Education for Life—One Student at a Time
Course Catalog 2016-17
Academics Vermont Academy’s Mission Statement challenges us to develop “confident and active learners.” Our goal is to provide an academic program that inspires each student to meet this challenge.
A confident and active learner:
Requirements
• pursues learning beyond limits set by the teacher,
1. S tudents must satisfactorily complete at least 17 college preparatory course units to meet Vermont Academy’s diploma requirements. For the best college placement, 20 or more units are preferable. The record is expected to include:
• sets an effective schedule for accomplishing tasks, • keeps track of and manages all tasks associated with learning, • gathers, processes, and communicates ideas and information effectively, • demonstrates self-discipline, • seeks opportunities to share talents and ideas with others, • portrays a willingness to take risks in pursuit of learning, • possesses an excitement and joy in learning itself, • demonstrates an awareness of ability and performs to that ability.
For questions contact: SUSAN SCHMITT Academic Dean and Director of Learning Skills sschmitt@vermontacademy.org | 802-869-6232
S U B J EC T:
M I N I M U M C R E D I T:
English 4 credits (Eng 9, Eng 10, Eng 11 and 1/3 credit each trimester in Grade 12.) Mathematics (Algebra 1, Algebra 2, Geometry.)
3 credits
History (US History required.)
3 credits
Science 3 credits (One biological science (B) and one physical science (P) required.) World Languages (2 years of one language.)
2 credits
Arts 1 credit (Music, Art, or Theater. Does not include 9th-Grade Arts. Electives 1 credit (Any credit from one of the departments above.)
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2. Y ear-long courses receive 1/3 credit each trimester. If the student fails the first trimester, continuation of and credit for the course are at the discretion of the teacher, the department chair, and the academic dean. 3. All students are expected to enroll in at least five courses each term. However, in some instances, the academic dean, the director of learning skills, and the director of college counseling may approve a minimum of four courses. The final decision rests with the academic dean. 4. In order to graduate from Vermont Academy, seniors must successfully complete at least four courses each trimester or their equivalent during their senior year. In addition, seniors must have earned appropriate course credits and have been matriculated and in attendance at the Academy for three trimesters in the senior year (an exception may be made if the senior wishes to take part in the fall, winter, or spring term in our China, Spain, and Chile programs). A committee will review the standing of each senior prior to graduation to determine if a diploma should be awarded. A recommendation will then be made to the academic dean. 5. In extremely rare circumstances, a Vermont Academy student, having left in good standing before graduation, may petition to be granted a diploma. Information regarding this process is available in the studies office. 6. C ourses may be taken over the summer only with the approval of the academic chair of the given department and the academic dean to make up failed classes or accelerate a course of study. Students must obtain such approval prior to taking the course.
Grading System Performance grades are reported as follows: 97-100 93-96 90-92
= A+ = A = A-
4.33 4.00 3.67
87-89 83-86 80-82
= B+ = B = B-
3.33 3.00 2.67
77-79 73-76 70-72
= C+ = C = C-
2.33 2.00 1.67
67-69 63-66 60-62
= D+ = D = D-
1.33 1.00 0.67
0-59
= F
0.00
Honor Recognition Academic recognition will be determined as follows: • High Honors: a GPA of 3.67 or above • Honors: a GPA of 3.33-3.66 • Dean’s List: a GPA of 3.00-3.32
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Course Offerings
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2016-2017 Course Offerings Required courses: 9th grade: 9th-Grade Arts Program; sophomores: Health; juniors: SAT Prep Course and College Counseling Seminar; seniors: World Literature – Honors or Senior Writing Seminar
ENGLISH Year-Long Courses Grade 9 The Quest: no prerequisite. Grade 10 The Individual in Society: no prerequisite. The Individual in Society – Honors: application and departmental approval necessary. Grade 11 American Literature: no prerequisite, graduation requirement. AP – English Literature and Composition: application and departmental approval necessary. Grade 12 World Literature – Honors: application and departmental approval necessary. International students: Note: New students – assigned after placement test. Returning students – placed by department recommendation.
Junior and Senior TrimesterLong Electives Note: Not every elective will be offered from the following list. Student interest will determine which electives are offered. No prerequisites.
• Senior Writing Seminar is required unless a student is enrolled in Grade 12 World Literature – Honors • Seniors must take one literature based course during a trimester of their senior year • Journalism is a one-trimester course and may be taken only once.
HISTORY Year-Long Courses Grade 9 Foundations in History Foundations in History for International Students Grade 10 Modern Comparative Cultures Modern Comparative Cultures for International Students European History – Honors (Fall/Winter) AP – United States History (Spring) Grade 11
Fall Electives
United States History
Journalism
AP – United States History
Senior Writing Seminar Winter Electives Journalism Science Fiction and Fantasy
Grade 12 Note: May include juniors who have satisfied United States History requirements or want to double up.
Trials at Sea
Year-Long Courses
Detective Fiction
Introduction to Psychology
Creative Writing
AP – Psychology
English for Speakers of Other Languages (ESOL): no prerequisite.
Spring Electives
Fall Electives
English for International Students (EIS): no prerequisite. New students – assigned after placement test.
Journalism
Gender & Sexuality
Dante & Dystopia
The American Civil War
Madness & Monsters in Literature
The Politics, Culture, and Globalization of Sport
The Pursuit of Happiness Public Speaking for Confidence and College Writing About Art, Art About Writing
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Contemporary Issues: The Presidential Election
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Winter Electives Environmental Politics and Policy The History of American Immigration The Holocaust Movement Music: Beats, Rhymes, and Politics
SCIENCE
Computer Science courses:
Year-Long Courses
Computing in the Modern World (Year-Long Course)
Physic courses:
Web Design (Winter)
Physics First
App Development (Spring)
Physics Mechanics Physics – Honors/AP – Physics 1
WORLD LANGUAGES
Modern Physics
Note: Language Waiver – With approval
AP – Physics Mechanics C
Year-Long Courses
Genocide Since 1945: Never Again?
Chemistry courses:
Chinese 1
Latin American Politics and Policy
Chemistry
Chinese 2
Chemistry – Honors
Chinese 3
AP – Chemistry
Chinese 4
Spring Electives Global Responsibility in a Changing World History of American Wilderness
MATHEMATICS Year-Long Courses Algebra I
Biology courses:
Chinese 5 – Honors
Biology
French 1
Biology – Honors
French 2
Anatomy and Physiology
French 3 – Honors
Biotechnology/Bioethics
French 4
Kinesiology
French 5 – Honors
AP – Biology
AP – French
Pre-Calculus – Honors
Environmental Science courses:
Spanish 1
Probability and Statistics
Environmental Science
Spanish 2
AP – Statistics
AP – Environmental Science
Spanish 2 – Honors
AP – Calculus AB
Trimester-Long Courses
Spanish 3 – Conversation Based
AP – Calculus BC
Sustainability courses:
Advanced Topics in Mathematics
Sustainability and the Food System
Geometry Geometry – Honors Algebra II Algebra II – Honors Functions, Statistics, and Trigonometry Pre-Calculus
Sustainability: Energy and Climate Change Sustainability and Human Consciousness Earth Science courses: Geology River Systems Engineering courses: Robotics: Design and Engineering Robotics: Advanced Topics
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Spanish 3 – Honors Spanish 4 Spanish 5 – Honors AP – Spanish Advanced Spanish Conversation Beginning Russian
GLOBAL PROGR AMS Hangzhou, China (Fall) Santiago, Chile (Winter) Santiago de Compostela, Spain (Spring)
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PERFORMING ARTS
VISUAL ARTS
Note: All 9th Graders will rotate through theater, music, and visual arts studios, one each trimester.
Year-Long Courses
Theater courses:
Pottery AP – Studio Art (2D Design)
Fall Electives
Advanced Art (includes Art Studio, Computer Arts, Photography, and Pottery)
Improvisational and Devised Theater
Fall Electives
Acting I
B & W Photography I
Winter Electives
Computer Studio
Playwriting: Black Box Theater
Digital Photography
Acting II
Basic Filmmaking
Spring Electives Acting and Directing for Film Page to Stage Music courses: Fall Trimester Electronic Music
Studio Art History Studio Art I – Introduction to Drawing Studio Art II – Drawing and Design Winter Electives B & W Photography II Designing for Print and Digital Publications Studio and Still Life
Winter Electives
Studio Art I – Introduction to 3D
Music Appreciation
Stop Motion Animation
Electronic Instrument Building and Design
Studio Art II – Cardboard Construction
Spring Electives
Spring Electives
Music Theory and Composition
Landscapes and Portraits
Electronic Recording Studio
Studio Art I – Introduction to Painting
Available All Trimesters
Studio Art II – Painting and Printmaking
Music Lessons Ensembles Offerings – H Period: Note: Ensembles are year-long courses, with open enrollment at trimesters.
Jazz Ensemble Vocal Ensemble Chamber Music Ensemble The V-8s
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English For questions contact: LORNA SCHILLING, Department Chair | lschilling@vermontacademy.org
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English Department Course Offerings We have two primary goals in English: To help our students become better writers and readers and to help them sharpen their critical thinking skills. At the same time, we want to convey to them the excitement, power, freedom, and versatility of language through their own experience with writing and exposure to a wide variety of literary works. Through literature and in their own writing, our students confront the ideas and issues that complete and enrich life. English courses at all levels are based on individualized and small-group instruction that challenge students to take responsibility for their own learning and to think conceptually. Regular writing and reading assignments, frequent classroom discussions, group workshops, individual student / teacher conferences and special projects are all part of the challenge. The English Department believes that critical thinking requires an open mind and a safe environment in which to use it. Therefore, we stress a comfortable setting for free exchange of ideas, and we encourage all members of classes to respect the natural variety of opinions and points of view that inevitably flow in class discussion. GRADE 9
The Individual in Society – Honors
YEAR-LONG COURSES
Students must complete an application process and receive departmental approval.
The Quest Students will explore archetypes and how they reoccur in the literature of different cultures throughout the ages. They will examine mythology, fairy tales, fables, novels, and films to investigate this idea throughout the course. By studying this premise, students will develop a firm understanding of how archetypes explain the human experience. They will also solidify their knowledge of basic grammar, strengthen their reflective, analytical, and creative writing skills, and expand their vocabulary throughout the year. G R A D E 10
The Individual in Society No prerequisites. This course focuses on how individuals function within the context of the family and in society at large. Students refine skills acquired in the 9th grade. They continue to work on the writing process, analytical writing, vocabulary, grammar, and reading skills. Readings may include: Fahrenheit 451, Othello, A Long Way Gone, Huckleberry Finn, and short stories.
Sophomores will develop the writing and reading skills that are emphasized in junior AP – English. Titles may include but are not limited to: A Doll’s House, Night, Fahrenheit 451, Othello, A Long Way Gone, Huckleberry Finn, short stories, and poetry. G R A D E 11
American Literature This is a graduation requirement. No prerequisites. This course concentrates on American writers from the 19th and 20th centuries. Students will read a selection of short stories, non-fiction, poetry, and novels covering a variety of literary styles and themes and continue to refine their writing skills through research, analytical, and creative writing assignments. In conjunction with course material and in preparation for standardized tests, this course continues to emphasize vocabulary building and grammar. Texts will include The Crucible, The Great Gatsby, Fences, Orphan Train, and The Glass Castle.
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AP – English Literature and Composition
English for International Students (EIS)
Students must complete an application process and receive departmental approval.
This course cannot be taken concurrently with ESOL. Current ESOL students will usually be placed in EIS.
Juniors will prepare to take the Advanced Placement (AP) exam in English. Centered on American literature, the course is designed to introduce students to a variety of rhetorical styles and to increase students’ repertoire of literary works. Emphasis is placed upon written exercises where students explore authors’ techniques to convey meaning. Additionally, students will learn to articulate ideas concisely. Titles may include but are not limited to: The Great Gatsby, Invisible Man, The Sound and the Fury, The Scarlett Letter, Beloved, Middlesex, short stories by Kurt Vonnegut, Ernest Hemingway, Joyce Carol Oates, Jhumpa Lahiri, Alice Walker, Tim O’Brien, and Flannery O’Connor, and poetry from the 16th century to the present. One trimester will focus on British and World Literature in preparation for the AP exam including King Lear and Heart of Darkness.
