supplement the ensemble rehearsals. Creative projects and broad music appreciation will also be included as part of students’ development as well rounded musicians. Private lessons and intermediate instrumental proficiency is required.

Upper School Select Chamber Ensembles

1 credit

Prerequisite: Admission by audition, private lessons

This ensemble is for advanced string, wind, and percussion players looking to further their exploration of small group repertoire and to polish ensemble/orchestral playing techniques. Emphasis is placed on performance. Repertoire from a variety of sources, from classical to contemporary, is explored in depth. The string and wind ensembles will occasionally combine to rehearse and perform full orchestra pieces. Students are assessed based on their preparation, in class participation, written homework,

recorded playing assignments, and major performances. The chamber orchestra performs at Upper School Arts Nights, festivals, competitions, and other school events. Private lessons are required.

Upper School Chorus

1 credit

This course is designed for students with some or no prior singing experience who wish to build on the skills developed in Middle School Chorus or discover their voices and the benefits of singing in a mixed ensemble for the first time. The course focuses on strengthening fundamental singing skills, with particular emphasis on blend, intonation, diction, breath, and navigating vocal registers. Music in unison and multiple parts is performed a capella and accompanied. Sight singing is part of the curriculum, but previous experience with music notation is not a prerequisite. Private voice lessons are encouraged but not required. Outside of class, students are expected to maintain a regular practice schedule. Students in this course will be assessed on their overall growth and progress, their completion of any occasional homework assignments, and their active participation in class rehearsals and major performances Voice placement auditions for this course occur in May.

Upper School Select Chorus

1 credit

Prerequisite: Minimum two semester participation in Upper School Chorus or demonstrated ability to read and sight sing music notation.

This course is designed for students with significant prior singing experience who wish to build on the skills acquired in the Upper School Chorus. This mixed ensemble performs a wide range of advanced choral repertoire in diverse languages from an array of different cultures and historical periods. Students will develop skills needed for ensemble singing, with particular focus on securing advanced vocal techniques and sight singing in multiple parts. Multi-part repertoire is performed a capella and accompanied. Previous experience with sight singing and music notation is a prerequisite. Private voice lessons are strongly encouraged. Outside of class, students are expected to maintain a regular practice schedule. Students are assessed on their active participation in class, their preparation for and performance in major concerts, and their overall growth and progress as a musician. Voice placement auditions for this course are held in May

The Rivers Big Band

1 credit

Prerequisite: Admission by audition only

This band is for intermediate to advanced level jazz musicians. Students perform at concerts, school assemblies, competitions, and festivals. Standard big band repertoire is explored. Private lessons are required.

The Rivers Honors Big Band

1 credit

Prerequisite: Admission by audition only

This band is for the most highly skilled jazz musicians. The Honors Big Band performs the most advanced big band repertoire at concerts, competitions, festivals, and professional jazz venues. Private lessons are required.

The Rivers Select Jazz Combo I/II

1 credit

Prerequisite: Admission by audition only

Students in this ensemble study and perform works for jazz combo by musicians such as Miles Davis, Charlie Parker, John Coltrane, and Herbie Hancock. Emphasis is on developing improvisation skills. Opportunities are available for composition and analysis Private lessons are required

Intermediate Jazz Band

1 credit

Prerequisite: Recommendation of the instructor

This band is for the jazz instrumentalist who has begun serious study but is beyond the elementary stages on their instrument. The ensemble provides opportunities for the study of jazz ensemble performance, improvisation, and jazz theory. Private lessons are recommended.

Private Music Lessons

0.5 credits

At The Rivers School Conservatory, there are many opportunities for instrumental instruction and further ensemble involvement. Students in grades 9 through 12 have the opportunity to receive instruction in a variety of instruments. The lessons are typically 45 minutes in duration, though on rare occasions, students may take 60 minute lessons. Instructors expect students to practice daily. Participation in workshops and recitals is required. A separate brochure from The Rivers School Conservatory describes the full range of offerings and the applicable fees

Drama Courses

Introduction to Drama

0.5 credits

Using theater games, body and vocal exercises, and their imagination, students in this introductory class learn the essential habits and skills for dramatic performance. Through improvisation and group work, students practice taking risks and performing as part of an ensemble; through “ open scene ” pair work, students practice character building, blocking, and dialogue delivery. Finally, students learn the terminology to offer constructive feedback and attend and critique the Nonesuch Players’ production.

Intermediate Drama

0.5 credits

Prerequisite: Introduction to Drama or permission of the instructor

Focusing on character development through scene study, students continue their voice and body work to embody and present characters on stage. To this end, students analyze and perform short scenes and ten minute plays, as well as write and present their own monologues. To further their skills, they are introduced to new acting methods and techniques. Students will attend and critique the Nonesuch Players’ production and end the course with a public performance.

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VISUALARTS

The Visual Arts Department cultivates lifelong appreciation of and involvement in the arts. Art courses are interdisciplinary in nature, and students are encouraged to experiment across a broad range of studio art disciplines (ceramics, drawing, painting, printmaking, photography, and sculpture ) Students explore their own ideas and practice creative problem solving within the collaborative studio environment while learning how to cra well resolved artwork. Through active participation, hands on learning, and critique, students develop imagination, self-confidence, and self discipline Utilizing multicultural contemporary and historical art as a reference, students learn how images/objects communicate, enhancing their own visual literacy. Our art studios are places for all students to see themselves represented and where all people's contributions are valued. Students are empowered to communicate ideas and perspectives using their preferred means of visual expression.

All Visual Arts courses have a materials fee.

MIDDLE SCHOOL COURSES

VisualArts, Grade 6

This one semester, process oriented course uses art to help students make connections and develop their creative problem-solving skills. Students are exposed to a variety of two and three dimensional media Areas of focus include design concepts, drawing, ceramics, painting, textiles, photography, and the study of contemporary artists whose ideas and work inspire creativity. The class works within the sixth-grade theme of water, and assignments are integrated with the broader concepts of the curriculum

VisualArts, Grade 7

This one semester course is an introduction to a variety of two and three-dimensional media. It is designed to acquaint students with the possibilities and limits of each medium as they discover creative ways to express their feelings and ideas. Students experiment with many processes and keep journals of their discoveries and experiences.

VisualArts, Grade 8

Students in this year long course explore the creative potential of drawing, sculpture, and photography. Projects emphasize process as much as product. The aim of this course is to cultivate appreciation and enthusiasm for art as an expressive means of communication. Students are encouraged to take risks and strive beyond their first solutions By design, projects throughout the year correspond to key elements of the Human Rights Humanities curriculum.

VisualArts Foundation Program

This Foundation Program consists of two semester long courses (Foundation: Ceramics and Drawing and Foundation: Photography and Sculpture). These courses can be taken in any order, or in some cases (10th/11th graders meeting certain criteria), students may take one semester as a standalone course by itself without ever taking the other course. All 9th graders (not taking a performing arts ensemble or a drama elective) will take both semesters of the Visual Arts Foundation Program.

Within each course, students will work for the first half of the semester with one teacher in one discipline, then switch teachers at the halfway point to work with a different teacher in the course ’ s other discipline. A student taking a full year of Visual Arts Foundation Program will thus be exposed to all four of the core disciplines offered in the Rivers Visual Arts Department, with a quarter of a year ’ s worth of exposure and work in each discipline

Foundation: Ceramics and Drawing 0.5 credits

In the Ceramics portion of this foundation course, students will explore the expressive potential found through working with clay. Three dimensional design concepts are integrated throughout the course, as students learn the fundamental construction methods of hand building. In addition, students will learn and experience the process of glazing their work. Students will be exposed to historical and contemporary ceramic artists to inform their own work and process This half of the Foundation Course will be paired with Drawing, and exciting relationships between the two disciplines will be discovered.

In the Drawing portion of this course, students will be introduced to drawing skills and techniques to build their confidence as artists and creative individuals. Students will experience various art making materials, including graphite, pastels, colored pencils, charcoal, collage, and more. This course ' s ultimate goal is to create artwork that embodies big ideas, pushes creativity, and uncovers students' interests as artists. Students will explore a variety of contemporary art and artists to inform their work and ideas Projects are designed to encourage exploration, questioning, and risk taking while allowing students to develop personal style and point of view.

Foundation: Photography and Sculpture 0.5 credits

In the Photography portion of this Foundation course, students will have the opportunity to discover the expressive qualities of “painting with light” using a variety of tools and materials. Students will utilize the Rivers Print Lab to learn the dynamics of how light and time contribute to the creation of a photographic image. Students will be provided with a Single Lens Reflex Camera and learn how to interpret the light meter and adjust the shutter speed and lens aperture to make thoughtful images. Students will explore several design based projects, make multiple work prints from each assignment and also complete a final portfolio of select images.

In the Sculpture portion of this Foundation course, students will explore the expressive potential of sculpting with wood, wire, plaster, and other mixed media while learning about contemporary artists that relate to the projects. Basic

three dimensional design concepts will be addressed. Additive and subtractive methods will be used to create abstract, representational, and conceptual projects. This half of the Foundation Course will be paired with Photography, and exciting relationships between the two disciplines will be discovered.

Intermediate andAdvanced Courses

Intermediate Ceramics

0.5 credits

Prerequisite: Beginning Ceramics or Foundation: Ceramics and Drawing or recommendation of the instructor

In this course, students will continue to explore and further develop their creative voice while gaining a deeper understanding of the material, construction methods, and surface design. Students will begin their journey at the potter’s wheel, learning the skills necessary to utilize this tool effectively Initially, functional forms are the primary focus, and students are encouraged to explore surface design, concept development, and the sculptural possibilities of their objects. Once the fundamentals of the wheel have been learned and practiced, students will hone their hand-building skills as they continue their exploration of form (functional and sculptural) and concept development. A balanced emphasis on both process and product is integral to this course.

Intermediate Drawing

0.5 credits

Prerequisite: Beginning Drawing or Foundation: Ceramics and Drawing or recommendation of the instructor

In this course, students will build on and explore new drawing techniques, materials, and creative concepts while discovering their unique artistic voices. Drawing can be a powerful way to investigate who we are and how we fit into the world around us. This course ' s ultimate goal is for students to figure out how to make their art making ventures important to them. Through responding to open ended yet specific prompts, they will have the opportunity to experiment and get closer to finding that answer. A wide range of contemporary art and artists will serve as an inspiration to our work A full spectrum of 2D materials and mark making techniques will be explored and developed, including graphite, pastels, colored pencils, charcoal, collage, and more.

Intermediate Photography

0.5 credits

Prerequisite: Beginning Photography or Foundation: Photography and Sculpture

This course expands on the basic techniques and concepts learned in the Beginning Photography section of the Foundation program. Refinements in camera operation and exposure selection are further explored as students deepen their understanding of essential design elements. The framework of how content, composition, concept, and context relate in the making of photographic images is discussed and will be used as the basis for several projects. Students will continue to deepen their creative vision using the Film SLR Camera and discover further refinements in the printmaking process. Digital tools will also be introduced to provide additional means to support the creative options available to the student artist. Regular homework, primarily

shooting assignments, is followed by lab work and group and individual evaluations. Students will select and complete a portfolio of their best images as a final project.

Intermediate Sculpture

0.5 credits

Prerequisite: Beginning Sculpture or Foundation: Photography and Sculpture or recommendation of the instructor

Students will deepen their exploration of three dimensional design concepts introduced in the Beginning Sculpture section of the Foundation program, broadening the range of processes and materials used. Students will learn more complex techniques and integrate form and content in an intentional way. Contemporary and historic artists will continue to be studied as related to pertinent topics. Students will explore where their ideas come from and how they are manifested in the physical form of sculpture. Work outside of class on projects will be required. Emphasis will be placed on process as well as product as students develop their artistic voice.

Painting

0.5 credits

Prerequisite: Beginning Drawing or Foundation: Ceramics and Drawing or recommendation of the instructor

In this intermediate level course, students will have the opportunity to explore various painting techniques while developing their unique artistic voice. Through open ended yet specific prompts, students will have a chance to be creative and make works of art centered around subject matter that interests them. Contemporary artists will serve as a source of inspiration Acrylic paint is the main focus of this course, but we will also explore watercolor, gouache, and oil paint.

Printmaking

0.5 credits

Prerequisite: Beginning Drawing or Foundation: Ceramics and Drawing or recommendation of the instructor

Want to make an impression? Become a Printmaker! Originally used as a form of communication, printmaking has helped shape culture in all parts of the world. Printmaking is a process that typically allows artists to make multiple original works of art. In most cases, the artist creates an image on a matrix made out of metal, stone, wood, or other materials. The matrix is then inked, and the inky image is transferred to a piece of paper, oen with a press, to create an original print. This intermediate level course will introduce students to a wide variety of approaches to printmaking. Students will explore monoprinting, block printing (including linoleum blocks and woodcuts), collagraph, and silk screen printing. Students will learn to print by hand and also become skilled in the use of the printing press. Projects will focus on the exploration of art themes through a series of prints and by creating editions.

AdvancedArt

0.5 credits

Prerequisites: one intermediate-level 2D elective and recommendation of the instructor. This course will explore a contemporary art making approach, focusing on how best to express ideas through impactful artworks. Students will have the opportunity to create a body of work that connects to their interests and passions. This course ' s

primary goal is to provide an experience that allows student artists the opportunity to focus on a passion, reflect on contemporary artworks, and experience an exploration of visual art topics and materials in depth. There will be demonstrations, presentations, critiques, and feedback, all working to strengthen core skills. An outcome of this class is a cohesive body of work. Some students may wish to include artwork created in this course in a college application portfolio.

