Walker's Curriculum Guide 2010-11

THE ETHEL WALKER SCHOOL

CURRICULUM GUIDE 2010–2011

TABLE OF CONTENTS INTRODUCTION ...............................................................................................................................1 GRADUATION REQUIREMENTS .......................................................................................................1 SCHOOL DIPLOMA ...................................................................................................................2 THE ARTS ........................................................................................................................................3 DANCE ..........................................................................................................................................3 MIDDLE SCHOOL .....................................................................................................................3 UPPER SCHOOL .......................................................................................................................3 DANCE/THEATRE CONCENTRATION .......................................................................................4 THEATRE ......................................................................................................................................5 MUSIC ..........................................................................................................................................6 MIDDLE SCHOOL .....................................................................................................................6 UPPER SCHOOL .......................................................................................................................7 VISUAL ARTS ................................................................................................................................9 MIDDLE SCHOOL .....................................................................................................................9 UPPER SCHOOL .......................................................................................................................9 ETHICS AND WORLD RELIGIONS .................................................................................................14 ENGLISH ........................................................................................................................................15 MIDDLE SCHOOL ...................................................................................................................15 UPPER SCHOOL .....................................................................................................................16 HEALTH/WELLNESS ......................................................................................................................21 WELLNESS .............................................................................................................................21 HISTORY ........................................................................................................................................22 MIDDLE SCHOOL ...................................................................................................................22 UPPER SCHOOL .....................................................................................................................23 LANGUAGES .................................................................................................................................27 REQUIREMENTS ....................................................................................................................27 PREREQUISITES AND STANDARDS OF PERFORMANCE ......................................................27 MIDDLE SCHOOL .......................................................................................................................27 LATIN ......................................................................................................................................27 FRENCH ..................................................................................................................................28 SPANISH .................................................................................................................................28 UPPER SCHOOL ........................................................................................................................29 CHINESE .................................................................................................................................29 GREEK ....................................................................................................................................30 LATIN ......................................................................................................................................30 FRENCH ..................................................................................................................................31 SPANISH .................................................................................................................................33 LEADERSHIP ..................................................................................................................................37 MATHEMATICS ..............................................................................................................................38 PHYSICAL EDUCATION AND ATHLETICS ......................................................................................42 RIDING ........................................................................................................................................43 MIDDLE SCHOOL ATHLETICS ....................................................................................................44 SCIENCE ........................................................................................................................................45 MIDDLE SCHOOL ...................................................................................................................45 UPPER SCHOOL .....................................................................................................................45 PSYCHOLOGY ...............................................................................................................................50 APPENDIX ......................................................................................................................................51 INDEPENDENT STUDY ...............................................................................................................51 TEACHING ASSISTANTSHIPS ....................................................................................................52 ONLINE COURSES - During Academic Year ...............................................................................53 JUNIOR/SENIOR PROJECT GUIDELINES 2010-2011 ................................................................55 MIDDLE SCHOOL SCHEDULE .......................................................................................................57 UPPER SCHOOL SCHEDULE ........................................................................................................58

INTRODUCTION The Ethel Walker School offers a wide variety of academic experiences for students. Descriptions of the offerings for students in grades 6–12 follow. Middle School students take required courses that are designed to prepare them for a rigorous high school program. Upper School students prepare a four-year plan with their advisors to ensure a balanced, interesting and appropriate program for their special talents and interests which also fulfills the graduation requirements listed below. All courses listed are offered subject to the needs of the department and adequate student enrollment.

We encourage students to undertake the most rigorous academic program compatible with a student’s particular interests and abilities. Students anticipating applying to the most selective colleges should enroll in: English

4 credits

Mathematics

4 credits

Language

4 credits

Science

4 credits

History

4 credits

GRADUATION REQUIREMENTS A minimum of 19½ total credits is required for graduation and must include the following: Subject

Credits

English

4

One each year including Senior year, at least ½ credit per semester

Mathematics

3

Through Junior year including Algebra I, II and Geometry

Science

3

One year each: Physics, Chemistry and Biology

Language

3

Through the third level of the same language in Upper School

History

3

Global Connections, World History, U.S. History

Arts

1½

Notes

Three semesters of Arts (two in Freshman or Sophomore year, and one in Junior or Senior year) from two areas: music, visual arts, or theatre (beginning with the class of 2011)

Ethics

½

Electives

1

Freshman Seminar

1

Required for 9th Graders

Public Speaking

½

Required for new 10th Graders

Women’s Health Physical Education

Must be taken either in Junior or Senior year (see page 13)

No Credit Required for 10th Graders Required each season (fall, winter, spring)

All students are required to perform eight hours of community service each year.

A Junior/Senior Project is required for graduation

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Students must take a total of at least five courses each semester from the five major academic departments - English, History, Language, Mathematics, and Science.

Any student wishing to pursue Independent Study must submit a proposal to the Dean of Upper School for approval. Proposals need an adult sponsor and must follow the guidelines set out in the Appendix on page 53.

Enrollment in Advanced Placement and Honors level courses is by department recommendation. Given the rigor of Advanced Placement and Honors courses, students requesting to enroll in more than two AP courses or a total of more than three AP’s and/or Honors courses must get approval from their advisors, their parents/guardians, the Dean of Upper School, and the chair of each department involved.

SCHOOL DIPLOMA In order to receive a diploma from The Ethel Walker School, students must be enrolled and present at the school for at least two semesters, including the spring semester of a student's Senior year.

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THE ARTS The philosophy of the Art, Dance, Music, and Theatre Departments is to engage and enlighten students in the arts and allow them to discover a vehicle to express the emotional aspects of their lives. Elective courses allow students ample choices in which to pursue their artistic spirit. Recitals, concerts, gallery showings, dance performances, and theatre productions engage the entire community in a process of creative comprehension. The Arts are a vital part of Walker's curriculum .

All students are required to take at least one and a half credits (three semesters) in the Arts – two in freshman or sophomore year and one in the junior or senior year from two of the following areas: music, visual arts or theatre.. Studio art courses may be repeated with departmental permission for more indepth work. Students are encouraged to enroll in Choir throughout their years at Walker’s.

DANCE The dance department aims to develop the student's appreciation of dance as an art form and to expose the student to a full range of dance experiences. In addition to fulfilling the needs of the gifted and talented dance student, the department encourages beginners aiming to identify undiscovered dance ability and to encourage its development. The School views dance as an educational tool that develops selfconfidence, creativity, self-discipline, respect for others, coordination, stamina, teamwork, and responsibility. Students are encouraged to understand functional alignment and to treat their bodies with respect and intelligence. By drawing upon the rich and diverse backgrounds of its students, the dance department emphasizes dance as a vibrant form of cultural expression. Students are exposed to modern, ballet/pointe, jazz, cultural dance forms, improvisation, and choreography. Master classes are offered in these areas and others including, character, ballroom, and musical theatre. Each year a professional dance concert is presented, as well as two student concerts.

MIDDLE SCHOOL MIDDLE SCHOOL DANCE Required for grades: 6, 7 & 8 The Middle School Dance program concentrates on the development of technical skills, and the appreciation of the art form. An annual dance performance is included in the yearly activities. Dance is scheduled during the academic day and is under the direction of the Head of the EWS Dance Department.

MIDDLE SCHOOL DANCE COMPANY – JUNIOR DANCE WORKSHOP Offered: Fall, Winter and Spring as a sports option The Junior Dance Workshop is for students who wish to participate in a more rigorous dance training program in addition to the introductory level middle school classes. The dance company focuses on technique, composition, and performance skills. The Junior Dance Workshop meets three days a week during Middle School athletic practice time.

UPPER SCHOOL Offered: Weekly each trimester Open to grades: 9-12 Upper School Dance classes are broken up into 3 dance companies as well as general enrollment classes.

DANCE WORKSHOP (Fall and Winter Commitment) By Audition PE Requirement Dance Workshop is the advanced level dance company at Walker’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 & Strengthen. These classes are supplemented with weekly rehearsals for student, 3

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 (Fall and Winter Commitment) by Audition PE Requirement Dance Ensemble is the high intermediate level dance company at Walker’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 (Fall and Winter Commitment) by Audition PE Requirement Dance Corps is for students who would like to commit to dance for the fall and winter seasons and participate in the annual Winter Dance Concert. 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.

GENERAL ENROLLMENT DANCE Open registration: Fall, Winter, and Spring PE Requirement These classes are open to students at any level of dance from beginner-advanced. Students participating in the general enrollment classes have exposure to ballet, modern, jazz and cultural dance forms. In the spring, students are placed in classes by level beginneradvanced.

DANCE/THEATRE CONCENTRATION To participate in the dance/theatre concentration, a student must complete one of the following year-long programs. The completion of any of these year-long programs will fulfill the student’s team sport/athletic requirement.

FALL

WINTER

SPRING

Dance – Fall

Dance – Winter

Dance – Spring

Dance – Fall

Play – Winter

Musical – Spring

Dance – Fall

Play – Winter

Dance – Spring

Dance – Fall

Dance – Winter

Musical – Spring

The Winter Play, Spring Musical, and two of the upper level dance classes are open to students by audition. If a student chooses to participate in dance or theatre for only one of or two seasons, she must then choose a team sport during another season. (Yoga, Personal Fitness, Outdoor Adventure, and JUMP do not count as team sports.)

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THEATRE The Theatre Department at Walker’s strives for quality productions; however, our primary goal is to emphasize the process and its relationship to the development of talent in each individual student. Our theatre activities are designed for creative, highly motivated students who have an interest in performing and/or technical theatre.

MIDDLE SCHOOL PRODUCTION Offered: Winter Open to grades: 6-8 Credit: None Prerequisite: Audition in November During the winter months, cast members rehearse a theatrical production to be presented to the community in early March. Past productions have included The Secret Garden, The Jungle Book, The Lady Pirates of Captain Bree, The Hobbit , Lucky, Lucky Hudson and Robin Hood.

ACTING TECHNIQUES Offered: Fall Semester Open to grades: 9-12 alternate years Credit: ½ Theatre This one-semester class introduces students to basic acting techniques, including effective use of the voice, principles of stage movement, building a character, and improvisation. The course is designed for students interested in exploring theatre as a means of personal development and expression, as well as for those who wish to begin to study the craft of acting. Students are expected to memorize lines, write journals, and be evaluated on their performances.

ACTING VALUES (INTERMEDIATE ACTING) Not offered 2010-2011 Offered Spring Semester Credit: ½ Theatre Prerequisite: Acting Techniques or permission of the department This course focuses on the development of self-awareness, master acting guideposts, and building on previous knowledge of stage acting through the use of scenes, improvisation, and monologues. Acting Values will use a text, Respect for Acting, by Uta Hagen, but it will not be limited to the activities and skills outlines by Hagen. Students will study techniques including Imaginary If, Substitution, The Moment Before, Subtext, Communication vs.

Competition, and Importance among others. Students will leave with a solid understanding of acting technique with an emphasis toward performing.

PLAYWRITING Offered Spring Semester alternate years Not offered 2010-2011 No Prerequisite Credit: ½ Theatre The goal of this course is to write a one-act play. Students will learn about the unique qualities of playwriting through the writing of their own original work. The class as a whole will compile and write the play together and perform a staged reading for evaluation by a forum of faculty. Students will learn specific techniques including the use of conflict, game playing, relationships, and a sense of mystery. While the emphasis of this course is on writing, students will learn the many nuances of theatrical writing and performance.

Text: The Playwriting Workbook by Jean-Claude van Italie

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SHAKESPEARE FOR THE STAGE Offered Spring Semester Offered 2010-2011 Open to grades: 9-12 Credit: ½ Theatre “All the world’s a stage, And all the men and women merely players.”

This course focuses on learning the acting skills necessary to effectively perform scenes, soliloquies, and monologues from Shakespeare’s plays. Working together as an ensemble, students will study specific methods and techniques to help release the mysteries of the texts.

Exercises in physical movement, voice, text analysis, character development, delivery, breathing, phrasing, structure and rhythm will inform our work on stage.

WINTER PLAY Offered: Nov.-Feb. Open to grades: 9-12 Credit: Winter PE* Prerequisite: Audition in November 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, and an original Shakespearean adaptation, The Food of Love, Animal Farm and All in the Timing.

SPRING MUSICAL Offered: Feb.-May Open to grades: 9-12 Credit: Spring PE* Prerequisite: Audition in February The Theatre, Music, and Dance Departments collaborate on a full-scale musical that goes up in May. Recent productions include Seussical, The Boyfriend, The Mystery of Edwin Drood, Godspell and Illyria.

MUSIC The music department is dedicated to developing an understanding of music both as an art form and as a valued part of our society and culture. The department provides for all levels of musicians and believes that students should experience music through participation. Music enhances emotional, social, psychomotor and psychological skills and, through performance, develops self-discipline, confidence and a sense of accomplishment.

MIDDLE SCHOOL MUSIC 6, 7, & 8 Required in grades: 6 - 8 Includes singing and choral activities, folk dancing, rhythm training, music theory, musical theater/theater exercises, sight singing, and audition preparation. There is continued emphasis on listening and skill development as well as music appreciation.

CHORISTERS Required in grades: 6 - 8 All Middle School students participate in this choral group, which performs in the Holiday and Spring Concerts as well as school chapels.

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MIDDLE SCHOOL ORCHESTRA Open to grades: 6–8, without audition This ensemble was created for Middle School students who are interested in preparing and performing orchestral music. The Middle School Orchestra meets once a week and performs at Middle School concerts. This experience will prepare the musician for the upper school orchestra.

UPPER SCHOOL CHOIR Open to grades: 9-12, open without audition Credit: 1 A full Arts credit is given for this course; it will fulfill the graduation requirement but is not figured into GPA. Choir is a full–year course and the group performs regularly at many school functions and presents two major choral concerts.

MUSIC THEORY Open to grades: 9-12 Credit: 1 A two–semester course that can be taken as a lesson or a credited course. The course is taught at the level of the student and progresses at 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.