This course is designed as the final transition to mainstream English classes and designed to give students an opportunity to practice the skills needed in mainstream English classes, such as analytical and personal writing, reading, and how to discuss literature.
JUNIOR AND SENIOR TRIMESTERLONG ELECTIVES Not every elective will be offered from the following list. Student interest will determine which electives are offered. No prerequisites. • Senior Writing Seminar is required unless a student is enrolled in Grade 12 World Literature – Honors • Seniors must take one literature based course during a trimester of their senior year
G R A D E 12
World Literature – Honors
• Journalism is a one-trimester course and may be taken only once.
Students must complete an application process and receive departmental approval. Focusing on world literature, this course is designed to introduce students to a variety of rhetorical styles and to increase students’ repertoire of literary works. Emphasis is placed upon written exercises where students explore authors’ techniques to convey meaning. Additionally, students will learn to articulate ideas concisely. Titles may include but are not limited to: Cry, the Beloved Country; Heart of Darkness; Things Fall Apart; and one of Shakespeare’s plays. Students will also read short stories and poetry from the 17th century to the present.
INTERNATIONAL STUDENTS For the below two classes, returning students will be placed based on teacher recommendation, and new students will be assigned after a placement test. No prerequisites.
English for Speakers of Other Languages (ESOL) This course concentrates on teaching English as a secondary language. Students acquire listening and speaking skills and study grammar, vocabulary, reading, and writing
FALL ELECTIVES
Journalism This course explores the history and tenets of American journalism and provides students with an opportunity to research and write articles and editorials for publication. The focus of the class will be producing a student run school newspaper the VA Voice.
Senior Writing Seminar No prerequisite and required for seniors unless enrolled in World Literature – Honors Using essays and short stories as models, this course offers an intensive preparation for college level expository writing, emphasizing the process approach. Students examine and practice the rules and principles that underpin good writing. Time will be set aside for work on the personal college essay.
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WINTER ELECTIVES
Creative Writing
Journalism
This course focuses on building and refining skills involved in writing creative fiction, including short story, poetry, and drama through the writing workshop model. Students are invited to experiment as they find their own unique voice and writing interests. We will read and discuss works in a variety of genres with the emphasis on writing as a way to reflect upon and communicate one’s experiences. Students will also learn about formatting and editing for publication. All students are required to contribute to the student-run literary magazine PAW Print: Poetry, Art, Writing. Texts include: The Penguin Anthology of 20th Century Poetry and New Sudden Fiction, supplemental handouts and students’ own work.
This course explores the history and tenets of American journalism and provides students with an opportunity to research and write articles and editorials for publication. The focus of the class will be producing a student run school newspaper the VA Voice.
Science Fiction and Fantasy Want to spend some time in an alternate reality? Sometimes an imagined world helps us to understand our own just a bit better. We will read selections by some of the big names in this genre such as Tolkien, Heinlein, and Card, and students will be responsible for selecting and presenting fantasy and science fiction short stories as well. Writing assignments will include analytical and reflective essays as well as creative writing based on the literature studied.
Trials at Sea This course focuses on three books in which humans are faced with extreme experiences while at sea. We will look at these texts both as studies of human character, as well as historical documents that consider the time and place in which they were written. Each book is quite different, and we will consider what role the sea plays in the specific nature of each character’s trial. Texts will include Sea Wolf by Jack London, In the Heart of the Sea by Nathaniel Philbrick, and Life of Pi by Yann Martel.
Detective Fiction While providing a historical overview of the genre, this course will introduce three main categories of detective fiction: the amateur detective, the private detective, and the police detective. Students will consider the conventions of the genre and what makes it so popular. Works by authors such as Edgar Allan Poe, Arthur Conon Doyle, Agatha Christie, Sue Grafton, Ed McBain, and Tony Hillerman will make up the reading for the course. Students will read critical essays and critical commentary by authors of detective fiction. Students will be asked to write reflectively and analytically about their reading.
SPRING ELECTIVES
Journalism This course explores the history and tenets of American journalism and provides students with an opportunity to research and write articles and editorials for publication. The focus of the class will be producing a student run school newspaper the VA Voice.
Dante & Dystopia Texts and films often imagine darker realities meant to reflect contemporary society. These dark worlds, much like our own, are called dystopias. One of the oldest examples is Dante’s Inferno, the first section of The Divine Comedy. Although it was written in Italy in the Middle Ages, many contemporary films and books allude to Dante’s work or offer alternative versions of “living Hell.” This course will explore the dystopian realities presented in various texts and films, including but not limited to Dante’s Inferno from The Divine Comedy and possibly Chuck Palahniuk’s Damned (author of Fight Club). We’ll examine the ways in which these texts and films reflect our present society and identify various themes in dystopian narratives, including politics, the environment, corporations, technology, the apocalypse, violence, and aliens. Students will be expected to write regularly, including critical reflection and analysis, and have the opportunity to write a critical analysis of a dystopian film or text not otherwise covered in class.
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Madness & Monsters in Literature
Public Speaking for Confidence and College
In many provocative literary works, certain characters are viewed as mad by other characters around them. This course will explore social norms and the reasons why characters are often deemed mad. We will also look at literary monsters and the societies that create them. Students will explore the responses to mad characters and monsters – ostracizing, imprisoning, and reforming – and the effect of those actions. Students will be expected to write regularly, most often in response to a section of the reading. As the course proceeds, students will be asked to link texts together through essay topics. Some reading could include Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde, Shelley’s Frankenstein, Stoker’s Dracula, Kafka’s “The Metamorphosis,” Gilman’s “The Yellow Wallpaper,” O’Brian’s In the Lake of the Woods, Shakespeare’s Hamlet, Kesey’s One Flew Over the Cuckoo’s Nest, and Palahniuk’s Fight Club.
This course is an introduction to the basic skills, techniques, and terminology involved in making oral presentations and speeches, not only in academic settings, but also for other occasions and situations. This course focuses on effective speech writing, preparation, and delivery skills using topics of student choice for speaking exercises and writing assignments. Students will develop poise, presence, and articulation skills through repeated practice and speech delivery in front of an audience.
The Pursuit of Happiness According to John Milton’s Satan, “The mind is its own place, and in itself can make a heaven of hell, a hell of heaven.” Can happiness be both created and destroyed in our own minds? Or, as our forefathers suggested in defining our right to the pursuit of happiness, is there a quest involved in being happy? Let me state what this course will NOT do... I will not teach you how to be happy; I will not even attempt to tell you what happiness is, nor how to pursue it. In this course, students will read a variety of world literature and, through discussions and writing, attempt to answer these essential questions for themselves: What is happiness? How does one attain it or attempt to? As an exciting and refreshing lens to look through, we will also read Shawn Achor’s The Happiness Advantage.
Writing About Art, Art About Writing There is a minimal course fee for art supplies (but no book purchases) for this class. This course is an interdisciplinary course that spends equal time on creative/reflective writing and visual activities. We will be learning about literature and art through creative projects that emphasize making connections between the two. We will begin with a series of short projects and visit museum(s) and/or galleries and write about art. We will end with a self-directed project that incorporates both written and visual elements. While content for the final project will be chosen individually, possibilities include self-portraiture, work with fairy tales, illustration of favorite books/music, or creating a short graphic novel. Technical proficiency in art is not required but will be an asset.
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History For questions contact: GLENN DELANEY, Department Chair | gdelaney@vermontacademy.org
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History Department Course Offerings The History Department offers a variety of courses that will leave students with a wide knowledge of history across time and geographical space after their four years at Vermont Academy. Beginning in the 9th-grade year, students gain a firm foundation in key historical themes and develop essential reading, writing, speaking, and critical thinking skills. Subsequent courses in Modern Comparative Cultures, U.S. History, and senior-level electives build upon these skills and historical approaches throughout a student’s years at VA. In each course, there is an emphasis on historical research and writing. Across the history curriculum, we also place a high premium on learning history by doing history: students read primary sources to listen in on the voices of the past, evaluate those sources, and synthesize them into historical arguments. Students are also given ample opportunities to speak and engage with their peers in class through interactive classroom activities and presentations. Students are required to complete a minimum of three credits in social studies, including U.S. History, which is typically taken during the junior year. Students must take history in grades 9, 10, and 11, but may choose whether or not to take a history elective in their senior year. Designated honors/AP sections are available for grades 10 through 12. Students electing to take honors courses will need the approval of the course instructor or department head. Not every course is offered every year.
Foundations in History for International Students
GRADE 9
For new International students in grades 9 and 10.
YEAR-LONG COURSES
Foundations in History Students learn not only basic study skills – note taking, test taking, and organizing – but also the essential skills of history: reading, writing, speaking, and thinking critically about the world. The course will utilize the Big History Program curriculum, an interdisciplinary approach to studying history that challenges students to look at the world – past, present, and future – through a variety of lenses in order to consider some of life’s big questions. From the Big History Project: “Where did everything come from? How did we get to where we are now? Where do humans fit in? Where are things heading? These are questions that origin stories of different cultures have addressed for thousands of years. Big History attempts to answer them by examining the entire past of the Universe using the best available ideas from disciplines such as astronomy, chemistry, biology, and history. Throughout the course, you’ll explore different scales of time and space and view human history from new angles. You’ll learn what we know and what we don’t, consider our place in the Universe, and develop your own ideas for what the future may hold.”
This course is designed for students who are new to VA and whose first language is not English. Students develop their English communication and historical thinking skills through papers, projects, and presentations. As they develop these skills, students will experience American and world cultures through the use of historical documents, documentaries, movies, and music. Class participation will also be a major part of the course and each student’s evaluation. The course does not fulfill the American history requirement; students enrolled in this course will be expected to take United States history in their junior year. Instead, this course is meant to provide students with the foundation, in terms of both skills and familiarity with American culture and the cultures of other societies, that they will need in order to succeed in mainstream history classes in the junior and senior years.
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G R A D E 10
European History – Honors
Modern Comparative Cultures
Fall and winter trimester. Prerequisites: Teacher recommendation and department chair approval; cumulative average of B+ in history courses.
This course is an introduction to the cultures and events that have shaped our world from 1500 through present. However, instead of a traditional survey course, this class will examine the process of nation building in the modern world by engaging in an in-depth study of ten regions of the world. We will begin the year with a discussion of why Western Civilization emerged as a political, economic, and cultural leader in the modern world; therefore topics will include The French Revolution, Haitian Revolution, Brazil, and Colonization and Independence in Africa. During the winter term, students will study the struggles of the early twentieth century through an examination of the Russian Revolution, Weimar Germany and the Rise of Hitler, Indian Independence and Partition, and Contesting Cuba’s Past and Future. Last, the spring term will include an investigation of the “hotspots” in the world today including: South Africa, Iran, Afghanistan, Iraq, and Mexico. Students will be expected to arrive to class prepared, ready to participate in class in both discussions and in-class writings. Additionally, students will write response papers, formal essays, research papers, and presentations.
Modern Comparative Cultures for International Students This course does not fulfill the United States History requirement. Also available to juniors. This course is designed for students who are either new or returning to VA, and whose first language is not English. Returning students who need one more year of focused English communication study will move into this course from the Foundations in History for International Students course before moving into US History their junior or senior year. This course does not fulfill the American history requirement. As is the case with Foundations in History for International Students, the goal of the course is for students to develop their English communication and historical thinking skills through papers, projects, and presentations. Students will improve their vocabulary, reading, writing, and speaking skills while learning about the making of the modern world. The content of the course will focus on modern revolutions in France, Haiti, Russia, Germany, China, Iran, and Afghanistan. Structured, well-supported, and appropriatelycited essays will be the mainstay of students’ evaluation. Finally, class participation, especially in debates, will also be a major part of the course and each student’s evaluation.
