2018-2019 Curriculum Guide by The Ethel Walker School

UPPER SCHOOL CURRICULUM GUIDE

UPPER SCHOOL CURRICULUM GUIDE CONTENTS Introduction from the Head of School

Mission of The Ethel Walker School

English

History and Social Science

Ethics

World Languages

• Latin

• Spanish

• Mandarin

• French

Mathematics

Science

Seminars

Arts

Co-curriculum

Faculty and Administration

Graduation Requirements

Content is subject to change.

The Ethel Walker School Curriculum Guide

INTRODUCTION

INTRODUCTION FROM HEAD OF SCHOOL DR. MEERA VISWANATHAN Education, literally from the Latin “the leading out,” signifies discovery, revelation, and most of all transformation. The educational philosopher Parker Palmer reminds us “We are here not only to transform the world, but to be transformed.” At Walker’s, education is understood as transforming — a venue where girls can emerge as authentic thinkers and doers, learning about the world, those around them and, perhaps most of all, about themselves. In the last fifteen years, educators have borne witness to three major ways in which teaching and learning have changed. Technology, and more specifically skills such as coding, transcend all disciplines. Learning has become more collaborative and interactive, rather than solitary learning and solely text-based teaching. Students today are also called upon to engage actively in original thinking, writing and research. Opportunities are emerging for crowdsourced research that allow our students to work in tandem with higher education research institutions. We are committed to developing and delivering a comprehensive curriculum which has kept pace with helping girls realize their extraordinary potential and capabilities across a host of areas, including those in which traditionally women have been underrepresented. Courses such as the Small World initiative where our students conduct real-world research on bacterial resistance and the discovery of new antibiotics, engineering and advanced computer science courses immerse our students in acquiring skills for emergent fields. Our humanities courses, including the Visiting Writer Seminar, Creative Writing and a full complement of electives, allow our students to become accomplished writers, whose work is published in national and international publications and platforms as well as books we produce with The Ethel Walker School Press. Arts programs range from painting, ceramics, video production, acapella singing, African drumming, and chamber music to many forms of dance and choreography as well as art history. We strongly affirm the need for our students to master qualitative skills as well 1

The Ethel Walker School Curriculum Guide

as quantitative ones. Walker’s girls discover their voices in order to articulate their understanding, interrogate questions lucidly, and put forward their perspectives persuasively. Walker’s girls can immerse themselves in the wonder of learning, thanks to brilliant, dedicated and charismatic teachers and innovative classes and approaches. Most of all, the classrooms at Walker’s are places of wonder, discovery, play, even fun. Simone Weil, one of the leading female philosophers and activists of the twentieth century, reminds us “The joy of learning is as indispensable to education as breathing is to running.”

MISSION

MISSION OF THE ETHEL WALKER SCHOOL The Ethel Walker School is an independent, college preparatory, boarding and day school for girls in grades six through 12 plus a postgraduate year. Since 1911, The Ethel Walker School has excelled at preparing students to make a difference in the world. Members of this diverse community are dedicated to scholarship, the arts, athletics, wellness and service. The satisfaction of achievement and joy of friendship are fundamental principles as the School empowers girls to lead with integrity, respect, confidence, courage, conviction and love of learning.

The Ethel Walker School Curriculum Guide

ENGLISH

ENGLISH Reading deeply, broadly, happily and daily informs the mission of the Walker’s English Department. We believe that our students should discover a passion for learning through reading, and we believe that their ability to read with great skill and pleasure will allow them to flourish in all other academic disciplines. Intellectual curiosity is essential to finding one’s own authentic voice, so we strive to design our lessons to nurture each girl’s capacity for wonder and the desire to know more. Writing well is a matter of practice, but it is also a function of being well-read. Having something important to say, aloud or on paper, comes from outrage, passion, conviction, or a desire to share one’s strong idea with the world, but it can also be the instrument with which one learns. Writing to say is valuable, but writing to learn is equally so. Developing a deep understanding of the strategic use language and nuanced expression is at the heart of everything we do. Writing creatively, analytically, informatively and evocatively is deliberately taught in each course. Walker’s girls know what can be best said in a speech, a poem, a novel, a play or an essay. Expression, verbal or written, is often generated from an urgent need to join, assist or challenge one’s community. We hope to cultivate that desire in every girl here. Students in our classes write and read every day; they shape their own lives in this way and encounter the wider world through its literary traditions. Before they leave our school, Walker’s English students can write in many different genres, can fully analyze and respond personally to texts from any moment in history or in any form, and they understand the value of being a literate, compelling thinker. We hope to impart a deep love of reading and writing and we know that those tools will take all of our girls wherever they would like to go. All of our classes are discussions, where each girl shares her insights, learns from her peers and makes use of that wisdom for the good of the world. We hope to inspire each girl to bring her abilities to read, analyze, create and make positive and lasting change wherever she goes from here.

The Ethel Walker School Curriculum Guide

Publishing

Publishing student work here at Walkerâ&#x20AC;&#x2122;s and in other venues is a top priority; the best way to understand the power of oneâ&#x20AC;&#x2122;s voice is to use it in the wider world. Our literary magazine, Daemon, regular participation in national and international writing contests and our very own press, The Ethel Walker School Press, create an environment in which student voices are heard and celebrated.

ENGLISH

ENGLISH COURSES AMERICAN LITERATURE AND CULTURE Open to Grades 9-12 Credit: 1 This course is designed for new international students for whom English is a newly acquired language. Students explore American culture and literature through challenging and accessible choices of short fiction such as “The Lottery” and “Everyday Use,” drama, novels, including The Secret Life of Bees, and poetry. A Shakespearean comedy is included in this course (although it is not in keeping with the theme of American Literature) in order to give students as much exposure to his works as we can. Each student becomes familiar with the terms and methods for literary analysis; creative writing is also an essential part of this course. Every girl is coached to fluency in written and spoken English during the class discussions. Upon the teacher’s recommendation, entry into the next level of the English program is facilitated when the student is ready.

ENGLISH 9: THE SELF AND BEYOND Open to Grade 9 Credit: 1 In English 9, students develop and refine their reading, writing and speaking skills. Texts are chosen to promote active discussion and spirited exchange. We focus on the writer’s craft and students learn to discern how a writer convinces and engages the audience. Writing in response to a text and about personal experience frame the course, but students will also read beyond the curriculum to develop their literary tastes and interests. During the course we study fiction (texts may include The Catcher in the Rye, The Secret Life of Bees, and Their Eyes Were Watching God) and drama (texts may include Oedipus Rex, Antigone, and a Shakespeare’s play). Additionally, we read short stories and poems chosen at the teacher’s discretion. The standards expected of students both in class discussion and in writing are high in this course, although the number of works read may be fewer than in the honors course. Creative

The Ethel Walker School Curriculum Guide

writing and oral presentation are at the heart of the course. There will be more emphasis on the techniques of writing a convincing essay.

HONORS ENGLISH 9: THE SELF AND BEYOND Open to Grade 9 Credit: 1 Honors English 9 helps each student move beyond her own perspective to understand the perspectives of others. As we observe and analyze the world each author creates, and the ways in which characters act and react to each other, we expand our knowledge of our own world and how it works. During the year, we study memoir, novels, plays, and poetry. Texts may include: Persepolis, Oedipus Rex, The Catcher in the Rye, Their Eyes Were Watching God, Twelfth Night, and Voices in the Air. Each student is supported and challenged to improve her skills in both analytical and creative writing, in order to grow as a persuasive and sophisticated thinker and writer. Honors English 9 requires more reading and writing than English 9.

ENGLISH 10: WORLD LITERATURE Required for Grade 10; Honors level also available Credit: 1 World Literature is an introduction to the way in which people around the globe have evoked their lives, communities and cultures in a work of art. Through the study of the words of people far away in time and space, students begin to see what is universal and what is unique to a particular place or person. Sophomores can expect to research the social, literary and political contexts reflected in the works, but the focus remains on literary analysis and composition. Texts under consideration include Bonjour Tristesse, short fiction by Chekhov, short fiction by Murakami, The Stranger, Savushun, My Brilliant Friend, The Metamorphosis, Old Goriot, The Displaced: Writers on Refugee Lives, and Hedda Gabler. Poets may include: Dante, Petrarch, Diaz, Rimbaud, Baudelaire, Akhmatova, Tagore, Amichai, Sodergren and Nye. A poetry project and drama unit, including the production of original work, is at the heart of the course.

ENGLISH

HONORS ENGLISH 10: WORLD LITERATURE Open to Grade 10 Credit: 1 World Literature is an introduction to the way in which people around the globe have captured their lives, communities and cultures in a work of art. Through the study of the words of people far away in time and space, students will begin to see what is universal and what is unique to a particular place or person. Students are encouraged to use their imagination when reading and writing as well as sharpen their ability to think abstractly and analyze the text under consideration, not formulaically, but to illuminate something important about the work. Expectations in the Honors class include the ability to read faster with comprehension, to understand and communicate complexity, to build on grammar taught in previous years and use new concepts to improve the flow of their writing, and to write lucidly using their own authentic voice. Authors may include: Shakespeare, James Joyce, Katherine Mansfield, Edwidge Danticat, Chimamanda Ngozi Adichie, Yukio Mishima, Dante Alighieri, Gabriel Garcia Lorca and Alice Munro. Students research and present a significant poetry project after a serious study of the genre.

ENGLISH 11: AMERICAN LITERATURE Open to Grade 11 Credit: 1 Working with a variety of American literary texts, this course examines the theme of individuality in American literature. We look at how individuals struggle against social forces as well as integrate themselves into communities. Each student uses her personal reactions to texts from every genre to help her write critical and analytical essays of her own. Through reading, class discussion, oral presentation and conferencing over drafts, students work toward an understanding of American literature and themselves as writers. Texts may include: The Great Gatsby, The Awakening, Lila, The Turn of the Screw, Beloved, Citizen, and A Streetcar Named Desire, as well as excerpts from Emerson and Thoreau. Students will read poems by visiting writers Natalie Diaz and Naomi Shihab Nye and may also study works by the following poets: Bradstreet, Wheatley, Poe, Dickinson, Millay, Hughes, Frost, Bishop,

The Ethel Walker School Curriculum Guide Plath, Dove, Li-young Lee, Espada and Rankine. A concession is made to include The Tempest in this course in order to give students as much exposure to Shakespeare’s works as possible. The standards expected of students both in class discussion and in writing are the same in this course as they are in the Honors course, although the number of works read may be fewer and there may be more emphasis on the craft of writing persuasively and across genres.

HONORS ENGLISH 11: AMERICAN LITERATURE Open to Grade 11 Credit: 1 In Honors English 11, students strive to advance the twin skills of reading and writing well, and to expand their understanding of American life and letters. They read as many of the great texts of American literature as time allows and assess each one’s aesthetic brilliance and what the authors are telling us about American culture in its various manifestations through time. Students will develop their public speaking skills throughout the year. The study begins with The Heart is a Lonely Hunter as the summer reading text and then proceeds retrospectively in the following order: The Great Gatsby, My Antonia, Huckleberry Finn, poetry by Whitman and Dickinson, essays by Thoreau and Emerson, Melville’s Benito Cereno and Bartleby, Hawthorne’s The Scarlet Letter, and finally they return to the present and read a variety of short fiction and poetry by contemporary authors. A concession is made to include The Tempest in this course in order to give students as much exposure to Shakespeare’s works as we can. A variety of writing assignments including analytical essays, personal response essays and creative writing are supplemented by a reading journal in which each student records her reflections, questions and significant literary observations as she reads the texts. Students in Honors English can expect to read more works.

ENGLISH 12: CREATIVE WRITING Open to Grade 12 Credit: .5 Students will write poems, short stories, plays, and personal, narrative and descriptive essays, and engage in experimental writing in order to produce a

ENGLISH portfolio of edited, polished, ready-for-publication work. Students should expect to write every day for this course and there will be some short readings about technique. The class will be a writing workshop and all voices are necessary. Readings will include writers who write in their own unique ways and writers who provide useful lessons on craft. An edited portfolio of publication-ready works is the final product of this course.

ADVANCED ENGLISH 12: LITERATURE AND MEDICINE Open to Grade 12 Credit: .5 “Whenever a doctor cannot do good, he must be kept from doing harm.” - Hippocrates This course will examine the role and image of the doctor, illness, and healing in literature. Students will read works by and about doctors, but will also look at poetry, fiction, drama, nonfiction, television and film in an effort to reveal what it means to be ill. The course will examine how the world responds, or fails to respond, to disease, plagues and outbreaks, and what our stories tell us about these dynamics. The very notion of the “patient,” will be explored. Authors may include Susan Sontag, Abraham Verghese, Tony Kushner, Margaret Edson, Albert Camus, Shakespeare, Nawal el Sadaawi, Sylvia Plath, Daniel Defoe, Franz Kafka, Richard Seltzer, Jane Kenyon, William Carlos Williams, Emily Dickinson, Atul Gawande, Eve Ensler and Siddartha Mukherjee. Students can expect to conduct interviews, do research, compose their own original works and to write analytically about each work. They will also investigate a related topic of their interest for presentation to the class.

ENGLISH 12: SHAKESPEARE Open to Grade 12 Credit: .5 Students will dive deeply into the work of William Shakespeare. Students investigate his influence on the literature that follows his, but the primary concern will be to read, understand and appreciate why he is the most famous of all writers. The class will also determine why his works still resonate today and will study the sonnets, the tragedies (Hamlet, King Lear), the comedies

The Ethel Walker School Curriculum Guide (Much Ado About Nothing, The Tempest) and the histories (Henry V, Part I, Richard III). Students will write creatively and critically in response to the readings. Some memorization of poems and soliloquies is expected, but mostly a willingness to read challenging and immensely satisfying texts is required.