Advanced Ceramics

0.5 credits

Prerequisites: Intermediate Ceramics and recommendation of the instructor

In this course, students will have the opportunity to continue to explore and hone their creative voice and vision for their work. Open ended prompts for the projects encourage students to create work that is personal, meaningful, and impactful. Methods of construction will be largely self selected and include hand building, the potter’s wheel, and the 3 D clay printer. This course uses a variety of historical and contemporary ceramic artists to show a range of processes and artwork to provide context for the functional, sculptural, and conceptual work students create A continued focus on both process and product promotes and fosters a sense of discovery and play while students pursue the creation of a culminating cohesive body of work.

Advanced Photography

0.5 credits

Prerequisite: Intermediate Photography and recommendation of the instructor

This course allows the motivated student to further explore the tools and cra of photography while cultivating a more refined aesthetic vision Students will view the artwork of both historical and contemporary artists to consider the diverse spectrum of creative photography. Students will have the opportunity to utilize both analog and digital SLR cameras in this class encouraging the exploration of image making using light, time, tonal range and color. Interpretative printmaking will be explored using darkroom processes, while digital options will include using Adobe Lightroom and Adobe Photoshop. Regular homework, primarily self directed fieldwork, is followed by lab work, editing and critique. Students will cra a substantial portfolio of their best images as a final project.

Advanced Sculpture

0.5 credits

Prerequisite: Intermediate Sculpture and recommendation of the instructor

Students will continue to deepen their exploration of design principles and materials covered in the Sculpture section of the Foundation program and Intermediate Sculpture course. Advanced Sculpture will begin with assigned projects from which students will be challenged to move into their own individualized sculptural visions. With the guidance of the instructor, students will have the opportunity to work on sculptures for a longer duration than in Beginning or Intermediate, as they deepen their concepts and forms. Knowledge of contemporary and historic artists will continue to be studied as related to pertinent topics. Students will investigate where their ideas come from and how they are manifested in the physical form of sculpture. Work outside of class on projects will be required. Emphasis will be placed on process as well as product as students develop their artistic voice.

Art asATool for Social Change

0.5 credits

Cross listed with Interdisciplinary Studies

Prerequisites: Intermediate Drawing, and recommendation of the instructor. Art has the power to say what words cannot; it is a universal language we all speak. Throughout history, art in its many forms has been used to build community, share stories, start conversations on difficult topics, and propel social movements forward

As artists in this course, students will have the opportunity to address issues they feel passionate about through creative expression. Students will research and gain inspiration from various contemporary artists while exploring the many ways art making can intersect with history, math, civics, and identity. Art methods include but are not limited to Relief Printmaking, Screen Printing, Large Scale Graphic Installations, and a Collaborative Zine. The goal of each student's work will be to engage the Rivers Community to join a conversation. This is a place for all students to see themselves represented, and the contributions of all people are valued.

History ofArt I: Global Perspectives onArt in theAncientWorld History ofArt II: Global Perspectives onArt in the ModernWorld 0.5 credits (each). Cross-listed with History and Interdisciplinary Studies

These courses are principally listed as history courses. Detailed course descriptions may be found in the History Department course listings.

Identity and Reality: Cinematic Production and Critical Studies

0.5 credits. Cross-listed with Interdisciplinary Studies

Prerequisite: Foundation: Photography and Sculpture or recommendation of the department Filmmaking is about communicating ideas through audio visual means. In this IDS course cross listed with Visual Arts, students practice visual storytelling that is personal and compelling, learning to connect with their audience in impactful and meaningful ways. Notions of diverse identities and the ability to construct varying realities are explored as students consider three essential questions in this course: How are movies and TV shows made, from concept to completion? How might analysis of films and TV help us not only construct but also challenge our notions of identity and reality? and, In what ways does the production of a short film help us access and understand an array of interdisciplinary practices? Through a series of workshops, guest lectures, TV, short film and feature length screenings, analysis, and hands on movie production projects, this course emphasizes content development, storytelling strategies, and production skills. These IDS skills are explored in the context of crucial ethical, aesthetic, and social issues, with a particular focus on the relevance and importance of DEI work. In addition to developing, pitching, producing, and presenting their own “personal story” in the form of a documentary or fictional short film, students develop their writing and research skills, and learn relevant film history.

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ENGLISH

The Rivers English Department is dedicated to two fundamental beliefs: first, that reading helps students to understand themselves, others, and the world around them; and second, that writing enables them to express themselves and engage with others in that world Through literature, students encounter perspectives, experiences, and voices that improve their ability to empathize and interact positively with other people in our diverse, globalized society. We work to instill in students both an appreciation for literature and the critical thinking and interpretive reading skills necessary to understand it Students learn to communicate with clarity, creativity, and precision in both speech and writing through diligent practice and the study of the English language. We push students to hone their abilities to construct incisive, compelling, and well supported arguments in analytical writing and to develop their own authentic voices in personal and creative pieces. Inspired by the texts and ideas with which they engage in their English classes, students graduate with the skills necessary to contribute thoughtfully and meaningfully to the world beyond Rivers as compassionate human beings and socially conscious citizens.

MIDDLE SCHOOL COURSES

Middle School English is co taught with History under a joint Middle School Humanities Program.

UPPERSCHOOL COURSES

English 9

1 credit

English 9 focuses on the development of writing, reading, critical thinking, and study skills. In their analytical writing, students learn to organize their thoughts and to make persuasive arguments using evidence from texts that they are studying. In their personal writing, students work to develop their own voices, become aware of audience, view writing as a process, and understand both the structure and the power of language. Additionally, students study Latin and Greek word roots and English grammar and usage to enhance their writing and reading skills. Core texts focus on coming of age and coping with personal challenges, essentially addressing the following questions: Who am I? How have I become that person? What is important to me? Texts may include Angie Thomas’s The Hate U Give, William Golding’s Lord of the Flies, Julie Otsuka’s When the Emperor Was Divine, J. D. Salinger’s The Catcher in the Rye, Marjane Satrapi’s Persepolis, Cristina Henriquez’s The Book of Unknown Americans, William Shakespeare’s Romeo and Juliet, and various short stories

Ninth Grade Honors English Seminar

Second semester only. Prerequisite: Recommendation of the department

For students with a demonstrated passion for reading and writing, this seminar offers a unique opportunity to study the discipline beyond the standard ninth grade curriculum. In addition to taking English 9, honors seminar students meet weekly with a department mentor in small “breakout” groups in order to focus more intensely

on particular works and skills. At the end of the first semester, interested students apply to the program. Once admitted, students spend the winter discussing and studying a novel of their choice in their seminar groups. In the past, groups have selected such texts as Charlotte Brontë’s Jane Eyre, Aldous Huxley’s Brave New World, Anthony Doerr’s All the Light We Cannot See, and Min Jin Lee’s Pachinko. The spring is devoted to the writing of poetry, short stories, and plays. During these sessions, students participate in weekly writing workshops where they receive feedback on their own creative work while also offering feedback to their peers Both portions of the course culminate in collaborative, interactive presentations. Enrollment in this course constitutes a significant commitment of time and focus. Permission of the department is required, and grading is done on a pass-fail basis.

English 10

1 credit

English 10 exposes students to a breadth of literary voices and perspectives. Through a study of works from various cultures and time periods—which provide both mirrors of students’ own experiences and windows into others’ experiences the course helps to foster empathy and cultural competence as it develops the reading and writing skills necessary to explore these texts. Students also draw upon their study of United States history to explore themes of power, leadership, social hierarchy, and injustice in an interdisciplinary manner. Course texts may include selected short stories and poems, a Shakespearean play, Khaled Hosseini’s The Kite Runner, John Knowles’s A Separate Peace, Aravind Adiga’s The White Tiger, and Yaa Gyasi’s Homegoing. In addition, all sophomores participate in the Sages and Seekers program in the spring. English 10 asks students to consider the role that perspective—both authorial and narrative plays in the interpretation of a text and the role that societal structures play in shaping perspectives. More specifically, students consider how they can better understand their own individual experiences and those of others through striving to understand worlds that may initially seem vastly different from their own.

Honors English 10 1 credit

Prerequisite: Recommendation of the department

This honors course exposes students to a breadth of literary voices and perspectives. Through a study of works from various cultures and time periods which provide both mirrors of students’ own experiences and windows into others’ experiences the course helps to foster empathy and cultural competence as it develops the reading and writing skills necessary to explore these texts. Students also draw upon their study of United States history to explore themes of power, leadership, social hierarchy, and injustice in an interdisciplinary manner. Students invited into this class have shown a passion for reading and writing, as well as the ability to handle challenging nightly and long term assignments. They engage in a rigorous program of reading, writing, language analysis, and vocabulary development, so the pace of the course is vigorous.

Texts may include Khaled Hosseini’s The Kite Runner, Aravind Adiga’s The White Tiger, William Shakespeare’s The Tempest, Fyodor Dostoyevsky’s Crime and Punishment, and Yaa Gyasi’s Homegoing, as well as selected short stories, poems, and essays. In addition, all sophomores participate in the Sages and Seekers program in the spring, and students pursue a Passion Project that requires outside reading and culminates in their delivering a TED Talk presentation. The course asks students to consider the role that perspective both authorial and narrative plays in the interpretation of a text and

the role that societal structures play in shaping perspectives. More specifically, students consider how they can better understand their own individual experiences and those of others through striving to understand worlds that may initially seem vastly different from their own.

English 11

1 credit

In this course, students read literature that reflects and comments specifically on American society literature that oen reveals conflicts between the constitutional ideals of individualism, equality, and opportunity and the realities of prejudice, disenfranchisement, and privilege. By reading a variety of American texts and authors, students investigate the stories that we, as a nation, have told about ourselves, exploring whether these stories illuminate truths or obscure them. Students also consider the contexts in which American texts were written and the ways in which context, more generally, can shape and/or constrain the stories that are told and subsequently read. With an aim toward developing critical literacy skills, students discuss whose voices have historically been privileged and whose have been silenced Building on the skills that have been developed in ninth and tenth grade, this course further develops students’ abilities to read and write critically, with an emphasis on developing their voices and honing their skills of analysis as they cra arguments for various audiences. Students also become more adept at reading and responding to literary criticism. Texts may include Nathaniel Hawthorne’s The Scarlet Letter, F. Scott Fitzgerald’s The Great Gatsby, Frederick Douglass’s Narrative of the Life of Frederick Douglass, Arthur Miller’s Death of a Salesman, Moisés Kaufman’s The Laramie Project, Tim O’Brien’s The Things They Carried, Junot Diaz’s The Brief Wondrous Life of Oscar Wao, and Zora Neale Hurston’s Their Eyes Were Watching God, along with a variety of essays, poems, and short stories.

AP English 11

1 credit

Prerequisite: Recommendation of the department

This AP course, open to invited eleventh graders, is designed with an American literature framework and prepares students for the AP English Language and Composition exam, which primarily measures writing aptitude and analysis of writing styles Writing skills are honed through assignments based on diverse American authors, including Native American writers, Puritan writers, and a wide range of poets, essayists, and short story writers. Students also read a number of the following major works: Nathaniel Hawthorne’s The Scarlet Letter, Edith Wharton’s Ethan Frome, John Steinbeck’s East of Eden, Jhumpa Lahiri’s The Namesake, Charlotte Perkins Gilman’s The Yellow Wallpaper, F. Scott Fitzgerald’s The Great Gatsby, August Wilson’s Fences, Arthur Miller’s Death of a Salesman and The Crucible, Tim O’Brien’s The Things They Carried, Larry Watson’s Montana 1948, Moisés Kaufman’s The Laramie Project, and Toni Morrison’s Song of Solomon. The authors’ biographical backgrounds are also emphasized, and creative writing and independent projects are important elements of the course. Note that all students in this course are required to take the AP English Language and Composition Exam in May.

AP English 12

1 credit. Cross-listed with Interdisciplinary Studies

Prerequisite: Recommendation of the department

This AP course, open to invited twelh graders, is the culmination of the honors English program. While the course prepares students for the AP English Literature and Composition exam, its central aim is to provide an opportunity for sophisticated literary discussion and written analysis. Students pursue a study of a combination of British literature with other literature in English, including the following texts: Shakespeare’s Othello, Oscar Wilde’s The Importance of Being Earnest, Arundhati Roy’s The God of Small Things, Zadie Smith’s Swing Time, George Orwell’s 1984, Virginia Woolf’s To the Lighthouse, Mary Shelley’s Frankenstein, and Kazuo Ishiguro’s Never Let Me Go. This course also fulfills the Rivers IDS graduation requirement through an interdisciplinary consideration of several of the texts. Students are expected to master additional texts independently. Analysis of poetry is a major element of this writing intensive class. Note that all students in this course are required to take the AP English Literature and Composition Exam in May.

Senior Electives

Seniors not in AP English 12 take an English elective each semester. First semester electives are literature courses that emphasize the consolidation of skills built in previous English courses; students practice applying a critical lens to their studies and gain practice researching and using secondary sources in their own studies. Second-semester electives include a mix of literary study and creative writing; students produce writing on a frequent basis and provide peers with written and verbal feedback through writing workshops.