Offered to sophomores who have achieved a high level of success in freshman history, this two-trimester course covers the history of Europe from the Renaissance through the French Revolution. Topics will include the flowering of art, culture, and new ideas in Renaissance Italy; diversification of Christianity that accompanied the Protestant Reformation; expansion of Europeans’ worldview in the Age of Exploration; rise of secular and scientific ideas during the Enlightenment; and challenges to absolutist monarchy that characterized the French Revolution. Students will learn to assess and interpret both primary and secondary sources and will develop their writing skills. Debates, discussions, and research exercises will also help students hone critical thinking skills that will be important as they transition to AP – United States History in the spring of their sophomore year.
AP – United States History Spring trimester. Prerequisites: Teacher recommendation and department chair approval; successful completion of European History – Honors. Interested students who excel in Modern Comparative Cultures may be selected by their teacher to enroll in AP – US History in the spring of their sophomore year. Sophomores who would like to continue taking history at the Honors level may enroll in the four-trimester AP – US History series, which begins in the spring trimester of the sophomore year and continues through the junior year. In the sophomore year, we will cover the earliest phase of United States history, spanning from the history of pre-Columbian American Indians through the beginnings of the Early Republic. Topics will include the colonization of North America by competing European empires, the development of English colonies in New England and the Chesapeake, the history of colonial slavery, the American Revolution, and the development of nation’s government through the Constitution. Throughout the course, students will gain experience with the format of the AP exam. The class will not focus solely on test preparation, however, and will continue to emphasize work on critical thinking and writing skills.
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G R A D E 11
G R A D E 12 E L EC T I V ES
United States History
YEAR-LONG COURSES
This course surveys American history from the mid-15th century to the present. We will study the major social, political, and economic transformations that have characterized the past five centuries in what is now the United States. Emphasis will be placed not only on learning the important people and places of the past, but also on developing critical reading and writing skills to better prepare the students for study in college. Assignments include response papers, projects, presentations, and several research assignments.
Introduction to Psychology
AP – United States History All students in the course are required to take the AP exam at the end of the year. Juniors who completed the spring trimester of AP – US History in their sophomore year must enroll in this course in their junior year. We’ll continue to prepare for the AP exam as we study the history of the United States from its infancy as a nation to the present. Throughout the year, we will study the major social, cultural, political, and economic transformations that have characterized American history. In addition, students will hone their reading, writing, and critical thinking skills, culminating in the AP exam in May.
This course introduces students to the study of behavior and mental processes of human beings and other animals. Students will examine topics from the major subfields within psychology, including social psychology, developmental psychology, and abnormal psychology. In addition, students will explore how psychologists use research methods and critical analysis to explore human behavior. Students will learn about the ethical considerations and methods of psychological research, and plan for and conduct their own research. Students will be required to complete nightly reading assignments, write response papers, and apply psychology to their daily lives through a number of projects.
AP – Psychology Prerequisites: Teacher recommendation and department chair approval; cumulative average of B+ in history courses and a B+ in Biology. Students must purchase the textbook before arriving in class. All students enrolled in the course will be required to take the AP exam at the end of the year. This course is meant to prepare students for the AP – Psychology exam, introducing students to the systematic and scientific study of behavior and mental processes of human beings and other animals. Students will study psychological facts, principles, and phenomena associated with the major subfields within psychology. In addition, students will explore how psychologists use research methods and critical analysis to explore human behavior. In particular, students will learn about ethical considerations for and methods of psychological research and will learn how to plan for and conduct their own research. This is fast-paced course that will require a significant amount of memorization.
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FALL ELECTIVES
The Politics, Culture, and Globalization of Sport
Gender & Sexuality Studies
This class examines the complex relationship between sports, politics, and culture, both nationally and globally. It explores three basic questions:
This course will explore historical and social understandings of gender and sexuality. Gender and sexuality are often thought to be natural and unchanging aspects of the human experience. Popular books declare that “Men are from Mars, Women are from Venus,” and we are bombarded with messages like “girls will be girls” and “man up.” In this class, we will examine the various ways gender and sexuality are historically and socially constructed. How do we learn what it means to be a man or a woman? How is sexuality regulated and policed by the state, our peer groups, and other social institutions? Are oppositional identities like male/female, heterosexual/homosexual, and natural/ unnatural meaningful categories? We will also pay close attention to the ways that gender and sexuality intersect with other social forces such as race, class, nationality, and ability. Students will be introduced to historical and contemporary debates within feminist and queer theory and develop language and theoretical tools to critically analyze prevailing assumptions about gender and sexuality. To facilitate informed class discussions and participation, students will be required to keep a journal, expressing their personal reflections, questions, and/or critiques of class readings. Students will also complete a series of short writing assignments throughout the course and end the term with an independent research project on a topic of their choosing.
The American Civil War This course examines one of the defining moments in American history, the Civil War. In addition to looking at the war itself, students will also focus on the events leading up to the conflict, the political and social developments during the war, the questions surrounding slavery, and the culminating period of Reconstruction. Students will closely examine the lives of Abraham Lincoln, Jefferson Davis, Robert E. Lee, and William Tecumseh Sherman in addition to those of everyday people in both the Union and the Confederacy. Investigating numerous primary and secondary sources, film, and photographs will help understand what led to this initial period of division, and ultimately, healing.
1. How does sport help us to understand key political, cultural, and societal issues? 2. How does sport relate to important contemporary themes such as identity, race, gender, nationalism, and ethnicity? 3. How (and why) has sport become so globally and culturally important? To answer these questions, students will examine the historical and contemporary context in which key events, issues, and individuals emerge. Students use the interplay of sports, culture, and politics to understand and critique the role of sport both nationally and globally. Although this class is open to all students, it is designed (or tailored) particularly for those students whose love of sport may provide an effective vehicle to gain a deeper understanding of contemporary political, cultural, and global issues.
Contemporary Issues: The Presidential Election What is going on in the world today? Turn on CNN, read the newspaper headlines, or tune in to NPR, and it is a pretty easy question to answer. But is what you hear on the news or read online the whole story? Students in Contemporary Issues will examine major global events from an historic, economic, social, political, and cultural standpoint in an effort to gain a greater understanding of why the world is the way it is today. Course content will include excerpts from scholarly texts and regular readings of major newspapers and online news sources. For the fall trimester of 2016, this course will focus on the presidential election. To that end, we will review the electoral process, study each candidate’s stance on key issues, learn about various interest groups, watch and analyze debates, and discuss the role of traditional media and social media in shaping public opinion. Students will be asked to explore both their own opinions, as well as learn to understand opposing perspectives. A key project for this class will be to organize and hold a school-wide mock election one week prior to the election.
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WINTER ELECTIVES
Environmental Politics and Policy Open to juniors and seniors. In this course, students will examine key concepts, themes, and issues related to the politics and policies of the environment in Vermont, the US, and the world. Environmental Politics and Policy is designed for some juniors and seniors who have an interest in understanding the key environmental issues of the day, to think critically about them, and to effectively engage in contemporary environmental issues, debates, and problems. The course will work through three basic themes: 1) contextual underpinnings of environmental politics and policy, 2) US environmental policy, and 3) local environmental issues in Vermont. The overarching objective is to effectively weave these three themes into a broad-based understanding of environmental politics and policies, while engaging in some of the most relevant contemporary environmental issues for the US and Vermont. This course will work in conjunction with Vermont Academy sustainability objectives.
History of American Immigration This course examines the history of American immigration from the colonial period to the present. Students will look at the settlement of the English colonies, European migration during the mid-19th century through the 20th century, and Asian and Latin American immigration to the United States. Students will identify push and pull factors of immigration, examine ways in which immigrants have shaped American culture, and explore the growth of immigration restrictions and anti-immigrant rhetoric. As part of the class, students will also study the history of their families’ immigration to make connections between America’s history and their own.
The Holocaust This course includes a class trip to the Holocaust Museum in Washington, D.C. While this field trip is not required, students are highly encouraged to attend.
II, there are other instances of genocide found throughout the world. With that in mind, we will not only study the genocide of the European Jew, but also the plight of the First Americans, the Armenians, and other more recent acts of genocide. We also discuss the role of the individual in society and explore the process by which individuals and groups become marginalized, excluded, and then targeted by those in power. The course requires a great deal of reading and writing and a research paper on a topic relevant to genocide is mandatory. Graphic evidence of the Holocaust is presented through the use of documentaries.
Movement Music: Beats, Rhymes, and Politics The course will explore the ways popular music is used as a form of political critique and protest by tracing mainstream and radical musical responses to key events in US history. Beginning in the 1920s, we will look at the various ways Blues women like Ma Rainey, Bessie Smith, and Billie Holiday subverted traditional understanding of gender and sexuality to express a distinctively working class, feminist perspective. Moving into the 1960s, we will consider how folk musicians like Bob Dylan, Joan Baez, and Pete Seeger responded to the Civil Rights Movement and Anti-Vietnam War demonstrations. We will then explore the history of the Riot Grrrl movement, the radical feminist punk uprising that exploded in the 1990s, and look at how bands like Bikini Kill and Heavens to Betsy addressed issues such as rape, domestic abuse, sexuality, racism, and female empowerment. Finally, we will discuss the history of hip-hop as a response to systematic racism, gentrification, police brutality, and mass incarceration of African Americans. Throughout the course, we will consider the following questions: In what ways might music be political? Can music be used as a form of protest? What is socially conscious music? How are gender, race, class, and sexuality expressed in music? Can music help liberate people? Is music ever used as a weapon or form of oppression? In addition to learning about important musicians in American history, students will gain a deeper understanding of the underlying ideological implications of all music and leave the class with a customized new playlist from Ms. Fox.
This upper-level elective is for mature students who can handle the difficult subject matter. The course opens with an examination of the historical context of Nazi Germany and investigates the political, economic, and social conditions that allowed for evil to flourish. Although the Holocaust has come to describe the Nazi extermination of Jews during World War
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SPRING ELECTIVES
Genocide Since 1945: Never Again?
Global Responsibility in a Changing World
When the Allies liberated the concentration camps in 1945, the world was shocked by the atrocities committed by the Nazis during World War II. As a result, when drafting the founding principles for the United Nations, the representatives were committed to creating a more just, peaceful and equitable world. They hoped that the world would never again stand silent in the face of such horrible events. However, since 1945, genocide has occurred, and continues to occur, with minimally effective international intervention. Therefore, this class will investigate genocides in Cambodia, Bosnia and Rwanda. In addition to learning the history of each of the above events, students will analyze the circumstances that made international intervention a challenge. Students will read historical texts, firsthand accounts, and newspaper and magazine articles in addition to watching videos from news coverage of the events. Students should expect to write response papers on a weekly basis and write a formal research paper to conclude the trimester.
This class will investigate the issues that face our world as we move deeper into the twenty-first century. We will learn about worldwide poverty, political instability, war, and the problems that emerge from a world with vast disparity in living conditions. Students will also examine and debate the reasons for the rise of extremist groups, terrorism, and the refugees displaced by conflict. We will tackle questions such as: whose responsibility is it to help people and nations that struggle? Whose responsibility is it to take in refugees — the U.N., individual nations or non-governmental organizations? How has climate change also contributed to the rise in refugees? Ultimately, we will learn about and debate whether it is possible to create global cooperation in order to ensure a more sustainable future. Readings will include selections from the Choices Program and current events articles. Students will be required to read, write short response papers, and conduct a culminating research project about a global issue and its potential solutions.
