Tabor Academy Academic Policies & Course Guide 2020-2021

TABOR ACADEMY

Academic Policies & Course Guide | 2020-2021

WELCOME TO TABOR! At Tabor Academy, we want each of our students to discover their passions and realize the boundlessness of their potential. Our range of classes across the academic disciplines encourages students to explore their interests and discover their unique strengths. Our commitment to small class size helps us create a lively and active classroom dynamic.

We want our students to be engaged as participants and partners in their learning, rather than passive consumers.

The hallmarks of Tabor’s academic program are breadth and challenge.

With wide-ranging variety across the disciplines and numerous Honors, Advanced Topics, AP, and Post-AP offerings, students can explore their interests and seek additional intellectual challenge in just about any academic area.

Students and their advisors work together each spring to help students select a suitably challenging and balanced course load.

As you explore this course guide, we hope that you will find many opportunities that pique your interest and inspire you to dream big about all that you can learn and achieve while here at Tabor.

TABLE OF CONTENTS General Information

Graduation Requirements Grades & Reporting Course Selection & Scheduling Specialized Programs Academic Procedures & Policies Academic Support Academic Daily Schedule Academic Honesty Policy A Note on Courses

Course Descriptions by Department English Language & Literature Mathematics & Computer Science Mathematics Courses Computer Science Courses Sciences Full-year Science Courses Trimester Science Courses Engineering Courses Marine Sciences History & Social Sciences Full-year History Courses Trimester History Courses Modern & Classical Languages Modern Languages Classical Languages Nautical Sciences Performing Arts Instrumental Music Choral Music Music Composition & Theory Theater Arts Visual Arts Art History Studio Art Ceramics Photography Digital Arts Non-Departmental Courses

Appendices

Appendix A: Placement Qualifications Appendix B: Arts Units

1-2 3-4 5-6 7 8-9 10 11 12 13

14-15 16-19 16-18 19 20-25 20-22 22-23 23 24-25 26-30 25-28 28-30 31-35 31-34 34-35 36-37 38-41 38 38-39 39 40-41 42-45 42 42-43 43 44 44-45 46

47 48

GRADUATION REQUIREMENTS Each student earning a Tabor Academy diploma will have successfully completed a minimum number of required courses and electives, based on core requirements (below) and individual interests and needs. Full-year courses earn 1.0 academic credits and trimester courses earn 0.33 academic credits.

Minimum core requirements for graduation:  English Language & Literature – 4 credits Students must be enrolled in an English course during every trimester at Tabor.  Mathematics – 3 credits (4 recommended)  Sciences – 2 credits of lab sciences Biology required, typically in 9th grade; Chemistry recommended  History & Social Sciences – 2 credits Modern World History required in 9th grade; United States History required, typically in 10th grade  Modern & Classical Languages – 2 or 3 credits Minimum of two years of consecutive study at the high school level, through level 3 of a language.

Alternatively, completion of level 2 of two separate languages.  Visual, Music, or Theater Arts – varies according to entry grade level; see arts requirement below.

ARTS REQUIREMENT Tabor’s graduation requirement in the fine and performing arts may be fulfilled through a combination of courses during the academic day, certain afternoon/co-curricular programs, and certain extracurricular activities. Arts credits do not transfer from other institutions; however, the number of trimesters of required arts is prorated for students who enter Tabor after the 9th grade. For a complete list of opportunities to earn arts units, please see Appendix B of this course guide.

The total number of Art Units required for graduation is as follows:  For students who enter in 9th grade: 6 trimesters/units  For students who enter in 10th grade: 4 trimesters/units  For students who enter in 11th grade: 2 trimesters/units REQUIREMENTS FOR NAVAL HONOR As a United States Navy-designated “Naval Honor School,” Tabor is authorized to award a Naval Honor citation to graduating students who have successfully completed necessary requirements within our Nautical Science curriculum. In the spring of their senior year, eligible Naval Honor candidates are required to submit a brief application to the Nautical Science department faculty for final approval, with consideration given to overall experience and competence in Nautical Science, as well as demonstrated leadership and/or academic proficiency.

Naval Honor Certification requirements (5 or more of the following credits with a minimum overall average of 80):  Service as a TABOR BOY Officer (two seasons minimum) [1 unit]  Any trimester-length Nautical Science course [1 unit]  Celestial Navigation [3 units]  Maritime History [1 unit]  Research & Environmental Education Focus (R.E.E.F.) trimester course [1 unit]

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GRADUATION REQUIREMENTS SUMMER STUDY In general, summer work (unless required by the school), may not be counted towards fulfillment of the graduation requirement; however, in some cases summer work may count for advancement credit. Students should discuss plans with the Dean of Studies and the department chair in question. Summer courses and associated grades do not appear on the Tabor Academy transcript, and do not factor in the Tabor GPA, but may be submitted to colleges in addition to a student’s Tabor record.

TRANSFER OF CREDITS Students who join Tabor Academy after 9th grade may apply coursework from previous school(s) toward graduation requirement credit. Credits eligible for transfer will be determined by the Academic Office. Courses taken at other schools are not included on the Tabor Academy transcript and the grade is not factored into the Tabor GPA. STUDY ABROAD CREDITS With permission, a student may choose to spend a year abroad through an accredited program. Credits earned are granted by the receiving institution and grades earned while abroad do not factor in a Tabor GPA. Students who choose to spend a portion of a year abroad or in an external program (The Island School, CityTerm, etc) are relying on the external program to grant credit. However, when a student returns to Tabor to continue a course started abroad, Tabor may grant carry-over credit for the coursework started abroad, earning a full credit at the end of the year. However, the final average will be the grades earned at Tabor.

PROMOTION REQUIREMENTS A passing grade at Tabor Academy is a 60 or better at the trimester report. However, while 60 is considered passing, in certain highly sequential areas of study (particularly mathematics and languages), the minimum passing grade may not provide sufficient preparation for success at the next level of study. In circumstances where students earn a low passing grade, the Dean of Studies may recommend or require summer work prior to continuation; in some cases, the school may recommend repetition of the course.

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GRADES & REPORTING GRADING & GRADE POINT AVERAGE (GPA)* Grades are based on a 100-point grade scale and grade points for the GPA are calculated according to the chart below. Honors and Advanced/Post-AP courses receive a weighted factor of 0.5 GPA points. A student’s official GPA is calculated based on the final average of a course.

“A” range (superior achievement) “B” range (strong achievement) “C” range (satisfactory achievement) “D” range (minimal achievement) “F” range

90-92 (A-) 3.67 GPA points 80-82 (B-) 2.67 GPA points 70-72 (C-) 1.67 GPA points 60-62 (D-) 0.67 GPA points 59 & below (F) 0 GPA points

93-97 (A) 4.0 GPA points 83-86 (B) 3.0 GPA points 73-76 (C) 2.0 GPA points 63-66 (D) 1.0 GPA points

98-100 (A+) 4.33 GPA points 87-89 (B+) 3.33 GPA points 77-79 (C+) 2.33 GPA points 67-69 (D+) 1.33 GPA points

TERMS & GRADES Tabor’s academic year is divided into three trimester terms. During each trimester, the school publishes for families an interim progress report (at approximately the midpoint) and a trimester grade report (at the end of the term). In addition to the interim progress reports and trimester grade reports, posted individual assignment grades are also viewable to students and their advisors via MyTA at any point during the term. In keeping with our mission to develop self-sufficient, responsible learners and capable self-advocates, individual assignment grades are not viewable to parents.

All full-year classes are graded as a full-year term (rather than the final grade being the mathematical average of the three trimester grades), meaning that all grades prior to the final grade are considered “progress grades.” Trimester-length courses receive an interim progress grade and a final grade. The official Tabor transcript reflects only the final average and credits earned for any given course. Progress report grades are provided only as a snapshot in time.

COMMENTS Teachers of trimester-length courses write academic comments for all students at the interim report of the trimester. Teachers of full-year classes write academic comments at the Tri 1 interim progress report and the Tri 2 final report. Teachers also include a brief comment at any progress report for a student earning a grade below 75.

Formal advisor comments are written and posted in December and June, with numerous informal contacts by way of phone call or email occurring throughout the year. All grade reports and published comments are posted and viewable on the students’ and parents’ individual portals on MyTA. HONOR ROLLS Tabor does not publish grade averages outside the organization or rank students according to GPA; however, Tabor maintains two lists of academic distinction based on students’ final grade point averages: • •

Honor Roll: a weighted GPA of 3.0 or better, with no grade below an 80 High Honor Roll: a weighted GPA of 3.85 or better, with no grade below an 80

In order to be eligible for academic honors, a student must be carrying a full course load with no course incomplete at the close of the term. Averages for the purpose of academic honors are reported to the nearest two decimal places. The honor rolls are published online. Tabor does not report academic honors to local media.

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GRADES & REPORTING CUM LAUDE Founded in 1906, the Cum Laude Society is dedicated to honoring scholastic achievement in secondary schools. Modeled after the Phi Beta Kappa of colleges, the society grants a limited number of memberships to schools of superior academic quality.

Tabor Academy was granted membership in 1930, and since that time nearly 1,000 Tabor students have been honored with Cum Laude distinction.

The Cum Laude Society invites new members from the senior class each year. Consideration for Cum Laude requires that students have earned a minimum cumulative GPA of 3.9 or better (calculated at the end of Tri 2 of the senior year) and have taken at least three honors or Advanced Topics/AP class in the junior year and a minimum of three Advanced Topics/AP classes in the senior year. In addition, candidates’ school citizenship and moral character are also considered. Each new Cum Laude class may not exceed 20% of the graduating senior class. Please note: the school may induct up to but no more than 20% of the senior class in a given year, and if more than 20% of the class meets the criteria outlined above, strength of schedule and GPA may be considered more strictly than the minimums listed here. Cum Laude Society induction occurs at Commencement.

ACADEMIC DIFFICULTY/ACADEMIC PROBATION All Tabor students are expected to maintain good academic standing. The Dean of Studies reviews student progress at the endpoint of each trimester. A student may be placed on Academic Warning with one or more grades below 70 and three or more grades below 75, though any student who demonstrates a concerning pattern of troubling academic behavior may be placed on Academic Warning at any time. Students with consecutive terms on Academic Warning or two or more grades below 70 may be placed on Academic Probation.

Removal from an Academic Warning or Academic Probation status requires two consecutive terms in good academic standing.

If a student’s results do not sufficiently improve to warrant removal from probation status, that student may be asked not to continue at Tabor Academy. For further information on Academic Probation, please see the student handbook, “Life at Tabor.”

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COURSE SELECTION & SCHEDULING COURSE LOAD The minimum course load at any time, for all students, is five core academic courses. Students are only permitted to drop below the minimum course load with permission from the Dean of Studies, and typically only under unusual and unique circumstances.

In certain circumstances, a student may be recommended for a reduced course load for a trimester.

In general, students in 9th and 10th grades carry six courses each trimester and may carry five courses only with permission from the Dean of Studies. Of these, typically five should be in core academic subjects (English, math, sciences, history, languages).

Students in 11th & 12th grades may choose to carry five academic courses and forego a sixth elective course.

Any student who wishes to take seven courses must obtain permission from the Dean of Studies.

COURSE SELECTION Current students and advisors work together in April to determine a suitably challenging but balanced course load for each student for the following year. Honors, Advanced Topics, AP, and Post AP classes have certain qualifying requirements that must be met for entry. For a guide to placement criteria, please see Appendix A at the back of this course guide.

Scheduling of courses occurs in the early summer. All students (new and returning) receive a confirmed list of scheduled courses in late July. Please note that every effort is made to place students in their top chosen courses, though in some situations, choices must be made when two or more preferred courses conflict in the schedule.

HONORS, AP, & ADVANCED TOPICS COURSES Tabor offers a number of honors, advanced topics, and AP options across all academic departments. Honors courses typically move at a faster pace than their standard level counterparts, with an increased expectation for independent work and greater workload outside of class. AP courses, typically available to juniors and seniors, follow the College Board Advanced Placement curriculum, explicitly preparing students to take the College Board AP exam. Several departments offer “Advanced Topics” courses as an alternative to the AP curriculum. These courses provide students a highly rigorous, college-level experience in the subject area, though they do not explicitly follow the AP curriculum, students will be prepared to take the AP exam if they choose to do so.

Students who choose to sit for the AP exams in May are responsible for the additional fees (approximately $95 per exam, which is payable in advance and billed through the Business Office).

It is important to note that Honors, AP and Advanced level courses at Tabor are not “tracked” and students have an opportunity each year to qualify for honors courses at the next level based on several factors, most notably their performance in their current courses. Departments make honors and AP recommendations for returning students in the spring of the previous year. Students new to Tabor are recommended for honors level courses based on multiple factors including previous coursework, teacher recommendations, and test scores.

PLACEMENT FOR STUDENTS NEW TO TABOR ACADEMY Academic department members read through each new student’s admission file to determine course recommendations. Students new to Tabor are recommended for placement in Honors and Advanced courses based on their performance in courses at their previous school, standardized testing, teacher recommendations, and demonstrated aptitude and interest. Please note that new students may not always be recommended for the same line-up of courses at Tabor as they were slated to take at their previous schools. In some cases, additional materials (such as samples of graded work) may be requested.

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COURSE SELECTION & SCHEDULING PLACEMENT FOR INTEGRATED MATH STUDENTS Students coming to Tabor from an international or integrated math curriculum will be placed in math courses according to the best information available but may be asked to take a placement test upon arrival to confirm their math placement.

ADD/DROP PERIOD The period for adding a new course extends for the first 7 days of a new trimester. After that period, students may not add a new course. During the Add/Drop period, if students wish to make changes to their schedules, they should first discuss the change with their teachers and advisor before requesting a change with the registrar. Opportunity to enter a preferred course after the master schedule has been completed may be limited by space or enrollment. Students must continue to attend all of their scheduled courses until any schedule change is finalized.

LEVEL CHANGES Changes of level (for example, from honors to regular), may continue as needed—with the approval of the Dean of Studies through the first month of school without the original course appearing on the transcript. The Academic Office may deny a request for level change if representatives of the school (including teacher, advisor, Dean of Studies) determine that the original placement is correct. After the first month of school, any level changes will be marked as a “withdraw” from the original course.

WITHDRAWALS Any withdrawal from a course after the Add/Drop period must be approved by the Dean of Studies. With rare exception, requests to withdraw will not be granted if it means a student will drop below the minimum course load. An approved withdrawal from a full-year course may occur without it appearing on the transcript until the level change deadline in early October. All course withdrawals approved after the progress report will appear on the transcript as “WP” (withdrawn passing) or “WF” (withdrawn failing).

