Ethel Walker Curriculum Guide 2011-2012

THE ETHEL WALKER SCHOOL

CURRICULUM GUIDE 2011–2012

TABLE OF CONTENTS INTRODUCTION!...............................................................................................................................1 GRADUATION REQUIREMENTS!.......................................................................................................1 ENGLISH!..........................................................................................................................................2 ETHICS!.............................................................................................................................................8 HISTORY!........................................................................................................................................10 MIDDLE SCHOOL!...................................................................................................................10 UPPER SCHOOL!.....................................................................................................................11 LANGUAGES !.................................................................................................................................16 REQUIREMENTS !....................................................................................................................16 MANDARIN CHINESE!..............................................................................................................16 FRENCH!..................................................................................................................................18 LATIN!......................................................................................................................................19 GREEK!....................................................................................................................................21 SPANISH!.................................................................................................................................21 MATHEMATICS!..............................................................................................................................25 SCIENCE!........................................................................................................................................28 MIDDLE SCHOOL!...................................................................................................................28 UPPER SCHOOL!.....................................................................................................................28 PSYCHOLOGY!...............................................................................................................................33 THE ARTS!......................................................................................................................................34 DANCE!...........................................................................................................................................34 MIDDLE SCHOOL!...................................................................................................................34 UPPER SCHOOL!.....................................................................................................................34 DANCE/THEATRE CONCENTRATION!.....................................................................................35 THEATRE!........................................................................................................................................36 MUSIC!............................................................................................................................................37 MIDDLE SCHOOL!...................................................................................................................37 UPPER SCHOOL!.....................................................................................................................38 VISUAL ARTS!.................................................................................................................................40 MIDDLE SCHOOL!...................................................................................................................40 UPPER SCHOOL!.....................................................................................................................41 ATHLETICS!.....................................................................................................................................45 RIDING!...........................................................................................................................................46 MIDDLE SCHOOL ATHLETICS!.......................................................................................................47 WELLNESS!....................................................................................................................................48 APPENDIX!......................................................................................................................................50 INDEPENDENT STUDY!...................................................................................................................50 TEACHING ASSISTANTSHIPS!........................................................................................................51 ONLINE COURSES - Taken During the Academic Year!...................................................................52 The Ethel Walker School Junior/Senior Project Guidelines, 2011-12!...............................................53 MIDDLE SCHOOL SCHEDULE!.......................................................................................................55 UPPER SCHOOL SCHEDULE!........................................................................................................56

INTRODUCTION Descriptions of course offerings for students in grades 6–12 follow. Middle School required courses are designed to prepare students for our rigorous high school program. Upper School students prepare a four-year plan with their advisors to ensure a balanced, challenging, and appropriate program for their special talents and interests which also fulfills the graduation requirements listed below. All courses listed are offered subject to enrollment and staffing needs.

We encourage students to undertake the most rigorous academic program compatible with a student’s particular interests and abilities. All students are encouraged to complete the following credits in Upper School to ensure preparation for the college or university of their choice: English

4 credits

Mathematics

4 credits

Language

4 credits

Science

4 credits

History

4 credits

GRADUATION REQUIREMENTS A minimum of 21 total credits is required for graduation and must include the following: Subject

Credits

English

4

One credit each year (in senior year, at least 1/2 credit each semester)

Mathematics

3

Through Junior year including at least 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

1!

Notes

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

Ethics

!

Electives

1

9th Grade Seminar

1

Required for 9th Graders

10th Grade Seminar

1/2

Required for 10th Graders

Women, Health & Culture

1/2

Required for 10th Graders

Athletics Community Service Jr/Sr Project

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

Required each season (fall, winter, spring) 10 hours see page 54

Students must take a total of at least five courses each semester. It is strongly encouraged that these be from the five major academic departments - English, History, Language, Mathematics, and Science.

Enrollment in Advanced Placement and Honors level courses is by department recommendation.

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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ENGLISH The English curriculum at Walker’s in both Middle and Upper Schools focuses on the teaching of literature and composition, and also seeks to nurture a love of reading, intelligent habits of speaking, listening, and information gathering in preparation for not only the next grade level, but for college, the workplace, and the world at large.

As each student rises through the School and our carefully selected texts grow in complexity, our expectation is that through close reading she increases her proficiency in critical literary analysis, though we constantly seek to retain a sense of meaningful personal involvement with literature. One of our key aims is for students to learn to appreciate literary craftsmanship -- the artistry in each individual work – in every genre.

Our first concern in composition is for each student to express herself in a clear straightforward style and find her authentic voice, qualities we consistently emphasize in both analytical and personal expressive writing in every grade.

Even in this digital age, correct English still matters; we maintain that correct grammar usage and the acquisition of vocabulary remain as important as ever, so their study is embedded in every course.

At the same time, we acquaint students with some of the major cultural and aesthetic movements of literature, both classic and contemporary, throughout America and the world, paying attention to the voices of women and of minority writers. To this particular end, we have committed to regular reviews of the breadth and depth of both our curriculum and summer reading choices. Summer reading in English is a required component at each grade level, 6-12. A full list of titles is available online via the School’s website.

Whether in the Middle or Upper School, each course is designed to encourage and support each girl as she finds her voice in her writing and grows to her fullest potential in the study of the English language and its literature. "

ENGLISH 6 Required in Grade: 6 At the sixth-grade level, reading and composition are emphasized. The study of literature draws upon every genre to focus largely on texts about growing up and emerging into society, and students have many opportunities to discuss their reading and to write about their own experiences. Previous texts have included Tom Sawyer, Jacob Have I Loved, A Break With Charity, and A Midsummer Night’s Dream. Other texts are at the discretion of the teacher, but are carefully selected to be appropriate to the age and developmental level of sixth grade girls while challenging them to think in increasingly complex ways.

In order to become a better writer, each student must write often and review past compositions to see how she can improve. Therefore, the process of writing is emphasized as much as the final product. 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.

Reading and writing assignments are, whenever possible, integrated to complement the curriculum of the sixth grade history class which is taught in cooperation with this course.

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ENGLISH 7 Required in Grade: 7 At the seventh-grade level, students maintain their momentum by continuing to explore the various genres of literature. We read a challenging collection of texts which has previously included To Kill a Mockingbird, The House on Mango Street, The Scarlet Pimpernel, and Romeo and Juliet. Other texts are at the discretion of the teacher, but are carefully selected to be appropriate to the age and developmental level of seventh grade girls as we continue to help them grow and make sense of the complexities of the world at large.

As we keep encouraging each student to find her authentic voice, writing is an integral component in this course with frequent assignments of varied lengths and types, including persuasive and analytical essays, and personal writing. Once again, the process is emphasized as much as the final product, and standard English conventions are taught through basic texts, and then applied to the student's own written work.

Naturally, discussions of their reading help the girls bring out the best of one another and it promotes a more meaningful understanding not only of the text, but also of themselves. " ENGLISH 8 Required in Grade: 8 In English at the eighth-grade level, independent thinking and writing play major roles as every student is encouraged to develop further her creative and critical skills in response to literature and in preparation for secondary school. We read a carefully selected choice of challenging works which include short fiction, novels, poetry and drama. Representative texts have included Jane Eyre, Ethan Frome, The Member of the Wedding, Our Town, The Glass Menagerie and Twelfth Night. Additional works are chosen at the discretion of the teacher.

