2021-2022 Upper School Curriculum Guide by The Winsor School

2021-2022 UPPER SCHOOL CURRICULUM GUIDE

CREDITS AND SCHEDULE Typical Course Load A typical course load each semester includes five major courses, health, and may include an additional minor course depending on the semester. Any student who wishes to take more than five major courses and one minor course in a given semester must have the approval of the division head and will be required to submit a petition for an extra course (see appendix). Major Courses Major courses typically require nightly homework, and students taking these courses receive letter grades. 1-credit major courses are yearlong courses that receive 1 academic credit. Students will receive semester 1 and semester 2 grades, as well as a year grade (the average of the two semester grades) which will be communicated to students and parents on the report card. Only the year grade will be printed on the student’s final transcript. Students may not receive credit for half of a yearlong course unless they are returning from a semester away program. .5-credit major courses are semester long courses that receive .5 academic credits and either a semester 1 or semester 2 grade. The semester grade is printed on the student’s final transcript. These are typically English, history, math, science, and language semester electives. A few courses in Visual Arts are major courses. Art History and Art and the Law (semester long, .5 credits), and AP Studio Art (yearlong, 1-credit) are considered major courses. Minor Courses Minor courses are meant to be taken on top of a typical course load of five major courses. Minor courses are listed on a student’s transcript, and students taking minor courses receive letter grades unless the course is noted specifically as Pass/Fail in the course catalog. .25-credit minor courses are semester long courses that meet less frequently than major courses and do not require work outside of class time. Most computer science electives and STEM and Society are .25-credit minor courses. .5-credit minor courses are intensive, .5-credit semester courses in the Performing and Visual Arts. .5-credit minor courses are meant to be taken on top of a full major course load without a petition. These courses meet as frequently as major courses, but do not require regular nightly homework. Courses That Do Not Receive Credit Health courses, the PE requirement, and the ILE seminar are required for graduation, but these courses do not count towards a student’s total number of credits. Academic Schedule Winsor’s daily and weekly academic schedule is currently under review. Detailed information about the schedule for the 2021-22 school year will be published later this spring. Winsor’s yearly calendar has two semesters, semester 1 (called fall semester) and semester 2 (called spring semester).

UPPER SCHOOL GRADUATION REQUIREMENTS In order to graduate, 19.25 credits are required. In order to earn a Winsor School diploma, an Upper School student must complete: ● ● ● ● ● ● ● ● ● ●

4 years of English (one full year course in Class V, one year of US literature in Class VI, and a one-semester global studies literature course in Class VII) 3 years of a language, completed by the end of Class VII 3 years of math, completed by the end of Class VII (Including algebra 2, geometry and precalculus) 7 semesters of physical education 3 semesters of health, completed by the end of Class VII 2.5 years of history, completed by the end of Class VII (one year of world history in Class V, one year of US history in Class VI and a one-semester global studies history course in Class VII) 2.5 years of science, completed by the end of Class VII (one year of biology in Class V, one year of chemistry in Class VI and one semester of physics in Class VII) 1.25 credits of performing or visual arts .75 credits must be completed by the end of sophomore year. 1 quantitative course in the first semester of Class VIII (math or some science courses) Independent Learning Experience in second semester senior year

These requirements reflect the principles of Winsor’s curriculum. They provide a unified experience for students in Classes V and VI and more choice for those in VII and VIII, guiding them toward independence in a manner consistent with the School’s philosophy. The requirements by Class are described below. Class V All students take one year of history, English, algebra 2 or geometry, biology, a language, and one semester of health. Students typically take a course in visual or performing arts both semesters, but may opt for a semester off. Class VI All students take a full year of US history, US literature, chemistry, geometry or precalculus, a language, and one semester of health. Students may also take a course in visual or performing arts each semester. By the end of class VI, all students must have taken a total of at least .75 credits of performing and/or visual arts, and it is recommended that they complete some of the requirement each year. Class VII All students must take a year of language, a year of precalculus or calculus and one semester of physics. Students must also take a pair of connected English and history courses, focusing on global history and literature, either fall or spring semester. Students must take an English elective during the other semester. Students will select two additional semester courses. Depending on interest, they may choose to take a second semester of physics, another elective, or a second language. Students must also take one semester of health. Class VIII All students take English each semester and a quantitative course first semester. Students normally take five courses in the first semester. In the second semester, students typically take four courses and the ILE seminar. The ILE Seminar will prepare students for the Senior Independent Learning Experience. They will have completed all other graduation requirements. Students must complete all remaining performing or visual arts credits by the first semester of Class VIII.

Below is a visual representation of the General Graduation Requirements. Class V

Class VI

Semester 1

Semester 2

Semester 1

Semester 2

History V

US History

English V

US Literature

Biology

Chemistry

Language

Math

Performing and/or Visual Arts** Health *

Health *

Physical Education Req. Physical Education Req.

Physical Education Req.

*may be taken either semester, depending on a student’s schedule **Students must complete .75 credits of performing and visual arts by the end of Class VI. Class VII

Class VIII

Semester 1

Semester 2

Semester 1

Semester 2

English Elective

English elective

English Elective

Open Elective

Global Studies History/English Courses**

Open Elective

Physics (or Physics 1 if not taking full year)

Physics (or Open Elective if only taking Physics 1)

Open Elective

Language

Open Elective

Math

Quantitative Requirement

ILE Seminar

Health* Physical Education Req.

Physical Education Req.

Students must complete remaining credits of performing and visual arts by the middle of Class VIII *may be taken either semester, depending on a student’s schedule **In Class VII, the global studies history/English combination may be taken in either semester. ***Students must complete all remaining visual or performing arts credits by the middle of Class VIII.

ENGLISH All Upper School students are required to take English each semester through Class VIII. All English courses are major courses. Class V Students write frequently in a variety of modes, including literary analysis, visual analysis, personal narrative, and style imitation, and read Macbeth, Catcher in the Rye, Their Eyes Were Watching God, Persepolis, and short stories from around the world. (1 credit) Class VI Students take a full year of United States literature in conjunction with a full year of U. S. history. The course will ask questions about belonging in America. What does it mean to be an American? Who tells the story of America, and how is it being told? Who is the main character in that story, and who is marginalized? To help us answer these questions, we will read texts from a variety of genres, voices, and time periods. Students will also practice writing in a variety of modes. (1 credit) Class VII Students take a one-semester elective course in the literature of a country or region outside of the United States or western Europe in conjunction with a matching history course. Students have five offerings from which to choose: Africa, India, Russia, Latin America, and the Middle East. For their other semester of English, students choose from a range of electives in literature and writing. Class VIII Students choose two semesters of English study from a selection of electives in literature and writing. Class VII Electives (0.5 credits, Fall) Indian Literature “Incredible India,” the alliterative title of a 2002 campaign to bring tourists to the country, has an attractive ring. And indeed there is much to admire about this naturally beautiful, diverse, artistically rich country that claims the title of world’s largest democracy. But realities of gender inequality, religious strife, government corruption, and caste violence threaten the romantic myth of India. Designed to be closely linked to the curriculum of the Indian history course, this course will begin with the hopeful writings of Tagore and Nehru as they imagined an independent India in the early part of the 20th century. We will then explore some the causes and effects of religious conflict and communal violence in contemporary India through short stories about the Partition of India and Pakistan and through the play Final Solutions by Mahesh Dattani. We will also study the ancient, but still influential epic The Ramayana, a foundational work of the Indian and Hindu canon. Through each unit we will use literature and film to explore the effects of gender expectations, class differences, and religious conflicts on the people of India. We will also explore the capacity of art to raise awareness and to effect change. This course will join with its history counterpart for an interdisciplinary research project. Fulfills the Global Studies requirement. Literature of the Middle East “The Middle East'' is a slippery construct that seeks to encompass a geographic area that cannot be understood through a single unified culture, language, ethnic identity, or religious experience. As we begin to sample the vast and varied literature of this region, we will look for meaningful areas of continuity. We will begin with a consideration of one of the oldest extant works of literature, the Mesopotamian Epic of Gilgamesh. Students will