History of American Wilderness The history of the American wilderness is not simply a survey of the forests, rivers, mountains, and plains that stretch across our country. While it’s true that the natural landscape has changed drastically in the centuries since European colonists arrived on the shores of what would become the United States, the history of its wilderness offers us a unique perspective on how the land has shaped the people and the people the land. By examining the changing views that Americans have held toward their wild spaces—and the changes that they have effected in those wild spaces—we can gain insights about the broader American mindset. The American Wilderness has played a variety of roles in the national consciousness, and we will explore how these views of nature reflect broader economic, political, social, cultural, and technological trends in American History. This course will examine the manner in which we, as a nation, understand, use, protect, exploit, and shape our wilderness. And in doing so, we will also learn about how that wilderness has shaped us as a nation in turn.
Latin American Politics and Policy Latin American Politics brings together case studies, theoretical concepts, and political events, issues, and themes for a critical understanding of contemporary politics in Latin America. The course places an emphasis on the relationship between the legacies of colonialism and the construction of a “modern” state and society and how this relationship impacts current political, economic, social, and environmental conflicts in the region. The major themes covered will include the legacies of the colonial encounter, the construction of the modern state, the debt crisis, urban poverty/grassroots development, and indigenous conflicts against the state and transnational companies. Against these themes, students will examine the politics surrounding the economic crisis and policies in Chile and Argentina, the controversial politics of the current government in Venezuela, urban poverty in the slums of Brazil and Venezuela, environmental conflict between hydrocarbon development and indigenous peoples in the Amazon regions of Peru and Ecuador. Given the relevance of Vermont Academy’s Chilean program, we will spend considerable time analyzing the political and historical context of politics and environmental conflict in Chile.
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Math For questions contact: RUSSELL MAYHEW, Department Chair | rmayhew@vermontacademy.org
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Mathematics Department Course Offerings The Mathematics Department offers a range of courses designed to teach the mathematics required for admission to colleges and universities. The goal of the department is to provide our students with the ideas, skills, concepts, and attitudes that are essential for further study in mathematics and related fields and to foster an appreciation for the power and beauty of mathematics. The Mathematics Department recommends that all students take four years of mathematics. Successful completion of Algebra I, Geometry, and Algebra II is required for a Vermont Academy diploma. All mathematics courses require that students have a TI-83+ or TI-84 graphing calculator.
YEAR-LONG COURSES
Algebra I Prerequisites: This course is open to all entering 9th graders and others by recommendation of the department. This course emphasizes such topics as the properties of the real number system, solving first degree equations for one variable, fundamental operations involving exponents, graphing, and interpreting linear equations, factoring, proportions, basic properties of quadratic equations and their graphs, and problem solving strategies.
Geometry Students hoping to take Algebra 2 and Geometry simultaneously must have earned at least a B+ in Algebra 1. Prerequisites: Successful completion of Algebra I or by recommendation of the department. Students learn to recognize and work with geometric concepts in various contexts. They develop an understanding of Euclidean plane and solid geometry through inductive and deductive reasoning, logic, and problem solving. Students use visualizations, spatial reasoning, and geometric modeling to develop formulas and solve problems. Topics of study include points, lines, and angles, the properties of triangles, quadrilaterals, and other polygons, circles, coordinate geometry, three-dimensional solids, geometric constructions, proportions, symmetry, the use of transformations, and an introduction to trigonometry. Throughout the course, students will make important connections between geometry concepts and those previously mastered in Algebra 1.
Geometry – Honors Prerequisites: successful completion of Algebra I or by recommendation of the department.
will be placed on developing ideas collaboratively through the problem solving process, oftentimes before any formal postulates or theorems are presented. Students will devise, present, and defend rigorous geometric proofs.
Algebra II Students hoping to take Algebra 2 and Geometry simultaneously must have earned at least a B+ in Algebra 1. Prerequisites: successful completion of Algebra I. This delves more deeply into all of the topics covered in Algebra I. There is strong emphasis on algebraic and transcendental functions, trigonometry, analysis of both the real and complex number systems, arithmetic and geometric sequences, and probability.
Algebra II – Honors Prerequisites: Students applying for the Honors section must have earned at least a B+ in Geometry and obtain the permission of the department. This course has all of the content of Algebra II and more. Students will primarily use the ALEKS web-based educational environment for course materials, supplemented by in-class lectures and problem-based projects. Each student will have a learning profile through ALEKS which tracks progress and facilitates individualized programs within the course. The goal of the course is to develop problem-solving skills with emphasis on creating connections between concepts and communicating mathematical ideas. Areas of study include a variety of functions and their applications, as well as inquiry into the process of mathematical reasoning. Students should expect homework assignments to include reading and learning new material independently prior to attending class.
This course follows the description of the traditional course at a more rapid pace, in more depth, and with more connections made to algebra topics. A greater emphasis 21 | V E R MON TAC A DE M Y.ORG
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Functions, Statistics, and Trigonometry Prerequisites: Successful completion of Algebra II. This course develops students’ critical thinking and problem solving skills that they will apply for the rest of their lives. It makes a connection between the theory of mathematics taught in the classroom and real world situations, integrating real life problems from science, business, and other applications, while reinforcing and expanding on the student’s existing skills. The course completes the study of the elementary functions (linear, quadratic, exponential, logarithmic, and trigonometric) and includes topics from finite mathematics, including basic probability and statistics. This class is designed to review topics from previous courses, while introducing material that will be given emphasis in Pre-calculus.
Pre-Calculus Prerequisites: Successful completion of Functions with a B average or higher, Algebra II – Honors with a B- average or higher, or by recommendation of the department. This course is designed for the mathematics/science student preparing for AP or college-level Calculus and/or advanced science classes. Students will explore algebraic and transcendental functions (with an emphasis on trigonometric functions) in terms of tables, formulas, graphs, and their application. Students will strengthen their ability to communicate mathematical ideas clearly and effectively, and will employ a variety of technologies to develop and demonstrate their ideas. Successful completion of this class will prepare students to take AP – Calculus AB.
Pre-Calculus – Honors Prerequisites: Successful completion of Algebra II – Honors. This accelerated course is designed for students interested in pursuing a math related curriculum in college. Topics include functions, series, sequences, matrices, complex numbers, conic sections, polar and parametric equations, linear regression, vectors, applications of trigonometry, and an introduction to Calculus. Successful completion of this class will prepare students to take AP – Calculus BC.
This project-driven, course is an exploration of the elements of probability and introduces students to the basics of statistical testing. This course is a good foundation for AP or college level Statistics.
AP – Statistics Prerequisites: Successful completion Algebra II and with permission of the department. Students must be prepared to complete college level work. This course follows the Advanced Placement Statistics course requirements. In statistics, students learn the art of distilling truth from data. Students will collect and analyze data from the surrounding community and preprepared scenarios, test hypotheses, and make appropriate conclusions. Students will learn how to properly display and discuss statistics and their implications.
AP – Calculus (AB) Prerequisites: Successful completion Pre-calculus with permission of the department. Students must be prepared to complete college level work. This course follows the Advanced Placement Calculus AB course requirements. Students are introduced to the derivative and the integral with emphasis on their applications.
AP – Calculus (BC) Prerequisites: Successful completion of AP – Calculus (AB) with permission of the department. Students must be prepared to complete college level work. This course follows the Advanced Placement Calculus BC course requirements. It covers the same material as AP – Calculus AB, plus other topics listed in the Advanced Placement Calculus BC course requirements.
Advanced Topics in Mathematics
Probability and Statistics
Prerequisites: Successful completion of AP – Calculus AB, AP – Calculus BC, and AP – Statistics with the permission of the department. Students must be prepared to complete independent college level work.
Prerequisites: Successful completion of Pre-Calculus or Functions, Statistics, and Trigonometry. This class may also be an option for students who have successfully completed Algebra II – Honors and are interested in an alternative to pre-calculus, but are not ready to take AP – Statistics.
This course is occasionally offered as an independent exploration into further topics within Mathematics. It is currently incorporated under the umbrella of “Senior Seminar,” which is a student initiated and guided research format that requires department approval.
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Science For questions contact: KARA PEZZI, Department Chair | kpezzi@vermontacademy.org
Systematic and Hierarchical Classification of the Sciences By M stone at the English language Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=3016408 Ratiocination (and logic)
Mathematics
Physics
Chemistry
Xeno-sciences
Biology
Nano-science
Brain Science
Computer technology
(cosmology, astronomy, and planetary science
Earth sciences
(geology, oceanography, and meteorology)
Eco-environmental science
Medical science
Agro-science
Socio-economic sciences
Law (and ethics)
Engineering
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Science Department Course Offerings All science courses require departmental approval to ensure appropriate placement. Waiver of prerequisites requires the approval of the Science Department Chair and Academic Dean. One biological science and one physical science is required. P = Physical Science B = Biological Science YEAR- LONG COURSES
Physics – Honors/AP – Physics 1 (P)
PHYSICS COURSES
Prerequisites: Completion of Chemistry and Algebra II; concurrent enrollment in Pre-calculus or higher.
Physics First (P) Prerequisites: Concurrent enrollment in Algebra I or higher. Science is a way of knowing and understanding the universe that we live in. A conceptual understanding of physics provides the foundation for the study of chemistry and biology through learning about the interactions of matter and energy. Students in this inquiry-based class will learn science process skills such as experimental design, data collection, and scientific communication as they investigate the world on a human scale and at an atomic scale. Students will be evaluated using homework assignments, laboratory investigation procedure and technique, laboratory reports, and a complement of papers, quizzes, tests, participation, and final assessment.
Physics – Mechanics: (P) Prerequisites: Concurrent enrollment in Algebra II or higher. This laboratory physical science utilizes basic algebraic and trigonometric techniques to solve physics problems. Topics covered include using vectors to analyze motions in one dimension and two dimensions, accelerated motion, circular motion and the associated forces, mechanics, and kinematics. Experiments will be designed, performed, and data collected by the students using automated machines. The student will learn how to design, build, wire, program, and collect data autonomously. The student will also learn how to maintain an engineering design notebook, create simple proof of principle experiments, collect, examine, and use electronic data to make scientific conclusions to hypothesis. In addition, the student will learn to create and write technical documents based on the information gathered. In this way, the students will be discovering physics and engineering design using a hands-on STEM approach.
Physics – Honors is a laboratory science focused on fundamental topics from mechanics with an introduction into electrostatics and circuits and follows the AP – Physics 1 curriculum. The “AP” designation the may be chosen by the student instead of the “Honors” on the transcript if the student contracts to sit for the AP – Physics 1 exam. Fall Trimester: Linear Mechanics: Fundamental concepts of one and two dimensional linear motion, the Newtonian Laws of Motion and Gravitation. Winter Trimester: Rotational Mechanics: Fundamental topics of rotational mechanics, work mechanical energy and momentum, simple harmonic motion, wave mechanics and sound. Spring Trimester: Electrostatics and Circuits: Fundamental topics of the mechanics of electrostatics, electrical potential, current, and DC resistive circuits. During the year, each student will research a topic of their choice, write a major paper concerning their research, and make a presentation of their findings to their peers during the final weeks of classes in May. It is recommended that the student demonstrate to the class an example of an experiment that supports the topic if at all possible. The length of this project will be adjusted for the student who contracts to sit for the AP – Physics exam in May.
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Modern Physics (P)
CHEMISTRY COURSES
Prerequisites: Completion of Chemistry, Physics, and Algebra II; concurrent enrollment in Pre-calculus or higher.
Chemistry (P)
This course is an algebra-based full year course, covering some topics in electricity and magnetism, atomic and nuclear physics, and astrophysics. Lab activities and computer simulation labs will be assigned when appropriate given the nature of the material being studied. Fall Trimester: The concept of the electron will be introduced as it pertains to electrostatics, magnetism, electromagnetic waves, and “wave-particle duality.” Winter Trimester: The structure of the atomic nucleus will be discussed. The discussions will broaden to include the formation of nuclei in stellar reactions and then lead into discussions of gravity and the space-time continuum and the matter and energy that reside within our universe. Spring Trimester: Discussions will focus on topics from astrophysics; the Big Bang; galaxy and stellar formation; the life cycle of stars; black holes; and gravity, dark matter, dark energy, and gravitation waves.