The English Department expects to offer the following electives in 2022–2023:

First Semester Electives

Adolescence in Literature 0.5 credits

What does it mean to be an adolescent? How do we see these formative years portrayed in literature and other media? In this course, students critically examine texts about teenagers and their experiences. They look at ways in which Americans oen talk about adolescence as a time of self discovery, filled with newfound freedom, rebellion, and angst and then explore how potentially flawed and narrow this view can be. Through reading and analyzing texts about teenagers, from classics like S. E. Hinton’s The Outsiders to contemporary texts such as Elizabeth Acevedo’s The Poet X and Stephen Chbosky’s The Perks of Being a Wallflower, students think critically about personal and societal notions about “coming of age ” In doing so, students also discuss the role that race, gender, class, and sexuality can play in the lived experience of being an American teenager. Students write a mix of personal, creative, and analytical essays. They also read a significant amount of literary criticism and critical theory in order to help to develop a “Youth Lens” through which they can better analyze portrayals of teenagers in literature and film. The course culminates in students’ applying this critical lens to texts of their own choosing for their final projects, which consist of both

presentations and formal writing.

Crime Fiction

0.5 credits

Meet the quick minds and diverse characters of detective fiction: Agatha Christie’s Belgian mastermind Hercule Poirot, loner private investigator Kinsey Millhone, and the much imitated but never bettered Sherlock Holmes. Beginning at the foundation of the genre with Edgar Allan Poe’s “The Murders in the Rue Morgue,” the class steps over crime scenes and through dark alleys with Conan Doyle’s The Hound of the Baskervilles, Gabriel García Márquez’s Chronicle of a Death Foretold, Attica Locke’s Bluebird, Bluebird, and Sue Graon’s “B” Is for Burglar, among other works. Exploration and critique of the genre ’ s treatment of issues of race, gender, and sexual orientation are among the unifying threads of the course. Having explored the ways in which crime fiction texts reflect the values, prejudices, and anxieties of their cultural milieu, students end by composing and sharing crime fiction tales of their own, taking the genre firmly into new territory.

Dystopian Literature

0.5 credits

Tempered horror stories that feel at once familiar and strange, dystopian literature invites us to look more closely at the world around us. Indeed, the success of trilogies like The Hunger Games and Divergent speak to our collective desire to imagine a future gone terribly awry. But what explains this impulse? What purpose does dystopian literature serve? Is it escapist science fiction or prescient social commentary? This course examines dystopian novels (and films) as both of those things and more. With an emphasis on description, analysis, and comparison, students study classic dystopian texts like Bradbury's Fahrenheit 451, alongside more contemporary texts and media like St. John Mandel's Station Eleven, Naomi Alderman’s The Power, and the Netflix anthology Black Mirror. As cautionary tales, as allegories, and as windows into unknown worlds, dystopian texts ask us to examine the present moment and to consider the future towards which we might be headed. Students should be prepared to study each text alongside relevant current events and social issues.

Life and Death

0.5 credits. Cross listed with Interdisciplinary Studies

While one could argue that most reputable literature explores some element of “life” and/or “death,” this course means to focus on those themes intensely and to explore these contemplations in a way that promotes examination of our own assumptions and understandings about our lives and the nature of life and mortality more generally. This IDS course focuses on the way in which writers and thinkers across many genres and eras have struggled to pose and answer the questions central to finding meaning in our human existence: How did we get here? Are we alone in the universe? Is there a purpose to our existence? Why must we die? These questions will be approached through the IDS lens, drawing on both local and published expertise in science, philosophy, and religious traditions. Students will be introduced to canonical considerations from Genesis, Aristotle, Plato, Shakespeare, and Kierkegaard, along with more modern thinkers such as Walt Whitman, the Dalai Lama, Herman Hesse, Emily Dickinson, Henry David Thoreau, Toni Morrison, Carl Sagan, Steven Hawking, Maxine Kingston Hong, and Ta Nehisi Coates. The course will include an extensive unit on death and dying that will include works by Mary Oliver, Virginia Woolf,

Cormac McCarthy, Leo Tolstoy, Paul Kalinithi, Billy Collins, and Atul Gawande. Major assessments will be largely writing-based, but the course will be built upon class discussion and will feature a culminating IDS project that asks students to create their own expression of a chosen element of the topics covered.

Literature of Comedy

0.5 credits

Students in this elective study and analyze comedy as a literary form Studying paired works (a canonical one along with a contemporary one), students examine the comic genres of memoir, romantic comedy, comedy of manners, and satire in a variety of “textual” forms, including memoir, play, stories, TV, radio, and film. As a further means of understanding the genre, students reflect and compose a memoir, essays, and a satire. A theater trip may supplement the reading and writing assignments. Paired works studied may include Shakespeare’s Much Ado About Nothing and Smith and McCullough’s 10 Things I Hate About You; Oscar Wilde’s The Importance of Being Earnest and Kevin Kwan’s Crazy Rich Asians; Mark Twain’s satirical essays, Mateo Askaripour’s Black Buck, and Taika Waititi’s JoJo Rabbit Additional works may include Tina Fey’s Bossypants; writing by David Sedaris, Maz Jobrani, and Mindy Kaling; television such as Saturday Night Live, The Daily Show, Modern Family, and Schitt’s Creek; and The Moth Radio Hour.

Psychological Literature 0.5 credits

This course teaches students to look at literature through a psychological lens and thus prompts them to begin to understand themselves and others with a bit more clarity. The curriculum is taught with the dual purpose of expanding students’ knowledge of literature, while introducing them to Freudian Theory, as well as some common psychological disorders. Students examine underlying psychological forces at work in the human psyche through reading short fiction, poetry, novels, drama, memoirs, and case studies. Although much of the reading focuses on mental illness, students also explore issues such as family, power, motherhood, racism, sexuality, and sexism, all of which certainly affect one ’ s psychological well being. The literature examines these issues at the personal level as well as in familial and institutional settings. Texts may include Mira Lee’s Everything Here is Beautiful, Robert Akeret’s Tales from a Traveling Couch, Susanna Kaysen’s Girl, Interrupted, Peter Shaffer’s Equus, Charlotte Perkins Gilman’s “The Yellow Wallpaper,” Sylvia Plath’s The Bell Jar, Ken Kesey’s One Flew Over the Cuckoo’s Nest, William Faulkner’s The Sound and The Fury, Judith Guest’s Ordinary People, James Baldwin’s Going to Meet the Man, Tennessee Williams’s A Streetcar Named Desire and Cat on a Hot Tin Roof, and verse by Gwendolyn Brooks.

Sports Literature

0.5 credits. Cross listed with Interdisciplinary Studies According to journalist George Will, “Sports serve society by providing vivid examples of excellence” Indeed, playing and/or watching sports enables many people to pursue personal goals, to find connection to others, and to believe in and commit to something greater than themselves. Sports can play an essential role in a person ’ s development and sense of identity, and they have been central in political protest and social justice movements. A quick glance at the news headlines also reveals that there is oen a dark side to sports, filled with corruption, scandal, and immorality. In this course, students adopt an interdisciplinary approach to study a wide variety of sports

literature in an effort to explore the many roles that sports can play within an individual’s life and within society—the good, the bad, and the nuanced areas in between. Course texts comprise a mix of fiction, non fiction, essays, podcasts, and documentaries, including the writings of John Wooden, Andre Agassi’s Open, and Quan Barry’s We Ride Upon Sticks. Students respond to the texts through personal writing, analytical essays, in class presentations, and a substantial final project. Students of all athletic abilities and team allegiances are welcome in this course.

Second Semester Electives

TheArt of Short StoryWriting

0.5 credits

Although brief works of literature, short stories can certainly pack a punch. Typically focusing on a smaller set of characters and a shorter time span than novels, they can evoke particular moods and convey themes that resonate with readers, all within a few pages. In this elective, students read an assortment of contemporary stories by authors such as Zadie Smith, George Saunders, and Neil Gaiman. More importantly, through a series of smaller, in class assignments, students have the opportunity to experiment with voice, tone, setting, point of view, characterization, symbols, craing dialogue, writing through omission, and developing conflict in their own short fiction. The course culminates with students’ creating at least two polished short stories of their own. In addition to reading a varied collection of short stories, students should expect daily fiction writing exercises and intensive workshops on student work

EnvironmentalWriting

0.5 credits

The American story has portrayed nature both as the heroic centerpiece of our national identity and as our most fearsome antagonist, celebrating our “purple mountains’ majesty” while awing the barren threat of Jack London’s Alaskan landscapes. In this course, students read fiction, non fiction, and poetry that represent this distinct but expansive literary tradition—from the Puritans’ divining of nature for signs of grace, through the enthrallment of the Concord Transcendentalists and their late twentieth century counterparts, to contemporary environmental literature’s focus on climate justice and Deep Ecology. The course is writing intensive, with an emphasis on social, cultural, and political environmental issues and on personal accounts of students’ own experiences in and observations of nature. In this experiential course, students have opportunities to hike in local woods. While primarily centered on American writers and thinkers, other cultural approaches to understanding our natural world are introduced. Writers studied include Emerson and Thoreau, Walt Whitman, Annie Dillard, Jonathan Safron Foer, Mary Oliver, John Krakauer, Bill McGibbon, Joy Harjo, and Alexis Pauline Gumbs

ExperientialWriting

0.5 credits

This course is meant to hone students’ reading and writing abilities through the study and practice of memoir. In the winter, students read and analyze well regarded long form works, which may include Barack Obama’s Dreams from My Father and Barbara Ehrenreich’s Nickel and Dimed. At the same time, students also encounter a wide variety of first-person essays as supplementary texts. In discussing and writing

about these texts, students explore how identity components such as race, class, and gender affect each author’s experiences, and they consider the ways in which the creation of memoir is central to the writer’s own personal development. In the spring, students produce personal essays based on experience and observation. Weekly assignments ask students to engage in experiences in their communities for example, cooking a meal with family members, visiting a hospital waiting room, or taking an extended ride on public transportation—and then to develop short essays inspired by those experiences In weekly workshops, students share and discuss their writing with their classmates, and by the end of the course, students produce a portfolio of revised work based on peer and teacher feedback. Ultimately, the course helps students develop attention to detail in their observations, respond creatively to experiences in the world, and continue their growth as writers.

Exploring Ethics: Language, Literature, and the Brain

0.5 credits. Cross listed with Interdisciplinary Studies

This course takes an interdisciplinary approach to the investigation of central ethical ideas: freedom, justice, empathy, and virtue Students integrate disciplinary contributions from English, science, and philosophy in order to fashion their own resolutions of some key ethical questions: What role do empathy and imagination have in moral thinking? How do recent developments in psychology and neuroscience shape our views of identity and responsibility? How can I strive to become a more ethical person in the practical world of day to day life? Assessments consist of both personal and analytical responses, collaborative group work, online discussion boards, and two projects. The “disagreement project” is designed to nurture skills of empathetic, careful listening and dialogue across cultural and socio-political differences. The culminating “community engagement project” supports students in making a positive social impact with a pressing ethical issue of their choosing.

Heartbreak and Healing

0.5 credits

This course examines three contemporary novels that center on a fractured family in crisis. These broken families face such traumas as murder, slavery, and terrorism as they struggle through their respective journeys full of confusion, pain, and discovery. As students explore the heartbreak and subsequent healing of these characters, they similarly take a look at such influential cultural factors as the aermath of 9/11 in New York City, enslavement in Kentucky in the late 1800’s, and the political caste system in India in the late 1900’s. While examining these texts and issues, the class additionally unearths how both family and community play a role in shaping who we are. Students are also asked to consider how the respective authors choose to tell their stories; thus, as they untangle these fractured families, they simultaneously analyze the various styles of these cutting edge, iconic authors. In particular, the second half of this course uses the novel Extremely Loud and Incredibly Close as a springboard, both stylistically and thematically, for the creation of students’ own written work. As the class examines Jonathan Safran Foer’s 9/11 narrative, students write a variety of short papers that deal with their own experiences with family, fear, and loss. Additionally, students write a longer paper that first involves going on a “ scavenger hunt” as they mirror the mysterious journey and discovery of Jonathan Safran Foer’s protagonist. Along with weekly reading and writing, students share their written work with their peers in a workshop setting as they take note of their classmates’ written and verbal feedback.

Playwriting

0.5 credits

In this writing intensive course, students study a variety of plays and write a series of their own 10 minute plays. In addition to reading and writing plays, the heart of the course is a playwright’s workshop, a time when the plays are cold read and then critiqued both live and online. As part of the Boston University Young Playwrights’ Festival, a professional playwright mentor visits campus twice to work with the students and their plays; in April, students attend a daylong festival of student plays at BU. At the end of the course, each student selects one of their plays to cast, rehearse, and stage at our own Night of Short Plays. Works studied may include Lorraine Hansberry’s A Raisin in the Sun, Bruce Norris’s Clybourne Park, Tennessee Williams’s A Streetcar Named Desire, Jean Paul Sartre’s No Exit, August Wilson’s Fences, Tony Kushner’s Angels in America, John Cariani’s Almost, Maine, Sarah DeLappe’s The Wolves, and a variety of 10 minute plays.

Reading andWriting Place

0.5 credits

How can writers effectively capture place in their writing? In their English classes, students oen discuss the importance of setting in the literature that they read. Building from this foundation, this writing-intensive course takes a deep dive into exploring the ways in which authors can use descriptions of place to evoke meaning. Beginning with Jhumpa Lahiri’s The Namesake, students explore how writers can use setting to develop themes, establish context, and drive plot. The next course text, Dave Eggers’s The Circle, prompts students to analyze a dystopian setting and discuss how fictionalized landscapes can convey important truths about the real world. Students conclude their literary study with a historical fiction text, Erik Larson’s The Devil in the White City, to look at how an author can use research to create a vivid historical setting. Inspired by the various settings and genres that they study, students write short stories and personal essays, craing their own pieces in which an understanding of place is vitally important.