also read from texts such as the Qur’an and ahadith, the medieval Iranian epic the Shahnameh, sufi poetry, Naguib Mahfouz’ The Journey of Ibn Fattouma, and modern and contemporary short stories. We will discuss our course texts in relation to their social and political contexts, and as a body of literature that shares a core group of themes and structures across languages and countries. Students will explore themes such as reading in translation, the social role of the poet/author, sacred and profane perceptions of language, constructions of national identity, the challenges of modernity and colonialism, traditions, gender roles, and sexuality. Throughout, we will consider works of art and films to enrich our investigation of the literary and cultural landscapes. Students will write analytical papers, personal reflections, and creative responses to the literature. This course is designed as part of our Global Studies sequence, and students will be co-enrolled in Middle Eastern History during the same semester. The two courses are designed to complement each other, and the courses unite around the major project, an interdisciplinary research paper. Fulfills the Global Studies requirement. The Personal Is Political: An Interdisciplinary Look at Feminism In this team-taught, interdisciplinary course, we will use our reading of historical and literary texts to explore the development of feminism over the course of the past two centuries in the United States and to interrogate the complex interrelation of race, class, and gender as part of that development. In the first unit, we will focus on ideologies around and representations of marriage and the domestic space in the mid- to late 19th century; we will juxtapose historical readings with short stories, speeches, and one short play as we explore the similarities and differences in the experiences of white and Black women during this period. In the second unit, we will study the development of second-wave feminism in the 1960s and 70s, focusing on the experiences of women of color and on intersectional identity. We will read poems and essays that comment on the restrictions placed on women but also imagine ways to experiment with liberation; our central text here will be the groundbreaking collection A Bridge Called My Back. The third unit centers on conventional narratives for women and revisions to those narratives. Our texts will include fairy tales and feminist spins on them by Maxine Hong Kingston and Emma Donoghue; students will also write their own revisionist take on a myth or fairy tale. In our final unit, students will work in a group to create a podcast that views a contemporary event or issue through a feminist lens. Literature and the Mind In this course, we will explore the ways writers, painters, and filmmakers have sought to plumb the depths of the human psyche and to represent that exploration. We will touch on theories of the unconscious, repression, self-deception, and trauma, and we will situate the artistic texts in their societal contexts and look at the way gender, race, and class play a role in the representation of the mind as well. Assignments will include both analytical essays and creative pieces in which students will experiment with their own portrayals of the mind’s workings. Our first unit focuses on the way repression can lead to a divided self; our texts will be Robert Louis Stevenson’s horror classic Strange Case of Dr. Jekyll and Mr. Hyde and Charlotte Perkins Gilman’s eerie short story “The Yellow Wallpaper.” The second unit centers on self-deception and the narratives people tell themselves to stay sane or to cover their misdeeds; here, our central texts will be Tennessee Williams’ play A Streetcar Named Desire and the film Memento. In the third unit, we will continue our work with visual texts by considering the liberation of the imagination in the paintings of Surrealist artists Remedios Varo, Dorothea Tanning, Leonora Carrington, and Frida Kahlo. Finally, we will explore the intersection of race, sexuality, identity, and the mind; we will look at poems by a variety of writers and focus our analysis on two recent films, Get Out and Moonlight From Cowboys to Gangsters: Constructing American Masculinity Cultural critics periodically ask if the American male is in crisis. Well, is he? This course will examine the ways in which various forms of literature—from the novel to hip hop—have shaped and reflected American

conceptions of masculinity since the mid-19th century. First, we will study literary representations of violence and sport with works that may include Cormac McCarthy’s All the Pretty Horses and excerpts of Friday Night Lights. In a unit titled “John Wayne’s Teeth,” we will ask questions about masculinity after WWII through works by the Beats, Annie Proulx’s “Brokeback Mountain” and Ang Lee’s film adaptation, and various short works. Having used these works to unearth assumptions about race and gender, the class will look more specifically at this intersectionality for the black American male. Authors may include August Wilson, Ralph Ellison, Robert Hayden, Ta-Nehisi Coates, Richard Baldwin, and Kendrick Lamar. Finally, the class will turn its attention to the deconstruction and reconstruction of the definition of masculinity in works ranging from the poetry of Walt Whitman and Gertrude Stein to television shows like Transparent and Parks & Recreation. What does and what should masculinity mean to us today? If you are interested in investigating that question and reading a wide range of great, engaging literature, then, as Kevin Millar would say, cowboy up! Class VII Electives (0.5 credits, Spring) African Literature One of the first questions we will consider in this course is how to approach studying the literature of an entire continent in a single semester. We will also examine how the very notion of an African Literature is shaped by cultural and economic forces. Course texts will focus much of our attention on the effects of colonialism and the formation of postcolonial literary voices. Those texts may include Chinua Achebe’s canonical Things Fall Apart; the novel Nervous Conditions by Tsitsi Dangarembga; the novella A Walk in the Night by Alex La Guma; works by authors like Coetzee, Gordimer, and Adichie; and films like Hotel Rwanda and A Dry White Season. While students are guiding their own inquiry through the interdisciplinary research paper process, we will look at Sundiata, an epic from Ancient Mali that has been passed down orally. Fulfills the Global Studies requirement.