AP – Physics Mechanics C (P) Prerequisites: Completion of Physics – Honors; concurrent enrollment in AB or BC Calculus. Offered alternating academic years. This course is designed to prepare the students for the AP – Physics Mechanics examination given in May of each academic year. The examination is mandatory for the students who enroll in this course. Each week, the AP – Mechanics course meets four times for lecture and discussion and one long laboratory block. The students may find that this is not enough time for them to discuss all of the topics to their satisfaction and therefore they may find the need to request additional meeting class time during the evening study hours. Reading and homework assignments are given from the primary text with additional questions and problems assigned from various reference texts, outside readings that are provided by the instructor, and from practice problems taken from previous AP – Mechanics Exams. It is recommended that each student obtain one of the commercial AP – Physics Test Prep books that are easily found in most bookstores. Laboratory exercises are assigned to compliment the assigned reading and problem sets and are drawn from a variety of sources.
Prerequisites: Concurrent enrollment in Geometry or higher. Chemistry is a laboratory science course in which students investigate the composition of matter and the physical and chemical changes it undergoes. Students use science process skills to study the fundamental structure of atoms, the way atoms combine to form compounds, and the interactions between matter and energy. Students explore chemistry concepts through an inquiry-based approach. This course offers a solid understanding of the fundamentals concepts of chemistry. Students in this inquiry-based class will practice science process skills such as experimental design, data collection, and scientific communication as they investigate the world at the atomic scale.
Chemistry – Honors (P) Prerequisites: Concurrent enrollment in Algebra II or higher. A physical science course is recommended but not required. Chemistry is the study of matter: the “stuff” that makes up the world in which we live. Students in Chemistry – Honors will explore some big ideas in chemistry: atoms and elements; structure and properties of matter; and chemical reactions at a level that prepares students for AP – Chemistry and college general chemistry. Chemical concepts are introduced in the lab and explored in depth during lecture, discussion, and problem-solving sessions. Students learn how to maintain a proper laboratory notebook as evidence of their investigations and communicate their findings in a variety of formats.
AP – Chemistry (P) Prerequisites: Completion of Chemistry – Honors and Algebra II. The AP – Chemistry course is designed to be the equivalent of the general chemistry course and further develops conceptual understanding of chemistry from Chemistry – Honors. The big ideas in AP – Chemistry include thermodynamics (relationship between matter and energy), kinetics (factors that affect reaction rates), and equilibrium (determining the balance of reactants and products in a chemical reaction). This course follows the AP curriculum guidelines to prepare students to take the AP exam in the spring. Students will develop the needed content background, laboratory exposure, and science process skill development to be prepared for entrance into science in college.
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BIOLOGY COURSES
Anatomy and Physiology (B)
Biology (B)
Prerequisites: Course is open to juniors or seniors who have completed Biology – Honors and have taken, or are concurrently enrolled in Chemistry and Algebra II. Offered alternating academic years.
Prerequisites: Concurrent enrollment in Algebra I or higher. Biology is a full year lab course that will help students to explore interactions between living organisms and their environment. The focus will be on New England flora and fauna, utilizing the different ecosystems available to us on the Vermont Academy campus to conduct field work. The course will introduce students to basic concepts of scientific study, research, and experimentation through hands-on, exploratory, and projectbased learning. The combination of these methods is designed to encourage observation, critical thinking, attention to detail, and understanding of the scientific method. Evaluation is based on participation and attendance, homework, tests and quizzes, lab performance and reports, and trimester exams/projects.
Biology – Honors (B) Prerequisites: Incoming 9th graders or sophomores may take this course with a strong recommendation from their sending school. Demonstrated mastery of reading and writing in English is advised. Concurrent enrollment in Geometry or higher. Biology – Honors is a lab course designed to introduce students to basic concepts of scientific study, research and experimentation, as well as provide a survey of major themes in biology. This Biology course addresses the major themes of Biology through the lens of nutrition, medicine, health and fitness. The course will cover the units of chemistry, biochemistry, cells, genetics, evolution, and the human body systems. Class time will be utilized with a combination of discussions, lectures, group and individual work. The course will meet for one lab block approximately once per week, providing the opportunity for supplementary lab and field experimentation. The combination of these methods is designed to encourage observation, critical thinking, attention to detail, and understanding of the scientific method. Evaluation is based on participation and attendance, homework, tests and quizzes, lab performance and reports, and a final exam.
This lab course will integrate biology, chemistry, physics, and health through the fundamental concepts of human anatomy and physiology. It is hoped that participation in this class will stimulate students’ interest in medical and paramedical related fields. Topics to be studied include (but are not limited to); histology, integumentary system, musculoskeletal system, nervous system, endocrine system, cardiovascular system, digestive system and excretory system. Class time will be utilized with a combination of discussions, lectures, videos, group and individual work and extensive lab work. Evaluation is based on participation and attendance, homework, tests and quizzes, lab performance and reports, projects, and a final exam. Lab work will include (but not be limited to): histological examination of organs, examination of real skeletons, dissections of a cat, sheep’s brain and heart, and cow’s eye. Each unit will include written and lab practical assessments.
Biotechnology/Bioethics (B) Prerequisites: Course is open to juniors or seniors who have completed Biology – Honors and have taken or are concurrently enrolled in Chemistry and Algebra II. Two years of reading and writing in English is also required. Offered alternating academic years. This lab course is an introduction for non-specialists to important concepts in modern DNA and protein science with an emphasis on real world applications and their implications to the global society. The course will begin with a review of the Central Dogma of molecular biology and a survey of different ethical constructs. Focus will be on major laboratory investigations that embody many of the fundamental techniques and concepts of modern molecular biology, from basic micro pipetting to recombinant DNA technology and gene amplification by PCR. Human reproductive technologies will also be discussed and studied. Evaluation is based on participation and attendance, homework, tests and quizzes, lab performance and reports, and projects. Students will be expected to write small formal lab reports after each new biotech concept and they will be expected to write formal and informal (in the form of reaction papers) papers that explore student and teacher generated issues that relate to each technology. Final exams will include a lab practical and a written project.
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Kinesiology (B)
ENVIRONMENTAL SCIENCE COURSES
Prerequisites: Completion of Chemistry, Biology, and Algebra II.
Environmental Science (B)
Kinesiology is the scientific study of human movement. This full year course is designed as an introduction to this area of study covering many of the fundamental concepts of anatomical structure and function and physiology that determine how we move and maintain stability during stationary and moving activities. The course is a discussion/laboratory class that leads the student to understand and measure the healthy range of movement of some of the body segments during normal and sport related activity. Also, there will be discussions and activities about the recognition of the mechanics of overuse and impact injuries to the musculoskeletal system. Basic muscle physiology, bone growth and maturity, and nutrition are included as topics of discussion as well.
Prerequisites: Completion of Biology, Chemistry; completion of Geometry or higher.
AP – Biology (B) Prerequisites: Completion of Biology – Honors, Chemistry, and Algebra II. Demonstrated mastery of reading and writing in English is advised. This lab course is designed to introduce students to content and laboratory procedures comparable to college-level biology. The course will cover the units of biochemistry, cells, genetics, DNA technology, evolution/classification and organ systems. Ecology and botany are covered independently by the students. Class time will be utilized with a combination of discussions, lectures, group and individual work. The combination of these methods is designed to encourage observation, critical thinking, attention to detail and process, and understanding the scientific method. Evaluation is based on participation and attendance, homework, tests and quizzes, lab performance and reports, projects, and a final exam. Students are required to take the AP Exam in order to have AP printed on their transcripts. Students taking the AP Exam are responsible for reviewing any topic that is not covered in class.
Environmental Science is a course that will help students to deepen their understanding of ecology, earth systems, and human impacts on the environment on which we all depend. Students will explore the forests, fields, rivers, streams and ponds on and around Vermont Academy’s campus as our learning laboratory. We will ask research questions and collect and analyze data to help us better understand the ecological diversity in our own back yard. We will also explore environmental systems on a more global scale. Each student will be given an opportunity to research and present information on an environmental problem that is of particular interest to them. Most importantly, we will work together to identify solutions to these problems using scientific research and ways of getting involved through local environmental action groups that are already working towards positive change.
AP – Environmental Science (B) Prerequisites: Biology and Chemistry; concurrent enrollment in Algebra II. The goal of the AP – Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Environmental science is interdisciplinary, embracing a wide variety of topics from different areas of study. Major themes include: science as a process, our planet as an interconnected living system, human population and its influence on the Earth’s biodiversity, societal dependence on non-renewable energy sources and the search for alternatives, and managing and sustaining common resources. Students will spend a considerable amount of time doing field work around Vermont and the Academy’s greater campus. An additional objective of this course is to prepare the student for the AP – Environmental Science examination given each May.
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TRIMESTER- LONG COURSES
Sustainability and the Food System (B) Fall trimester. Prerequisites: Completion of Biology and Geometry. Food has the power to nourish us—body, mind and spirit. Food connects us to family and friends and to our cultural roots. To paraphrase Wendell Berry: eating is an agricultural act, one that ends the annual drama of the food economy that begins with planting and birth. Most eaters today, however, are no longer aware that this is true… they think of themselves as passive consumers ignoring important questions about the quality and true cost of what they are sold (The Pleasures of Eating, 1990). Sustainability and The Food System teaches students about how food has changed from sustenance to business commodity, and how the industrialization of the food system has resulted in social injustice, environmental degradation, and a decline in human health. We will also explore the growing movement towards food sustainability through community supported agriculture, farm to school programs, urban farming initiatives and the resurgence of interest in buying locally grown organic produce and free-range, grass-fed animal products. Students will have the opportunity to visit local farms, participate in a community garden project in Saxtons River, plan and prepare a number of locally sourced meals, and explore ways in which Vermont Academy can further develop its own Farm to School Program.
Sustainability: Energy and Climate Change Winter trimester. Prerequisites: Completion of Biology and Geometry. For most of our time on this planet, the human species has maintained a population well below 1 billion individuals. Beginning in the 1900’s however, human population growth began to increase exponentially so that there are now over 7 billion of us sharing the limited resources of one Earth. Human population growth is directly linked to advances in medicine, agriculture and other technologies made possible by the industrial revolution and the exploitation of fossil fuel energy resources including coal, oil and natural gas. The production of fossil fuel resources, however, has resulted in carbon dioxide emissions that are concentrating in our atmosphere and creating an amplified greenhouse effect referred to as global warming.
Global warming has catalyzed increased droughts and heat waves, the melting of the polar ice caps, destructive storms and flooding events, ocean acidification, sea-level rise, loss of biodiversity and animal extinction. According to climate scientists, unless we rapidly make the shift to clean, renewable energy sources such as solar, wind and hydropower, we may be headed towards a climate tipping point. This course will familiarize students with the science of climate change and help them to explore our most viable choices for a clean energy economy. Students will participate in the Green Schools Alliance’s Green Cup Energy Challenge and learn about energy use right here at Vermont Academy. They will also work with VA’s Sustainability Committee to help our community become more energy conscious and help us to take steps towards our own shift towards energy efficiency and clean, renewable energy.
Sustainability and Human Consciousness Spring trimester. Prerequisites: Completion of Biology and Geometry. Modern humans have resided on this planet for approximately 200,000 years--only a tiny fraction of the 3.5 billion years that life on Earth has existed. We consider ourselves to be the most intelligent and conscious species that has ever lived, yet conservation biologists inform us that our activities are currently accelerating the normal rate of species extinction by 1,000 to 10,000 times. As the human population exponentially increases and the global economy continues to depend on fossil fuel for food and energy production, ecologists and climate scientists warn that we will soon bring the planet towards a tipping point that may make it unsuitable for life as we know it. As a conscious species, how will we choose to move forward? Sustainability and Human Consciousness helps students to gain deeper respect for the billions of years of evolutionary time it has taken for the planet to develop the spectacular biodiversity that exists today. Together, we will explore our role as the caretakers of an evolving and conscious species with the power to preserve or destroy Earth’s biological legacy. We will explore the works of visionaries such as Terry Tempest Williams, Barry Lopez, Daniel Quinn, and Frijtof Capra. The ultimate goal of this course is to inform, inspire and empower students to be the leaders in a paradigm shift towards a more sustainable human consciousness that sees itself as a part of nature and envisions a brighter future for the health and wellness of our species and for all the other species that will inhabit our planet in the future.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
EARTH SCIENCE COURSES
ENGINEERING COURSES
Geology (P)
Robotics: Design and Engineering: (P)
Fall trimester. Prerequisites: Completion of IPS or Chemistry and Geometry.
