Middle and Upper School Academic Program Guide 2013-‐‑2014
Table of Contents Part I: General Information ................................................................................................................... 3 Stuart Hall School Mission ................................................................................................................................. 3 About Stuart Hall School .................................................................................................................................... 3 The Honor Code .................................................................................................................................................. 4 Grading Scale Grades 6-‐‑12 ................................................................................................................................. 4 Middle and Upper School Courses Offered .................................................................................................... 4 Part II: Cochran Middle School ............................................................................................................ 6 Introduction .......................................................................................................................................................... 6 Program of Studies .............................................................................................................................................. 6 Part III: Middle School Course Descriptions: ................................................................................... 7 ENGLISH .............................................................................................................................................................. 7 MATH ................................................................................................................................................................... 8 SCIENCE ............................................................................................................................................................... 9 HISTORY .............................................................................................................................................................. 9 WORLD LANGUAGES .................................................................................................................................... 10 INTEGRATED ARTS ........................................................................................................................................ 11 PHYSICAL & WELLNESS EDUCATION ...................................................................................................... 12 CO-‐‑CURRICULAR COURSES ......................................................................................................................... 12 Part IV: Gray Upper School ................................................................................................................ 14 Introduction ........................................................................................................................................................ 14 Graduation Requirements ................................................................................................................................ 14 Upper School Honors Program ....................................................................................................................... 16 Stuart Hall Emphasis Programs: Focus on the Arts, or on Math/Science ................................................. 17 Part V: Upper School Couse Descriptions ....................................................................................... 17 ENGLISH ............................................................................................................................................................ 17 HISTORY ............................................................................................................................................................ 21 MATH ................................................................................................................................................................. 24 SCIENCE ............................................................................................................................................................. 27 WORLD LANGUAGES .................................................................................................................................... 30 TECHNOLOGY ................................................................................................................................................. 31 PHYSICAL EDUCATION AND HEALTH ................................................................................................... 32 FINE AND PERFORMING ARTS ................................................................................................................... 32 Art Emphasis Program ................................................................................................................................. 32 Visual Art Emphasis ..................................................................................................................................... 33 Theatre Emphasis .......................................................................................................................................... 33 Music Emphasis ............................................................................................................................................. 33 Visual Art Program ....................................................................................................................................... 33 Theatre Program ............................................................................................................................................ 34 Music Program .............................................................................................................................................. 36 2
Part I: General Information
Stuart Hall School Mission Stuart Hall School offers a rigorous and supportive coeducational academic program in the liberal arts and sciences for students from Pre-‐‑K through grade 12. With respect for the development of each individual, the School is a community anchored in a multi-‐‑faceted core value: • Educating the Mind • Strengthening the Body • Renewing the Heart • Nurturing the Spirit In the context of its Episcopal tradition, Stuart Hall School prepares boys and girls of all faiths for success in colleges and universities worldwide and for engaged, healthy lives of intellectual curiosity, responsible citizenship, creative expression, ethical leadership, and compassionate service.
About Stuart Hall School Stuart Hall School offers a college-‐‑preparatory, coed day program for students in grades PK-‐‑12 and boarding program for students in grades 8-‐‑12. The school is composed of two campuses in the heart of the Shenandoah Valley, with the Cochran Middle and Gray Upper Schools located in Staunton, Virginia and the Hunter McGuire Lower School located in Verona, Virginia. Founded in 1844, Stuart Hall School is one of the oldest Episcopal schools in Virginia. Stuart Hall seeks to educate the whole child—mind, body, heart, and spirit—in a special context: a supportive, family-‐‑like, Christian environment that nurtures self-‐‑esteem and honor, leadership and industry, compassion and commitment to service, and the recognition and acceptance of individual differences. Stuart Hall provides an education structured around a comprehensive, integrated curriculum. Essential components of this curriculum include: • A strong academic program offering a flexible sequence of studies closely attuned to individual strengths and needs • The experience of life in a community • Athletic and health programs 3
• •
Social, cultural, and service activities Opportunities for spiritual awareness and exploration
The Honor Code The Honor Code is a special part of the School, distinct from any other regulations or expectations. It is based on the principles of mutual trust and honesty. It functions to define the School as a community of individuals united in a willingness to live together in a trusting relationship, and it provides for the School community an environment of cooperative spirit, respect, and truthfulness. The Honor Code of Stuart Hall states that members of the Stuart Hall community will not: • Lie • Cheat • Steal • Tolerate the behaviors of those who do It is understood that plagiarism, being evasive or deceptive, using false IDs, recycling work, and/or falsifying information are forms of lying and stealing and will not be tolerated. All middle and upper school students sign the Code at the beginning of each school year and also sign the following Honor Pledge when submitting written work: The Honor Pledge: “I have neither given nor received assistance on this paper or exam.” The Honor Code functions properly because each member of the Stuart Hall School community promotes and upholds it. Its application requires a resolve of self-‐‑discipline, a willingness to counsel others to be honorable, and the moral obligation to report honor violations.
Grading Scale Grades 6-‐‑12 A+ 98–100 A 93–97 A-‐‑ 90–92
B+ 87–89 B 83–86 B-‐‑ 80–82
C+ 77–79 C 73–76 C-‐‑ 70–72
D+ 67–69 D 63–66 D-‐‑ 60–62
Middle and Upper School Courses Offered 4
F 59 and below
English • Language Arts 6 • Literature 6 • English 7 • English 8 • ESL (English as a Second Language) • ESL Proficiency • ESL Transition • World Literature * • American Literature * • British Literature * • English Composition • AP Literature • College Level Composition: Dual Enrollment with Mary Baldwin College • Journalism History and Social Science • American History 6 • Civics 7 • World Geography 8 • Ancient History * • Modern History * • Military History* • United States History * • Government/ Economics * • AP World History • AP United States History • AP Government Religion and Philosophy • World Religions and History of Philosophy (senior class)
Mathematics • Transition Math 6 • Algebra Readiness 6 • Transition Math 7 • Pre-‐‑Algebra • Algebra 1 • Algebra 1 H • Geometry* • Algebra II* • Pre-‐‑Calculus* • AP Calculus (AB & BC) • Discrete Math * • AP Statistics Science • Science 6 • Science 7 • Science 8 • Earth Science * • Biology* • AP Biology • Chemistry * • AP Chemistry • Environmental Science * • AP Environmental Science • Physics Honors • Robotics World Languages • Exploratory French and Spanish (7th) • Spanish 1 -‐‑ 3 • Spanish 4 Honors • AP Spanish • French 1 -‐‑ 5 • Advanced French
Technology • Technology 6, 7, & 8 • Computer Science • AP Computer Science Art, Music, Theatre, • Integrated Arts 6, 7, & 8 • Middle School Chorus • Middle School Orchestra • High School Art • Art Emphasis Art • Art History • Music History • Music Theory • AP Music Theory • Upper School Chorus • Upper School Orchestra • Introduction to Theatre • Acting Studio • Shakespeare in Performance* • Journalism (Yearbook/ Publication)* Health/ PE • Health/PE 6 • Health/PE 7 • Health/PE 8 • Upper School Health/PE
Courses marked with an asterisk (*) may be taken for honors credit by contract with the teacher. Courses marked “H” are honors courses. Courses marked “AP” are Advanced Placement courses. Some courses may be offered alternate years either on a rotation or as requested.
Part II: Cochran Middle School Introduction Stuart Hall’s Middle School is a lively, vibrant place. Minds, bodies, hearts, and spirits fill the spaces in which the sixth, seventh, and eighth grades come together to learn. A rigorous core curriculum and diverse co-‐‑curricular courses provide comprehensive preparation for high school. Through a blend of traditional and hands-‐‑on learning opportunities as well as field experiences, Stuart Hall’s Middle School challenges and assists students to gain intellectual confidence and self-‐‑reliance. With guidance from experienced teachers, Cochran Middle School students: • build vocabulary and critical thinking skills by reading carefully and participating in analytical discussions; • reason mathematically in order to build the conceptual understanding and problem solving abilities necessary for strategic thinking and for higher mathematics; • communicate thoughts, ideas, and opinions proficiently, informally and formally, through creative, analytical, and critical writing and speaking tasks; • develop increased awareness of and sensitivity to our global society by exploring events, cultures, and languages from around the world; • investigate and apply scientific concepts and processes with attention to the role of science in the world around us and as a vehicle to improve the quality of life for all people; • develop technology proficiencies while exploring specialized areas of existing and emerging technologies in order to be productive in a digital world; • learn and apply collaborative skills as leaders and followers in a variety of formal and informal situations.