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HISTORY

Through the study of history at Rivers, students gain crucial perspective on developments in the past, consider present societies from multiple points of view, and develop strategies for future civic engagement. The curriculum empowers students to become active and knowledgeable citizens of the world The vital connection between the past and current world events is explicitly drawn throughout this grade 6 12 program. Fostering critical thinking skills, the history program equips students to understand and analyze the world around them and to act to bring about positive change The prioritization of research skills, analytical writing, and source evaluation allows students to access, organize, and communicate information with clarity and confidence. Formulation of evidence based arguments is honed at all grade levels and practiced through written expression, class discussion, and public speaking.

MIDDLE SCHOOL COURSES

Middle School History is co taught with English under a joint, Middle School only, Humanities Department.

UPPERSCHOOL COURSES

Perspectives inWorld History

1 credit

This course explores world history through several thematic units rather than a strictly chronological survey. Curricular units begin with a current events topic and then investigate the topic’s ancient and modern roots. Themes include the relationship between the environment and human society; the function of religion and philosophy in human experience; various forms of leadership and government; wealth, power, and inequality; and violence and conflict in the twentieth century The course challenges students to think critically about history through various perspectives, giving them the opportunity to explore and articulate their own viewpoint and gain greater empathy for the views of others. This course emphasizes critical thinking, research, and writing skills necessary for engaged citizens in a multicultural democracy.

Honors Perspectives inWorld History

1 credit

Prerequisite: Recommendation of the department

This course covers the same material as the non honors sections but moves at a faster pace and examines topics in greater depth through readings, assessments, and independent work.

United States History to 1945

1 credit

A graduation requirement, this survey course covers the period from European exploration through the end of World War II in 1945. Students continue their work with independent research, analysis of primary sources, and reading of supplemental materials. Successful completion of a research paper is required. Rising sophomores will take a required third semester of history in their junior year that covers the United States from 1945 to the present in a modern global perspective.

Advanced United States History to 1945

1 credit

Prerequisite: Recommendation of the department

Advanced United States History covers the same material as United States History, but moves at a faster pace and examines topics in greater depth through readings, assessments, and independent work. A research project is required.

AP United States History

1 credit

Prerequisite: Recommendation of the department

Designed to be the equivalent of an introductory college level course, this course covers United States history from the beginning of European exploration to the present. Critical thinking, primary source evaluation, and essay writing are emphasized. Students are required to take the AP United States History exam in May.

AP Modern European History

1 credit

Prerequisite: Recommendation of the department

Designed to be the equivalent of an introductory college level course, this course covers European history from the Renaissance to the present. Critical thinking, primary source evaluation, and essay writing skills are emphasized. Students are required to take the AP European History exam in May.

AP United States Government and Politics

1 credit

Prerequisites: Recommendation of the department. Open to seniors only

This year-long course sets out to provide students with a foundational knowledge of the theoretical underpinnings and practical institutions of American government and politics, which allows them to understand and participate in the American democratic “experiment.” Through the study of a textbook, primary sources, and extensive archival and current news articles, students learn about the U.S. Constitution, the workings and interaction among the three branches of the federal government, federalism, political parties, interest groups, the media, public policy, and civil rights and liberties. The course ends in the second semester by comparing the American model of government to other styles of democracy around the globe. Students are required to take the AP United States Government and Politics exam in May.

Honors Thesis in History

0.5 credits. First semester only. Department recommendation required The Honors Thesis in History course is intended to be the capstone experience for Rivers’ most enthusiastic history students. Enrollment is open to any senior who desires to pursue historical study at a more advanced level and conduct research on a topic of his/her/their own choosing. Taught in the format of a college seminar, this

course introduces students to advanced historical and social science research methods and strategies for engaging with primary sources to develop original arguments of scholarly value. Each unit will offer students the chance to explore various research methods through topics of their choosing and will provide scaffolding for the culminating project, a 15 to 20 page honors thesis. Course topics include an introduction to historiography, generating a great research question, qualitative and quantitative forms of data, and different ways to make sense of incomplete or biased source material Over the course of the semester, students may venture to a local university to visit an archive or meet with a professional historian. At the conclusion of the elective, students may share the results of their research either through teaching, blogging, publication, or participation in a research conference.

HONORS ELEVENTHAND TWELFTH GRADE ELECTIVES

First Semester Honors Electives

Honors International Relations

0.5 credits. Department recommendation required

This course uses the core tenets of international relations as a discipline to examine current challenges confronting the international community. Students use the analytical frameworks of international relations to discuss diplomatic policies and their effects on the changing geo political landscape and to analyze specific historical and contemporary situations to better understand contemporary issues. To this aim, the role of the United States in world affairs in the 20th and 21st centuries is juxtaposed against the increasing competition between major powers, such as Russia and China, on the world’s political stage. Students explore how major events and political, diplomatic, social, economic, and military factors shi the global balance of power. Current events anchor discussions and the analysis of how domestic, regional, and international factors influence policymaking and relations between states.

Honors NativeAmerica I:An Indigenous History of Mexico

0.5 credits. Department recommendation required

From looming temple-pyramids to bloody heart sacrifice, the pre-Hispanic civilizations of Mexico have captured the imagination of Westerners since the time of the Spanish conquest. The Aztec Empire was the height of Mesoamerican civilization, the flowering of over 2,000 years of developments that included the New World’s largest cities and most ambitious building projects, a complex calendar, hieroglyphic writing, and rich traditions of philosophy and art. Traditional tellings of the Spanish conquest tend to emphasize the destruction of Aztec people and culture at the hands of the Europeans’ “ guns, germs, and steel.” However, the Aztecs survived and developed cunning strategies to resist colonial domination and cultural destruction. This course strives to consider the history of Mexico from a Native perspective, drawing extensively on Native historical sources such as archaeological digs, painted codices, and Native histories, and highlights many startling examples of Native adaptation and cultural survival from pre contact times through the present.

Second Semester Honors Electives

Honors History of Cities

0.5 credits. Cross listed with Interdisciplinary Studies. Department recommendation required

This interdisciplinary course examines the urban tradition and the history of the development of cities. Students study various cities, among them Paris, New York, Buenos Aires, and Tokyo, to better understand the role metropolitan centers play in the development of identities, institutions, and relationships in society Moreover, investigating how cities have emerged and expanded is a central component of understanding the city in a historical context. Urban culture, politics, economics, and identity in historical and modern cities are analyzed using various resources including readings, maps, urban plans, art, and architecture. To fully engage in a multifaceted approach to the study of cities, students use skills of analysis from the fields of art and architecture, history, and urban planning. The contribution of cities to contemporary society is assessed in parallel to the challenges cities face in the 21st century.

Honors NativeAmerica II:An Indigenous History of the United States

0.5 credits. Department recommendation required

The iconic image of Pilgrims and Indians sharing the first Thanksgiving meal in Plymouth, MA is indelibly etched in the American consciousness. But is this image a fitting symbol for America’s founding, or is it a tired myth in need of updating? This course seeks to tell an alternative history of what we now call the United States, one that centers on its Native inhabitants and that privileges their sources and perspectives. Starting prior to the arrival of the colonizing Europeans, we will survey the landscape Native peoples call “Turtle Island,” seeing it through the eyes of North America’s First Peoples Then we trace the complex, violent, and oen misrepresented history that unfolded from the very first contacts through today. Taking advantage of access to local historical sites and archives, students conduct first hand historical research on documents and artifacts, as they seek to better understand America’s First Peoples and their role in shaping the nation we continue to cohabitate today.

ELEVENTHAND TWELFTH GRADE ELECTIVES

First Semester Electives

Boston: Brahmins, Brogues, and Busing 0.5 credits

The course examines the religious, economic, social, political, and artistic character of Boston from the arrival of the Puritans in the early 17th century to its revival as a modern metropolis in the late 20th century. Students consider Boston as the cradle of the American Revolution; a center of Yankee industrialization, merchant trade, and culture; a principal region in the Abolitionist movement and the Civil War; a perceived haven for immigrants; and the birthplace of numerous political lineages and controversies over race and ethnicity. Boston’s role in world history is emphasized along with its local and regional impact.

History ofArt I: Global Perspectives onArt in theAncientWorld

0.5 credits. Cross-listed withArt and Interdisciplinary Studies

This two semester survey of the history of art examines the development of the world’s major artistic traditions from the Paleolithic Age to the present. While not exhaustive in scope, these courses aim to expose students to the central problems and methodologies in the field of art history as well as introduce them to many of the important stylistic developments in the history of art. Through lectures and slides, the history of art is placed in a global cultural context Periodic visits to Boston area museums provide invaluable opportunities to expand the classroom experience. In the first semester, students study the development of human artistic creation as it emerged from the flickering shadows of the caves of Altamira and Lascaux. From there, the canonical artistic traditions of Ancient Sumer, Egypt, and Greece are examined alongside artistic developments in the Americas, Africa, and Asia. By comparing and contrasting more and less familiar artistic traditions, students are challenged to contemplate the very nature of art and consider why all human societies create visual culture.

Note: This course may be taken for art credit or for history credit. Credit will not be awarded in both disciplines.

Race and the Supreme Court

0.5 credits

This course examines the history of race in the United States through the lens of Supreme Court cases. Students will read Supreme Court opinions as primary sources in learning how the law’s conception of the rights of people of color have evolved. The course will cover the international slave trade, the fugitive slave laws and slave status in territories, the transformative Reconstruction Amendments, the emergence of Jim Crow laws and disfranchisement, racial zoning and restrictive covenants in housing, internment, segregation in public education, interracial marriage, busing, affirmative action, the death penalty, and hate crimes. Some of the cases the course will examine include U.S. v. Amistad, Dred Scott v. Sanford, Plessy v. Ferguson, Guinn v. United States, Smith v. Allwright, Korematsu v. United States, Sweatt v. Painter, Brown v. Board of Education, Loving v. Virginia, Swann v. Charlotte Mecklenburg Board of Education, Regents of the University of California v. Bakke, and Shelby County v. Holder.

Systems Thinking for the Common Good

0.5 credits. Cross listed with Interdisciplinary Studies

This community based interdisciplinary course examines how one makes social change, focusing on systems that are in place to meet people’s basic human needs. Students explore and recognize the history and power of systemic inequities, understand components necessary to make effective, sustainable change, and utilize systems thinking to deconstruct and analyze social issues. Understanding is gained about the intersection of direct service, advocacy, awareness raising, and philanthropy in making social change, layered with an analysis of the roles of government, corporations, and nonprofits The disciplines of history, sociology, economics, and art are essential elements of the course. Students participate in weekly nonprofit internships, present social movement projects to local elder residences, and complete final research papers connecting their community internships with an analysis of a relevant social issue. Through internships, readings, simulations, case studies, field trips, guest speakers, and TED Talks, the class investigates personal and systemic possibilities for social change.

Second Semester Electives

Civil Rights in the United States

0.5 credits

The Civil Rights Movement is one of the most significant sources of social change in the United States This course analyzes the structure and dynamics of the Civil Rights Movement from the viewpoints of American history, culture, and politics. We will pay close attention to the roles of organizations, resources, leadership, recruitment, commitment, values, ideology, political culture, gender, and counter-movements. The course will also touch on how the movement became a catalyst for other social justice causes, which include women ’ s rights, LGBTQ+, Indigenous peoples, immigrants, and other marginalized groups. Students will engage with various readings including articles and primary sources, and view some documentaries and feature films. Through the process of research and analytical and reflective writing, students will study why and how individuals struggled to change their lives and the world around them through their involvement with a social movement. They will investigate the degree of personal sacrifice that individuals had to make for the collective benefit of all.

The Evolving Presidency

0.5 credits

This course examines how the office of the presidency has evolved from its origins to the present day. It explores the constitutional limits placed on the office and how those limits have changed because of circumstances and because of the interests and the personalities of the men who have held it. Some of the key figures behind the expansion of presidential authority whose presidencies will be a major focus include George Washington, John Adams, Thomas Jefferson, Andrew Jackson, James Polk, Abraham Lincoln, Ulysses Grant, Theodore Roosevelt, Woodrow Wilson, Franklin Roosevelt, Dwight Eisenhower, Lyndon Johnson, Richard Nixon, and Barack Obama.

History ofArt II: Global Perspectives onArt in the ModernWorld 0.5 credits. Cross-listed withArt and Interdisciplinary Studies

The emergence of “modernity” and the transformations of the age of the Renaissance and European exploration are the starting point for the second semester of Art History. As in the fall course, the artistic developments in Europe are considered within the widening global context of the early Modern era, a period which is increasingly referred to as the “global Renaissance.” Picking up threads introduced in the first semester, students will compare and contrast the revolutionary artistic innovations of early Modern Europe with the cultural traditions of the Americas, Africa, and Asia. Special emphasis in Art History II will be given to contemporary art, that is, the artistic developments that are unfolding today, at a time when the world is still coming to grips with the legacies of past eras We will consider the role of art forms and artists that have traditionally been marginalized in the past, and current forms of expression that continually challenge the boundaries of what we consider art, such as Beeple’s NFT art and Maurizio Cattelan’s “Comedian” (a banana duct-taped to a gallery wall).

Note: This course may be taken for art credit or for history credit. Credit will not be awarded in both disciplines.