Latin American Literat ure Foreigners, natives, conquistadores, explorers, novelists, guerrilla fighters, indigenous activists and tourists are just some of the people who have marveled at Latin America’s rich landscape. For writers as diverse as Columbus, Rosario Castellanos, Gabriel García Márquez and Che Guevara, nature has played a pivotal role in their imagining of the region. As a way into understanding the complexities that make up the idea of Latin America and its vast body of literature, we will explore how different authors’ approaches to the natural world, within varied geographical and historical contexts and via a variety of genres, have changed over time. As we investigate different texts, we will consider the relationship between studying history and literature: How do we put texts into historical perspective? How do we use “literary” texts to inform our historical interpretation? This course will join with its history counterpart for an interdisciplinary research project. Fulfills the Global Studies requirement. Russian Literature In this course, we will explore the contested development over the last two hundred years of a distinct Russian identity, with a focus on the stories Russians told about themselves with regard to socioeconomic class, gender, power, and morality. The course is designed to work in tandem with the Russian History course, and the overarching theme of both classes will be the interaction -- and the conflict -- between the individual and the state; often, we will encounter literature that challenges the hegemonic narrative the state is creating about what it means to be Russian or about the reality of Russians’ experience of their society. Our first unit will center on short works from the 19th century (a poem, two short stories, and a novella, all by canonical Russian writers) that represent different facets of the Russian man and his relation to his profession, his geographical location, and his own conscience. From there, we will explore Soviet propaganda and the realities beneath those idealistic portrayals; our literary texts will include a memoir about growing up as a young girl in the Soviet era and a long-form poem that seeks to speak the truth of life for women under Stalin. As in all Global Studies courses, one

major unit of the course will be spent on an independent research paper developed in both the English and History classes. Fulfills the Global Studies requirement.

Quest for Identity “Identity” is a loaded term that can be broadly interpreted especially when it comes to themes and characters in literary works. Our goal in this course is equally open-ended: to gain a better understanding of ourselves and what shapes who we are through a selection of fictional and nonfictional readings. We will write traditional literary analysis in addition to reflecting upon our own identities through various formats. The literary works we read will explore the way experience, ethnicity, race, gender, sexual orientation, class, religion, and other factors contribute to the development of one’s identity. This course explores the following questions: How does the individual define the self in the face of societal pressures? In what ways do people “cover” and reveal their true selves and why? To what extent is the shaping of our identity an active, conscious choice and how much of our “self” is taught, molded by social norms, various ideologies, and our place in history? Texts may include Sweat, a play following the struggles of factory workers in Reading, Pennsylvania; Lying Awake, a novel about a Carmelite nun in Los Angeles who must reconsider the foundation of her faith; and Maus, the Holocaust memoir that established the graphic novel as a genre. We will also read selected short stories and poetry. Literature and the Mind In this course, we will explore the ways writers, painters, and filmmakers have sought to plumb the depths of the human psyche and to represent that exploration. We will touch on theories of the unconscious, repression, self-deception, and trauma, and we will situate the artistic texts in their societal contexts and look at the way gender, race, and class play a role in the representation of the mind as well. Assignments will include both analytical essays and creative pieces in which students will experiment with their own portrayals of the mind’s workings. Our first unit focuses on the way repression can lead to a divided self; our texts will be Robert Louis Stevenson’s horror classic Strange Case of Dr. Jekyll and Mr. Hyde and Charlotte Perkins Gilman’s eerie short story “The Yellow Wallpaper.” The second unit centers on self-deception and the narratives people tell themselves to stay sane or to cover their misdeeds; here, our central texts will be Tennessee Williams’ play A Streetcar Named Desire and the film Memento. In the third unit, we will continue our work with visual texts by considering the liberation of the imagination in the paintings of Surrealist artists Remedios Varo, Dorothea Tanning, Leonora Carrington, and Frida Kahlo. Finally, we will explore the intersection of race, sexuality, identity,, and the mind; we will look at poems by a variety of writers and focus our analysis on two recent films, Get Out and Moonlight . Class VIII Electives (0.5 credits, Fall) The Empire Writes Back This course will first briefly explore the political, racial, cultural, and religious beliefs that informed the development of the British Empire. How does the literature of the time reflect both the ideology of empire and the latent cracks in its structure? We will then spend the majority of the course reading postcolonial literary responses from authors in African, Caribbean, Latin American, and/or Indian regions that were colonized and from contemporary British writers reflecting on Britain’s colonial heritage. Authors may include Smith, Said, Fanon, Friel, Kincaid, Rhys, Salih, Rushdie and others. This course will build on students’ experience in their Global Studies courses, raise important questions about the impact of Britain’s colonial heritage on our world today, and explore connections to the dynamics of empire within American history and culture.

Love, Loss and Longing: Innocence to Experience Two of the nineteenth century’s greatest novelists will provide the fictional touchstones around which our progress from the Romantic to the Victorian will swirl. Starting with poets who saw in Nature what inspired Emerson and Thoreau, we will journey through nearly a century of England’s richest literary tradition, sampling the greatest of the greats from Wordsworth and Keats to Bronte, Hardy, Tennyson, and Browning. From the Romantic icon Heathcliff, black-browed and seething, to Hardy’s impulsive, ambitious idealist who sells his wife to the highest bidder, two of the most complex and surprising plots will unfurl to show you how the literary landscape in England grew from the ideal to the real, from Nature as spiritual inspiration to Nature as Darwinian science. We will also read Blake’s “The Little Black Boy” to help us hear the racism specific to that time period and therefore be prepared to apply a racial lens to Wuthering Heights. We will read poetry, prose, and novels and write about most, learning to identify the great writers for their style as much as for their message. Irish Literature: Colonialism to Independence Ireland suffered under British colonial rule for seven hundred years; for much of that time, England actively tried to uproot Irish language, culture, and, after the Protestant Reformation, its religion. Yet, in spite of England’s control, Irish culture--and especially Irish literature--survived to wield an influence that was out of all proportion to Ireland’s tiny population and impoverished condition. What accounts for this small island’s towering influence on literature and culture? Who were the writers that changed the course of Ireland’s history and redefined literary expression? In this class, we will focus on the period of the late nineteenth and early twentieth centuries known as the Irish Literary Renaissance--the time of W.B. Yeats, John Millington Synge, Lady Augusta Gregory, Elizabeth Bowen, James Joyce, and others. It was an exciting time: Dublin and the Irish countryside were bristling with clashes over independence, armed revolutionaries challenged British rule in open revolt in 1916 Dublin, and the British colonial government responded with brutal violence and stifling oppression. Little did they suspect that, in a few short years, the entire country would be cast into a bloody Civil War that would decide its future. And Ireland’s writers were in the thick of this unfolding drama! How did their voices add to this period of political change and cultural re-birth? How did Ireland’s literary renaissance contribute to changing literary forms in the modern period? Contemporary British Fiction This course explores British fiction of the last several decades. We will consider how vast social and political changes – in Britain’s role in the world, gender roles, and the nation's ethnic makeup – have challenged traditional forms of identity and modes of representation. Readings may include Ian McEwan’s Atonement about love and betrayal in 1930s England and on the battlefields of WWII; Zadie Smith’s White Teeth, set in a racially and culturally diverse modern London, and Kazuo Ishiguro’s dystopian novel Never Let Me Go. We will also read short stories and poems by authors such as Carol Ann Duffy, Seamus Heaney, Vahni Capildeo, Hanif Kureishi, Hilary Mantel, and Jeanette Winterson. “You Can’t Tell Me What to Do!”: In Defiance of the Creator Over three hundred years after the publication of Paradise Lost, Milton’s epic poem still offers up the surprise of a sympathetic Satan. His mission to corrupt human hearts should make him a villain (the villain), but this version of Satan has the courage to defy the entity that created him. That choice leaves him lonely and embittered, but it also makes him a complex character who reminds readers of their own struggles to become something apart from their creators. In this course, we will consider the creatures who defy their gods and creators. Satan will lead the parade of characters who question the authority of those higher powers and choose to create themselves. What does it mean to become a fully realized person (or spiritual adversary)? Does that realization happen only when one rejects their creator? Is paradise worth submitting to the whims and will of a higher power? What is the relationship between defiance and creativity? Texts for this course may include Milton’s Paradise Lost, Shakespeare's The Tempest, and The Power by Naomi Alderman.