ENGLISH 12: SPEAKING TRUTH TO POWER: THE LITERATURE OF RESISTANCE AND HOPE English 12: Speaking Truth to Power is an English elective that also fulfills the ethics requirement. Open to Grade 12 Credit: .5 This course will examine the fiction, essays, poetry, plays and other literary works that aim to reveal and improve the lives of the oppressed. The course will focus primarily on works written by and about marginalized people, but will also examine the roots of the ethical and philosophical principles behind their resistance, successful and not, in the face of injustice. How can we fight evil? What has worked? What do our stories tell us about being able to shape the world for the better? This course will also look at the history of social change sparked by writing and writers. Students in this course will be expected to discuss difficult issues with compassion, curiosity and respect.

ENGLISH 12: THE OTHER: THE IMMIGRANT EXPERIENCE IN LITERATURE Open to Grade 12 Credit: .5 How does one become a native? What does it mean to be from somewhere else ? How do we make people feel like outsiders or insiders? We will study works in which the experience of being foreign is what most shapes the work. Works may include: Maggie, A Girl of the Streets, My Antonia, The Jungle, How the Other Half Lives, The Assistant, Brown Girl, Brownstones, Brief and Wondrous Life of Oscar Wao, Mona in the Promised Land, Interpreter of Maladies, Make Your Home Among Strangers, The Joy Luck Club, The Emigrants,

ENGLISH The Sympathizer, Harbor, The Happiest Refugee, and What is the What. We will read poems, essays and reports on how people who remain in transit talk about their experiences.

ENGLISH 12: WAYS OF SEEING: NARRATIVE GENRES AND THE CULTURAL IMAGINATION (FILM AND FICTION) Open to Grade 12 Credit: .5 What do the stories we tell and the ways in which we tell them reveal about us, our culture, and the way we view the world? This course examines the tension between themes of alienation and community, violence and regeneration, and optimism and doomed love through a close reading of various narrative forms. Locating texts at the intersection of theory, criticism, and historiography moves them beyond their isolation and into a conversation about social, political, and literary forces. Students will read the work of such critics as Jim Kitses, Greg Rickman, Toni Morrison, Laura Mulvey, Richard Slotkin, and AndrĂŠ Bazin, and use their theories as lenses through which to analyze novels, short stories, creative nonfiction, and film. Students will write papers and present their findings, but will also try their hand at various creative forms of expression. In the process, they will develop an understanding of the immediate and direct power stories have over their audiences. Ultimately, they will write a story and publish it. Texts studied may include: Double Indemnity or The Postman Always Rings Twice by James M. Cain, The Big Sleep by Raymond Chandler, One Flew Over the Cuckooâ&#x20AC;&#x2122;s Nest by Ken Kesey, The Orchid Thief by Susan Orlean, Fences by August Wilson, The Crucible by Arthur Miller, The Color Purple by Alice Walker, The Remains of the Day by Kazuo Ishiguro, The Joy Luck Club by Amy Tan.

The Ethel Walker School Curriculum Guide

ENGLISH 12: THE ETHEL WALKER SCHOOL VISITING WRITER SEMINAR Open to Grade 12 Credit: .5 per semester What does it mean to be a writer? How does an author find her style? The Visiting Writer Seminar is a semester-long course in which students have the special opportunity to immerse themselves in a study of one writer’s works. Throughout the semester, students read a critical mass of texts by that writer before the course culminates with an author visit to Walker’s. During this visit, the writer will teach master classes, conduct writing workshops, and participate in class discussion. The writer will also deliver a schoolwide assembly and a public reading to our community. The magic of this course is created in the collaborative and symbiotic exchange between the writer and the student. Learning and inspiration move from the writer to the student but also, we hope, from the student back to the writer. During the fall semester of the 2018-2019 academic year, the class will study the works of Natalie Diaz, award-winning poet and activist. In the spring semester of the 2018-2019 academic year, the class will welcome world-famous poet and writer, Naomi Shihab Nye, to campus. Learn more about both authors at www.ethelwalker.org/visitingwriterseminar. Works by both of these extraordinary authors will also be taught in many other English classes, so that students will be amply prepared to ask questions and to learn as much as possible from these writers’ visits to our campus.

ENGLISH

The Ethel Walker School Curriculum Guide

HISTORY AND SOCIAL SCIENCE

HISTORY AND SOCIAL SCIENCE The history and social science department faculty seek to teach our students to be active, informed global citizens who can distinguish between observation, opinion, and argument, and who can reject weak arguments and bandwagon thinking. Throughout their core courses and electives in the social sciences, students will examine the actions, forces, and systems that transform society â&#x20AC;&#x201D; past and present. These investigations push them to think deeply about the human condition and recognize complexity. We are committed to arming students with basic competencies in critical reading, historical reasoning, writing, speaking, listening, and effective research skills. Learning activities and assessments encompass a variety of formats ranging from Harkness-style discussions or debates to traditional tests or documentbased questions, to videos or other presentations. All students in the junior year U.S. history course will write a full thesis paper. The graduation requirement for History is 3.5 credits. Core courses in the department are Global Connections, Foundations of the Modern World, and United States History. Electives offered are subject to enrollment and may be offered in alternating years. Enrollment in all honors and advanced courses is subject to departmental approval.

The Ethel Walker School Curriculum Guide

HISTORY AND SOCIAL SCIENCE COURSES GLOBAL CONNECTIONS Required for Grade 9 Credit: 1 This course is designed to challenge students to assess the modern globalized world through the study of the systems and processes of globalization throughout human history from our first societies to the present day. Global Connections provides students with an intensive introduction to, and ongoing instruction in, the research and writing process. Students will also develop historical thinking skills such as evidence evaluation, corroboration, and interpretation, deploying these skills not only to study the past, but to grow as critical consumers of information in the digital world. In lieu of a traditional textbook, the course utilizes a variety of rich texts from contemporary social scientists as well as works of literature in order to explore how greater historical movements impact the individual.

FOUNDATIONS OF THE MODERN WORLD Required for Grade 10; Honors level also available Credit: 1 Foundations of the Modern World is an inquiry-based course that investigates how ideas, individuals, and social, political, and economic forces can serve to both integrate peoples and proliferate differences. Building on studentsâ&#x20AC;&#x2122; understandings of worldwide patterns of interaction from Global Connections, Foundations will zoom in on the world since 1500, beginning with the birth of the modern nation-state. Students will first explore how historians interpret and reinterpret the past, then move into 18th century ideas and revolutions, the causes and effects of global industrialization and imperialism, and global war and peace. The course will culminate with a research project assessing how an individual can impact the world. Within each unit, students will examine how historical themes connect to, and help explain, modern world events as they unfold. Rich content and intentional skill instruction work simultaneously throughout the year, as students engage with a variety of written, visual, primary and secondary sources, hone their historical thinking 18

HISTORY AND SOCIAL SCIENCE

skills through developing evidence-based arguments, and communicate their ideas through clear, compelling speaking and writing.

HONORS FOUNDATIONS OF THE MODERN WORLD Open to Grade 10 Credit: 1 This course will cover the same content and themes as Foundations of the Modern World, incorporating more challenging readings and aiming for highly developed and nuanced writing. Assessments will largely center around document-based writing, and students will use scholarly sources to complete a final research paper.

INTRODUCTION TO U.S. HISTORY Open to Grades 9-12 Credit: 1 This full-year course is designed for new international students and fulfills the U.S. History credit requirement. The class will survey United States history from the era of European exploration and settlement to the present, by taking a chronological approach to specific topics. Girls will be encouraged to speak during class, often through daily summaries, group work and debates. They will be exposed to multimedia aspects of the topic at hand to render a comprehensive view. Assessments will ask the students to analyze the material by comparing and contrasting, categorizing, explaining and describing â&#x20AC;&#x201C; skills that move the material to higher-level thinking. The goal is to encourage critical thinking, while strengthening reading and writing skills.

U.S. HISTORY Required for Grade 11; Honors level also available Credit: 1 This course surveys the history of the United States from early European/ Native American encounters up through the 1970s. Extensive use of primary documents familiarizes students with voices of the past, while secondary 19

The Ethel Walker School Curriculum Guide readings offer students varying scholarly opinions on such issues as ethnohistory, slavery, social reform, labor, Vietnam, and globalization. Students study the influence of geographic features on agricultural and industrial development, foreign policy, and the character of American people. The interaction between the private life of citizens and the public world of government is examined in each unit as students consider how people seek to safeguard their way of life or to press for change and, in doing so, alter the role of government.

HONORS U.S. HISTORY Open to Grade 11 (May be taken senior year if a scheduling conflict arises) Prerequisite: Approval of department Credit: 1 Honors U.S. History covers the same content as U.S. History at a pace and depth that is greater and more challenging for our top students at this level. This course surveys the history of the United States from early European/ Native American encounters up through the 1970s. Extensive use of primary documents familiarizes students with voices of the past, while secondary readings offer students varying scholarly opinions on such issues as ethnohistory, slavery, social reform, labor, Vietnam, and globalization. Students study the influence of geographic features on agricultural and industrial development, foreign policy, and the character of American people. The interaction between the private life of citizens and the public world of government is examined in each unit as students consider how people seek to safeguard their way of life or to press for change and, in doing so, alter the role of government.

HISTORY AND SOCIAL SCIENCE

ADVANCED TOPICS IN U.S. HISTORY Open to Grades 11-12 Open to juniors and seniors who have not yet taken U.S. History; students may not take this course after having taken U.S. History or Honors U.S. History Recommendation of the department required Credit: 1 Advanced Topics in U.S. History requires the ability to read a wide variety of texts closely, write incisively, and argue persuasively. Political and economic forces are viewed through the lens of social movements. Students explore extensive primary and secondary sources, consider the conflict and unity underlying these movements, and draw conclusions. Instead of interpreting issues and evaluating people solely through their 21st-century lens, students are encouraged to consider two questions: what did the people they are studying know and what could they have known. Students compare themes across time, identifying forces of change and of continuity at work. A close examination of the changing ways historians interpret the past illuminates how philosophical leanings affect historiography. Students write four research papers during the year on topics of their choosing. The final paper is presented to an external audience and submitted for publication.

ADVANCED ECONOMICS Open to Grades 11-12 Credit: 1 This course will cover an introduction to basic economic principles including, but not limited to, scarcity and choice, supply and demand, competition, incentives, markets, and price. In addition, the course will explore macroeconomic principles such as national debt, unemployment, inflation and money through different schools of thought. Microeconomic principles such as consumers, firms, and income distribution will also be addressed. Students will read and engage with the history of economic thought through books and journal articles. Finally, the course will relate the above concepts to current world and national economic news events.

The Ethel Walker School Curriculum Guide

ADVANCED HUMAN GEOGRAPHY Open to Grades 10-12 Recommendation of the department required Credit: 1 This course is a fast-paced upper level social studies course that introduces students to the patterns and processes that have shaped the understanding, use, and alterations of Earth. Students will be expected to not only understand but also analyze maps and spatial data, to recognize the different regions of the world and to understand how events and processes influence one another. Topics covered will include population, cultural patterns, cities and urban land use, and economic development.

ART HISTORY: ANCIENT EGYPT TO THE RENAISSANCE Open to Grades 9-12 This course is cross-listed with both the Visual Arts and History Departments. Credit: .5 This course will provide a multidisciplinary approach to the study of art and architectural history. Students will gain an understanding of the differences between a formal and contextual analysis of a work of art, learn to formulate a thesis and will then engage in both forms of analysis. Students will view the art through a lens of the historical events, literature, music and social context of the time periods studied. This course begins by looking at Ancient Egyptian art and architecture through Europe, the Middle East and Asia into the Renaissance. By studying great works from within these artistic periods, students will gain a better understanding, not simply of the visual art of each era, but of how they fit within the context of their time.

HISTORY AND SOCIAL SCIENCE

CONTEMPORARY WORLD ISSUES Open to Grades 11-12 Credit: .5 This semester elective uses a case study approach to investigating current global problems and their potential solutions. Issues include poverty and hunger, human rights, environmental challenges, conflict, and migration. Students will delve into the root causes of the problems and become familiar with individuals and non-governmental organizations who are attempting to address them. Topics and areas of study are based on student interest.

DON’T SWEAT THE TECHNIQUE: AN EXAMINATION OF HIP-HOP’S SOCIAL, POLITICAL, AND CULTURAL RELEVANCE Open to Grades 11-12 Credit: .5 Students in this class will examine the social, political, and economic circumstances that led to the creation of what has become the most powerful force in popular culture, hip-hop. We will study the ways in which hip-hop emerged as a response to a black, urban America that was being forever changed by the forces of deindustrialization and globalization – forces that are perhaps more relevant now than ever. Some of the questions that will inform our study are: How, where, and why did hip-hop emerge? How and why did hip-hop become the voice of urban youth in post-civil rights America? We will also examine hip-hop’s place in the history of American social and political commentary, particularly of the black experience. As America and the world has changed, how has hip-hop reflected and adapted to these changes? How and why has hip-hop been able to move out of the South Bronx and into places like Simsbury while remaining relevant and authentic to the wildly different audiences from both of those locales, and what does this move say about America, itself?

The Ethel Walker School Curriculum Guide

INEQUALITY IN THE UNITED STATES Open to Grades 11-12 Credit: .5 This course satisfies the Ethics requirement for graduation. This course will introduce students to systems of social inequality in the United States. We will investigate the structural, interpersonal and social dimensions of oppression. Course materials will explore the ways that racism, classism, sexism, heterosexism, trans oppression and religious oppression have developed over time as well as the ways they impact each of us every day. Students will develop the language, tools and skills to create positive social change.