Program of Studies Grade 6: Literature 6; Language Arts 6; Transition Math 6 or Algebra Readiness 6; Integrated Science 6; American History-‐‑Civil War to Present; Integrated Arts (Technology, Art, Music, and Theater); and Physical Education/Health. Co-‐‑curricular options: Athletics, Chorus, Orchestra, Theater Productions. Grade 7: English 7; Pre-‐‑Algebra 7 or Algebra 1 Honors; Integrated Science 7; Civics and Current Events; World Language Exploration (semester classes in French and Spanish); Integrated Arts (Technology, Art, Music, and Theater); and Physical Education/Health. Co-‐‑ curricular options: Athletics, Chorus, Orchestra, Theater Productions. 6
Grade 8: English 8; Algebra I or Geometry Honors; Integrated Science 8; World Geography; French 1 or Spanish 1; Integrated Arts (Technology, Art, Music, and Theater); and Physical Education/Health. Co-‐‑curricular options: Athletics, Chorus, Orchestra, Theater Productions.
Part III: Middle School Course Descriptions ENGLISH
Language Arts 6 Three important aspects of writing form the focus of study in Language Arts 6: vocabulary, grammar, and structure. Students practice and refine their written and oral communication skills through essay and journal writing. Exercises focus on unity and clarity and promote “writing as process.” Literature 6 This course focuses on two aspects of English: reading and creative writing. Students expand their proficiency in remembering, reading, listening, speaking, and writing. By studying short stories, folktales, Shakespeare, modern fiction, historical fiction, and poetry, students use the characteristics of literature to help them expand vocabulary and analyze works intelligently and thoughtfully. Through the literature they study, the authors they read, and the characters they meet, students develop a deeper understanding of the past, of people they’ve never met, of the world that surrounds them, and most importantly, of each other. English 7 English 7 offers a survey of American and European prose fiction, non-‐‑fiction, drama, and poetry. While analyzing and discussing these genres, students learn to recognize and interpret the significance of figurative language and literary techniques such as simile, metaphor, personification, inference and flashback. Students are challenged to find the connections between literature and their own lives. Added to the study of classic and contemporary literature, English 7 offers extensive vocabulary building and opportunity for creative and structured writing. Students analyze and practice various writing modes such as narrative, descriptive, and expository. Clarity and organization are the foundations for the writing and speaking tasks assigned throughout the year. English 8 English 8 provides students with numerous opportunities to apply the ideas and literary terms discussed in previous years. Additionally, students study and apply more sophisticated literary devices such as satire, irony, and symbolism when examining different forms of literature. Through extensive class discussions, oral presentations, and frequent writing assignments, students establish a voice with which they will express their developing ideas 7
and maturing methods of communication. Special emphasis is placed on style and audience as different forms of writing, including narrative, expository, and persuasive essays, continue to be practiced. While class discussions reinforce independent thinking, vocabulary lists and plot, setting, a ESL (English as a Second Language) Non-‐‑native English speakers who demonstrate the need for practice in reading, speaking, and writing English may be required to take this course in lieu of or in addition to grade level English classes.
MATH Algebra Readiness 6 Students apply the foundational skills they have learned and are challenged with problems that require them to apply concepts on an accelerated level. Topics covered include algebraic expressions and integers, solving one-‐‑step equations and inequalities, area and volume, and linear functions. This is an honors level class. Pre-‐‑Algebra 7 Pre-‐‑Algebra assumes that students have a general mastery of basic skills with all numbers and an understanding of algebra. The course emphasizes real world applications, the theory of algebra, and application of that theory to solving problems algebraically. The course focuses on the following: all operations with real numbers; equations and inequalities; percentages and problem solving. Algebra 1 Algebra I provides students with the basic foundations of algebra in preparation for Geometry and Advanced Algebra. Students learn to solve and graph linear and quadratic equations, manipulate polynomial and radical expressions, and solve and graph rational expressions. If successfully completed, this course may earn one Upper School credit. Algebra 1 Honors Algebra I Honors provides students with a firm foundation in the basic concepts of algebra to prepare them for Geometry and Algebra II/Trigonometry. Students learn to solve and graph linear and quadratic equations, manipulate polynomial and radical expressions, and solve and graph rational expressions. The pace of Algebra Honors is more rapid than that of the general course, and greater emphasis is placed on application problems. If successfully completed, this course may earn one Upper School credit. 8
Geometry Honors Geometry Honors is intended to give students a well-‐‑rounded view of geometry in preparation for further study in mathematics. From geometric concepts to real world applications, this course develops logical reasoning and demonstrates the usefulness of geometry. The study of Euclidean geometry emphasizes using previously learned Algebra I principles in the study of plane and solid geometry. The skills and concepts developed in this discipline are useful to all students. The pace of Geometry Honors is more rapid than that of the general course, and greater emphasis is placed on applications, formal logical arguments, and proofs. If successfully completed, this course may earn one Upper School credit.
SCIENCE The study of science in Middle School is an integrated approach. At each level, students explore the history and nature of science, investigate science as inquiry, and examine science in personal and social perspectives. Unifying topics include properties and changes of matter, the structures and functions in living systems, and the structures of the earth system. Hands-‐‑ on activities create experiential learning opportunities. Integrated Science 6 Students examine three main areas: cells and heredity, chemical building blocks, and Earth’s waters. Linking these areas are the common threads of properties, processes, and changes. Integrated Science 7 Science 7 includes investigations into various science disciplines including biology, chemistry, physics, environmental science and earth science. The focus centers on Ecology, Human Biology, Inside Earth and Earth’s Surface, Ocean, and Sound and Light. Integrated Science 8 Science 8 focuses on Earth science, physical science, and chemistry. Connecting themes include the interdependence of forces and the cause and effects of changes.
HISTORY American History 6 American History 6 examines historical events from the post-‐‑Civil War period through the present. The lives of ordinary Americans as well as the way national and international events shaped their world provide the foundation for study. Cultural and technological areas such as the arts, sports, entertainment, and inventions help students understand and form connections to the concepts being explored. Students work independently or in groups researching and 9
presenting material on current events. Civics 7 In Civics, seventh graders examine key concepts of American citizenship, government and political systems at local, state, and national levels. Key components include an in-‐‑depth study of the United States Constitution and Bill of Rights, the branches of the Federal Government, and the court system. Students also learn about other governmental and political systems around the world. Additionally, this course examines fundamental issues such as immigration, poverty, natural disasters, and terrorism that confront our American and Global communities. Students discover how countries and individuals respond to those issues. World Geography 8 Geography provides a foundation on which students can build an understanding of the environmental conditions that shaped their world and the diversity of living things that populate it. As our world transforms from a collection of isolated civilizations to a connected international community, it becomes increasingly necessary for students to think globally. In this course, students learn the requisite map-‐‑reading and research skills, which allow them to understand the countries of the world, the uniqueness of each, and the interrelatedness of all.
WORLD LANGUAGES Introduction to French and Spanish This course consists of one semester of French and one semester of Spanish. It is designed to raise students’ awareness of foreign languages through the study of French and Spanish. In this class, students learn some of the language as well as study elements of its culture, its history and its connections with our lives in the United States. After this year of introduction to a language, students pick one to study for a full year in eighth grade. French 1 or Spanish 1 Level I students are introduced to the basics of the language such as the alphabet, rhythm and accent, the first group of verb conjugation, introductions, interrogative expressions, telling time, expressing basic needs, preferences, and common expressions. Course content includes grammar, music, art, and culture. Instruction addresses written and oral expression, listening comprehension, and reading comprehension. Upon completion of this course, students will have a general language base and simple, every day conversation skills. If successfully completed, French 1 or Spanish 1 may earn one Upper School credit.