Class VIII Electives (0.5 credits, Spring) Creative Writing Because we all have stories to tell, whether about ourselves, the lives of others, or the fascinating world around us, we will focus in this course on learning to tell our stories using the tools of creative nonfiction. Writing daily, we will draft, revise and rewrite a variety of shorter and longer pieces on topics that include place, objects, people, memorable encounters and anything that interests us greatly. We will study the craft of a diverse group of writers and apply what we learn to our own work. Students will also have the opportunity to explore other genres, such as poetry and fiction, through warm-up writing exercises and an independent project. As a community of writers, we will regularly share our work and reflect on our process, and the end of the course will be devoted to workshops in which students will read and respond to each other’s work. Students at all levels of comfort with creative writing are welcome. Dis-Ease: Modern Literature of Pain, Suffering and Redemption Never has there been a time in recent history when thinking about the implications of pandemics has been more tragically apt. In this course, we will read three modern works that examine not only the dehumanizing effects of pain, disease and suffering but also the way man finds meaning and even redemption despite suffering. We will read Camus' The Plague, Saramago's Blindness and, if we have time, Kushner's Angels in America. Part of our study of Kushner’s play will include viewing and analysis of the film. Monstrosity and Society “Vampires, Aliens, and Orcs! Oh, my!” Why has so much traditional literature and popular culture focused on horrific monsters and the “heroes” who face and, sometimes, overcome them? By examining representations of monstrosity in a selection of literary works and films, what will we discover about societal values, the idea of the monstrous outsider, or “Other,” and the idea of the hero-slayer, the individual who enters the dragon’s lair? Are we always sure we know who the monster is and who the hero is? As society moves toward the modern period, how do “monsters” also change? How do modern monsters reflect contemporary society’s anxieties, fears or values? Is monstrosity always physical? Does moral or psychological monstrosity gain power by its ability to camouflage itself in outward conformity, as in the case of the serial killer? How does the cultural mapping of monstrosity intersect with modern technology and the anxieties it creates? We will explore both monsters and their nemeses by examining works such as the Anglo-Saxon epic, Beowulf, Gardner’s Grendel, Mary Shelley’s Frankenstein, and Joseph Conrad’s Heart of Darkness. In terms of film and television, we may explore the 1939 film version of Frankenstein, Francis Ford Coppola’s Apocalypse Now, or samplings from recent cultural products, such as The Walking Dead. Students will write in a variety of modes--analytical essays, film responses, and fictions--as well as leading discussions and making presentations to the class. Ladies Night in Wakanda: The Legacy of Octavia E. Butler Civilization has fallen apart in Octavia E. Butler’s Parable of the Sower, and hope is a rare commodity in a world rife with fire and violence. This world will not be restored through politics or military might. In Butler’s imagination, salvation takes the form of a young woman whose poetry establishes a new faith and new communities. It makes sense: After all, Octavia E. Butler’s own prose helped create a community of women writers of science fiction and fantasy and give voice to the Afrofuturist movement. In this course, we will study one of Butler’s novels and consider the ways in which her work “stretches the imagination far beyond the conventions of our time and the horizons of expectation, and kicks the box of normalcy and preconceived notions of blackness out of the solar system” (Womack, Ytasha L. Afrofuturism: The World of Black Sci-Fi and Fantasy Culture. Chicago: Lawrence Hill Books. 16). We will define the term Afrofuturism and study the works of women writers who point to Butler as an influence and literary predecessor. These writers will pull us into the past or tug us into the future; introduce us to aliens from outer space; and prompt us to question the boundaries of race, class,

and gender. In addition to studying one of Butler’s novels (Parable of the Sower, Wild Seed, OR Fledgling), students will encounter short stories and novels from N.K. Jemisin, Nalo Hopkinson, Tananarive Due, and/or Nnedi Okorafor. Manifesto! Words that Matter Manifestos constitute a unique genre of writing. Subversive, contrarian, idealistic, and often marginal, they are passionate declarations of how things should be. In this course, we will examine the conventions of the genre, consider the emergence of the format as a form of political writing, explore the development of the aesthetic manifesto, and interrogate what gives these documents rhetorical power. Our central questions will include: what are the characteristics of the form? Who writes manifestos and to what end? Do manifestos actually accomplish anything? How does the imagined audience for a manifesto impact its form? What is the role of humor and absurdity in a manifesto? Of rage? We will read widely; texts may include George Orwell’s Politics and Writing, F.T. Marinetti’s “The Founding and Manifesto of Futurism,” the Black Panther Party’s Ten Point Program, Valerie Solanas’ SCUM manifesto, and the Aboriginal Sovereign Manifesto of Demands. The course will involve both analytical and creative writing, and each student will write a manifesto on a topic important to them as a culminating assignment.

HISTORY All Upper School students are required to take two and one-half years of History in Class V through Class VII, including one semester of Global Studies History in Class VII. All History courses are major courses. Class V History: Modern Europe and the Problems of Power In this course we pick up the story of the modern world in the post-Enlightenment period and focus primarily on an expansive Western civilization and the impact–both positive and negative–it has had on the rest of the world. While “the West” has certainly made some impressive contributions–in terms of science and technological innovation, human rights and democratic politics, economic development and material comforts–its legacy is more complicated. Democratic politics and universal rights have competed with fascist and totalitarian forms of government; peace and prosperity have been followed with catastrophic wars; the generation of wealth and material resources is often coupled with worker exploitation and environmental degradation. We assume in this course that appreciating Western civilization and its alternatives is a necessary step toward understanding ourselves. (Required course, 1 credit) Class VI History: United States History The primary aim of this course is to identify and explore the set of ideals and “self-evident” truths that inspired a revolution in the late 18th century, incited the 19th century’s most bloody civil war, and have shaped this nation ever since. Over the course of the year, we will devote specific attention to four ideas at the center of the debates about who we are as a nation. The first is the notion that “all men are created equal”; the second is that humans have the “inalienable” right to liberty; the third is that ours is a government “of the people, by the people”; the fourth is that these and other values make the United States exceptional, a “city upon a hill.”A second aim of this course is to use our knowledge and empathy to understand the experiences of a wide variety of social and identity groups in American history. We do this not only to know others but also to understand ourselves and to place our own understandings and assumptions about the American experience under scrutiny. During the second semester of this course, we will focus on a variety of case studies that further illuminate the role of these four ideas at the center of our national debate. (Required course, 1 credit) Class VII Electives (.5 credits, Fall) Indian History Our aim in this course is to explore the history of the world's largest democracy through the lens of current politics and events. Rather than starting with India's ancient past and moving slowly forward through more than 5000 years of history, we begin this course with some of the critical events shaping India today. India's diverse history is then used to explain contemporary Indian society, politics, religion, and culture. Students are asked not only to use a variety of disciplinary perspectives–including literary criticism, political science, social anthropology, and religious studies–but also to engage on a critical level with the history and historiography of the Indian subcontinent. Fulfills the Global Studies requirement. History of the Middle East This course is designed to introduce students both to the complex history of the Middle East and to the events and “revolutions” that are shaping the region today. Specific attention is paid to the birth of Islam and its subsequent influence on Middle Eastern culture and politics as well as to the legacy of European colonialism and its role in determining the region’s political boundaries and conflicts. Students will be asked not only to use their knowledge of history to explain contemporary issues facing the region but also to engage in a critical discussion of how our own views (of Islam, of culture in the region) can hinder a full appreciation of the history the Middle East. Fulfills the Global Studies requirement.