INTERNATIONAL RELATIONS AND MODEL UN Open to Grades 11-12 Credit: .5 The International Relations and Model United Nations course is designed to prepare students to participate in the Model UN program sponsored by the World Affairs Council of Hartford. It features a day-long trip to the United Nations in New York, a visit to the UN mission of a selected country and role-playing in a two-day conference at the University of Hartford. The content of the course will focus on the historical background of the founding of the UN, its structure and goals, and an assessment of various UN missions and programs since 1945. In addition, the course will deal with a wide range of topics dealing with international relations and how the UN has and might become involved in the future.

THE NEW YORKER: CONTEMPORARY CULTURE, ART AND POLITICS Open to Grades 11-12 Credit: .5 Students in this class will read and analyze the current issue of The New Yorker, a â&#x20AC;&#x153;weekly magazine offering a signature mix of reporting and commentary

HISTORY AND SOCIAL SCIENCE on politics, international affairs, popular culture and the arts, science and technology, and business, along with fiction, poetry, humor, and cartoons.” Students will look at everything each week’s issue offers, from reviews of current cinema to cartoon caption contests, comedy and satire to in-depth essays on current events. Students will work over the course of the term to create their own version of the magazine: illustrating a front cover, reviewing current art, music, and cinema, writing profiles, short fiction and nonfiction (with a particular emphasis on analytical writing) – even drawing their own cartoons and writing letters to the editors. Students also pay particular attention to the way in which bias may be at work in the magazine and what role that plays in writing. When applicable, students may examine articles from other publications (i.e.The National Review, The Economist, etc.) in an effort to look at issues from both sides of the political “aisle.” The only text is a semester-long subscription to The New Yorker magazine. If students want to check out the kinds of things they’ll be reading and writing, they can go to www.newyorker.com/magazine.

The Ethel Walker School Curriculum Guide

ETHICS

ETHICS With the belief that character matters as much as knowledge, Walkerâ&#x20AC;&#x2122;s is committed to helping students learn to value individual differences, make sound moral judgments, and live an examined life. Toward these ends, students are required to take a one-semester course that focuses first on philosophical ethical theory and on current ethical issues or a survey of world religions. Each course in this section fulfills the Ethics graduation requirement. A student who enrolls at Walkerâ&#x20AC;&#x2122;s during her junior year or earlier must take at least .5 credits in Ethics. Courses that fulfill the ethics requirement include Religion and Culture, Inequality in the U.S. (offered through the history department) and Environmental Science (a full-year course offered through the science department).

The Ethel Walker School Curriculum Guide

INEQUALITY IN THE UNITED STATES Open to Grades 11-12 Credit: .5 This course will introduce students to systems of social inequality in the United States. We will investigate the structural, interpersonal and social dimensions of oppression. Course materials will explore the ways that racism, classism, sexism, heterosexism, trans oppression and religious oppression have developed over time as well as the ways they impact each of us every day. Students will develop the language, tools and skills to create positive social change.

ENVIRONMENTAL SCIENCE Environmental Science is a science elective that also fulfills the ethics requirement. Open to Grades 11-12 Exceptional sophomores may be allowed to enroll in this class concurrently with Honors Chemistry. Credit: 1 In this course, we will study the interactions between humans and the environment. This will include an introduction to ecosystems, climatic and geochemical cycles, and the use of biotic and abiotic resources over time. Students learn about renewable, nonrenewable, and perennial resources. They will examine soil, water, timber, and mineral resource issues and participate in many hands-on activities that investigate the quantity and quality of these resources. We will study fossil fuels as the basis for understanding issues of global climate and pollution. We will examine the technical and social causes of environmental degradation through case studies, examining issues in pollution, waste, biodiversity, extinction, and the global climate. We will also focus on new technologies that lessen dangers to the environment. We will discuss environmental degradation at local and global scales, along with the potential for developing policies and philosophies that are the basis of a sustainable society. It is expected that by the end of this course, students will have the knowledge and reasoning skills to make informed decisions about existing and new environmental issues that they will face in their lifetime. 28

ETHICS

RELIGION AND CULTURE Open to Grades: 11-12 Credit: .5 Religion is a universal feature of human groups. All cultures seek answers to questions about their place in the cosmos: Who are we? How did we get here? What is our purpose here? While the questions are similar, the answers differ and the ways religious beliefs manifest themselves offer a rich kaleidoscope of practices, myths, rituals, texts, and symbols to study. Knowledge about the world’s religions has become increasingly important as our students prepare to act as informed global citizens in our hyper-connected and increasingly pluralistic world. Students will engage in an appreciative study of how our world’s religions function, what traits they share, the ways in which they are different, and how they help their adherents to lead meaningful, ethical lives and answer life’s greatest questions. Religions of study will include but not be limited to Indigenous Sacred Ways, Buddhism, Hinduism, Islam, Judaism, and Christianity.

The Ethel Walker School Curriculum Guide

WORLD LANGUAGES

WORLD LANGUAGES The mission of the Language Department is to promote curiosity, communication, cultural competence, and a lifelong love of learning. The advantages of being able to communicate in another language include increased flexibility, adaptability, and mental acuity; acting with empathy and an open mind; and demonstrating global perspectives. Study in the Walkerâ&#x20AC;&#x2122;s Language Department creates opportunities for living and working in international communities, and it fosters the development of skills necessary for academic and personal growth. Modern language courses at Walkerâ&#x20AC;&#x2122;s seek to promote student proficiency in the target language in four areas: speaking, listening, reading, and writing. These skills will be honed so that students will be able to engage in conversation; develop her accent and pronounce the language well enough to be understood by a native speaker; and to comprehend and respond to authentic sources (texts, audiovisuals, and audio) in accurate oral and written language. Students will come to understand that language and culture are intertwined and interdependent, but that a shared language does not necessarily represent a shared culture. Through knowledge and appreciation of the geography, customs, history, and literature of the various countries where the target language is spoken, students gain cultural and linguistic proficiency. The learning environments in Walkerâ&#x20AC;&#x2122;s Language Department are studentcentered and collaborative, as peer/group work and discussion maximize participation, engagement, meaningful communication, and retention. In French, Mandarin, and Spanish classes, students are expected to engage and communicate in the target language, both with peers and the teacher. Latin, naturally, focuses more on reading and writing. Finally, all language instruction is guided by pedagogical standards that enable language learners to set linguistically-appropriate goals, identify areas of growth, and track progress.

The Ethel Walker School Curriculum Guide

LATIN COURSES LATIN 1 Open to Grades 8-12 Credit: 1 This course serves as an introduction to the Latin language. By the end of the course, students will have a grounding in many of the inflections of Latin verbs, nouns, pronouns, adjectives, and complex sentences, a vocabulary of some four hundred words and the ability to translate basic prose passages. The linguistic elements are the most important part of the course, but students also learn about a variety of distinctive institutions and customs of the Romans such as religion and funeral customs, roads/transportation, houses, meals, family, clothing, education, names, and the city of Rome. Students will also study the geography of ancient Rome, the foundation myth of Rome, Roman monarchy, the early heroes of Rome, and Greek and Roman mythology. Students will also learn about the connections between Latin and English through the study of the etymology of English words and common Latin phrases and abbreviations still used in English.

LATIN 2 Open to Grades 9-12 Prerequisite: Completion of Latin 1 with a grade of C+ or better or approval of the department Credit: 1 In Latin 2, students will reinforce and add to their knowledge of Latin accidence and vocabulary. In particular, there will be an introduction to complex sentence structure, including many uses of the subjunctive. Students will practice grammatical drills, comprehension, and translation, and will begin to read sections from Caesar, Cicero and Catullus. Students will learn about the cultural and political contexts of the prescribed literature. Cultural and historical material will include the Roman Republic, government offices, Punic Wars, chariot races, gladiatorial games, baths, theater, and the calendar.

WORLD LANGUAGES

HONORS LATIN 2 Open to Grades 9-12 Prerequisite: Completion of Latin 1 with an A- or better and approval of the department Credit: 1 This course covers the same content as Latin 2 at a pace and depth that is greater and more challenging for our top Latin students at this level.

LATIN 3 Open to Grades 9-12 Prerequisite: Completion of Latin 2 and approval of the department Credit: 1 Students will continue a review and practice of the grammar and vocabulary covered in Latin 1 and 2. Students will cover material that will make their knowledge of Latin grammar almost complete. At this level, students also begin to translate selections from some Latin authors in the original language. We will read selections from Caesar, Virgil and Cicero. In addition to the translation of the material, we will examine the meter and literary style of the works, and their cultural and historical setting, including a study of the Late Republic and the early Empire.

HONORS LATIN 3 Open to Grades 9-12 Prerequisite: Completion of Latin 2 with an A- or better and approval of the department Credit: 1 This course covers the same content as Latin 3 at a pace and depth that is greater and more challenging for our top Latin students at this level.

The Ethel Walker School Curriculum Guide

ADVANCED LATIN: PLAUTUS AND TERENCE: ROMAN COMEDY Open to Grades 9-12 Recommendation of the department required Credit: 1 Students will read excerpts from the plays of Plautus and Terence. In addition to analyzing and interpreting these plays, students will also explore the development of Roman comedy and its influences on later writers. Students will be asked to produce a piece of art or literature which reflects the style, subject and influences of the original works.

ADVANCED LATIN: CATULLUS, OVID AND VIRGIL: THE LASTING INFLUENCE OF MYTHOLOGY IN ART AND LITERATURE Open to Grades 9-12 Recommendation of the department required Credit: 1 Students will read myths by Catullus, Ovid, and Virgil. In addition to analyzing and interpreting these works, students will also explore how this relates to contemporary art and literature. Students will be asked to produce a piece of art or literature which reflects the style, subject and influences of the original works.

ADVANCED LATIN: VIRGIL’S AENEID Open to Grades 9-12 Recommendation of the department required Credit: 1 Students will read and interpret Virgil’s Aeneid in this course. This story of Aeneas’ wanderings from Troy to Italy contains an exquisite combination of mythology and current events that has thrilled students from the moment it was written. Students will explore themes of leadership, fate and family and will examine the beauty of this epic poem through a study of the meter, word order, poetic device and vocabulary. Students will also delve into the politics 34

WORLD LANGUAGES and propaganda of the Age of Augustus and explore our own issues with empire and unwanted war. Students will read selections of the poem in Latin and the entire poem in English.

ADVANCED LATIN: CICERO Open to Grades 9-12 Credit: 1 Cicero was a great orator, politician, and philosopher during the Roman Republic. This was a time of great social and political upheaval. Cicero’s writings give us insights into this time, his beliefs about politics, education, philosophy and social norms. In this class, we will explore these themes and Cicero’s thoughts on these issues and ideas through a close reading of surviving texts. Selections from Cicero’s letters and philosophical works will be read both in Latin and in English.

SPANISH COURSES SPANISH 1 Open to Grades 8-12 Credit: 1 This course introduces and develops the four basic skills of reading, listening, writing, and speaking. Cultural topics from around the world are explored, and discussed in relation to students’ cultures. Vocabulary required for mastery includes salutations, family members, the school day, occupations, indicating location, telling the day/date/year/time, the alphabet, numbers, weather, foods, animals, parts of the body, clothing, descriptions of physical characteristics/basic personality traits, sports/pastimes, directions, places around town, the house and question words. Verb conjugation is explored in detail to include all regular and irregular verbs in the present indicative, immediate future, formal commands, stem-changing and reflexive verbs. Other grammatical concepts studied in Spanish 1 include: definite and indefinite articles, gender and number agreement; subject pronouns; direct object pronouns, and indirect object pronouns, affirmative and negative expressions; the differences between ser and 35

The Ethel Walker School Curriculum Guide estar, idiomatic expressions with tener, hacer, and gustar; the verb ir, demonstrative/possessive adjectives, diminutives, the superlative, and comparisons; the personal â&#x20AC;&#x153;aâ&#x20AC;?; and expressing likes and dislikes.

SPANISH 2 Open to Grades 9-12 Prerequisite: Completion of Spanish 1 with a grade of C+ or higher or approval of the department Credit: 1 In this course, students will improve communication skills in listening, speaking, reading, and writing. They also will gain additional cultural knowledge and awareness about the areas of the world in which Spanish is spoken. This course begins with the review of basic grammar points along with more complex structures. Grammatical concepts include verb tenses of the present, the preterit, imperfect, present and past progressive, future and conditional, imperative, and a brief introduction to the present subjunctive. Additional grammatical concepts include: tener + que, por and para; saber vs. conocer, comparisons, equality concepts, hacer + time expressions, possessive adjectives; direct and indirect object pronouns; informal and formal commands; personal and reflexive pronouns; demonstrative pronouns; use of prepositions; and adjective and adverbial expressions.

HONORS SPANISH 2 Open to Grades 9-12 Prerequisite: Completion of Spanish 1 with an average of A- or higher and approval of the department Credit: 1 This course covers the same content areas as Spanish 2, but with stronger emphasis on effective communication in all areas of the target language. Students read short stories and literary pieces by Spanish and Latin American authors, in addition to readings from the textbook. They also write more compositions.

WORLD LANGUAGES

SPANISH 3 Open to Grades: 9-12 Prerequisite: Completion of Spanish 2 and approval of the department Credit: 1 In this course, students receive a review of grammar with special emphasis on structures that are particularly problematic. There is a more sophisticated approach to writing and self-expression in the target language. The focus of the course continues to be effective communication with more emphasis on developing writing and speaking skills along with reading and listening comprehension. Students investigate current events of the Spanish-speaking world and make cultural connections to authentic material. Grammatical concepts include: a review of the present, preterite, and imperfect tenses, reflective verbs, possessive adjectives, comparisons and superlatives, direct and indirect object pronouns, present progressive and past progressive. New grammar concepts include: all perfect tenses including present and present perfect of subjunctive; subjunctive versus indicative, subjunctive with impersonal expressions, to express wishes and hopes, and with expression of doubt and emotion, future tenses, and por vs. para.