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SPECIALIZED PROGRAMS NAVAL HONOR As part of Tabor’s Naval Honor School tradition, students who have successfully completed five trimester credits of coursework in qualifying nautical coursework or related experiences over their Tabor career receive the designation of “Naval Honor” with their Tabor diploma. For more information on the Naval Honor certificate requirements, please see the section on graduation requirements for further detail.

SENIOR PROJECTS The Senior Project is an opportunity for interested seniors to take a reduced course load in trimester 3 in order to pursue an 8week independent project of their own design. With rare exception, a student who wishes to undertake a senior project is also expected to complete an AP or Advanced Topics course s/he has begun. Initial senior project applications are due in December and are subject to a rigorous and iterative review and approval process. For those students undertaking a senior project, successful completion becomes a requirement for graduation. For more information please see the senior projects section of MyTA. INDEPENDENT STUDIES Independent Studies provide an avenue for students to pursue specialized topics not offered within the regular curriculum, under the guidance of a Tabor faculty member. Interested students in good academic standing may plan an independent study with a faculty member and submit a proposal for approval to the Dean of Studies. All independent studies must have the direct academic supervision of a Tabor faculty member. Students are limited to one independent study per trimester, and with permission, the independent study may replace a sixth course. Independent studies are graded on a Pass/Fail (P/F) basis based on criteria agreed upon between the student and their faculty supervisor.

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ACADEMIC PROCEDURES & POLICIES STANDARDIZED TESTING Tabor requires certain standardized tests of all students each year according to the following schedule:    

9th Grade: CWRA+ 10th Grade: PSAT/NMSQT 11th Grade: PSAT/NMSQT 12th Grade: CWRA+

Registration and fees for these tests are covered by the school. Testing occurs on a school day or scheduled “Saturday School Day.” Scores from these tests serve as individual and aggregate data for the school on student skills and progress and do not have specific bearing on student grades, course placement, or the college process.

ATTENDANCE Tabor Academy places a great deal of value on the academic experience, and regular attendance in class is an important part of the experience. While an occasional absence is normal, and significant absences are sometimes unavoidable, chronic absence from class undermines the learning process and disrupts the classroom community. Therefore, all students and families must make classroom attendance top priority. Long-term or accrued chronic absence from class in excess of 15% of the total course meetings—whether “excused” or “unexcused”—may jeopardize a student’s ability to earn credit.

Anticipated absences should be reported to the Dean’s Office via Maureen Barrett in advance of the absence in order to be considered “excused.” Students anticipating an absence from school will be asked to complete an anticipated absence form.

Please note that major school dates are published a year in advance and early departures during exam week or at the end of the year are not permitted.

ACADEMIC WORK & ABSENCE FROM SCHOOL Any student who misses work or instruction as a result of absence from class because of illness or other excused reasons is responsible for seeing that the work is made up. Day students who expect to be out of school for more than one day, or boarders who are sent home to recover from illness, are responsible for communicating with individual teachers via email and/or keeping up with daily assignments as posted on MyTA as their condition permits. In cases of an extended leave of absence from school, Tabor may not be able to provide course credit to students whose time away from school exceeds three school weeks. Cases will be handled individually.

INCOMPLETES A student with permission to have incomplete coursework at the end of the term due to illness, emergency or other circumstances will have a finite period of time to submit the late work. This deadline will be determined by the Dean of Studies. Students with incomplete major coursework at the end of the term will receive a grade of “INC” and no credit for the course in question. A senior with incomplete work in any course required for graduation may not receive their diploma until the work is complete.

This policy extends to senior projects, where applicable.

TEST LOAD In general, students are not expected to sit for more than two tests in a given school day. If a student finds that s/he is scheduled for more than two tests in a single day, that student may request of a teacher an opportunity to take their test at a rescheduled time. Any request for a changed test date should be made at least 24 hours in advance of the scheduled test. Any rescheduled test should occur within 24-48 hours of the original test date, so as not to hold up the return of graded work to the rest of the class.

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ACADEMIC PROCEDURES & POLICIES HOMEWORK The time required to complete homework can vary significantly student to student, so it is challenging to approximate an accurate timeline for all. On average, students may expect to receive up to 30 minutes of homework each night in each of their core academic courses (up to 45 minutes for honors, AP and advanced courses). Successful Tabor students plan ahead, utilize their free periods during the school day and their free time on weekends as well as evening study hall period to manage their schoolwork demands. We encourage students who feel overwhelmed or concerned by their homework to discuss with their advisors.

Homework assignments are made available to students through MyTA. Teachers are asked to have assignments posted about a cycle in advance, but recognizing that some assignments may shift and change according to what is accomplished in class, teachers are required to have assignments finalized on MyTA (if necessary) no later than 3:30pm the class day before they are due.

Students who have concerns about teachers use of MyTA should speak with their advisors.

OUTSIDE TUTORING POLICY While we strongly encourage that students utilize the resource of their teachers’ office hours before pursuing outside tutoring, in rare cases, families decide to employ the services of outside tutors to provide supplemental instruction to a student with particular academic challenges. In order for the outside tutor to meet with the student on campus, the tutor must submit the appropriate paperwork, which includes a consent for release of information form and a valid driver’s license, for a background check to Human Resources. Upon approval from Human Resources, the tutor may meet with the student outside of the academic day on campus in the library provided schedule that has been determined and approved by the Director of Academic Support. The academic day includes after-school commitments and nightly study hall. Upon arrival, the tutor is expected to sign in on the iPad at the library circulation desk and the student is required to sign in on the iPad in the ASSIST Center. Payment arrangements are the responsibility of the student or the student’s family. Failure to provide requested forms, notice of the tutoring schedule or schedule changes, and/or document each visit may result in the tutor’s loss of privilege to use the Tabor campus as a meeting place.

All outside tutoring sessions are expected to take place in the library, please note the regular library hours are the following: Monday – Thursday Friday Saturday Sunday

8:00am-10:00pm 8:00am-5:00pm Closed 2:00pm-10:00pm

REMOTE TUTORING VIA VIDEO CONFERENCE Students who employ the services of off-site tutors or consultants via Skype, FaceTime, WhatsApp or other communication services should be scheduling those virtual meetings during their free time. As with in-person outside tutoring appointments, virtual tutoring sessions should not be occurring during evening study hall.

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ACADEMIC SUPPORT A.S.S.I.S.T. CENTER The ASSIST Center is located on the first floor of the library. Managed by the Director of Academic Support, the ASSIST Center functions to provide academic success strategies and coaching to both students and faculty. Services provided by the ASSIST Center range from general organization and time management skills to specific help with note-taking and paper-writing, the creation of study guides, the strengthening of study skills and the development of effective test-taking strategies. Any student is welcome and encouraged to use the ASSIST Center on a drop-in basis or may set up standing appointments.

TEACHER OFFICE HOURS The faculty at Tabor Academy are dedicated to helping students achieve to their fullest potential. Students are asked to grapple with challenging assignments and make a good faith effort towards completing them. Students are encouraged to self-advocate with teachers when in need of additional help. Teachers are available for extra help during regular office hours after lunch on Mondays, Tuesdays, Thursdays and Fridays. If a student needs further assistance, additional help may be available with teachers by appointment as their schedule permits.

APPROVED CLASSROOM ACCOMMODATIONS Tabor provides access to a number of classroom accommodations to students with documented learning disabilities, including but not limited to 50% extended time on tests and exams. In order to be eligible for consideration, students/families must submit a current (within the last 3 years) neuro-psychological evaluation to the Director of Academic Support. The Director of Academic Support will create a Formal Written Plan for students with testing on file, documenting any approved accommodations and other classroom recommendations. Formal Written Plans are shared with teachers and advisors before the start of the school year; however, it is the student’s responsibility to have a conversation with teachers about the accommodations he or she would like to utilize. Advisors and the ASSIST center can help support that process. For more information on academic accommodations, please contact the Director of Academic Support.

TEMPORARY ACADEMIC ACCOMODATIONS RELATED TO CONCUSSION A concussion is a serious brain injury that can have significant consequences for academic achievement. Students suspected of a concussion will be closely monitored by the athletic training staff and the health center staff. In some cases, students will be granted temporary academic accommodations during their recovery. Making up missed work after a concussion can be challenging and time consuming. Once cleared, a student should work with his/her advisor and teachers to develop a make-up timeline that is reasonable but expedient.

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ACADEMIC DAILY SCHEDULE Tabor’s academic year is organized into three trimesters. The fall trimester runs from the opening of school through the start of Thanksgiving break. The winter trimester runs from the return from Thanksgiving break to the start of spring break, and the spring trimester runs from the return from spring break through the close of the year.

The academic schedule is a 7-day rotating schedule with 7 possible class blocks. Four classes meet each day for 75minutes each. On Wednesdays, the four classes meet for 50 minutes.

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ACADEMIC HONESTY POLICY The core values of Tabor Academy’s mission statement guides the intellectual life of the school. Tabor encourages all students to explore their interests and develop their passions, to stretch their capabilities and hone their skills. Tabor wants its students to learn to be capable self-advocates, skillful communicators, collaborative team members, and discerning critical thinkers. The Tabor community values intellectual curiosity, open-minded debate, the spirit of inquiry, and integrity in all areas of our school lives, but especially our academic pursuits.

ACADEMIC HONESTY & TESTING  Students are expected to prepare for and complete all exams, tests, quizzes and assessments without providing or receiving unauthorized assistance  Students should refrain from sharing information about an assessment after the fact with students who have yet to complete it.  The use of a smart phone or other portable electronic devices during a test, quiz, or exam (for any purpose) may automatically be considered a violation of this academic honesty policy.

ACADEMIC HONESTY & WRITING  Plagiarism is using another’s words and/or ideas without giving the source credit. “Patch-writing,” wherein a student’s own words are interspersed with ideas from another source, may also be considered plagiarism when the original sources are not cited.  If acknowledgement of source material (whether published or unpublished) is not made according to the instructions of the teacher, then the student may be in violation of this academic honesty policy.  Failure to cite information taken from unpublished or open format and internet sources also constitutes a form of plagiarism because it amounts to falsely claiming that the material presented is self-generated.  When in doubt about what is permissible, students should speak directly to the teacher. As a general rule, it is always best for a student to “over-cite” rather than “under-cite” in his or her writing.

ACADEMIC HONESTY & HOMEWORK  Homework is an excellent opportunity to discuss classwork with a peer or classmate; however, working together to complete a graded assignment may only occur with the explicit permission of the teacher.  Copying a peer’s work is unacceptable, with or without the consent of the other student—and a student who has copied work or willingly provided his/her own work to be copied will be considered in violation of the standards of academic honesty.  In language courses, the use of translation software or electronic translating devices is not permitted, unless expressly permitted by the teacher for a particular assignment.  Any individual work submitted for a grade must be the student’s own, unless collaboration and group submission is explicitly requested by the instructor.

ACADEMIC HONESTY & LAB WORK  When completing lab assignments, students must collect their own data for each experiment unless working with an assigned partner or unless specific permission has been given to use data from another source.  When using another’s data, proper credit must be given.  The written sections of all lab reports must be in the student’s own words, and each student must submit his or her own work for a grade, unless the parameters of the assignment specifically require collaborative work.

PROCEDURE FOR HANDLING VIOLATIONS OF THE ACADEMIC HONESTY POLICY Incidences of academic dishonesty are handled on a case-by-case basis with an eye toward educating the student and guiding them toward better decision making in the future. Please see Life at Tabor for information about procedures and consequences of the violation of the school’s academic honesty policy.

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A NOTE ON COURSES IN THIS GUIDE All academic courses in this course guide are designated as FULL-YEAR COURSE, or FALL (T1), WINTER (T2), or SPRING (T3) TRIMESTER. Courses with a necessary prerequisite, co-requisite or qualification are listed with those requirements noted. If a course is listed without a prerequisite, it may be assumed that there is open enrollment for that class. In some cases of very popular courses, enrollment preference may be given to seniors and juniors. From time to time, a course listed in this guide may not ultimately run during the school year due to low enrollment. In such cases, students will be notified on the canceled course and counseled to other appropriate options during the summer months.

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T

ENGLISH COURSES

he English department believes that our graduates should possess the language skills essential to leading vital, engaging lives in the 21st century. We create a seminar-style classroom atmosphere in which student involvement and discussion are essential to becoming independent, critical thinkers and readers.

Students learn to employ the writing process at every grade level, with emphasis on narrative, analytical and argumentative writing.

ENGLISH 1 Full-year course What makes us who we are? Is it where we are from? What we own? What we believe? In this required 9th grade course, students will explore the concept of identity.

Students will read and discuss selected works from a variety of genres (short stories, poetry, graphic novels, and drama), while acquiring fundamental skills needed to succeed as English students at Tabor. They will learn how to contribute effectively to classroom discussions, to read critically and annotate literary texts, to write paragraphs and essays in a variety of styles (personal, persuasive and analytical), to understand key terms used to discuss literature, to increase their active vocabulary and understanding important grammatical concepts. In addition, students develop their public speaking abilities and build self-confidence through participation in “Poetry Out Loud,” and the Freshman Shakespeare Festival.

ENGLISH 2 Full-year course Prerequisite: English 1 or equivalent Would you sacrifice one for the benefit of many? Would you reveal a friend’s indiscretion, or stay loyal to that friendship? Do you value the letter of the law, or the specific circumstance? In this 10th grade course, we investigate how we decide between two “right” decisions.

This investigation begins with the summer reading of two texts of the student’s choice from a list of works united by themes of ethical dilemma and moral courage, followed by a more concentrated, in-depth examination using the genres of the short story, poetry, essay, and drama. In the spring, every sophomore submits a personal belief essay Tabor Academy Academic Policies & Course Guide 2020-2021

based on the NPR series “This I Believe,” the best of which are chosen for performance.

HONORS ENGLISH 2 Full-year course Prerequisite: Qualification required, see Appendix A In the honors-level course, students focus on the themes of English 2, delving deep beneath the surface of literature and focusing on the craft of revision. Students read each text through the lens of Rushworth Kidder’s four paradigms of ethical decision making: truth vs. loyalty, mercy vs. justice, individual vs. community, and short-term vs. long-term. Students will read critically and will often write thoughtfully.

ENGLISH 3 Full-year course Prerequisite: English 2 or equivalent What does it mean to be an American? What is meant by the term “American Dream?” What competing values have shaped the pursuit of this dream and what are the consequences? Framed on these essential questions, the 11th grade English course is a journey through various topics in American literature. Students read classic and contemporary novels and plays, as well as poems, essays, and stories with a focus on answering these complex questions. Juniors regularly write short critical and persuasive essays preparing them for the college-style English 4 seminar courses their senior year. In composing a multi-genre writing project, students explore in depth a topic of personal interest. The year culminates with juniors writing a personal essay for their fall college applications.