Through discussions and regular class assignments, which include analytical and personal essays designed to promote mastery of essay writing, each student is supported as she learns to express herself clearly, accurately, and fluently. At the conclusion of the year, students are well-prepared for the transition to our Upper School.

UPPER SCHOOL PLACEMENT Students who enter the Upper School in grades 9-12 are placed in courses on the basis of transcript information and teacher recommendations. In subsequent years, enrollment in all honors and AP courses is subject to teacher recommendation and departmental approval. Additionally, all twelfth grade elective courses in the department are subject to enrollment.

New international students for whom English is not their first language may be placed in the “American Culture and Literature” course when this class best suits their needs.

AMERICAN CULTURE AND LITERATURE Open to Grade: 9-12 Credit: 1 This course is designed for new international students for whom English is not their first language. Students will be placed in this class when appropriate. Students explore American culture and literature through challenging but accessible choices of short fiction such as “The Lottery” and “Everyday Use,” drama, novels including The Secret Life of Bees, and poetry. A comedy from Shakespeare is included in this course (although it is not in keeping with the theme of American Literature) in order to give students as much exposure to his works as we can. Each student becomes familiar with the terms and methods for literary analysis which aid discussion and enhance her comprehension and enjoyment of texts from the various genres. Throughout the year, each student is supported as she raises her 3

confidence and proficiency in spoken and written English. Upon the teacher’s recommendation, entry into the next level of the English program is facilitated when the student is ready to move up.

HONORS ENGLISH 9: THE SELF AND BEYOND Open to grade: 9 Credit: 1 This rigorous honors course helps each student move from her own perspective outward to the perspectives of others in the world at large. As we observe the world an author creates and the ways characters act and react to each other, we expand our knowledge of our own world and how it works. During the year we study novels such as The Catcher in the Rye, The Secret Life of Bees, Their Eyes Were Watching God, and Snowflower and the Secret Fan. Previous selections of drama have included Oedipus Rex, Antigone, and one of Shakespeare’s comedies chosen from Much Ado About Nothing, The Taming of the Shrew, and As You Like It. Additionally, we read several short stories and poems chosen at the teacher’s discretion. Epic poetry is represented by The Odyssey.

Each student is supported and challenged to improve her skills in both analytical and personal essays to grow as a persuasive and sophisticated thinker and writer.

ENGLISH 9: THE SELF AND BEYOND Open to grade: 9 Credit: 1 The English 9 course focuses on the same core themes and works as the honors ninth-grade course. The standards expected of students both in class discussion and in writing are equally high, although the number of works read may be fewer and the pace of reading more measured in this course.

HONORS ENGLISH 10: AMERICAN LITERATURE: THE INDIVIDUAL IN SOCIETY Open to grade: 10 Credit: 1 In Sophomore Honors English students strive to advance the twin skills of reading and writing well, and to expand their understanding of American life and letters. They read as many of the great texts of American literature as time allows and assess each one’s aesthetic brilliance and what the authors are telling us about American culture in its various manifestations through time. The study begins with The Heart is a Lonely Hunter as the summer reading text and then proceeds retrospectively in the following order: The Great Gatsby, My Antonia, Huckleberry Finn, poetry by Whitman and Dickinson, essays by Thoreau and Emerson, Melville’s Benito Cereno and Bartleby, Hawthorne’s The Scarlet Letter, and finally they return to the present and read a variety of short fiction and poetry by contemporary authors. A concession is made to include Macbeth in this course in order to give students as much exposure to Shakespeare’s works as we can. A variety of writing assignments including analytical essays, personal response essays, and creative writing using vocabulary are supplemented by a reading journal in which each student records her reflections, questions and significant literary observations as she reads the texts.

ENGLISH 10 – AMERICAN LITERATURE: THE INDIVIDUAL IN SOCIETY Open to grade: 10 Credit: 1 Working with a variety of American literary texts, this course examines the theme of individuality in American literature. The English 10 course focuses on the same core themes and works as the honors tenth-grade course. The standards expected of students both in class discussion and in writing are equally high, although the number of works read may be fewer and the pace of reading more measured.

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We look at how individuals struggle against social forces as well as integrate themselves into communities. Each student uses her personal reactions to texts from every genre to help her write critical and analytical essays of her own. Through reading, class discussion and conferencing over drafts, students work towards an understanding of American literature and themselves as writers. Previous selections of texts have included The Great Gatsby, The Awakening, Cat on a Hot Tin Roof, Young Goodman Brown, Sula, and Huckleberry Finn, as well as excerpts from Emerson and Thoreau. Poetry choices are made at the teacher’s discretion. A concession is made to include Macbeth in this course in order to give students as much exposure to Shakespeare’s works possible.

HONORS ENGLISH 11: LOVE, POWER, AND REVENGE Open to grade: 11 Credit: 1 This demanding class exposes students to several classic and contemporary texts in a variety of genres to explore the themes of love, power, and revenge. We learn how some of the world’s greatest authors have dealt with the eternal subject of love. We also see how power corrupts even the strongest among us, and we examine the furious complexity of revenge.

We read several short stories including those in The Interpreter of Maladies. Poetry is prominent, with emphasis on both the Renaissance and the Romantic periods. Our novels may include 1984, Brave New World, Pride and Prejudice, The Mayor of Casterbridge, Frankenstein, Lord of the Flies, and Atonement. Our drama includes Hamlet and The Importance of Being Earnest.

This class is an important preparation for AP English. Therefore, students are required to analyze texts as critical thinkers, and then write to support their opinions with clarity, fluency, and sophistication ENGLISH 11: LOVE, POWER, AND REVENGE Open to grade: 11 Credit: 1 The English 11 course focuses on the same core themes and works as the honors eleventhgrade course. The standards expected of students both in class discussion and in writing are equally high, although the number of works read may be fewer and the pace of reading more measured.

AP ENGLISH LITERATURE Open to grade: 12 Credit: 1 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 sophisticated works at a rigorous pace, to write frequently and according to exacting standards of both depth and style, and to participate regularly in seminar-style discussions. Writing in this course is primarily analytical.

Texts to be studied in this course may include King Lear, Book IV of Gulliver’s Travels, Tess of the D’Urbervilles, Heart of Darkness, Things Fall Apart, Light in August, A Doll House, Hedda Gabler, A Streetcar Named Desire, Song of Solomon, and selections of poetry from the Renaissance to the present.

ENGLISH ELECTIVES For those students not enrolled in the Advanced Placement English course or for those wishing to study more than one English course in their 12th grade year, the following semester–long electives are offered.

Each senior not enrolled in AP English must state a preference for one of these electives per semester, and should definitely list her second and third choices for each semester on her registration forms.

Qualified juniors who wish to take one of these senior electives may do so, subject to available space and, in the case of a student with multiple English courses, departmental approval.

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ENGLISH: “HAPPY ENDINGS, SORT OF . . .”

Open to grade: 12 Fall Semester Credit: !

The inspiration for this elective was an essay question on the AP English exam a few years ago that began with a quotation from the novelist Fay Weldon: “The writers, I believe, who get the best and most lasting response from readers are the writers who offer a happy ending through moral development. By happy ending, I do not mean mere fortunate events . . . but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.” In this course, students read such works, examining, in particular, whatever is offered of positive moral possibility in them. Works studied in this course may include Jane Eyre; A Raisin in the Sun; Cry, the Beloved Country; and The Piano Lesson, with additional works at the teacher’s discretion.

ENGLISH: PRAIRIE LITERATURE Open to grade: 12 Fall Semester Credit: !