Prerequisites: Completion of Physics – Mechanics; concurrent enrollment in Algebra II.
Geology is a trimester lab elective that will immerse the students in a study of the local land and its natural history. We will begin the trimester at the beginning, when the Earth was a hot, liquid sphere of rock and metal, and move through time until the present where we will explore the local bedrock of the area. By the end of the course students will be able to explain what the geology of Vermont is, and how it came about. Evaluation is based on participation and attendance, homework, tests and quizzes, lab performance and reports, and a trimester project.
This laboratory physical science covers a wide range of entry level electrical, mechanical, software design topics as applicable to the year’s First Tech Challenge (FTC) competition. They will work with an experienced project leader and learn how to function as part of a team working together with common goals and timelines. Topics include electrical and hardware design, NXT-G and/or Robot C programming software, the basics of trouble-shooting hardware and software malfunctions. The student will also learn how to maintain an engineering design notebook, create simple proof of principle experiments, collect, examine, and use electronic data. In addition, the student will learn to plan longterm projects, maintain a schedule, create and write technical documents based on the information gathered, and create a business plan. In this way, the students are discovering physics and engineering design using a hands-on STEM approach.
River Systems (P/B) Spring trimester. Prerequisites: Completion of IPS or Chemistry, and Biology. Completion of Geometry. Water is the most important currently active agent of erosion and weathering in Vermont. Human communities live in, or are trying to live in harmony with water, depending on it for many reasons. In this lab elective students will learn how flowing water interacts with the natural environment, and how human communities interact with it. We will spend what time we can outside in our local rivers and watersheds, as well as inside in lecture and discussion. Evaluation is based on participation and attendance, homework, tests and quizzes, lab performance and reports, and a trimester project.
Robotics: Advanced Topics (P) Prerequisites: Completion of Robotics: Design and Engineering and Algebra II. This laboratory physical science covers a more focused range of advanced level electrical, mechanical, and software design topics, including system integration and design and project planning. Students will also assume a lead role on a design team. The special topic(s) are selected by the student and include: • Automated control systems theory and its application. • Applying circuit design and analysis techniques to create custom sensors and other robotic control devices. • Mechanical design using computer aided design (CAD) software and fabrication using 3-D printing to prototype custom parts. • Learning how to use Labview software, code custom application blocks for Labview in C. In this way, students are discovering physics, engineering design, and engineering team leadership roles using a hands-on STEM approach.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
COMPUTER SCIENCE COURSES
App Development
Computing in the Modern World
Spring trimester.
Year-Long Course from Grade 9 – Grade 11.
App technology has become a huge part of students’ lives, as everyone interacts with apps on a daily basis. The App Development course is designed to open the doors to the discovery of how and what goes into creating the next big thing in mobile apps. Throughout the course students will cover the three key elements to the development process: the interface, the language and live coding running on multiple devices. Upon successful completion of this course students will have a good foundation in App Development.
The goal of this course is to provide students with an introduction to the principles of computer science, networking, web page, and a fundamental understanding of the operation of computers. Have you ever wanted to take apart a computer and put it back together? Have you ever wondered about how a network allows you to communicate with anyone in the world? Have you always wanted to create your own web page or computer program? Well, this is the course for you. You will have handson experiences to make learning about the computer fun.
Web Design Winter trimester. Web Development course is an introduction to the design, creation and maintenance of web pages and websites. Students will explore the issues in relation to online social responsibility, discover the world of HTML (Hypertext Markup Language) and CSS (Cascading Style Sheets) to develop necessary techniques in creating user friendly websites. Throughout the course students will progress from introductory work on web design to a culminating project in which students will design and develop a functional multi-page website. Upon successful completion of this course students will have a good foundation in web design using HTML and CSS.
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World Languages For questions contact: LAURA FREY, Department Chair | lfrey@vermontacademy.org
V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
World Language Department Course Offerings The World Language Department prepares students to become culturally sensitive and communicatively competent in a second language. Through spoken languages it offers students an invaluable point of reference into their native language and global vision of the world. A five-year sequence is offered in French, Spanish, and Chinese; a beginning course and advanced course (when appropriate) are offered in Russian. The emphasis of the department is on the spoken word, and to that end, the classes are taught with an immersion approach and are constantly filled with music, film, media, and the latest available technology and tools to support this philosophy. Advanced and Honors levels in Spanish and French require a C+ average during the second term of the previous level and a strong commitment to the language as they are taught in the target language. The transition from level 1 to level 2 requires a C- average during the second semester. French 5 – Honors, AP – French, Spanish 5 – Honors, and AP – Spanish (requiring departmental approval) are courses for the motivated linguists and tailored to fit the need and interest of each candidate. A L L W O R L D L A N G UAG E C O U R S E S A R E A Y E A R L O N G
Chinese 1
• Ask and answer where people live
This beginner level Mandarin Chinese class is designed for learners who have limited or no prior knowledge in Chinese. The class focuses on the basic skills of language acquisition: listening, speaking, writing and reading. In particular, students will be linguistically immersed into the Chinese phonetic system (Hanyu Pinyin Romanization), simple grammatical structures, the simplified Chinese writing characters and daily conversation through drills, songs and Chinese social media. Teacher support and individual attention are given to every student. The teacher will assess each student’s learning style and language level and then work closely with individual student to achieve his/her learning goal. Upon successful completion of this course, students are able to:
• Engage in simple conversations • Sing one Chinese song • Understand more in Chinese culture, history, philosophy and customs
Chinese 2 This second year Chinese class builds on the fundamentals of Chinese acquired in the first year Chinese. Students continue to develop their proficiency in communication skills as they discuss everyday topics. The class will also engage students in the basic skills of language acquisition: listening, speaking, writing and reading. By the end of this year, students are able to:
• Learn approximately 200 Chinese words
• Learn 250 Chinese words
• Self- introductions, greetings and family members
• Order Chinese food learn Chinese dining etiquette
• Count numbers from zero to one thousand
• Describe daily life and pastimes
• Write brief compositions about topics discussed in class
• Understand more in Chinese culture, history, philosophy and customs
• Narrate daily lives • Order food and drinks • Express time and date
• Sing two Chinese songs • Go shopping and learn to bargain in the Chinese way
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
Chinese 3
Chinese 5 – Honors
This third year Mandarin Chinese class builds on the fundamentals of Mandarin Chinese acquired in the first and second year. Students continue to develop their proficiency in communication skills as they discuss everyday topics. The class will also engage students in interactive and integrated language practice that is intertwined with the 5 Cs of foreign language learning: communication, cultures, connections, comparisons, and communities. Highlights of Mandarin Chinese III includes:
This class is designated to prepare students for the AP – Mandarin Chinese exam. Students must have finished taking the Chinese IV class or with the instructor’s permission to take this class. This class will focus on developing and honing the students’ skills of interpersonal, interpretive, and presentational skills. Furthermore, the students will primarily work on listening and reading comprehension, essay writing, speaking, vocabulary and grammar review, as well as studying cultural in order to cover all of the contents of the AP exam.
• Be able to recognize and write 400 additional Chinese characters
French 1
• Write 200-word essays • Conduct a 5-minute conversation with a native Chinese speaker • Academic topics include weather and season, health, sports, professions, vacation, holidays and celebrations, Chinese slang and social issues
Chinese 4 This fourth year Mandarin Chinese class builds on the fundamentals of Mandarin Chinese acquired in the first three years. Students continue to develop their proficiency in communication skills as they discuss everyday topics. The class will also engage students in interactive and integrated language practice that is intertwined with the 5 Cs of foreign language learning: communication, cultures, connections, comparisons and communities. Highlights of Mandarin Chinese IV includes: • Be able to recognize and write 400 additional Chinese characters • Write 300-word essays • Conduct a chit-chat conversation with a native Chinese speaker
This course introduces the language through all four skills: listening, speaking, reading, and writing. The main goal is to develop the student’s confidence in using French as a means of communication. Participants are expected to work effectively in groups, as well as independently, and to maintain a self-corrected notebook for compositions. The Espaces text and Supersite are used to promote interpretive communication presentational communication and interpersonal communication. The presentational focus for beginning students is to be able to communicate autobiographical information in written and spoken formats.
French 2 Intended for students who have acquired a basic knowledge in French, this course offers an equal emphasis on written and oral skills. Participants are expected to work effectively in groups, as well as independently, and to maintain a self-corrected notebook for compositions. Espaces text and Supersite are used to promote interpretive communication presentational communication and interpersonal communication. The presentational focus for the students is to be able to communicate in dialogues using the present, preterit, imperfect, and future tenses.
• Academic topics include seeing a doctor, dating, renting an apartment, travel and Chinese slangs and social issues • Read ten Chinese short stories (800 words each) • Practice some AP – Chinese workbook questions
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
French 3 – Honors Conducted entirely in French, this course is rigorous and is for students who want to push themselves in all areas of learning a foreign language: speaking, listening, writing, and speaking. This course requires the approval of the department chair as well as B or higher in French 2. Students will learn all verb tenses and moods and are asked to speak often and frequently in the target language, French. Students must acquire new vocabulary and understand new grammatical structures in order to become more sophisticated speakers, and as they do so, they become more confident and competent in all areas of communication. The course emphasizes interpersonal, interpretative, and presentational communication. The Espaces text and Supersite, as well as several poems and Le Petit Prince are all utilized in this course. The primary presentational communication goal is to begin to discuss and debate everyday topics as well as current events with classmates.
French 4 Conducted entirely in French, this class stresses the effective communication of thought and ideas through debate and discussion of contemporary topics. The course also includes an in-depth study of the subjunctive mood, the study of culture, in particular Quebecois culture, through, current events, literature and film from the francophone world as well as an intense focus on sophisticated presentational communication including cultural comparisons in oral and written forms. This class also uses the Espaces text and Supersite but takes advantage of additional authentic sources to begin to prepare the students for AP – French in the spring trimester. The primary presentational communicational goal is a final oral cultural comparison.
French 5 – Honors This course requires the approval of the department chair as well as B or higher in French 4. For advanced students who do not want to pursue the AP curriculum, students in this course are combined with the AP students and study the same material but are not required to take the AP exam. The class requires strong motivation and discipline as well as instructor and department chair approval. This course uses Thèmes, a book and website designed to prepare students for the AP exam. The students study six major themes including but not limited to personal identity, contemporary life, beauty and aesthetics, science and technology. It is conducted entirely in French and requires
a high level of motivation and a strong interest in culture and ideas. While the students are not expected to study for the AP exam, they are expected for work at every level and type of foreign language acquisition with rigorous effort.
AP – French The AP exam is required for all students at the end of the year. This course requires the approval of the department chair as well as B or higher in French 4. This course follows an AP syllabus that is approved by the College Board and prepares students for the AP exam. For advanced students who want to pursue the AP curriculum, students in this course use Thèmes, a book and website designed to prepare students for the AP exam. The students study six major themes including personal identity, contemporary life, beauty and aesthetics, science and technology, world challenges, and family and community. It is conducted entirely in French and requires a high level of motivation and a strong interest in culture and ideas. The students are expected to study for the AP exam and must work at every level and type of foreign language acquisition with rigorous effort.
Spanish 1 This course introduces the language through all four skills: listening, speaking, reading, and writing. The main goal is to develop the student’s confidence in using Spanish as a means of communication. Participants are expected to work effectively in groups, as well as independently, and to maintain a self-corrected notebook for compositions. The Vistas text and Supersite are used to promote interpretive communication presentational communication and interpersonal communication. The presentational focus for beginning students is to be able to communicate autobiographical information in written and spoken formats.