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WRITING & RHETORIC Full-year course By department recommendation only This full-year course is designed to help 11th graders transitioning to Tabor hone their critical writing (and thinking) skills by working on three essay types: argumentative, literary analysis, and personal essay.

Instruction will involve daily in-class writing, frequent teacher and peer feedback, and a review of the process of writing (e.g. brainstorming, drafting, revising, and editing).

Students will read a variety of argumentative and persuasive essays, short stories, novels, poems, and examples of personal writing, in order to both practice their critical reading skills and to study (and emulate) the various stylistic strategies that authors employ. Finally, students will get the opportunity to do regular independent reading to help them become stronger critical readers and help spark their love of literature.

AP ENGLISH LANGUAGE & COMPOSITION Full-year course Prerequisite: English 2 or equivalent and department recommendation; Qualification required, see Appendix A While the ostensible objective of this course is to prepare participants for the AP English Language and Composition exam in May, its goal is also to introduce students to the art of argument and persuasion. Students will study a wide variety of largely non-fictional texts in order to identify the strategies writers use to construct effective arguments. Classroom discussions, debates, and presentations further help students become critical and reflective thinkers, who can formulate well-supported and logically reasoned opinions on various contemporary issues. Students considering this course should be prepared to write 5-10 essays per trimester to solidify rhetorical skills and learn concepts such as tone, audience, and structure. In the end, we hope that students come away from this course in the words of Kathleen Puhr as “citizen-rhetors: people aware of and engaged in their world, attentive to trends and traditions, who know how to read, write and speak about important issues.”

Tabor Academy Academic Policies & Course Guide 2020-2021

AP ENGLISH LITERATURE & COMPOSITION Full-year course Prerequisite: English 2 or equivalent and department recommendation; Qualification required, see Appendix A Do you like to read texts that are intellectually stimulating?

Do you enjoy being challenged by an author’s unconventional use of point of view, plot, or characterization? Do you enjoy crafting an original topic and thesis statement for a critical essay contrasting several readings? If you answered a resounding “yes’ to all of these questions, then AP English Literature and Composition is the English course for you. AP Literature is an advanced 12th grade course devoted to an in-depth study of literature. In a typical year, students are assigned 6 to 8 novels, several plays, and numerous poems and short stories. Students should be prepared to read between 20-30 pages each night. A sampling of texts read includes: Waiting for Godot, The Unbearable Lightness of Being, Ethan Frome, The Reader, Ironweed, The Color Purple, Hamlet, The English Patient.

ENGLISH 4: SENIOR SEMINARS Fall | Winter | Spring Prerequisite: English 3 or equivalent (previous or concurrently) English 4 is offered as a series of trimester-length seminars on specialized topics in literature. Seminar classes are conducted much as a college freshman seminar course might be, with emphasis on class discussion and in-depth examination of a particular topic, genre, or author.

Students will find themselves challenged to read, write and think in new and different ways, and to engage in relevant and important conversations about literature and about themselves.

CREATIVE WRITING Fall | Winter | Spring Students who take Creative Writing join a small community of writers who meet in a workshop setting.

Through drafting, sharing, and revising, these students practice skills such as showing vs. telling, developing complex characters, advancing plot, and creating realistic dialogue. Although they center their attention on the writing of short fiction, students may also write non-fiction prose, poetry, drama, and letters. Please Note: This class is open to juniors and seniors only. Sophomores may enter with permission of the instructor.

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MATHEMATICS & COMPUTER SCIENCE COURSES

he Mathematics & Computer Science department at Tabor supports and develops each student’s understanding of and passion for mathematics. Our small, studentcentered classes allow students to work in groups, to participate in class discussion, and to apply their math skills in project-based and traditional assessments. We incorporate technology to enhance our students’ understanding of not only how math works, but why it works the way it does.

Our goal is that each of our students graduates with strong analytical thinking and problem-solving skills and the confidence and desire to put those skills to good use through the years ahead. The department has developed these five enduring understandings that are the core guidance for all courses and programs: * Critical thinking, logic, and reasoning are life skills honed by mathematical study * Mathematics is used to model the world around us * Technology can be used to enhance our understanding of mathematics * Perseverance is a key factor in problem solving * Mathematics is its own language and requires literacy to master ALGEBRA 1 & GEOMETRY COURSES ALGEBRA 1 Full-year course This course emphasizes algebraic manipulation, modeling and problem solving. It is designed to provide a solid foundation for students who have not yet taken a full-year algebra course. Topics include the real number system, order of operations, equation solving techniques, properties of exponents, linear, quadratic and rational functions, polynomials and factoring, graphing and analysis, radical expressions, and solving systems of equations.

Tabor Academy Academic Policies & Course Guide 2020-2021

GEOMETRY Full-year course Prerequisite: Alg ebra 1 This full-year course begins by exploring the concepts of mathematical thinking, deductive and inductive reasoning, proof, and algorithmic design. Students will learn the basics of logic through coding with graphing calculator technology. The remainder of the course is dedicated to fundamentals of Euclidean geometry, grounded in the exploration of the triangle, trigonometry and transitioning to more complex polygons and properties.

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ALGEBRA 2 COURSES These courses develop the themes of modeling and problem solving introduced in Algebra 1. Functions are investigated in greater depth, and more techniques are introduced to solve equations and inequalities. Students are expected to graph polynomial functions and verify conclusions drawn through an effective use of technology.

ALGEBRA 2 CONCEPTS Full-year course Prerequisite: Algebra 1 & Geometry This foundational Algebra 2 course continues the study of algebraic topics with focus on modeling and equation solving. It begins with a review of different number sets, exponents, functional notation and solving linear and quadratic equations. It moves onto modeling and graphing polynomial, rational, exponential and logarithmic functions with emphasis on practical applications and the problemsolving process. Computer algebra systems and graphing technology will be heavily used.

ALGEBRA 2 Full-year course Prerequisite: Algebra 1 & Geometry This course is the first part of a 2-year sequence designed to prepare students for enrollment in calculus. Students will explore mathematical modeling concepts using graphical, numerical and algebraic techniques. Topics include number systems, solving equations and inequalities, properties of functions, modeling with polynomial, rational, exponential, logarithmic and trigonometric functions. Right-triangle trigonometry is covered in depth. Computer algebra systems and graphing technology will be heavily used.

HONORS ALGEBRA 2 Full-year course Prerequisite: Algebra 1 & Geometry; See Appendix A for required qualifications Honors Algebra 2 is a full-year course that treats the topics of Algebra 2 in greater depth and places more emphasis on proof, regression and the applications of functions.

Additional topics include analytic trigonometry, parametric and polar coordinate systems.

PRECALCULUS COURSES INTRODUCTION TO PRECALCULUS & MODELING Full-year course Prerequisite: Alg ebra 2 Introduction to Precalculus and Modeling treats the topics of precalculus at a more moderate pace. Topics from algebra, trigonometry, and coordinate geometry form the core of the syllabus, centered on the unifying concept of functions. Upon completion of Introduction to Precalculus and Modeling, students may continue to precalculus, statistics, or calculus according to teacher recommendation.

PRECALCULUS Full-year course Prerequisite: Alg ebra 2 Precalculus is the second part of a two-year sequence in preparation for calculus. The course begins with a review of Algebra 2 concepts, and then quickly progresses to topics including analytic trigonometry, trigonometric applications, solving systems of equations, matrices, conic sections, combinatorics, probability, sequences, series and limits. Heavy emphasis will be placed on modeling concepts, mathematical thinking and the problem-solving process. This course will use a graphing calculator and computer algebra system technology extensively.

HONORS PRECALCULUS Full-year course Prerequisite: Algebra 2; See Appendix A for required qualifications Honors Precalculus treats the topics of precalculus at a faster pace and with greater rigor. Emphasis is placed on algebraic, numerical, graphical and verbal methods of presenting problems. Problem solving using algebra, trigonometry and analytic geometry foreshadows the core topics in calculus. Additional topics include continuity and derivatives.

CALCULUS & ADVANCED MATH COURSES CALCULUS Full-year course Prerequisite: Precalculus Calculus, specifically its major topics of differentiation and integration, is presented geometrically and algebraically.

Students are encouraged to discover the formal concepts and procedures by investigating practical problems. They are expected to take advantage of the available technology as a means to verify their conjectures.

Tabor Academy Academic Policies & Course Guide 2020-2021

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AP CALCULUS AB Full-year course Prerequisite: See Appendix A for required qualifications AP Calculus AB is an introductory course in differential and integral calculus and serves as preparation for the Advanced Placement Calculus AB exam. A balance is sought among computational proficiency, applications, lab work with calculators and computers, and theoretical development. Successful completion of this course, coupled with a solid performance on the AP exam, may earn one semester of college placement or credit.

AP CALCULUS BC Full-year course Prerequisite: See Appendix A for required qualifications AP Calculus BC contains all the topics and requirements for the AB course as well as additional work with sequences and series, polar curves and applications, and motion along a curve using velocity and acceleration vectors. Successful completion of this course, coupled with a solid performance on the AP Calculus BC exam, may earn up to one year of college placement or credit.

POST AP MATHEMATICS 1 Full-year course Prerequisite: See Appendix A for required qualifications Post AP Mathematics 1 begins with a review of singlevariable calculus topics previously covered in AP Calculus AB, and then moves on to a rigorous study of infinite sequences and series, polar curves and applications, and motion utilizing parametric equations. This work will qualify students to take the AP Calculus BC exam.

Additionally, students will begin a study of differential equations, learning traditional analytic methods for solving differential equations with mathematical modeling as well as numerical and certain geometrical methods. Students who successfully complete this course can expect to begin university studies at an advanced undergraduate level. The sequence of this offering is determined in any given year by the preparation of students who are seeking advanced level challenges in mathematics.

POST AP MATHEMATICS 2 Full-year course Prerequisite: See Appendix A for required qualifications This rigorous course begins by covering the differential and integral calculus of several variables as an extension of work previously completed in AP Calculus BC. Additionally, students will learn traditional analytic Tabor Academy Academic Policies & Course Guide 2020-2021

methods for solving differential equations with mathematical modeling as well as numerical and certain geometrical methods. Students who successfully complete this course can expect to begin university studies at an advanced undergraduate level. The sequence of this offering is determined in any given year by the preparation of students who are seeking advanced level challenges in mathematics.

POST AP PROBABILITY THEORY Full-year course Prerequisite: See Appendix A for required qualifications Probability Theory is a rigorous calculus-based course in the theory and methodology of mathematical probability.

Material will vary from routine to uniformly challenging.

This course is most appropriate for those contemplating college majors in mathematics, engineering, physics or actuarial science. With permission from the department, students may take Probability Theory concurrently with Post-AP Math 2.

STATISTICS COURSES STATISTICS Full-year course Prerequisite: Algebra 2 or equivalent Students learn to interpret graphs and values from statistics found in the world around us. Core concepts will include using z-scores, histograms, boxplots, the normal distribution, confidence intervals, and hypothesis testing.

Technology and a graphing calculator will be used extensively in this class. Additionally, students will examine relationships between variables and use regression to create linear models. They will explore the potential to use these models for extrapolation and prediction. The course also uses probability theory, random phenomena, simulation, expected value, and experimental design to find causal relationships between variables.

AP STATISTICS Full-year course Prerequisite: See Appendix A for required qualifications AP Statistics follows the Advanced Placement syllabus and prepares students for the AP Statistics exam in May. Topics covered in the regular statistics course are addressed in greater depth and detail, and at a more rigorous pace. Successful completion of this course, coupled with a solid performance on the AP exam, may earn university placement or credit.

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COMPUTER SCIENCE COURSES COMPUTER SCIENCE 1 Fall | Winter | Spring This course is designed to expose students to basic computer programming and algorithmic design. Students will learn fundamentals of coding through the creation of applications/games with the Python programming language. Topics in this 1 trimester elective include data types, simple input/output, definite loops, conditional algorithms, and manipulation of objects using graphics.

Heavy emphasis is placed on the design process. The course is primarily project-based and self-paced.

COMPUTER SCIENCE 2 Fall | Winter Prerequisite: Computer Science 1 In this second course of the sequence, students will build upon fundamental Python programming skills and study more advanced techniques of programming through guided exploration and project-based work. Topics include data and file processing, string manipulation, concepts of functions and modular programming, object-oriented design, algorithm design and recursion.

ADVANCED TOPICS IN COMPUTER SCIENCE Full-year course Prerequisite: Computer Science 1 & 2; Honors Precalculus This course is a challenging, engaging dive into the software engineering design process from idea to full operating capability. The course is centered around a mock contract award process in which students work as engineering teams vying for a contract that fields a software product after being given specific performance parameters and specifications. The competition will take place over 3 trimesters with 3 different project design phases (Kernel development/source code, GUI/interface, debugging/fielding/presentation). Several coding languages will be introduced/used (JAVA, Python, Swift), as well as advanced concepts in architecture, SDKs, environments, and APIs. Multiple software platforms will be incorporated including MATLAB and STELLA to run simulations and modeling.

*New* COMPUTER SCIENCE 3 Spring Prerequisite: Computer Science 1 & 2 This course is designed to offer a third introductory computer science to complete the sequence of CS1 and CS2, focusing on the use of computer software and simulation design to create and analyze mathematical and scientific modeling. Students will begin by creating basic experimental simulations with code and tracking/counting outcomes, then move on to displaying the outcomes in various ways to include tables, graphs and threedimensional visualizations. Students will also be exposed to software packages designed to aide modelers in representing more dynamic systems. Multiple software platforms will be incorporated including MATLAB and STELLA (both industry-standard packages), and students will learn how to manipulate and analyze projects they often see within various environments (STEM, business, etc.).

Tabor Academy Academic Policies & Course Guide 2020-2021

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SCIENCE COURSES

cience asks questions about the universe and seeks to answer them through observation and experiment. Our department seeks to foster scientific curiosity in our students, helping them become critical thinkers who ask good questions and can interpret the answers.

We want to prepare them for the role that science and technology will play in their lives whether they are scientists or scientifically knowledgeable citizens.

Our curriculum balances contentmastery with skill-building. Each of our classrooms contains a discussion space and a laboratory space. Students can immediately test and apply classroom concepts, whether on a laboratory bench or along the shores of Sippican Harbor. They develop skills centered on the scientific method: formulating hypotheses, designing and safely performing experiments, quantitatively and qualitatively analyzing results, and communicating conclusions.

Ninth grade students begin Tabor’s science progression with our ocean-oriented Biology course, then progress to Chemistry in the sophomore year. From there, students may opt to pursue a variety of paths through the sciences, including physics, marine sciences, environmental science, and/or engineering.