HONORS SPANISH 3 Open to Grades 9-12 Prerequisite: Completion of Spanish 2 with a grade of A- or higher and approval of department Credit: 1 This course covers the same content areas as Spanish 3, but with stronger emphasis on effective communication in all areas of the target language. Students read additional short stories and literary pieces by Spanish and Latin American authors. They also write more compositions of a greater length.

The Ethel Walker School Curriculum Guide

SPANISH 4 Open to Grades 9-12 Prerequisite: Completion of Spanish 3 or Honors Spanish 3 and approval of the department Credit: 1 In this course students will learn about the history, contemporary life, art, and culture of Spain and Latin America, while reinforcing and building upon communication skills developed in Levels 1-3. This course uses authentic literature and film to expose students to Spanish and Latin American perspectives. Students are expected to make cultural comparisons, participate in individual and group analysis, and draw conclusions about historical and current events. Students will use their advanced language skills to express their ideas through presentational and interpersonal activities that promote effective oral and written communication.

HONORS SPANISH 4 Open to Grades 9-12 Prerequisite: Completion of Honors Spanish 3 and approval of the department Through this course, students will learn about the history, contemporary life, art, and culture of Spain and Latin America, while reinforcing and building upon communication skills developed in Levels 1-3. This course uses authentic literature and film to expose students to Spanish and Latin American perspectives. Students are expected to make cultural comparisons, participate in individual and group analysis, and draw conclusions about historical and current events. Students will use their advanced language skills to express their ideas through presentational and interpersonal activities that promote effective oral and written communication. This course is more rigorous in pace, content and expectations than Spanish 4.

WORLD LANGUAGES

SPANISH 5 Open to Grades 9-12 Credit: 1 Prerequisite: Completion of Spanish 4 or higher and approval of the department This course is designed for students who want to strengthen their speaking and writing abilities. The focus of this course is on conversation and composition writing with topics pulled from the textbook as well as those suggested by students. Students are given the opportunity to sharpen their conversation skills by presenting arguments in class debates, giving oral presentations and putting together theatrical productions. Students are asked to write journal entries and compositions weekly. Students are expected to watch Spanish television and listen to Spanish music as often as possible. Students are also expected to overcome any barriers created by grammar struggles by reviewing these points for homework.

ADVANCED SPANISH Open to Grades 9-12 Credit: 1 This course will focus on the literary genre of Magical Realism through the work of various Latin-American writers. Magical Realism engages the usual devises of narrative realism, but with an added element: the supernatural is an ordinary matter, an everyday occurrence, integrated into the rationality of literary realism. This style of writing predominated the literary “boom period” in Latin America, reflecting the political and social climate in the 60s and 70s. Students will read a number of short stories written by “boom writers,” along with the novel Cien Años de Soledad (One Hundred Years of Solitude), written by Colombian author, Gabriel Garcia Marquez.

The Ethel Walker School Curriculum Guide

MANDARIN COURSES MANDARIN 1 Open to Grades 8-12 Credit: 1 This is a introductory course in Mandarin Chinese. Students learn the principles and practices of Pinyin pronunciation system to correctly pronounce the Chinese characters from the very start. Emphasis is placed on conversational skills and correct character writing habits. Reading and listening skills are also introduced so that students can begin to feel comfortable expressing themselves verbally and in writing. By the end of the first year, students will have mastered a working written vocabulary of roughly 200 characters and will have been introduced to roughly 270 characters. Students are expected to be able to introduce themselves, their friends, and family members; discuss their hobbies and school; and to hold simple dialogues, paying particular attention to the tones and proficiency in handling everyday situations in the Chinese language.

MANDARIN 2 Open to Grades 9-12 Prerequisite: Completion of Mandarin 1 with a grade of C+ or better or approval of the department Credit: 1 Students will learn additional vocabulary in order to handle increasingly complicated situations in the language. Students will master most of the basic grammatical structures of the Chinese language. Character writing and computer inputting gradually replace the use of Pinyin symbols in writing. Emphasis is also placed on oral proficiency and short written works using the structures learned. Individual and group projects focus on learning the different provinces, ethnic groups and languages in China. Traditions, social customs, holidays, movies, music, and food are also introduced. By the end this course, students can expect to have mastered a total of around 300-350 characters, and to have been introduced to about 450-500 characters.

WORLD LANGUAGES

HONORS MANDARIN 2 Open to Grades 9-12 Prerequisite: Completion of Mandarin 1 with an A- or better and approval of the department Credit: 1 This course covers the same content as Mandarin 2 at a pace and depth that is greater and more challenging for our top students at this level.

MANDARIN 3 Open to Grades 10-12 Prerequisite: Completion of Mandarin 2 and approval of the department Credit: 1 This course continues to develop the studentsâ&#x20AC;&#x2122; Chinese language proficiency at more advanced levels. Students will have opportunities to study selections of authentic writing from Chinese publications, and learn some of the most important Chinese proverbs and expressions to deepen their understanding of Chinese culture. The reading and writing of Chinese characters are continued and intensified. Writing skills will be enhanced through reading authentic materials. Original movies and related TV programs will also be introduced as discussion topics.

HONORS MANDARIN 3 Open to Grades 10-12 Prerequisite: Completion of Mandarin 2 with a grade of A- or better and approval of the department Credit: 1 Honors Mandarin 3 continues to develop studentsâ&#x20AC;&#x2122; Chinese language proficiency at more advanced levels. Students will have opportunities to study selections of authentic writing from Chinese publications and numerous online resources, and learn some of the most authentic Chinese proverbs and expressions to deepen their understanding of Chinese culture. The reading and writing of Chinese characters are continued and intensified. Writing skills will be enhanced through reading authentic texts. The content scope goes beyond 41

The Ethel Walker School Curriculum Guide the family and school life to cover topics on communities, environment, professions, hobbies, movie discussions, sports events and dining experience. In addition to the goals and expectations for regular Mandarin 3 students, students at the Honors level are also expected to: Research and study more written characters; deepen understanding of pictographic, phono-semantic compound and ideographic characters as well as more complex sentence structures; communicate more fluently with better controlled skills in listening, speaking, and writing activities; continue to build better proficiency in using the Chinese language in a variety of real-life situations; maintain a grade of A- or better at all times.

MANDARIN 4 Open to Grades 10-12 Prerequisite: Completion of Mandarin 3 and approval of the department Credit: 1 The objective of this course is to provide students with the acquisition of more refined Chinese linguistic skills, exposure to a wider range of Chinese culture, and the experience of some of the most authentic written selections. Taught exclusively in Chinese in small class settings, this course enables students to advance their knowledge and skills to higher linguistic and literary standards, and subsequently, empowers them to communicate more proficiently and professionally in speaking and writing. Through linguistic practice and appreciation for Chinese culture and literature, students will be highly motivated to continue their studies of Chinese at the college level and beyond.

HONORS MANDARIN 4 Open to Grades 10-12 Prerequisite: Completion of Mandarin 3 with an A- or better and approval of the department Credit: 1 This course covers the same content as Mandarin 4 at a pace and depth that is greater and more challenging for our top students at this level.

WORLD LANGUAGES

ADVANCED MANDARIN: INDEPENDENT STUDY Open to Grades: 11-12 Prerequisite: Completion of Mandarin 4 or Equivalent Credit: 1 This course is designed for students who have successfully completed Mandarin 4 at Walker’s or equivalent with approval by the instructor upon evaluation of prior studies. The focus of the course is on four different themes: etymological studies of the roots of Hanzi, the Chinese written characters; selected readings and translations of Chinese poems (classical and modern); Chinese philosophy and maxims embodied in traditional proverbs and idioms; and contemporary cultural and social studies of China through film (“If You Are the One-1”). The approach is learning through authentic project-based research and presentations. Throughout the year, students will be in guided independent studies culminating in one in-depth, comprehensive presentation for evaluation at the end of each semester. This course provides ample opportunities for students to engage in specific research tasks, readings of authentic resources, and larger projects that broaden the students’ scopes for further studies beyond language acquisitions. Recommended study materials include: Magical Chinese Characters, Volumes 1-2; One Hundred Pearls of Chinese Wisdom; Chinese People Like to Speak the Truth; Selected Tang Dynasty classical poems and contemporary poems in Chinese; The Way of the Chinese Characters; The Analects of Confucius; If You Are the One-1 (a movie with English subtitles); The Wisdom of Chinese Characters (book and movie); and Chinese magazines and newspapers online. A total of four projects will be submitted for evaluation and presentation. Students meet with the teacher once a week during the long block for discussions and consultations.

The Ethel Walker School Curriculum Guide

FRENCH COURSES FRENCH 1 Open to Grades 8-12 Credit: 1 This course serves as an introduction to the French language through reading, writing, speaking, and listening. Students will be able to present information about themselves and others, ask and answer familiar questions, express likes and dislikes, give advice, communicate about everyday life including family, hobbies and pastimes, school, community, and health. Vocabulary includes salutations, common interrogatives, telling the date/time, numbers, the alphabet, colors, family members, professions, weather, foods, parts of the body, clothing, physical characteristics and personality traits, sports and hobbies, geography, and classroom objects. Grammar includes the conjugation of regular verbs in -er, -ir, and -re; common irregular verbs; the present, near future, and recent past; definite and indefinite articles; the partitive; gender and number agreement; adjectives and their placement; adverbs and their placement; adverbs and their placement; negation; forming questions with est-ce que; and expressions of necessity. Students will explore relevant topics in French and Francophone culture (e.g. body language, eating habits) and discuss these in relation to their own culture.

FRENCH 2 Open to Grades 9-12 Prerequisite: Completion of French 1 with a grade of C+ or higher or approval of the department Credit: 1 This course is a continuation of French 1. Students will be able to conduct conversations on a variety of familiar topics, meet basic needs such as making a reservation, express preferences, summarize information, talk about the past, and make plans for the future. Vocabulary includes technology, measurements and quantities, money, musical genres and instruments, mode of transportation, daily routines, nature and the environment. Grammar includes a revision of the present tense; the passĂŠ composĂŠ and the imparfait;

WORLD LANGUAGES

être vs. avoir; reflexive verbs; savoir vs. connaître; the futur; tonic pronouns; indirect and direct object pronouns and their order.

HONORS FRENCH 2 Open to Grades 9-12 Prerequisite: Completion of French 1 with a grade of A- or higher and approval of the department Credit: 1 This course covers the same content areas as French 2, but with a stronger emphasis on effective communication in all areas (presentational speaking/ writing, interpersonal speaking, interpretive listening/reading) of the target language. Students can also expect to engage with more challenging materials in the target language.

FRENCH 3 Open to Grades 9-12 Prerequisite: Completion of French 2 and approval of the department Credit: 1 This course is a continuation of French 2. Students will be able to participate with confidence in conversations on a variety of topics, describe people, places, things, and experiences in various time frames, express opinions, support a point of view with argument and evidence, give and follow detailed instructions, make suggestions, and research and present a topic of interest. Vocabulary includes travel, art and literature, media, extended family, types of housing, education, health care, and citizenship. Grammar includes a revision of present, past, and future tenses; the plus-que-parfait; the conditional; si clauses; que and lequel; the verbs penser, croire, and espérer; and relative pronouns.

The Ethel Walker School Curriculum Guide

HONORS FRENCH 3 Open to Grades 9-12 Prerequisite: Completion of French 2 with an A- or higher and approval of the department Credit: 1 This course covers the same content areas as French 3, but with a stronger emphasis on effective communication in all areas (presentational speaking/ writing, interpersonal speaking, interpretive listening/reading) of the target language. Students can also expect to engage with more challenging materials in the target language.

FRENCH 4 Open to Grades 9-12 Prerequisite: French 3 Credit: 1 This course is a continuation of French 3. Students will be able to communicate effectively and at length on a wide range of topics, research, present and exchange detailed information on topics beyond their field of interest, clarify misunderstandings and ask for clarification, understand speech and text on unfamiliar topics, and write detailed compositions in various time frames. Vocabulary includes social media, social challenges, colleges and universities, legal rights, politics, French and Francophone history and culture. Grammar includes a revision of all tenses; passive forms; direct and indirect discourse; the past conditional; the participe prĂŠsent and the gĂŠrondif; faire vs. laisser; and the causative.

WORLD LANGUAGES

HONORS FRENCH 4 Open to Grades 9-12 Prerequisite: Completion of French 2 with an A- or higher and approval of the department Credit: 1 This course covers the same content areas as French 4, but with a stronger emphasis on effective communication in all areas (presentational speaking/ writing, interpersonal speaking, interpretive listening/reading) of the target language. Students can also expect to engage with more challenging materials in the target language.

The Ethel Walker School Curriculum Guide

MATHEMATICS

MATHEMATICS At Walkerâ&#x20AC;&#x2122;s, mathematics instruction is guided by a desire to instill critical thinking and the integration of technology into classroom instruction. Our math faculty provide experiences that encourage and enable students to value mathematics, develop confidence in their mathematical ability, use mathematics to solve problems, and be able to reason and communicate mathematically. Instruction is problem-based and focuses on the practice of new skills and concrete applications. Mathematical rigor is introduced at all levels, commensurate with the course level. Our lower level courses are taught with a great deal of structure, providing a solid foundation for abstract thinking, integration, and synthesis needed in the more advanced selections. We offer regular and honors sections for every grade level; 98% of our students take a 4-year mathematics program. The traditional subjects of algebra, geometry and trigonometry provide the theoretical background for students intending to further their education. For those students who plan to pursue careers in mathematics, science, and engineering, the pre-calculus and calculus courses are preparation for higher level mathematics courses. Various teaching techniques are employed to address multiple learning styles in order to help each student find and develop her unique abilities and strengths in math. At the core of our mission is to encourage our young women to find their own â&#x20AC;&#x153;unique voiceâ&#x20AC;? in our mathematics classrooms as students are encouraged to lead discussions, ask clarifying questions, and contribute alternative methods of problem solving to their classmates.