The Midwest and Southwest have produced many of America’s best writers, particularly in the past couple of decades. Students in this course sample various writers who have drawn their inspiration and set their fiction and poetry in this region. They begin retrospectively with a look at Native American spirituality in Neihardt’s Black Elk Speaks. Then they proceed to contemporary writers such as Cormac McCarthy (All the Pretty Horses) who write about cultural conflict along our border with Mexico. Students then turn to Kent Haruf and read Plainsong and Eventide, a pair of novels that are sequential and include many of the same characters and settings in eastern Colorado. Haruf is followed by Richard Ford and Annie Proulx, who tell stories about love and loneliness set in Wyoming in the aftermath of America’s pioneer heritage. Students read novels, short stories, poetry, and literary nonfiction such as Eiseley’s The Immense Journey. The literature offers students a window on America’s soul as it has been represented by these great regionalist writers. Each student practices her writing skills in a variety of forms from the analytical essay to personal response, and she also keeps a reading journal in which she is responds to, reflects upon, questions and includes her literary observations.

ENGLISH: READING AND WRITING SHORT FICTION & POETRY Open to grade: 12 Fall Semester Credit: !

The focus of this class is close reading of short stories and poetry with an eye to writing in both forms, with an occasional analytical essay assigned for good measure. Students read 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 read and discuss the stories in class, focusing on how the author has used narrative elements to create a successful story. Then each student writes her own stories based upon the models she has read. A similar procedure is followed with poetry. Every student must be willing to share her work with classmates.

ENGLISH: SHAKESPEARE Open to grade: 12 Fall Semester

Credit: !

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This student-centered class explores Shakespearean texts as drama. Students examine scenes from Shakespeare’s plays to appreciate their dramatic importance and enduring appeal as works of literature. Though this is not an acting course, students are often challenged to breathe life into Shakespeare’s works on stage. Our principal plays are Othello, The Merchant of Venice, and Romeo and Juliet. Selections from other plays are included at the teacher’s discretion. Activities include acting and speech, text interpretation, stage direction, role-play, historical and social contexts, and monologues.

To supplement daily activities in class, there are analytical and creative essays that allow each student to reflect upon her learning and express her thoughts on the works of Shakespeare.

ENGLISH: FROM PAGE TO PIXELS Open to grade: 12 Spring Semester Credit: !

Many of cinema’s greatest movies are derived from books. This course explores the relationship between the written word and the movies; they both tell stories, but authors and directors make different choices to engage us in their art. 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 refines students’ analytical skills to appreciate the techniques and talents of authors and directors alike; each student compiles her own list of criteria for a successful depiction of each work of literature so that she may assess the respective movie version.

Formal written assessments therefore comprise a balanced review of the relative strengths, weaknesses, and worth of both the book and the movie.

Texts used in 2011 included: The Color Purple, Rita Hayworth and Shawshank Redemption, Q & A (Slumdog Millionaire), Breakfast at Tiffany’s, and Heart of Darkness (Apocalypse Now).

ENGLISH: THE SPIRIT OF WILDERNESS: AMERICAN NATURE WRITING Open to grade: 12 Spring Semester Credit: !

The purpose of this course is to study literary works in which people’s relationship with nature is a central theme. Some questions students consider are: How has nature inspired the authors we read? How do depictions of nature vary in the different authors, and how do they tally with students’ own perceptions and experience? How has the conflict between commercial development and the spiritual value of nature played out in American experience and American literature? And, on the level of style, what makes good nature writing good? We read fiction, nonfiction, and poetry, including a selection of short stories, excerpts from Emerson and Thoreau, and such works as “The Bear” (Faulkner), “Good Will” (Smiley), “Fools Crow”, “Desert Solitaire,” “The Crossing,” and “The Rediscovery of North America,” as well as (time permitting) poems by Wordsworth, Robinson Jeffers, Gary Snyder, and Mary Oliver. Students also spend time outside now and then in the Ethel Walker woods, observing and writing on their own.

ENGLISH: WOMEN IN LITERATURE Open to grade: 12 Spring Semester Credit: !

“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 7

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, this course considers women and what they are like, what they write, and what has been written about them. In turn, we write about women and about ourselves as women. Through this course, we come to a better understanding of women in and through our own prose.

Previous text selections have included works from The Norton Anthology of Literature by Women, The Bluest Eye, The Awakening, and The House of Mirth.

ENGLISH: PARADISE AND THE IMAGE OF THE GARDEN Open to grade: 12 Spring Semester Credit: !

This course 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 basic human relationship to nature as the caretaking gardener. Some of the texts included are passages from the Bible and the Koran, My Antonia, Under the Volcano, Hawthorne’s Rappacini’s Daughter, The Garden of Forking Paths by Borges, and poems by Eliot, Dante, Lorca, Yeats, Wordsworth, Stevens, Neruda and Oliver.

There is also 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, and a final project will consist of each student representing her own vision of an ideal garden in various media of her choosing.

ETHICS 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. Each course in this section fulfills the Ethics graduation requirement.

ETHICS Open to Grades: 11-12 Credit: !

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

The text is based on findings from the positive psychology movement: the cornerstone of both our wellness and ethics programs. Students are asked to keep a journal in which many specific writing tasks (including reflection and analysis) accompany the text. Next, students read an introduction to Ethics: Being Good by Simon Blackburn. Blackburn surveys the contemporary philosophical scene in the field of ethics first addressing various threats to the ethical enterprise and then pointing 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. A research paper on the ethical life studied is the culminating assessment of the course.

WORLD RELIGIONS" Open to Grades: 11-12 Credit: !

Spring Semester 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 world8

views that are worth understanding. Among the traditions studied 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. 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 their own.

SOCIAL AND POLITICAL PHILOSOPHY Open to Grades: 11-12 Credit: !

Spring Semester 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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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 courses our goal is to lead students to an awareness of the forces and conditions that transform human society. We are committed to developing the basic competencies for academic achievement - critical 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 and may be offered in alternating years.

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

MIDDLE SCHOOL MODERN CULTURES Required course for Grades 6 and 7 Offered alternating years starting in 2010-2011 This course focuses on the same regions of the world during different time periods. This class allows 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" " " " " Required course for Grades 6 and 7 Offered alternating years starting in 2011-2012 Ancient Cultures is offered in conjunction with Modern Cultures. 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 including 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 collaborative skills.

AMERICAN IDENTITY Required course for Grade: 8 Students begin the year by examining cultural encounters set in motion by the arrival of Europeans to the Americas, and conclude their study of American History with a detailed discussion of Reconstruction. They finish the year by picking a cultural event in American History of their choice to explore in a research paper. Students use primary documents as well as discussion and video to understand everyday life and significant events that have shaped American society. Essay writing is a skill that is emphasized throughout the course.

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 INTRODUCTION TO US HISTORY Offered to Grades: 9 - 12 Credit: 1 This course is designed for new International students. The class will survey United States history from the era of European exploration and settlement to the present. Students will have an opportunity to focus in greater depth on specific events or cultural aspects of this country in which they have a particular interest: life among Native Americans when the Europeans arrived, how slavery began and ended, and the impact of World War II on American families are recent examples of topics chosen by students. Readings from a variety of sources, videos, written assignments, and oral presentations are among the activities designed to encourage critical thinking about historical topics as well as to strengthen English language skills.

GLOBAL CONNECTIONS Required course for Grade: 9 Credit: 1 This course is designed to develop critical thinking skills through units of regional study in which students consider the relationship between physical systems and human systems.