FULL YEAR COURSES BIOLOGY Full-year course Tabor’s Biology course introduces students to fundamental themes within the life sciences: the connection between structure and function, the movement of matter and energy through living systems, the driving forces behind reproduction, genetic inheritance, evolution, and the interaction and interdependence of organisms within the biosphere, including humans. Underlying these themes is an exploration of scientific habits of mind and skills necessary to observe and ask questions, design an experiment, analyze its results, draw conclusions, and ask even more questions. Our location on Sippican Harbor enables us to make connections to our natural marine environment and integrate place-based learning whenever possible.

Tabor Academy Academic Policies & Course Guide 2020-2021

HONORS BIOLOGY Full-year course Prerequisite: Departmental placement required.

Honors Biology is an accelerated course designed to investigate the topics of the standard biology curriculum in greater depth. Because of the demanding pace, students are expected to be able to move beyond assimilating information and are challenged to synthesize and interrelate material. Typically offered to freshmen, the course provides a strong foundation for further study in all core scientific disciplines including Advanced Topics in Biology. Survey topics include ecology, the scientific method, animal behavior, basics of biochemistry, molecular biology, cell biology, energy transformation, animal and plant anatomy/physiology, genetics, taxonomy and evolutionary theory are addressed. This course is designed to prepare students for the SAT subject test in biology.

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ADVANCED TOPICS: BIOLOGY Full-year course Prerequisite: Biology, Chemistry; Qualification required, see Appendix A This college-level biology course is designed to provide an in depth understanding of biological systems at the molecular, organismal and ecosystems level. The curriculum is defined by its commitment to student driven research that brings to life foundational understanding in key areas such as molecular genetics, endocrinology, exercise physiology, nutrition, microbiology, immunology, infectious disease, evolution, and climate change. Students will gain proficiency in experimental design and research methods, learning to formulate and test hypotheses that elucidate the nature of biological systems. Students will practice scientific communication skills through writing and presenting at least one academic journal-style research paper per trimester. Over the course of the year, students will gain an appreciation for the interconnectedness of course topics and the broader social implications of biology research on human health and environmental sustainability.

CHEMISTRY Full-year course Prerequisite: Biology & Algebra 1 Chemistry is an introduction to the study of matter and its changes. Major topics include unit conversions, metric system, chemical nomenclature, atomic structure, quantum theory, bonding, chemical reactions, periodicity of the elements, intermolecular forces, gas laws, solutions, and acid/base chemistry. Through regular lab work, students apply classroom concepts and gain insight into the applications of chemistry. This class is cumulative and designed to build on prior knowledge learned throughout the year.

HONORS CHEMISTRY Full-year course Prerequisite: Biology, Algebra 1, Geometry; Qualification required, see Appendix A Honors Chemistry is an accelerated, more in-depth study of chemistry that covers all topics taught in chemistry, along with oxidation-reduction reactions, nuclear chemistry and organic chemistry. Lab and time requirements are demanding. An emphasis is placed on application and problem solving and a strong ability in algebra is essential. This course is designed to prepare students for the SAT subject test in chemistry.

Tabor Academy Academic Policies & Course Guide 2020-2021

CONCEPTUAL CHEMISTRY Full-year course Prerequisite: Department recommendation Conceptual Chemistry is a lab-based course, designed to explore the topics and concepts of a traditional high school chemistry course in a more qualitative approach, with an emphasis on problem solving and critical thinking skills. Foundational concepts will include unit conversions, metric system, chemical nomenclature, atomic structure, quantum theory, bonding, chemical reactions, periodicity of the elements, intermolecular forces, gas laws, solutions, and acid/base chemistry. This course will explore how chemistry is part of daily life and in particular how these concepts affect Tabor Academy’s unique environment on the banks of Sippican Harbor.

This course fulfills the chemistry prerequisite for any future Tabor science course.

ADVANCED TOPICS: CHEMISTRY Full-year course Prerequisite: Chemistry; Qualification required, see Appendix A This is a second-year chemistry course for motivated and self-reliant students. The syllabus is designed around the lab experience with over a third of the time doing handson experimentation. The course begins with a rapid review of the fundamental topics covered in the first year of chemistry. The topics of reaction kinetics and equilibrium take center stage through much of the winter and into the spring. The course ends by exploring electrochemistry and some basic concepts in organic chemistry. Students are expected to work through a rigorous lab schedule while keeping pace with complex topics. Spreadsheet use and graphing are commonplace in this course and students are expected to be comfortable with logarithmic manipulations. Calculus is not required in this course, but some calculus-related topics are discussed.

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PHYSICS Full-year course Prerequisite: Precalculus or higher-level math must be taken concurrently; See Appendix A for requirements Physics is the study of motion through two major lenses, kinematics and dynamics. The first trimester’s main focus is building the basics through the concept of vector motion, linear dynamics, energy and momentum. The second trimester will further explore motion through circular motion, rotational dynamics, and gravitation.

Finally, the year will conclude as we investigate electrostatics, electric potential, circuits, and magnetism.

Other topics are added if time permits. Emphasis through both classroom lectures and hands-on labs is placed on analyzing data, applying principles, and predicting outcomes in a problem-solving format.

HONORS PHYSICS Full-year course Prerequisite: Qualification required, see Appendix A Honors Physics is designed for the student who has greater confidence in their mathematical ability and a greater curiosity to how the universe works. Covering the same topics as the regular physics course, the biggest difference is the depth and sophistication of topics explored and there is a clear increase in the complexity of problems being solved. This course and more advanced mathematics courses will prepare you for the rigors of the Advanced Topics CalculusBased Physics course.

ADVANCED TOPICS: CALCULUS-BASED PHYSICS Full-year course Prerequisite: Precalculus, Physics; Qualification required, see Appendix A This second-year physics course is designed as a collegelevel introductory course in physics and draws on calculus as a major part of the mathematical and computational methods. Students may co-enroll with calculus with permission of the instructor. Topics covered will include kinematics, Newtonian dynamics, classical mechanics, electricity and magnetism, and modern topics in physics.

This advanced topic course is not structured to strictly mirror the College Board AP curriculum; however, students will find at the completion of the course and with additional preparation, they could sit for the AP Physics C/Mechanics exam. Students willing to also pursue the AP Physics C/Electricity and Magnetism exam will need to engage in additional study. Demonstrated skills with spreadsheet programs, such as Excel or Google Sheets, is highly recommended.

Tabor Academy Academic Policies & Course Guide 2020-2021

PRINCIPLES OF ENVIRONMENTAL SCIENCE Full-year course Prerequisite: Biology This year long course will survey the major principles of environmental science with an emphasis on terrestrial conservation ecology, human use of natural resources and our ethical relationship with the natural world. Topics will include population biology including human demography, conservation of endangered species and ecosystems, resource extraction and the emergence of alternative fuels.

Students will also explore the philosophical and ethical influences that drive our world views and behaviors in regard to our relationship with the natural world.

Assessments will include traditional tests, quizzes and short essays, but will also have a strong emphasis on case studies, debates, and group presentations.

ADVANCED TOPICS: ENVIRONMENTAL SCIENCE Full-year course Prerequisite: Biology, Chemistry; Qualification required, see Appendix A The environmental movement has a slogan: “Think Globally, Act Locally.” As a place-based course, Advanced Topics in Environmental Science will examine environmental issues such as ecology, energy, climate change, and pollution through a local lens, and then ask students to connect the concepts to their own lives and to a global scale. As students develop their environmental literacy, they will explore sustainability as the intersection of environment, economics, and social equity. AT Environmental Science will provide students with a foundation of scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and humanmade, and to examine solutions for resolving and/or preventing them. Fundamental to our exploration of these topics are skills in gathering and analyzing data collected both in the field from lab experiments. Students will be asked to collaborate on problem solving, using mathematical reasoning, and employ a variety of modes to communicate their findings. Successful students in AT Environmental Science will look for interdisciplinary connections between prior knowledge and new learning including previous courses in biology and chemistry, dedicate time toward preparation for class including thinking beyond the assigned tasks, and embrace creative thinking and intellectual risk-taking.

OCEANOGRAPHY Full-year course See Marine Sciences, pg. 24 22 | P a g e May 2020

TRIMESTER COURSES ANATOMY & PHYSIOLOGY: ESSENTIALS Fall Anatomy and Physiology: Essentials is designed to provide students with a basic overview of human systems, directional terminology, cellular biology, histology, and skeletal and muscular anatomy and physiology. Traditional study of human anatomy is complemented by our “At the Clinic” investigations into common human disease processes and our “Anatomy as Art” focus.

Occasional laboratory work includes dissection, the use of medical school histology and pathology web sites and various methods and experiments that explore the physiology of muscle action.

ANATOMY & PHYSIOLOGY: SYSTEMS Spring This is an introductory course that focuses on some of the human systems not covered in Anatomy and Physiology: Essentials, including digestive system, urinary system and the neuroendocrine system. We continue to use a traditional study of human anatomy complemented by our “At the Clinic” investigations into common human disease processes specific to each system.

We will also continue to build upon our “Anatomy as Art” focus. More frequent laboratory work includes experiments on digestive processes, clinical urinalysis and sensory perception. There will be a short review of basic anatomical and directional terminology to begin the trimester.

ASTRONOMY Fall | Winter | Spring Prerequisite: Algebra 2 (previous or concurrently) Astronomy is a survey course covering the history, discovery and explanation of what we see in the heavens.

Students will gain an appreciation of the steps astronomers go through from observation to hypothesis to understanding. Stars, moons, planets and all the other curious objects we see are topics in the course. Emphasis is placed on how astronomers know what they have learned about the universe. The school’s 14-inch telescope is used extensively.

Tabor Academy Academic Policies & Course Guide 2020-2021

BIOTECHNOLOGY Winter Prerequisite: Biology and Chemistry Biotechnology is a laboratory-focused course that introduces the student to basic concepts and skills in DNA and protein investigation and manipulation. Students will isolate DNA, us PCR to explore the genetic modification of organisms, use Southern analysis to locate and identify a viral gene and participate in an ongoing investigation into the origin of an evolving change on human chromosome 16. Most class time is spent performing methods in the lab.

Lectures are used sparingly to provide the proper context and to help form the foundation knowledge necessary to understand our investigations. The principle method of assessment involves the daily maintenance of a professional laboratory notebook and the writing of two journal-style reports during the term.

ENGINEERING COURSES ADVANCED ENGINEERING DESIGN Full-year course Prerequisite: Electrical or Mechanical Engineering Advanced Engineering Design allows students to explore the engineering profession through working on a longterm project. While the details and depth of topics covered will depend somewhat on project direction and interests, students will gain experience with electronics, robotics, computer engineering, mechanical structures, and environmental engineering. Along with technical concepts, students will learn about project planning, engineering economics, and technical communication. The long-term nature of the project allows the students to explore the concept of iterative improvement. They will make a thing, and then make that thing better.

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ELECTRICAL ENGINEERING Fall Prerequisite: Chemistry previously; Algebra 2 concurrently Electrical Engineering introduces students to the engineering design process in the context of electronics and physical computing. Technologies such as mobile devices, self-driving cars, robotics, and the Internet of Things all operate at the boundary between the digital and the physical world. In this course, we will explore that boundary. Students will learn electric circuit theory, soldering, and the use of test equipment such as multimeters and oscilloscopes. They will learn how to program the Arduino microcontroller to convert computer code to electrical signals in order to produce light, sound, motion and interactivity. The students will put their skills and knowledge to use in a project to solve a real-life problem.

MECHANICAL ENGINEERING Winter Prerequisite: Chemistry previously; Algebra 2 concurrently Mechanical Engineering is a laboratory-based course that introduces students to the engineering design process in the context of structures and moving objects. Students will gain experience with computer aided design (CAD) and 3D printing along with other construction techniques. In the first part of this course, students will learn about load bearing materials and structures. They will design, build and test scale model trusses and beams. In the second part of the course, students will learn how to put materials into motion using motors, wheels, gears, pneumatics, and other systems. The students will put their skills and knowledge to use in a mechanical construction of their own design.

ENGINEERING PROJECTS Spring Prerequisite: Electrical or Mechanical Engineering, or Computer Science In this class, students will develop the skills they’ve acquired in their prerequisite course to invent and build a device using the engineering design process. They will also gain experience with computer aided design and manufacturing (CAD/CAM) using Autodesk software, 3D printing, laser cutting, and computer-controlled milling as they design and build their prototypes.

Tabor Academy Academic Policies & Course Guide 2020-2021

MARINE SCIENCE COURSES OCEANOGRAPHY Full-year course Prerequisite: Biology, Chemistry; or department permission Oceanography is an exploration of the unique chemical and physical properties of the ocean. Emphasizing handson application, this course challenges students to use and create instrumentation that measures the vast and varied properties of the sea. This course will cover the origin and evolution of the basin and margins, tectonics, mid-ocean ridges and sediments before delving into the composition of seawater and distribution of chemical species. The course will also explore the physical properties of seawater and how this guides the movement of water, as well as general ocean circulation and currents, water masses, waves and tides.

*New* ADVANCED TOPICS: MARINE SCIENCE Full-year course Prerequisite: Biology, Chemistry; Qualification required, see Appendix A This is a skill-driven, research-oriented course (lab and field) that explores a diversity of marine ecosystems with deep dives into the anatomical/physiological features and adaptations of the marine organisms inhabiting those environments. This course will also integrate the issues of global climate change and human impact as well as explore/discuss/investigate the myriad of solutions currently available such as sustainable practices, restoration, and management.

MARINE INVERTEBRATES Fall Prerequisite: Biology, Chemistry; or department permission Marine Invertebrates is a field-oriented, hands-on course that uses Sippican Harbor and its adjoining wetlands as a natural laboratory. The course aims to highlight the diversity of marine invertebrates, beginning with the simplest phylum and building up to the most complex. In the classroom, students will focus on the classification, morphology, and ecology of these marine animals, while labs and field activities will concentrate on the collection and positive identification of local invertebrates on the species level.

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MARINE FIELD ECOLOGY Fall Prerequisite: Biology, Chemistry; or department permission Marine Field Ecology is a research-oriented course that provides students with hands-on experience in collecting and analyzing marine ecological data using a variety of field research tools and techniques. Students will conduct fieldbased studies on local intertidal areas, salt marshes, and beaches in order to assess the current health of Buzzards Bay and contribute to long-term monitoring projects.

Studies include biodiversity assessments, water quality analysis, mapping and image analysis of salt marshes using drone technology, population dynamics of invasive species, and monitoring critical eelgrass beds using remote operated vehicles and snorkel surveys.