The Art of Protest Throughout time, the arts have been used as a means of documenting history while at the same time participating in its transformation. Following a brief overview of the history of art as an agent for social and political change, the Art of Protest will focus on artwork produced following World War II when the intersection of art and activism becomes a modern trend. While the content will be global in focus, it will be structured thematically around specific topics such protests against the war in Vietnam and abuse of power in South Africa, Rwanda, and China. We will also examine protests in service of social justice looking at the Civil Rights Movement and its legacies, second-wave feminism and #metoo, the gay rights movement and the AIDS crisis, and contemporary immigration policy. Students will examine a variety of art forms including paintings, sculpture, photographs, cartoons, billboards, graffiti art, public installation art and social media. Although cultural context, media, and time period will vary, the commonality of the use of the visual arts to attack injustice will provide the common thread. Class VII Electives (.5 credits, Spring) African History Our aim in this course is to balance Africa's vast and diverse past–which extends as far back as the dawn of mankind–with the events, cultures, and practices that define Africa today. We begin the course with the popular but skewed images of Africa found in much Western history writing and culture. Students are then asked to consider how such ideas have shaped African history, particularly in the colonial and post-colonial periods. In order to reflect the diversity and vibrancy of African culture, history texts are coupled with ethnographic writing and film. The final weeks of the course are dedicated to an investigation of contemporary events and dynamics–which include South Africa’s truth and reconciliation commission, the struggle for democracy and free markets, and Africa’s role on the world stage in the 21st century. Fulfills the Global Studies requirement. Latin American History This course will explore the history of Latin America through the lens of the region’s environment and geography. Rather than assuming that nature is simply there to be discovered, seen, or altered, we will ask how the natural world has been construed, and how assumptions about it shaped social orders, economies, cultures, and history itself. We will spend most of our time on modern Latin America, and will look at a variety of geographical and historical contexts, from Mexico and Cuba to Brazil. Students will be asked to analyze different kinds of texts–maps, archival documents, essays and films–and we will experiment with different investigative techniques and historical methodologies. This course will join with its literature counterpart for an interdisciplinary research project. Fulfills the Global Studies requirement. Russian History The aim of this course is to offer an overview of Russian history from late tsarist times to the present, with particular emphasis on the Russian Revolution, competing ideologies of socialism, the experience of life in the Soviet Union under Stalin, and the consolidation of authoritarian rule under Putin. Themes of the course include the multi-national and multi-ethnic nature of this vast Eurasian state, how Russians view and respond to authority, and the idea of a uniquely Russian path of development defined explicitly in contrast to the Western experience. Fulfills the Global Studies requirement. Human Culture, Human Rights The aim of this course is to explore–through a variety of case studies–a daunting problem at the heart of social justice work and the concept of global citizenship: How can we uphold our commitment to human rights and the dignity of every individual and yet maintain a respect for other cultures and social practices? This apparent contradiction between human rights universalism on the one hand, and cultural pluralism on

the other makes the job of the social-justice activist and human-rights advocate both morally and practically challenging. Case studies will be used to explore the tension between human rights and local culture. Female circumcision rites in Africa, the practice of veiling and secluding women in South Asia, and honor killings in parts of Europe and the Middle East are just a few of the cultural examples that highlight the challenges facing human rights. Juniors will be given priority for enrollment in this course; however, interested seniors may enroll if space is available with the permission of the department head and the Division Head. Class VIII Electives (.5 credits, Fall) Macroeconomics AP This course is a college-level introduction to macroeconomics that examines how the national economy functions as a whole. Understanding basic economic concepts is vital in today’s globalized world, and this course will provide students with a solid foundation for further Economic studies. The students will develop the skills necessary to become well-informed decision makers and to apply an “economic way of thinking” to their everyday lives. The course builds on basic concepts to facilitate a broader economic view as we analyze what determines the economic progress and decisions made by policymakers. Students will express their analyses using both written and graphical explanations. This course will prepare students for the AP Macroeconomics Examination, which is administered in May (with review sessions running before the test). The Politics of Identity: An Examination of Race, Class and Gender in the 21st Century Race, class, and gender, and the inequalities associated with them, affect all of our lives but often go unexplored or challenged. This discussion-based seminar will examine how the social construction of race, class, and gender affect the political, economic, and social life of the contemporary United States. Through the use of essays and newspaper articles, films, music and literature we will explore how these inequalities shape the individual and collective identity. Throughout the course, the American experience will be compared and contrasted with societies throughout the world. Some of the questions/topics we will explore include “the concept of “race”– fact or fiction?”, “The politics of race relations in the 21st century”, and “What causes poverty?”. Each student will develop possible approaches to addressing social inequalities by “taking a stand” on an issue of importance to her and her local community. Reel Justice: Latin America in Film Perhaps more than any other art form, films in Latin America have symbolized modernity itself. And while most films were made to sell tickets and entertain, a significant number of Latin American movies sought to educate and change minds. By looking at a selection of documentaries and feature films from across Latin America, we will examine the critiques of social injustice that filmmakers have developed. And as we learn about the historical context of these films, we will gain a broader understanding of the cultural and ideological battles that have been waged over Latin America’s path to modernity. We will cover the period between the Cuban Revolution (1959) and the fall of the Chilean military junta in 1990, analyzing the role that the big screen has played in the Dirty Wars and the public debates that have followed them. Seniors will be given priority for enrollment in this course; however, interested juniors may enroll if space is available with the permission of the department head. Class VIII Electives (.5 credits, Spring) The Intersection of Economics and Politics In the run-up to the 2020 elections, presidential candidates were calling for the passage of a variety of policies dealing with issues ranging from the environment to immigration to trade. Each politician argued that their plan is the right one. How can we evaluate the potential benefits and drawbacks of these policies?

In this course, we will choose a variety of current public policy debates and evaluate them using an economic lens. We will consider the potential effects that government interventions might have on the country’s economic outcomes as well as the types of behaviors public policies might incentivize, intentionally or unintentionally. This course will allow students to gain a better understanding of economic principles and how to apply these principles to real-world scenarios. Possible topics we might examine include the distribution of income and well-being, the impact of globalization on the environment, and international trade and trade policies Genocide and Collective Violence This course explores the origins, evolution, and underlying causes of genocide and collective violence. We will look closely at the construction of collective identities and consider whether hatred and violence against others are necessary components in the process of building community. We will consider the psychological, social, and political functions of scapegoating and communal violence and explore how modern institutions–such as the sovereign nation-state and the United Nations–either contribute to or help prevent such outcomes. Students will conduct independent research on specific episodes of genocide and will explore what constitutes "justice" when dealing with such atrocities. Seniors will be given priority for enrollment in this course; however, interested juniors may enroll if space is available with the permission of the department head and the Division Head.