MUSIC LESSONS Open to grades: 6-12; additional fee Private lessons, as well as ensemble and duet lessons, are offered on many instruments.

Group lessons create chamber groups that perform regularly on campus. There are many recitals and chapels that involve the Music Program, and public performance in these events is encouraged.

FINANCIAL COMMITMENT: Private lessons are billed through the Business Office.

Please refer to the booklet that contains all financial agreements and return the completed information form. The Music Instruction Agreement must be returned before lessons can be given to a student.

CHAMBER ENSEMBLES Open to grades: 9–12, by audition only 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. This course may be taken with another music discipline to satisfy the requirements of the Music Major Program.

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GOSPEL CHOIR Open to grades: 7–12, without audition 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. This course may be taken with another music discipline to satisfy the requirements of the Music Major Program.

GRAPES Open to grades: 9-12, by audition only This vocal ensemble is an a capella 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 that best shows the singer's voice and a group piece that determines vocal blend and intonation. This course may be taken with another music discipline to satisfy the requirements of the Music Major Program.

GROUP KEYBOARD Open to grades: 9-12, without audition 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.

GROUP VOICE Open to grades: 6-12, without audition 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. This course may be taken with another music discipline to satisfy the requirements of the Music Major Program.

HARMONIOUS BELLS Open to grades: 9-12, without audition 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. This course may be taken with another music discipline to satisfy the requirements of the Music Major Program.

ORCHESTRA Open to grades: 9-12 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. This course may be taken with another music discipline to satisfy the requirements of the Music Major Program.

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VISUAL ARTS The visual arts program provides students with the opportunity to develop their knowledge of a visual vocabulary and an understanding of visual organization. Through the practice of exercises unique to each discipline, the student discovers the creative process to be a series of problem-solving tasks which require objective reasoning and technical skills, plus a series of solutions to which the subjective self may be applied.

The art program allows the student to satisfy the basic human need for personal expression and the community need for display, celebration and communication. It is through this creative comprehension that we may engage in creative living.

All courses listed are offered subject to adequate student enrollment. If a sufficient number of students is not registered, a course may not be offered for the term or year. The department attempts to satisfy student demand with a variety of offerings. Placement in Visual Arts is subject to departmental approval.

MIDDLE SCHOOL MIDDLE SCHOOL ART Required for grade 6 AND 7 This course explores the basic modes of visual expression, drawing, painting, printmaking, contemporary media, sculpture, photography, and ceramics. Students work independently and collaboratively to build skills in design, technique and execution of a variety of works in different media. Skills are expanded upon in the second year of the course and the fundamentals are reinforced to prepare students to advance to the next level of work in the visual arts.

ART 8/PERFORMANCE FUNDAMENTALS Required for grade 8 Half of this full-year course will be a unique opportunity to stretch the study of the elements of art applied to the principles of design providing the foundation to the creation and appreciation of the visual arts. Students will explore two-dimensional and threedimensional creative production processes along with the multiple historical theories generated by centuries of aesthetics. The language and the history of the visual arts is shared in common with other art forms. We will celebrate the connections that the visual arts has in common with the dramatic arts.

The other half of the course will focus on Performance Fundamentals. This class will build necessary skills and confidence for successful performance in the classroom and on stage.

The course will emphasize communication and expression through the presentation of speeches, the recitation of poetry, and storytelling. Other topics may include (but not limited to) character development, scene work, and theatre history. Each student will be expected to keep a journal of her experiences.

UPPER SCHOOL VISUAL ART FOUNDATIONS Open to grades: 9–12 Fall or Spring Credit: ½ A beginner’s art course, the course provides a foundation for continued study in specific art disciplines and is the basic course suggested for all incoming students new to visual arts.

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Students in this foundations course develop a visual literacy enabling them to communicate thoughtfully and with meaning.

DRAWING I Open to grades: 9-12 Credit: ½ Every student is expected to develop problem solving skills unique to the discipline, allowing them to freely explore the medium while controlling the outcome. Level I coursework focuses on skills building and developing an appreciation for the unique aesthetic inherent in this area of study. Students learn to make marks on paper and then learn how to manipulate these to create images and compositions.

DRAWING II Open to grades: 9-12 Credit: ½ Level II coursework assumes the student has established an understanding of the principles of design, a familiarity with the 'tools' of the discipline and independent conceptualization skills. Compositional complexity is emphasized as students realize the abstract.

DRAWING III Open to grades: 9-12 Credit: ½ Level III courses expect students to develop original thematic exercises that promote solid foundational skills. Projects should reflect unique compositions honoring historical precedents for the discipline. Students begin to recognize the full spectrum of selective compositions and how the selected medium can enhance the vision.

PAINTING I Open to grades: 9-12 Credit: ½ Every student is expected to develop problem solving skills unique to the discipline, thus allowing them to freely explore the medium while controlling the outcome. Level I coursework focuses on skills building and developing an appreciation for the unique aesthetic inherent in this area of study. Students begin by exploring the expressiveness of color. The skilful mixing of paint and paint application techniques are also learned. Students must develop an appreciation for all forms of painting.

PAINTING II Open to grades: 9-12 Credit: ½ Level II coursework assumes the student has established an understanding of the principles of design, a familiarity with the 'tools' of the discipline and independent conceptualization skills. Students begin to realize that scale and composition are instrumental in the development of a visionary concept. Works of varying sizes and media are emphasized.

PAINTING III Open to grades: 9-12 Credit: ½ Level III courses expect students to develop original thematic exercises which promote solid foundational skills. Projects reflect unique compositions honoring historical precedents for the discipline. Students are asked to recognize the value of the historical precedents which direct and influence the areas of study. Selectively developing a skill level in a singular medium is stressed.

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PHOTOGRAPHY I Open to grades: 9-12 Credit: ½ Every student is expected to develop sufficient problem solving skills unique to the discipline, which will allow them to freely explore the medium while controlling the outcome. Level I coursework focuses on the acquisition of skills needed in photography as well as developing appreciation of the unique aesthetic inherent in this area of study.

Students will use digital cameras to study the elements of art and principles of design.

Additional areas of study include altered imagery and basic darkroom techniques.

PHOTOGRAPHY II Open to grades: 9-12 Credit: ½ Photography II is a darkroom course. Level II coursework assumes the student has established an understanding of the principles of design, a familiarity with the tools of the discipline and independent conceptualization skills. Contrast, clarity and composition are expected ingredients in the image making process as students further develop their craft.

Students begin to become more selective in their story telling and must provide evidence of indepth research.

PHOTOGRAPHY III Open to grades: 9-12 Credit: ½ In Level III courses students are expected to develop original thematic exercises which practice and promote solid foundational skills. Projects should reflect unique compositions honoring historical precedents for the discipline. Students must create a single thematic exhibit which demonstrates an in depth photographic examination of a subject with the presentation viewed as a public performance piece.

DIGITAL IMAGING Open to grades: 9-12 Spring Term Credit : ½ Digital Imaging is a half credit art elective open to students who have taken Photography One or who have departmental approval. A 5 mega-pixel digital camera (or better) and a 2 GB USB memory stick (or larger) are REQUIRED materials for this course. Students will utilize new technology to create works of art based on their own artistic decisions. Students will also study the work of digital and film photographers to illustrate and clarify the elements of art and principles of design and how these elements can be used to communicate visually.

PHOTOGRAPHY T.A. Open to grades: 11-12 Fall and/or Spring Semester Credit: ½ This position is open to juniors and seniors in good academic standing who have completed level II or Digital Imaging and have a strong interest in photography. Students will assist in photography Levels I with day -to-day operations as well as developing a lesson on a topic of interest and presenting this to the class (topics may include experimental techniques, connections to other media, a presentation of their portfolio, works of a contemporary artist, etc.). In addition to their involvement during class time, assistants will meet weekly with the teacher to review, assess and preview important concepts and units of study. They will keep a log, to be submitted weekly, and also do an in-depth evaluation of their performance at the end of the term. Interested students must apply to the Arts Chair in the spring prior to their junior or senior year as part of their course registration. The 11

Department will notify students by the end of the year about whether or not their applications have been approved.

GRAPHIC PUBLICATION Open to grades: 9-12 Fall Term Credit: ½ This course allows 6-8 students to develop the photographic and compositional skills needed to create a graphic essay on the life of the school, the official school yearbook called Pepperpot. Students will receive additional responsibilities and take greater leadership roles each time the course is taken.

BEGINNER CERAMICS A* Open to grades: 9-12 Credit ½ This introductory course will expose students to hand building, and functional wheel throwing techniques and basic decorating and glazing techniques. Students are introduced to historic and contemporary models enabling them to acquire basic techniques and ideas.

BEGINNER CERAMICS B* Open to grades: 9-12 Credit ½ Each student should have basic knowledge of tools, studio safety and time management as they work on honing their basic wheel skills and hand building techniques. Students should start to work more independently having basic wheel and hand building abilities, and basic problem solving skills unique to working with clay. Exploration of primitive firing and nontraditional firing techniques are explored.

BEGINNER CERAMICS C* Open to grades: 9-12 Credit ½ This is a bridge course between Beginner B and Intermediate A level providing the student with additional practice and skill development that will enable them to advance to the Intermediate level. Emphasis is on honing wheel throwing skills, understanding the physics of the clay and glaze application. *Students will need to successfully complete one semester of each level, A, then B, then C, in order to advance to the next level. Placement is subject to departmental review.

INTERMEDIATE CERAMICS A AND B** Open to grades: 10-12 Credit: ½ This course assumes that the student has a basic knowledge of skills and concepts related to the medium of clay. Students will be expected to explore more advanced ways of working with clay that will enable them to correlate the hand and eye with the mind. Projects will reflect a greater integration of creative ideas and concepts into works of art.

ADVANCED CERAMICS A AND B** Open to grades: 10-12 Department Approval Credit: ½ This advanced class will provide an opportunity for students to develop a body of work that is personal and conceptually valid. Using the skills already mastered, the student will be encouraged to experiment with different strategies, including small installation work, sculpture and mixed-media projects included with a variety of traditional ceramics techniques. The student will be expected to produce work that is at entry college level in terms of technique and idea application and execution. **Students will need to complete one semester of each level, A then B, in order to advance to the next course.

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ADVANCED STUDIO Open to grades: 9-12 Credit: ½ Prerequisite: Departmental approval Advanced Studio is designed for the student who has completed at least one course in visual arts and wants to pursue a specific medium beyond the existing visual arts courses. This course also allows students to set personal goals that stretch them beyond their previous art experiences. Within the semester students may build a strong portfolio for a Walker’s AP course or for college.

INTRODUCTION TO SCULPTURE Open to grades: 9-12 Credit: ½ *This is a required course for students wishing to take AP 3 D Design Sculpture is the art of using materials to transform an idea into a real object. This course will explore numerous media, such as clay, wood, wire, fabric, paper and found objects, to transform ideas into 3-dimensional forms. Students will be introduced to the elements and principles of design, historical and contemporary sculpture and beginning techniques of molding and construction. Students will be asked to think outside the box and be daring with their creative ideas.

AP DRAWING Open to grades: 11-12 Credit: 1 Prerequisite: Departmental approval This course follows the national AP curriculum for the completion of a body of work which will serve as evidence of a developed technical and conceptual skill level comparable to that found in a college level drawing course. This course requires a two-hour daily commitment.

AP 2-D DESIGN Open to grades: 11-12 Credit: 1 Prerequisite: Departmental approval This course follows the national AP curriculum for the completion of a body of work which will serve as evidence of a developed technical and conceptual skill level comparable to that found in a college level studio art course. This course requires a two-hour daily commitment.

AP 3-D DESIGN Open to grades: 11-12 Credit: 1 Prerequisite: Intro to Sculpture and Departmental approval This course follows the national AP curriculum for the completion of a body of work which will serve as evidence of a developed technical and conceptual skill level comparable to that found in a college level design course. This course requires a two-hour daily commitment.

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ETHICS AND WORLD RELIGIONS With the belief that character matters as much as knowledge, Walker’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.

ETHICS Open to grades: 11-12 (Fall term) Credit: 1/2 This course fulfills the Ethics graduation requirement.

Students open their study of the discipline of Ethics with the text: Happier by Ben Shahar.

The text invites students to reflect on and strategize about ways they might be happier. It is based on new findings from the positive psychology movement. Students are asked to keep a journal in which many specific writing tasks accompany the text. Next, students read an introduction to Ethics titled Being Good by Simon Blackburn. Blackburn surveys the contemporary philosophical scene in the field of ethics. He first addresses various threats to the ethical enterprise and then points readers to important trends in ethical reflection.

Finally students are asked to research a moral leader of their choosing and present their findings to the class. An essay is also required in which the student responds to the ethical life she has studied.

WORLD RELIGIONS Open to grades: 11-12 (Spring term) Credit: ½ This course fulfills the Ethics graduation requirement.

The course is designed to introduce students to the world’s great religious traditions. The primary intellectual assumption will be appreciative: religions have ethical insights and worldviews that are worth understanding sympathetically. The traditions we will study are: Indigenous Sacred Ways, Hinduism, Buddhism, Taoism, Confucianism, Judaism, Christianity, Islam and Sikhism. If time allows, we will also look at new religious movements on the contemporary scene.

Mary Pat Fischer’s Living Religions will be the primary survey text. Attention to scriptures that are sacred to the traditions will be incorporated at every opportunity. At least two visits to religious services will be required along with anthropological accounts of the experience.

The course will involve a significant amount of discussion and its success will depend on the teacher’s ability to foster trust, tolerance of differing beliefs and a search for the truth. The goal of the course will be to help students understand the contributions religions have made to civilization and to promote tolerance for beliefs which differ from one’s own.

SOCIAL AND POLITICAL PHILOSOPHY Open to grades: 11-12 (Spring Term) Credit ½ This course fulfills the Ethics graduation requirement.