The Ethel Walker School Curriculum Guide

MATHEMATICS COURSES ALGEBRA 1 Open to Grades 8-9 Students entering this class are expected to have studied positive and negative numbers, the basic properties of numbers, and simple equations. The course covers all topics of elementary algebra, including verbal problems, factoring, graphing of linear equations, radicals, solving linear and quadratic equations, and linear systems.

HONORS ALGEBRA 1 Open to Grades 7-9 This course is for students who have a strong background in arithmetic facts and skills and in elementary algebra, including positive and negative numbers, the basic properties of numbers, and simple equations. They must have demonstrated a good aptitude for mathematical reasoning. The course covers all topics of elementary algebra, including verbal problems, factoring, algebraic fractions, graphing of linear functions, radicals, solving linear and quadratic equations, systems of equations, variations, and the quadratic formula.

GEOMETRY Open to Grades 9-10 Prerequisite: Algebra 1 Credit: 1 This course is for students who have had a full year of elementary algebra. Plane geometry relationships are developed as part of a logical system, and the student learns to write short proofs based on these relations. Algebraic and numerical applications are provided, and units on right triangle trigonometry, three-dimensional figures, and coordinate geometry are included.

MATHEMATICS

HONORS GEOMETRY Open to Grades 9-10 Prerequisite: Honors Algebra 1 or department approval Credit: 1 This course is for students who have a strong mathematical background, good insight, and solid problem-solving skills. Plane geometry relationships will be explored in depth with algebraic and numerical applications provided. Units on congruence, similarity, polygons, right triangles, trigonometry, circles, plane and solid figures, and coordinate geometry will be included.

ALGEBRA 2 Open to Grades 9-11 Prerequisite: Algebra 1 and Geometry Credit: 1 This course is for students who have had a full year of elementary algebra. The year consists of a review and extension of Algebra 1 topics including inequalities, linear equations, operations with polynomials, and application of algebraic skills through verbal problems. Additional topics include functions, complex numbers, and quadratics graphs.

HONORS ALGEBRA 2 Open to Grades 8-11 Prerequisite: Honors Algebra 1 and Honors Geometry or department approval Credit: 1 This course is for students who have a strong background in elementary algebra, including systems of equations, radicals, and quadratics. They must have demonstrated a good aptitude for mathematical reasoning. This course begins with an extension of Algebra 1 topics and continues with the study of complex numbers, quadratic functions, rational and polynomial functions, exponents, radicals and logarithms.

The Ethel Walker School Curriculum Guide

TRIGONOMETRY Open to Grades 9-12 Prerequisite: Algebra 2 or department approval Credit: 1 This course consists of a review of advanced algebraic topics as well as an exploration of basic trigonometry. The algebraic topics include quadratic functions and their applications, composite and inverse functions, exponents, radicals and logarithms. The study of trigonometry consists of right triangle and general triangle relationships and applications, the unit circle, and sine and cosine graphs.

PRECALCULUS Open to Grades 9-12 Prerequisite: Algebra 2 and Trigonometry Credit: 1 This course is for students who have a strong background in advanced algebraic topics. Students must make the challenging transition from a focus on algebraic skill building and processes to that of their application and conceptual analysis. In order to make connections and to contribute to class discussions and discoveries, students are expected to be quite proficient with a graphing calculator and to extract information from the textbook effectively. Topics reviewed and studied consist of various functions (including compositions, inverse, polynomial, rational, exponential and logarithmic) and trigonometry.

HONORS PRECALCULUS Open to Grades 9-12 Prerequisite: Honors Algebra 2 Credit: 1 This course is for students who have a strong background in advanced algebraic topics and have demonstrated a good aptitude for mathematical reasoning and intellectual curiosity. Students must make the challenging transition from a focus on algebraic skill building and processes to that of

MATHEMATICS their application and conceptual analysis. Precise arithmetic and algebraic skills are essential to ensure accurate data for proper analysis, and to attain a strong level of command and understanding of the concepts studied. In order to make connections and to contribute to class discussions and discoveries, students are expected to be quite proficient with a graphing calculator and to extract information from the textbook effectively. Topics reviewed and studied consist of several types of functions (including compositions, inverse, polynomial, rational, exponential, logarithmic and circular) and an introduction to limits.

HONORS CALCULUS Open to Grades 9-12 Prerequisite: Precalculus or Honors Precalculus Credit: 1 This course is a survey of topics in Calculus from limits and continuity to basic differentiation and basic integration. It is an opportunity for students to integrate ideas from algebra and geometry, and to do analytical applications of trigonometry, rational functions, compositions and logarithmic functions. It is a course geared toward deeper understanding of the material but without the focus being on preparing for the standardized testing.

ADVANCED CALCULUS 1 Open to Grades 9-12 Prerequisite: Precalculus or Honors Precalculus Credit: 1 The methods and techniques of differential and integral calculus are developed and applied to algebraic, trigonometric, logarithmic and exponential functions. Students are required to use a graphing calculator. This course is for the young mathematician looking to be challenged.

The Ethel Walker School Curriculum Guide

ADVANCED CALCULUS 2 Open to Grades 9-12 Prerequisite: Completion of Advanced Calculus I; approval of department Credit: 1 This course will build on the skills and topics introduced in Advanced Calculus I and introduce students to topics including but not limited to: various techniques of integration, sequences and series, polar and parametric functions. This class would serve those students who have completed Advanced Calculus I prior to their senior year. Students are expected to be able to apply and understand the theory behind advanced mathematical topics.

STATISTICS Open to Grades 11-12, and sophomores with approval of instructor Credit: 1 Prerequisite: Algebra 2 and department approval Topics will include: probability and statistics, sampling, data analysis, combinations/permutations, notation. This class is best suited for students who are looking for a fourth year of math that would provide them with real world and applicable math skills.

INTRODUCTION TO COMPUTER SCIENCE Open to students who have completed Algebra 2 Credit: .5 This course focuses and engages the entire discipline of computer science. We will demystify computer hardware and how it works, use computer software, and explore design and implementation. Students will problem-solve, develop software, and come to understand how computers, people and society interoperate. Our goal is to build quantitative reasoning skills and a basis for future survival and exploration in our advancing world.

MATHEMATICS

ADVANCED COMPUTER SCIENCE Open to Grades 11-12, and sophomores with approval of instructor Credit: .5 Advanced Computer Science aims to introduce students to a broad array of concepts in computer science. Students will use the Javascript programming language to explore complex problem solving, algorithm design and implementation and writing their own program. Topics include number systems, internet, data visualization and various programming concepts such as variables, loops, arrays, object, formal logic and processing.

The Ethel Walker School Curriculum Guide

SCIENCE

SCIENCE At Walker’s, students actively engage in science and learn the fundamental principles, as well as basic skills that extend across all of the science disciplines. With this foundation, we foster inquiry-based discovery, research-oriented coursework, and student-driven learning about topics that interest our students and that are relevant to their lives. As science educators, we encourage our students to become independent thinkers and lifetime learners. We help them to develop the confidence to be able to solve unfamiliar problems by applying their underlying skills and knowledge, and the courage to be resilient as they work to design solutions to these problems. We strive to make our classes comfortable places for girls to question and explore, and we work closely with each student to identify her strengths and challenges so that she can experience success and cultivate her own scientific potential. Students practice science skills, interweave topics, and apply critical-thinking skills to answer scientific questions through the development of well-designed experiments. Students collaborate with each other during lab and classroom activities and learn how to analyze data, and draw conclusions based on their observations and experimentation. Students also discover the importance of communicating their findings and they gain valuable presentation skills in the process. In our science classes, we create a culture of curiosity and encourage students to question the natural world around them, to seek solutions that will make the world better, to be critical consumers of scientific information and recognize bias. We strive to nurture students who are not only future scientists, but also citizen scientists and informed future voters, mindful of the scientific issues that are locally and globally relevant. Each student is required to take three years of science, which includes physics during ninth grade, chemistry during tenth grade, and biology during eleventh or twelfth grade. The concept of “physics first” provides students with a strong scientific foundation on which chemistry, biology, and all science electives are built. Most students at Walker’s go beyond the graduation requirement and take science courses all four years, with some even doubling up in science during eleventh and twelfth grades. 57

The Ethel Walker School Curriculum Guide

SCIENCE COURSES PHYSICS 9 Required for Grade 9 Credit: 1 The concepts and analytical techniques of physics underlie the major concepts of biology and chemistry, and a mastery of these physics concepts is a prerequisite for success in all scientific fields. Laboratory work and mathematical skills are given equal emphasis with conceptual understanding. Students will also be taught to solve quantitative problems and to collect, analyze, and present data in both written and oral form.

HONORS PHYSICS 9 Open to Grade 9 Prerequisite: Departmental approval and concurrent enrollment in Honors Geometry or a higher level math course Credit: 1 This course covers the same content areas as Physics 9 but moves more rapidly and involves more in-depth mathematical analysis and problem solving.

CHEMISTRY Open to Grades 10-12 Prerequisite: Algebra 1 Credit: 1 Chemistry is a laboratory-based course that encourages students to take their conceptual understanding of science and apply these principles to everyday phenomena. The course covers the scientific method, atomic theory, nuclear chemistry, chemical reactions, stoichiometry, aqueous chemistry, bonding, acid-base chemistry, organic chemistry and gas laws.

SCIENCE

HONORS CHEMISTRY Open to Grades 10-12 Prerequisites: Honors Physics 9 and concurrent enrollment in Honors Algebra 2 or department approval Credit: 1 The Honors Chemistry course covers the same content as the regular Chemistry course but is faster paced and requires greater depth of analysis. This is a rigorous course with high expectations for student effort and commitment.

ENGINEERING Open to Grades: 10-12 Prerequisite: Department approval Credit: .5 This is a semester-long course for students who have demonstrated passion for overcoming challenges in innovative ways. Through this 100% handson, project-based course, students will immerse themselves in the process of engineering â&#x20AC;&#x201C; defining a problem and identifying its constraints, brainstorming solutions, creating and evaluating a prototype, iterating to improve their prototype, and communicating their solution. Students will develop confidence and fluidity in this process over the course of the semester. The challenges encountered in this course will focus on different types of engineering, possibly including mechanical, electrical, civil, and environmental engineering. Students will develop skills in group collaboration and will be encouraged to make use of all of their available tools and resources. Students will be evaluated based on in-class engagement, fulfillment of project components, documentation of their unique engineering process, written reflections, and analysis of work.

ADVANCED CHEMISTRY (NOT OFFERED IN 2018-2019) Open to Grades 11-12 Prerequisite: Completion of Honors Chemistry and department approval Credit: 1 This course is the equivalent of a college-level introductory course in

The Ethel Walker School Curriculum Guide chemistry. This course emphasizes the advanced topics of equilibrium, kinetics and thermodynamics.

BIOLOGY Open to Grades: 11-12 Prerequisites: Chemistry Credit: 1 This first-year course surveys the field of biology from biochemistry, cells and genetics to evolution, microbiology, plants and animals. Many of the most important topics in biology rely heavily on an understanding of the fundamental concepts from physics and chemistry. Generous amounts of laboratory work allow students to work independently. Through fieldwork, they will become familiar with the woodlands and ponds that surround the School and will come to appreciate the diversity of life that exists in our community. They will learn to collect and analyze samples, use microscopes, conduct experiments, and do research.

HONORS BIOLOGY Open to Grades: 11-12 Prerequisites: Chemistry and department approval Credit: 1 The Honors Biology course proceeds at a faster pace than the regular Biology course, and requires students to integrate multiple chapters at one time in their analysis of the material. Laboratory work is more demanding and allows students to have more independence concerning laboratory design.

ADVANCED BIOLOGY Open to Grades 11-12 Prerequisites: Completion of Biology and Chemistry and departmental approval Credit: 1 Exceptional students may be allowed to enroll in this course as their biology course, which is the equivalent of a college-level introductory biology course.

SCIENCE Topics covered in depth include biochemistry, cells, heredity, evolution, organisms and populations. The course is demanding, moves quickly, and requires a great deal of independent work outside of class.

HONORS BIOCHEMISTRY: FROM MICROBES TO MOLECULES Open to Grades 11-12 Prerequisites: completion of Chemistry and Biology and department approval (Possible concurrent enrollment with Honors or Advanced Biology) Credit: 1 This course will be run in partnership with the Small World Initiative (SWI), an innovative program that encourages students to pursue careers in science while addressing a worldwide health threat – the diminishing supply of effective antibiotics. It centers around an introductory biochemistry course in which students conduct original hands-on field and laboratory research in the hunt for new antibiotics. Through a series of student-driven experiments, students will collect soil samples, isolate diverse bacteria, test their bacteria against clinically-relevant microorganisms, and characterize those showing inhibitory activity. This is particularly relevant since over two thirds of antibiotics originate from soil bacteria or fungi. SWI’s approach provides a unique platform to crowdsource medical breakthroughs by tapping into the intellectual power of many people concurrently addressing a global challenge and advances promising candidates into the drug development pipeline.

PHYSICS 11-12 Open to Grades 11-12 Credit: 1 Physics 11-12 is designed for students who enter Walker’s after ninth grade and who have not yet taken Physics. This course examines everyday phenomena such as motion, wave phenomena, and electricity and magnetism. The goal is to apply fundamental principles to understanding common occurrences and devices. There is an equal emphasis on understanding concepts and solving quantitative problems. Students learn to rely on analysis rather than memory. Laboratory work and lab reports are two very important

The Ethel Walker School Curriculum Guide

parts of this course, with an emphasis on clear thinking and concise writing. The mathematical analysis of data and error is explored in depth. This is a hands-on, laboratory-based course.