MATHEMATICS Three years of mathematics are required; the Mathematics Department strongly recommends that students take math through Class VIII. The department places students into sections that are based on the pace and depth of topics that are studied while trying to balance the best interests of each individual student with the needs of the grade as a whole. For its decisions, the department uses input from a student's current and past teachers, including both grades and the teacher's sense of a student's comfort with a particular pace. Use of the TI-84 or TI-Nspire graphing calculators is an essential part of all Upper School math courses. All math courses available to seniors meet the requirement for a quantitative course in the senior year. The goal of the Winsor Mathematics program is to teach for understanding and mastery, and these are best reached through regular practice, feedback, and ongoing collaborative problem solving with peers. The program’s design enables all Winsor students to study calculus while at Winsor. Some entering or current Upper School students who have developed advanced skills might feel that they have already mastered the material in a course in the traditional math sequence; these students should speak with their teacher or the Head of the Mathematics Department. In the rare instance that acceleration be considered a possibility, the student will need to demonstrate on a Winsor assessment a mastery of the material of the course she will skip. A student may skip a course in this manner only once during her time at Winsor.

The Upper School offers the following courses: Algebra 2, Geometry, Precalculus, Calculus, Statistics and Post-Calculus Mathematics. Algebra 2, Geometry, and Precalculus are also offered at the advanced and honors levels. Calculus is also available at the AP AB and AP BC levels. AP Statistics is also offered. Seniors who are in the Accelerated Math Program and have completed successfully either AB or BC calculus may enroll in Topics in Post Calculus Mathematics. Any student enrolled in an AP course is required to take the AP test in May. All math courses are 1 credit, major courses, unless otherwise noted. The Advanced level courses study the topics in more depth and investigate problems of greater complexity and challenge, with limited review of prerequisite courses’ material. The Honors level requires mastery of prerequisite courses’ material. In addition to studying the topics in more depth and greater complexity and challenge, the fast pace of this level may allow for additional topics to be explored. Algebra 2 All students will study the core topics of Algebra 2: linear, quadratic, radical, rational, exponential, and logarithmic expressions, and the equations and functions that involve them. Complex numbers, systems of equations, and inverse functions will also be studied. The algebraic and graphical aspects of each topic will be emphasized. Additional topics such as analytic geometry and data analysis will be included if time permits. The applications of the TI-Nspire CX graphing calculator will be introduced. This course is open to students who have completed a full year of Algebra 1 at Winsor or at their previous school. Geometry In this course students will study Euclidean geometry, including the properties of parallel and perpendicular lines, congruent triangles, quadrilaterals, polygons and circles. They will solve problems involving areas, volumes, right triangle trigonometry, and coordinate geometry. Additional topics such as symmetry, similar figures, probability, constructions, and vectors will be included if time permits. All levels will apply the

principles of logic by writing formal deductive geometric proofs. In the Honors and Advanced level courses, the proof work is extensive. This course is open to students who have completed a full year of Algebra 2 at Winsor or at their previous school. Precalculus In this course students continue to study functions, including polynomial, rational, exponential, logarithmic, and trigonometric, and their applications. Graphing calculators are used throughout the course to build understanding and to solve problems. More traditional analytic and algebraic problem-solving methods are also emphasized so that students will understand multiple approaches and techniques. Other topics covered include transformations of graphs, inverses of functions, solving equations and inequalities, trigonometric identities, and the laws of sines and cosines. In addition, polar coordinates, sequences and series, combinatorics, limits, and introductory calculus concepts are introduced if time permits. This course is open to Class VI or VII students who have completed Geometry. AP Calculus AB and BC Calculus are both AP courses open to students by permission of the department, and students are required to take the AP test in May. Beginning with the concepts of limits and continuity, students go on to learn about derivatives and their applications and then progress to the theory, techniques, and applications of integration. Throughout the course, graphing calculators are used as a tool to enhance understanding of the concepts and to facilitate problem solving. Additional topics are included as prescribed by the AP syllabus for each course. BC Calculus includes the study of logistic growth, improper integrals and convergent infinite series. Calculus Students will primarily study the concepts of the derivative and the integral, including their meaning in relation to both graphs and formulas. They will also study applications of both concepts in a variety of situations. The emphasis of the course will be on studying these topics with polynomial, logarithmic, and exponential functions; trigonometric functions will be introduced in the second semester. Additional topics will be added if time allows. This course is open to Class VIII students who have completed Precalculus at Winsor. AP Statistics This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Topics fall into 4 themes: Exploring Data (Describing patterns and departures from patterns); Sampling and Experimentation (Planning and conducting a study); Anticipating Patterns (Exploring random phenomena using probability and simulation); Statistical Inference (Estimating population parameters and testing hypotheses). While understanding formulas is important, memorizing formulas is kept to a minimum. The TI-84 or TI-Nspire will be used regularly to facilitate computation and to display data. The emphasis of the course is on understanding and communicating with statistical concepts and language. Students are required to take the AP Statistics test in May. This course is open to Class VII and VIII students. Prerequisite or corequisite: Precalculus. Statistics & Data Analysis (.5 credits, Fall) Students in this one semester course will have class with the AP Statistics course during the 1st semester. First semester topics come from all 4 themes mentioned above: Exploring Data, Sampling and Experimentation, Anticipating Patterns, and Statistical Inference. All students will be equally involved in the class. (AP students will be expected to do some additional reading and will have some additional homework problems and test questions.) This course is open to Class VII and VIII students. Prerequisite or corequisite: Precalculus.

Topics in Post-Calculus Mathematics This yearlong course is for students who have completed an AP calculus class. Students will be introduced both to the rigors of higher mathematics beyond calculus and to some of the intriguing mathematical concepts that have been developed over the past 2000 years. Particular attention will be paid to the formality of mathematical notation and writing. Topics to be investigated may include but are not limited to formal logic, set theory, proof techniques, number theory, counting and induction, and cardinality. Enrollment is by permission of the department only.