Although the course will focus primarily on the development of political philosophy in the 20th century, it will begin with a preliminary examination of the rise of liberal democracies in the West since the Enlightenment. Particular attention will be paid to the tragic struggle between Marxist and Capitalist societies over the values of freedom and justice and on the contrast between philosophies that advocate violent or non-violent social change. Students will have the opportunity to read Gandhi and Martin Luther King in significant depth and finally to think about the struggle for human rights and the well being of people in the modern world through the efforts of non-governmental organizations such as Amnesty International or the Bill and Melinda Gates Foundation.

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ENGLISH The English program focuses on the teaching of literature and composition, and also seeks to instill intelligent habits of speaking, listening, and information gathering. Our first concern in composition is for students to write in an honest and straightforward style and an authentic voice, qualities we emphasize in personal writing in each grade and expect to see carried over into analytical writing. Literary analysis is an increasing concern as the student rises through the grades, though as we engage in it we seek never to lose a sense of meaningful personal involvement with the literature. One of our central concerns in all courses is for students to learn to recognize and appreciate literary craftsmanship -- the artistry in the individual work. At the same time, we are concerned to acquaint students with some of the major cultural and aesthetic movements of English and American literature, and to give attention to the voices of women and of minority and non-western writers.

Enrollment in all honors and AP courses is subject to departmental approval.

MIDDLE SCHOOL The Middle School English Curriculum has two components, taught separately, and consists of a Writing Lab and a Literature component. In each section, a particular emphasis is also placed on project-based learning. Each student will be expected to participate in group and individual projects that connect with other subjects taught in the Middle School. Our hope is that such an approach will help our students become more engaged in real-world learning.

Through a carefully selected choice of reading materials and a wide variety of writing and teaching methods and techniques, each student is encouraged to develop to her fullest potential.

ENGLISH WRITING CURRICULUM In the Writing Lab, students are separated by typical grade levels, with a focus in each section on developmentally appropriate writing and grammar skills. All students, in order to become better writers, must write often and review past compositions to see how they can improve.

In addition, grammar, vocabulary, punctuation, and usage are taught through basic texts, and these skills are then applied to the student’s own written work. Included are regular written assignments of expository, descriptive and narrative prose leading to the mastery of the fiveparagraph essay format, as well as assignments to develop mechanical skills and an understanding of their use. For all students, the process of writing, as well as the product, is emphasized through the use of a writing portfolio.

ENGLISH LITERATURE At each level, students will have book lists from which they can select a text to read independently, with teacher approval. The books on the lists are intended to complement the curriculum of the current history course, but also ensure that students are exposed to the various genres of literature. In addition to independent reading, students will be assigned a text to read together as a class; such texts may typically include Shakespeare, as well as works from many time periods and in many different genres. Reading comprehension skills will be a specific focus of the Literature section, with various assignments to promote a mastery of skills associated with reading comprehension.

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UPPER SCHOOL AMERICAN STUDIES Open to grade: 9-12 Credit: 1 This course is designed for new international students.

American Studies is an introduction to American culture, past and present, that is open to students for whom English is not their first language. The course surveys the history and social developments of the United States from the early European/native encounters up through the 1970s. Through reading historic literature, students will become familiar with the major events and movements that have shaped the United States. Throughout the year, support will be given to improving the ability to speak and write English. Students will be assigned to this class when appropriate.

ENGLISH 9 – THE SELF AND BEYOND Open to grade: 9 Credit: 1 Prerequisites: Students will be selected for this course on the basis of transcript information and teacher recommendations.

This course intends to help the student move from her own perspective outward to the perspectives of others in the world at large. In other words, works of literature can open new worlds for readers. Literature is not only an intellectual experience, but also an opportunity for sociological observation. As we observe the world an author creates and the ways characters act in this world and react to each other, we expand our knowledge of the world and how it works. During the year we will study various literary genres, such as short stories, novels, drama, and poetry. The course also gives students practice writing in a range of modes; it devotes time to grammar and vocabulary as well.

Texts may include: Homer. The Odyssey.

Hurston. Their Eyes Were Watching God. Golding. Lord of the Flies.

Kingsolver. The Bean Trees.

Salinger. The Catcher in the Rye. Sophocles. Oedipus the King and or Antigone.

HONORS ENGLISH 9 Open to grade: 9 Credit: 1 Prerequisites: Students will be selected for this course on the basis of transcript information and teacher recommendations.

The Honors course focuses on the same core themes and works as the regular ninth-grade course but goes beyond it in the number of works read and, more important, in the standards expected of students both in class discussion and in writing. Readings will include all of those for English 9 plus: Achebe. Things Fall Apart.

ENGLISH 10 - AMERICAN LITERATURE/THE INDIVIDUAL IN SOCIETY Open to grade: 10 Credit: 1 Working with a variety of American literary texts (fiction, drama, poetry, essays, short stories), this course examines the theme of individuality in American literature. We will look at how individuals struggle against social forces as well as integrate themselves into communities. We will work with our personal reactions to these texts in order to write critical and analytical essays of our own. Through reading, class discussion and conferencing

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over drafts, we will work towards an understanding of American literature and ourselves as writers.

Texts may include: Chopin. The Awakening.

Williams. Cat on a Hot Tin Roof.

Emerson & Thoreau: excerpts Selected poetry.

Fitzgerald: The Great Gatsby Morrison. Su;a.

Shakespeare. Macbeth.

Twain. Huckleberry Finn.

HONORS ENGLISH 10 Open to grade: 10 Credit: 1 Prerequisites: Recommendation of 9th grade English teacher In Sophomore Honors English we strive to advance our twin skills of reading and writing well, and expand our understanding of American life and letters. We 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. Our study begins with Carson McCullers’ The Heart is a Lonely Hunter and then proceeds retrospectively in the following order: Fitzgerald’s The Great Gatsby, Willa Cather’s My Antonia, Mark Twain’s Huckleberry Finn, poetry by Whitman and Dickinson, essays by Thoreau and Emerson, Melville’s Benito Cereno and Bartleby, Nathaniel Hawthorne’s The Scarlet Letter, and finally we return to the present and read a variety short fiction and poetry by contemporary authors.

ENGLISH 11 – BRITISH LITERATURE Open to grade: 11 Credit: 1 Students read several classic British texts, with occasional thematic comparison to American or continental works. A brief unit on the history of the English language is included, with a glance at Anglo-Saxon literature and a study of selections from Chaucer’s Canterbury Tales.

Other major works appear below.

Possible texts: Shakespeare. Hamlet.

Hardy. The Mayor of Casterbridge.

Orwell. 1984.

Shelley. Frankestein.

Austen. Pride and Prejudice.

Wilde. The Importance of Being Ernest.

Huxley. Brave New World.

Poems of the teacher’s choice.

HONORS ENGLISH 11 Open to grade: 11 Credit: 1 Prerequisite: Recommendation of 10th grade English teacher.

The Honors course focuses on the same core themes and works as the regular junior course but goes beyond it in the number of works read and, more important, in the standards of literary analysis expected of students both in class discussion and in writing. Readings will include all of those for English 11 plus: Author Unknown. Beowulf.

Units on Renaissance and Romantic poetry.

AP ENGLISH LITERATURE Open to grade: 12 Credit: 1 Prerequisites: Recommendation of the English Department.

The purpose of this course is to offer advanced study in literature and composition, and to prepare students for the AP Exam in Literature and Composition. The course involves the reading and close examination of texts from a variety of periods and in each of the major genres. Students entering the course should expect to read works that in many cases are 17

more sophisticated than those read in the regular senior English courses, to read at a faster rate, to write more frequently and according to more rigorous standards of depth, exactitude, and style, and to participate regularly in seminar-style discussions. Writing in this course is primarily analytical, with occasional options for personal or creative writing.

Possible texts: Dickens. Hard Times.

Shakespeare. King Lear.

Faulkner. Light in August.

Swift. Gulliver’s Travels.

Forster. A Passage to India.

Williams. A Streetcar Named Desire.

Ibsen. A Doll’s House, Hedda Gabler.

Poetry Selections from the Renaissance Morrison. Beloved, or Song of to the present Solomon.

ENGLISH 12 Besides the Advanced Placement English course, the following semester–long electives are offered. All seniors not enrolled in AP English must state a preference for one of these electives per semester, and should definitely list second choices for each semester on their registration forms. Qualified Juniors who wish to take one of these electives in addition to English 11 may do so, subject to available space.

Elective descriptions follow.

All elective courses in the department are subject to enrollment.

ENGLISH 12 – MODERNISM Open to grade: 12 (Fall Term) Credit: ½ Modernism in the arts represents perhaps the most radical shift in western aesthetic standards of the past 2,000 years. This course will explore some of the historical and cultural trends that led to Modernism (which we will describe as extending roughly from 1900-1950) and will study a number of important literary works from this period. Students will learn to read literature that departs from various 19th century norms of characterization, structure, and theme, occasionally looking to art and music for illuminating parallel developments. An open mind will be essential: students must be willing to look beyond their initial perplexity to learn to understand the artistic and philosophical integrity and value in some unusual departures in the creating of novels, short stories and poetry.

Possible Works: Beckett. Waiting for Godot.

Joyce. Dubliners.

Camus. The Stranger.

Kafka. The Metamorphosis.

Short Stories by Hemingway and Joyce.

Poetry of Yeats. Stevens, Eliot, Williams, Faulkner. As I Lay Dying.

Pound, H.D. ENGLISH 12 – PRAIRIE LITERATURE Open to grade: 12 (Fall Term) Credit: ½ The Midwest and Southwest have produced many of America’s best writers, particularly in the past couple of decades. Students in this course will sample various writers who have drawn their inspiration and set their fiction and poetry in this region. We begin retrospectively with a look at Native American spirituality in Black Elk Speaks, by John Neohardt, and at our pioneer history in Willa Cather’s A Lost Lady. Then we will proceed to contemporary writers such as Cormac McCarthy (Cities of the Plain) and Barbara Kingsolver, who write about cultural conflict along our border with Mexico. Following these Southwestern writers, we will turn to Richard Ford and Kent Haruf, who tell stories about love and loneliness set in the upper Midwest in the aftermath of America’s pioneer heritage. We will read novels, short stories and poetry (e.g., Loren Eisley’s The Immense Journey). The literature offers students a window of America’s soul as it has been 18

represented by these great regionalist writers. Students will practice their writing skills in a variety of forms from the analytic essay to poetry.

ENGLISH 12 - READING AND WRITING SHORT FICTION & POETRY Open to grade: 12 (Fall Term) Credit: ½ The focus of this class will be close reading of short stories and poetry with an eye to writing in both forms, with an occasional analytic essay assigned for good measure. We will be reading a great variety of short fiction from the entire history of the narrative form, beginning with early short narratives from world mythology and folk literature. We will read and discuss the stories in class, focusing on how the author has used narrative elements to create a successful story. Then we will write our own stories based upon the models we have read. A similar procedure will be followed with poetry. Students must be willing to share their work with classmates.

Primary Texts: Norton anthologies of short fiction and poetry; Goldberg, Wild Minds.

ENGLISH 12 – SHAKESPEARE Open to grade: 12 (Fall Term) Credit: ½ This student-centered class will explore Shakespearean texts as drama. Students will be expected to examine scenes from many of Shakespeare’s plays to appreciate their dramatic importance and enduring appeal as works of literature.

Students will often be challenged to breathe life into Shakespeare’s works. Activities will include, among others: acting and speech, text interpretation, stage direction, role-play, historical and social contexts, monologues, and project work. Projects may include Shakespeare’s treatment of women, use of music, magic and witchcraft, marriage, translating a familiar contemporary scene into Shakespeare and so on. Finished projects will be published on the school’s intranet when appropriate.

To supplement daily activities in class there will be formal written work that will allow students to reflect upon their learning.

Texts: Othello, The Merchant of Venice, Henry V, and selections from other plays.

Resources: Stage in Ferguson Theatre (F 17).

ENGLISH 12: FROM PAGE TO PIXELS Open to grade: 12 (Spring Term) Credit: ½ Many of cinema’s greatest movies were books first. This course will explore the relationship between the written word and the movies. Books and movies both tell stories, but authors and directors have to make different choices in order to engage us. Is it fair to critique a movie in the same way as we analyze a work of literature? Will we be forever disappointed in the movie version of a book we’ve loved? Can a moving picture really paint a thousand words?

This course will aim to refine the students’ analytical skills in order to appreciate the techniques and talents of authors and directors alike. The students will compile their own list of criteria for a successful depiction of each work of literature so that they will be able to assess the respective movie versions. A formal written assessment will therefore comprise a balanced review of the relative strengths, weaknesses, and worth of both the book and the movie.

Texts used in 2009-10 included: The Color Purple, The Talented Mr. Ripley, “Rita Hayworth and Shawshank Redemption,” and Q & A (“Slumdog Millionaire”).

ENGLISH 12: THE SPIRIT OF WILDERNESS: AMERICAN NATURE WRITING Open to grade: 12 (Spring Term) Credit: ½ The purpose of this course is to study literary works in which people’s relationship with nature is a central theme. Some questions we will consider are: How has nature inspired 19

the authors we read? How has the conflict between commercial development and the spiritual value of nature played out in American experience? If commercialism and development are winning, how can one retain a sustaining relationship with nature anyway?

And, on the level of style, what makes good nature writing good? We will read fiction, nonfiction, and poetry. Possible titles: Annie Dillard, Pilgrim at Tinker Creek; poems by Gary Snyder, Robinson Jeffers, and Mary Oliver; Jane Smiley, “Good Will”; William Faulkner, “The Bear”; Edward Abbey, Desert Solitaire, Barry Lopez, The Rediscovery of North America; Cormac McCarthy, The Crossing. Students will also spend time outside now and then (a good use of the 80–minute block and the Ethel Walker woods), observing and writing on their own.