Students learn general information about resources, population, land use, government structures, and economic systems relevant to 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 all while working in collaborative groups, further developing this critical skill. Each unit has a presentation and critical writing component. Students are evaluated in groups and as individuals and are required to evaluate each project upon completion.

FOUNDATIONS OF THE MODERN WORLD Required course for Grade: 10 Credit: 1 This course is designed to introduce students to the people, events and ideas that have shaped the 20th and 21st centuries in cultures around the world. During the first semester, emphasis will be on the period from the 1400s through the 1800s. Units include: (1) the world in 1400 as reflected in the Ottoman, Safavid, Mughal Empires, the civilizations of China and Japan, the empire of Mali, and the Aztec and Inca civilizations; (2) the European explorations and conquests in the 15th and 16th centuries; (3) European religious, political and economic revolutions, such as the Reformation, the Scientific Revolution, the French Revolution and the Industrial Revolution; and (4) European Imperialist in Africa and Asia.

In the second semester, the units of study will focus on the 20th century and feature units on: China’s and Japan’s response to imperialism; World War I; the rise of fascism and communism; World War II and the Holocaust; the Cold War; the independence movements in Africa and Asia; and contemporary issues, such as recent genocides. The class will include a major research paper, power point presentations, primary document analyses, essay writing and discussion of documentary films relevant to the topics being covered.

HONORS FOUNDATIONS OF THE MODERN WORLD 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, 11

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.

US HISTORY: FROM JAMESTOWN TO 9/11 Required course for Grade: 11 Credit: 1 This course surveys the history of the United States from early European/Native American encounters up through the 1970s. Extensive use of primary documents familiarizes students with voices of the past, while secondary 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.

AP U.S. HISTORY Open for Grade: 11 Credit: 1 Recommendation of the department required. This course fulfills the U. S. History Requirement and and 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 in-depth study of 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 Credit: !

Fall semester, offered in alternate years that correspond to a national election (will be offered again in fall 2012) 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 12

death penalty, and search and seizure policies. The course will prepare students to approach active citizenship and participation in the democratic process.

ECONOMICS: THE WORLD THROUGH AN ECONOMIC LENS Elective for Grades: 11-12 Credit !

Fall and Spring Semester 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 / 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 through a variety of media, focusing on the impact economics has on environmental issues, social, ethical 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 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 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.

WORLD OUTREACH: AFRICAN STUDIES Elective for Grades: 11-12 Credit: !

Spring Semester 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. Units of study will include: early pre–colonial empires, the age of imperialism, independence, and present–day challenges. Case studies will be of such countries as Nigeria, Kenya and South Africa. Features of the course include the use of novels and short stories, student PowerPoint presentations, and research papers on significant people and events.

WORLD OUTREACH: CARIBBEAN STUDIES " " Elective for Grades: 11-12 Credit: !

Fall Semester 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 in this region have 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, 13

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.

WORLD OUTREACH: EAST ASIAN STUDIES Elective for Grades: 11-12 Credit: !

Fall semester 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. Features of the course include the use of novels and short stories, student PowerPoint presentations, and a research paper about significant people and events.

WORLD OUTREACH: RUSSIAN STUDIES Elective for Grades: 11-12 Credit: !

Spring Semester Russia is the largest country in the world, a major nuclear power, and a nation rich in resources. This course covers the study of 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.

WORLD OUTREACH: THE MIDDLE EAST AND BEYOND: THE ISLAMIC WORLD Elective for Grades: 11-12 Credit: !

Spring Semester The United States has frequently defined its national interests in terms of securing vital natural resources, seeking and supporting friendly allies, responding to acts of aggression, providing aid to nations in need, and seeking ways to defend democracy and human rights.

This course will focus on how the U.S. has used these national interests to deal with events in countries that are mostly Islamic, that are mostly associated with oil and strategic locations, and that are at times involved in conflicts that have resulted in our intervention. Major emphasis will be on the background to the events leading up to and following 9/11.

INEQUALITY IN THE UNITED STATES Elective for Grades: 11-12 Credit: !

Spring Semester 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.

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HISTORY T.A. Open to Grade: 12 Credit: !

Fall and/or Spring Semester 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 students to complete three consecutive years of the same language while in the Upper School in order to meet the minimum requirements for graduation. However, in order to gain a degree of fluency, to enhance their educational experience and to meet the challenges of competitive colleges, most students include four (and in some cases Advanced Placement) courses in the Upper School.

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.

MANDARIN CHINESE INTRODUCTION TO CHINESE Open to Grades: 9-12 Credit: 1 This is a beginning course in Mandarin Chinese. Students learn the principles and practices of Pinyin pronunciation system to correctly pronounce the Chinese characters from the very start. Emphasis is placed on conversational skills and correct character writing habits.

Reading and listening skills are also introduced so that students can begin to feel comfortable expressing themselves verbally and in writing. By the end of the first year, students will have mastered a working written vocabulary of roughly 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 Grades: 10-12 Credit: 1 Pre requisite: Introduction to Chinese or equivalent This is a continuation of Introduction to Chinese this course’s prerequisite. Students will learn additional vocabulary in order to handle increasingly complicated situations in the language. Students will master most of the basic grammatical structures of the Chinese language. Character writing and computer inputting gradually replace the use of Pinyin symbols in writing. Emphasis is also placed on oral proficiency and short written works using the structures learned. Individual and group projects focus on learning the different provinces, physical geography, ethnic groups and languages, and current political and 16

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 introduced to about 825 characters. "

ADVANCED CHINESE Open to Grades: 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.

HONORS CHINESE Open to Grades: 10 - 12 Pre-requisite: Completion of Advanced Chinese or equivalent Credit: 1 The objective of this course is to provide students with the acquisition of more refined Chinese linguistic skills, exposure to a wider range of Chinese culture, and the experience of some of China’s rich heritage of literature. Taught exclusively in Chinese in small class settings, it enables the students to advance their knowledge and skills to higher linguistic and literary standards, and subsequently, empowers them to communicate more proficiently and professionally in speaking and writing. Through linguistic practice and appreciation for Chinese culture and literature, students will be highly motivated to continue their studies of Chinese at the college level and beyond.

AP CHINESE Pre-requisite: Completion of Advanced Chinese or equivalent, approval of department chair Credit: 1 The AP Chinese Language and Culture course is designed primarily for proficiency in Chinese and along with the national AP Board standards. It develops the students’ ability to interpret difficult authentic materials (meant for native speakers), and to communicate in a culturally appropriate manner. Students not only learn to perform in Chinese to accomplish tasks, and interpret and exchange information, but also utilize analytical skills in conjunction with linguistic and cultural knowledge to function in Chinese. In addition, it exposes students to the challenge of rigorous Chinese course work, similar to, or even exceeding college level Chinese, and prepares the students for future studies or academic research in Chinese. As a culminating assessment in this course, students will take the AP Exam in Chinese.

ADVANCED CHINESE LANGUAGE AND CULTURE FOR HERITAGE STUDENTS Pre-requisite: None Credit: !

Fall Semester This course is designed for native speakers of Chinese in American contexts. It covers the major aspects of the Chinese language and culture, including the writing system,"historical development as well as social and cultural traditions. It aims at heritage students of Chinese who need to advance their systematic grammar knowledge and further refine their linguistic proficiency to better communicate in a comparative cultural and bilingual environment.