HONORS PHYSICS 11-12

(OFFERED IN ALTERNATING YEARS; NOT OFFERED IN 2018-2019)

Open to Grades 11-12 Prerequisites: Chemistry, Honors Math placement and department approval Credit: 1 This course is designed for students who enter Walkerâ&#x20AC;&#x2122;s after ninth grade and who have not yet taken Physics. Honors Physics explores the fundamental concepts of physics. This course emphasizes understanding the basic forces and phenomena of the physical world and applying that understanding to practical situations. Students will learn to rely on analysis rather than memory. The course is more in-depth and proceeds at a faster pace than the regular Physics course. Laboratory work and lab reports are two very important parts of this course, and includes emphasis on clear thinking and concise writing. The mathematical analysis of data and error is explored in depth. This is a hands-on, laboratory-based course.

ADVANCED PHYSICS Open to Grades 11-12 Prerequisites: Completion of a year-long physics course and department approval Credit: 1 Advanced Physics is a second-year physics course that addresses topics normally covered in an introductory college physics course. Major topics may include kinematics, dynamics, energy, wave phenomena, electricity, and magnetism. The course uses mathematical concepts from algebra and geometry. The course is rigorous, mathematical, and fast paced, and assumes the student is comfortable with all aspects of mathematical problem solving.

SCIENCE

ADVANCED PSYCHOLOGY Open to Grades 11-12 (Open to juniors by department approval) Prerequisites: Completion of Biology and recommendation of the Science Department Credit: 1 Advanced Psychology is a rigorous senior science elective designed to encourage students to think critically, synthesize current research, and develop a deep understanding of the scientific study of behavior and mental processes. Topics will include: history and approaches; research methodology and statistics; biological bases of behavior; behavior genetics; sensation and perception; states of consciousness; theories of learning; memory; cognition; language development; motivation emotion and stress; life-span development; theories of personality; intelligence and individual differences; abnormal psychology; treatment of psychological disorders; and social psychology. Students will conduct an in-depth literature review to be presented at the end of the school year.

ARCTIC STUDIES (NOT OFFERED IN 2018-2019) Open to Grades 11-12 Credit: 1 This interdisciplinary course will cover multiple topics related to the polar regions, and will provide a unique opportunity to combine the natural and social sciences with a study of current events and critical global issues. Possible areas of study include: the history and exploration of the polar regions, Arctic biology (terrestrial and marine), Arctic environmental management, arctic geography, and marine geology. The course will also look at the political, economic, and environmental impacts of climate change. Each student will choose an independent research topic to explore in depth.

The Ethel Walker School Curriculum Guide

ASTRONOMY (NOT OFFERED IN 2018-2019) Open to Grades 11-12 Exceptional sophomores may be allowed to enroll in this class concurrently with Honors Chemistry. Credit: 1 Astronomy is a year-long course that explores the origin, structure, evolution, and fate of the universe and the objects in it. Topics will include the solar system and other planetary systems, gravity and orbits, the structure and evolution of stars, galaxies and their creation, and black holes and supernovae. Students will also learn about the basics of Einsteinâ&#x20AC;&#x2122;s theories of special and general relativity, current questions about the mysterious presence of dark matter and dark energy, and the search for habitable planets and extraterrestrial life. We will also discuss the history of human knowledge of our place in the universe, including the astronomy of the ancient Greeks, Kepler, Newton, Hubble, and modern astronomical techniques and space missions. The course will include observations using Walkerâ&#x20AC;&#x2122;s van Gemeren Observatory. Some physics is included in the course, but concurrent enrollment in Physics is acceptable.

ENVIRONMENTAL SCIENCE (NOT OFFERED IN 2018-2019) Open to Grades 11-12 This course also satisfies the Ethics requirement for graduation. Exceptional sophomores may be allowed to enroll in this class concurrently with Honors Chemistry. Credit: 1 In this course, we will study the interactions between humans and the environment. This will include an introduction to ecosystems, climatic and geochemical cycles, and the use of biotic and abiotic resources over time. Students learn about renewable, nonrenewable, and perennial resources. They will examine soil, water, timber, and mineral resource issues and participate in many hands-on activities that investigate the quantity and quality of these resources. We will study fossil fuels as the basis for understanding issues of global climate and pollution. We will examine the technical and social causes of environmental degradation through case studies, examining issues in

SCIENCE pollution, waste, biodiversity, extinction, and the global climate. We will also focuses on new technologies that lessen dangers to the environment. We will discuss environmental degradation at local and global scales, along with the potential for developing policies and philosophies that are the basis of a sustainable society. It is expected that by the end of this course students will have the knowledge and reasoning skills to make informed decisions about existing and new environmental issues that they will face in their lifetimes.

HUMAN ANATOMY AND PHYSIOLOGY

(OFFERED IN ALTERNATING YEARS; NOT OFFERED IN 2018-2019)

Open to Grades 11-12 Prerequisites: Current enrollment in or completion of Biology Credit: 1 The Human Anatomy and Physiology class is a year-long course covering all 12 of the human body systems. Each body system will be studied on the basis of structure, function, and disorders. Class assessments will include homework, tests, projects, and labs. Students will also be introduced to medical journals, current event articles, and guest speakers. Labs will include microbiology, pathology, hematology, and nonhuman dissection.

TROPICAL ECOLOGY Open to Grades: 11-12 Credit: 1 Tropical ecosystems contain some of the most diverse habitats on the plant. These systems are both unique and fragile compared to temperate systems, and are threatened by climate change and human activities. This year-long course is designed to provide students with a general understanding of tropical ecology and conservation and to enhance student research skills. Students will be responsible for weekly readings, leading class discussions, presentations and various writing assignments, including a research proposal required for the field aspect of the course.

The Ethel Walker School Curriculum Guide

EQUINE SCIENCE Open to Grades: 11-12 Prerequisites: Current enrollment in or completion of Biology Credit: 1 This course will introduce students to the many aspects of equine science and medicine. Students will acquire a general foundation of equine anatomy and physiology as well as an understanding of equine general care, nutrition, common diseases, and sports medicine through lectures, laboratories, and extensive case studies. Students will have hands-on laboratories at Walkerâ&#x20AC;&#x2122;s barn as well as classroom-based laboratories.

SCIENCE

The Ethel Walker School Curriculum Guide

SEMINARS

SEMINARS The seminar program at Walkerâ&#x20AC;&#x2122;s is a comprehensive course of study in life skills. Through it, students explore a wide array of topics over the course of their time at Walkerâ&#x20AC;&#x2122;s. The seminar program encompasses a wellness component at each grade level. The wellness program is designed to support the development of healthy young women with the skills to manage stress. Life skills, such as digital citizenship and public speaking, are cornerstones of the seminar program as are the development of awareness of the world around us and the empowerment of girls to affect change through the understanding of social justice. Students develop literacy, communication, confidence and leadership skills. The college counseling process and the completion of the Junior Project are supported through protected time within the academic day. Seminars will be graded on the following scale: exceeds expectations (EE), meets expectations (ME) or does not meet expectations (DE). Seminars are not calculated into the GPA. The College Counseling Office meets with ninth and tenth grade students in their class meetings to explain the impact these courses have on the college application process.

The Ethel Walker School Curriculum Guide

SEMINAR COURSES 9TH GRADE SEMINAR Required for Grade 9 The Ninth Grade Seminar meets three days per week with students cycling through four courses: Presentation Skills 1, Digital Life, Social Justice and Wellness. The Ninth Grade Seminar team works together to give students a place to consider and shape their communication skills, both in-person and online. In each section, the girls are taught how and expected to give constructive feedback to their peers. Voice, identity, and action by themselves are not compelling aspects of strong leadership without empathy. In today’s hyper-connected world, empathy is more important than ever. Young people who strengthen their capacity to recognize and learn about the needs of others will emerge with greater potential to lead others in bringing about positive change. Digital Citizenship

We examine the ways that information and communication technologies impact our lives as learners, family members, friends, workers, and global citizens. As a class, we explore some key pillars of digital citizenship, including digital literacy, digital communication, digital law, rights and responsibilities, and digital health and wellness. In exploring these themes, we examine a variety of social media platforms and apps, analyze the positive and negative effects of different online behaviors, and learn strategies for becoming more responsible, efficient, effective users of the Web and digital media. Students are expected to respect themselves, their peers, their teacher(s), and the learning environment, engage actively in class discussions and activities, drive their own learning, strengthen their initiative and collaboration skills by working both independently and a part of a team, share what they’ve learned and always credit others’ work when used. Presentation Skills 1

This is the first of a two-year sequence on presentation skills. Speaking persuasively to an audience has never been more important. Public speaking

SEMINARS teaches ninth graders to stand and deliver. It also teaches them the valuable skill of listening and assessing. Students learn to weave the three classic modes of argument (logos, ethos, and pathos) with fact, value, and policy into a persuasive argument. Each girl writes four short speeches on topics of her choosing which she delivers several times in front of the class. Critical to the process, in addition to practice and revision, is learning how to give constructive feedback on the content and performance of her peers’ speeches as well as to solicit and absorb it for her own. Voice volume and quality, pacing, eye contact, and physical presence are assessed and practiced. Students are evaluated on their preparation for class and their participation in and response to feedback. Ultimately, they must deliver one of their speeches for formal assessment. Regardless of how scared they are of the process, the girls commit themselves to it because they see the value of the course. The emphasis on speaking in front of an audience is reinforced throughout the curriculum. This course gives girls the specific tools to improve their performance and content. Wellness

The Wellness portion of the Ninth Grade Seminar is based on concepts from positive psychology, and social and emotional intelligence to help students develop a strong sense of well being. Activities are designed to strengthen self-awareness, emotional resilience, and self esteem. Using tools such as the Johari Window, students learn relationship-building skills and develop social awareness. Other activities include identifying signature strengths using UPenn’s Authentic Happiness Site and practicing mindful meditation. Additional topics include healthy sleep habits, stress management, and learning and memory. Grades are based on in-class activities as well as independent journaling. A significant part of the grade is based on “class citizenship,” including participation in class discussions and consistent demonstration of active listening skills and respect for others. Social Justice

In this course students are asked to explore their own identities and think about the ways identity impacts their perspective and their interactions with others. We also examine social systems and concepts that provide advantages to some social identity groups and restrict access and opportunity to others. Specifically, we look at the ways that stereotypes, discrimination, prejudice and socialization affect us and one another in the pursuit of justice and community.

The Ethel Walker School Curriculum Guide We conclude the term addressing the ways that we can each take action within our own spheres of influence to create positive social change.

10TH GRADE SEMINAR Required for Grade 10 Sophomore seminar includes a semester of Women, Health & Culture, Presentation Skills 2, and Writing Seminar. Women, Health & Culture meets three days a week for one semester. Presentation Skills 2 and Writing Seminar each meet three days per week for half a semester. Women, Health & Culture is the required sophomore health course. Presentation Skills 2

Building on what students learned in the public speaking piece of Ninth Grade Seminar, this course teaches them how to integrate media and slides into their presentations. High standards for the design and use of Powerpoint and Keynote teach the students that an effective slide presentation does not sit alone; it requires the manipulation of those slides by a skilled presenter. Students learn, as well, how to interpret and design graphs and charts. In the process, they learn the basic math language of Microsoft Excel to be able to leverage its ability to perform simple mathematical calculations. Writing Seminar

The Writing Seminar is designed to make every Walkerâ&#x20AC;&#x2122;s student a confident, clear and compelling writer. Frequent assignments, across genres and disciplines, with regular feedback, help to foster each studentâ&#x20AC;&#x2122;s desire to write about her own intellectual pursuits and areas of interest. Each student will discover that writing leads not only to a deeper understanding of the subject at hand, but also of the writer herself. The mechanics of writing are important, but so is content; this course aims to put the student at the center of her learning. Though there is emphasis on structure, analysis, clarity and style, the goal of the Writing Seminar is to empower each student to find her own voice. Writing well is essential to making the kind of difference in the world our students hope to make. This course aims to provide each student with the tools she will need to do just that.

SEMINARS Women, Health & Culture

Women, Health & Culture is a semester-long seminar course taught by Walkerâ&#x20AC;&#x2122;s director of health services. Using a medical model, comprehensive analysis of issues related to the health status and health care of women is presented in this course. A broad spectrum of topics is explored. Knowledge of health concerns of particular importance to women will be shared to aid in maintaining wellness, as well as assisting in identification and early treatment of specific physical illnesses. All students will be instructed in the American Red Cross Child and Adult CPR as well as use of an automatic external defibrillator (AED). Women, Health & Culture is designed to aid our students in becoming critical thinkers about health and wellness issues facing young people today. It is expected that they will be knowledgeable about current events that affect young women. After class discussions on a specific topic, a short in-class opinion essay may be required. Class participation is an important part of this course.

11TH GRADE SEMINAR Required for Grade 11 Seminar meets approximately one day per week during the junior year. Components of the junior seminar include Junior Project and College Counseling. During one half of the fall semester, each junior will also take a required four-session self defense class outside of the academic day. Junior Project

The Junior Project is designed to provide an opportunity for each student to pursue an in-depth study of an area of interest outside of the traditional classroom. Typically, the projects include a two-week internship and require the student to keep a journal during their time off campus. Recent projects have included community service in Costa Rica, shadowing a cardiologist at a local hospital including observation of surgical procedures, developing and tracking an online marketing and sales strategy, working for a gubernatorial campaign during the fall election season, interning with a sea turtle conservation group, and coaching a youth sports program. Students present their projects at all-school assemblies throughout the year to share their experiences with faculty and underclasswomen.