History of the Israeli-Palestinian Conflict 0.5 credits

At the crossroads of the ancient world, the lands of the Middle East became holy to Judaism, Christianity, and Islam. In modern as well as ancient times, the people of these lands have seen little peace and less stability. What factors account for the turbulent history of this region? Students examine the ethnic, religious, economic, political, social, and demographic tensions that have contributed to the region’s many conflicts, particularly since the creation of Israel in 1948. Related topics include the roles played by foreign intervention, Islamic revivalism, Zionism, Pan Arab nationalism, terrorism, and the politics of petroleum. Students keep journals, write book reviews, and create research papers on topics of their choice.

The Legacy ofWWI:Armenia toAuschwitz 0.5 credits

The changes to the world order brought on by World War I and the Russian Revolution had cataclysmic effects well through World War II Ongoing border disputes, mass migrations and vacuums of power in newly independent nations laid conditions for the emergence of new regimes, global social change, political and economic exploitation and genocide. By looking both at specific events during this time period as well as patterns of events across nations and over time, this course will explore different forms of revolution, the influence of economic change on the development of new political ideologies and regimes, the experiences of displaced and subjugated populations, and the relevance of persistent themes of populism and nationalism up to the present day. Topics will include Russification under Stalin, the sociopolitical effects of the discovery of oil and the mandate system in the Middle East, the Armenian genocide and the Lausanne Treaty in Anatolia, the Irish independence movement, the global suffrage movement, and the Holocaust.

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HUMANITIES (MIDDLE SCHOOL ONLY)

The middle school humanities courses are built upon the understanding that student learning is strengthened when connections between disciplines and concepts are explored and nurtured on a regular basis. Aiming to develop habits of mind that will serve students’ efforts to understand and analyze the world around them as well as amplify their voices in shaping that world, these courses emphasize the growth of students as readers, writers, and thinkers through deliberate skill development. Each grade-level course is designed around an overarching theme and essential questions that connect the disciplines of English and social studies and move students toward autonomy in their application of inquiry and critical thinking skills. When doing so helps students address the essential questions of the course, they also explore connections to media literacy, math, science, art, language, and more. Given the incorporation of multiple disciplines, humanities courses are unique in the student experience at Rivers in that they meet every day of the week In both design and practice, these courses strive to meet the values expressed in the school’s diversity, equity, and inclusion mission: to “ engage in courageous conversations that require us to speak across difference of experiences and opinions, to examine our individual and collective privilege, to ask hard questions, and to seek solutions to complex global issues.” When students leave the humanities program, they will do so with a deeper understanding of themselves as individuals, community members, empathic citizens, and agents of change.

MIDDLE SCHOOL COURSES

TheWorld andWater, Grade 6

In the sixth grade, students develop understandings of humans’ past and present relationship to water and the various conflicts, opportunities, and power that water provides. Moving from the basic understanding that a civilization’s existence depends upon its ability to access and manage water, students expand their definition of community The year begins with an examination of the Ganges River and its role in nurturing culture while probing students to engage metaphorically in the relationship between personal contribution and a sense of belonging. Students combine their literary and scientific hats to explore the transformative power of common goals and individual agency as they work with the Rivers Freight Farm to recognize water's foundational role in cultivating meaningful spaces. As historians, students explore the American whaling industry and its impact on the growth of local and global communities while questioning the role of perspective and source reliability. Using library resources, mythology, and artifacts to further their inquiry, students uncover hidden stories of familiar and unfamiliar landscapes and discuss the process of understanding history. Throughout the year, students learn about water scarcity, pollution, and sanitation, as well as the economics of water in today’s world through current events. In order to complete these investigations effectively, students engage in interdisciplinary learning, alternately and oen concurrently taking on the roles of historians, writers, artists, and musicians. Literary experiences are extensive, with an emphasis on reading comprehension and composition skills. Writing is taught via a workshop method. The course culminates with a long term project challenging

students to raise awareness in their own communities about a global water crisis of their choosing.

Global Citizenship, Grade 7

Global Citizenship is an interdisciplinary course in which students develop an understanding of cultural competence and explore the challenges and opportunities inherent in current topics of global relevance, such as migration, environmental sustainability, and conflict resolution Over the course of the first half of the year, students will deepen their understanding of culture by focusing on various elements, such as learning about the history, languages, geography, religion, and contributions of various cultures across the world. At the midpoint of the year, they will develop an awareness of what happens when cultures meet and influence one another through the lens of global migration. The remainder of the year focuses on various ways cultures sustain themselves: through environmental sustainability, the power of stories, and conflict resolution. Students will understand how this knowledge allows people to participate meaningfully and cooperatively in a diverse, interconnected world and problem solve across differences Students will have various opportunities to create innovative solutions in an effort to positively impact their world. Literature selections expose students to a variety of genres and story models, such as novels and short stories. Students also examine primary and secondary sources, placing particular attention on developing their critical reading skills. The writing component of the course provides extensive opportunities for students to gain experience in narrative, analytical, and expository writing and emphasizes the process of revision in building their communication skills. Through formal discussions, presentations, and role plays, students are encouraged to think for themselves and form opinions supported by textual evidence

Media Literacy, Grade 7

This course provides students with the tools necessary to navigate today’s complex media environment. Designed with an inquiry based approach at its core, the class uses multimedia to practice skills of observation, critical thinking, analysis, perspective taking, and production. Students are encouraged to demonstrate their understanding of concepts by creating their own media, addressing conflicting information that comes from different sources, clarifying distinctions between fact and opinion in various types of media, determining the credibility of sources, and verifying the trustworthiness of news reports. Media Literacy is a required semester long course that is taken in addition to the year long seventh grade humanities course, and it is intended to foster meaningful connections across disciplines and to students’ daily lives.

Systems of Justice and Injustice, Grade 8

In the eighth grade, students explore the American experience and Constitution through both history and literature. Integrating the approaches of English and social studies, this class focuses on how structures of the United States government have shaped and been shaped by pivotal moments in American history in the continual efforts toward forming “ a more perfect Union.” The course examines individual and collective experiences over the course of American history through lenses such as race, ethnicity, gender, and socioeconomic status. Selections of literature, both novels and poetry, inform the discussion of identity throughout the year, with the students engaging in various writing exercises to reflect on their own identities and

experiences. Additionally, emphasis is placed on understanding how individuals, groups, and systems intersect to create social change by examining events such as the civil rights movement and the development of LGBTQ+ rights. In the spring, students use their understanding of systems of justice in the United States to pursue an interdisciplinary project investigating an issue of social and constitutional relevance. Through months of research, they identify and interpret the systems and perspectives involved with their topic and design a potential real-world solution. The English component of the course is designed to teach students to be active and empathetic readers of both literature and their world. They study grammar and vocabulary and develop analytical as well as narrative writing skills, all practiced and honed within the context of the course ’ s themes. Grounded in the school’s Diversity, Equity, and Inclusion mission statement, this course aims to foster students’ abilities to navigate differences of experience and opinion and seek solutions to complex issues.

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LANGUAGE

We learn language to learn the human experience. The Rivers Language Department challenges students to expand their worldview by exploring and learning different languages. As global citizens, students learn to speak, write, and read other languages, deepening their understanding of diverse cultural perspectives and increasing awareness of their own Language students solve problems, think critically, collaborate, participate, discover, and create. Students move from structured, guided environments at the beginning levels, to environments that are more open ended and student-led at the upper levels where the expectations to demonstrate independence, initiative, and leadership in learning are the norm Students encounter authentic experiences and primary resources in each class and at each level. In modern languages, students are immersed in the language from the beginning levels and proficiency in listening, speaking, writing, and reading sets the foundation for all classwork. In Latin, students learn to weave the grammar, language, and literature of the Roman people with culture, religion, history, and art Through this practice, students come to understand and appreciate Rome’s influence on Western civilization.

FRENCH

Middle School Courses (Grades 7 and 8)

Middle School French I

This introduction to French uses proficiency oriented materials. Emphasis is on communicative competence with the goal of developing a strong foundation in the skills necessary to understand, speak, write, and read in French. A strong grammatical foundation is balanced with varied and frequent opportunities to hone communicative proficiencies. A wide range of evaluations is used to measure student performance. Classes are conducted primarily in French. The goal of this program is to prepare students for French II in Grade 9.

Upper School Courses

Upper School French I

1 credit

This introduction to French uses proficiency oriented materials. Emphasis is on communicative competence with the goal of developing a strong foundation in the skills necessary to understand, speak, write, and read in French. A strong grammatical foundation is balanced with varied and frequent opportunities to hone communicative proficiencies A wide range of evaluations is used to measure student performance. Classes are conducted primarily in French. Note: Depending on enrollment, Upper School French I may be taught as its own section in the Upper School, or as a combined section with the French, Grade 8 course covering the same content

French II 1 credit

Prerequisites: French I and recommendation of the department

This course continues to expand upon the skills introduced in French I with a continued focus on speaking, reading, and writing exclusively in French. Introduction to cultural perspectives of the French speaking world via video materials and readings on current events supplement and broaden students’ knowledge of French language, customs, and cultures.

French III 1 credit

Prerequisites: French II and recommendation of the department

This course further develops skills introduced in French I and II. Advanced grammatical forms are studied with an emphasis on correctness of both oral and written expression Vocabulary is organized around thematic units, and forms the basis of class discussion, written assignments, and presentations, as students are encouraged to relate thematic units to their own lives. Classes are conducted in French.

French IVorV: French Cinema and Conversation 1 credit

Prerequisites: Three years of French and recommendation of the department

This course uses Francophone film and selected readings to further develop students’ oral and written proficiency, particularly in the more colloquial style found in many informal day to day interactions among native speakers. Through a detailed examination of each film, including its broader social context and historical background, the course challenges students to increase their awareness of the complex interaction of language and culture, further refine their grasp of French grammar, and enrich their vocabulary with a variety of new conversational skills and techniques. Serious emphasis is placed on independent, student driven analysis, research, and presentations with the ultimate goal of building confidence in all skill areas. An overarching goal of the course is to provide students with a fun, supportive environment for linguistic experimentation, informed risk taking, and personal growth. This course follows a two year curriculum.

Honors French IV 1 credit

Prerequisites: French III and recommendation of the department

This course builds upon the work students have completed through French III and initiates a two year sequence of preparation for the AP French Language and Culture exam. Aer an intensive review of all major aspects of grammar, students read works by a variety of authors from around the French speaking world Readings mirror those covered in the French IV section, but more extensive discussion and analysis are expected in this course, as is a greater sophistication of expression via creative vocabulary and precise syntax. A high degree of comfort with the language is expected, since all activities and exercises are conducted in French. Students enrolled in this course commit to a rigorous course of study and are expected to move forward on the honors track to AP French Language and Culture V.

AP French Language and CultureV 1 credit

Prerequisites: Honors French IV and recommendation of the department

This course is the culmination of the students’ work on the honors track. Students continue to prepare for the AP French Language and Culture exam. Students commit to a rigorous course of study paced at the collegiate level. A high degree of sophisticated analysis is expected Activities and exercises are conducted entirely in French. Students are required to take the AP French Language and Culture exam in May.

LATIN

Middle School Courses

Introduction to Latin, Grade 6

All sixth grade students are required to take Introduction to Latin. This course uses the Cambridge Latin Course, Unit I, a text that offers a flexible, dynamic approach to studying Latin. From the outset, students work toward developing a basic reading knowledge of the language. By reading stories set in Pompeii, 79 AD, students learn about the Roman world in a coherent and credible fashion. Students acquire translation skills and a solid introduction to the culture and customs of the Romans. They are exposed to basic forms and grammatical constructions, and to the grammatical forms and syntactical clauses common to both English and Latin Vocabulary and derivative skills are emphasized throughout this course. Concepts presented in the sixth grade humanities course, The World and Water, are reinforced in the Latin 6 class. Exploration of the Roman aqueduct system and water management, and the way water figures into Greek and Roman stories and myths, are also focuses of the class. There is also collaboration with the Freight Farm curriculum, as Latin students research, prepare and grow greens to be used in the annual fall Latin banquet.

Middle School Latin I

Prerequisite: Middle School Latin 6 or recommendation of the department Continuing with the Cambridge Latin Course, Units II and III, students learn the remaining noun declensions, all active forms of the indicative verb system, prepositions, adjectives, demonstrative and relative pronouns, present active and perfect participles, degrees of adjectives and adverbs, complex sentences with dependent clauses, and the forms and uses of the subjunctive mood of verbs. Students read Latin stories that present the Roman world as a coherent whole by using historical characters set in believable, everyday situations. The series focuses on life in Alexandria and Roman Britain and examines the themes of Romanization, expansion of the Roman Army, and travel and communication in the Roman Empire. Completion of the Middle School Latin program is the equivalent of Latin I.

Upper School Courses

Upper School Latin I

1 credit

Using Wheelock’s Latin textbook, students learn the five noun declensions, six verb tenses, active and passive voice, and uses of the present infinitive and imperative moods. In addition to grammar and syntax, the course introduces the mythology of the Roman gods, creation myths, and the role of heroes The daily life of Romans as it relates to childhood, education, marriage, slavery, and games is also studied.

Latin II

1 credit

Prerequisites: Latin I and recommendation of the department

This course continues the student’s grammatical and syntactical introduction to the Latin language. Continuing with Wheelock’s Latin, students are provided with a gradual transition toward more complex Latin syntax. In this course, through readings and project based reports, students study the history of the Roman Republic Cultural topics include daily life in ancient Rome, as well as a deeper look at Roman mythology.