Emphasis is given to the studies of Chinese linguistics and rhetoric to enhance the students’ 17

idiomatic interpreting and translating capacity in the English-speaking contexts. This course is taught in Chinese and English.

FRENCH FRENCH 1: NOT OFFERED IN 2011-2012 Open to Grades: 8-12 Credit: 1 In French I, students develop the four basic skills necessary to their language acquisition and proficiency: 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 cross-cultural interactions, increasing comprehension and success for all students. 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 selfexpression, helped by relevant online materials at classzone.com.

FRENCH 2: NOT OFFERED IN 2011-2012 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.

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. Reading: Antoine de Saint Exupery, Le Petit Prince.

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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. Literary selections vary according to the interests and abilities of the students and may 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.

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

LATIN LATIN 1A Open to Grades: 6, 7, or 8 Strongly recommended for grade 6 Students will cover lessons 1-10 of Jenney’s First Year Latin By then they should have a good grounding in many of the inflections of Latin verbs, nouns, pronouns and adjectives, a vocabulary of approximately two hundred words and the ability to translate some basic prose passages. The stories encompass the Trojan hero Aeneas’ journeys after the Trojan War and are based on Vergil’s Aeneid. The linguistics elements are the most important part of the course, but students also learn abut a variety of distinctive institutions and customs of the Romans such as local government, architecture and interior design, and every day life.

Students will also take the National Latin Exam in the spring.

LATIN 1B" " Open to Grades: 7 or 8 Pre-requisite: successful completion of Latin 1A This is a continuation of Latin 1A, and the two courses combined allow students to begin Latin 2 at the high school level. The course covers lessons 11-20 of Jenney’s First Year Latin.

Students will also take the National Latin Exam in the spring.

LATIN 1 Open to Grades: 9-12

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Credit: 1

This course serves as an introduction to the Latin language. Students will cover lessons 1-20 of Jenney’s First Year Latin. 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 encompass the Trojan here Aeneas’ journeys after the Trojan War and are based on Vergil’s Aeneid. The linguistic elements are the most important part of the course, but students also learn about a variety of distinctive institutions and customs of the Romans such as local government, architecture and interior design, and gladiators, and gods. Students will also take the National Latin Exam in the spring.

LATIN 2 Open to Grades: 9-12 Credit: 1 Pre-requisite: Completion of Latin 1 with a grade of C- or better 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 - 40 of Jenney’s First Year Latin. In particular, there will be an introduction to complex sentence structure. There will be practice in grammatical drills, comprehension, and unseen translation. Reading passages continue with the story of Aeneas and continue through his family line to the founding of Rome by Romulus and Remus. Cultural material will include Roman medicine,business practices, and funerary customs. Students will learn about the cultural and political contexts of the prescribed literature. Students will also take the National Latin Exam in the spring.

LATIN 3 Open to Grades: 9-12 Credit: 1 Pre-requisite: Completion of Latin 2 or equivalent 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.

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

LATIN 4/5 Open to Grades: 9-12 Credit: 1 Pre-requisite: Completion of Latin 3/4 or equivalent and approval of the department 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 two-year 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 20

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.

GREEK ANCIENT GREEK Open to Grades: 9-12 Credit: 1 Does not fulfill the language requirement.

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.)

CLASSICAL MYTHOLOGY Open to Grades: 9-12 Credit: !

Does not fulfill the language requirement.

This semester long course will provide students with an in depth overview of Roman and Greek mythology. Topics of discussion will include, but are not limited to: the creation of the universe, the Titans and Olympian gods, the ages of man and the qualities that make a hero. The class will also discuss the Trojan War at length and the aspects of the Iliad that make it a cautionary anti-war epic. This class will provide excellent supplementary knowledge for any current Latin students as well as for anyone interested in myths and legends.

SPANISH SPANISH 1A Open to Grades: 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.

SPANISH 1B Open to Grades: 7 and 8 Credit: 1 Pre-requisite: Completion of Spanish 1A or approval of department 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.

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, 21

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, stem-changing and reflexive verbs. Other grammatical concepts studied in Spanish 1 include: 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.

SPANISH 2 Open to Grades: 9-12 Credit: 1 Pre-requisite: Completion of Spanish 1A and 1B, 1 or equivalent with a grade of C- or higher 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.

HONORS SPANISH 2 Open to Grades: 9-12 Credit: 1 Pre-requisite: Completion of Spanish 1A and 1B, 1 and approval of the department This course covers the same content areas as Spanish 2, but with stronger emphasis on effective communication in all areas of the target language. Students read short stories and literary pieces by Spanish and Latin American authors, in addition to readings from the text.

They also write more compositions. This course is offered to qualified students having a minimum B average in Spanish 1, with teachers' recommendation.

SPANISH 3 Open to Grades: 9-12 Credit: 1 Pre-requisite: Completion of Spanish 2 or equivalent and approval of the department 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 selfexpression 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.

HONORS SPANISH 3 Open to Grades: 9-12

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Credit: 1

Pre-requisite: Completion of Spanish 2 or equivalent and approval of department This course covers the same content areas as Spanish 3, but with stronger emphasis on effective communication in all areas of the target language. Students read additional 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.

SPANISH CONVERSATION/COMPOSITION Open to Grades: 9-12 Credit: 1 Pre-requisite: Completion of Spanish 3 or equivalent and approval of the department This course is designed for students who want to strengthen their speaking and writing abilities. The focus of this course is on conversation and composition writing with topics pulled from the textbook as well as those suggested by students. Students are given the opportunity to sharpen their conversation skills by presenting arguments in class debates, giving oral presentations and putting together theatrical productions. Students are asked to write journal entries and compositions weekly. Students are expected to watch Spanish television and listen to Spanish music as often as possible. Students are also expected to overcome any barriers created by grammar struggles by reviewing these points for homework.

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 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.

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.

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 23

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. 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.

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.

LANGUAGE T.A. Open to Grades: 11-12 Fall and/or Spring Semester Credit: !

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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MATHEMATICS It is the goal of the mathematics department that every student will develop a 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 places a student in the course and level most appropriate to her aptitude and preparation. Placement in all Math Classes is based on recommendation of the department and not determined by the grade level of a student alone. Final placement depends on the successful completion of the level before so may not be finally determined until the conclusion of the year.

FOUNDATIONS OF MATHEMATICS 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! ! ! ! ! ! ! ! !

This course is for students who have completed Foundations of Mathematics or an equivalent course. Topic include further exploration of decimals, factors, fractions, exponents, ratios, proportions, and percents, as well as algebraic expressions and integers, linear equations, and solving equations and inequalities.

ALGEBRA I " " " " " " " Credit: 1 (if taken in 9th grade or above) Students entering this class are 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" " " " " Credit: 1 (if taken in 9th grade or above) 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 Credit: 1 This course is for students who had had a full year of elementary algebra. Plane geometry relationships are developed as part of a logical system, and the student learns to write short proofs based on these relations. Algebraic and numerical applications are provided, and units on right triangle trigonometry, three-dimensional figures, and coordinate geometry are included.

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HONORS GEOMETRY" " " " " " " 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" " " " " " " " " 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.

Additional topics include functions, complex numbers, and quadratics graphs.

HONORS ALGEBRA II " " " " " " " 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.

TRIGONOMETRY" " " " " " " " Credit: 1 This course consists of a review of advanced 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 " " " " " " " " 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 "" " " " " Credit: 1 This course is designed to prepare students for college mathematics and is meant as an introduction to Calculus. In this course, the student must be able to integrate ideas from both pre-calculus and geometry to approach a problem numerically, algebraically and graphically. The topics reviewed and studied consist of limits and continuity, differential and integral calculus, related rates, area between curves, and volumes of solids of revolution.