FISH & FISHERIES Winter Prerequisite: Biology, Chemistry; or department permission This course provides a comparative examination of the evolution, morphology, physiology, and natural history of fishes that inhabit the marine environment. Students will examine the role that ecology and biology play in fisheries management on both a global and local scale, with emphasis on the New Bedford fishing industry.

MARINE CONSERVATION ECOLOGY Winter Prerequisite: Biology, Chemistry; or department permission Marine Conservation Ecology will use case studies, student led debates, and hands-on activities to explore the scientific, political, economic, cultural, and global issues associated with conserving both marine ecosystems as well as individual species throughout the world. This course will integrate the issues of global climate change, pollution, destructive harvesting methods, overfishing, tourism, and aquaculture with discussion of the myriad of solutions currently available such as sustainable practices, restoration, and management.

This course will continue to build on the goal of promoting environmental stewardship in students as they recognize the impact of their choices and the urgency of our planet’s situation.

Tabor Academy Academic Policies & Course Guide 2020-2021

MARINE VERTEBRATES: REPTILES, MAMMALS, & BIRDS Spring Prerequisite: Biology, Chemistry; or department permission Marine Vertebrates provides a comparative examination of the evolution, morphology, physiology, and natural history of reptiles, mammals, and birds that inhabit the marine environment. The underlying themes of this class include the behavioral and functional adaptations of vertebrates as well as the natural and human-induced challenges imposed on these organisms.

AQUACULTURE Spring Prerequisite: Biology, Chemistry; or department permission Aquaculture is one of the fastest growing practices worldwide and is used for both economic gain as well as ecological restoration. In this course, students will have a hands-on learning experience cultivating organisms and can expect a student-centered approach to investigating phytoplankton, seaweed, fish and shellfish aquaculture methods and hydroponic technology. This course promises to empower students to design, construct, and manage their own systems after learning the basic methodology. Students will be encouraged to develop a research question to investigate by incorporating the aquaculture strategies and lessons learned throughout the trimester.

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HISTORY COURSES

abor history classes focus upon the events, actors, and critical decisions that have shaped our world. Our content emphasis during the first two years is upon the central political, economic and social themes of the past 500 years. During the second two years, we seek a more detailed historical understanding of current world issues. We create citizens who are worldly, resilient and wise. The skills we stress include writing persuasively, speaking effectively, and assembling evidence using historians’ techniques.

REQUIRED FULL YEAR COURSES

During the first two years, students will study within a required two-course sequence. After completion of the requirement, students select from full-year advanced level and specialized trimester courses.

Prior to upper level placement, students entering Tabor as sophomores or juniors must demonstrate completion of a US History course(s) that covers the chronological period 1750-1990.

MODERN WORLD HISTORY – 9TH GRADE *Required Full-year course How has technology changed the tools of political leadership? How do trade relationships change places and people? What is the nature of a social revolution? During the first trimester, students compare the great empires of the 16th to 18th centuries. In the second trimester, they analyze the political and economic revolutions of the late 18th and 19th centuries and their global impact. In the final trimester, classes evaluate the global nature of the World Wars and the Cold War. Students write research papers about how World War I shaped individual regions and nations. Our goal is to think critically, write analytically, and listen actively. Students learn to outline, write both informational and analytical essays, find and document sources, construct and implement a research process, speak persuasively, and interpret a variety of historical sources.

Tabor Academy Academic Policies & Course Guide 2020-2021

UNITED STATES HISTORY – 10TH GRADE *Required Full-year course How does the definition of American citizenship change over time? How have political, economic and social events shaped and been shaped by this question over time? In the first trimester, students compare the experiences of colonial subjects, evaluate the causes and effects of the American Revolution, interpret the Constitution’s definition of citizenship and chart how enfranchisement evolved with the new nation. The second trimester begins with the antebellum period and the Civil War and then focuses upon the well-being of American citizens during the Reconstruction and the Gilded Age. The third trimester is a dedicated study of the two World Wars and how the Cold War and Civil Rights Movements have shaped the 20th century. By the end of the course, students will be able to thoroughly analyze primary and secondary source documents, outline a persuasive argument, write an interpretive essay, and research and write a five-page research paper. Mastery is demonstrated when a student can discuss the continuities and changes within the American political landscape, analyze how specific technologies triggered turning points, and describe how social factors influence authors’ points of view.

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HONORS UNITED STATES HISTORY – 10TH GRADE Full-year course Prerequisite: Modern World History and qualification required, see Appendix A. How has the history of the United States shaped who we are? What can this history teach to prepare us for the future? During the first trimester, using a wide range of sources, we will look at the motives and methods of leaders engaged in creating and expanding the nation-state.

During the second trimester, students will examine the Civil War and moral questions faced by those who sought to rebuild and further expand the nation. During the third trimester, students will focus upon “the American Century (1941 to the present),” the period during which America exercised notable global leadership. Students will also write an eight-to-ten-page research paper. Emphasis is placed upon developing the critical reading and writing skills necessary to enliven class debates, simulations, and activities. Note: Honors US History should NOT be considered preparation for the AP US History exam.

ADVANCED TOPICS COURSES “Advanced Topics” are full-year courses open to juniors and seniors and are designed to build upon students’ well-established understanding of history.

Students should anticipate an accelerated pace, summer assignments, lengthy homework, and multiple papers and/or projects of substantial detail.

Mastery is measured through close reading of primary and secondary texts, data analysis, discussion, polished analytical writing, independent research and persuasive presentations. While students do not take the College Board AP exam in the spring, they are encouraged to do so when appropriate. Preference for admission is given to qualified seniors; however, no senior may sign-up for two Advanced Topics courses until all juniors qualified as of May 1, 2020 have been accommodated.

ADVANCED TOPICS: US HISTORY Full-year course Prerequisite: United States History; qualification required, see Appendix A How are the events of one time and place connected to another? Is cultural expression a valuable window for understanding the political, economic, and social trends of an era? Advanced Topics in US History builds upon the students’ general knowledge and delves specifically into the developing culture of our nation, especially as it applies to art, theater, film, and music. In the first trimester, students will evaluate the themes presented by “Hamilton: An American Musical” as they apply to both the early years of Tabor Academy Academic Policies & Course Guide 2020-2021

our country as well as to the 21st century. In the second trimester, they will study mass entertainment spectacles such as Buffalo Bill’s Wild West Show and the Chicago World’s Fair to evaluate the transition of the nation from the 19th to the 20th century. Finally, in the third trimester, students will consider the cultural shifts represented in the song “American Pie,” the film Dr. Strangelove, and the television coverage of the O.J. Simpson Trial.

ADVANCED TOPICS: WORLD HISTORY Full-year course Prerequisite: United States History; qualification required, see Appendix A What drives the turning points of human history? What is the nature of historical interpretation? Advanced Topics in World History covers the transition from the huntergatherer collectives of the Paleolithic era to the politically sophisticated, urban nation-states of today. The course relies on monographs. During the first trimester, students study the initial structure of human civilization from the perspective of key historians. During the second trimester, discussions focus upon the rise of capitalism, industrialization, and nationalist responses to European encroachment. In the third trimester, students examine the major political trends of the 20th century. AT World History is a writing intensive course.

ADVANCED TOPICS: GOVERNMENT Prerequisite: United States History; qualification required, see Appendix A Full-year course Who decides and to what ends? Most attention to governing is placed upon the output, or what is decided for public policy. While keeping these results in mind, students will instead focus on who decides, how they decide, and how those decisions impact you and those around us.

Whenever applicable, students will consider the application of course content to current events and evaluate the sources of this information. The class divides its time between analyzing the intricacies of the American political process evident in today’s news and comparing that process to other established governmental systems.

ADVANCED TOPICS: MACROECONMICS Full-year course Prerequisite: Qualification required, see Appendix A How does a country maintain stable economic growth?

What tools do governments have at their disposal to achieve prosperity for their people? This course introduces the study of the aggregate national economy. During the first trimester, students overview the basic theories of macroeconomics and apply them to current events. During the second trimester, students study the causes of inflation, unemployment, recessions and depression, the role of 27 | P a g e May 2020

governmental fiscal and monetary policy in stabilizing the economy and determinants of long-run economic growth.

During the third trimester, students evaluate and model the relationship between exchange rates and international finance.

TRIMESTER COURSES Trimester courses in history are specialized topics geared primarily for juniors and seniors who have completed their twoyear history requirement. Each trimester has a skill focus that is shared by all teachers.

Fall (Trimester 1)

Winter (Trimester 2)

Spring (Trimester 3)

Modern Middle East Macroeconomics US Govt: Executive Branch History of Warfare 21st Century History

Ethics Modern East Asia Microeconomics US Govt: Congress Maritime History

Human Rights Global Studies: Issue & Action Macroeconomics Microeconomics US Govt: Supreme Court History of Diplomacy

GLOBAL STUDIES: MODERN MIDDLE EAST Fall How can we understand the common and specific challenges of West Asian countries covered currently in US news? What political trends of the early 20th century most profoundly shaped the borders and identities of nations? Throughout the trimester, each student tracks the concerns of specific regions and reports their findings.

Students will consider how distinct cultures, religious traditions, and ethnic identities have been shaped and shape the societies of the region. Research papers allow students to focus on specific economic challenges in their sub-region.

GLOBAL STUDIES: MODERN EAST ASIA Winter How can we understand the common and specific challenges of East Asian countries covered currently in US news? What political trends of the 19th and 20th centuries most profoundly shaped the borders and political systems of nations? This class evaluates how leaders drew upon the distinct cultures, religious traditions, and ethnic identities to shape their societies. Throughout the trimester, each student tracks the current events of a specific nation and reports their findings. Special attention is paid to assessing the social and cultural costs of economic modernization during the late 20th century.

Tabor Academy Academic Policies & Course Guide 2020-2021

GLOBAL STUDIES: ISSUES & ACTION Spring What is a “global citizen?” How can you impact your community, your nation, and your world? The United Nations’ Sustainable Development Goals serve as the framework for identifying relevant issues and solutions.

Over the course of the trimester, students track the concerns of specific regions and report their findings.

Understanding of regional histories is applied to current events. Global Studies engages students in international issues and encourages them to apply their understanding at Tabor through a capstone research project and public presentation.

JUSTICE STUDIES: ETHICS Winter What is the right thing to do? Schools of ethics approach this question in a variety of ways. Students will learn about the religious and philosophical approaches of utilitarianism, deontological ethics, and virtue and care ethics. Topics are universal and personal: food, sex, clothing, animal and human rights, work and relationships.

While discussions are integral elements of the class, emphasis will be placed upon critical reading and the writing of logical arguments.

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JUSTICE STUDIES: HUMAN RIGHTS Spring What are human rights? How are they connected to social, economic, political, and environmental justice around the world? Is there a universal standard that ought to be applied among all citizens? What are national and international costs for advocating for human rights? The course opens with an overview of the 20th century Civil Rights Movement, an understanding of individualnational-international human rights violations, the writing and aspirations of the UN Declaration of Human Rights, and a survey of global human rights abuses. Then, students evaluate human rights campaigns, pursue key interests, and advocate for change using systematic tactics and strategies.

Students’ learning is articulated through capstone projects that feature oral presentations, art forms, music, community, and Internet research.

INTRODUCTION TO MACROECONOMICS Fall | Spring How do governments and businesses act in the world economy? What roles do producers and consumers play in globalization? The course has three main objectives, to provide a basic understanding of economic principles, to enable students to solve economic problems, and to use data analysis in the service of understanding current issues.

For their final research paper, students investigate a current economic crisis and use mathematical modeling to recommend solutions.

INTRODUCTION TO MICROECONOMICS Winter | Spring How might you build a stock trading algorithm? How might economic principles contribute to rational decision making? Microeconomics examines roles economics can play in decision making among producers and consumers.

The course has two main objectives, to give students a basic understanding of core economic concepts and to solve common, everyday problems with economic modeling.

*New* US HISTORY: HISTORY Fall Which events and trends of your lifetime will be considered turning points? How can we apply the lessons of the recent past to our current lives? US History: 21st Century picks up where the 10th grade US History course ends, right around 1980, and we will work its way up to current events as we head towards the 2020 presidential election. In particular, we will study the seminal moments of the last twenty years—key elections (2000, 2008, 2016), foreign policy initiatives (9/11, wars in Iraq and Afghanistan), new social media technologies (YouTube, Facebook, Twitter, iPhone), and climate change policies 21st CENTURY

Tabor Academy Academic Policies & Course Guide 2020-2021

(Kyoto, Paris)—and see how they connect to how we live our lives. This course will emphasize research, paperwriting, analysis, and discussion, and will conclude with a research paper.

US GOVERNMENT: EXECUTIVE BRANCH Fall How do you measure presidential success? What might George Washington or William Taft say to current president Donald Trump? This course begins with a historical survey of the evolution of the presidency. While specific focus will be placed on the 2020 election, the course will address the roles and responsibilities the candidates wish to assume. The class culminates in individual research papers on the powers of the presidency as they have evolved over time.

US GOVERNMENT: CONGRESS Winter What is the relationship between local and national politics? Can you have a voice through lobbying your representatives? This course begins with a historical survey of the House of Representatives and Senate. Specific focus is placed upon the turning points at which Congressional debate was most critical. Students will learn about how a bill is proposed and passed, research pending legislation, and work directly with Congressman William Keating’s office in New Bedford.

US GOVERNMENT: THE SUPREME COURT Spring What ought the role of the US Supreme Court be? How have the Justices shaped justice through their opinions and dissents? This course begins with a historical survey of the landmark cases argued before the US Supreme Court.

Specific focus is placed upon those cases that have defined civil liberties, governmental practice, and American culture. Students will study how cases are argued before the Court. The class culminates in a set of mock trials.

WORLD HISTORY: HISTORY OF WARFARE Fall What would Sun Tzu say about warfare? Students will begin with a thorough reading and evaluation of the The Art of War and apply these techniques to a sustained critique of ancient western battle strategies and tactics.

Students will further test these theories by playing a series of scenarios using the board game Commands and Colors: Ancients. Students will also consider “counterfactual” outcomes of significant battles and propose their own paths of alternative history. The course will conclude with an independent research paper on military strategy and tactics.

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WORLD HISTORY: HISTORY OF DIPLOMACY Spring What does it mean to keep your friends close and your enemies closer? This course focuses on the techniques nation-states used to protect their sovereignty and to maintain strategic balance. Students will advance their listening and negotiation skills through active diplomacy.

They practice their skills using the strategy game Diplomacy, which is set in 1815. Students apply their understanding to case studies such as the Cuban Missile Crisis. The class culminates in capstone presentations.