ENGLISH 12 - WOMEN IN LITERATURE Open to grade: 12 (Spring Term) Credit: ½ “The title women and fiction might mean…women and what they are like; or it might mean women and the fiction that they write; or it might mean women and the fiction that is written about them; or it might mean that somehow all three are inextricably mixed together…” Virginia Woolf, A Room of One’s Own. This course examines the search for self in women’s writing of the twentieth century. As women have tried to come into their own through writing, their characters sometimes meet a bitter end. The struggle for women to emerge into the literary canon has been a difficult one, characterized by themes not only of growth, independence, authorship, and empowerment, but also of destruction, dependence, frustration, and despair. Like Woolf, we will consider women and what they are like, what they write, and what has been written about them. In turn, we will write about women and about ourselves as women. Through this course, I hope we can come to a better understanding of women in and through their own prose.

Texts may include: Gilbert and Gubar, eds. The Norton Anthology of Literature by Women Morrison. The Bluest Eye. Chopin. The Awakening.

Wharton. The House of Mirth.

Behn. The Practice of Poetry.

ENGLISH 12 - PARADISE AND THE IMAGE OF THE GARDEN Open to grade: 12 (Spring Term) Credit: ½ This course of study begins with an extended reading of the “Adam and Eve in the Garden of Eden” story, making it a touchstone narrative for further study of novels, stories and poetry that focus thematically on gardens and our basis human relationship to nature as the caretaking gardner. Some of the texts included are passages from the Bible and the Koran, My Antonia, Under the Volcano, “Rappacini’s Daughter,” (Hawthorne), “The Garden of Forking Paths,” (Borges), and poems by Eliot, Dante, Lorca, Yeats, Wordsworth, Stevens, Neruda and Oliver. There will also be a significant unit on the garden in art history and another on how actual gardens have been conceived and designed around the world. Students will reflect on gardening as a metaphor for eco-ethics in general. In conjunction with this goal, a unit relates to the Simsbury Community Farm.

The course, as in all of our senior electives, will require several essays, as well as some creative writing.

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HEALTH/WELLNESS WELLNESS Emotional and physical well-being are important ingredients for success in all areas of life. Our vision of wellness is based on helping students to develop an awareness of their own strengths and resources.

Healthy self-esteem begins with self-mastery and the knowledge of one’s own competence and resilience. The Wellness Curriculum at the Ethel Walker School is designed to provide support, knowledge, and tools to students as they move through adolescence.

Grade 6 students take a Wellness/study skills class taught by a team of educators once a week for the entire year. Topics included are effective use of email communications, organizational skills, learning style assessments, library research skills and other topics pertinent to making the transition from elementary to Middle School.

During 7th grade, weekly meetings of a Wellness/Life skills class continue and discussion broadens to include areas such as: physical and emotional changes during adolescence; healthy boundaries in friendships; the appropriate use of technology as a communication tool and resource; dealing with stress; finding balance; developing a healthy life style. We will also introduce a unit on drugs and alcohol, focusing primarily on the impact of substance use on adolescent brain development.

The 8th grade program will continue to build on topics introduced in the 7th grade, including drugs and alcohol, depression and stress, and life transitions. In addition, we will begin talking about sex. This unit will focus on making decisions about sex, and will include topics such as: what is sex?; the emotional consequences of choosing to have sex; and coping with feeling pressured to have sex.

The Wellness Program continues into the Upper School with efforts including leadership skills and public speaking. The 9th Grade Seminar covers ethical leadership, public speaking, topics in equity and social justice, information literacy, conflict resolution, healthy decision making and others. In 10th grade, students take a semester long course in Women's Health and 10th graders new to the school are required to take a public speaking course. Upper School students develop leadership skills by participation in student government, the Girl Talk program and a wide range of student led clubs and activities.

HEALTH OF WOMEN Required for grade 10 Fall and Spring A comprehensive analysis of issues related to the health status and health care of women is presented in this course. A broad spectrum of topics will be 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.

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HISTORY By its very nature, history is a synthesizing discipline which seeks to clarify contemporary issues and concerns in light of past experience and changing concepts that invite us to rethink the record of human experience. In all our courses our goal is to lead students to a sensitive awareness of the forces and conditions that transform human society. We are committed to developing the basic competencies for academic achievement - reading, reasoning, writing, speaking, listening, and effective research skills.

Our objective is to enable our students, through thoughtful examination of the human environment, past and present, and the development of basic competencies, to gain a deeper understanding of their social, cultural, and physical environments and to empower them with the tools they will need for a lifetime of learning.

All elective courses in the department are subject to enrollment. Enrollment in all honors and AP courses is subject to departmental approval.

MIDDLE SCHOOL MODERN CULTURES Offered alternating years starting in 2010-2011 Credit: 1 Modern Cultures was created in conjunction with our offering of Ancient Cultures. This course focuses on the same regions during different time periods. In the Middle School, we feel it is a great opportunity to allow students to see that landforms and resources that affected life thousands of years ago still affect people today. Students who learn about Ancient Egypt in Ancient Cultures will learn about Northern Africa in Modern Cultures.

Other regions covered will include the Middle East and East Asia. Before studying specific regions, students will undertake a unit on reading and understanding maps, as well as a unit on important “geography� terms, including the study of geography itself, climate, and vegetation.

ANCIENT CULTURES

Offered alternating years starting in 2011-2012 Credit: 1 Ancient Cultures begins with a detailed look at how historians learn about the past.

Through discussions about prehistory, written documents and material remains, students identify the sources that inform the study of history. This year-long course primarily focuses on the study of ancient civilizations. Students learn about the people of ancient Mesopotamia, Egypt, Greece, and China. In each unit, students gain an appreciation for the geography, government, art and architecture, religion, daily life, and major achievements of each civilization. With a combination of individual and group work, students learn analytical and critical thinking skills while also developing cooperative skills.

AMERICAN IDENTITY Required course for grade: 8 Credit: 1 In this course, students begin the year by examining cultural encounters set in motion by the arrival of Europeans to the Americas, and finish the year by picking a cultural event of their choice to explore in a research paper. Ideally, all events up until Reconstruction are discussed in class. Students use primary documents as well as discussion and video to understand everyday life and significant events that have shaped American society.

In eighth grade U. S. History, writing is emphasized: specifically, writing essays. Students are taught to write outlines that provide a sound structure for these essays. The use of thesis statements, supporting evidence, and primary sources to strengthen their writing is also learned. Students are assessed based on nightly homework assignments, tests, and occasional reading quizzes.

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UPPER SCHOOL GLOBAL CONNECTIONS Required course for grade: 9 Credit: 1 This course is required for ninth graders. It is designed to develop critical thinking skills through units of regional study in which students consider the relationship between physical systems and human systems. Between projects, students learn general information about resources, population, land use, government structures, and economic systems that is appropriate for the unit they will be examining. That information is built upon over the course of the year through its application to the research projects. Students learn to formulate questions, select data, look for cause and effect relationships, and make assumptions about consequences. Each unit has a presentation and critical writing component. Students are evaluated in groups and as individuals in a variety of ways and are required, themselves, to evaluate each project upon completion.

WORLD HISTORY Required course for grade: 10 Credit: 1 As the name of this course suggests, this is an ambitious undertaking. Designed to introduce students to the forces that shape world societies, the course begins with important topics in the 15th century and ends with an in-depth study of the 20th century.

Skills include an analysis of historical perspectives, the recognition of the relationship between history and geography, the evaluation of data from a variety of sources, the presentation of information on PowerPoint programs and the research/writing of a research paper. The rigorous nature of the course necessitates an increase in expectations in regard to the amount of reading and writing.

HONORS WORLD HISTORY Required course for grade: 10 Credit: 1 Recommendation of the department required.

Students in this honors course use an Advanced Placement World History text. They plunge more deeply into the material and move through a substantially larger body of reading assignments. While bound by the same expectations for presenting, students in this honors course also spend a considerable amount of time on challenging writing assignments, grappling all year with Document Based Questions and embarking on a substantial research project in the spring. Students begin their study of World History circa 600 C.E. and learn about the expansion and flowering of the first truly global civilization: Islam. After studying the rise of the West and imperialism, they end the year examining human rights. While investigating the causes and consequences of twentieth century genocides, and the first 21st century one in Darfur, they will also evaluate the response of the United States government.

U.S. HISTORY Required course for grade: 11 Credit: 1 This course surveys the history of the United States from early European/native 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.

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AP U.S. HISTORY Open for grade: 11 Credit: 1 Recommendation of the department required. (Fulfills U. S. History Requirement) This course covers events from the seventeenth century through the end of the Cold War. Chapter tests, the primary assessment tool, are designed to familiarize students with the format and types of questions they will face on the AP examination in May. The course emphasizes critical reading, techniques for improving the organization and development of essays, and primary document analysis. After the AP exam, students work exclusively on a research project. Students who enroll in this rigorous course must be willing to commit at least 12 hours of reading and studying per week. They will also be expected to get a jump on their coverage of U.S. History during the summer with required reading, as well as study during vacation breaks.

AP EUROPEAN HISTORY Elective for grade: 12 Credit: 1 Recommendation of the department required.

This upper level history course provides an opportunity for students to study European History from the 1400’s to the present. Emphasis is on such skills as critical thinking, writing essays, researching controversial topics and presenting information by means of PowerPoints and debates. Other features include summer reading, an additional lab period per week, and a commitment to work during vacation breaks. The course is intended to prepare students to take the AP exam in May, and students will be required to take that test.

AMERICAN GOVERNMENT Elective for grades: 11-12 (Fall Term) Credit: ½ This elective gives students the opportunity to understand the American Political system.

The first part of the course will focus on how the political system works, with emphasis on the basic structure of local, state and federal governments, political parties, and important elections. The second part of the course will feature an in-depth study of the Bill of Rights and how the courts have interpreted issues related to free speech, the right to bear arms, the death penalty, and search and seizure policies. Students need to be prepared as they approach active citizenship and participation in the democratic process.

EAST ASIAN STUDIES Elective for grade: 11-12 (Fall Term) Credit: ½ This is a one–semester course that gives students the opportunity to understand “a fundamental shift in world history––a basic realignment of global stature and political power that will change the way the world has worked for the past five hundred years…we are launching the Asian century.” T.R. Reid, Confucius Lives Next Door. This course focuses on the history of two Asian super–powers: Japan and China. One of them, Japan, has emerged in the last 30 years to become a wealthy economic power, while the other, China, has more recently come on to the international scene as a major economic, political and military force. It is important, therefore, that students of the 21st century understand the history and culture of these nations beyond what was covered in the 10th grade World History class. Features of the course include the use of novels and short stories, student PowerPoint presentations, and research of significant people and events.

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ECONOMICS Elective for grade: 11-12 (Fall and Spring Term) Credit ½ Economics plays a key role in all of our lives, particularly in today’s dynamic domestic and global environments. This course is intended to provide an overview of the basic principles and theories of microeconomics and macroeconomics. Throughout, students reflect upon the basic economic question: how to balance unlimited wants and needs with limited resources, that is, scarcity. Topics include, but are not limited to economic systems, markets, influential economists, the laws of supply and demand, and consumer behavior.

Current economic events and case studies are emphasized, including the impact economics has with regard to environmental issues, social concerns and politics, AP ECONOMICS Elective for grade: 12 Credit: 1 Recommendation of the department required.

The purpose of the macroeconomics portion of this course is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and the role of government in promoting greater efficiency and equity in the economy. The microeconomics portion of this course gives students a thorough understanding of the principles of economics that apply to an economic system as a whole. Particular emphasis is placed on the study of national income and price-level determination, and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics.

AFRICAN STUDIES Elective for grade 11-12 (Spring Term) Credit: ½ This elective is designed to give students a broad view of the historical record and contemporary issues of Africa. While some attention will be directed toward the Islamic societies of the area bordering the Mediterranean, most of the focus will be on sub– Sahara Africa above and beyond what the 10th grade World History course covered. Units of study will include the study of early pre–colonial empires, the age of imperialism and independence, and present–day challenges. Case studies will be of such countries as Nigeria, the Congo, Kenya and South Africa. Features of the course include the use of novels and short stories, student PowerPoint presentations, and research of significant people and events.

CARIBBEAN STUDIES Elective for grade: 11-12 (Fall Term) Credit: ½ Geography may not be destiny but it has certainly played a critical and constant role in shaping the history of this region. It is a place of spectacular beauty. People from all continents have played a role in its often-turbulent history: one that has been molded by colonialism, slavery, and resistance. The shape and evolution of societies there has been both enriched by its multi-ethnic identity and burdened by the control and intervention of foreign powers up to the present day. Students will consider the central themes of slavery, capitalism, emancipation, colonialism, revolution and imperialism. Because the Caribbean is a place whose history has been written and rewritten by European and U.S. scholars, students will discuss historiography and concentrate on the voices of people native to the island countries by studying the art, music, and literature of this culturally vibrant region.

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RUSSIAN STUDIES Elective for grades: 11-12 (Spring Term) Credit: ½ Russia is the largest country in the world, a major nuclear power, and a nation rich in resources. This course presents students with an opportunity to study important people and events in Russian History beginning in the 13th century. Starting with the early tsars and continuing with the Romanov dynasty through World War I, the course will focus mostly on the Russian Revolution of 1917 and the subsequent history of the rise and fall of the Soviet Union. Emphasis will also be placed on literature (Tolstoy, Turgenev, Dostoevsky, Solzhenitsyn), music (Shostakovich, Tchaikovsky, Rimsky-Korsakov, Mussorgsky) and films of the Russian and Soviet eras.

INEQUALITY IN THE UNITED STATES Elective for grades 11-12 (Spring Term) Credit ½ Prerequisite: Completion of U.S. History This course will introduce students to systems of social inequality in the United States.

The structural, interpersonal and psychological dimensions of oppression will be investigated. Course material will explore the ways that racism, classism, sexism, heterosexism and religious oppression have developed over time as well as the ways they impact each of us every day. As a result of this class, students will be able to link course concepts to their observation and experience of the world around them, develop an awareness of their own complex social identity and gain the tools needed for productive dialogue about systems of power, privilege and difference in the United States.