HONORS CALCULUS 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 " " " " " " " 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 26

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: 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.

INTRODUCTION TO COMPUTER SCIENCE " " " " " Open to Grades: 10-12 Credit: !

Spring Semester 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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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 appreciate 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 Offered in alternate years with Human Biology 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.

HUMAN BIOLOGY Open to Grades: 6 and 7 Offered in alternate years with Ecology 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.

EARTH SCIENCE Required for Grade: 8 The emphasis in the eighth grade is an introduction to the basic themes of the Earth Sciences, including both Geology and Astronomy. 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.

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

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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 This course covers the same content areas as Physics 9 but moves more rapidly and involves more in depth mathematical analysis and problem solving.

Time required outside of class: 4 hours/week.

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.

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

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

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 AP exam in May. This course emphasizes the advanced topics of equilibrium, kinetics and thermodynamics. Time required outside of class: 10-15 hours/ week.

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 fieldwork, 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.

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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.

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 (10-15 hours/week).

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.

HONORS PHYSICS Open to Grades: 11-12 Offered 2011-2012 Credit: 1 Prerequisites: Chemistry and department permission (Honors Alg. II may be concurrent). This course is designed for those students entering Walker’s after 9th grade who have not yet taken Physics by their 11th or 12th grade year.

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.

AP PHYSICS B Open to Grades: 11-12 Offered in alternating years with Astronomy Credit: 1 Prerequisites: an introductory physics course, concurrent enrollment in Precalculus or higher math, and department permission 30

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 ASTRONOMY Open to Grades: 11-12 Offered in alternating years with AP Physics Credit: 1 Prerequisite: completion of two years of high school science. Exceptional sophomores may be allowed to enroll in this class concurrently with 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).

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

HUMAN ANATOMY AND PHYSIOLOGY Open to Grades 11-12 Offered in alternate years with Equine Science Credit: 1 Prerequisites: Current enrollment in or completion of Biology The Human anatomy and Physiology class will be a yearlong course covering all twelve of the human body systems. Each body system will be studied on the basis of structure, function, and disorders. Class assessments will include homework, tests, projects, and labs.

Students will also be introduced to medical journals, current event articles, and quest speakers. Labs will include microbiology, pathology, hematology, and dissection (nonhuman).

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EQUINE SCIENCE Open to Grades 11-12 Offered in alternate years with Anatomy and Physiology 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.

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 concurrently with 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.

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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; social psychology; memory; research methodology; biological bases of behavior; sensation and perception; states of consciousness; theories of personality; theories of learning; psychological disorders; and treatment of disorders. 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 & statistics; biological bases of behavior; behavior genetics; life-Span development; sensation & perception; states of consciousness; theories of learning; memory; cognition; language; intelligence; motivation; theories of emotion; stress; theories of personality; abnormal psychology; treatment of psychological disorders; and social psychology. Students will conduct an in-depth literature review to be presented at the end of the year and all students must take the AP Psychology exam.

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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 develop the expressive aspects of their lives. Elective courses allow students 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 1.5 credits (three semesters) in the Arts – at least one, preferably two, in freshman or sophomore year and at least 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 in-depth 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, as well as two student concerts, are presented.

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 Athletic 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 34

members take daily advanced level technique classes in Ballet, Modern, Jazz, Character, and Stretch & Strengthen. These classes are supplemented with weekly rehearsals for student, faculty, and guest artist choreography. Senior members of Dance Workshop take choreography classes and run their own rehearsals. Dance Workshop performs in the annual Winter Dance Concert.

DANCE ENSEMBLE (Fall and Winter Commitment) by Audition Athletic 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 Athletic 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 Athletic 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 and Outdoor Adventure do not count as team sports.)

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THEATRE The Theatre Department at Walker’s emphasizes the theatrical process and its relationship to the development of acting 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 Winter Season Athletics 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 , Wonderland and Robin Hood.

ACTING TECHNIQUES Offered: Fall Semester Open to Grades: 9-12 alternate years Credit: !

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) Offered: Spring Semester Credit: !

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 No Prerequisite Credit: !

The goal of this course is to write a one-act play. To introduce the unique qualities of playwriting, students will begin the semester writing their own original work. The class as a whole will then 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.

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SHAKESPEARE FOR THE STAGE Offered Spring Semester every third year Not Offered 2011-2012 Open to Grades: 9-12 Credit: !

“All the world’s a stage, And all the men and women merely players.”

This course is offered every third year when we celebrate the Shakespeare Festival, next due in the 2013-2014 School Year. 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 Season Athletics 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, Animal Farm, All in the Timing, and Rope, and an original Shakespearean adaptation, The Food of Love.

SPRING MUSICAL Offered: Feb.-May Open to Grades: 9-12 Credit: Spring Season Athletics 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, Illyria and Noises Off.

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 opportunities 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 all-school chapels.

MIDDLE SCHOOL ORCHESTRA Open to Grades: 6–8, without audition This ensemble is for Middle School students who are interested in preparing and 37

performing orchestral music. The Middle School Orchestra rehearses after school on Mondays 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 according to her capacity. It presents the basics of music theory, dictation and notation, and ear training. The advanced student may study composition and musical analysis.

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

MUSIC LESSONS" " " " " " " " " " Open to Grades: 6-12, additional fee Extra-Curricular Activity 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.

The following ensembles or activities are not for credit but may be combined with other music disciplines to satisfy the requirements of the Music Major Program.

CHAMBER ENSEMBLES Open to Grades: 9–12, by audition only Extra-Curricular Activity 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.

GOSPEL CHOIR Open to Grades: 7–12, without audition Extra-Curricular Activity 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.

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GRAPES Open to Grades: 9-12, by audition only Extra-Curricular Activity This vocal ensemble is an a cappella singing group. Only members of the Choir may audition.

Singers perform off campus to earn community service credits required for graduation. This ensemble performs music from the folk, pop, jazz and Broadway genres. Auditions take place at the beginning of the school year and include a simple sight-singing exercise, presentation of a piece that best shows the singer's voice and a group piece that determines vocal blend and intonation.

GROUP KEYBOARD Open to Grades: 9-12, without audition Extra-Curricular Activity 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 Extra-Curricular Activity 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.

HARMONIOUS BELLS Open to Grades: 9-12, without audition Extra-Curricular Activity 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.

ORCHESTRA Open to Grades: 9-12 Extra-Curricular Activity 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.

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VISUAL ARTS The Visual Arts program provides students with the opportunity to develop their visual vocabulary and an understanding of visual organization. Through 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. The application of solutions to these problems using the subjective self is the goal of the arts.

The art program allows the student to satisfy the need for personal expression and the community need for display, celebration and communication.

All courses listed are offered subject to adequate student enrollment. Placement in Visual Arts is subject to departmental approval.

MIDDLE SCHOOL MIDDLE SCHOOL ART Required: Grades 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 Required: Grade 8 One semester during 8th grade year This one semester course is 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 three-dimensional 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. """"PERFORMANCE FUNDAMENTALS Required: Grade 8 One semester during 8th grade year This one semester course (the compliment to Art 8) focuses on the fundamentals of dramatic performance. 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 are not limited to) character development, scene work, and theatre history."Each student will be expected to keep a journal of her experiences."