STEM AND COMPUTER SCIENCE Computer Science Electives Computer Science courses are .25-credit minor courses that meet two periods per cycle. They are meant to be taken in addition to a full major course load. Introduction to Computer Programming in Python (.25 credits, spring, Pass/Fail) This course provides students with a strong foundation in the basics of computer programming and introduces them to algorithmic processes. Through a series of exercise sets and programming projects, students will learn to code mathematical operations, variable assignments, lists, selection and iteration statements, subprocedures and functions, as well as other programming constructs. This course is intended for students with no background in programming or students with a little experience who wish to learn the Python language. Open to students in Classes V, VI and VII. Small-Scale Java Programming: Algorithms (.25 credits, fall) This course concentrates on the production and analysis of step-by-step algorithms for performing complex computational tasks (e.g. factoring numbers, primality checking, sorting, and searching). Topics that will be included are Boolean logic, recursion, run-time analysis, and, possibly, Turing machines. Students will be expected to work on a number of exercises and problems sets throughout the semester and may also encounter in-class assessments. This course is intended for students with some experience in programming but not necessarily familiarity with the Java programming language. Open to students in Classes VI, VII, and VIII. Large-Scale Java Programming: Objects (.25 credits, spring) This course introduces students to the organizing principles behind large-scale programming endeavors. Emphasis will be placed on the relationships and coordination between individual components of a more substantial project. Topics will include objects, classes, inheritance, interfaces, and polymorphism. Students will be expected to work on a number of exercises and problems sets throughout the semester and may expect in-class written assessments. This course is intended for students with some experience in programming but not necessarily familiarity with the Java programming language. The Algorithms course is not a prerequisite for this class. Open to students in Classes VI, VII, and VIII. Advanced Java Programming: Data Structures (.25 credits, fall) This course provides the students with the tools to handle large amounts of varying data within a programming project. Importance will be placed on choosing the appropriate data structure for a given form of data. Topics will include stacks, queues, linked lists, sets, maps, hash tables, and all sorts of trees. Students may expect a variety of problem sets, projects, and written assessments over the course of the semester. Prerequisites: Small-Scale Java Programming: Algorithms and Large-Scale Java Programming: Objects. Open to students in Classes VI, VII, and VIII. STEM Electives Coding For Interaction (fall, Pass/Fail) “Interactive Computing” means coding the programs that you want to use, so you can do things better — in your daily life, for your research, in your career, to make your art, and in almost any pursuit. You will learn to write code to process inputs ranging from the text of the book you’re reading to the data spreadsheets from your science project to the images from your camera to the clicks of a customer. Then, you will gain experience in analyzing and manipulating (or creating) such sources, with the power and speed of a computer. You will learn to write code

for GUIs (the interfaces which a user sees and uses), media, visualization/experience, web connectivity, etc. so that you are prepared to write the applications that help you do more. We will follow the interests of the students and work with real-world parameters, according to the needs of a researcher, gamer, patient, accountant, student, traveler, artist, etc. — any person who could benefit from having a computational tool in their life. This course meets one period per cycle and is not for credit. Open to students in Class V.

Engineering Design I (.5 credits, fall or spring) See listing under Science Department. Engineering Design II (.5 credits, fall or spring) See listing under Science Department. STEM and Society in the 21st Century (.25 credits, fall) See listing under Science Department.

SCIENCE All Upper School students will take biology in Class V, chemistry in Class VI, and one semester of physics in Class VII. Students with interest in science are encouraged to take three or four years of science in the Upper School. Admission to honors and Advanced Placement courses is by department decision, based on past performance in science courses and math courses, when relevant. Students should indicate preference for honors and AP courses at the time of course selection, and a final decision will be made by the department in June. Students will be contacted by the department head only if their placement does not match their request. All science courses are major courses unless otherwise noted. Class V Courses Biology (1 credit) Topics in this introductory biology course include evolution, ecology, cell biology, molecular biology, genetics, overview of plants, and selected body systems. Laboratory work is designed to build skills and to develop an understanding of the scientific process through experimental design and critical thinking. Students collaborate to design a long-term experiment on a biological topic of their choice. They conduct background research, perform experiments, analyze data, and present their findings in a scientific poster session. Class VI Courses Chemistry (1 credit) This course provides an introduction to the major concepts of chemistry. Topics covered include atomic structure, the modern periodic table, chemical bonding, stoichiometry, states of matter, thermochemistry, equilibrium, acid-base chemistry, and redox reactions. An emphasis is placed on real-world applications of chemical theory. Problem solving involves both qualitative and quantitative analyses and uses basic algebraic skills. Laboratory experiments and demonstrations illustrate the concepts and emphasize their connection to everyday life. Honors Chemistry (1 credit) This course covers atomic structure, the modern periodic table, chemical bonding, stoichiometry, states of matter, thermochemistry, equilibrium and reaction rates, acid-base chemistry, electrochemistry, and thermodynamics. An emphasis is placed on the development of advanced problem-solving skills. The quantitative component of the course is balanced with qualitative description and application of chemical concepts to the world around us. Through designing experiments as well as analyzing results, students illustrate theory in the laboratory. Open to Class VI students by department decision. Class VII Courses All students in Class VII are required to take the first semester of Physics or Honors Physics. The second semester of Physics or Honors Physics is strongly recommended. Students taking both semesters of Physics or Honors Physics will receive 1 credit for the yearlong course, and a year grade on their final transcript. Students taking only the fall or spring semester will receive .5 credits and a semester grade on their final transcript. *Class VIII students who were unable to complete their Class VII physics requirement due to attendance at The Mountain School, City Term, SEGL or SYA are required to take the first semester of physics in Class VIII. In this case, physics may satisfy the Class VIII quantitative requirement. Students will also be allowed

to enroll in the second semester of physics for the weeks preceding their ILE. Physics (1 credit) Students taking Physics will cover the curriculum of Physics 1 and Physics 2. Students who wish to take a full year of physics should sign up for the yearlong course, not the semester courses. Physics 1 (.5 credits, fall) This course offers a standard mechanics syllabus including motion, forces, energy, momentum, circular motion, gravitation, and simple harmonic motion. Although development of mathematical skills is an important part of the course, this course strongly emphasizes a conceptual, hands-on approach as well as the application of physical principles to everyday experience. Extensive use is made of laboratory experiments and demonstrations. Physics 2 (.5 credits, spring) Second semester physics covers the study of waves, sound and music, optics, electricity, and, if time permits, magnetism. Like Physics 1, the development of mathematical skills is an important part of the course, but this course strongly emphasizes a conceptual, hands-on approach as well as the application of physical principles to everyday experience. Extensive use is made of laboratory experiments and demonstrations.Prerequisite: Physics 1. Honors Physics (1 credit) Students taking Honors Physics will cover the curriculum of Honors Physics 1 and Honors Physics 2. Students who wish to take a full year of Honors Physics should sign up for the yearlong course, not the semester courses. Honors Physics 1 (.5 credits, fall) This course offers a standard mechanics syllabus including one- and two-dimensional motion, forces, energy, momentum and impulse, circular motion, gravitation, and simple harmonic motion. The approach is both mathematical and conceptual; it emphasizes the connection of ideas to everyday life and stresses the development of problem-solving strategies in quantitative applications. Laboratory experiments supplement the class work. Open to students by department decision. Honors Physics 2 (.5 credits, spring) The second semester of Honors Physics continues with the study of waves, sound and music, physical and geometric optics, electrostatics, circuits, magnetism, and, if time permits, topics in modern physics. Prerequisite: Honors Physics 1. Open to students by department decision. Paleobiology: Back to the Future (.5 credits, spring) If it is true that “those who do not learn from history are doomed to repeat it,” what history can we humans look to in order to escape this fate? What data can help us make decisions regarding climate change, the potential of a 6th mass extinction, and the continual questioning of racial and human equality? In this course, we will explore the answers to these questions through hands-on activities, labs, and the statistical analysis of data sets used by paleobiologists. Students will investigate the ways in which these unique data sets may be used, as well as the important patterns they have already allowed us to document. They will then apply these insights to the contemporary issues mentioned above, as well as to an original research project. Students will also have the opportunity to participate in a field experience in which they collect and analyze paleobiologic data. Students will leave this course with a new appreciation for their place in life’s history and will have learned how scientists approach questions when the crucial experiment can not be rerun; we only have one history of life on Earth, after all. Juniors will be given priority for enrollment in this course; however,