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INTEGRATED ARTS In sixth and seventh grades, Integrated Arts classes occur for nine weeks. Eighth graders choose two classes from Visual Arts, Music, or Theater, and study each of these for twelve weeks. Complementing these rotations are specially designed, grade-‐‑level classes. Visual Art In the Middle School art program, students are encouraged to improve their visual awareness by learning to look at and record what is experienced. While solving creative problems, students learn to use a variety of tools, materials and approaches. The Middle School art program also recognizes the significance of art history and the need to develop an appreciation for the work of artists from the past and present. Both two-‐‑dimensional and three-‐‑dimensional media and techniques are explored, including drawing, painting, clay work, collage and sculpture. Students have the opportunity to study the formal elements of art and to experience both "ʺobserved"ʺ and "ʺimagined"ʺ work. General Music Music focuses on building listening skills and an appreciation of musical styles and construction. Through this course, students are exposed to reading and writing using standard music notation and discuss the basic principles of pitch, rhythm, tempo, dynamics, and phrasing. Students are introduced to Western music history and style periods and non-‐‑ Western musical traditions in Africa, China, India, and indigenous music of Polynesia, Australia, and the Americas. Students explore instrumental and vocal music pulled from a wide variety of high-‐‑quality sources. Students sing, play, and collaborate in order to compose, improvise, read and gain a greater understanding of many forms of music. By doing so, students gain the confidence to analyze, describe, and evaluate music and musical performances with informed, knowledgeable opinions. This fosters and encourages students to become music appreciators, performers, and creators in their lives beyond Stuart Hall School. Theatre Students in this class focus on the basics of theater arts, stagecraft, and performance. Establishing a routine of preparation exercises to warm up and develop the voice (vocal resonance, projection, articulation skills) and the body (stretching, relaxation, and physical awareness) serves as a touchstone for progress as students begin to develop a personal sense of stage presence. Working on improvisation exercises and short play creation, students have the opportunity to reflect on how the connection with an acting partner reflects the way they relate to peers in the real world. Class units include work on the power of gestures, creating characters from costumes, and weight-‐‑sharing exercises, which form the basis of physical theater from clowning to mime and beyond. Each term is structured so that every exercise and 11
class activity builds on to culminate in the final production of a 10 minute play which is conceived, written, cast, directed and performed entirely by the students. 6th Grade: Study and Organization Skills Study and Organization Skills are critical for success in Middle School and beyond, and often middle schoolers need help learning them. In SOS, students practice and refine time management, classroom, home study, note taking, listening, and test-‐‑taking skills. They will also practice using word documents, making sure to understand formatting. Learning “drop box” technology and “netiquette” adds to the class work. This is a nine-‐‑week class. 7th Grade: Technology, Research, Writing This is a nine-‐‑week class that combines technology, research, and writing. Choosing an event or scientific invention, students do in depth research on the event/invention, paying particular attention to the person who played the central role. Working through the research process, the seventh graders produce a mini-‐‑research paper and prepare a presentation in which they “become” the person they researched. Parents and classmates are invited to come and share the newly gained knowledge at the “Notable Names” festival. 8th Grade: Speaking and Writing -‐‑ “ME” Project The ME project focuses on speech writing and public speaking. During this 12-‐‑week experience, eighth graders write and present a 10-‐‑minute speech, which reflects on their maturation in Mind, Body, Heart, and Spirit during middle school. While working together and independently on their speeches, the eighth graders will practice public speaking techniques, learn about “drop boxes” and put together a digital photo display. The culmination of the project is presenting their finished work for parents and classmates.
PHYSICAL & WELLNESS EDUCATION This class meets all year and is designed to promote regular fitness and wellness. Complementing the School’s program of educating the whole child, PE-‐‑Wellness classes help the students to understand the importance of life-‐‑long fitness and nutrition wellness. Students work independently and collaboratively during activities and discussions.
CO-‐‑CURRICULAR COURSES Middle School Theater Productions Each year, the theater department presents a Middle School production. Generally, any interested Middle School student can participate, although sometimes auditioning for specific parts is required. In addition, Middle School students are encouraged to audition or to 12
volunteer for technical work, such as creating props or helping backstage for the All-‐‑School spring production. Middle School Chorus The Middle School chorus program stresses vocal technique, harmonization, and a cappella singing. The chorus performs throughout the year. As students progress, they begin the study of more advanced and complex music with emphasis on a spring performance. Middle School Orchestra Students focus on the correct playing of violin, viola, or cello; proper posture, bow hold, playing techniques, performance techniques, and rehearsal etiquette are learned. Students combine these skills with learning to play in an ensemble, make musical decisions, and play with dynamics, proper bowing, and phrasing. Students learn to read standard musical notation for their instrument and perform at least twice per year.
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Part IV: Gray Upper School
Introduction The Upper School is the culmination of Stuart Hall School’s cohesive PK-‐‑12 educational experience. The Upper School provides four years of challenging coursework in the liberal arts and sciences, preparing students for colleges and universities worldwide. Students are offered an extensive honors program, including honors courses, Advanced Placement courses, and college-‐‑level courses through Mary Baldwin College. Students who have a strong interest in the arts or in math and science have the opportunity to participate in either our Arts Emphasis or Math/Science Emphasis programs (with individual concentrations) while completing a college preparatory curriculum.
Graduation Requirements The Upper School curriculum emphasizes thorough command of content, and all courses stress the development of study and organizational skills, time management, and learning strategies. Writing and oral communication are important goals in all classes. Promotion from one level to the next is dependent upon demonstration of reasonable mastery at that level. Students who pass a course but demonstrate insufficient mastery for success in a more advanced course may be required to repeat the course. Summer school may be required to make up for deficiencies. All Stuart Hall teachers are available to students who need additional help. Also, each Upper School student has an Advisor, who monitors the student’s academic progress and counsels him/ her throughout the year. Finally, for students who need more specialized and intensive assistance, tutors in specific content areas are available for an additional fee. Graduation requires a minimum of 22 credits, including courses taken at other schools and transferred to Stuart Hall. International students, who are not required to take a world language, may graduate with a minimum of 20 credits. All students are expected to take at least six courses each semester, and therefore most graduates accrue more than the minimum required credits. Specific requirements differ slightly for international students and for students who are enrolled in one of the two Emphasis Programs. 14
COLLEGE PREPARATION PROGRAM MINIMUM GRADUATION REQUIREMENTS English 4 credits History 4 credits History classes must include one credit each in World History, US History, and Government. Philosophy and Religion 1 credit Math 4 credits (including Algebra II) Science 3 credits World Language 3 credits Languages must be through level 3 or be two years of 2 languages. Students are strongly advised to complete a fourth level of French or Spanish.
PE and Health
2 credits
One credit must be a class. The second credit can be from participating in three seasons of sports while in high school.
Fine Arts 1 credit NOTE: Seniors must pass all of their yearlong courses and each semester course taken at Mary Baldwin College to graduate. Students entering mid-‐‑year may be requested to take placement exams and, depending on results and teacher recommendations, will be placed at their appropriate skill and developmental level, regardless of previously earned credits. INTERNATIONAL STUDENT PROGRAM MINIMUM GRADUATION REQUIREMENTS English 4 credits History 4 credits History classes must include one credit each in World History, US History, and Government. Philosophy and Religion 1 credit Math 4 credits (through Algebra II) Science 3 credits PE and Health 2 credits One credit must be a class. The second credit can be from participating in three seasons of sports while in high school.
Fine Arts Elective
1 credit 1 credit
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Upper School Honors Program Stuart Hall offers qualified students several options to receive honors credit for individual courses, as well as the opportunity to pursue an Honors Diploma. The goal of the Honors Program at Stuart Hall is to provide a deep and broad education in the liberal arts and sciences and to develop three essential cognitive skills: critical thinking, oral and written communication, and independent investigation and research. The Honors Program is designed to provide flexibility of choice and scheduling. Students may receive honors credit in four ways: by contracting for honors credit in a college preparatory course; by taking a separate honors section in those areas which offer them; by successfully completing an Advanced Placement (AP) course; and by taking a college credit course through Mary Baldwin College. To qualify for an Honors contract in a course, a student must have a weighted minimum grade point average of 3.3(B+) in the preceding course in the respective academic area. To qualify for an Honors course, an AP course, or a college level course, students are expected to maintain a weighted Grade Point Average of 3.3. Any qualified student may choose to take a college preparatory course for honors credit and contract with his or her teacher to do so. The contract specifies how the honors level work meets the four goals: deeper and broader knowledge of the material, critical thinking, communication, and independent work. Seniors may take College Level Composition in a course which provides dual enrollment credit at Stuart Hall and Mary Baldwin College. Successful completion of this course will give the student one credit in English at Stuart Hall and as many as six semester hour credits at Mary Baldwin. The course is taught at Stuart Hall at no added expense to the student. Qualified students who wish to take a course at Mary Baldwin may do so under the following conditions: 1) with permission of the teacher; 2) if scheduling permits; 3) if an equivalent course is not available at Stuart Hall. To graduate “With Honors,” a student must successfully complete a total of ten courses for honors, AP, or college credit with a minimum weighted Grade Point Average of 3.3. Students who plan to graduate with an Art, Music, or Theatre Emphasis are eligible to take a course in their concentration for honors credit after two years of courses taken for regular credit. 16
Grades for honors credit, AP, and college courses are weighted in the following way: Honors Credit: 0.5 Advanced Placement: 1.0 College courses: 1.0
Stuart Hall Emphasis Programs: Focus on the Arts, or on Math/Science Students with a strong interest in the arts may complete a college preparatory curriculum while also concentrating in Art, Theatre, or Music. The program offers a balance between the arts and the academic curriculum. Students may apply to an Emphasis program at the end of 8th grade to begin in grade nine, but must be enrolled in the program for a minimum of two consecutive years, 11th and 12 grades. EMPHASIS PROGRAMS MINIMUM GRADUATION REQUIREMENTS English 4 credits History 4 credits History classes must include one credit each in World History, US History, and Government. Philosophy and Religion 1 credit Math 3 credits (through Algebra II) Science 3 credits World Language 3 credits Languages must be through level 3 or be two years of 2 languages. Students are strongly advised to complete a fourth level of French or Spanish.