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UPPER SCHOOL All Upper-School Visual Arts courses expect that students will be challenged to develop problem-solving skills unique to the discipline, allowing them to freely explore expression in the specific medium while controlling the outcome.

Level I courses focus on skills building in the basics of the medium as well as developing an appreciation for the unique aesthetic inherent in that medium.

Level II courses assume that the student has established an understanding of the principles of design, a familiarity with the “tools� of the discipline and independent conceptualization skills unique to the medium.

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 specific medium can enhance the vision.

AP level courses follow 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. These courses require a two-hour daily commitment.

DRAWING I Open to Grades: 9-12 Credit: !

Students learn to make marks of varying tones on paper and to manipulate them to create images.

DRAWING II Open to Grades: 9-12 Credit: !

Compositional complexity is emphasized as students begin to explore the abstract.

DRAWING III Open to Grades: 9-12 Credit: !

Students begin to incorporate colors and other freehand techniques to create ever more complicated and advanced images.

AP DRAWING Open to Grades: 11-12 Credit: 1 Pre-Requisite: Departmental Approval and Advanced Studio or a Portfolio of 5-1- pieces of art A variety of 2-Dimensional, hand drawing techniques are reinforced through the creation of an extensive portfolio of images as required by the national AP Drawing curriculum. Print making, collage and other forms of 2-D art are required for inclusion in this portfolio produced by students who are able to work independently with the guide of an instructor.

PAINTING I Open to Grades: 9-12 Credit: !

Students begin by exploring the expressiveness of color. The skillful mixing of paint and paint application techniques are also learned. Students must develop an appreciation for all forms of painting.

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PAINTING II Open to Grades: 9-12 Credit: !

Students begin to learn about scale and composition and how these are instrumental elements in the development of a visionary concept. Works of varying sizes and media are emphasized.

PAINTING III Open to Grades: 9-12 Work continues on a portfolio of paintings on a variety of scales and themes.

Credit: !

PHOTOGRAPHY I Open to Grades: 9-12 Credit: !

Students will use digital cameras to study the elements of art and principles of design; color, contrast, composition, exposures and other visual concepts will be introduced and reinforced. Additional areas of study include hand altered imagery and Photoshop techniques.

PHOTOGRAPHY II Open to Grades: 9-12 Credit: !

Contrast, clarity and composition are expected ingredients in the image making process as students further develop their craft. Work in this course will focus on increasing technical skills in camera use and lighting and working toward the development of independent projects. Students begin to become more selective in their story telling and must provide evidence of in depth research.

PHOTOGRAPHY III Open to Grades: 9-12 Credit: !

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 Semester Credit : !

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.

AP 2-D DESIGN Open to Grades: 11-12 Credit: 1 Pre-Requisite: Departmental Approval and Advanced Studio or a Portfolio of 5-1- pieces of art The body of work required for AP submission in this course includes a wide variety of 2-D images including collage, prints, drawings, paintings and a variety of digital media. Students are expected to work with a high level of independence with the support of an instructor.

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PHOTOGRAPHY T.A. Open to Grades: 11-12 Fall and/or Spring Semester Credit: !

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 Level 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 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 Semester Credit: !

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.

CERAMICS I Open to Grades: 9-12 Credit: !

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.

CERAMICS II Open to Grades: 9-12 Credit: !

Pre-requisite: Completion of ceramics I and approval of instructor 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.

CERAMICS III Open to Grades: 9-12 Credit: !

Pre-requisite: Completion of ceramics II and approval of instructor This course assumes that the student has a working 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.

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ADVANCED CERAMICS Open to Grades: 10-12 Credit: !

May Enroll Multiple Semesters, Department Approval 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.

ADVANCED STUDIO ART Open to Grades: 10-12 Credit: !

May Enroll Multiple Semesters Pre-Requisite: One art course and Teacher Recommendation Advanced Studio is designed for the student who has completed at least one visual art course and will set personal goals that stretch them beyond their previous art experiences. Within the semester, students begin to build a portfolio for a Walker’s AP Studio Art course or for a college. This course is a pre-requisite for AP 2D Design and AP Drawing.

ADVANCED STUDIO: “CREATIVE FIBERS”! ! ! ! !

Credit: !

May Enroll Multiple Semesters Pre-Requisite: One art course and Teacher Recommendation This course emphasizes problem solving in individual design using fiber and fabric. Students will integrate Art and Design skills with textile techniques. Some of the techniques to be covered include spinning and felting wool fiber, weaving yarns, and piecing fabrics into collage-quilts. Students will learn the origins of fibers and production of fabrics.

ADVANCED STUDIO: “ART AROUND THE WORLD”! ! ! !

Credit: !

May Enroll Multiple Semesters Pre-Requisite: One art course and Teacher Recommendation Students will be guided in an independent study of indigenous and contemporary art around the world and complete art projects that are inspired by their study. Students, in the process of making their own art, will allow their own culture to influence their art production.

SCULPTURE TECHNIQUES Credit: ! *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 a 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. This course may be taken multiple times due to the numerous sculpture techniques and process that are available to explore. Each semester will offer different techniques.

AP 3-D DESIGN Open to Grades: 11-12 Credit: 1 Prerequisite: Intro to Sculpture and Departmental approval A wide range of 3-Dimensional pieces are required for submission in a portfolio to the national AP board. Works ranging from ceramics, wood, fabric and metal sculpture, textiles and other pieces are produced by students working at a very high level of independence with the support of an instructor.

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ATHLETICS The Ethel Walker School believes that the teaching and learning environment extends to the sports and activities arenas. Sports teach time management, instill a commitment to life-long fitness and challenge participants to win with humility and lose with grace.

Every student at Walker’s participates in a sport or activity each season. Walker’s offers programs for the novice as well as the athlete interested in playing at the collegiate level. We offer varying levels including Varsity, Junior Varsity, 3Rd Level and Middle School. Sportsmanship, leadership and discipline are emphasized at every level.

All students select 3 sports or activities per year from a menu of offerings divided by fall, winter and spring seasons. One season must be a team sport; Interscholastic sports teams, riding, dance or theater concentration all fulfill this obligation.

For the upper school sports and activities most often meet directly after school. Since swimming and squash occur at off campus sites, they are at different times.

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

Varsity Volleyball

Varsity Skiing

Varsity Tennis

JV Volleyball

JV Skiing

JV Tennis

Dance

Riding

Dance

Riding

Dance

Riding

Varsity Swimming

Varsity Golf

JV Swimming

Theatre

Theatre *Note: If there is sufficient enrollment in any Upper School sport option, a “thirds” team may be added.

INDIVIDUAL SPORT OFFERINGS Fall

Winter

Spring

Dance Technique

Dance Technique Dance Technique

Riding Lessons

Riding Lessons

Riding Lessons

Outdoor Adventure

Personal Fitness

Personal Fitness

Yoga 45

PERSONAL FITNESS Open to Grades: 9-12 Credit: Athletics Winter and Spring seasons 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 Credit: Athletics Fall season The students will explore various outdoor activities and enjoy the local scenery of Connecticut in the fall. Activities to include short hikes, rock climbing, canoeing, trail maintenance, and bicycling.

YOGA Open to Grades: 9-12 Credit: Athletics Winter season Students will explore yoga postures, philosophy and learn the therapeutic benefits of yoga.

Activities will include yoga dance and movement.