HISTORY T.A. Open to grade: 12 (Fall and/or Spring Semester) Credit: ½ This position is open to seniors in good academic standing who have a strong interest in history. Students will assist teachers with the required ninth grade history course, Global Connections. After a series of training workshops, teaching assistants will help present new material to the ninth graders and reinforce the research, writing, and presentations skills that the course is designed to develop through project work. In addition to their involvement during class time and preparation outside of class, these senior assistants will meet weekly with the teacher to review, assess, and preview units of study and student work. They will keep a weekly log and must submit an in-depth, formal evaluation of the course and their performance at the end of the term.

Interested students apply to the history department in the spring of their junior year during course registration. The history department reviews the applications and makes its decisions by the end of the year.

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LANGUAGES The language courses seek to promote student proficiency in the target language in four areas: speaking, listening, reading, and writing. These skills should be mastered so that the student will, according to her level, be able to engage in conversation about general subjects; pronounce the language well enough to be understood by a native speaker; read and comprehend prose addressed to the general reader; and write correct prose. Latin, of course, focuses more on reading and writing.

The student should also gain a basic knowledge of the geography, customs, and, to some extent, the history and literature of the various countries where the target language is spoken.

All course offerings in foreign languages are subject to sufficient enrollment.

REQUIREMENTS The Language Department requires that students complete three levels of the same language in order to meet the minimum requirements for graduation. In order to gain a degree of fluency, however, to enhance their educational experience and to meet the challenges of competitive colleges, most students will include four (and in some cases Advanced Placement) courses.

PREREQUISITES AND STANDARDS OF PERFORMANCE The Language Department requires that students meet the following criteria for advancing from one level to another: 1. An average of C- or better to advance to the second level.

2. A recommendation of the instructor to advance to subsequent levels.

Course levels for new students will be determined by their previous school record and by completion of the Walker’s placement test.

MIDDLE SCHOOL INTRODUCTION TO LANGUAGE Required course for grade: 6 Credit: 1 Students will be introduced to Latin through a series of stories featuring children in ancient Italy. In addition to learning some basic grammar, students will build their English vocabulary from Latin roots and will be exposed to the culture and mythology of ancient Rome. They will also be introduced to French, Spanish, and several other languages.

Text: Ecce Romani.

LATIN LATIN 1A Open to grade 6, 7, or 8 recommended for grade 6 Credit: 1 Students will cover stages 1 through 12 of the Cambridge Latin Course, all of Unit 1. By then they should have a good grounding in many of the inflections of Latin verbs, nouns, pronouns and adjectives, a vocabulary of approximately three hundred words and the ability to translate some basic prose passages.

The stories are set in ancient Pompeii and are based on real people, situations and locations. The linguistic elements are the most important part of this course, but students also learn about a variety of the distinctive institutions and customs of the Romans such as local government and elections, provincial administration, domestic architecture and interior design, slavery, gladiatorial shows.

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LATIN 1B

Open to grade 8 Credit: 1 th This is a continuation of Latin 1A, and the two courses combine to allow 8 graders to begin Latin 2 in high school. The course covers Unit 2 of the Cambridge Latin Course, stages 13-20.

FRENCH FRENCH 1 Open to grades: 8-12 Credit: 1 In French I, students develop the four basic skills necessary to their proficiency and language acquisition: listening, speaking, reading, and writing. They also experience France and explore French-speaking cultures through a multicultural approach. The primary emphasis of this course is on communication in the language. Videos, DVD’s and audiotapes and Internet research support lesson content and provide additional crosscultural interactions, increasing comprehension and success for all students.

Pair and group activities allow students to communicate and exchange information analyzing forms and structure, with immediate implementation in dialogues, practicing “key” words and using them in context with proper pronunciation. The course addresses a variety of learning styles, with attention to the needs of each student. With real world activities that engage students and promote cultural awareness, students are exposed to authentic cultural life, through critical thinking and self-expression, helped by relevant online materials at classzone.com.

Text and Workbook: Valette & Valette. Discovering French – Bleu.

SPANISH SPANISH 1A Open to grade 6, 7 and 8 Credit: 1 This course introduces and develops the four basic skills of reading, listening, writing, and speaking. There is a special emphasis on pronunciation, especially in the beginning of the course. Cultural topics from around the world are explored. Vocabulary required for mastery includes greetings, family members, occupations, travel, telling time, numbers, weather, foods, animals, and clothing.

Grammatical concepts include: structure of words; verb tenses in the present indicative, and present progressive; regular and irregular verbs; stem changing –ar, –er, and –ir verbs; subject pronouns; differences between ser and estar; and idiomatic expressions with tener, hacer, and gustar.

Text and Activities Manual Workbook: Realidades 1a SPANISH 1B Open to grade: 7 and 8 Credit: 1 This course is a continuation of Spanish 1A, and the two courses combined will allow eighth graders to begin Spanish 2 in high school. This course will have a heavier focus on grammar as well as on the four basic skills of reading, listening, writing and speaking.

Grammatical concepts include: stem-changing verbs; commands; indirect object; pronouns; affirmation and negotiation; reflexive verbs; adverbs; demonstrative adjectives; ordinal numbers; and a small introduction to verbs in the preterit tense.

Text and Activities Manual Workbook: Realidades 1b

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UPPER SCHOOL CHINESE INTRODUCTION TO CHINESE Open to grade: 9-12 Credit: 1 This is a beginning course in Mandarin Chinese. Using Huanying Series Volume One as the textbook, 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 400 characters and have exposed themselves to roughly 450-470 characters. Students are expected to be able to introduce themselves, their friends, and family members; discuss their hobbies and school; and to hold simple dialogue, paying particular attention to the tones and proficiency in handling everyday situations in the Chinese language.

INTERMEDIATE CHINESE Open to grade: 10-12 Credit: 1 This is a continuation of Introduction to Chinese this course’s prerequisite. With Huanying Series Volume Two as the textbook, 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. High 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, physical geography, ethnic groups and languages, and current political and environmental issues facing China. History, 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 700-750 characters, and to have been exposed to about 825 characters.

ADVANCED CHINESE Open to grade: 10-12 Credit: 1 Pre-requisite: Successful completion of Intermediate Chinese (Chinese 2) or the equivalent.

This course follows the successful completion of Intermediate Chinese (Chinese 2) and continues to develop the students’ Chinese language proficiency at advanced levels.

Students will have opportunities to study selected works of Chinese literature 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. This course is taught mostly in Chinese.

Text: Huanying: An Invitation to Chinese, Books 2 and 3.

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GREEK ANCIENT GREEK This elective language course, open to all students, will consist of two parts. During the first semester, the class will study the Ancient Greek language at a college pace; completing the equivalent of an Ancient Greek I course. During the second semester, the class will study the works of Plato and Aristotle (primarily in English with Ancient Greek supplements.)

Test: Athenaze by Maurice Balme and Gilbert Lawall.

Plato - Five Dialogues by G.M.A. Grube.

LATIN LATIN 1 Open to grades: 9-12 Credit: 1 This course serves as an introduction to the Latin language. Students will cover stages 1 through 20 of the Cambridge Latin Course, all of Units 1 and 2. By then they will have a good grounding in many of the inflections of Latin verbs, nouns, pronouns and adjective, a vocabulary of some four hundred words and the ability to translate some basic prose passages.

The stories are set in ancient Pompeii and are based on real people, situations and locations. The linguistic elements are the most important part of this course, but students also learn about a variety of the distinctive institutions and customs of the Romans such as local government and elections, provincial administration, domestic architecture and interior design, slavery, gladiatorial shows, etc. Students will also take the National Latin Exam in the spring.

LATIN 2 Open to grades: 9-12 Credit: 1 This course is open to those who have successfully completed Latin 1. Students will reinforce and add to their knowledge of Latin accidence and vocabulary by covering stages 21 through 34 of the Cambridge Latin Course, all of Unit 3. In particular, there will be an introduction to complex sentence construction. There will be practice in grammatical drills, comprehension and unseen translation.

Reading passages contain a continuous narrative set in Roman Britain and the capital of the empire itself under the reign of the emperor Domitian. Cultural material will include Roman imperial administration, military organization, and literary techniques. They will also learn about the cultural and political context of the prescribed literature. Students will also take the National Latin Exam in the spring.

LATIN 3 Open to grades: 9-12 Credit: 1 This course is open to those who have successfully completed Latin 2. Students will continue the Cambridge Latin Course, finishing Unit 4 as well as continual review and practice of the grammar and vocabulary covered previously, students will cover material that will make their knowledge of the accidence and syntax of Latin almost complete. It is now that a start is made in reading passages from some Latin authors in the original language. There will be study of the poets Martial, Ovid and Catullus and Virgil; prose reading will include some of the correspondence between Pliny and the emperor Trajan, and some stories from Suetonius and Livy. As well as translation of the material, there will be an examination of the meter and literary style of the works, and of their cultural and historical setting. Students will also take the National Latin Exam in the spring.

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HONORS LATIN 3 Open to grades: 9-12 Credit: 1 This course is open to those who have successfully completed Latin 2. Students will continue the Cambridge Latin Course, finishing Unit 4 as well as continual review and practice of the grammar and vocabulary covered previously. Students will cover material that will make their knowledge of the accidence and syntax of Latin almost complete. It is now that a start is made in reading passages from some Latin authors in the original language. There will be study of the poets Martial, Ovid, Horace, Phaedrus, and Catullus.

Vergil will also be studied in advanced preparation for the AP exam. Prose reading will include some of the correspondence between Pliny and the emperor Trajan, and some stories from Suetonius and Livy. As well as translation of the material, there will be an examination of the meter and literary style of the works, and of their cultural and historical setting. Students will also take the National Latin Exam in the spring.

LATIN 4/5 Open to grades: 9-12 Credit: 1 This course is open to those who have completed Latin 3 or Honors Latin 3 and are hoping to continue their study of Latin to the AP level. The course will consist of a twoyear rotating curriculum in which one year AP Vergil is studied and the next the poets Horace, Ovid, and Catullus are studied. In this way, the students have the opportunity to investigate a broader range of Roman authors while still being able to take the Latin AP exam during their studies at Walker’s. Both courses will focus on the intricacies of Latin grammar and poetic devices in Roman poetry. In addition to being able to translate the material, there will be an examination of meter and literary style of the authors, as well as discussions about the culture and history surrounding these works.

LATIN 5 GOLDEN AGE LITERATURE Pre-requisite: Successful completion of AP Latin This Latin language course is designed for students who have completed AP Latin and would like to continue with their studies. It is based on literature from the Augustan Age, including works by Catullus, Horace, Ovid, Livy, Cicero, and Seneca. The emphasis is on translation and the historical importance of the works.

FRENCH FRENCH 1 Open to grades: 8-12 Credit: 1 In French I, students develop the four basic skills necessary to their proficiency and language acquisition: listening, speaking, reading, and writing. They also experience France and explore French-speaking cultures through a multicultural approach. The primary emphasis of this course is on communication in the language. Videos, DVD’s and audiotapes and Internet research support lesson content and provide additional crosscultural interactions, increasing comprehension and success for all students.

Pair and group activities allow students to communicate and exchange information analyzing forms and structure, with immediate implementation in dialogues, practicing “key” words and using them in context with proper pronunciation. The course addresses a variety of learning styles, with attention to the needs of each student. With real world activities that engage students and promote cultural awareness, students are exposed to authentic cultural life, through critical thinking and self-expression, helped by relevant online materials at classzone.com.

Text and Workbook: Valette & Valette. Discovering French – Bleu.

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FRENCH 2 Open to grades: 9-12 Credit: 1 The course continues the development of the basic skills of listening, reading, writing, and speaking. Topics include conversational vocabulary, such as for vacations, leisure time activities, health, shopping, asking directions and the like. There is continuing emphasis on pronunciation and comprehension of spoken French. Videos and tapes are used to reinforce communication skills and to present aspects of French and francophone culture.

Thematic readings and more advanced grammatical structures are presented within the framework of conversational topics.

Students explore French and the distinctive French-speaking cultures through activities promoting cultural awareness, building skills and developing strategies for more accurate communication. Vocabulary and grammar are practiced in authentic cultural contexts and web quest activities and enhance their learning. Students’ interest is sustained through a continuous story linked with “téléroman” dialogues. Pair and group activities allow students to communicate and exchange information while practicing and analyzing new forms and structures.

Text and Workbook: Valette & Valette. Discovering French – Blanc.

Readings: Le Petit Nicolas FRENCH 3 Open to grades: 9-12 Credit: 1 Students receive a comprehensive review of basic grammar points along with a more stylistically sophisticated approach to writing and self-expression in the target language.

The principal emphasis is on developing writing skills and on further development of listening comprehension and reading skills. The focus continues to be effective communication, but expands to include more writing. Students read selections which emphasize issues of current interest in the French-speaking world. Grammatical concepts include: Verb tenses in the passé composé, imperfect, passé simple, future, conditional, pluperfect, imperative and subjunctive; direct, indirect, reflexive, y and en personal pronouns as well as relative pronouns; descriptive adjectives and adverbs; passive voice; and causative and infinitive constructions.

Text and Workbook: Valette & Valette. Discovering French –Rouge.

Reading: Antoine de Saint Exupery, Le Petit Prince.

HONORS FRENCH 3 Open to grades: 9-12 Credit: 1 This course is the same as French III with stronger emphasis on effective communication in all areas in the target language. Students may use an additional text and read excerpts from French and francophone literature. Offered to qualified students having a minimum B average in French 2, with teacher recommendation.

FRENCH 4 Open to grades: 9-12 Credit: 1 This course is designed to give students who have covered all basic aspects of language the solid knowledge of grammar required to express themselves correctly in French and to appreciate the reading of journalistic and literary texts. Students practice their oral, written and aural skills on a daily basis through class discussions and exercise drawn from the media, literature, songs, and movies. Student-written analyses are the culmination activity after studying literary texts. Students are continuously exposes to the history, literature, current events and trends of the French-speaking world.

Textbooks: Collage: Révision de grammaire; Collage: Variétés culturelles; and Collage, Literary selections vary according to the interests and abilities of the students and may 32

include works by Balzac, Ben Jelloun, Cardinal. Flaubert. Joffo, Maupasssant, Oyono, Sartre, Zola and others; poetry by Appollinaire, Baudelaire, Hebert, Philombe, Rimbaud, Tzara and Verlaine.