The Ethel Walker School Curriculum Guide Students are expected to organize and plan their project, and write and submit a proposal for approval. Students research the area of interest for their project and write a brief paper prior to their project experience and keep a daily journal during the project. The off campus supervisor of each student evaluates her work and submits a reference letter. Students then create a poster for the Poster Fair during Family Weekend and prepare, rehearse and revise a presentation about their project and give their presentation before the school community. Junior Project grades are issued in the traditional A-F scheme and appear on the report card and transcript independent of Seminar grades. As with Seminar grades, Junior Project grades are not included in the GPA calculation. College Counseling (Semester)

Throughout the semester, this class will focus on learning skills and producing materials relevant to the college search and application process. Students will be introduced to Naviance and learn how to explore their interests, majors, and colleges. Other topics include standardized testing, the college essay, interviewing, resumes, scholarship and financial aid, and college visits. Students will attend a college fair in April. Students will be evaluated based on completion of the following tasks: Naviance worksheets, short college presentation, junior questionnaire, preliminary college search, first draft of college essay, extracurricular activities resume, and securing teacher recommendations.

12TH GRADE SEMINAR Required for Grade 12 Senior Seminar meets one day per week beginning with College Counseling in the first half of the semester and progressing through College and Beyond. College Counseling

This seminar is a continuation of the Junior College Counseling Seminar. The seminar will focus on completing and submitting applications, organizing application deadlines and requirements, connecting with admissions representatives, reviewing types of financial aid, and managing postapplication requirements. In addition to actively participating in class,

SEMINARS students will be evaluated based on completion of the following tasks: creating a final list of colleges, filling out a common application suitable for submission, turning in the deadlines and application requirements worksheet, and meeting with at least three college admissions counselors in the fall on Walkerâ&#x20AC;&#x2122;s campus. College and Beyond (NOT OFFERED IN 2018-2019)

Workshops, speakers, and panel discussions cover topics such as managing your finances, personal health and safety, decision-making, developing and maintaining healthy relationships, adjusting to new-found independence, as well as the resources that are available on a college level. Students will reflect on how social media and mobile devices have changed since they began high school and explore ways that these technologies can impact their lives in college. This series is designed to prepare students for the transition from Walkerâ&#x20AC;&#x2122;s into the college/university setting where much more independence is required.

The Ethel Walker School Curriculum Guide

ARTS

ARTS The Visual and Performing Arts are an integral part of the Walker’s community. Communication, creativity, and collaboration are fundamental to all of the arts on our campus. Through the arts, students learn to take risks, push beyond perceived boundaries, and discover new ways of expressing themselves and engaging with the community. A student who has a passion for the arts can pursue after school co-curricular activities such as acting, technical theatre, and dance during all three seasons. In addition, students can participate in private voice and instrumental lessons, and perform in vocal and instrumental ensembles. There are so many opportunities for students to perform and showcase their art work. There are several main stage music, theatre, and dance performances as well as art galleries throughout campus. Student performances and art work are part of daily life at Walker’s. The Arts programs emphasise both skill development and self-driven, experiential learning. Courses in Digital Photography, Movie and Video Production, Studio Arts, Art History, Ceramics, Dance, Music, and Theatre, as well as Independent Studies in all areas, allow students to delve into numerous art forms as they discover new ways to express themselves. All students have an Arts requirement, but often students find a form that speaks to them and they continue beyond the minimum credits. Formative assessments are used throughout every visual and performing arts class. Students are given immediate feedback throughout the lesson, which includes suggestions, options, and engaging conversations. Critical and constructive feedback from both peers and faculty measure the effectiveness of both the creative process and the final product. Arts students are taught to be leaders by choreographing, composing, curating, and assistant teaching. Students participate in arts-related community partnerships such as Children’s Dance and Music classes, a capella competitions, and the Empty Bowls project. At Walker’s, we prepare students to look beyond themselves and find ways to use the arts to give back to the community and make a difference in the world.

The Ethel Walker School Curriculum Guide

DANCE OFFERINGS DANCE WORKSHOP Open to Grades 9-12 Fall and winter season commitment; By audition Dance Workshop is the advanced-level dance company at Walkerâ&#x20AC;&#x2122;s. Students are selected by audition and must commit to dance for the fall and winter seasons. Dance Workshop members take daily advanced-level technique classes in ballet, modern, jazz, character, and stretch and strengthen. These classes are supplemented with weekly rehearsals for student, faculty, and guest artist choreography. Senior members of Dance Workshop take choreography classes and run their own rehearsals. Dance Workshop performs in the annual Winter Dance Concert.

DANCE ENSEMBLE Open to Grades 9-12 Fall and winter season commitment; By audition Dance Ensemble is the high-intermediate level dance company at Walkerâ&#x20AC;&#x2122;s. Students are selected by audition and must commit to dance for the fall and winter seasons. Dance Ensemble members take daily intermediate level technique classes in ballet, modern, jazz and character. This group also has the opportunity to work with guest artists and they perform in the annual Winter Dance Concert.

DANCE CORPS Open to Grades 9-12 Fall and winter season commitment; By audition Dance Corps is for students who would like to commit to dance for the fall and winter seasons. These students participate in weekly technique classes at their appropriate level in ballet, modern, and jazz. This group also has the opportunity to work with guest artists and they perform in the annual Winter Dance Concert.

ARTS

GENERAL ENROLLMENT DANCE Open to Grades 9-12 Fall, winter, and spring seasons These classes are open to students at any level of dance from beginner to advanced. Students have exposure to ballet, modern, jazz and composition. Winter dance also counts towards the team sport requirement as it includes a performance.

THEATER OFFERINGS ACTING Open to Grades 9-12 Credit: .5 The goal of this course is to develop self-awareness, master acting guideposts, and build on previous knowledge of stage acting through the use of scenes, improvisation, and monologues. This one-semester class introduces students to basic acting techniques, including effective use of the voice, principles of stage movement, building a character, playwriting, story creation, and improvisation. The course is designed for students interested in exploring theater as a means of personal development and expression, as well as for those who wish to begin to study the craft of acting and/or playwriting. Students are expected to memorize lines, write journals, and be evaluated on their performances. This course may be taken more than once, so the course will be tailored to the studentsâ&#x20AC;&#x2122; interests and needs.

MUSICAL THEATER Open to Grades 9-12 Credit: .5 In this class, students will collaborate on scenes, songs and dances from classic works of musical theater. Students will have the opportunity to watch and learn from historic theatrical performances, as well as delve deeply into scene

The Ethel Walker School Curriculum Guide

work, song analysis, and choreography. This class will expose students to industry guest speakers and take theatrical field trips.

WINTER PLAY Open to Grades 9-12 Offered: November-February Prerequisite: Audition in November Credit: Winter season co-curricular During the winter months, cast members rehearse a play which is presented to the community in mid-February. Past productions have included Good Help is so Hard to Murder, Haiku, Animal Farm, All in the Timing, Rope, and an original Shakespearean adaptation, The Food of Love.

SPRING MUSICAL Open to Grades 9-12 Offered: Feb.-May Prerequisite: Audition in February Credit: Spring season co-curricular The Theatre, Music, and Dance Departments collaborate on a full-scale musical that is presented to the community in May. Recent productions include Seussical, The Boyfriend, The Mystery of Edwin Drood, Godspell, Illyria, Youâ&#x20AC;&#x2122;re a Good Man Charlie Brown, Sister Act, Beauty and the Beast, and Hairspray.

MUSIC OFFERINGS MUSIC LESSONS Open to Grades: 6-12; Additional fee Private lessons are offered for many instruments. Numerous recitals and assemblies involve the Music Program, and public performance in these events is encouraged. Financial Commitment: Private lessons are billed through the Business

ARTS

Office. The Music Instruction Agreement must be signed by a parent/guardian and returned before lessons can be given to a student. Please contact the Business Office for additional details.

GOSPEL CHOIR Open to Grades 7-12 The Gospel Choir is a lively vocal ensemble that incorporates musical styles from the spiritual, blues and gospel genres. This ensemble demands a willingness to participate in the appropriate style that this music commands. All singers are welcome.

GROUP VOICE Open to Grades 6-12 This course provides students with an opportunity to learn and improve vocal technique and to experience a repertoire of various styles. Enrollment in choir is not required. A fine vocal ensemble, Voce Felice, is formed from members of this class. Individual singers have the opportunity to perform as soloists at the close of the year. All singers are welcome.

CHOIR Open to Grades 9-12 Credit: 1 A full Arts credit is given for this course; it will fulfill the graduation requirement but is not figured into GPA. Walkerâ&#x20AC;&#x2122;s Choir performs regularly at many school functions and presents two major choral concerts. All singers are welcome.

The Ethel Walker School Curriculum Guide

MUSIC THEORY Open to Grades 9-12 Credit: 1 A twoâ&#x20AC;&#x201C;semester course that can be taken as a lesson or as a credited course. The course is taught at the level of the student and progresses according to her capacity. It presents the basics of music theory, dictation and notation, and ear training. The advanced student may study composition and musical analysis.

MUSIC MAJOR PROGRAM Open to Grades: 9-12 Credit: 1 Credit is given to students who wish to take two private lessons a week or two music disciplines, not including Choir. A half credit is given along with grades and comments for each semester. Music majors are expected to perform during the school year.

CHAMBER ENSEMBLES Open to Grades 9-12; By audition The chamber ensembles afford the serious musician the opportunity to perform fine works. Students must be proficient on their instrument and enjoy working in a focused, musical environment. These ensembles are called upon to perform at many functions throughout the school year.

GRAPES Open to Grades 9-12; By audition This vocal ensemble is an a cappella singing group. Only members of the Choir may audition. Singers perform off campus to earn community service credits required for graduation. This ensemble performs music from the folk, pop, jazz and Broadway genres. Auditions take place at the beginning of the school year and include a simple sight-singing exercise, presentation of a piece

ARTS

that best shows the singerâ&#x20AC;&#x2122;s voice and a group piece that determines vocal blend and intonation.

GROUP KEYBOARD Open to Grades 9-12 This course provides beginner to intermediate piano students with an opportunity to improve their keyboard skills. The classes allow each student to progress at her own pace. Students are invited to participate in recitals at the end of the year. All musicians are welcome.

HARMONIOUS BELLS Open to Grades 9-12 The bell choir performs for many events on campus and can be taken as a music discipline for music majors. This course teaches a basic understanding of rhythm and note reading and allows students of all levels to perform in an ensemble. All musicians are welcome.

ORCHESTRA Open to Grades 9-12 Orchestra is open to instrumentalists who are capable of individual preparation and working toward a standard of musical excellence in a group setting. Rehearsals are not frequent and attendance is crucial. This is a wonderful environment to develop technique and broaden the musical experience.

AFRICAN DRUMMING Open to Grades 9-12 African Drumming is an essential part of Walkerâ&#x20AC;&#x2122;s Music Program. The group utilizes a variety of drums, some of which were constructed from trees on the School property in Simsbury. Students study a wide array of styles and develop

The Ethel Walker School Curriculum Guide

an appreciation for the intricate musical sounds, and variety of moods the different drumming disciplines convey and express. The tones of the instruments as well as the use of a particular rhythm open the mind to the rich world of music and enhance the capacity of each drummer. Students are encouraged to both read and hear patterns so that they engage the better part of themselves when they play together. The group often performs on campus and continues to create a moving presence at The Ethel Walker School.

VISUAL ARTS OFFERINGS ART HISTORY: ANCIENT EGYPT TO THE RENAISSANCE Open to Grades 9-12 Course is cross-listed in both the Visual Arts and History departments Credit: .5 This course will provide a multidisciplinary approach to the study of art and architectural history. Students will gain an understanding of the differences between a formal and contextual analysis of a work of art, learn to formulate a thesis and will then engage in both forms of analysis. Students will view the art through a lens of the historical events, literature, music and social context of the time periods we study. We will begin this course by looking at Ancient Egyptian art and architecture, and work our way through Europe, the Middle East and Asia into the Renaissance. By studying great works from within these artistic periods, students will gain a better understanding, not simply of the visual art of each era, but of how they fit within the context of their time.

CERAMICS Open to Grades 9-12 There is no limit to the number of semesters for which you may register for this course. Credit:.5 The Ceramics class will provide an opportunity for students to develop a body of work that is both conceptually valid and reflective of their artistic

ARTS

style. Sculpture techniques, the science of glazing, and wheel skills are taught to all levels of students, and they will be encouraged to experiment at all times. In addition to developing technique, students will design their own multi-part construction based on exploration of pottery around the world. Each student will be expected to produce work that portrays her creative powers and technical abilities.

DRAWING 1 AND 2 Open to Grades 9-12; full year or single semester Credit: .5 per semester There is no limit to the number of semesters for which you may register for this course. Drawing is the foundation from which we develop our visual vocabulary as we down our observational skills. Drawing from observation or life is a critical skill to develop for anyone wanting to quickly and visually express ideas, as it trains the eye, hand and brain to translate the 3D form into a 2D illusion. In this multilevel class, whether taken for the first time or as continuation to further develop oneâ&#x20AC;&#x2122;s drawing skills, students will be exposed to a variety of dry media learning the necessary technical skills to communicate their ideas, while continuing to strengthen their knowledge in the elements and principles of design. Students may take this class as a repeated course in order to prepare their art portfolios for college admission.

GRAPHIC PUBLICATION Open to Grades 9-12 Fall Semester (can be extended for extra credit into Spring Semester) Credit: .5 This course allows students to develop the design, writing and photography skills needed to create a thorough, interesting and dynamic documentation of the life of the School: the official school yearbook, the Pepperpot. Includes elements of art, film, image manipulation, design, layout, article writing, research, editing, marketing, publishing and sales. Students will receive additional responsibilities and take greater leadership roles each time the course is taken. 85

The Ethel Walker School Curriculum Guide

MIXED MEDIA AND COLLAGE Open to Grades 9-12 Credit: .5 There is no limit to the number of semesters for which you may register for this course. In this class, students will be encouraged to open the doors to their creativity, experimenting with different papers, media and techniques, while discovering their own personal artistic voice. Focusing on composition, textures and layers. This exploration of mixed media and collaging will be supported using the grid, background treatments and various ways to transfer images, including the use of photographs and found objects to add meaning to their works. Overview of historical and contemporary collage.