PE and Health Fine Arts
1 credit 3 credits (as outlined in the Fine Arts section)
Part V: Upper School Couse Descriptions
ENGLISH ESL: English as a Second Language The ESL Program provides non-‐‑native speakers of English with the language skills necessary to succeed both at Stuart Hall and at colleges in the United States. All new international students are tested at the beginning of the school year to determine their level of language 17
proficiency. Based on testing results, the students are placed in one of the three ESL classes that best meets their individual needs. The three classes currently being offered are ESL 1, ESL Proficiency, and ESL Transition. At the end of the school year, all students are retested to assess their progress and level of proficiency. Those who average at least an A-‐‑ in class and/or score high on the placement test may exit the ESL Program upon teacher/committee recommendations. ESL I ESL 1 is designed for first year international students who need additional practice in grammar, reading, writing, listening, and speaking. The review of grammar is an integral part of this class and involves both theory and practice; the goal is for students to achieve grammatical accuracy in writing and speaking. Emphasis is placed on paragraph and essay structure as students practice the narrative, descriptive, and expository forms of writing. A range of texts and graded short stories are used to develop reading comprehension while regular vocabulary exercises help develop student vocabulary. Class discussions, individual/ group presentations, and field trips provide further practice in spoken English and enhance “survival skills” in a foreign culture. ESL Proficiency ESL Proficiency helps international students explore more sophisticated forms of preparatory school writing and reading. Using a process approach to composition, students gain experience in different types of writing ranging from the informal journal to the more formal essay or research paper. Emphasis is placed on cohesion, coherence, correct usage, and stylistic variety. The review of grammar and structure remains an important component of this course, and students take frequent tests and quizzes to check their progress. Basic literary terminology is introduced as students read and analyze a selection of essays, short stories, and poems. Reading comprehension texts are also used in class discussions, individual/group presentations, and student recitations. Vocabulary enhancement is based on the study of contextual words, word lists, and frequent vocabulary quizzes that correspond to TOEFL/SAT recommendations. At the end of the year, students who meet the Program’s criteria may be considered ready to take regular English classes. ESL Transition ESL Transition serves as a bridge between mainstream classes and ESL 1 or ESL Proficiency. In the Transition class, students continue to use the process approach in the writing of formal essays. Focus is brought on note taking, summarizing, and paraphrasing as longer and more sophisticated texts are discussed. TOEFL level listening exercises, recorded college lectures, radio talk shows, and films are used to enhance advanced listening skills. New vocabulary is introduced through the regular study of contextual words and vocabulary lists which correspond to TOEFL and SAT recommendations. Timed quizzes and essays not only help 18
develop test taking skills but also enable students to become familiar with the TOEFL and SAT formats. Grammar and usage errors are frequently discussed in detail within the framework of SAT and PSAT requirements. Mainstreaming at this level may be contingent on the recommendation of the ESL Committee. World Literature World Literature is designed as the introductory course to the Upper School English sequence. It aims to provide students with the rhetorical foundations and skills that prepare them for the demands of high-‐‑school writing. Students write in a great variety of genres ranging from informal journals to creative pieces and polished analytical essays. Students also compose their first fully developed research paper, complete with MLA-‐‑style citations and a Works Cited List. At the same time, World Literature is a true content course, which exposes students to sophisticated readings of world literature and invites them to see similarities and differences among different time periods and cultures. The course regularly introduces and reviews grammar and usage problems with special emphasis on SAT and PSAT issues. Vocabulary exercises and quizzes hone vocabulary skills and provide additional opportunities for writing improvement and reading comprehension. This course is available for honors credit. American Literature American Literature is designed to be, and usually is, the primary English class for students in the 10th grade. While the class continues to focus on literary works as artistic creations to be understood, analyzed and enjoyed on their own terms, students are required to think about these same works in broader contexts. Classroom policies aim to inculcate scholarship skills (listening and speaking respectfully, note-‐‑taking, promptness, etc.). Writing assignments and assessments aim to require increasingly more mature analysis and responses. Students will research, organize, write and present formal projects connected to American Literature, and will demonstrate aptitude in completing each step in the process of completing a research paper. Reading and writing converge in vocabulary study, and each student will improve his or her capacity to understand more ideas and express them more effectively by building personal vocabulary. British Literature British Literature was designed to be an upper-‐‑level English class for students in the 11th and 12th grades. While the class continues to focus on literary works as artistic creations to be understood, analyzed and enjoyed on their own terms, students are required to think about these same works in broader contexts. Classroom policies aim to inculcate scholarship skills (listening and speaking respectfully, note-‐‑taking, promptness, etc.). Writing assignments and assessments aim to require increasingly more mature analysis and responses. Students will research, organize, write and present formal projects connected to British Literature, and will demonstrate aptitude in completing each step in the process of completing a research paper. 19
Reading and writing converge in vocabulary study, and each student will improve his or her capacity to understand more ideas and express them more effectively by building personal vocabulary. Promising 9th graders intending to enroll in A.P. Literature in their junior year are encouraged enter the “A.P. track” by taking British Literature in the 10th grade. Advanced Placement (AP) English Literature and Composition A.P. English Literature and Composition is a college credit course designed to prepare students for the kind of reading, writing and discussing that will be expected of them in college. This course follows the curricular requirements described in the AP English Course Description. This course emphasizes close reading (sometimes called critical reading), analytical writing and coherent discussion. Advanced Placement English Literature and Composition incorporates topics and literary texts which reflect the potential content of first year university English courses. Students thus prepare for subsequent courses in English as well as for the possible granting of advanced credit through the Advanced Placement examination written in May. The course places a heavy emphasis on plays, novels and poetry, but also incorporates the study of non-‐‑fiction prose and shorter fiction prose works. English Composition English Composition (formerly Senior Composition) was designed as an upper-‐‑level English class for students in the 12th grade. The class aims to provide students with the rhetorical foundations that prepare them for the demands of college writing. In this course, students will learn and practice the strategies and processes that successful writers employ as they work to accomplish specific purposes. In college, these purposes include comprehension, instruction, entertainment, persuasion, investigation, problem-‐‑resolution, evaluation, explanation, and refutation. In addition to preparing students for academic communication, this core-‐‑ curriculum course prepares students to use writing to realize professional and personal goals. Accordingly, class discussion and readings will address the function of rhetoric and of composing processes in a variety of contexts, with attention to various audiences. Throughout the course, while engaged in a diversity of composing endeavors, students will learn to respond constructively to their peers’ texts and to use peer responses (along with extensive instructor feedback) to improve the quality of their own work. College Composition and Introduction to Literature (Dual Enrollment Course with Mary Baldwin College) This course, taught at Stuart Hall in conjunction with Mary Baldwin College, offers qualified seniors an opportunity to study composition and literature at the college level and to receive six semester hours of college credit on successful completion. Using a rhetorical approach to non-‐‑fiction texts, the first semester of the course is designed to help the students improve writing and critical thinking skills and enhance the ability to read carefully. The class sessions are devoted to discussing student essays as well as texts on various topics by professional 20
writers. Normally, students should expect to write a minimum of seven 750-‐‑word essays for each semester. The second semester introduces students to literary study at the college level. Through lectures, group projects and class discussions, students explore the more sophisticated aspects of fiction, poetry, and drama. Using the Mary Baldwin Library and its digital holdings, students also write a fully developed research paper on a short story of their choice. Journalism This course offers hands-‐‑on experience in writing news stories, feature stories, sports stories, columns, reviews, and other journalistic genres. Together, the students will produce two major publications: the Stuart Hall yearbook, Inlook, and several editions of the on-‐‑line student newspaper Mosaics, as well as short blogs for the Stuart Hall web site. To this purpose, students will also acquire fundamental design, layout, and photography skills. A discussion of press law and journalism ethics provides the theoretical background of responsible news coverage. The discussion of daily news items and world events introduces students to the multi-‐‑faceted world of professional journalism. To become acquainted with the financial realities of publishing, students will also run a large-‐‑scale advertising campaign. This course is available for honors credit. Note: Two credits in Journalism fulfill the School’s Fine Arts graduation requirement.