Honors Latin II

1 credit

Prerequisites: Latin I and recommendation of the department

In this accelerated course, students are taught via the traditional grammar translation method and complete all of the major grammatical and syntactical constructions found in Latin During the second semester, students begin reading original Latin authors to continue on the honors track and better prepare for the AP Latin curriculum. The text for this course is Wheelock’s Latin. Students also study the history of the late Roman Republic.

Latin III

1 credit

Prerequisites: Latin II and recommendation of the department

Aer completion of most major grammatical constructions, students concentrate on improving their reading skills Through a variety of texts, students gain the ability to transition into reading original Latin authors from different literary genres. Students also design and complete projects based on the readings.

Honors Latin III

1 credit

Prerequisites: Honors Latin II and recommendation of the department

In this course, students will begin to transition from textbook Latin to authentic texts. Reading the poetry of Catullus and the Metamorphoses of Ovid, students will become familiar with the poetic style of Latin authors Students will learn about the Late Republic of Rome and the rise of the Roman Empire. Emphasis will be given to reviewing grammatical constructions and building on the foundation laid in prior classes. Poetic devices, rhetorical devices, and meter scansion will be covered in this class as well.

Latin IV

1 credit

Prerequisites: Latin III and recommendation of the department

Students continue to refine their ability to read Latin texts through extensive reading of adapted and original sources. Students also engage in the process of analyzing the politics of the Roman Republic and early empire and themes in Roman literature, and by extension, modern themes in literature. In particular, the archetypal “hero’s journey” is explored by students through exploratory projects.

AP Latin IV

1 credit

Prerequisites: Honors Latin III or Latin III and recommendation of the department

Students read selections from Vergil’s epic poem The Aeneid and Julius Caesar’s commentary on his military campaigns in Gaul, De Bello Gallico. Students analyze Latin in its literary, cultural, and historical context. The following themes are stressed: War and Empire, Leadership, Views on Non Romans, History, and Memory, Human Beings and the Gods. Students considering this course should show a strong capacity for language acquisition and commit to a demanding course of study at a fast pace Students are required to complete the AP Latin exam in May.

HonorsAncient Greek

1 credit

Prerequisites: AP Latin IV or Latin IV and recommendation of the department

Honors Ancient Greek introduces students to the language and culture of Classical Greece (ca. 500 300 BCE). Students use their knowledge of Latin grammar to provide a foundation for learning Ancient Greek. Due to the similar grammatical system to Latin, this course is able to move much more quickly than an introductory course Students read excerpts from the textbook Athenaze, learn the culture of Classical Greece, look at material culture from the ancient world, and learn about other cultures with which the Greeks interacted. Students considering this course should show a strong capacity for language acquisition and should commit to a demanding, fast paced course of study.

MANDARIN

Mandarin I

1 credit

Prerequisite: Permission of the department

This course provides students with the basic tools for speaking, reading, writing, and understanding Mandarin Chinese (also known as Modern Standard Chinese or putonghua). The language is approached from several angles. First, students familiarize themselves with Pinyin Romanization, a system of phonetic transcription. Character recognition, writing, and typing are then gradually introduced as students become increasingly familiar with Chinese pronunciation and intonation Lastly, these two approaches are combined with thematic vocabulary and key grammatical building blocks to promote communication and self expression across a variety of language scenarios. The course places a major emphasis on constant interaction between students in the form of conversations, discussions, games, and contests.

Mandarin II

1 credit

Prerequisite: Mandarin I or recommendation of the department

The primary objective of this course is to build upon the conceptual foundations established in the introductory course. Previously studied content is reviewed and applied to new contexts and language situations; the grammar, vocabulary, characters, and pronunciation skills acquired in the first-year course are developed and broadened through the introduction of new topics, themes, and materials drawn from a variety of sources. Special emphasis is placed on pronunciation, recognizing and typing characters without the crutch of Pinyin, and the use of more grammatically sophisticated sentences in both speech and writing. A major theme of the year is the analysis of an increasing number of unfamiliar (drawn from outside the textbook) readings, audio recordings, and film excerpts to better prepare students for unscripted communication with native speakers.

Mandarin III

1 credit

Prerequisite: Mandarin II

This course is an opportunity for students to apply the foundational skills acquired in the first and second levels in meaningful linguistic contexts, with a heavy emphasis placed on reading, viewing, researching, and listening to materials intended for native speakers of the language. Such “contexts” may include an online chat or phone conversation with a native speaker in Beijing or Taiwan, a debate concerning a philosophical or moral issue of interest to students, in depth multimedia presentations, or a comprehensive research project. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Materials used in class may range from news broadcasts and podcasts to magazine articles, advertisements, short stories, and excerpts from famous literary works. Using dialogues and essays excerpted from the text as a starting point, students are frequently asked to think creatively and push themselves beyond their comfort zone in the language.

Mandarin IVorV

1 credit

Prerequisite: Mandarin III

This course is conducted almost exclusively in the target language; students are expected and encouraged to express themselves without relying on English. The course relies heavily on authentic materials to supplement textbook content. Students simultaneously continue to develop their reading efficiency, compositional skills, oral fluency, and listening comprehension with the aid of numerous exercises and assignments selected from the textbook and other sources, both analog and digital. Assignments require a greater degree of creativity, initiative, and organization and are considerably more complex than those of a standard fourth year class Finally, greater emphasis is placed on student to student and group interaction in the classroom and through varied mediums of communication.

SPANISH

Middle School Courses (Grades 7 and 8)

Middle School Spanish I

This introduction to Spanish uses proficiency oriented materials Emphasis is on communicative competency with the goal of developing a strong foundation in the skills necessary to understand, speak, write, and read in Spanish. A strong grammatical foundation is balanced with varied and frequent opportunities to hone communicative proficiencies. A wide range of evaluations is used to measure student performance. Classes are conducted primarily in Spanish.

Spanish for Bilingual Speakers

Prerequisites: Recommendation of the department

This course is designed for students in grades 7 and 8, for whom Spanish is a first language or who have an advanced language capacity coming from a language immersion experience. Students focus on learning grammar and vocabulary through the exploration of topics including social justice, geography of the Spanish-speaking world, human rights, and literature. The purpose of this course is to give students more opportunities to speak, read, and write in Spanish while providing them with insights into the Spanish speaking world. Emphasis is on developing reading, writing, and conversational skills for students who are proficient in verbal Spanish. For students entering in seventh grade, this is a two-year course. This course is designed to prepare students to transition into Honors Spanish Literature in the Upper School and is conducted entirely in Spanish.

Upper School Courses

Upper School Spanish I

1 credit

See description above.

Spanish II 1 credit

Prerequisite: Spanish I

This course continues to expand upon the skills introduced in Spanish I. Students are encouraged to think more idiomatically and to express themselves in Spanish with more creativity and precision. Vocabulary study is more extensive, as are reading and writing assignments. Oral and written projects are required. Classes are conducted in Spanish.

Honors Spanish II

1 credit

Prerequisites: Spanish I and recommendation of the department

This section covers second year material at a faster pace and in more sophisticated detail than in the non honors sections. Students need to show a strong capacity for language acquisition in order to be comfortable speaking, reading, and writing

exclusively in Spanish. Students in this section are expected to move forward on the honors track in subsequent years with a final goal of mastering the AP curriculum.

Spanish III

1 credit

Prerequisites: Spanish II and recommendation of the department

This course further develops skills introduced in Spanish I and II. Advanced grammatical forms are studied with an emphasis on correctness of both oral and written expression. Readings are chosen from the works of Hispanic authors. Vocabulary, organized around thematic units, forms the basis of class discussion, presentations, and debate, as students are encouraged to relate thematic units to their own lives. Course requirements include oral projects and papers written in Spanish. Classes are conducted in Spanish.

Honors Spanish III

1 credit

Prerequisites: Honors Spanish II and recommendation of the department

This section covers third year material at a faster pace and in more sophisticated detail than the non honors sections. Students need to show a strong capacity for language acquisition and a commitment to working at a fast pace. Emphasis on advanced grammar and vocabulary development aids the student in communicating in both written and oral form with creativity and precision. Students in this section are expected to move forward on the honors track in subsequent years with the final goal of mastering the AP curriculum.

Spanish IV

1 credit

Prerequisites: Spanish III and recommendation of the department

This course is designed for serious students of Spanish. A review of all major aspects of grammar, readings from works by a variety of authors from around the Spanish speaking world, and vocabulary presented in thematic units are springboards for increasing communicative proficiencies. Readings and discussions of current events supplement and broaden the student’s language experience. Oral projects and individual research refine vocabulary and grammar usage and expose students to cultures surrounding the language All classroom activities are conducted in Spanish

Honors Spanish IV

1 credit

Prerequisites: Honors Spanish III and recommendation of the department

This course continues the work students have done in Honors Spanish III. An intensive review of all major aspects of grammar aids students in speaking and writing with precision. Great attention is paid to the development of a broad and rich vocabulary and the application of this vocabulary to communicative and writing exercises in a variety of contexts Students read a variety of authentic source materials in Spanish. A high degree of comfort with the language is expected, as is the capacity to process and produce language with speed and accuracy. Students are expected to use Spanish exclusively in class and to look for ways to extend the use of Spanish beyond class. Students in this section are expected to move forward on the honors track to AP Spanish V.

Interdisciplinary SpanishV

1 credit. Cross-listed with Interdisciplinary Studies

Prerequisites: Spanish IV and recommendation of the department

In this interdisciplinary Spanish course, students examine the reasons why cultures and individuals create narratives and art that serve as an escape from reality. Through the lens of fantasy, students learn how societies develop different types of government and how they affect political regimes, countries, and people. Students also learn the theory and structure of fairy tales and use them to write tales of their own, leading them to question their purpose and find similarities and differences between different versions of the same stories. Students think critically about the time periods in which they were written, assessing how a story changes when told from different points of view. This course aims to refine grammatical points and vocabulary to achieve creative and precise expression, while drawing from history, political science, economics, literature, and art. All activities are conducted entirely in Spanish.

AP Spanish LanguageV

1 credit

Prerequisites: Honors Spanish IV and recommendation of the department

This course concludes the student’s work on the honors track. Students continue to hone skills and to prepare for the AP Spanish Language exam. Students taking this class need to commit to a rigorous course of study paced at the collegiate level. Students are required to take the AP Spanish Language and Culture exam in May.

Honors Spanish Literature

1 credit

This course is designed for students in grades 9 through 12 for whom Spanish is a first language. In this class, students focus on the learning of grammar and vocabulary through the analysis and discussion of various literary works originating from several different Spanish speaking countries. The purpose of this course is to give students more opportunities to speak, read, and write in their mother tongue while providing them with cultural and historical insights of the Spanish speaking world. Students may take this course for multiple years as the curriculum is different each year. This course is conducted entirely in Spanish.

Summer Elective

Cádiz:At the Intersection of History and Contemporary Spain 0.5 credits. Cross listed with Interdisciplinary Studies

This course is an opportunity for advanced and highly motivated Rivers language students to immerse themselves in the language and life of Spain by living with Spanish families and studying both in and outside of the traditional classroom setting. While in Cádiz, students attend daily classes taught by teachers who are native to Spain and travel with Rivers Language faculty to sites of pivotal significance in the evolution of contemporary culture. Field classes are designed to connect directly to students’ Rivers classes in the winter and spring prior to departure and to their morning and aernoon classes while in Cádiz. Students explore history, religion, architecture and art and consider the confluence of time, place, and culture as they have created our present day world. Work and learning in Spain are intensive and take place seven days a week. All work is conducted entirely in Spanish. This program

culminates in a capstone project designed by the student in which the student further examines one aspect of culture or history from the view of multiple academic disciplines.

Criteria for selection for this program are demonstrated academic commitment, demonstrated effort and enthusiasm in the classroom, maturity and reliability as demonstrated in the student’s interactions at Rivers, the ability to function in Spanish at an advanced intermediate level, and personal essays Sophomores and juniors selected for the program commit to weekly preparation classes beginning in late January until departure for Cádiz in mid June.

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MATHEMATICS

The mission of the Rivers mathematics department is to inspire curiosity and foster enthusiasm for learning and applying mathematics Through meaningful work and student centered classrooms, we create an environment that encourages students to collaborate with their peers and teachers while also taking ownership of their own learning process. We aim for students to feel both challenged and successful by pushing them outside their comfort zones, but always instilling in them a confidence that they have the tools to tackle complex and unfamiliar problems. They learn to think creatively and develop critical thinking skills that allow them to approach any problem like a mathematician. We believe this way of teaching and learning leads to self-assured students who will graduate with an appreciation for and excitement of the study of mathematics

MIDDLE SCHOOL COURSES

Pre Algebra, Grade 6

The Pre Algebra 6 course begins students’ formal preparation for algebra. The program helps students gain mastery of computation and estimation through various small group problem solving activities and independent skills practice The course develops students’ thinking in the key mathematical processes of counting, visualizing, comparing, estimating, measuring, modeling, reasoning, connecting, representing, and using tools. Among the topics covered are factors, multiples, fractions, decimals, percents, ratios, proportions, Cartesian coordinates, area, perimeter, volume, and data analysis. Emphasis is placed on real life applications, oen involving multiple step word problems that require students to apply what they have learned to new situations. During the year, the Pre Algebra 6 course is integrated with the sixth grade science (Earth Science) and Humanities (The World and Water) courses through projects

Pre Algebra, Grade 7

This course continues students’ preparation for algebra and is designed to address four main topics: number theory, statistics, geometry, and basic algebra skills In number theory, students explore the number system through the use of patterns, fractions, decimals, and percents. The statistics unit examines probability, data collection, data presentation, and decision making, and the geometry unit investigates properties and patterns of geometric shapes and theories. Students are also exposed to methods and skills of manipulating symbolic representations This course uses activities, labs, games, and projects to help students comprehend and master the concepts covered.