MOVIE/VIDEO PRODUCTION Open to Grades 9-12 Credit: .5 This is a semester course designed to cover all facets of movie production, including script writing, working with talent, camera work, sound, directing, locations, costume, props, post production editing, etc. Nikon DSLR cameras will be supplied for the duration of the course. Genre types will include shorts, feature films, documentaries, music videos, and comedy sketches. The course will involve hands-on, small team experience developing production timelines and filming with DSLR cameras after review of best-practice examples of each motion-picture type. Instruction in post-production editing techniques will be taught to allow finished products to be shown to the local community and/or entered into film showcases and festivals.

ARTS

PAINTING 1 AND 2 Open to Grades 9-12 Credit: .5 There is no limit to the number of semesters for which you may register for this course. In this class, students will be able to explore different “wet media” with processes such as transparent and opaque painting. These include watercolor, gouache, acrylic, and oil; discovering the expressiveness of color and paint application techniques, while learning color theory. Students will also be introduced to the ancient medium of encaustic painting. The focus of this course will be on color, scale, and composition and how these are fundamental elements in the development of their visual concepts. Students may take this class as a repeated course in order to prepare their art portfolios for college admission, as well as to work on public art projects (murals in our community, stools and tables in the art room, etc.).

PHOTOGRAPHY 1 Open to Grades: 9-12 Credit: .5 This is a semester course designed to cover a broad range of digital photography techniques, principles, equipment and image subjects. A Nikon DSLR camera is supplied for the duration of the course. The course also covers areas of post production and image manipulation. It includes principles of exposure, portrait photography, landscape photography, macro photography, sports photography, food photography, black and white photography, low light photography, light painting, wildlife photography, in-class challenges and more than 20 other topics. Over the course of the semester, independent shooting, collaborative peer critiques, and historical research will contribute to each student’s final portfolio that will exhibit her individual photographic style.

The Ethel Walker School Curriculum Guide

PHOTOGRAPHY 2 Open to Grades: 9-12 Credit: .5 This course is designed to follow on from the prerequisite Photography 1. It will include elements of studio photography, green screen photography, street photography and drone photography. DSLR cameras will be supplied for the duration of the course. The course will generate proficiency in Adobe Creative Cloud ‘Lightroom’ and ‘Photoshop’ techniques and will incorporate field trips for photography assignments. It will also include an emphasis on independent studies as students focus on their own interests, all the while creating an online portfolio of their best work.

PRINTMAKING Open to Grades: 9-12 Credit: .5 There is no limit to the number of semesters for which you may register for this course. This course introduces the student to the production of multiple images from a single design. Students will learn about the basic tools and materials used in a variety of printmaking techniques, understanding that printing will produce a reversed image. For this, an emphasis on creative problem-solving is essential, through research, sketching and idea development before committing to a plate. Students will explore various printmaking techniques including but not limited to linoleum – block printing, drypoint, image transfer, and stamping, as well as monoprint/monotype, and stenciling. They will learn about the effective use of positive and negative space, and the creation of artist’s proofs and series. A brief overview of historical and contemporary prints, including the use of prints for political or social messaging will be addressed.

ARTS

SCULPTURE AND 3D DESIGN Open to Grades 9-12 Credit: .5 There is no limit to the number of semesters for which you may register for this course. This course will focus on applying the basic elements and principles of art and design to help students construct artistically creative 3D structures in a variety of media and techniques. Students will study additive and subtractive sculpture-making approaches, construction, assemblage, as well as molding and casting. Students will be exposed to the following materials when creating their projects: paper (ex. the artist book, pop-up, quilling) paper casting, papier-mĂ˘chĂŠ, cardboard construction and deconstruction, assemblage, wire, plaster, encaustic, and found objects and recycled materials.

STUDIO ART 1 AND 2 Open to Grades 9-12; full year or single semester Credit: .5 per semester There is no limit to the number of semesters for which you may register for this course. This class is designed to accommodate students with a desire to learn about art or to continue evolving in their artistic pursue. Multi-level courses in art have proven to be advantageous for all students. Ideas and techniques discussed with the beginner or intermediate level students serve as refreshers for advanced students, while instruction and ideas given to these students serve as goal setters for the lower levels students. Students will be exposed to a variety of media, tools and techniques through open-ended assignments that challenge the student and encourage creativity and originality. Through studio practice, application of the fundamentals of art and informed decision making, students will create a body of work that demonstrate a high level of quality and growth over time, in content, technique and process.

The Ethel Walker School Curriculum Guide

AFTERNOON ART CONCENTRATION Prerequisite: Approval of department Fulfills team sport requirement The Afternoon Art Concentration is geared for the students who want to pursue a career in the field of the arts and need this extra time to prepare and/or enhance their art portfolio for the competitive college admission process. Such students will be mentored by professionals in their field of study on and off campus (depending on their field of study) in order to gain instrumental experience, expanding their knowledge and honing their skills. Each student is required to complete their projects, culminating the term with an exhibition and oral presentation to the schoolâ&#x20AC;&#x2122;s community.

CO-CURRICULUM

CO-CURRICULUM COMMUNITY PARTNERSHIPS Community service allows our students to understand the critical role that service organizations play in making a positive impact on our community — and ourselves. While many schools require community service hours of their students, at Walker’s we approach service as a partnership rather than just another box to check on a list of requirements. Walker’s girls partner with local non-profits on special projects that allow our students to provide service to the community while also gaining valuable skills. We have established partnerships with several local non-profit organizations, including the United Way Volunteer Income Tax Assistance (VITA) Program, The Arc of Farmington Valley (Special Olympics), Church Street Eats, Foodshare, Gifts of Love and the Community Farm of Simsbury, Habitat for Humanity, and Second Chance Ranch. Walker’s students have consistent opportunities to work with each organization throughout the school year.

GLOBAL EDUCATION Whether learning about global women’s issues in the classroom, or mentoring young girls in the Dominican Republic, Walker’s girls have a variety of opportunities and programs available to help them develop a global perspective and prepare them to make a difference in the world. Our curriculum includes a Sophomore Seminar with a focus on global women’s issues, Advanced Human Geography, Regional Studies courses, and immersive language study in Mandarin, Latin, French and Spanish. Walker’s offers international partnerships and trips to the Dominican Republic, Costa Rica, Australia, and Scotland.

ROBOTICS Robotics at The Ethel Walker School started when a group of girls approached a physics teacher and said, “We want to build a robot.” Since

The Ethel Walker School Curriculum Guide

then, Walker’s Wirecats FRC (5686) robotics team, has competed successfully on the regional, national and international stage. As one of only two all-girls teams in New England, the Wirecats won their state district event in its second season and are the first all-girls team to win a New England district. The team competes in the FIRST Robotics Competition (FRC) which FIRST says “combines the excitement of sport with the rigors of science and technology.” By participating in robotics, students learn about teamwork and cooperation, how to build a robot, and are mentored by professionals from engineering and other STEM-related fields.

FACULTY AND ADMINISTRATION

2018-2018 FACULTY AND ACADEMIC ADMINISTRATION Corina Alvarezedelugo Arts, Gallery Director Albertus Magnus College, B.F.A. Benjamin Barker Arts University of East Anglia, England B.Sc. Clarissa Basch Director of College Counseling Bates College, B.A., Harvard University, M.Ed. Melissa Bernardo Science Eastern Connecticut State University, B.A., Wesleyan University, Ph.D. Elisa Cardona Director of Social Justice and Inclusion Smith College, B.A., University of Massachusetts, M.A. Darrell Carrington Chair, Mathematics Washington College, B.A., Wesleyan University, M.A. Isabel Ceballos Spanish, Executive Director of Horizons Central Connecticut State University, B.A., M.A. Carol Clark-Flanagan Dean of Faculty, History and English Cornell University, B.A., Trinity College, M.A.

The Ethel Walker School Curriculum Guide

Mary Beth Conley Academic Support Coordinator College of the Holy Cross, B.A., Pepperdine University, M.A. Todd Dâ&#x20AC;&#x2122;Alessandro World Languages, Spanish University of Connecticut, B.A., Mount Holyoke College, M.A. Jade Dennett Assistant Director of College Counseling Colgate University, B.A. Mary (Mimi) Duran Assistant Director of Athletics Naugatuck Valley Community College, A.S., University of Maine, B.A., B.S. Sarah Edson Dean of Academic Technology and Innovation Middlebury College, B.A., Harvard University, M.E. Kati Eggert Aquatics Director Drew University, B.A., Southern New Hampshire University, M.S. Marissa Forde Arts Jacksonville University, B.A., University of Hartford, M.Ed. Scott Frey English Gordon College, B.A., Simmons College, M.S. Mark Fuller Director of Technology University of Rhode Island, B.A.

FACULTY AND ADMINISTRATION

Leslie Goff Science, Mathematics, Computer Science Columbia University, B.S., University of Massachusetts, M.B.A. Alexandra (Noel) Grisanti World Languages, Latin Amherst College, B.A. Julie Greshin Science, Mathematics Tufts University, B.S., Duke University, M.S. Lee-Ann Harris Middle School Director, Mathematics Trinity College, B.A., University of Hartford, M.Ed. Lindsay Hodgman English Franklin College, B.A., Carnegie Mellon University, M.A. Shannen Hofheimer Director of Theater University of Hartford, B.M. Nishette Isaac Dean of Digital and Library Services/Assistant Dean of Students Hofstra University, B.A., Pratt Institute, M.S., Fordham University, M.S. Edward (Nathaniel) Johnson History Furman University, B.A., Old Dominion University, M.Ed. Brigitte Leschhorn English Washington University St. Louis, B.A., University of Missouri, M.F.A.

The Ethel Walker School Curriculum Guide

Laurie MacAlpine Chair, Music Ladycliff College, B.S., The Hartt School, M.M. Joyce McIntyre Director of Health Services University of Massachusetts, B.S. Emily (Emma) Mitchell Science Vassar College, B.A., University of Virginia, Ph.D. John Monagan Director of Athletics, History Johns Hopkins University, B.A., Drexel University, M.S. Daniele Ness Mathematics and Science University of Texas, Austin, B.S. Civil Engineering Kristin Nicolle Head Athletic Trainer Springfield College, B.S., Keene State College, M.E. Brendan Oâ&#x20AC;&#x2122;Dwyer History SUNY Purchase, B.A., Wesleyan University, M.A. Lauren Palulis History Mount Holyoke College, B.A., Simmons College, M.A. Mallory Pasquariello History Roger Williams University, B.A., University of Leicester, M.A.

FACULTY AND ADMINISTRATION

Kathleen McNary Pillsbury Dean of Students and Director of Residential Life University of Connecticut, B.S., University of Pennsylvania M.S.E.d Jennifer Pelletier, Chair History Connecticut College, B.A., Columbia University Teacherâ&#x20AC;&#x2122;s College M.A. Social Studies Suzanne Piela Chair, Science University of Notre Dame, B.S., University of Minnesota, D.V.M. Sandra Quinlan Science SUNY, B.A., Syracuse University, M.A. Akash Rastogi Robotics Coach B.A., Syracuse University Catherine Reed Chair, English American University-Paris, B.A., Brown University, M.A. Susan Riggles Registrar Bridgewater State University, B.A. Rebecca Rojano World Languages, Spanish Keene State College, B.A. Secondary Education Karl Schwoerke Mathematics Hartwick College, B.A.

The Ethel Walker School Curriculum Guide Chris Semk Chair, World Languages, French University of Pittsburgh, B.A., Indiana University, M.A., Ph.D. Julia Sheldon Dean of Studies, Science University of California at San Diego, B.S., Yale University, Ph.D. Joan Skelley Director of Counseling and Wellness Wesleyan University, B.A., Smith College, M.S., University of St. Joseph, M.A. Cheri Soule Chair, Visual and Performing Arts and Director of Dance SUNY, B.S., Eastern Connecticut State University, B.A., Smith College, M.F.A. David Thacker English Weber State University B.A., The University of Idaho, M.F.A., Florida State University Ph.D. Creative Writing Jennifer Wall Mathematics The College of New Jersey, B.A., New York Institute of Technology, M.A. Thomas (Qi) Yang World Languages, Chinese Shaaxi Normal University, Xian, B.A., Central Connecticut State University, M.A. Meera Viswanathan Head of School Stanford University, B.A., M.A., Ph.D. Amy Wheeler Associate Head of School Connecticut College, B.A., Boston College, M.A. 98

GRADUATION REQUIREMENTS

GRADUATION REQUIREMENTS Subject

Credits

Notes

English

One credit each year (in senior year, at least .5 credit each semester)

History and Social Science

Three years including World History and U.S. History

Ethics

Must be taken either in junior or senior year

World Languages

Through the third year of the same language in Upper School

Mathematics

Through junior year including at least Algebra I, II and Geometry

Science

One year each: Physics, Chemistry and Biology

9th Grade Seminar

Required for 9th graders

10th Grade Seminar

Required for 10th graders

11th Grade Seminar

Required for 11th graders

12th Grade Seminar

Required for 12th graders

Arts

1.5

Electives

Three semesters of Arts. Must include at least one semester in 9th or 10th grade and at least one in 11th or 12th grade from two areas: music, visual arts, or theater

Co-curriculars

Required each season (fall, winter, spring), including one team sport each academic year

Community Partnerships

Full participation in one of the Schoolâ&#x20AC;&#x2122;s community partnership themes per year

Junior Project 99

230 Bushy Hill Road Simsbury, CT 06070 www.ethelwalker.org