HISTORY Ancient World History Ancient World History is designed to introduce students to the study of world history as well as the pursuit of history as an academic discipline. This course spans the first six millennia (4000 B.C.E.-‐‑1500 C.E.) of recorded human experience. Students engage the discipline of history itself, in order better to understand the ‘making’ of history, and the power that comes from knowing and employing the past. Students also engage the past through both primary and secondary source materials and have a number of opportunities to demonstrate their knowledge and understanding through examinations, projects, and presentations. Specific emphasis is placed upon the development of critical reading and writing skills as they pertain both to the study and understanding of history as well as to the overall development of the Stuart Hall student. This course is available for honors credit. Modern World History Modern World History focuses on the last 500 years of world history (from 1500 C.E.-‐‑Present) and focuses on the major cultural, political, economic, social, demographic, and technological developments that occurred throughout the world during this time. This class also considers how the events of this time period continue to shape today’s world and places a particular 21
emphasis on the academic discipline of history itself and how history is ‘made.’ Students also engage these periods through both primary and secondary source materials and have a number of opportunities to demonstrate their knowledge and understanding through examinations, projects, and presentations. Specific emphasis is placed upon the development of critical reading and writing skills as they pertain both to the study and understanding of history as well as to the overall development of the Stuart Hall student. This course is available for honors credit. Advanced Placement (AP) World History The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge used in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Simply put, AP World History is a rigorous, college level survey of world history that spans from prehistory to the present. All students enrolled in AP World History are required to take the AP exam. United States History United States History focuses on the last 500 years of North American/United States History (from 1500 C.E.-‐‑Present) and focuses on the major cultural, political, economic, social, demographic, and technological developments that occurred to shape, influence, and direct the United States during this time. This class also considers how the United States continues to shape and be shaped by its past as well as that of the world itself. Finally, United States history places a particular emphasis on the academic discipline of history itself and how history is ‘made’ at the national level. Students engage the United States history through both primary and secondary source materials and have a number of opportunities to demonstrate their knowledge and understanding through examinations, projects, and presentations. Specific emphasis is placed upon the development of critical reading and writing skills as they pertain both to the study and understanding of history as well as to the overall development of the Stuart Hall student. This class is available for honors credit. 22
United States Government and Economics This yearlong survey of United States Government and Economics begins with a semester study of political institutions in the United States and the way they link to the policy-‐‑making process. Students examine the major branches of government, political parties, interests groups, the media, and public opinion in an attempt to answer the basic questions: who governs in the United States and to what ends? Students also engage in an in-‐‑depth study of the historical and Constitutional foundations of United States government and politics. The second semester is devoted to an introduction to contemporary economics. Students discuss basic economic questions and systems, including supply, demand, market forces, private and public sectors, money and banking, and economic policy-‐‑making in the United States. Emphasis is placed on how economics affects the daily lives of the students and how understanding basic economic concepts can lead to success as they embark on their own financial futures. This course is available for honors credit. Advanced Placement (AP) United States History AP U.S. History is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States history. It also prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-‐‑year introductory college courses. Students learn how to assess historical materials -‐‑ their relevance to a given interpretive problem, their reliability, and their importance -‐‑ and to weigh the evidence and interpretations presented in historical scholarship. Students thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. Each student who commits to this AP U.S. History course also commits to taking the AP exam in May. Advanced Placement (AP) United States Government and Politics AP U.S. Government gives students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret United States politics and the analysis of specific examples. It also provides familiarity with the various institutions, groups, beliefs, and ideas that constitute United States politics. Topics include the following: constitutional underpinnings of United States government; political beliefs and behaviors; political parties, interest groups, and mass media; institutions of national government; public policy; and civil rights and civil liberties. Each student who commits to this AP United States Government course also commits to taking the AP exam in May. Philosophy and Religion Philosophy is a survey course, begun in the fall, of the major figures and themes in Western philosophy. Students read excerpts from Plato to Sartre and discuss philosophical ideas in 23
class in a group setting and individually on written evaluations. Emphasis is placed both on the historical context of the philosophers’ views and their influence on today’s world. Topics include: epistemology (nature of knowledge), metaphysics, religion, political and economic philosophy, and ethics. Comparative Religions is taught in conjunction with Philosophy and takes place during the spring semester. The course is designed to be comparable to a 100-‐‑200 college level survey course where students engage in studies of the world’s major religions (Hinduism, Buddhism, Judaism, Christianity, and Islam), as well as less prominent belief systems. Emphasis is placed on the major ideas of the religions and the many similarities between them. Note: This course is required of all seniors. Global Military History Offered periodically as an elective, Global Military History is a course devoted specifically to various aspects of military history spanning all of world history. From offering to offering, this class may focus on varied specific time periods/conflicts/series of conflicts. Areas of study include major and minor conflicts, battles, weaponry, tactics and strategy, military theory, armies and other military institutions, along with the social, cultural, and moral aspects of war. Students engage the topics of this course through both primary and secondary source materials and have a number of opportunities to demonstrate their knowledge and understanding through examinations, projects, and presentations. Specific emphasis is placed upon the development of critical reading and writing skills as they pertain both to the study and understanding of history as well as to the overall development of the Stuart Hall student. This course counts as an elective credit.