HONORS FRENCH 4 Open to grades: 9-12 Credit: 1 This course is the same as French 4, but with greater demands on the students to master more sophisticated use of the language in writing and speaking. Offered to qualified students having a minimum B average in French 3, and their teacher’s recommendation, French 4H is the first part of a two-year curriculum in preparation for the French AP exam.

AP FRENCH LANGUAGE Open to grades: 9-12 Credit: 1 This course is geared toward preparing students to take the AP French Language examination in May each year. It also develops intensive insight into the language, literature, culture, and history of the French-speaking world. Students familiarize themselves with the exam format as well as continue an intensive study of grammar and language on a sophisticated level. They strengthen the breadth of their vocabulary through the reading of authentic materials and literature as well as through videos, films and other realia. They continue to use French through class discussions and to improve their written expression through essays, research papers and creative writing assignments.

Texts: Hirsch & Thompson.

Moments littéraires Ladd, R. & Girard, C., AP French: A Guide for the Language Course.

Renaud, S. & Van Hooff, R., En Bonne Forme Readings: Camus. L’Etranger

Literary works include selections of Francophone literature, e.g., Mauriac, Rabelais and others; poetry selections including Cesaire, La Fontaine, Hebert, Nerval, Romain, Breton, Guillen, Durand, Maalouf, among other; Albert Camus, L’Etranger.

SPANISH SPANISH 1 Open to grades: 8-12 Credit: 1 The course introduces and develops the four basic skills of reading, listening, writing, and speaking. There is a special emphasis on pronunciation, especially in the beginning of the course. Cultural topics from around the world are explored. Vocabulary required for mastery includes greetings, calendar, family members, school, occupations, travel, telling time, numbers, weather, foods, animals, parts of the body, clothing, descriptions of physical characteristics and basic personality traits, sports and 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, present progressive, immediate future, formal commands, stemchanging and reflexive verbs. Other grammatical concepts studied in Spanish 1 include: structure of words; gender and number agreement; subject pronouns; direct object pronouns and indirect object pronouns used with gustar; affirmative and negative expressions; differences between ser and estar, saber and conocer; idiomatic expressions with tener, hacer, and gustar; comparisons; the personal “a”; expressing likes and dislikes.

Text and Activities Manual Workbook: Realidades 1 33

SPANISH 2 Open to grades: 9-12 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. Grammatical concepts include: Por and Para; 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 Text and Activities Manual Workbook: Realidades 2 HONORS SPANISH 2 Open to grades: 9-12 Credit: 1 This course is the same 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 text. They also write more compositions. This course is offered to qualified students having a minimum B average in Spanish 1, with teachers' recommendation.

Text and Activities Manual Workbook:Â Realidades 2 SPANISH 3 Open to grades: 9-12 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 read selections and research material on the Internet that emphasizes issues of current interest in the Spanish-speaking world.

Grammatical concepts include: All tenses of the indicative; Passive voice; Relative pronouns; Idiomatic expressions; Impersonal se; Regular and irregular past participles; All formal and informal commands; Pronoun placement with commands; All perfect tenses including present and present perfect of subjunctive; Subjunctive versus indicative, Subjunctive with impersonal expressions, to express wishes and hopes, with expression of doubt and emotion; Review of present progressive and past progressive; and Por and para.

Text and Activities Manual Workbook: Realidades 3 HONORS SPANISH 3 Open to grades: 9-12 Credit: 1 This course is the same as Spanish 3, but with stronger emphasis on effective communication in all areas of the target language. Students read additional text short stories and literary pieces by Spanish and Latin American authors. They also write more compositions. This course is offered to qualified students having a minimum B average in Spanish 2, upon teachers’ recommendation.

Text: To Be Determined SPANISH 4 Open to grades: 9-12 Credit: 1 Spanish 4 continues the development of language skills from Level 3. It broadens vocabulary, increases fluency, and deepens knowledge of the mechanics of Spanish. It also reviews in depth the conjugation and use of Spanish verbs, such as all perfect tenses 34

and subjunctive forms. This course includes the reading of short stories written by Spanish and Latin American authors. Spanish 4 requires students to do the following work: read short stories, answer comprehension questions, complete exercises designed to increase vocabulary, participate in class discussions, cover grammar units independently, write in a journal on a daily basis, and complete listening comprehension exercises. Quizzes that assist students’ development of test-taking adeptness are administered bi–weekly.

Texts: Díaz. Abriendo paso Gramática & Díaz. Abriendo paso Lectura HONORS SPANISH 4 Open to grades 9-12 Credit: 1 This course is similar to Spanish 4, but with stronger emphasis on effective use of the language in writing and speaking. The students are also exposed to Spanish literature in greater depth. They will be required to read and analyze one additional short story per term and present a written analysis on the readings. This course is offered to qualified students having a minimum B average in Spanish 3 or 3 Honors, upon teachers’ recommendation.

Texts: Díaz. Abriendo paso Gramática & Díaz. Abriendo paso Lectura SPANISH 5 Open to grades 9-12.

Credit: 1 This course is designed for students who have attained a high level of speaking proficiency and want to further strengthen their ability to function in the Spanish language. The focus of this course is on conversation (speaking/listening skills), as well as on increasing vocabulary to improve reading and writing skills. Cultural knowledge and appreciation of the Hispanic world are encouraged through instructional activities, readings and viewing material. Geographical, political and social aspects of Spanish-speaking countries are studied, as well as the influence of the Latin pop culture (art, television, movies, music) in the U.S. Classes are conducted completely in Spanish and include hands-on approaches to learning a foreign language. Students are expected to expose themselves to the spoken language outside the classroom as much as possible. It is also required that they review grammar independently.

Text: Conner & Folts. Breaking the Spanish Barrier (Advanced) REQUIREMENTS FOR ENROLLING IN AP SPANISH COURSES: Students must be in their fifth year of Spanish and be recommended by their Honors Spanish IV teacher in order to enroll in the AP Spanish language course. In some instances, students will be able to enroll in the course if they have had an equivalent experience with the language or if they are native or heritage speakers.

AP SPANISH LANGUAGE Open to grades 9-12 Credit: 1 This course prepares students for the AP Spanish language examination in May. Students must be recommended in order to study at this level. Students qualifying for this course have already acquired advanced skills in speaking, writing, reading, listening, and comprehension. The curriculum for this course is designed to refine and perfect these skills as well as to broaden students’ understanding of Hispanic culture. Students are provided with a learning experience equivalent to that of a third year college course in Spanish language and presented with instructional materials, assignments and assessments at this level. Students read and write extensively, listen to authentic sources and participate in discussions and activities frequently. They are also given the opportunity to view, analyze and discuss feature films in Spanish.

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Classes are conducted completely in Spanish. In addition, students are expected to expose themselves to the spoken language outside the classroom as much as possible. It is also required that they review grammar independently.

Texts: Conner & Folts. Breaking the Spanish Barrier (Advanced) Gatski & McMullan. TriĂĄngulo Lorca. La casa de Bernarda Alba

AP SPANISH LITERATURE Open to grades 9-12.

Credit: 1 This course is conducted completely in Spanish and prepares students for the AP Spanish Literature Examination in May. Students must be recommended in order to study at this level. The course covers some of the finest literary works written by Peninsular and Latin American authors from the Middle Ages to the 20th century. The main goal of the course is to teach students the necessary analytical tools to read, discuss and analyze the literary works on the AP syllabus, and to understand their importance within the cultural and historic context in which they were written.

Text: Colbert. Azulejo.

LANGUAGE T.A. Open to grades: 11-12 (Fall and/or Spring Semester) Credit: ½ This position is open to juniors and seniors in good academic standing who have a strong interest in languages and have completed at least three years of language study. Students will assist in beginning-level language courses. After receiving some training in learning styles and learning strategies, assistants will help beginning students to understand the fundamental concepts of the target language. They may also provide extra help, supervise projects or help present new material. In addition to their involvement during class time, assistants will meet weekly with the teacher to review, assess and preview important concepts and units of study. They will keep a log, to be submitted weekly, and must also do an in-depth evaluation of their performance at the end of the term.

Interested students apply to the Language Department in the spring prior to their junior or senior year as part of their course registration. The Department will notify students in June about whether or not their applications have been approved.

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LEADERSHIP FRESHMAN SEMINAR Required for all 9th graders Credit: 1 th The Seminar is required for all 9 grade students. This skill-based course is taught by a team of educators with specific expertise in different areas. This approach creates a support for our students making the transition to Upper School. The seminar will emphasize social and academic skills, tools and resources to help our newest Upper School students excel. Topics to be covered will include but not be limited to: Research skills (including information literacy and technology), Leadership (including ethical leadership, leadership styles, women in leadership, social justice, effective collaboration and goal setting), Public Speaking (including speech and presentation preparation, debate, confidence building and impromptu speeches) and Wellness (healthy decision making, time management, stress reduction, conflict resolution and importance of balance).

GRADE 10 PUBLIC SPEAKING Required for all 10th graders new to the school Credit: ½ Offered second semester Grading: Letter Grade In this course students will be introduced to public speaking and will learn the skills needed to become confident and effective speakers. Students will learn how to become active listeners, how to communicate more effectively in interpersonal relationships, how to manage their anxiety when speaking before an audience, and how to take a position on a topic and debate it convincingly. Students will create and present a variety of speeches both impromptu and formal - including those to inform, to persuade, and to demonstrate.

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MATHEMATICS It is the goal of the mathematics department that every student will develop at a minimum a basic competence in fundamental mathematical processes and a foundation for logical thinking. In accordance with the National Council of Teachers of Mathematics Standards, an emphasis is placed on problem-solving techniques. TI-84 Plus graphing calculators are introduced in Algebra I and used extensively beginning in the second year of algebra. In our highly technological society all young women must increase their mathematical sophistication so that their future career options will be kept open.

The study of mathematics is required through the junior year and strongly recommended for senior year. Every student must complete two years of algebra and a year of geometry. The mathematics department reserves the right to place a student in the course and level most appropriate to her aptitude and preparation. A student’s current instructor will make appropriate recommendations for her next year’s course selection.

FOUNDATIONS OF MATHEMATICS Required: grade 6 Credit: 1 Students will explore practical as well as theoretical mathematics. Basic math and computational skills, problem solving, patterns, estimating and mental math are emphasized. Topics include decimals, integers, fractions, exponents, ratios, rates, proportions, percents, measurement, graphing in the coordinate plane and an introduction to variables, equations, inequalities and geometry.

PRE–ALGEBRA Open to grade: 7 Credit: 1 Students will review and further explore integers, algebraic expressions, rational numbers, real numbers and the coordinate plane, proportions, percents, equations, inequalities, geometry, measurement, and graphs/data analysis.

HONORS PRE-ALGEBRA Open to grade: 7 Credit: 1 Students entering grade seven for whom a challenging, fast–paced, and rigorous year of pre–algebra best suits their needs are recommended for this course. Topics include further exploration of decimals, factors, fractions, exponents, ratios, proportions, and percents, as well as algebraic expressions and integers, and solving equations and inequalities.

EIGHTH GRADE ALGEBRA Open to Grade: 8 Credit: 1 This course is designed for the student who needs a more concrete introduction to Algebra. Beginning with an in depth study of rational numbers, students will build a strong foundation for algebraic thinking. Algebraic expressions will be explored using manipulatives. A hands-on approach to solving algebraic equations and inequalities, as well as graphic linear equations, will be studied. Students completing this course will take Algebra I or Honors Algebra I in 9th grade.

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ALGEBRA I Open to grades: 8-10 Credit: 1 The student entering Algebra I is expected to have already 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 I Open to grades: 8-10 Credit: 1 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: 9-12 Credit: 1 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.

HONORS GEOMETRY Open to grades: 9-11 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 II Open to grades: 9-12 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 I topics including inequalities, linear equations, operations with polynomials, and application of algebraic skills through verbal problems. New topics include functions, complex numbers, and quadratics and their graphs.

HONORS ALGEBRA II Open to grades: 9-11 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 I topics and continues with the study of complex numbers, quadratic functions, rational and polynomial functions, conic sections, exponents, sequences and series.

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TRIGONOMETRY Open to grades: 10-12 Credit: 1 This course consists of a review of algebraic topics including quadratic functions and their applications. A continuation of algebraic topics will include composite and inverse functions, exponents and logarithms. The study of trigonometry consists of right triangle and general triangle relationships and applications, circular functions and their graphs, and identities.

PRECALCULUS Open to grades: 10-12 Credit: 1 In this course, the student must be able to integrate ideas from both algebra and geometry to do analytical thinking in mathematics. The topics reviewed and studied consist of several types of functions (compositions, inverse, rational, polynomial, trigonometric, exponential, and logarithmic) and trigonometry.

HONORS PRECALCULUS Open to grades: 10-12 Credit: 1 In this course, the student must be able to integrate ideas from both algebra and geometry to do analytical thinking in mathematics. Topics reviewed and studied consist of analytic geometry, trigonometry, several types of functions (compositions, inverse, rational, polynomial, exponential, logarithmic and circular) and an introduction to limits.

HONORS CALCULUS Open to grades: 11-12 Credit: 1 In this course, the student must be able to integrate ideas from both algebra and geometry to do analytical geometry, trigonometry, several types of functions (compositions, inverse, rational, polynomial, exponential, logarithmic, and circular) and an introduction to limits.

AP CALCULUS - AB Open to grades: 11-12 Credit: 1 Selected students may take this course which leads to the Advanced Placement Calculus AP examination. All students registered for Advanced Placement Calculus are required to take the AP examination in May. 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. A thorough review of the year's work is made in the final weeks before the AP exam.

AP STATISTICS Open to grades: 11-12 Prerequisite: Precalculus Credit: 1 The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes; 1. Exploring Data: Describing patterns and departures from patterns 3. Sampling and Experimentation; Planning and conducting a study 4. Anticipating Patterns: Exploring random phenomena using probability and simulation 5. Statistical Inference: Estimating population parameters and testing hypotheses Students who successfully complete the course and exam may receive credit, advanced placement, or both for a one-semester introductory college statistics course.