MARITIME HISTORY: AGE OF SAIL Winter How did localized maritime worlds knit together over time to share the same standards and technologies? Age of Sail focuses on the academic controversies of maritime history, on the lives of seafarers, and on understanding how navies, merchant shipping, and piracy evolved. Topics include Vikings, Ming Treasure Fleet, Columbus, piracy, naval warfare, and the Transatlantic slave trade. The class culminates with an in-depth study on whaling and local history. Students will analyze artifacts, art and boat designs, participate in simulations, and learn historical writing techniques. Note: This course provides credit toward a Naval Honor Certificate.

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MODERN & CLASSICAL LANGUAGES COURSES

n the Department of Modern & Classical Languages, our courses build skills in the four modes of communication: reading, writing, speaking and listening. Our focus is on intercultural and linguistic proficiency—the ability to use a language and socio-cultural knowledge in real situations—over mere mechanical command of grammar and vocabulary. Students demonstrate proficiency by means of active and purposeful practice. We expect to see our students graduate with confidence in their command of the language and a desire to engage meaningfully across difference. Modern language classes are taught predominantly (90%+) in the target language.

In the study of the Classics, we value the same skills, with a greater emphasis on reading and writing. We believe there is no better way to develop true proficiency than with full cultural and linguistic immersion. We encourage travel abroad for all language students, and support several programs ranging from weeklong exchanges, to summer, half-year and yearlong immersion programs.

Modern Language courses are sequential and presume the level prior as the prerequisite course. In rare circumstances, summer immersion experience may provide cause for a student to “jump” a level, in which case, students are asked to complete a placement assessment upon return to Tabor.

MODERN LANGUAGES: CHINESE CHINESE 1 Full-year course Chinese 1 stresses the building blocks of written and spoken communication—pronunciation, tones, stroke order, and radical recognition. Students learn approximately 250 Chinese words, including characters, alphabetic pinyin and English translation. The textbook Chinese Link by Prentice Hall provides a balanced approach of grammar, phrasing, dialogue, culture, and real-life situations enhanced by audio recordings. Students will be able to carry on simple written and spoken communication Tabor Academy Academic Policies & Course Guide 2020-2021

in Chinese and identify and express some unique features of Chinese culture.

CHINESE 2 Full-year course Chinese 2 builds on the foundation established in beginning Chinese, continuing in volumes 1 and 2 of Chinese Link, and doubling the vocabulary to around 500 words. Readings from Chinese publications further develop speaking skills and character recognition, as well as build familiarity with essential traditions and features of Chinese culture. Conversational fluency is emphasized by classroom exercises including videotaping, skits and interaction with native-Chinese speakers among Tabor’s student body. Students should be able to write clear compositions, as well as initiate conversation with native speakers about ordinary life.

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HONORS CHINESE 2 Full-year course Prerequisite: Qualification required, see Appendix A Honors Chinese 2 is taught predominantly in Chinese.

Conversational and presentational fluency is emphasized by classroom exercises, which include storytelling, skits, and dialogue practice. Students should be able to write clear and more detailed compositions, as well as initiate conversation with native speakers about ordinary life. The class builds on the foundation established in beginning Chinese, continuing in volumes 1 and 2 of Chinese Link and doubling the vocabulary to around 500 words.

Readings from Chinese texts further develop speaking skills and character recognition, as well as build familiarity with essential traditions and features of Chinese culture.

CHINESE 3 Full-year course Chinese 3 aims to enable students to begin functioning in a native-speaking Chinese environment. The textbook, Intermediate Chinese Link, is supplemented by readings and recordings of authentic Chinese literature, news, and fiction. Presentations, filmed skits, conversations and interviews with Tabor’s native speakers are featured.

Students keep a journal of grammar notes and compositions, and a spring project produces a newspaper written by students. Chinese 3 should enable students to recognize and interact with contemporary Chinese culture and society using the target language.

HONORS CHINESE 3 Full-year course Prerequisite: Qualification required, see Appendix A This course builds on the framework of the regular Chinese 3 class and provides additional opportunities for conversation, writing, and online research and Wikipage creation. Current social and traditional culture topics are explored in depth in the Intermediate Chinese Link textbook.

The testing format and themes of the Advanced Placement Chinese Language and Culture curriculum and examination are introduced in the second trimester.

Readings in How Far Away is the Sun provide added exposure to elements of traditional culture and literature.

CHINESE 4 Full-year course This course concludes the sequence of regular Chinese language courses at Tabor by stressing oral practice, original composition, and thorough familiarity with the phrasing, sounds, and sequences of written and spoken Chinese. Students complete volume two of Intermediate Chinese Link college series textbook and read a book of short stories written in Chinese. Both of these texts promote historical and cultural literacy that supports and Tabor Academy Academic Policies & Course Guide 2020-2021

enables moving toward language fluency. Mastery of over 1000 characters is expected and at the end of the year, students should be prepared to take the SAT II Chinese Subject Test.

AP CHINESE LANGUAGE & CULTURE Full-year course Prerequisite: Qualification required, see Appendix A AP Chinese Language and Culture uses the Advanced Placement examination and curriculum as a starting point to immerse students in conversations, compositions, and explorations of the Chinese language and culture. The textbook Chinese Link includes online features to practice spoken and written fundamentals. Activities include web page construction, peer editing, interviews with Chinese students, and cultural links ranging from food and celebrations to overseas travel. Success on the AP exam and basic fluency in the language and culture of China are expected outcomes of the course.

MODERN LANGUAGES: FRENCH & SPANISH LEVEL 1 Full-year course From day one, students in Level 1 courses are immersed in language and culture through speaking, listening, reading and writing in the target language, with emphasis being placed on speaking and listening. Students engage with the language via authentic resources (text, audio, video and other media) and are assessed meaningfully, with a clear emphasis on achieving communicative proficiency.

Students demonstrate their ability to effectively use the language in real-world contexts through our Integrated Performance Assessments. At the completion of this level, students are competent, confident and enthusiastic communicators in the target language, aware of the fun and joy to be found while learning a language. They also possess a strong vocabulary and grammar base that prepares them for more in-depth application and expansion at the next level.

LEVEL 2 Full-year course Level 2 builds upon the momentum forged in Level 1 as students continue to engage with meaningful, authentic content en route to strengthening their communicative skills. Further exposure to culture and civilization is achieved through compelling readings, conversationprovoking films, and dynamic activities. More complex grammatical structures are introduced, mastered, and incorporated into the everyday goings-on of class, emphasizing that grammar is taught to facilitate communication.

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HONORS LEVEL 2 Full-year course Prerequisite: Qualification required, see Appendix A Honors Level 2 students also engage with meaningful, authentic content. Compelling readings, conversationprovoking films, and dynamic activities continue to be utilized. Topics, especially specific grammar and usage rules are covered in greater depth at the honors level and at a more rigorous pace. Students are responsible for more vocabulary and are required to appreciate subtleties and nuances of the language. Commitment to using the target language in all class activities is an absolute must.

LEVEL 3 Full-year course As in Level 2, students continue to engage with meaningful, authentic content en route to strengthening their communicative skills. Compelling readings, conversation-provoking films, and dynamic activities continue to play an important role. Advanced grammatical structures are expected to be used in presentations, writing, and discussions.

HONORS LEVEL 3 Full-year course Prerequisite: Qualification required, see Appendix A This class is the capstone of a three-course series designed to equip students with the necessary skills to function in French or Spanish speaking countries. Classes are conducted primarily in the target language. At this level, students will frequently engage directly with a variety of primary sources from the target culture, including music, films, newspaper articles, and interviews. The curriculum will continue to reinforce the grammar and vocabulary of levels 1 and 2, but with added layers of complexity and an increased focus on content over form. At this level, there is an expectation that students will use their acquired linguistic skills to begin to create with the language as opposed to rote learning and regurgitation. The top students in this course will be prepared to pursue the AP/Advanced course in the following year.

LEVEL 4 Full-year course This course offers students the ability to apply their linguistic skills to cultural exploration via the study of art, music, literature, and the media. These courses are taught in the target language with an emphasis on oral communicative competence. Grammar is reviewed as needed to support communication. Vocabulary is relevant to the specific topics studied. At this level, there is a subtle shift in emphasis from improving language skills to Tabor Academy Academic Policies & Course Guide 2020-2021

developing critical thinking and greater knowledge of the world through direct engagement with other cultures.

Assessments are project-based and in many cases, multidisciplinary in nature. Independent trimester length units are offered with a focus on specific topics, such as: History and Memory, Cultural Identity, and Social Justice.

ADVANCED TOPICS: SPANISH LANGUAGE & CULTURE Full-year course Prerequisite: Qualification required, see Appendix A Advanced Topics in Spanish is a rigorous, challenging course that will sharpen students’ ability to communicate across the interpersonal, presentational, and interpretive modes. This course will provide many cultural learning opportunities by listening to authentic Spanish, reading Spanish and Latin American literature, and researching and presenting current events. This course strengthens students’ speaking, writing, listening, and reading skills while affording the opportunity for students to compare their own culture to the many Hispanic cultures studied.

Should they wish to take the AP Spanish Language and Culture exam, students will be prepared to do so.

ADVANCED TOPICS SPANISH: LITERATURE, ARTS, MUSIC & FILM Full-year course Prerequisite: Qualification required, see Appendix A Travel through time! Visualize the splendors of Tenochtitán, hub of the Aztec empire in 1519, described in Cortés’ “Cartas de Relación.” Hear the anguish in the laments of the Aztec people, who mourn the conquest and destruction of their empire by Cortés and his men in 1521.

Explore poetry that connects Sor Juana de la Cruz, a 17th century nun from colonial México and Nancy Morejón, a Cuban writer of the 21st century. Turn the pages of Cervantes’ Quijote, the first modern novel; smell the fumes as you read Rosa Montero’s op-ed piece “Como la Vida Misma,” her reaction to a traffic jam in Madrid. Works selected for this course range from pre-Columbian America to the 21st century and reflect the diverse voices and peoples of Spain and the Americas. In addition to literary works, students explore art, music, and film to broaden their understanding of social, political, and cultural perspectives that form the tapestry of Hispanic culture.

AP FRENCH LANGUAGE & CULTURE Full-year course Prerequisite: Qualification required, see Appendix A In AP French Language and Culture, students learn about contemporary Francophone societies and cultures by examining their products, practices, and perspectives through thematic study. They use authentic sources such 33 | P a g e May 2020

as newspaper and magazine articles, websites, films, music, video clips, blogs, podcasts, stories and literary excerpts in French to develop language skills and communicative proficiency in real life settings. In addition, they build communication skills through regular class discussion, one-on-one conversation, collaboration with classmates, role plays, email responses, essay and journal writing, and oral presentations.

POST AP FRENCH Full-year course Prerequisite: Qualification required, see Appendix A Post AP French is a thematic course for juniors and seniors that explores 20th century Francophone culture through the study of film and literary texts. The class is structured in the style of a college seminar, where students engage critically with primary sources and seek to produce original insights. Themes will vary from year to year depending on student interests, but in the past have included rural life, the city, immigration, gender, and education.

CLASSICAL LANGUAGES Our classical languages program is sequential and presumes the level prior as the prerequisite course.

LATIN 1 Full-year course Learn the true story of the amazing life of Quintus Horatius Flaccus, known to history as the poet Horace.

Born the son of a poor, freed slave, he made his way to the big city in order to learn with the best teachers. We study the culture of Rome and her outlying colonies in southern Italy. Grammar content includes cases, declensions, conjugations, and tenses. Skills developed are translation, reading for comprehension, and grammar analysis.

Students will be able to read, understand and translate simple Latin sentences. The text series is Oxford Latin Course.

LATIN 2 Full-year course Continue to follow the life and times of Horace as he travels to Greece to study with the great philosophers of his time and later quits school to join the army and defend the liberty of Rome. School life, trade, travel, weddings, military life, and history are some of the topics encountered. Grammar includes adjectives, participles, passives, and subjunctives. Students will be able to read, understand and translate passages that make frequent use

Tabor Academy Academic Policies & Course Guide 2020-2021

of historical and cultural allusions, using complex sentence structures.

HONORS LATIN 2 Full-year course Prerequisite: Qualification required, see Appendix A The honors course treats Latin 2 material with a more specific emphasis on grammar analysis and precise translation.

LATIN 3 Full-year course Horace’s life takes yet another dramatic turn as the Roman Republic is redefined by Augustus Caesar, and Horace makes a pivotal contribution to Golden Age Roman poetry. The complex story of the fall of the Roman Republic is the central topic of the course, as well as aspects of Greek and Roman philosophy. Grammar includes subordinate clauses in the subjunctive, indirect statement and gerunds and gerundives. Students will be able to read and translate the unadapted poetry of Horace and the prose of an author such as Caesar.

HONORS LATIN 3 Full-year course Prerequisite: Qualification required, see Appendix A Honors students complete the above course and read significant portions of Caesar’s de Bello Gallico and Vergil’s Aeneid. Students should be able to reliably read and interpret these texts with limited help from the instructor.

Those who achieve this goal will be ready for the AP Latin course.

LATIN 4 Full-year course In this course, students survey works of Latin poetry and prose organized around a central theme: Love, Sex, and Roman Society. Roman ideas about gender, sexuality, and love are at the fore as we follow a high-soceity romantic tryst between the poet Catullus and his lover “Lesbia.”

Catullus writes numerous poems to/about “Lesbia”— pseudonym for Clodia Metelli, the daughter of a Roman aristocrat—and a few others to Marcus Caelius Rufus, another of Clodia’s lovers and a political rival of her brother, Publius Clodius Pulcher, who prosecutes Rufus for a series of crimes including attempted murder of Clodia. Rufus’ trial, and the defense mounted by Cicero is the subject of the second trimester. In the third trimester we take a different look at Roman conceptions of love and marriage via Catullus’ epyllion (mini epic) about the wedding of Peleus and Thetis, the parents of the Greek hero Achilles.

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ADVANCED TOPICS: LATIN Full-year course Prerequisite: Qualification required, see Appendix A Between the time when Julius Caesar effectively brought the 500-year-old Roman Republic to an end, and the time when Caesar Augustus founded a Roman Empire that would last for 500 more years, two great works of literature were penned. We’ll make a detailed study of Vergil’s Aeneid, reading book II (The Fall of Troy) in its entirety, and Caesar’s Gallic War, reading book V (An Expedition to Britain). Students will develop skills for reading, translating, and analyzing these texts with a critical, historical, and literary sensitivity. While the content is similar to that required by the College Board AP syllabus, extra study would be required for success on the AP exam.