MATH Algebra 1 Algebra 1 provides students with the basic foundations of algebra in preparation for Geometry and Algebra 2. Students learn to solve and graph linear and quadratic equations; manipulate polynomial and radical expressions; and solve and graph inequalities and absolute values. Algebra 1 Honors Algebra 1 Honors provides students with a firm foundation in the basic concepts of algebra to prepare them for Geometry and Algebra 2. Students learn to solve and graph linear and quadratic equations, manipulate polynomial and radical expressions; and solve and graph inequalities and absolute values. The pace of Algebra 1 Honors is more rapid than that of the general course, and greater emphasis is placed on applications problems. Geometry Geometry is intended to give students a well-‐‑rounded view of geometry in preparation for further study in mathematics. From geometric concepts to real world applications, this course 24
develops logical reasoning and demonstrates the usefulness of geometry. The study of Euclidean geometry applies skills previously learned in Algebra 1 to the study of 2-‐‑ and 3-‐‑ dimensional figures; introductory explorations into non-‐‑Euclidean Geometry challenge the student to think beyond the expected. The skills and concepts developed in this discipline are useful to all students. . Pre-‐‑requisite: Algebra 1 Geometry Honors Geometry Honors is intended to give students a well-‐‑rounded view of geometry in preparation for further study in mathematics. From geometric concepts to real world applications, this course develops logical reasoning and demonstrates the usefulness of geometry. The study of Euclidean geometry apply skills previously learned in Algebra I to the study of 2-‐‑ and 3-‐‑dimensional figures; introductory explorations into non-‐‑Euclidean Geometry challenge the student to think beyond the expected. The skills and concepts developed in this discipline are useful to all students. The pace of Geometry Honors is more rapid than that of the general course, and greater emphasis is placed on applications, formal logical arguments, and proofs. Pre-‐‑requisite: Algebra 1 Algebra 2 Algebra is a way to solve problems and understand the world. Algebra 2 complements and expands the mathematical content and concepts of Algebra 1 and Geometry. This course is intended to give students an in-‐‑depth view of algebra. Because problem solving is a continuous process, students enrolled in Algebra 2 are assumed to have mastered the concepts of the Algebra 1 course. Students who master Algebra 2 will gain experience with algebraic solutions of problems in various content areas with emphasis placed on practical applications and modeling. While being able to do algebra by hand is still a very valued skill, frequent use of a graphing calculator also allows students to go beyond computation and into real-‐‑world applications. Pre-‐‑requisite: Algebra 1 Algebra 2 Honors Algebra 2 Honors is designed for advanced students who are capable of a rigorous course at an accelerated pace. The course provides the foundations needed to pursue a sequence of advanced mathematical studies from Pre-‐‑Calculus to Calculus and beyond. The course requires independent work of its students (done under teacher supervision) in addition to the regular classwork. Honors students will also be held accountable for more of the mathematical theory. It complements and expands the mathematical content and concepts of Algebra I and Geometry. Prerequisite: Algebra 1 Discrete Math Discrete Math is essentially a college-‐‑level math course for humanities majors. Students in Discrete Math will be introduced to practical applications of math in areas such as 25
cryptography, election theory, probability, property division, and scheduling. The course is appropriate for any student who has completed Algebra II, and may be taken alone or as an elective along with any other math course above the Algebra II level. Prerequisite: Algebra 2 Pre-‐‑Calculus Pre-‐‑Calculus offers an advanced study of algebra and trigonometry that is designed to prepare students for the rigor of calculus. The first third of the course consists of a review of Algebra II followed by an in-‐‑depth analysis of algebraic and transcendental functions. Students learn to recognize, graph, and manipulate functions that are polynomial, rational, radical, exponential and logarithmic. The middle third of the course focuses on trigonometry where students develop proficiency with the unit circle and extend their knowledge to graphs of trigonometric functions and manipulation of trigonometric identities and equations. Vector analysis and applications of the laws of sines and cosines are also included in the trigonometry units. The final third of the course consists of smaller units on systems of equations, probability, conic sections, and an introduction to calculus. Prerequisite: Algebra 2. Pre-‐‑Calculus Honors Pre-‐‑Calculus offers an advanced study of algebra and trigonometry that is designed to prepare students for the rigor of calculus. The first third of the course consists of a review of Algebra II followed by an in-‐‑depth analysis of algebraic and transcendental functions. Students learn to recognize, graph, and manipulate functions that are polynomial, rational, radical, exponential and logarithmic. The middle third of the course focuses on trigonometry where students develop proficiency with the unit circle and extend their knowledge to graphs of trigonometric functions and manipulation of trigonometric identities and equations. Vector analysis and applications of the laws of sines and cosines are also included in the trigonometry units. The final third of the course consists of smaller units on systems of equations, probability, conic sections, and an introduction to calculus. The course requires independent work of its students (done under teacher supervision) in addition to the regular classwork. Honors students will also be held accountable for more of the mathematical theory. Prerequisite: Algebra 2. Advanced Placement (AP) Calculus AB AP Calculus AB emphasizes a multi-‐‑representational approach to calculus, with concepts framed analytically, graphically, numerically, and verbally. Through the unifying themes of limits, derivatives, and integrals, students develop proficiency in applying calculus to a wide variety of function types and problem-‐‑solving situations. AP Calculus AB is equivalent to one semester of college calculus; all students who take AP Calculus must take the AP exam in May. Prerequisite: Pre-‐‑Calculus honors. 26
Advanced Placement (AP) Calculus BC This is a full-‐‑year course in the calculus of functions of a single variable that emphasizes a multi-‐‑representational approach to calculus, with concepts framed analytically, graphically, numerically, and verbally. Through the unifying themes of limits, derivatives, and integrals, students develop proficiency in applying calculus to a wide variety of function types and problem-‐‑solving situations. AP Calculus BC comprises of all topics taught in Calculus AB plus the additional topics of sequences and series, as well as polar, parametric, and vector representations of functions. All students who take AP Calculus must take the AP exam in May. Prerequisite: Pre-‐‑Calculus honors. AP Statistics AP Statistics is equivalent to a collegiate one-‐‑semester, introductory, non-‐‑calculus-‐‑based course in statistics. Students will be introduced to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad themes: exploring data; sampling and experimentation; anticipating patterns; and statistical inference. All students who take AP Statistics must take the AP exam in May. Prerequisite: Algebra 2.
SCIENCE Biology This class is designed to explore the workings of living organisms on multiple levels (molecular, cellular, organismal, and ecological), and to explore overarching themes that connect each level to the next. Specific topics include cell structure and function, genetics, molecular biology, energy transformations, evolution and classification, biochemistry, and biodiversity. Current scientific research is introduced throughout the course, and students explore the development of scientific thought and its applicability to situations and problems faced by society today. Students are expected to develop their thinking skills during the course, and test questions, projects, and papers will focus on application of material learned in class. This course is available for Honors Credit especially for those students wishing to go on to AP Biology. Environmental Science Environmental Science emphasizes the integration of fundamental natural processes as they occur in the environment, and is an interdisciplinary course that involves topics from biology, chemistry, physics, economics, and government/public policy. Students consider cycles of matter and the flow of energy in the environment, ecological principles, ecosystems and biomes, and the principles of population growth and dynamics. Both human impact on the natural environment and environmental decision-‐‑making are emphasized throughout the
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course. Class discussions, homework exercises, and tests emphasize not only information recall, but also application of learned material. This course is available for Honors Credit. AP Biology Content not considered in Biology Honors is discussed, and much material presented in Biology Honors is both reviewed and studied in increased depth to ready students for the Advanced Placement exam and future biology courses. Substantial practice in responding to Advanced Placement objective and free response questions is available. Student responsibility for obtaining information through class work and homework receives increased emphasis. The College Board has identified eight themes that are unique to biology as a science, and topics such as the scientific process, biological chemistry, cells, energy conversions, meiosis and mitosis, heredity, gene chemistry and function, biotechnology, evolution and speciation, organisms’ diversity, and ecology are presented within this framework. Experimental design is a fundamental part of the AP exam, and lab exercises emphasize using equipment and handling materials, careful measurement and data recording and presentation, statistical analysis, drawing conclusions and identifying limitations. Articles and videos expose students to contemporary research. Out-‐‑of-‐‑class review sessions will begin during the second semester and, while not required, will be helpful to students as they begin their own study for the exam. Each student who commits to this AP Biology course also commits to taking the AP exam in May. Prerequisite: Biology and Chemistry. AP Environmental Science AP Environmental Science endeavors to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-‐‑made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. This is an interdisciplinary course that includes topics from biology, geology, chemistry, and geography. Laboratory and field investigations are interwoven throughout the course. The regular environmental science course is not a prerequisite for the AP course, but it is recommended that students have a solid background in biology and chemistry before enrolling in this course. Each student who commits to this course also commits to taking the AP Environmental Science exam in May. Prerequisite: Biology and Chemistry, or Environmental Science and Chemistry. Chemistry The scientific method, measurement, characteristics of and changes in matter, atoms and periodic properties, chemical formulas, equations and stoichiometry and bonding are considered during the first semester. Phases, the gas laws, solutions and their characteristics, oxidation-‐‑reduction, thermodynamics, and nuclear and organic chemistry are discussed during the second semester. Design and analysis of controlled experiments are emphasized. 28
Weekly labs stress measuring, collecting and presenting data and interpreting results. Article summaries and videos introduce current ideas and research. Opportunities to develop study skills, including listening, note-‐‑taking and quiz and test preparation are provided. Calculations and problem solving are crucial. This course is available for Honors Credit. Co-‐‑ requisite: Algebra 2. AP Chemistry AP Chemistry is an introduction to the principles and applications of chemistry. This class is designed to provide the student with a college level freshman chemistry course and lab. AP Chemistry includes measurements, stoichiometry, atoms and molecules, gases, solutions, molecular orbital theory, crystal lattices, equilibrium calculations, electrochemistry, kinetics, and introductions to biochemistry and organic chemistry. Laboratories relating to classroom lectures are also incorporated. Earth Science This class explores astronomy (from earth to deep space), meteorology (the atmosphere and weather systems), geographic climate, and geology. Earth Science is designed to provide a basic knowledge of each topic and to serve as a framework to explore current applications such as space exploration, weather forecasts and models, excavation and erosion, and the impacts humanity is having on Earth’s climates. Students will explore the development of scientific thought and its applicability to situations and problems faced by society today. Students are expected to develop their thinking skills during the course. Test questions, projects, and discussions will focus on application of material learned in class. This course is taught in alternate years or as enrollment needs indicate. Physics Honors Physics Honors is designed to introduce a wide range of introductory Physics topics to students who have completed math courses through at least trigonometry. Students learn to appreciate the role that Physics plays in the world around them, and through reading, lecture, and laboratory they gain an understanding of the principles and concepts on which physics is based. The course covers classical Newtonian Physics, and several classic experiments are repeated to verify the laws of motion. Other topics covered in class discussion and laboratory investigation are Conservation of Energy, Momentum, Rotational Mechanics, Gravitation, Heat and Thermodynamics, Harmonic Motion, Wave Motion, Sound, Light, Optics, Electricity, Magnetism, Special Relativity, General Relativity and Quantum Mechanics. Extended lab work and outside-‐‑of-‐‑class reading and writing are included in additional assignments. In addition, one major hands-‐‑on project will be assigned each semester. Physics honors is treated both conceptually and mathematically, and problem solving as a process is emphasized in conjunction with each new topic explored. Upon completion of Physics Honors, students are
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well prepared for the rigors of a freshman-‐‑level college physics course. Co-‐‑requisite: Pre-‐‑ calculus. Robotics Robotics is the successful development of machines capable of completing complex tasks as autonomous entities or as remotely controlled machines requires input from all science and mathematics. From the examination of biological systems that provide nature’s solutions to various engineering problems to the complex mathematics and engineering that are used to solve problems for flight, robotics provides an excellent overriding theme. Robotics will be examined by exploring robotics with hands-‐‑on tools based on the arduino system (http://www.arduino.cc/) and classroom lectures to cover robotics and some of the associated science. Class lectures will attempt to address some of the basic science as well as discuss material assigned. Robotics will also incorporate FTC (First Technical Challenge).