Algebra I

Prerequisite: Pre Algebra

This course includes the study of signed numbers, operations with literal expressions, factoring, fractions, linear equations and systems, fractional equations, radicals, and quadratic and exponential equations, and their applications to problems. Students are expected to achieve proficiency with the basic techniques of factoring and simplifying

expressions. The ideas and rules of algebra learned in this course form the foundation for much of high school math and science.

HonorsAlgebra I

Prerequisites: Pre Algebra and recommendation of the department

Honors students study all topics from Algebra I in addition to more difficult ideas and techniques. Students derive formulas, clearly explain the advantages of different problem solving strategies, and study more topics than are covered in Algebra I

UPPERSCHOOL COURSES

Geometry

1 credit

Prerequisite: Algebra I or equivalent

This course covers properties and relationships of two and three dimensional objects Deductive and inductive reasoning techniques are stressed as methods of investigating properties and relationships between figures and means of drawing conclusions. Students learn in a collaborative environment and concepts are reinforced through a variety of hands on activities. Students are introduced to constructing formal proofs, and algebra skills are reinforced consistently throughout the curriculum. Students will be taught effective strategies for taking notes, studying for assessments, and completing group work. Emphasis on recall, mindset, and learning will be used so that they will be able to navigate their transition to high school math with the most opportunity for success

Honors Geometry

1 credit

Prerequisite: Recommendation of the department

This challenging course is for students of demonstrated ability who have a strong desire and capability to learn and work independently and to think creatively. The entire content of the Geometry course is completed in more depth and with greater rigor. Constructing logical arguments, especially through formal proof, and using the coordinate plane to reinforce geometric concepts are central features of the course Additionally, algebra skills are reviewed and developed, with particular emphasis on setting up and solving linear equations, quadratic equations, and systems of equations.

Algebra II

1 credit

Prerequisite: Algebra I or equivalent

This course reinforces and extends the concepts and methods covered in Algebra I, including mathematical properties, solving linear equations and inequalities, absolute value equations and inequalities, quadratic equations and factoring techniques, and systems of equations. The primary focus is learning the concept of a function and using parent functions to model real world situations. Families of functions studied include linear, quadratic, absolute value, exponential, logarithmic, polynomial, radical, and rational functions. Students are instructed in the use of graphing technology to explore and investigate concepts and learn about the behavior of the different families of functions.

AdvancedAlgebra II

1 credit

Prerequisite: Recommendation of the department

This course covers concepts of algebra and prepares students to be successful in precalculus and higher level math courses. Students will study linear, absolute value, piecewise, quadratic, polynomial, radical, exponential and logarithmic functions and rational expressions Students will create and draw connections between graphical, algebraic, and analytical models, in order to identify critical information and transfer understanding between modes of representation. By completing projects that apply functions to real-life situations, students gain an understanding of how mathematics can be employed to solve complex real world problems.

HonorsAlgebra II

1 credit

Prerequisite: Recommendation of the department

This rigorous course is intended for students of demonstrated ability who have the desire and capability to learn independently and think creatively. Combining the Algebra II curriculum with advanced graphing techniques and topics from Precalculus, this course introduces the concept of a function and examines properties and applications of linear, absolute value, piecewise, radical, exponential, logarithmic, quadratic, polynomial, and rational functions. Additionally, the course may include topics such as sequences and series, conic sections, and systems of nonlinear equations. The frequent use of real world applications illustrates and reinforces mathematical ideas, and students are instructed in the use of graphing technology.

Precalculus

1 credit

Prerequisite: Algebra II

This course will review and build upon concepts from Algebra II that are a vital foundation for higher level math courses. Students will analyze linear, quadratic, polynomial, rational, exponential, logarithmic, and trigonometric functions by sketching graphs, exploring their transformations, and making interpretations in a real world context. This course challenges students to effectively employ problem solving skills, while also sharpening their critical thinking skills

Advanced Precalculus

1 credit

Prerequisites: AdvancedAlgebra II and recommendation of the department

This course introduces students to new concepts needed for the study of calculus and strengthens understanding of topics in algebra and geometry. Students study functions with particular attention to graphing and manipulating polynomial, rational, exponential, logarithmic, and trigonometric functions. Students learn to work with functions numerically, visually, algebraically, and verbally In addition, students may study sequences, series, and conic sections. Graphing technology is utilized throughout the course to enhance student understanding of mathematical concepts. The frequent use of real-world applications illustrates and reinforces mathematical ideas.

Honors Precalculus

1 credit

Prerequisites: Honors Algebra II, taking Advanced or AP Physics during junior year, and recommendation of the department

This course is for students of demonstrated ability and includes all of the topics covered in Advanced Precalculus in addition to polar coordinates, vectors, parametric equations and plane curves, and other advanced topics. The material in this course provides a strong preparation for Advanced Placement Calculus, with the study of formal calculus topics beginning in the second half of the year. The course covers all of differential calculus by the end of the year. Students are exposed to the power of mathematical modeling through examination of real-world applications and interdisciplinary connections. Through this course students develop the intellectual disposition to continue studying mathematics and related fields at a high level.

Statistics

1 credit

Prerequisites: Precalculus and recommendation of the department

The goal of this course is for students to conduct and assess statistical analyses by utilizing statistical tools and technology in order to tell a clear story with data that informs decision making. It serves as an introduction to the fundamental concepts of statistics involved in displaying, summarizing, and drawing inferences from data. Topics include generating statistical questions, sampling methods, exploratory data analysis, design of surveys and experiments, probability, sampling distributions, estimation, significance testing, and regression. Students frequently engage in hands-on activities and explorations to learn the concepts and how they are applied across a variety of industries The statistical programming language R is used to wrangle and analyze real datasets. Through the work done in this class, students also practice the iterative nature of statistical analysis that includes asking questions, collecting data, conducting statistical analyses, and generating conclusions. Overall, this course prepares students to positively impact a world that is increasingly generating and utilizing vast amounts of data.

AP Statistics

1 credit

Prerequisites: Advanced Precalculus and recommendation of the department

This course follows the College Board AP Statistics syllabus. The four main units of study are: data analysis, data collection and experimental design, probability, and statistical inference. This course differs from the non-AP statistics course in the rigor and type of content to be examined and in the quantity of work asked of the student. Topics are taught through extensive investigations of real world examples. Students are required to take the AP Statistics exam in May.

AP Microeconomics

1 credit

Prerequisites: Honors Algebra II or Advanced Precalculus and recommendation of the department

The purpose of this course is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. This course focuses on introducing students to the principles of microeconomics, placing primary emphasis

on the nature and functions of product markets. Additionally, the course includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. Concepts are taught and brought to life through a variety of means including readings, class simulations, projects, and debates. At the conclusion of the course, students are required to take the AP Microeconomics exam.

Calculus

1 credit

Prerequisites: Precalculus and recommendation of the department

This course is designed for those who plan to continue the study of calculus in college and/or who may need this background for courses in applied sciences. The curriculum introduces the fundamental concepts of calculus, including the ideas of functions, limits, continuity, and standard differentiation formulas and their applications. Through applications of derivatives to problems in maxima and minima, students gain experience in the power of calculus. In addition, basic methods of integration are discussed. This course does not prepare students for either of the Calculus AP exams

AP CalculusAB

1 credit

Prerequisites: Advanced Precalculus or Honors Precalculus and recommendation of the department

This course in differential and integral calculus follows the AP Calculus AB syllabus. Topics covered include limits, continuity, differentiation and integration of algebraic and transcendental functions, optimization and related rates, areas bounded by curves, volumes of revolution, techniques of integration and differential equations An emphasis on the role of calculus in real world applications exposes students to the power of mathematics and encourages strong critical thinking skills. This course prepares students to pursue advanced topics in mathematics, science and business. Students are required to take the AP Calculus AB exam in May.

AP Calculus BC

1 credit

Prerequisites: Honors Precalculus and recommendation of the department

In addition to completing the syllabus of Calculus AB, this course completes the preparation for the BC level of the AP exam in calculus. Students are exposed to the power of calculus through examination of real world applications and interdisciplinary connections. Through this course students develop the intellectual disposition to continue studying mathematics and related fields. Additional topics include integration by parts and by partial fractions, improper integrals, L’Hospital’s rule, first order separable differential equations, logistic differential equations, infinite series and power series, and the calculus of parametric, polar, and vector functions. Students are required to take the AP Calculus BC exam in May.

Post AP Multivariable Calculus and Topics in Mathematics

1 credit. Cross listed with Interdisciplinary Studies

Prerequisites: AP Calculus BC and recommendation of the department

This course is designed for students who have completed AP Calculus BC and are interested in studying mathematics or a related field at the college level. Topics include vectors and matrices in 2 space and 3 space, matrices and systems of

equations, parametric equations, partial derivatives and applications, double integrals, and integrals in the plane. Throughout the course, students will examine applications to physics, probability and statistics, and graph theory. Students will explore the history of some of the most important theorems and processes in calculus like Green’s Theorem and Lagrange multipliers. This course will also serve as a way for students to explore the nature of mathematics through reading excerpts from books on some of the most important mathematical developments and discussing how mathematics plays an integral role in so much of our world today

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SCIENCE

The Rivers Science Department enhances students’ passion for innovative thinking, while training them to seek unbiased evidence, ask questions about the natural world, and apply scientific problem-solving skills to diverse challenges. We equip every Rivers graduate with a core base of scientific knowledge that can inform their decisions on personal, social, and political issues while preparing them for future academic endeavors. Students use technology and analytical tools to work through challenging problems, collaborate in an open-minded manner, and design their own laboratory investigations As our students relate what they learn to current events, they move beyond the confines of the science classroom and into local laboratories, hospitals, businesses, and the natural world. By learning to think critically about what is presented to them, students graduate better prepared to confront our world’s most pressing issues in technology, the environment, medicine, and society as a whole.

MIDDLE SCHOOL COURSES

Earth Science, Grade 6

The sixth grade program focuses on water throughout the disciplines. As students work through each science unit, connections are made and played out in the other disciplines. A hands-on experiential approach has students working in and out of the classroom as they explore oceans, ponds, rivers, wetlands, and aquifers Rivers’ location next to wetlands and Nonesuch Pond provides an immediate outdoor classroom. Among other topics, students investigate waves and currents, weathering and geology, and groundwater and water distribution systems. They learn and apply the scientific method as they gather and analyze data The Earth Science course is also integrated at times throughout the year with the Pre Algebra, Grade 6 course.

Life Science and Sustainability, Grade 7

Seventh-grade students are introduced to the study of ecology, the environment, and the human body The year involves investigation of the complex interactions between all types of organisms and their environments. Students learn that ecosystems consist of communities of plants, animals, and microorganisms that are dependent on each other and on the non-living parts of the environment. Emphasis is placed on experiments, both in and out of the classroom Projects with hands on involvement, independent thinking, and innovative solutions are important components of the course. Topics covered include ecological, life, and nutrient cycles; introduction to viruses, bacteria, protists, plants, and animals; human influence on the environment, renewable and non-renewable energy, and sustainable living; and human anatomy and physiology

Introductory Physical Science, Grade 8

This course focuses on the scientific method as it applies to chemistry. The course takes students through experiments that allow them to gather data suggesting the existence of the atom. Discovery is an essential part of this laboratory based course, and students gain extensive experience working with lab equipment. The course also places great emphasis on analytical and independent thinking skills, requiring

students to come up with explanations and solutions to problems not previously considered. At the completion of the course, students have a solid background in physical science, allowing them to continue in biology, chemistry, and physics.

UPPERSCHOOL COURSES

Integrated Biology and Chemistry Program

With the rapid advancement of molecular and biochemical techniques, the synergy of biology and chemistry has become ever more important. At the introductory level, today’s students need to be proficient with chemical principles in order to explore biological phenomena. Because of this connection between biology and chemistry, we teach biology and chemistry together over two years through Biology & Chemistry I and II

Biology & Chemistry I

1 credit

Biology & Chemistry I is the first of a two year integrated biology and chemistry curriculum. Students begin by examining the scientific method: the logical, step wise process that pervades all science. Students then learn about the major themes in biology before zooming into the structure of the atom and deciphering the principles packed into the periodic table. The class learns how to arrange atoms into molecules, with a focus on macromolecules that are essential to nutrition From here, students build an understanding of the structure of the cell and its functions, with a focus on DNA and how it determines traits. Students study how organisms grow, reproduce, and pass on traits through cellular replication, sexual reproduction, and heredity. The year culminates with a study of natural selection and evolution. Weekly hands-on activities and experiments enable students to expand and develop classroom concepts. As an entry to science at Rivers, Biology & Chemistry I emphasizes successful study strategies and organizational approaches that students can use to address the unique challenges posed by scientific courses.