DANCE Open to Grades: 9-12 Credit: Athletics Offered: Fall, Winter and Spring for experienced dancers/Fall and Spring for Beginners 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 Extracurricular activity 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 Extracurricular activity 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 Field Hockey Riding

Basketball Riding Middle School Play

Softball Riding Lacrosse

Dance

Dance

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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WELLNESS Emotional and physical well-being are important ingredients for success in all areas of life. Our Wellness Curriculum supports the development of the skills girls need to navigate life in the 21st Century while maintaining a healthy sense of self, strong connections with others, and a commitment to global responsibilities. As a school, we value character traits of our students like honesty, respect, perseverance, confidence, courage and compassion. "When character traits are integrated into daily life, all facets of life improve, including relationships with others.

GRADE 6: KNOWING YOURSELF This weekly Wellness Class, required for all 6th graders, focuses on knowing oneself as a learner and friend. "Topics include study skills, learning styles and health education. "In addition, students learn that the development of healthy self-esteem begins with self-mastery and the knowledge of one’s own strengths, competencies, and resilience.

GRADE 7: KNOWING OTHERS Weekly meetings of a Wellness/Life skills class continue and are required for 7th graders.

Discussion broadens to include areas such as: "physical and emotional changes during adolescence; healthy boundaries in relationships; the appropriate use of technology as a communication tool and resource; dealing with stress; finding balance; developing a healthy life style, and making responsible choices. "Health Education in the 7th grade focuses on the physical and emotional changes that take place during adolescence. "A unit on drug and alcohol education is included, focusing on the impact of substance use on brain development during adolescence. "7th grade Wellness culminates in a group service project relevant to our campus community.

8TH GRADE: CHARACTER DEVELOPMENT AND LEADERSHIP "This required course provides a purposeful approach to the cognitive, emotional and behavioral well being of the students. "Specifically, this class will: • Promote components of character and leadership • Develop critical thinking and problem solving skills • Build and reinforce positive social skills • Help students create both short and long-term positive goals • Help students develop strong values and high standards • Ensure students understand the consequences of their actions GRADE 9: 9TH GRADE SEMINAR Required for Grade 9 This required year-long course is team-taught and covers topics such as: • Technology: Managing Your Digital Footprint • Leadership: Equity and Social Justice • Public Speaking • Wellness: Building Emotional Resilience

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Credit: 1

GRADE 10: #WOMEN, HEALTH AND CULTURE Required for Grade: 10 Fall and Spring Semester Credit: !

Women, Health and Culture is a one semester, required course taught by our School Nurse.

Using a medical model, 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. "In addition, students will have the opportunity to become certified in American Red Cross CPR and AED. GRADE 10: 10TH GRADE SEMINAR: A QUEST FOR KNOWLEDGE - A CALL TO ACTION Required for Grade: 10 Fall and Spring Semester Credit: !

The 10th grade seminar is a one semester, required course taught by a team of teachers and outside speakers. "In the first quarter, "Quest for Knowledge," students will learn about the critical issues women face around the globe and domestically/locally. "Topics covered will be human rights issues, in particular, as they relate to women. A series of guest lecturers and outside speakers will provide a depth of understanding in each area. In the second quarter, "Call to Action," students will learn collaboration skills in order to choose a cause for which they will direct their energies and efforts as a group. "Philanthropy, micro lending, finances and entrepreneurship will be the elements taught in conjunction with the execution of a culminating project.

GRADE 11: THE COLLEGE PROCESS Required for Grade: 11 Throughout the year, the College Counseling Office offers a series of required workshops focused on learning skills relevant to the college process, including panel discussions, outside presenters, and on-line instruments designed to clarify values, hone communication skills, and identify areas of strong interest. "Students are given the opportunity to craft personal mission statements and to develop action plans to help guide them through the application process.

GRADE 12: TRANSITIONS/COLLEGE 101 Required for Grade: 12 Workshops, speakers, and panel discussions cover topics such as: managing your finances; personal health and safety; decision-making; developing and maintaining healthy relationships; adjusting to new-found independence; as well as the resources that are available on a college level. "This series is designed to prepare students for the transition from Walker’s into the college / university setting where much more independence is required.

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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 = ! 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 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.

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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 and Science..

Course credit is given for these assistantships and approval is necessary from the classroom teacher, Department Chair, and the Dean to register for Department Assistantship.

TEACHING ASSISTANT Open to grades: 11-12 (Fall and/or Spring Semester) Credit: !

This position is open to juniors and seniors in good academic standing who have a strong interest in education. Students are eligible to assist in a variety of seventh and eighth grade courses; occasional TA positions in 9th grade courses are also available. 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.

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.

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ONLINE COURSES - Taken During the 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.

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 see Mrs. Allerton, Dean of Upper School to receive an application form.

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The Ethel Walker School Junior/Senior Project Guidelines, 2011-12! ! !

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 in 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 these classes.

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 the student’s 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 the classes of 2012 and 2013, proposals for summer projects are due April 15th, 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 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.

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Journals and papers must be handed in, and presentations scheduled, by September 23rd, 2010 for summer projects and by April 13th, 2012 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. Letter grades (A through F) will be assigned. Grades will be based on: Thoroughness in planning

10%

Supervisors’ evaluation

40%

Journal

20%

Written report

20%

Oral presentation

10%

Revised January, 2011

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MIDDLE SCHOOL SCHEDULE

Middle School Class Schedule Monday 8:00!

Tuesday 8:00!

Wednesday

Thursday 8:00!

8:00!

F A 9:20!

G

Friday 8:00!

H

8:50!

8:50!

8:55!

8:55!

9:25!

D

9:20!

9:20!

X Morning Meeting

9:25!

E X

9:45!

B 10:35!

10:15!

Morning Meeting

9:45!

10:15!

9:45!

9:50!

10:15!

E

G 10:20!

10:20!

D

10:40!

H Sports

10:35!

10:40!

10:40!

10:45!

11:10!

A 11:15!

F

11:35!

11:40!

Chapel 12:00!

Advisor/Advisee Lunch

12:00!

Lunch

Lunch

Lunch

12:25!

Lunch

12:20!

12:00!

(Class meeting as scheduled)

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!

10:20!

8:50!

C E

C

2:05!

2:15!

2:20!

H 2:20!

2:10!

2:20!

2:25!

2:25!

F

Sports

G

Sports

3:15!

3:15!

3:30!

3:30!

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UPPER SCHOOL SCHEDULE Upper School Class Schedule Monday 8:00!

Tuesday 8:00!

Wednesday

Thursday 8:00!

8:00!

F A 9:20!

G

Friday 8:00!

H

8:50!

8:50!

8:55!

8:55!

D

9:20!

9:20!

X Morning Meeting

9:25!

E X

9:45!

B 10:35!

10:15!

Morning Meeting

9:45!

10:15!

9:45!

9:50!

10:15!

E

G 10:20!

10:20!

D

10:40!

H C

10:35!

10:40!

10:40!

10:45!

11:10!

A 11:15!

F

11:35!

11:40!

Chapel 12:00!

Advisor/Advisee Lunch

12:00!

12:00!

Lunch (Class Meeting as scheduled)

Lunch

A

12:35!

D 1:25!

12:35!

12:45!

X

1:10!

1:25!

1:15!

1:30!

B C

E 2:20!

2:05!

1:30!

10:20!

8:50!

H

2:05!

2:20!

2:10!

2:10!

2:25!

2:25!

B

F 3:15!

Lunch

Lunch

12:20!

C

3:00!

3:00!

56

G 3:15!