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INTRODUCTION TO COMPUTER SCIENCE Open to grades: 9-12 Spring Term Credit: 1/2 This course focuses and engages the entire discipline of computer science. By demystifying computer hardware and how it works; using computer software and exploring design and implementation; Problem solving and developing software; and understanding how computers, people and society interoperate in this course, we will look to build quantitative reasoning skills and a basis for future survival and exploration in our advancing world.

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PHYSICAL EDUCATION AND ATHLETICS Walker’s mission extends to the playing fields, gymnasium, riding ring and dance studio. Our belief in the education of the whole student includes the integration of the physical as well as the intellectual, social and spiritual into the fabric of a student’s experience at Walker’s. Regular participation in physical activity provides an opportunity for students to gain new skills, test their capabilities, build cooperation and leadership skills, and improve their fitness and overall wellness.

Our goal is to provide all students with a well balanced wellness, physical education and athletics program which includes opportunities for participation in individual and team sports, interscholastic competition, health and fitness classes, riding and dance participation and outdoor adventure-based courses. All students are required to earn athletics credit in each of three sport seasons during the year, Fall, Winter, and Spring. Students may select from a menu of offerings for each season but must participate on at least one team sport per year (riding, dance or theatre concentration will fulfill the team sport requirement). Varsity sport rosters are determined by a try out process at the beginning of each season and with emphasis on preparation for interscholastic competition at the highest level. JV level sports focus on basic skill acquisition and the development of players for Varsity and game play for less experienced athletes.

All activity offerings meet after the school day. Riding classes may also meet during other time blocks.

During the winter season, varsity basketball and squash teams may have some evening practice periods.

Registration for physical education and athletic offerings is held on line at the conclusion of the previous school year as well as a new student orientation times. The department will offer athletic teams by season based on appropriate numbers of participants.

TEAM SPORT OFFERINGS Fall

Winter

Spring

Varsity Field Hockey

Varsity Basketball

Varsity Lacrosse

JV Field Hockey JV Basketball JV Lacrosse Varsity Soccer

Varsity Squash

Varsity Softball

JV Soccer

JV Squash

JV Softball

Riding

Varsity Skiing Varsity Tennis

Dance Workshop

JV Skiing

JV Tennis

Varsity Volleyball

Riding

Dance

JV Volleyball

Dance Workshop

Riding

Ice Hockey

Varsity Golf

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PERSONAL FITNESS Open to grades: 9-12 (Winter, Spring) Credit: P.E This course is designed to teach the basic components of fitness and to assist a student in designing her own individual workout program. The student will develop greater understanding of the role fitness components play in managing overall health-related fitness. Activities include fitness assessment and work on both aerobic and strength training equipment. The class utilizes the equipment in the Goodrich Fitness Center.

OUTDOOR ADVENTURE Open to grades: 9-12 (Fall) Credit: P.E. Beginning with trust-building and initiative activities, students will be presented with a variety of individual and group challenges. They will try all of the elements of the Walker’s high and low ropes course, and will also spend several afternoons rock climbing at local cliffs. In addition, students will enjoy hiking, canoeing, and other outdoor sports, depending on the interests of the group.

YOGA Open to grades: 9-12 (Winter) Credit: P.E. Students will explore yoga postures, philosophy and learn the therapeutic benefits of yoga.

Activities will include yoga dance and movement.

DANCE Offered: Fall, Winter and Spring for experienced dancers/Fall and Spring for Beginners Open to grades: 9-12 Credit: P.E. Dance classes are offered throughout the year with exposure to character dance, ballet, modern dance, tap, Afro Caribbean, and jazz. By declaring a dance major, students can take dance each trimester or audition for the winter play and/or the spring musical.

Placement for experienced dancers is by the Chair of the Dance Department. Placement for Dance Workshop, varsity level dance, is by audition.

RIDING The riding program at The Ethel Walker School is designed to suit riders of all ability levels and involves them in every aspect of the equestrian experience. The goal for many girls is to compete in horse shows and in combined training events. Other riders are happy to ride and to spend time with the horses. Modern methods of riding are based on establishing principles of good equitation. Both the girls who compete and the instructors who teach them and coach them earn recognition at the local, national and, at times, international levels. All levels of instruction are offered in order to supplement the various skill and theory levels of the students. Please contact the Director of Riding for more information.

The Riding Department offers the following classes in horsemanship and stable management: TEAM SPORT Open to grades: 6-12 Offered: Fall, Winter, Spring Students have three lessons per week plus a practice ride and a classroom activity. Riders are grouped according to ability and experience. The EWS Riding Program offers riders extensive opportunities to compete at home and away. There is an additional fee.

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RIDING LESSONS Open to grades: 6-12 No Credit After having an evaluation, riders are placed in an appropriate group. The fee is on a perlesson basis.

PLEASURE RIDING Open to grades: 6-12 No Credit After passing a skills and safety test, riders may use school horses for trail riding or pleasure. The fee is on a per-use basis. Please contact the Director of Riding for more information.

MIDDLE SCHOOL ATHLETICS Becoming a part of an athletic team is a valuable experience for all students. Walker’s Middle School sports program offers participants the chance to learn new skills, form new friendships and develop teamwork and commitment. Practices are held 4 times a week during an 80–minute activity block scheduled during the school day. Games are scheduled after school on weekdays and occasional weekends.

Sixth, Seventh and Eighth grade students are required to participate on a sports team, dance workshop (by audition) or riding during each season.

FALL

WINTER

SPRING

Soccer Basketball Field Hockey Riding Riding Middle School Play (a sports team option) Dance Dance

Softball Riding Lacrosse Dance

Whenever possible (when numbers of athletes are sufficient) two different levels of each team sport will be offered. The purpose of this is to encourage the development of beginning athletes and to offer as competitive a team experience as is possible to our more experienced athletes.

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SCIENCE A Walker’s graduate should incorporate into her personal philosophy the key concepts and basic principles of science. She should be familiar with the natural world, appreciate its beauty and diversity, and recognize its vital role in shaping human destiny. She will be conversant with the methods of obtaining scientific knowledge and will recognize the relevance of science to all spheres of life.

There is a minimum three-year laboratory science requirement for graduation: students must take one course each in physics, chemistry, and biology. Common to all science courses is the emphasis on understanding basic concepts through active personal involvement in laboratory and field experiences, in discussions, and in collaborative learning exercises.

All elective courses in the department are subject to enrollment, and enrollment in all honors and AP courses is subject to departmental approval.

MIDDLE SCHOOL ECOLOGY Open to grades 6 & 7 Not offered 2010-2011 Credit: 1 Ecology is a hands-on course designed to investigate the natural world including laboratory work in the classroom as well as in the Walker’s Woods and at the Community Farm of Simsbury. Math is integrated where appropriate throughout the school year.

Through a combination of group and individual work, students explore field, forest and aquatic ecosystems and human impacts on them.

Text: Rillero and Zike, Ecology HUMAN BIOLOGY Open to grades 6 and 7 Credit: 1 This course covers how the human body works from a systems approach. The emphasis will be on how to be healthy and how the body keeps itself healthy. Lab work, dissections, study skills, and current events will be integral parts of the course.

Text: Glencoe, Life’s Structures Function.

EARTH SCIENCE Required Course for grade: 8 Credit: 1 The emphasis in the eighth grade is an introduction to the basic themes of the Earth Sciences, including both Geology and Astronomy. Students are exposed to a broad spectrum of concepts and ideas. The students are given the chance to pursue their individual interests, as well, by means of independent projects assigned on various topics throughout the year.

Text: Glencoe, Astronomy.

Glencoe, Changing Surface of Earth.

Glencoe, Earth Materials & Processes.

UPPER SCHOOL PHYSICS 9 Required Course 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 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.

Text: Hewitt, Paul G. Conceptual Physics.

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HONORS PHYSICS 9 Open to grade: 9 Credit: 1 Prerequisites: departmental approval and concurrent enrollment in Honors Algebra I or Honors Geometry The concepts and analytical techniques of physics underlie the major concepts of biology and chemistry and mastery of these is a prerequisite for success in all scientific fields. This first year course builds a foundation of understanding of the basic principles of physics.

Laboratory work and mathematical skills are given equal emphasis with conceptual understanding. Students will be taught to solve quantitative problems and to collect, analyze, and present data in both written and oral form. This course moves more rapidly than Conceptual Physics and involves more in depth mathematical analysis and problem solving.

Time required outside of class: 4 hours/week.

Text: Trefil and Hozen. Physics Matters CHEMISTRY Open to grades: 10-12 Credit: 1 Prerequisites: Algebra I, and department recommendation required.

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.

Text: Zumdanl, S. World of Chemistry HONORS CHEMISTRY Open to grades: 10-12 Credit: 1 Prerequisites: Honors Conceptual Physics and concurrent enrollment in Honors Algebra II OR department recommendation.

Honors 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, chemical reactions, stoichiometry, states of matter, gases, aqueous chemistry, bonding, and acid-base chemistry. The Honors Chemistry course is faster paced than the regular Chemistry course and requires greater depth of analysis. This is a rigorous course with high expectations for student effort and commitment.

Time required outside of class: 5-6 hours/week.

Text: Zumdahl, S., Introductory Chemistry: A Foundation.

AP CHEMISTRY Open to grades: 11-12 Credit: 1 Prerequisites: Completion of Honors Chemistry and department permission.

This course is the equivalent of a college level introductory course in chemistry and will prepare the student for the A.P. exam in May. This course emphasizes the advanced topics of equilibrium, kinetics and thermodynamics. Time required outside of class: 10-15 hours/week.

Text: Zumdahls, Chemistry.

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BIOLOGY Open to grades: 11-12 Credit: 1 Prerequisites: Chemistry 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 field-work, they will become familiar with the woodlands and ponds that surround the school and appreciate the diversity of life that exists right in our community.

They will learn to collect and analyze samples, use microscopes, conduct experiments, and do research. By the end of the year, students will be aware of the tremendous advances biology has made recently as well as major questions that remain unanswered and await their curiosity.

Text: Campbell, Williamson & Heydon Biology: Exploring Life.

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

Text: Campbell, N., Biology.

Campbell, N., Concepts & Connections.

AP BIOLOGY Open to grades: 11-12 Credit: 1 Prerequisites: Completion of Biology and Chemistry and departmental approval.

Exceptional students may be allowed to enroll in this course as their biology course. This course is the equivalent of a college level introductory biology course and prepares students to take the advanced placement exam in May. 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.

Time required outside of class: 10-15 hours/week.

Text: Campbell, N., Biology.

PHYSICS Open to grades: 11-12 Credit: 1 Prerequisites: Algebra I, Geometry, Algebra II, Chemistry, or department permission (Alg. II may be concurrent).

This first course in Physics 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. The course emphasizes, equally, understanding concepts and solving quantitative problems. Students are taught to rely on analysis rather than memory. Laboratory work and lab reports are two very important parts of this course. Emphasis is 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.

Text: Glencoe, Principles and Problems.

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HONORS PHYSICS Open to grades: 11-12 Credit: 1 Prerequisites: Chemistry and department permission (Honors Alg. II may be concurrent).

Honors Physics explores the fundamental concepts of physics. The emphasis is on understanding the basic forces and phenomena of the physical world. Applying that understanding to practical situations is also stressed. Students are taught to rely on analysis rather than memory. The course is faster paced and more in-depth than the regular physics course. Laboratory work and lab reports are two very important parts of this course. Emphasis is 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.

Time required outside of class: 5-6 hours/week.

Text: Glencoe, Physics: Principles and Problems.

AP PHYSICS B Open to grades: 11-12 Not offered 2010-2011 Credit: 1 Prerequisites: an introductory physics course, concurrent enrollment in Precalculus or higher math, and department permission.

Advanced Placement Physics B covers the syllabus used in introductory college physics courses and prepares students to take the advanced placement exam in the spring. The major topics include kinematics, dynamics, energy, wave phenomena, electricity, and magnetism. The course uses mathematical concepts from Algebra and geometry, but not from Calculus. The course is very rigorous, mathematical, and fast-paced and assumes the student is very comfortable will all aspects of mathematical problem solving.

Time required outside of class: 10-15 hours/week Text: Giancoli. Physics, 6th edition Princeton Review. Cracking the AP Physics B and C exams Puri, Zober, Zober. Physics: A laboratory manual ASTRONOMY Open to grades: 11-12 Credit: 1 Prerequisite: completion of two years of high school science.

Exceptional sophomores may be allowed to enroll in this class in addition to Honors Chemistry.

Astronomy is a yearlong course that includes such topics as the evolution of astronomical thought and a study of our solar system, stars, galaxies, and beyond. Some physics is included in the course, but concurrent enrollment in physics is acceptable.

There will be mandatory evening observation sessions each month (weather dependent).

Text: TBD ENVIRONMENTAL SCIENCE Open to grades: 11-12 Credit: 1 This course also satisfies the Ethics requirement for graduation.

The first semester of Environmental Science is designed to provide an understanding of the environment and human impact on it. With this dual purpose in mind, the first semester of this corse covers the study of the basic principles of ecology, ecosystems, population dynamics, and the interdependence of all life forms, human population growth; pollution; endangered species and biological diversity; deforestation issues and global warming; finite fossil fuels and nuclear energy; alternative energy sources; and developing a sustainable society. The impact of economics and politics on the environment is stressed.

The second semester of Environmental Science is an inter-disciplinary course which is team taught by teachers from the Science, History and Art departments. The course 48

evolved through discussions among faculty about the need to help students become sensitive observers of the environment, and to think seriously about how people interact with their world. The course is designed to make sophisticated connections among the latest findings in environmental science, recent discussions in ethics concerning bio-ethical issues, classic literary writers such as Thoreau, historical considerations such as the history of humanities’ technological relations to the natural world and how artists have interpreted the natural environment in painting, sculpture and film. The course plan is to focus first on the immediate socio-ethical and physical environment of Walker’s, the Farmington Valley, and the State of Connecticut and, ultimately, expand awareness to global ecology.