WORLD LANGUAGES French 1/ Spanish 1 Level I students are introduced to the basics of the language such as the alphabet, rhythm and accents, the first group of verb conjugations, introductions, interrogative expressions, telling time, expressing basic needs, preferences, and common expressions. Course content includes grammar, music, art, and culture. Instruction addresses written and oral expression, listening comprehension, and reading comprehension. Upon completion of this course, students will have a general language base and simple every day conversation skills. French 2/Spanish 2 Level II introduces students to additional verb tenses, extended vocabulary, and irregular grammar structures. Students are asked to incorporate multiple grammatical points with attention to agreement in gender and number. Students learn to read, write and speak in various tenses and modes, telling simple stories and personal narratives with increased complexity. French 3/Spanish 3 This course is a turning point in language study in which the grammar techniques, extensive vocabulary and fine-‐‑tuning in pronunciation and comprehension all come together and provide students with comfort and confidence in their growing language skills. Students are now able to connect their knowledge of a foreign language and its components (geography, history, culture) to other disciplines and use this information to broaden their knowledge. Level 3 students continue to learn advanced grammar and complete instruction in all verb tenses and moods. They progress by using this knowledge in reading, writing and 30
oral communication in authentic contexts. Students put their intermediate language skills together in short answer responses, essays and personal narratives. French 4 Honors/Spanish 4 Honors Level 4 students will continue to develop their skills in writing, reading, speaking and listening comprehension. With a good understanding of all the core concepts of a language study (listening, speaking, reading and writing) students are now able to use their language skills within and beyond the school setting. Students are engaged in research, analysis and critical thinking with the goal of proficiency in the target language. At level 4, students have the opportunity to work in instructional capacity with various student populations. Pre-‐‑requisite: before moving on to the level 4, students should earn a B in their level 3 course. French V Honors This level of World language is literature based. Analysis of written works is accompanied by the study of appropriate periods in history. Upon completion of this course, students will have a good understanding of the main historical events that shaped France from the Middle age until the 20th Century through the study of the famous texts by individuals such as Roland de Ronceveau, Rabelais, Voltaire, and Rousseau, as well as others. Individual students have the opportunity to engage in research on topics of personal interest and to work with lower level language classes in an instructional capacity. Pre-‐‑requisite: French IV. Advanced Placement (AP) Spanish Language Students in AP Spanish language spend the year reviewing vocabulary and grammatical concepts in greater detail in preparation for the AP exam. Students sharpen their skills of speaking, writing, and reading comprehension in and out of class. Students read and analyze different works of fiction and nonfiction and nonfiction. They have regular conversations about their lives, their beliefs, and works they have read or seen. Students are introduced to more complex idiomatic expressions and new aspects of the language such as intonation and conversational expressions. Ultimately, students are asked to synthesize what they have learned in all previous Spanish classes in order to present the greatest possible understanding of the language. Pre-‐‑requisite: successful completion of Spanish IV and instructor permission.
TECHNOLOGY AP Computer Science An AP Computer Science course is intended to serve both as an introductory course for computer science majors and as a course for people who will major in other disciplines that require significant involvement with technology. It is not a substitute for the usual college-‐‑ 31
preparatory mathematics courses. Because the design and implementation of computer programs to solve problems are skills that are fundamental to the study of computer science, a large part of the APCS course is built around the development of computer programs that correctly solve a given problem. These programs should be understandable, adaptable, and, when appropriate, reusable. At the same time, the design and implementation of computer programs is used as a context for introducing other important aspects of computer science, including the development and analysis of algorithms, the development and use of fundamental data structures, the study of standard algorithms and typical applications, and the use of logic and formal methods. In addition, an understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. Students will take the AP exam in May to earn college credit.
PHYSICAL EDUCATION AND HEALTH Physical Education is designed to promote regular fitness and to prepare students with the skills to develop personal fitness plans. Students receive guidance on techniques for safe warm ups, instruction on game skills and strategies, and opportunities to participate in group activities. The course is designed to complement the School’s program of educating the whole child by helping the students understand the importance of physical fitness. Physical Education is geared towards all skill levels. Note: Students who participate in a school sport receive one-‐‑third credit (to a maximum of one credit) in Physical Education for each season they compete. Upper School students receive age-‐‑appropriate instruction on general health issues. Topics include social health, disease transmission, interpersonal relations, and substance abuse. Students in this course ask questions that result in research and presentations. Health care professionals are invited as guest speakers.
PERFORMING AND VISUAL ARTS Art Emphasis Program Students may apply to an Emphasis program at the end of 8th grade to begin in grade nine, but must be enrolled in the program for a minimum of two consecutive years, 11th and 12th grades. (Exceptions may be made for students who transfer to Stuart Hall for their last year only.) The culminating experience in each discipline consists of a capstone project. To enter 32
the program, students must complete an application form and be approved by the both the director of the program and the upper school director. There is an additional fee for the Emphasis programs. Visual Art Emphasis Visual Art Emphasis is a studio art course designed for students with a strong interest in visual art and design. Students in grades nine to twelve are eligible, but a minimum of two years (junior/senior) is needed to receive the Art Emphasis designation at graduation. The class meets for two periods each day and includes an additional half-‐‑credit art history component. As the students progress through the program, they work toward building a portfolio. The portfolio, along with participation in the Senior Show, is considered the “capstone” experience. Visual Art Emphasis students have the opportunity to work with guest artists, display their art, visit galleries and museums, and attend National Portfolio Day. Students new to Stuart Hall must submit three examples of their work along with the application. Theatre Emphasis Students follow an established curriculum of at least one course per year. Theatre courses include Introduction to Theatre, Acting Studio, Shakespeare in Performance, and a senior capstone project. Additionally, all students will participate in at least two school productions annually. Music Emphasis Students follow a set curriculum of at least one course per year plus two additional activities annually. Courses include Music Appreciation, Music Theory, AP Music Theory, and the senior capstone project, which can take the form of a senior recital of thirty minutes in length, a significant music technology project, music history experience, or a combination of these. In addition to these academic courses, emphasis students are expected to perform in at least one ensemble each year for the entire year and audition for at least one extra activity per year, such as the school musical, District events or other competitions, or assisting with middle school chorus and orchestra as agreed on with the instructor. With permission of the music faculty and the upper school director, students may receive academic credit for music lessons taken outside Stuart Hall during the school year. Visual Art Program Upper School Art 33
This course is for students who may or may not have prior art experience. Each student works to build skills and vocabulary in visual art and design. The goal of the class is to nurture and develop an appreciation for art and an interest in the creative process through an understanding of techniques, concepts, fundamentals, and traditions. Students have the opportunity to work with a variety of materials while becoming fluent in the elements and principles of art and design. Art and artists from a many time periods and cultures serve as a source for inspiration and ideas. The class explores both two-‐‑dimensional and three-‐‑ dimensional work in the disciplines of drawing, painting, sculpture and craft. Visual Art and Design for Art Emphasis This is a course for students with a strong interest art and design. Offering a balance between academics and art, the class meets for two periods each day and students earn two credits each year as well as an additional half-‐‑credit for studies in art history. Students may take the course for up to four years, working with greater independence each year as they build a portfolio and proceed toward graduation. This course is designed to encourage students to find personal solutions to creative problems by exploring two-‐‑dimensional and three-‐‑dimensional techniques, experimenting with traditional and non-‐‑traditional materials, developing an understanding of the elements and principles of art, and practicing good craftsmanship. Art, fine craft, and design are addressed in this class, with a strong emphasis on drawing, particularly drawing from observation. Painting, sculpture, printmaking, clay, collage, fiber, graphic design, and more are included in the curriculum. Regular homework assignments are part of the grade for this class. The course may be taken for up to four years. After completing two years, students receive Honors credit. (NOTE: There is an additional fee for this class.) Art History Students earn an additional half-‐‑credit per year as part of the Art Emphasis program. A survey course, Art History covers the major art periods and movements as well as concepts, vocabulary and terms specific to the subject. Art history is explored through research papers, class discussion, art projects, posters, journals, timelines, homework assignments and more. Theatre Program Stuart Hall offers annually one section of Introduction to Theatre and either one section of Acting Studio or Shakespeare in Performance. These are available to all Upper School students. Theatre Emphasis students must take one course annually and participate in two productions annually to meet the minimum requirements. Extra-‐‑curricular opportunities in the Theatre program include participation in the Virginia Theatre Association Conference’s One-‐‑Act Play Competition in the fall of each year. There are at least three plays upper school students may audition for each school year – the VTA one act, 34