Honors Biology & Chemistry I

1 credit

Prerequisite: Recommendation of the department

This rigorous course is intended for students who combine strong math and science abilities with a deep passion for scientific inquiry. The entire content of Biology & Chemistry I is presented in greater depth. Additionally, the course includes topics such as the electromagnetic spectrum, radioactivity, the quantum mechanical model of electron configurations, chemical reactions, and a greater breadth and depth of knowledge on core biology concepts Approval of the department is required, and the successful honors student will be self motivated and independent. Laboratory reports, homework assignments, and tests all require a higher level of engagement and commitment on the part of the student.

Biology & Chemistry II

1 credit

Prerequisite: Biology & Chemistry I and recommendation of the department

Biology & Chemistry II is the second year of the two year integrated biology and chemistry curriculum. Students begin the year with a laboratory investigation to review the concepts of the periodic table, cell structures, macromolecules, and the chemical makeup of compounds. This is followed by a study of the chemistry of biological systems Students explore the various systems of the human body and their underlying chemical reactions and relationships. Gas laws and the respiratory system are followed by enzymes and how they affect reaction rates. Students then focus on chemical equilibrium as it relates to hormones and explore acids and bases in the context of blood and buffers. In addition, students learn the fundamentals of thermochemistry and nuclear chemistry. Students use basic algebraic and problem solving skills as they apply chemistry to these biological systems. The culmination of the course is a fetal pig dissection that reviews the human system and the chemical reactions that help it function.

Advanced Biology & Chemistry II

1 credit

Prerequisite: Biology & Chemistry I and recommendation of department

Advanced Biology & Chemistry II covers the same subject matter as Biology & Chemistry II, the second year of the two year integrated biology and chemistry curriculum. The Advanced Biology & Chemistry II course places a greater emphasis on using algebraic skills and creative problem solving to address complex problems, while also probing the subject matter in greater depth and with less review.

Honors Biology & Chemistry II

1 credit

Prerequisite: Recommendation of the department

Students enrolled in Honors Biology & Chemistry II explore the same topics as in Advanced Biology & Chemistry II, but in greater depth and detail and at an accelerated pace. Approval of the department is necessary, and the successful honors student will possess strong algebraic skills to successfully balance chemical equations and solve stoichiometric problems. Honors students should also be self-motivated and independent Laboratory reports, homework assignments, and tests all require a higher level of engagement and commitment on the part of the student.

Physics 1 credit

Prerequisite: Algebra II or recommendation of the department

This course is designed to give students a conceptual understanding of the major ideas of physics, including mechanics, heat, sound, and electricity. Although the emphasis is on concepts, the course requires students to practice and develop the quantitative skills they have learned in algebra and geometry through laboratories and work with elementary physics equations. Significant stress is placed on students’ growth as analytical thinkers. The ability to tackle new problems using understanding gained from prior concepts is a daily requirement. This course will emphasize developing students’ abilities to provide clear, concise explanations of physical phenomena using fundamental principles and concepts. Simultaneously, students will tie these concepts

to skills and concepts studied in their mathematics classes to develop both a conceptual and quantitative understanding of the foundations of physics.

Advanced Physics

1 credit

Prerequisite: Advanced or Honors Algebra II or recommendation of the department

Advanced Physics is designed to give students a broad conceptual and quantitative understanding of the central concepts of physics, including acceleration, forces, circular motion, energy, momentum, heat, pressure and buoyancy, sound, electricity, and magnetism. Significant analytical thinking is required of students as they are asked to apply the physics they are learning to answer new and unfamiliar questions. Tackling new challenges using understanding gained from prior concepts is a daily requirement. The labs give students hands on experience with the physics they are learning and reinforce the detailed expectations of how to properly write up a lab report. Students are expected to explain physical phenomena with clear written explanations, and to calculate numerical answers using the equations of physics. The course requires a strong foundation of algebra skills

AP Physics C: Mechanics

1 credit

Prerequisites: Advanced or Honors Algebra II and recommendation of the department

This is a calculus based, college level physics class that covers the fundamentals of mechanics, including linear motion, forces, energy, momentum, statics, rotational motion, and waves. The pace of the course is brisk and the demands are considerable; independence and motivation are vital. The emphasis is on problem solving and analytical thinking Students are presented with new, unfamiliar physics and math daily, requiring them to persevere and search thoughtfully for means of tackling the challenges presented. A calculus course is not a prerequisite, but students must be adept at mathematics and have a solid background in algebra and trigonometry in order to learn the fundamentals and applications of calculus taught in this course. All students take the first half of the AP Physics C exam, Mechanics, in May.

AP Biology

1 credit

Prerequisite: Recommendation of the department

AP Biology is designed to be a college level introductory biology course, both in the classroom and in the laboratory. The topics covered previously in the integrated biology and chemistry curriculum are covered here in more depth, with greater emphasis on biotechnology, plants, and classification. The required 12 AP Biology

Labs are designed to illustrate key concepts as well as relevant laboratory procedures, the analysis of which is detailed in a formal lab report. This fast paced course requires at least one hour of study per night, and students are required to take the AP Biology exam in May.

AP Chemistry

1 credit

Prerequisites: Honors Biology & Chemistry II and recommendation of the department

This course is designed to provide the student with a college level introduction to general chemistry course, both in the classroom and in the laboratory. The topics covered previously in Honors Biology and Chemistry II are explored here in more

depth both mathematically and conceptually, with an emphasis on chemical calculations and the mathematical formulation of principles. In addition to classroom work, extensive time is spent in the laboratory. The students further develop their skills and knowledge to conduct a well thought out chemistry experiment and are able to present their results in a traditional formal laboratory report. Students leave the course with the ability to critically analyze scientific issues. Students should expect at least one hour of homework each night and are required to take the AP Chemistry exam in May

AP Computer Science

1 credit

Prerequisite: Recommendation of the department

Steve Jobs once said, “I think everybody in this country should learn how to program a computer, because it teaches you how to think.” In this course, students learn problem solving skills through object oriented programming, which includes designing and implementing reusable components and classes. Students also develop data algorithms and structures, as well as perform operations such as searching and sorting on those structures. All programming is done in Java. This course is the equivalent of a first semester college course in computer science, although no prior programming experience is required or expected. Students will take the AP Computer Science A Exam in May.

AP Environmental Science

1 credit

Prerequisite: Recommendation of the department

This course combines natural science, social science, and political science to train students in the root causes of environmental problems, and to provide students with the tools they can use to fix those problems. The course begins with the surprisingly difficult question of “what is the environment?” , then proceeds to introduce foundational concepts in biology, chemistry, and physics that are necessary to understand our most pressing environmental problems. Students learn about how atoms move through the biosphere, the rules governing how organisms interact with each other, and the factors influencing the heat budget of the earth. Students apply this knowledge to specific environmental challenges: population growth, feeding a growing population, air and water pollution, and, ever more pressingly, climate change Students consider these problems, and their solutions, in the context of environmental ethics, economics, and politics. Nightly reading, class discussions and lectures, laboratory experiments, and field study on and off campus are all used to help develop students’ understanding of the environment. Students are required to take the AP Environmental Science exam in May.

Post APTopics in Computer Science: Machine Learning

1 credit

Prerequisite: AP Computer Science

Machine learning is the science of getting computers to make decisions without specific instructions. In the past decade, machine learning has given us Google’s web search, Siri, Alexa, the beginnings of self-driving cars, and is now being applied in many other fields, such as understanding the human genome. Students begin the course by learning a new programming language, Python, which has recently been crowned the world’s most popular programming language. Aer learning Python,

students learn the fundamental principles, algorithms, and techniques of machine learning and apply what they learned to more challenging labs and projects. Projects include having the computer learn the fastest way to solve a maze and the best way to play/win in games, and analyzing human handwriting. In addition to learning python, students learn to program in Swi, the language of Apple’s operating system of iPhones and iPads. As a final project, students are challenged to program an app that uses machine learning.

First Semester Electives

Engineering I

0.5 credits

Prerequisite: Recommendation of the department

This course introduces students to the engineering process through 3D modeling and digital fabrication. Students will learn to use professional grade CAD soware to create digital models which they will then prototype using 3D printers and laser cutters in the school’s digital fabrication facility. Students will be introduced to and explore concepts relating to structural, mechanical, and industrial design through exploratory labs and design challenges. Students will engage heavily with the iterative design process, repeatedly designing, prototyping, and testing various components and designs. Students will be expected to do a fair amount of independent work on their projects outside of class as the semester progresses and they become more familiar with these technology platforms. Students should expect that their designs will need multiple iterations in order to function properly, oen requiring them to scrap hours of work and start from scratch once a significant issue or obstacle has been discovered

This engagement with the iterative design process is key to understanding the modern method of engineering design and will be a significant theme throughout this course.

HumanAnatomy and Physiology

0.5 credits

Prerequisite: Biology & Chemistry I

Our understanding of the human body has been increasing at an explosive rate. To understand how and why the body works, students must integrate the study of anatomy, physiology, and pathology In this course, students learn about several of the human organ systems: their microscopic and macroscopic structures, their normal function, and the result of disruption to homeostasis of this system. For a number of weeks during the course, classroom learning is interspersed with hands-on learning at the Harvard Medical School. For one class period plus one lunch block per week, students don scrubs and a stethoscope to take part in the MEDscience program. There, students play the role of doctors diagnosing medical cases with a simulated patient, develop clinical skills such as suturing and intubating, and learn from professionals in a variety of healthcare fields.

Neuroscience

0.5 credits

This elective will introduce students to the world of neuroscience. It will cover cellular and molecular neuroscience, neurophysiology, and neuroanatomy. The focus will range in scale from single nerve cells to the complex behavior of entire organisms. The class will include an exploration of several neurological conditions and

syndromes observed in humans. The lab component of this course will involve microscope work, brain dissections, and potentially live cell cultures. The goal of the course is to explore the fundamental question of how living organisms make sense of the world and execute goal directed behavior.

Robotics I: Introduction to Robotics

0.5 credits

Prerequisite: Recommendation of the department

Students will be introduced to the fundamentals of building functional robots, learning about the structural, mechanical, electrical, and soware systems necessary to proper function. No prior experience is required. The semester begins with a focus on learning to program using pre built robots. Students will learn to write code that takes in data from sensors, processes that data, makes decisions, and then executes a desired behavior. This is accomplished through a series of programming challenges that become more and more complex as students learn more sophisticated programming structures and techniques. The course then shis to building physical robots. Students will use existing components in our inventory and will also learn to design their own custom components using professional CAD modeling soware. These parts will be prototyped on the school laser cutters and 3D printers, enabling students to create more sophisticated solutions to the challenges set to them in this course. Students will also learn the importance of proper circuitry and wiring, distinguish between power and signal wiring, and will be challenged to identify and correct faults introduced into their robots.

Second Semester Electives

Engineering II: Systems Engineering 0.5 credits

Prerequisite: Engineering I or recommendation of the department

This course builds off of what students learned in Engineering I and shis the focus to systems engineering. The bulk of the semester will revolve around a semester long group project that will require the design and construction of mechanical, structural, electrical, and soware subsystems which must interact with each other to achieve a specific goal Students will be placed in small groups where they must cooperate as a small design team in an effort to “divide and conquer ” the challenge set before them. Through this process, students will apply the skills they learned in Engineering I to more complex, open-ended problems. Students will also be introduced to the fundamentals of electrical circuitry and programming, collecting and processing data from physical sensors through the use of small system embedded microcontrollers. Students will be expected to work independently on their portions of the project while communicating effectively with their teammates. Groups will be expected to clearly define individual responsibilities, and students will be assessed primarily on their performance on the tasks for which they are responsible

Molecular Genetics and Biotechnology 0.5 credits

Prerequisites: Biology & Chemistry I

This course will begin with a review of nucleic acid and chromosomal structure, the central dogma, and human heredity. It will then continue with a more in depth look

at crossing over and linkage mapping, pedigree and haplotype analysis, and gene regulation. Students will also learn about or use various biotechnology tools and techniques such as micropipetting, gel electrophoresis, gene cloning and bacterial transformation, PCR, restriction enzymes, DNA fingerprinting, and CRISPR and gene editing. The bioethics surrounding the use of biotechnology will also be discussed.

Psychology

0.5 credits. Cross listed with Interdisciplinary Studies

This IDS course will explore the study of the mind. Students will simultaneously embody their inner scientist, artist, and storyteller as they explore several core branches of psychology: perception, learning and memory, social psychology, and psychological disorders. The class will examine each of these topics while focusing on the selective pressures that drove the evolution of the brain. Throughout the course, students will design and take part in mini psychology experiments to practice the methodology of research design and witness the importance of experimental controls. Students will learn to disseminate their scientific knowledge by filming and editing videos that incorporate themes from both English and Art disciplines This interdisciplinary approach will merge scientific rigor with clear, captivating storytelling in the pursuit of creating aesthetically appealing productions. At the conclusion of the semester, students will design, run, and analyze their own experiment before showcasing their data via a capstone video presentation.

Robotics II:Applications in Robotics

0.5 credits

Prerequisite: Robotics I: Introduction to Robotics or recommendation of the department.

In this course, students will build off of the skills developed in Robotics I Challenges and projects will become more open ended, less guided, and span longer periods of time. Students will be expected to manage their time and work independently to meet deadlines. Students will also begin the process of learning to develop and design in small groups for some challenges, as robots become increasingly complex and sophisticated. Mechanical systems will become notably more complex, and students will need to research existing solutions as they design their robots. Robots are expected to be more autonomous in nature and less dependent on real time user input. The collection and processing of data from sensors becomes increasingly important in this second semester of robotics Students should expect to work through multiple iterations of potential solutions to particular challenges, oen having to return to the drawing board when designing their robot systems.

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