Spanish 2 Intended for students who have acquired a basic knowledge in Spanish, this course offers an equal emphasis on written and oral skills. Participants are expected to work effectively in groups, as well as independently, and to maintain a self-corrected notebook for compositions. Vistas text and Supersite are used to promote interpretive communication presentational communication and interpersonal communication. The presentational focus for the students is to be able to communicate in dialogues using the present, preterit, and imperfect tenses.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
Spanish 2 – Honors
Spanish 4
Intended for students who have acquired a basic knowledge in Spanish and who have achieved a B+ or higher in Spanish 1, this course offers an equal emphasis on written and oral skills.
Stressing the effective communication of thought and ideas through debate and discussion of political and literary topics, this course includes an in-depth study of the subjunctive mood, the study of culture through literature and film from Spain and Latin America as well as an intense focus on sophisticated presentational communication including cultural comparisons in oral and written forms. Conducted entirely in Spanish, this class also uses the Vistas text and Supersite and takes advantage of utilizing other authentic sources as well as beginning to prepare the students for AP – Spanish in the spring trimester. The primary presentational communicational goal is a final oral cultural comparison.
Students are expected to work effectively in groups, as well as independently, and to maintain a self-corrected notebook for compositions. Vistas text and Supersite are used to promote interpretive communication presentational communication and interpersonal communication. The presentational focus for the students is to be able to communicate in dialogues using the present, preterit, imperfect tenses, present perfect, future and conditional tenses.
Spanish 3 Conversation Based Conducted entirely in Spanish, this course is designed for students who want to continue with language but are more interested in speaking than advancing to the Honors or AP level. It emphasizes spoken communication and requires the student to speak often and frequently in the target language, Spanish. The focus is on speaking, but students must acquire new vocabulary and understand new grammatical structures in order to become more sophisticated speakers. Vistas text and Supersite are used as a base text as the course emphasizes practical, interpersonal communication as opposed to interpretative or presentational.
Spanish 3 – Honors This course requires the approval of the department chair as well as B or higher in Spanish 2. Conducted entirely in Spanish, this course is rigorous and for students who want to push themselves in all areas of learning a foreign language: speaking, listening, writing, and speaking. Students will learn all verb tenses and moods and are asked to speak often and frequently in the target language, Spanish. Students must acquire new vocabulary and understand new grammatical structures in order to become more sophisticated speakers, and as they do so, they become more confident and competent in all areas of communication. The course emphasizes interpersonal, interpretative, and presentational communication. The Vistas text and Supersite are utilized in this course, and the primary presentational communication goal is to begin to discuss and debate everyday topics as well as current events with classmates.
Spanish 5 – Honors For advanced students who do not want to pursue the AP curriculum, students in this course are combined with AP students and study the same material but are not required to take the AP exam. It requires strong motivation and discipline as well as instructor and department chair approval This course uses Temas, a book and website designed to prepare students for the AP exam. The students study six major themes including but not limited to personal identity, contemporary life, beauty and aesthetics, science and technology. It is conducted entirely in Spanish and requires a high level of motivation and a strong interest in culture and ideas. While the students are not expected to study for the AP exam, they are expected for work at every level and type of foreign language acquisition with rigorous effort.
AP – Spanish The AP exam is required for all students at the end of the year. This course requires the approval of the department chair as well as B or higher in Spanish 4. This course follows an AP syllabus that is approved by the College Board and prepares students for the AP exam. For advanced students who want to pursue the AP curriculum, students in this course use Temas, a book and website designed to prepare students for the AP exam. The students study six major themes including personal identity, contemporary life, beauty and aesthetics, science and technology, world challenges, and family and community. It is conducted entirely in Spanish and requires a high level of motivation and a strong interest in culture and ideas. The students are expected to study for the AP exam and must work at every level and type of foreign language acquisition with rigorous effort.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
Advanced Spanish Conversation
Beginning Russian
Taught in Galicia, Spain, this course is designed for the students that have successfully finished Spanish 1 and Spanish 2 while on the Vermont Academy campus and who are accepted into the Vermont Academy Spain program. This course is taught by teachers in Spain and from Spain and is, therefore, conducted entirely in Spanish. The class explores a weekly theme that focuses on an aspect of daily life and culture in Spain; it incorporates exercises, conversations, and new vocabulary, and it develops skills in listening and speaking. This is an eminently practical course that embraces the Vermont Academy philosophy of “hand-on learning” and helps students put into practice the accumulated knowledge from their previous study of Spanish.
This course introduces the language through all four skills: listening, speaking, reading, and writing. The main goal is to develop the student’s confidence in using Russian as a means of communication. Participants are expected to work effectively in groups, as well as independently, and to maintain a self-corrected notebook for compositions. Instructor is using many different approaches – songs, games, dialogues, and movies to enhance learning.
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Performing Arts For questions contact: LISA MCNEALUS, Department Chair | lmcnealus@vermontacademy.org
V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
Performing Arts Department Course Offerings Open enrollment for 10 – 12 grades in all theater and music electives. Music ensembles and lesson are available beginning in grade 9.
THEATER COURSES FA L L E L EC T I V E S
Improvisational and Devised Theater Steve Carrell, Stephen Colbert, Kristen Wiig, Will Ferrell: all great comedic actors, and even better improvisers who got their start in improv groups like “Upright Citizens Brigade” and “Second City”. This is a performance-based course for actors at any level of experience. Students will learn the basics of improvisation through daily games and exercises and test their abilities in front of live audiences as much as possible. In addition to improvisation, students will create original performance pieces based on a series of prompts and perform their work in a variety of venues and settings. Out of class assignments for this course include light reading and creative writing assignments.
Acting During this course, students will become versed in the basic tools and vocabulary necessary to the actor. Through improvisation, physical technique, and text analysis, each student will analyze and workshop a variety of scenes with the final goal of performing for the class and, at times, for the public. In order to get the most out of this course, students will be required to complete moderate amounts of reading, writing and memorization.
and projects designed to aid the actor in defining and honing his/her “actor’s toolkit”. Students will also be given the opportunity to experiment with directing and writing for the stage, and will learn the basics of technical theater. Each student will be expected to work well individually as well as collaboratively, and to participate fully in all of the required activities. Students will be asked to perform regularly in front of the class and, on occasion, in front of larger audiences. S P R I N G E L EC T I V E S
Acting and Directing for Film Enrollment by instructor permission. Prior experience encouraged. Intended for experienced film and theater students, this course is aimed at making original, collaborative films with an emphasis on acting and expressive cinematography. Students will be given various assignments to tackle throughout the term, with a culminating project that will be considered for submission to the Williston Northampton Film Festival in May. Topics to be discussed will include screenwriting, acting, blocking, cinematography and editing. We will produce both silent and dialogue-focused short films in a variety of styles. Students can choose to classify as actors or filmmakers, but will have the opportunity to work both in front of and behind the camera at various points throughout the term.
Page to Stage W I N T E R E L EC T I V E S
Permission from the Performing Arts and English Department Chairs is needed for enrollment.
Playwriting: Black Box Theater Throughout this trimester, students in this course will be responsible for conceiving, writing and producing the annual Black Box Theater production. Participants in the course are expected to collaborate intensively, and each member of the class will be expected to contribute throughout the process and take on an active role in the final product (the play) as well.
Acting I This course, aimed at students of all levels, is a practical approach to Theater Arts. Students will explore the performance-based elements of theater through exercises
The primary focus of this course will be reading and analyzing the text of the Spring Play in preparation for the main stage production in early May. Students in the course will be encouraged to act in the production; those who do not wish to be on stage will be expected to actively engage with the rehearsal process in some way (i.e. assistant direct) or complete other assignments in lieu of rehearsing. Students will be expected to keep a character journal, engage actively with the texts, and to find their own voice within Shakespeare’s language.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
MUSIC COURSES
Electronic Instrument Building and Design
FA L L E L EC T I V E
It is desired that the 3 electronic music electives be taken consecutively during the fall, winter, and spring trimesters, though not required.
Electronic Music It is desired that the 3 electronic music electives be taken consecutively during the fall, winter, and spring trimesters, though not required. Serving as a foundation for winter and spring electives, students enrolled in this course discover a broad scope of concepts related to electronic music, sound recording, and music technology. Students in this course will work through a diverse set of music and technology related activities, where they have the opportunity to learn about the audio sound systems on campus, learn how to record themselves or a student band, compose an original piece of music, repair a broken instrument or amp, or unlock the secrets of wireless transmission. This is an excellent course for a student interested in pursuing any field of music technology, electronics, or musical experimentation W I N T E R E L EC T I V E S
Music Appreciation Music Appreciation is a course designed to teach listening skills with the intention of providing historical and culturally relevant information about music throughout history. The course begins with an overview of the basic elements of music with a focus on active listening, and continues with units covering many musical styles and periods including music from antiquity through the 20th century, including contemporary pop, rock, and jazz music. Students will participate in ‘music sharing’ days where they will prepare and share information about their personal interests in music, as well as attend numerous live music events throughout the term. This course offers students the opportunity to share and explore music from all genres, with an emphasis on listening techniques, diverse musical exposure, and many cultural influences in music.
This course provides discussion, application, construction and hands-on experience with musical instruments of an electronic nature. This course begins with the basic properties of sound and electricity as a foundation for basic understanding of instrument design and construction. Major projects include constructing a tone generating circuit, constructing a pitch controller, modifying a ‘found instrument’, circuit bending, and basic sound processing techniques. This lab-based, hands-on course is an excellent offering for a student who is interested in music, electronics, or sound production. S P R I N G E L EC T I V E S
Music Theory and Composition The goal of this class is to provide students with a comprehensive foundation in general musicianship. Major areas of study include basic musical theory, ear training, analysis, piano skills, and composition. PC based musical notation software is used to aid in associating concepts with sounds. Students learn to compose and harmonize melodies, which serve as the foundation for a large-scale composition project that serves as the final evaluative tool for each student’s success. This is an excellent course for any student studying instrumental technique, playing in ensembles, or considering a study of music in college.
Electronic Recording Studio It is desired that the 3 electronic music electives be taken consecutively during the fall, winter, and spring trimesters, though not required. This class offers its students exposure to all of the materials and principles related to sound recording. Actual recording processes will be explored on many types of historical devices, including LP, cassette, reel to reel, wax cylinder, and all forms of digital media. This course presents the opportunity for students to learn about the physical nature of sound recording in an environment that encourages thoughtful and creative composition. Each student will produce their own creative music compositions using varying recording devices. Recording Studio is a single trimester elective with open enrollment for any sophomore, junior, or senior.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
AVA I L A B L E A L L T R I M E S T E R S
Vocal Ensemble
Music Lessons
Through ensemble rehearsal, this class will provide members with the knowledge of and ability to perform music from many genres, including jazz, classical, madrigal, musical theater, spiritual, and contemporary literature. Two rehearsals per week make this ½ class an easy addition to a musician’s academic schedule. The group also works on vocal techniques. The ensemble presents upwards of 6 concerts each year. In addition, students are also eligible for off campus festivals, such as the All-New England Choral Festival, Vermont All-State, and District Festivals.
Vermont Academy’s music lesson program offers students with an interest in performance a chance to study their instrument as part of their academic regiment. This popular aspect of the music offerings allows students to take a lesson once a week, during the academic day with a private teacher. Lesson students earn academic credit for their lessons, and earn the privilege of access to practice rooms, lockers, and listening resources. Lesson students benefit from the outstanding teaching and musicianship brought to Vermont Academy by our staff of adjunct lesson teachers.