POST AP LATIN Full-year course Prerequisite: Qualification required, see Appendix A The class is structured in the style of a college seminar, where students engage critically with primary sources and seek to produce original insights. Themes will vary from year to year depending on students’ interests, but in the past have included such authors as Catullus, Petronius, Plautus, Terence, and Tibullus.

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NAUTICAL SCIENCE COURSES

autical Science courses provide hands-on instruction and experiential learning opportunities, combining essential traditional knowledge with modern technology. All nautical science students benefit from skills that assist them in safe boating, racing, and ocean sailing. Many of our graduates pursue naval, maritime or recreational boating careers. Satisfactory completion of five nautical science “units” over the course of a student’s Tabor career earns the individual consideration for designation as “Naval Honor Graduate” with their Tabor Academy diploma.

ELEMENTS OF NAUTICAL SCIENCE Fall | Spring This course provides an introduction to the nautical science department offerings and includes fundamentals in seamanship, boat handling, sailing mechanics, basic navigation and marlinspike seamanship in addition to other topics. Rowing and sailing a traditional Charles Beetle Whaleboat is included as a vital aspect of this course. No previous experience with boats, boating or sailing is required.

SAILING MODEL BUILDING Fall | Spring Learn the process of boat construction by building your own T27 radio-controlled sailing model. Later in the course, learn how to sail your model, and compete against your classmates in a friendly competition racing series.

Build your own boat that you will be proud of for a lifetime. Note: This course is not eligible for arts units.

LIFEBOAT Fall | Spring Lifeboat is a course in sea survival and marine safety.

Topics include leadership, morale, study of disasters at sea and lessons learned. Classroom instruction is supplemented by practical training in the use of survival suits, life rafts, and lifeboat handling skills. Note: Lifeboat is a US Coast Guard approved course, which certifies students as Lifeboatman-Limited when combined with 2 trimesters sea time aboard SSV TABOR BOY.

Tabor Academy Academic Policies & Course Guide 2020-2021

*New* SHIP & BOAT DESIGN Winter This is an introduction to the concepts of ship and yacht design. The course begins with ship and boat types, from modern container ships and tankers to smaller boats and yachts. Students will look at calculations for displacement, load, and stability. Students learn how to read a lines drawing and to use that in applying various calculations.

Next, each student drafts a series of drawings of his/her own ship and boat designs. Note: Students who have previously completed Ship and Boats Lines Drawing or Theoretical Ship & Boat Design are not eligible to enroll in this course.

ADVANCED NAUTICAL SCIENCE Winter Prerequisite: Elements of Nautical Science or Lifeboat The Advanced Nautical Science course covers higher-level nautical science topics such as coastal navigation, anchoring, heavy weather sailing techniques, voyage planning, rules of the road, and meteorology.

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US SAILING LEVEL 1 INSTRUCTOR Spring *Please note: students who enroll in this course are responsible for a certification fee of approximately $300.

This specialized certification course is available to experienced sailors who wish to undertake intensive training that will certify them to become U.S. Sailing Level 1 instructors. Further details are available through the instructor or online at www.ussailing.org. This course is offered based upon interest, level of students, and the availability of instructors.

The following Nautical Science course will not be offered in the 2020-2021 Academic Year: CELESTIAL NAVIGATION Full-year course This course covers extensively the theory of navigation by the sun, moon, planets and stars. Instruction includes the use of the Nautical Almanac for meridian altitude observations, sight reductions using the H.O. 229, determining compass error with azimuths and amplitudes. Instruction to follow involves setting up universal plotting sheets for plotting celestial lines of position, fixes, and running fixes. Each student is personally instructed in the handling and use of the marine sextant, and in the spring, the class takes actual sun sights to determine their own celestial lines of position—if possible, during an overnight trip aboard the Tabor Boy.

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A

PERFORMING ARTS: MUSIC

shared musical experience cuts across language barriers, cultural differences and socio-economic differences to create community. Tabor’s music department offers a range of opportunities for students to gain exposure to music for the first time or to develop previous training to a high level. We stress “ensemble first” and foster individual musical skills as a secondary—though important—focus. We thrive on non-verbal communication.

We encourage students to turn off the verbal side of their communication toolbox to listen and play/sing. Because music is temporal, we encourage students to be in the moment as well as being prepared for any number of musical challenges.

NOTE: Completion of any course in the Music Department earns 1 art unit per trimester.

INSTRUMENTAL MUSIC WIND ENSEMBLE Full-year course Wind ensemble provides to students of woodwind, brass and percussion instruments the opportunity to improve their ensemble playing and exposure to the standard high school band literature as well as newer compositions.

Students are encouraged, but not required, to take private lessons from the many teachers who come to campus each week. The ensemble performs throughout the year and is highlighted in the winter and spring concerts as well as on Parents’ Weekend.

STRING ENSEMBLE Full-year course String ensemble explores the vast and varied repertoire for string instruments. Violinists, violists, bassists and cellists are invited to participate and improve their techniques both individually and as an ensemble. Students are encouraged, but not required, to take private lessons from the many teachers who come to campus each week. The ensemble performs throughout the year and is highlighted in the winter and spring concerts as well as on Parents’ Weekend and on Admissions Revisit days.

Tabor Academy Academic Policies & Course Guide 2020-2021

CHORAL MUSIC MIXED CHORUS Fall | Winter | Spring Mixed Chorus is an entry-level trimester course that is open to any student, who wants to learn to sing, or who has an abiding interest in improving basic musical skills.

Choristers learn to listen acutely, match pitches closely and read fluidly. Most of the repertoire will be four-part mixed although SAB, SB, and even STB repertoire will be explored. There is a place in the ensemble for a wide range of experience and while not required, private vocal or instrumental music study is encouraged. The mixed chorus will perform at the Festival of Lessons and Carols with all the other choral groups, and independently at the spring concert. They may also perform in chapel at one of our twice-weekly chapel services. Previous musical background is not required. Note: Students can choose to take mixed chorus for one, two, or all three trimesters.

CHAMBER CHOIR Full-year course Prerequisite: Mixed Chorus or department audition In Chamber Choir, emphasis is placed upon continued improvement of listening, tone production, reading, theory, blending and independent part-singing. Choristers will explore theory through development of keyboard skills and will fine-tune their intonation through pieces that, incrementally, reduce their dependence upon the keyboard 38 | P a g e May 2020

to sing in tune. Often, choristers will learn repertoire with only two to five singers on a part in a compact texture that requires the chorister to hear and render more complex harmonies with greater precision and balance. Both male and female chamber choirs will perform at the Festival of Lessons and Carols with all the other choral groups as well as the Chamber Recital in the spring and periodic chapel services.

MADRIGAL SINGERS Full-year course Prerequisite: department audition required The Madrigal Singers is open to any student who passes an audition, held each year in April. Emphasis is placed upon a cappella repertoire as a vehicle to training the ear to a very high degree. Successful applicants will possess strong reading skills, excellent tone production and very good musicality. The Madrigal Singers perform at the Festival of Lessons and Carols, their own recital in the spring, numerous chapel services, Parents’ weekend, Trustee meetings, and some off-campus events.

MUSIC COMPOSITION & THEORY BASIC MUSICIANSHIP Full-year course Basic Musicianship is an intensive study combining ear training and music theory. Several online notation and ear training programs are used in combination with traditional methods. Students need no prior musicianship skills and will learn the basics of stand musical notation, scales, chords, and compositional techniques. Successful completion of this course prepares students for placement in a college music curriculum.

ADVANCED MUSICIANSHIP Full-year course Prerequisite: Basic Musicianship Advanced Musicianship builds upon the skills and knowledge obtained in Basic Musicianship. The emphasis is on preparing the student for college music theory, music history, ear-training, and solfege placement examinations.

Arranging and composing are important elements in this course. Project based learning in orchestral scoring, film scoring, and sequencing is emphasized.

DIGITAL MUSIC STUDIO Fall | Winter | Spring Digital Music Studio is a trimester course that is an introduction to electronic (digital) music through two pieces of software: Garage Band and Noteflight. Students will sequence (Garage Band) and notate (Noteflight) both existing and original compositions. The units will culminate in individual projects and the final project will involve both pieces of software. There are no printed texts. There will be online tutorials and other materials accessible through a shared webpage.

*New* THE MAGIC OF MUSIC Fall | Winter This is an introductory course of the history of western music. The course will focus on many significant musical masterpieces from the Middle Ages to the modern era.

Through listening to and viewing outstanding performances of these seminal compositions, students will gain an understanding and appreciation for different musical and cultural styles throughout history. Students will also study a number of brilliant composers and their historical importance to further understand the development of Western music. Through the course, students will develop a good understanding of musical styles, techniques, instrumentation etc. of each musical era.

Students are not required to have any prior knowledge of the subject to enroll in this course.

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PERFORMING ARTS: THEATER

ollaboration, communication, empathy, critical thinking, self-expression, and creative problem-solving are just some of the skills students practice when they take a theater course at Tabor Academy. Tabor offers beginning, intermediate, and advanced acting, directing, playwriting, set & costume design, and lighting design.

These classes offer students fun, handson experience during the academic day, and are beneficial to both serious theater students and beginners looking for a new experience in the arts.

NOTE: Completion of any course in the Theater Department earns 1 art unit per trimester.

ACTING 1 Fall | Winter | Spring Learn how to use the actor’s tools (body, voice, imagination) to communicate in the context of the theater.

Practice heightened observation and listening. Loosen up and ready yourself for public presentation of any kind. The class includes scene work, monologue work, and a variety of in-class performances. A fun, on-your-feet class that focuses on ensemble building in order to create a safe environment for risk-taking and experimentation.

ACTING 2 Winter | Spring Prerequisite: Acting 1 Acting 2 builds on the basic tools learned during Acting 1.

Students will further develop the actor’s tools (voice, body, imagination) to dig deeper into script analysis and character development. The class includes units on improv comedy, Shakespeare, melodrama and contemporary drama. Emphasis will be on providing opportunities to practice the art of acting, with each student working through and performing a variety of scenes or monologues. This is a fun and rigorous class.

SET DESIGN & COSTUME DESIGN Fall See your ideas on the Tabor stage! Using Tabor’s winter musical as a practical, hands-on opportunity to learn design, students in this introductory class will learn how to analyze and design the visual world of a play. Students will Tabor Academy Academic Policies & Course Guide 2020-2021

study the script of the musical and explore methods to generate original designs for both costumes and sets. Final designs will be presented to the musical design team for feedback and where appropriate, implementation in the show.

LIGHTING DESIGN Winter This course is open to all grades and occupies a position at the intersection of art, technology and literature. By utilizing Tabor’s state of the art, computerized lighting system and studying the work of other designers, students will achieve proficiency in all phases of stage lighting. As final projects, students will design and execute the lighting plot for a Tabor production.

WRITING & PERFORMING Winter Prerequisite: Acting 1; open to juniors and seniors In this class students will spend the first unit of class working through core elements of writing for performance, before switching gears and getting the work up on its feet. Students will experiment with a variety of prompts and exercises to help them define character, dialogue, plot, sense of place, and issues addressed in the work. Each student will then choose a piece of writing to be rehearsed and performed by their classmates in a culminating performance open to the public. Note: This course is typically offered in alternate years and will not be available in 2021-22.

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ADVANCED ACTING & DIRECTING Spring Prerequisite: Any two theater courses A project-based class for drama students ready to work at an advanced level. Learn the core principles of directing, and act in challenging scenes by a variety of contemporary playwrights, directed by your peers. The class will include participation in spring student-directed one-acts and/or a public presentation of class work.

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VISUAL ARTS COURSES

he visual arts department at Tabor is centered on helping students develop a confident approach to problem solving through the practice of various studio-centered arts disciplines. Meaningful interaction with the mediums offered by each discipline help students acquire the tools necessary to create artwork that reveals thinking and ideas. The arts curriculum provides an opportunity for reflection and growth as students make mistakes and learn from their results.

Through creative risk-taking, arts students begin to understand the importance of creativity in the development of the mind. Our holistic approach to creative endeavor seeks to develop adventurous, reflective, and capable student artists.

VISUAL THINKING Fall | Winter | Spring This course creates a foundation for work in any of the visual arts disciplines. You will explore the dynamic vocabulary shared among each of the interest areas in the visual arts. Learning to think like an artist, you will engage through your eyes and mind not just your ability to paint, work with clay, take a picture, or draw. The ability to decode and process the multitude of images we encounter on a daily basis is an increasingly necessary skill. Through critique and interpretation, you will learn what types of questions you need to ask of the visual world in order to understand it. Students will spend time developing an idea from initial thought to expressive communication.

Problem-solving skills and strategies for generating creative thinking are infused with technical understanding of the basic drawing, 2-dimensional design and 3dimensional design skill sets required for success in ceramics, digital arts, photography and studio arts. Note: Experienced art students may be exempted from this course by submitting a portfolio of four finished works and communicating with the visual arts faculty.

Tabor Academy Academic Policies & Course Guide 2020-2021

STUDIO ART PAINTING & VISUAL STORYTELLING Fall Prerequisite: Visual Thinking Working with a variety of traditional paint media, you will develop technical skills with color and composition.

Through experimentation and exploration, you will discover best practices for use of mixed media techniques.

This class will help you create imagery that investigates personal themes and interests, telling your stories through painting and related media.

DRAWING & MIXED MEDIA Winter Prerequisite: Visual Thinking In this drawing class, students will explore traditional techniques including drawing from life, structural drawing and rendering. This class explores the possibilities of expressive composition and the potential of drawing from street art to portraiture. Students will also explore what happens when you add drawing to other media such as painting, printmaking, sculpture, or collage.

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PRINTMAKING & BOOK ARTS Spring Prerequisite: Visual Thinking Students will explore a wide variety of printmaking processes from block printing through screen-printing.

Learning how to showcase prints and their expressive potential through book arts, textile arts, and gallery presentation techniques. Work in printmaking reinforces how process can influence making a reproducible image.

Printmaking techniques have been recently popularized by street artists and muralists like Shepard Fairey and Caledonia Curry. By learning a variety of techniques, you will work to uncover your unique style and message.

ADVANCED STUDIO ART Full-year course Prerequisite: Any two trimesters of studio art courses above AND permission of instructor.

This advanced art course is designed to help you find your creative voice. Enrolling in this course will help those seeking to create a portfolio. Students will be endeavoring to improve already developing technical skill, but also explore what inspires them. The assignments are designed to allow room for interpretation while hitting certain measures of skill attainment. In this way the course is flexible enough to be taken for multiple years and still be challenging for everyone enrolled. This course can be taken more than once. Assignments are more openended than those of the other course offerings in the studio, relying heavily on the imagination and focus of the individual artist. Students will use their Research SketchBook as an exercise in communication, expression, and idea manipulation. Students will be expected to spend time outside of class on long-term projects. Note: Students who are producing portfolios are encouraged to enroll in the after-school art alternative for a season to give them extra studio time.