The Fall Upper School Play, and the Spring Musical. Students also have numerous chances for technical work, including stage management, crew assignments, and assistant directing. Field trip opportunities to a variety of performances and participation in productions outside of the school setting are also available. Introduction to Theatre This course is designed as a yearlong course for Upper School students who are interested in theatre arts and performance, especially in the areas of acting, directing, analysis, and criticism. Introduction to Theatre emphasizes collaboration in the creation of a student theatre ensemble dynamic, as students develop skills to benefit the community, each other, and themselves. Vocal training, acting technique, character analysis, theatrical vocabulary, theatre history, scene work, and performances of group devised theatre as well as plays from across history are among the main activities students will participate in during the school year. Course objectives include learning, developing, and practicing routine exercises of physical and vocal preparation for performance, creating characters, short scenes, and learning the major movements of theatre in history, from all over the world, for classroom discussion. Students will attend performances outside the school setting as well as all in-‐‑ school productions. This course forms the foundation of the theatre curriculum. Acting Studio Designed as a yearlong intensive for students who have already taken Introduction to Theatre, Acting Studio is for those who desire a deeper understanding of acting techniques and practices. This course emphasizes personal growth and development of the creative, imaginative actor through a multi-‐‑disciplined, practical approach to theatre performance. Strengthening the voice, gaining a working knowledge of rehearsal protocols, broadening theatrical vocabulary, and exploring the evolution of acting theory are among the course objectives. Exposure to some of the larger schools of acting approach (Meisner, Stanislavski, Hagen, Adler, and Chekov) through in-‐‑class activity will allow the student opportunity to discover his/her best way of working on the stage. Regular activities will include the memorization, rehearsal, and presentation in class of monologues and group scenes. Other opportunities will include lectures and workshops by guest artists, and the attendance of and participation in productions outside of school, including but not limited to those of community theaters, undergraduate and post-‐‑graduate college theatre programs, and professional companies. This course is offered in alternating years or as enrollment necessitates. Shakespeare in Performance This yearlong course focuses on the staging techniques and practices specific to the plays of William Shakespeare and his contemporaries of the Early English Modern Period. Examining the text of Shakespeare’s plays for clues to inform their performances, students will learn to 35
identify and utilize such features as embedded stage directions, metrics, rhetorical devices, and cues, ultimately putting their knowledge into practice on the stage. Contemporaries such as Marlowe, Lyly, Middleton, Webster, and Ford will be explored for their influence on the theatre of the time and Shakespeare specifically. Other course objectives include understanding and employing original staging practices of the time such as universal lighting, direct audience contact, doubling of roles, cross-‐‑gender casting, musical interludes, and stage combat. Educational opportunities outside of the classroom will include numerous visits to the American Shakespeare Center’s Blackfriars Playhouse and the MLit/MFA Program in Shakespeare and Renaissance Literature in Performance at Mary Baldwin College. This course is offered in alternating years and will be taught in 2013-‐‑14. Music Program Stuart Hall offers three academic music courses in Music Appreciation, Music Theory, and AP Music Theory. These are available to all Upper School students with a prerequisite of Music Appreciation or Music Theory for AP Music Theory. Further music opportunities include Upper School Chorus, Upper School Orchestra, Jazz Artistry, and Chamber ensembles. Upper School Chorus and Orchestra meet during the day, with Jazz Artistry and Chamber Ensemble meeting twice per week after school. Extra-‐‑curricular opportunities in music include District V chorus and band auditions and events, Senior Regional Orchestra auditions and events, All-‐‑State auditions and events and competitions as appropriate. The student, who wants to focus on music both academically and in performing ensembles, is best suited for a Music Emphasis diploma. Over a four-‐‑year cycle, students will complete Music Appreciation, Music Theory, and AP Music Theory and, as a fourth year student, be offered an independent study that is a culminating experience. This can take the form of a senior recital of thirty minutes in length, a significant music technology project, music history experience, or a combination of these. In addition to these academic courses, emphasis students are expected to perform in at least one ensemble each year for the entire year and audition for at least one extra activity per year, such as the school musical, District events or other competitions. Music History This course, open to all students regardless of music background, will focus more in-‐‑depth on Western Classical music from 1400 to the present. Specific works, composers, notation development, instrument development and composition techniques will be studied. Students will be expected to complete listening assignments, reading, writing and some basic composition work to aid their understanding. Composers and compositional techniques are 36
studied with major musical elements such as rhythm, pitch, melody, harmony, texture, timbre, form, tonality, meter, and expressive qualities. Non-‐‑Western music and the development of jazz, rock and pop styles will also be studied. Listening lessons, concert footage, and technology are used extensively in this course. Evening concert trips are offered and it is highly recommended that students attend whenever possible. Music Theory Music Theory is an entry-‐‑level course that is offered every other year opposite AP Music Theory. This course focuses on the fundamentals of music such as notation, chord construction, rhythm, intervals, scale construction, analysis of scores through form and function, Roman Numeral Analysis, and secondary chord functions. This course will also introduce aural skill such as sight-‐‑singing, ear training, and basic keyboard harmony. Students will be required to practice these skills on a daily basis in order to gain mastery of the material. AP Music Theory This course requires a prerequisite of either Music Appreciation or Music History. A college-‐‑ level class, this course involves extensive work in the concepts of music theory including scale construction, chord construction, analysis of scores through form and function, Roman Numeral Analysis, and secondary chord functions. Sight-‐‑singing and ear training are integral parts of this course as are rhythmic and melodic dictation. Students are expected to practice these skills on a daily basis for fluency as required on the AP test. Listening assignments and theory drills are important parts of class as well. Evening concert trips will be offered and it is highly recommended that students attend whenever possible. Upper School Chorus Upper School Chorus emphasizes the development of vocal technique and harmonization skills. The material studied includes standard choral repertoire from various time periods and styles. Performance is expected for at least two concerts per semester and for some smaller events throughout the year. Students in this course are encouraged to audition for District Chorus and All-‐‑State Chorus as eligible. Upper School Orchestra The Upper School Orchestra is an elective course for students who play a band or orchestra instrument. The orchestra performs standard and varied repertoire for three school concerts per year. In addition, the orchestra frequently performs for school chapels, special events, and for some community events. Orchestra study places emphasis on developing good tone, intonation, blend, style considerations, and playing technique. Scale study is expected and students are encouraged to audition for District Band, Senior Regional Orchestra and All-‐‑State Orchestra as eligible. 37
Journalism This course offers hands-‐‑on experience in writing news stories, feature stories, sports stories, columns, reviews, and other forms of journalistic writing. Together, the class will produce two major publications: the Stuart Hall yearbook, Inlook, and several editions of a student newspaper. For this purpose, students will also acquire fundamental design, layout, and photography skills. A discussion of press law and journalism ethics provides the theoretical background of responsible news coverage. A field trip and guest speakers expose students to the day-‐‑to-‐‑day activities and multiple facets of a journalism career. To become acquainted with the financial realities of publishing, students will also run a large-‐‑scale advertising campaign. This course is available for honors credit. Note: Two credits in Journalism fulfill the School’s Fine Arts graduation requirement.
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