ENSEMBLE OFFERINGS – H PERIOD Ensembles are full-year courses with open enrollment at winter and spring trimesters. No prerequisite
Jazz Ensemble Through intensive ensemble rehearsal, this class will provide members with the knowledge of and ability to perform music from the jazz, funk, latin, and contemporary literature. Two rehearsals per week make this ½ class an easy addition to a musician’s academic schedule. The group focuses on ensemble playing of music of all styles, as well as improvisational and instrumental technique. The ensemble presents upwards of 6 concerts each year to enthusiastic audiences. All instrumental students are welcome to enroll, with occasional limitations based on instrumentation.
Chamber Music Ensemble This ensemble caters to the musicians at VA who are more interested in classical repertoire. Our group usually carries 10-15 members including strings, winds, brass, and other instruments where appropriate. Our literature includes arrangements of wellknown classical pieces as well as examples of music from film and popular culture. Two rehearsals per week make this ½ class an easy addition to a musician’s academic schedule. This ensemble presents numerous concerts throughout the school year, adding balance to concert programs featuring Jazz and Vocal Ensembles.
The V-8s Through intensive ensemble rehearsal, this boy’s chorus class will provide members with the knowledge of and ability to perform music from the barbershop, a capella, and accompanied male vocal library, as well as contemporary forms of men’s choral and group singing. Two rehearsals per week make this ½ class an easy addition to a musician’s academic schedule. This ensemble performs both in traditional concert settings and for varying events on campus and in our community. In addition, student participants are also eligible for off campus festivals, such as the All-New England Choral Festival, Vermont All-State, and District Festivals.
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Visual Arts For questions contact: LISA MCNEALUS, Department Chair | lmcnealus@vermontacademy.org
V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
Visual Arts YEAR- LONG COURSES
9th-Grade Arts Program
Pottery
Required for all 9th graders.
Students learn the basic hand-building techniques with which they are expected to produce a required number of pieces. When hand-building proficiency has been demonstrated, the students may choose to learn to use the wheel or work in sculpture. All work is done in stoneware—a high-fire clay of great durability and finished with cone 9 reduction glazes that are mixed in our studio. Motivated students are able to take more than one year of pottery, with the permission of the instructor additionally; students with some previous experience may be able to join the class in the winter or spring trimesters.
All 9th graders will rotate through Visual, Performing, and Theater Arts studios, one each trimester. In this way students will gain experience in a variety of arts classes and come to an understanding of how the arts function at Vermont Academy.
AP – Studio Art (2D Design) Prerequisites: Open to juniors and seniors. At least two visual arts courses completed with grades of B+ or better or by permission of the Department Chair. SUMMER WORK REQUIRED. This class is governed by the expectations of the College Board and culminates in the creation of an Advanced Placement Portfolio, which is submitted to the College Board in May. This class is designed for the technically advanced student who has a passion for making art. Students are able to submit work in a variety of mediums including drawing, painting, printmaking, digital work, and film photography.
Advanced Art (includes Art Studio, Computer Arts, Photography, and Pottery) Prerequisites: Open to seniors, with approval by the instructor and permission of the department chair. At least two visual arts courses completed with grades of B+ or better. SUMMER WORK REQUIRED.
FA L L E L EC T I V E S
B&W Phototography I This class is designed for those new to traditional blackand-white silver gelatin photography. Students will learn the mechanics of operating a manual 35 mm SLR camera and the process of developing film and printing negatives in a darkroom. They will complete weekly shooting and writing assignments, with the goal of recognizing successful image making from technical, composition and content perspectives. Discussion of the process, exposure to work of significant photographers and discussion of student work provide tools for visual literacy and personal expression. During the first half of the trimester students will concentrate on developing competency with camera functions, photographing, developing film and printing photographs. In the second half of the trimester students will be encouraged to use those skills to explore their personal vision and creative process. Essential Questions: • What is photography? • How can we express ourselves with photography? • How can composition and design elements enhance visual expression?
This honors level class has a focus on portfolio development and gallery presentations. Students who plan to focus on the visual arts in college would benefit from this course. The first trimester helps the student prepare a portfolio for college admissions. The second trimester gives students an introduction to Art History and continued portfolio development. The third semester allows for a more independent study according to the student’s goals. This class can also be taken as an Advanced Pottery, Computer Arts or Photography course with the same expectations of the student in terms of trimester development.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
Computer Studio
Studio Art History
In the Computer Studio, students will explore their artistic capabilities digitally using primarily Adobe Photoshop, Adobe Illustrator and the scanner. Illustrations will be created by generating imagery in each program (or a combination of both) or by scanning drawn or found materials as a basis for developing illustrations. By juxtaposing the differences between “traditional” art techniques and digital art techniques, students will learn how to create art and effective graphic design utilizing the unique digital tools available to us. This course will focus on hands-on digital art techniques, a bit of graphic design history and the fundamental elements and principles of graphic design. Class assignments and projects will speak to topics such as photo manipulation, digital illustration, graphic design and much more. There will be class work sessions to learn the software and time during class to develop the assigned projects.
Course under construction.
Digital Photography CAMERA REQUIRED (preferably a DSLR with manual aperture and shutter controls). See instructor with questions. This course is an introduction to digital photography. We will learn the arts of composition and photo manipulation while exploring the difference between a snapshot and a work of art. We will create and manipulate photographic imagery to produce a portfolio of digitally enhanced photographs. The class will cover basic digital camera controls, formatting, lighting and Photoshop enhancing tools. There will be a strong emphasis on the Elements and Principles of Design in Photography.
Basic Filmmaking A willingness to share your work with others is a course requirement.
Students will learn about art through it history in the western world which will be complemented with studio projects and local field trips. This class is ideal for students who wish to partake in our Global Trimester in Spain as works in Europe will be included in the class.
Studio Art I – Introduction to Drawing Students will explore a variety of drawing techniques and media. The focus will be on working towards improved observational drawing. Studio I is a basic class that is recommended for all students (except 9th graders — see Grade 9 Arts Program) who wish to take a general art class or for sophomores interested in pursuing an arts intensive path of study culminating in participation in Advanced Art. Basic techniques along with art historical studies and the Elements of Art and Principles of Design are stressed. Each student will make a Creativity Journal that emphasizes imagination and independence in the studio.
Studio Art II – Drawing and Design Prerequisites: Studio Art I Foundations and Introduction to Painting or teacher approval through portfolio submissions. Drawing and design projects are created using pencil, colored pencil, charcoal, and pastels. This class builds on the Studio I experience and allow further investigation of the history, techniques and ideas that inform the visual arts. Hands-on studio exploration and learning-through-looking at major artists are important aspects of the classes. Students are required to keep a sketchbook/journal throughout each trimester. W I N T E R E L EC T I V E S
This basic film course emphasizes camera operation, frame composition, cinematography, and digital editing techniques, as well as storyboarding, script preparation and even acting (when and if necessary). We will use Canon cameras, lights and Adobe Premier editing software. Additionally, we will analyze famous scenes from classic films and attempt to incorporate the lessons we can learn from the masters of Hollywood and world cinema into our own work. All films created have the potential to be submitted to the Williston Northampton School Film Festival in the spring.
B&W Phototography II B&W Photo II is oriented to students with experience in traditional black-and-white silver gelatin photography. The prerequisite of this class is B&W Photo I. Students will broaden their base of knowledge of the technical nuances of printing; the history of photography; documentary photography; and alternative and creative photographic processes such as liquid emulsion and cyanotype. Regular assignments will explore photographic challenges such as low-light photography. This class provides the opportunity for students to explore more ambitious independent projects and to work to develop a personal photographic style.
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V E R M O N T A C A D E M Y C O U R S E C ATA L O G | 2 0 1 6 - 17
Designing for Print and Digital Publications
S P R I N G T R I M E S T E R - L O N G E L EC T I V E S
Prerequisite: One semester of Computer Studio.
Landscapes and Portraits
Students with experience using Adobe Photoshop and Illustrator will learn the basics of both layout design and typography for print and digital publications (i.e., magazines, blogs, the VA Yearbook and basic websites). In this course, students will contemplate how important graphical style, attractiveness and layout are to the effective communication of both textual and photographic content.
By studying the work of artists such as Julia Margaret Cameron and Edward Weston; students will develop their own eye as photographers and take those photos one step further in the lab.
Studio and Still Life
Studio Art I – Introduction to Painting Students will work with acrylic, watercolor, and pastel to make paintings that are based on both observation and fantasy.
Studio Art II – Painting and Printmaking
Students will learn how to digitally enhance, or alter, their work by using a variety of options available on the computers in our studio. Continued emphasis on composition and lighting will guide the process.
Studio Art I – Introduction to 3D
Building from Introduction to Painting, this is a deeper exploration of acrylic and watercolor painting. Students will also learn several printmaking techniques such as: collograph, monoprint, and linocut. Students who have a base in drawing will be able to understand concepts and create work with better understanding.
Students will create several different sculptures based on a range of modern sculptor’s work. Students will work with wire, wood, and found objects.
Stop Motion Animation Students will learn the basic techniques of stop motion animation. Working in a variety of mediums—i.e., photo cutouts (think Monty Python), clay (think Wallace and Gromit), and pen and ink (think the classic Disney animations)— students will learn the sometimes painstaking art of stop motion animation (where 12, 24, and sometimes 30 still photos combine to make just one second of animation
Studio Art II – Cardboard Construction Students will create wall sculptures and sculptural paintings on cardboard.
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Key Dates 2016-17 Academic Year Mon. Aug. 22
Faculty meetings begin
Fri. Aug. 26
New International students arrive for Jumpstart Orientation
Tues. Aug 30
Proctors arrive by noon
Thurs. Sept 1
Registration from 9:00 am to 12:00 pm Preseason varsity athletes arrive
Fri. Sept. 2
All returning International students on campus by 2:00 pm
Sat. Sept. 3
Registration from 9:00 am to 12:00 pm All students on campus by noon for Orientation
Sun. Sept. 4
Formal dinner @ 6:00 pm and Convocation @ 7:00 pm
Mon. Sept. 5
Fall trimester classes begin at Vermont Academy
Tues. Sept. 20
Start of the fall VA Global Program in CHINA
Thurs. Sept. 22 - Sun. Sept. 25
Fall trustees meeting and Alumni Weekend
Thurs. Oct. 13 - Sat. Oct. 15
Parents Weekend (Thurs. pm - Sat. pm)
Sat. Oct. 15 - Tues. Oct. 18
Fall Long Weekend (back in dorm by 8:00 pm 10/18)
Sat. Oct. 29
Fall Open House
Fri. Nov. 18 - Mon. Nov. 28
Thanksgiving break starts at 11:00 am (in dorms by 8:00 pm on 11/28)
Tue. Nov. 29
Winter trimester classes begin at Vermont Academy
Sun. Dec. 11
Candlelight @ 4:00 pm
Fri. Dec. 16
Winter vacation begins at 11:00 am
Tues. Jan. 3
Winter vacation ends (back in dorm by 8:00 pm)
Wed. Jan. 4
Classes resume
2017
Start of the winter trimester VA Global Program in CHILE Sat. Jan 14
Winter Open House
Thurs. Jan. 26 - 28
Winter trustees meeting (Thurs. pm - Sat. noon)
Sat. Feb. 4 - Tues. Feb. 7
Winter Long Weekend (back in dorm by 8:00 pm on 2/7)
Wed. Feb. 8
Classes resume
Wed. Mar. 8 - Mon. Mar. 27
Spring break (back in dorm by 8:00 pm on 3/27)
Tues. Mar. 28
Spring trimester classes begin at Vermont Academy Start of the spring trimester VA Global Program in SPAIN
Fri. Mar. 31 and Mon. Apr. 3
Accepted Student Days
Thurs. May 4 – Sat. May 6
Spring trustees meeting (Thurs. pm - Sat. noon)
Fri. May 26
Last day of classes for seniors
Sat. May 27
Commencement (11:00 am South Lawn, weather permitting)
Thur. June 1
End of school for underclassmen (11:00 am)
G O W I L D C AT S!
10 Long Walk, Saxtons River, Vermont 05154 | 802.869.6229 | vermontacademy.org