The course will include field trips to sensitize students to the local ecology and the significant ways in which people affect the environment and how the environment has shaped the culture of New England.

Text: Wright, Environmental Science; Toward a Sustainable Future.

EQUINE SCIENCE Open to grades 11-12 Credit: 1 Prerequisites: Current enrollment in or completion of Biology 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 in the Ethel Walker barn as well as classroom based laboratories.

Text: Parker, Equine Science.

FORENSICS Open to grades: 11-12 Credit: 1 Prerequisite: completion of two years of high school science including chemistry.

Exceptional sophomores may be allowed to enroll in this class in addition to Honors Chemistry.

Forensics is a yearlong course that will study the fundamentals of criminal investigations.

In this hands-on course, students will gather and analyze data and participate in lab activities. Students will develop lab skills as well as critical and analytical thinking skills.

Topics will include genetics, bloodstain pattern analysis, fingerprinting, ballistics, tool marks, casting of footprints and tire tracks as well as skeletal analysis.

Text: Bertino, Forensic Science: Fundamentals & Investigations.

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PSYCHOLOGY PSYCHOLOGY Open to grades: 11-12 Credit 1 Prerequisites: Completion of, or concurrent, enrollment in biology Psychology is a senior science elective designed to introduce students to the scientific study of behavior and mental processes. The course follows the APA National Standards of Introductory Psychology and includes the following topics: History and Perspectives; Research Methodology and Statistics; Biological Bases of Behavior; Sensation and Perception; Motivation and Emotion; Level of Consciousness; Cognition, Language, and Intelligence; Psychological Disorders, Treatment of Disorders; and Social and Cultural Influences on Behavior. A tremendous amount of terminology must be learned, and understood. Readings are drawn from the text as well as professional journals and other sources. Students will design and conduct an in-depth research project to be presented at the end of the year.

AP PSYCHOLOGY Open to grades: 11-12 Credit: 1 Prerequisites: Completion of biology and the recommendation of the Science Department Advanced Placement Psychology is a rigorous senior science elective designed to encourage students to think critically about the scientific study of behavior and mental processes, and to prepare them for the AP Exam in May. The course follows the AP College Board Curriculum which includes the following topics: History & Approaches; Research Methodology and Statistics; Biological Bases of Behavior; Behavior Genetics; Life-Span Development; Sensation and Perception; States of Consciousness; Learning; Memory; Cognition, Language; Intelligence; Motivation;, Emotion;, Stress; Personality Theory; Abnormal Psychology; Treatment of Psychological Disorders; and Social Psychology. A tremendous amount of terminology must be learned and understood.

Readings are drawn from the text as well as professional journals and other sources.

Students will conduct an in-depth literature review to be presented at the end of the year.

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APPENDIX INDEPENDENT STUDY The idea behind Independent Study is to provide an opportunity for juniors and seniors who are in good academic standing to go beyond the boundaries of the curriculum offered by The Ethel Walker School and pursue a topic of great personal interest to them.

An Independent Study is not the same thing as taking an existing course at a special time by special arrangement with a teacher.

An Independent Study should not constitute one of the 5 required academic courses students take each semester.

Before beginning an independent study project, students must have completed all the required courses in the subject area of the independent study as well as any relevant courses needed as background preparation.

The Proposal The Independent Study proposal should be written by the student and a teacher who has agreed to be the sponsor. It should address in some detail: Goals and primary topics/questions to be explored

Meeting times and deadlines to be met Assessment and standards

Materials and texts to be used

Number of credits (1 semester = ½ credit: 2 semesters = 1 credit) The proposal first must be submitted to the appropriate academic department for review and then to the Dean of the Upper School for approval. Independent Study projects which are to begin in the fall semester must be submitted by May 31 of the previous school year. Proposals for projects beginning in the second semester must be submitted by January 4 of the same school year.

The Independent Study Sponsor The teacher who is working with a particular independent study student is expected to: meet with the student on a regular basis hold the student accountable for meeting incremental deadlines keep a log documenting the progress of the independent study give the student quarter grades and comments The Independent Study Student The student who is doing an independent study is expected to: meet with the sponsor on a regular basis meet incremental deadlines as outlined in the proposal understand that her independent study project is another class and be prepared to put in the necessary time and effort 51

Assessment Quarter grades will be determined by the teacher/sponsor, who will assess student progress: how well deadlines are being met, the quality of the work, etc. The teacher/sponsor will write comments as well as give quarter grades.

An independent study student will present her final project in both a written and oral form to a committee for evaluation. The committee will be made up of members of the department within which the study was done and the Dean of the Upper School. This presentation will be given in January if a one-semester study project and in May if a full year study project. The committee will assign a grade to the presentation worth 50% of the student's final grade.

For a one-semester independent study project: Quarter 1 = 25% Quarter 2 = 25% Committee = 50% For a year long independent study project: Each Quarter = 12.5% Committee = 50%

TEACHING ASSISTANTSHIPS Teaching Assistantships are offered in certain departments, Art, History and Language. Course credit is given for these assistantships and approval is necessary from the Department Chair to register for Department Assistantship.

MIDDLE SCHOOL TEACHING ASSISTANT Open to grades: 11-12 (Fall and/or Spring Semester) Credit: ½ This position is open to juniors and seniors in good academic standing who have a strong interest in middle school education. Students will assist in a variety of seventh and eighth grade courses. After receiving some training in learning styles and learning strategies, assistants will help middle school students to understand important concepts in courses such as English, History, Math and Science. They may also provide extra help, supervise projects or help present new material. In addition to their involvement during class time, assistants will meet weekly with middle school staff to review, assess and preview important concepts and units of study. They will keep a log to be submitted weekly, and must also do an in-depth evaluation of their performance at the end of the term.

Interested students apply to the Middle School Director in the spring prior to their junior or senior year as part of their course registration. They will be notified in June about whether or not their applications have been approved.

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ONLINE COURSES - During Academic Year Online courses taken during the summer might be considered as a good option for acceleration or remediation but would not be covered under this same policy. Please see the Dean of Upper School if you are interested in pursuing on-line summer work.

Students wishing to enroll in an on-line course must consider the following conditions: On-line courses will only be considered for credit if the course is one that is: a) not offered on campus at the Ethel Walker School. b) not able to be scheduled into a students normal weekly schedule due to unavoidable scheduling conflicts. c) offered at a reputable on-line school or school that offers on-line courses (EWS reserves the right to determine the appropriateness of the on-line school/course). d) approved by the department chair that would have oversight of that topic. e) approved by the Dean of Upper School.

On-line courses will be treated and credit given as an independent study: a) A partner teacher here at EWS will be assigned to work with the student. b) The student and the partner teacher will meet briefly on a weekly basis to discuss the student's progress in the on-line course. c) The partner teacher will monitor the student's progress and report any difficulties immediately to the Dean of Upper School. d) The partner teacher will write a brief quarterly comment (teacher note) summarizing the students' work. e) The partner teacher will submit the grades the student has received according to the assessments given by the on-line course. f) The role of the partner teacher is one of support only. Any on-line course requiring excessive involvement by an EWS teacher may not be approved. g) All students at Walker's must be enrolled in at least 5 academic courses per semester.

Consideration will be given to those students wishing to have their on-line course be considered as their fifth class. However, this is not recommended. h) Credit will be given to only one on-line course per semester.

The student and her family will be responsible for any financial obligation incurred by the online course with the following provisions: a) If the course is being taken to fulfill a graduation requirement because of extraordinary extenuating circumstances, EWS may offer to reimburse the cost of the on-line course depending on budget availability. b) If a student is taking an on-line course because she has exhausted the departmental offerings in any given subject area and she wishes to continue her study in that area, EWS may provide financial assistance in an amount commensurate with the financial aid amount the student normally receives. Financial aid for online courses based on availability of funds. c) If the course is one that is not approved according to the provisions above, the student will be responsible for the entire cost of the on-line course no matter what her level of financial aid.

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If a student wishes to enroll in an online course but does not follow the above protocols, the Ethel Walker School is in no way obligated to accept the course for any sort of credit. In order to have an on-line course approved, you must complete the following application form. Return it with your course selection form at selection time in March/April.Â

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JUNIOR/SENIOR PROJECT GUIDELINES 2010-2011 Definition: The Junior/Senior Project provides students the opportunity to pursue a topic in depth outside of the regular classroom setting. In order to participate, students must successfully complete an application process and meet the social and academic standards set forth in the Project guidelines.

Completing a project is a graduation requirement. Projects can be done both junior and senior years, though only one project is required. The projects are expected to last at least two full weeks, or about 80 hours.

Dates of project: Students are generally expected to complete projects during times when school is not in session, especially during the summer. It is difficult to miss class time and keep up with assigned work, and the school discourages missing time; however, in special circumstances, students may petition the Project Coordinator to be excused from school in order to complete a project.

If missing school for a project, students must check with teachers to clarify expectations in each course.

In some cases, teachers will be able to design discrete units and projects for their classes that will not have to be made up by students doing projects; however, in courses that are cumulative in nature or in most AP courses, students will have to work before, during, and/or after their projects in order to keep up with what is required in school.

No student with any first or second quarter grade below C- will be allowed to miss classes. If the project requires travel, The Dean of Students or Dean of the Upper School, in consultation with the Project Coordinator and students’ advisors, may refuse permission for the project up until the date of departure, if unusual circumstances warrant it. Accordingly, avoid making travel plans prematurely, and, as a precaution, consider obtaining trip insurance.

Planning a Project: Find a topic of interest, and look for mentors, both on- and off-campus. Your mentor on-campus could be a teacher in your field of interest, your advisor, or the Project Coordinator.

Off-campus, your mentor will most likely be your supervisor in whatever field you choose. The school may be able to help you find contacts in your field of interest, as a list of resources is being developed.

Topics: Students most often use the project to explore in a meaningful way either a professional interest, or a topic that they are passionate about. Successful projects in the past have usually been either internships (e.g., business, fashion, field research, media, medicine, museums, zoology) or independent projects (e.g., training for equestrian or musical competitions, research).

Proposals, papers, and presentations: Proposals should be typed, and carefully proofread. For 2011, proposals for spring projects are due November 12th, 2010, and proposals for summer projects are due April 8th, 2011. These should include a clearly defined topic; three to five questions you intend to answer during the course of the project; the name, title, address, and phone number of your off-campus sponsor. We will contact your off-campus sponsor, so please be sure you have obtained approval from him or her prior to submitting proposals.

Students must keep a journal during the project. A paper describing the project and evaluating its success will be due shortly after returning to school. Students completing projects will also be expected to make a brief presentation within several weeks of returning to school. Presentations can take place 55

in front of a variety of groups, including the whole school at a projects assembly, the faculty (e.g., faculty meetings, department meetings, committee meetings), class meetings, admission visitors, academic classes, etc. Students are expected to invite people to attend their presentations, using public email and/ or announcements at school assemblies. Each year, sophomores must attend at least one presentation beyond those made at school assemblies.

Journals and papers must be handed in, and presentations scheduled, by September 17th, 2010 for summer projects and by April 15th, 2011 for spring projects. Students who do not meet deadlines will be assigned detentions, and may incur other penalties as well.

Assessment: Projects are graded and are reported to colleges on the student’s final transcript, though not included in the calculation of GPA’s. In the case of off-campus projects, supervisors will complete evaluation forms to help with assessment. Beginning with the class of 2010, letter grades (A through F) will be assigned. Grades will be based on: Thoroughness in planning Supervisors’ evaluation Journal Written report Oral presentation

10% 40% 20% 20% 10%

Questions: Mr. Prager or Ms. Quinlan, Junior/Senior Project Coordinators (860) 408-4314, rprager@my.ethelwalker.org OR squinlan@my.ethelwalker.org

Revised edition: February, 2010

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MIDDLE SCHOOL SCHEDULE Class Schedule Monday 8:00

Tuesday 8:00

Wednesday

Thursday 8:00

8:00

F A 9:20

G

H

8:50

8:50

8:55

8:55

D

9:20

Morning Meeting

X

9:25

E

B 10:35

10:15

10:20

10:20

Sports/PE

E

G 10:35

10:40

D

10:40

H

9:45

9:50

10:15

9:20

Morning Meeting

9:45

X

9:45

Friday 8:00

10:40

10:45

11:10

A

11:15

F

11:35

11:40

Chapel 12:00

Lunch

12:00

12:00

Advisor/Advisee Class Meeting

Lunch 12:20

Lunch

12:25

Lunch

12:30 12:35

12:35

A D

B

Sports

1:10

1:20

1:25

X 1:25

1:15 1:25

1:30

1:30

C E

C

2:05 2:15

2:20

2:10

H 2:20

2:20 2:25

2:25

F

Sports/PE

G

Sports/PE

3:15

3:15 3:30

3:30

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UPPER SCHOOL SCHEDULE Class Schedule

Monday 8:00!

Tuesday 8:00!

Wednesday

Thursday 8:00!

8:00!

F A 9:20!

G

H

8:50!

8:50!

8:55!

8:55!

9:20!

Morning Meeting

E

B 10:35!

10:15!

10:20!

10:20!

C

10:35!

10:40!

10:40!

10:45!

11:10!

A

11:15!

11:40!

E

G D

10:40!

H

9:45!

9:50!

10:15!

9:20!

Morning Meeting

9:45!

X

9:45!

D

X

9:25!

Friday 8:00!

F

11:35!

Chapel

12:00!

Lunch

12:00!

12:00!

Advisor/Advisee 12:15!

Lunch 12:20!

Class Meeting

A

12:35!

D 1:25!

12:35!

12:45!

X

1:10!

1:25!

1:15!

B 1:30!

10:20!

C

1:30!

E 2:20!

2:05!

2:20!

2:10!

B

F

H

2:05!

2:10!

2:25!

3:15!

Lunch

Lunch

C 3:00!

3:00!

58

2:25!

G 3:15!