CERAMICS WHEEL WORKING Fall-Winter | Winter-Spring (2 trimester course) Prerequisite: Visual Thinking Students learn to use the potter’s wheel and open the door to the rich creative possibilities of the potter’s art. The development of hand and tool skills is a major aspect of this studio course. As skill develops, the course’s focus transitions toward considering the design of threedimensional form and the ceramic surface. Use of a variety of clays, slips, glazes, and firing processes present creative possibilities in this challenging hands-on design course.

Tabor Academy Academic Policies & Course Guide 2020-2021

INTERMEDIATE WHEEL WORKING Fall | Spring Prerequisite: Wheel Working More complex wheel thrown forms will be explored in this course. Various design and engineering challenges will be approached. In this course, students will learn to throw separate parts that must come together to define design and function. Covered containers and teapots, among other forms will be explored. The combination of several parts offers many design challenges and creative possibilities for the enthusiastic wheel worker.

HANDBUILDING & SCULPTURE Fall | Winter | Spring Prerequisite: Visual Thinking Design, process, and the development of metaphor and meaning in creative clay objects made by hand is the subject of this class. Using a variety of ceramic sculpting, modeling and molding methods, hand-built forms will be explored ranging from vessels to sculpture to tile. Pattern, image, form, design and engineering all come together in this creative and technical studio course.

ALTERNATIVE-FIRING METHODS Spring Prerequisite: Wheel Working or Handbuilding & Sculpture, OR permission from the instructor The kiln is where the magic of ceramics happens. Intense heat, oxygen, and carbon transform the clay and glaze in natural and mysterious ways. This ceramics course will introduce students to several alternative firing processes that will change your understanding of the creative possibilities of ceramics. Students will be involved in the firings of raku kilns, saggar kilns, and the wood-fired kiln in nearby Rochester. Hand-builders, sculptors, and potters are welcome.

ADVANCED CERAMICS Full-year course Prerequisite: Any three ceramics electives and recommendation from the department In this full-year course, students work to discover and develop a personal, creative voice with the ceramic process. Increased independence and creative freedom combine in this class, offering space for creative exploration, specialization and personal discovery. Making increasingly considered and technically proficient work is the common goal. Projects are openly designed to encourage individual, creative responses while exploring the convergence of concept and technique. Teacher and peer critiques, visiting artist workshops, exhibition opportunities, and a class firing at the wood-fire kiln in nearby Rochester are part of this dynamic studio course.

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Sculptors, potters, hand-builders are welcome. This course can be taken more than once.

PHOTOGRAPHY PHOTO 1 Fall | Winter | Spring Prerequisite: Visual Thinking Photo 1 is a foundational course that introduces the workings of the camera (both film and digital), traditional and digital darkroom techniques, composition and critique.

The philosophy of the course is that students “make” pictures not “take” them. Instruction directs students to use composition and the camera controls creatively to fulfill their vision. In the traditional and digital darkrooms, students will learn to produce prints of high quality.

Shooting and processing film is an excellent introduction to the medium as it necessitates a true investment of time and effort to produce tangible images. This course also fulfills the prerequisites for Photo 2 and PhotoPool.

PHOTO 2 Fall | Winter | Spring Prerequisite: Photo 1 This course is taught with emphasis on visual communications to students who have shown interest, dedication and mastery of basic photography techniques.

Students will cover all the necessary fundamentals of digital photography and will advance and refine their darkroom techniques. This course will introduce advertising and photojournalism with emphasis on the production of tangible images from abstract ideas.

Students will have the opportunity to produce a photo journalistic story of their own. Further understanding of the medium will occur by way of the study of historic and contemporary photographers.

PHOTO 3 Fall | Winter | Spring Prerequisite: Photo 1 & Photo 2 Beginning with an emphasis on exposure and composition, this course will study film and digital camera techniques in depth, darkroom and digital darkroom techniques, creativity and quality of artistic expression. Students should take this course if they have shown interest, dedication and mastery of intermediate photography techniques. The course will include regular peer and group critiques and the production of a “body of work.” Further understanding of photographic philosophy will occur by way of the study of historic and contemporary photographers.

Tabor Academy Academic Policies & Course Guide 2020-2021

ADVANCED PHOTO Full-year course Prerequisite: Photo 1, 2, & 3; AND/OR permission from the instructor This yearlong course will allow the students the chance to dig deeper in each individual assignment allowing a more realistic understanding of the artistic process, meaning students will experience the opportunity for research, iteration, critique, and revision in the way real-world artists and designers work. Students will begin to move away from a focus on the technical and toward a more conceptual understanding of the power of the artistic process. Students will be taught how to receive, digest, utilize, and synthesize feedback from critiques. This will allow for a greater understanding and development of their individual voice as an artist. This course can be taken more than once.

DIGITAL ARTS DIGITAL ARTS 1 Fall | Winter | Spring Prerequisite: Visual Thinking Students start their exploration of the possibilities of digital imaging making with this course. Students enrolled in Digital Arts 1 investigate digital image making techniques and concepts utilizing the Adobe® Creative Suite®. The Adobe® system is the most widely used platform in both the art and business world. The elements and principles of art and design will be reinforced. This will help students deepen their understanding. Thoughtful risk taking and experimentation is not only essential to producing good art, it is also the key to success in this program.

DIGITAL ARTS 2 Fall | Spring Prerequisite: Digital Arts 1 OR Visual Thinking and permission from the instructor This course is for the intermediate digital artist. It unleashes the imaginative possibilities of the Adobe® Creative Suite® and begins to bridge the gap between traditional studio art and digital art. Students will expand upon the techniques covered in Digital Arts 1, while growing their aesthetic and conceptual skills. Studio art or photography experience is a plus, but not required. This course is designed to help students illustrate their ideas and discover their voice in the digital arts. The focus of this offering is the clear communication of information and ideas in graphic form. Students will be utilizing Adobe® InDesign® for layout and print and Adobe® Illustrator® for vector-based graphics and logos and delving further into the possibilities of Adobe® Photoshop®. Digital Arts 44 | P a g e May 2020

2 advances digital art skill sets and teaches how to control images for the publication of printed and web-based imagery, for real world clients. Work focuses on the development of skills as a communicator, graphic engineer and artist. Projects include but are not limited to producing posters and other materials for school events that will be printed and utilized by the Tabor community. Students will create a digital presentation portfolio of the work they make in this course. *new* USEFUL THINGS: A HISTORY OF DESIGN Winter What does an IPhone have to do with an Italian birthing tray from the Renaissance? Why does the 19th century British socialist, William Morris’s creative output inspire so many studio potters today? Have you ever wondered what is meant by Baroque, Art Nouveau or the Bauhaus? How designers think and what they produce is always part creative and part in response to the needs and desires of their time and place. Through this course, we will explore the rich tapestry of the design arts by studying objects made for use from different time periods and cultures around the world. Although useful things - metalwork, glass, textiles, jewelry, architecture and especially ceramics will be the primary focus, sculpture and other arts might make an occasional appearance. Students will find that being exposed to the great traditions of design will provide valuable insight into design thinking and will inspire and inform new creative ideas to be explored when we return to the art studio.

The following art course will not be offered in the 2020-2021 academic year, but will be offered again in the 2021-2022 school year: SCULPTURE & ALTERNATIVE MATERIALS Spring Prerequisite: Visual Thinking Using a variety of techniques and materials students will explore the concepts that allow you to manipulate and engage the physical world. A variety of themes and processes will provide the opportunity to build a skill set that will allow you to engage space and crate structures that are the foundational skills for everything from product design to monumental sculpture and architecture.

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NON-DEPARTMENTAL COURSES LEADERSHIP | ETHICS | ACADEMICS | PERSPECTIVES | SELF: THE L.E.A.P.S. SEMINARS L.E.A.P.S. 1 – 9TH GRADE Fall | Winter | Spring Each 9th grader will be enrolled for one trimester in this required seminar course. The course is aimed at helping our students to become self-reflective while understanding issues at play within the communities to which they belong. They will learn about who they are, what makes them unique, and what motivates them, in addition to investigating and practicing ways to prepare for success. The course will also present students with the opportunity to explore social constructs as well as how to live and work together in community. It is a robust class touching on everything from healthy relationships and sexual education to issues around diversity and inclusion. The course is graded on a Pass/Fail basis.

L.E.A.P.S. 2 – 10TH GRADE Fall Each new 10th grader will be enrolled for the fall trimester in this required seminar course. LEAPS 2 focuses on covering much of the same territory and conversations as LEAPS 1 does for our 9th grade students, with a particular emphasis on creating a positive and productive transition to Tabor as a new 10th grade student. The course is graded on a Pass/Fail basis.

EXERCISE PHYSIOLOGY Fall Prerequisite: Anatomy and Physiology recommended, not required.

Exercise physiology offers students who are interested in exercise an opportunity to learn the scientific reasoning and biomechanics of the body’s response to various forms of training and exercise modalities. We will also touch on other topics that are associated with exercise physiology such as nutrition and supplementing. The course integrates classroom time with lab work in the fitness center and on the athletic surfaces. The course is graded on a Pass/Fail basis. Open to Juniors and Seniors only.

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APPENDIX A: PLACEMENT QUALIFICATIONS HONORS, ADVANCED, AP COURSE QUALIFICATION 2020-2021 To enter:

Prerequisite course(s)

Minimum qualifying average and/or other criteria:

ENGLISH Honors English 2

English 1/Hon. English 1

90 in English 1 major grades (84 honors); teacher recommendation

AP English Language (11)

English 2/Hon. English 2

90 in English 2 major grades (84 honors); teacher recommendation

AP English Literature (12)

English 3/AP English Lang

90 in English 3 major grades (84 in AP); teacher recommendation

Honors Geometry

Algebra 1

90 in Algebra 1 or equivalent

Honors Algebra 2

Algebra 1, Geo or H.Geo

90 in Algebra 1; 90 in Geometry (85 honors)

MATHEMATICS

Honors Precalculus

Algebra 2 or Hon Algebra 2

90 in Algebra 2 (85 honors)

AP Statistics

Algebra 2 or equivalent

90 in Algebra 2 (85 honors)

AP Calculus AB

Precalculus/Hon. Precalculus

90 in Precalculus (or 80 in honors PC)

AP Calculus BC

Honors Precalculus

90 in Honors Precalculus; teacher recommendation

Post-AP Math 1

AP Calculus AB

85 in AP calculus AB; teacher recommendation

Post-AP Math 2

AP Calculus BC

Recommendation of department required

Probability Theory

Post AP 2

Recommendation of department required; with permission, may be taken concurrently with Post AP Math 2

Adv. Topics: Computer Science

Honors Precalculus, Comp Sci 1, 2

85 in Honors Precalculus or higher math

SCIENCES Chemistry

Biology

Students must enroll in Algebra 2 higher level math concurrently

Honors Chemistry

Biology

85 Biology; 90 in current math course

Physics

Chemistry, Algebra 2 OR IPM

Students must enroll in Precalculus or higher math concurrently

Honors Physics

Chemistry/Hon. Chem, Algebra 2

90 in Chem (85 hon); 90 in Alg 2 (85 H. Alg 2); & concurrent enrollment in Precalculus or higher.

Adv. Topics: Chemistry

Chemistry/Hon. Chem, Algebra 2

90 in Chemistry (85 Honors), 90 in Alg 2 (85 H. Alg 2); must be enrolled in Precalculus or higher math course concurrently

Adv. Topics: Biology

Biology, Chemistry

90 (85 honors) in Biology, Chemistry

Adv. Topics: Environmental

Biology, Chemistry, Algebra 2

85 or higher in all Tabor science courses and concurrent enrollment in IPM/Precalculus.

Adv. Topics: Marine Science

Biology, Chemistry, Algebra 2

85 or higher in all Tabor science courses and concurrent enrollment in IPM/Precalculus.

Adv. Topics: Physics

Physics, Calculus

92 in Physics/85 Honors Physics and completion of Calculus (any level) or permission of Science Department

HISTORY & SOCIAL SCIENCES Honors US History

Modern World History

Adv Topics: US History

United States History

90 in USH (82 in HUSH) and teacher recommendation

Adv Topics: World History

United States History

90 in USH (82 in HUSH/AP) and teacher recommendation

Adv Topics: Government

United States History

90 in USH (82 in HUSH/AP) and teacher recommendation

Adv Topics: Macroeconomics

United States History & Algebra 2

90 in USH (82 in HUSH/AP), 88 in current math class (82 honors), and teacher recommendation

Historical Research Proseminar

One or more Advanced Topics Classes

85 in Advanced Topics. Research proposal and application required; see department chair for details.

90 in Modern World History and teacher recommendation

MODERN & CLASSICAL LANGUAGES Honors languages

Sequential (level previous)

90 in standard level previous; 85 honors

AP and Adv Topics (all languages) Honors level 3

85 in honors level 3

Post-AP language

Completion of AP-level language course and recommendation of department required.

AP or Advanced-level language

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APPENDIX B: ARTS UNITS Arts units may be accrued in a number of ways, including courses within the curriculum, activities in the afternoon program, and extracurricular pursuits. One arts unit corresponds to one trimester of arts-related activity.

Students need to earn a specific number of arts units according to the year they enter Tabor Academy: • • •

Entering 9th grade (6 trimesters/units) Entering 10th grade (4 trimesters/units) Entering 11th grade (2 trimesters/units)

All courses offered in the Visual Arts, Music, and Theater Arts departments earn one arts unit per trimester.

Other course that accrue arts units (1/trimester): • • • •

Creative Writing (English Department) Ship and Boat Design (Nautical Science) Theoretical Ship & Boat Design (Nautical Science, offered prior to 2020-21) Ship Lines Drawing (Nautical Science, offered prior to 2020-21)

Trimester co-curricular opportunities to earn arts units include satisfactory participation the following activities: (*) FALL

WINTER

SPRING

Ceramics Co-curricular Studio Art Co-curricular Dance Co-curricular Applied Music Photo Pool Fall Drama

Ceramics Co-curricular Studio Art Co-curricular Dance Co-curricular Applied Music Photo Pool Winter Drama Winter Musical

Ceramics Co-curricular Studio Art Co-curricular Competitive Dance Applied Music Photo Pool Spring One-Acts (Directing)

Full-year, extra-curricular opportunities to earn the equivalent of a trimester’s arts unit include: (*) • • •

Tabor Tones (a cappella ensemble) Nightingales (a cappella ensemble) Jazz Band

*Arts units awarded are at the discretion of the instructors, based on the students’ engagement and level of participation.

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