interested seniors may request to enroll with the permission of the department head and Division Head, and pending its ability to be scheduled. This course will run in alternating years and is being offered in the 2021-2022 academic year. Engineering Design I (.5 credits, fall or spring) Students will collaborate to engage the principles and methods of engineering design through a variety of projects that emphasize rapid prototyping with embedded systems, electronics, CAD, programming, and mechanical actuation. They will also learn methods of fabrication, including 3D printing, laser cutting, and machining, and explore design thinking. Tasks involve constructing and optimizing special-purpose machines or devices in a cycle of prototyping, construction, and evaluation. The course projects revolve around a new central topic each year. Juniors will be given priority for enrollment in this course; however, interested seniors may request to enroll with the permission of the department head and Division Head, and pending its ability to be scheduled. This course meets at the same time as Engineering Design II. Marine Biology (.5 credits, not offered 2021-2022) Students will explore the scientific, economic, cultural, and global issues associated with conserving both marine ecosystems as well as individual species throughout the world. This course will focus on the issues of global climate change, pollution, and resource exploitation, with a discussion of the myriad of solutions currently available such as sustainable practices, restoration, and management. Marine organisms are studied in the context of their ecosystems including rocky intertidal, estuaries, coral reefs, and kelp forests. Exploration through laboratory activities with living organisms and field work is a focus of this course. Juniors will be given priority for enrollment in this course; however, interested seniors may request to enroll with the permission of the department head and Division Head, and pending its ability to be scheduled. This course will run in alternating years and will be offered in the 2022-2023 academic year. Class VIII Electives In Class VIII, students who are interested in science are encouraged to study an additional Advanced Placement course or elective; however, there is no Class VIII science requirement. Astronomy (.5 credits, fall) Where do we fit in? Why does the sun shine? How did the universe come to be, and what is its ultimate fate? Are we alone in the Universe? Students will begin an exploration of some of these questions with the study of celestial astronomy, understanding how our perceived place in the universe evolved throughout history. Students will discover how we learn the true nature of stars and explore their tumultuous lives and spectacular deaths, which give rise to supernovae and even the very stuff of which life on Earth is made. Students will study the Universe’s earliest moments and speculate about its ultimate fate. Finally, students will enter into guided speculation about the possibilities of other life in the Galaxy. A conceptual approach is emphasized throughout this course, but students will also build a solid quantitative understanding of the subject. Seniors will be given priority for enrollment in this course; however, interested juniors may request to enroll with the permission of the department head and Division Head, and pending its ability to be scheduled. This course satisfies the Class VIII Quantitative Requirement. This course will run in alternating years and is being offered in the 2021-2022 academic year. Engineering Design II (.5 credits, fall or spring) An extension of Engineering Design I, this course emphasizes the integration of hardware and software to further student experience with programming, microcontrollers, electronic circuitry, sensors, motors, and methods of prototype fabrication in a systems context, while engaging more deeply in the process of design thinking. Engineering II students also take on greater responsibilities in project management and

coordinating team logistics. Assignments result in the construction of intelligent machines to address practical, scientific, and social challenges. Each year, the course revolves around a new central topic. The world is subtly teeming with such machines, and it is the goal of this course to empower students with the methods for understanding and shaping such a world. Prerequisite: Engineering Design I. This course meets at the same time as Engineering Design I. Materials Science: Innovations that Changed (or Could Change) the World (.5 credits, not offered 2021-2022) At the core of many innovations is the discovery and development of new materials. What gives superalloys their self-healing properties? Why are the wings of a Morpho butterfly brilliant blue? In this course, students will explore the intersection between the nanoscale as well as macroscale structures of materials and their properties and performance. In order to investigate a variety of materials, including their current and potential uses, students will draw upon their foundation in biology, chemistry, and physics. Innovative materials, such as semiconductors, polymers, nanomaterials, and biomimetic materials, that either introduced a new field of science or significantly advanced an existing field of science will be explored. Laboratory investigations, as well as the reading and discussion of scientific literature will enable students to understand the research behind the development of new materials and how their properties are measured. Seniors will be given priority for enrollment in this course; however, interested juniors may request to enroll with the permission of the department head and Division Head, and pending its ability to be scheduled. This course will run in alternating years and will be offered in the 2022-2023 academic year. AP Courses Advanced Placement (AP) courses are offered for students who wish to extend their knowledge of the foundational sciences. Students should indicate their course preference at the time of course selection, and a final decision on placement will be made by the department. In order to receive AP course credit, students are required to take the AP Exam, which is administered by the College Board in May. A full year of physics is recommended for all students who wish to take an AP science course. Students interested in enrolling in two AP science courses simultaneously should speak with the department head. AP Biology (1 credit) Topics in biology are studied at a level equivalent to an introductory college class. Material covered includes biochemistry, cell biology, genetics, evolution, ecology, animal physiology, and biotechnology. The laboratory component is an integral part of this course. Students learn relevant laboratory techniques and design their own experiments to investigate new questions. Open to students by department approval. AP Chemistry (1 credit) This course covers trends in the periodic table, structure and states of matter, reactivity, stoichiometry, thermochemistry and thermodynamics, kinetics and equilibrium, acid/base and redox reactions, and electrochemistry. Advanced problem-solving strategies are emphasized, as is the analysis of experimental data as well as sources of experimental error. Students deepen and apply their understanding through laboratory investigations each cycle. Open to students by department approval. This course satisfies the Class VIII Quantitative Requirement. AP Environmental Science (1 credit) Environmental science is an evidence-based, interdisciplinary approach to studying living and non-living components of ecosystems as well as the ways these components interact, with a strong emphasis on the relationship between human and natural systems. This course offers an interdisciplinary exploration of environmental science, including the biological, geological, and chemical systems of the Earth, current

environmental issues, and the role of technology in both creating and solving these problems. Students will gather data, test hypotheses, identify and analyze environmental problems, and evaluate potential solutions. Open to students by department approval. AP Physics C Mechanics/Electricity and Magnetism (1 credit) This course emulates a first-year, calculus-based college physics course and includes directed and independent laboratory investigation. The first semester covers classical mechanics, and the second semester covers electromagnetism. This course will prepare students to take both the Mechanics as well as the Electricity and Magnetism AP Physics C Examinations. Prerequisite: Honors Physics 1 & 2. Co-requisite: AB or BC Calculus. Open to students by department approval. This course satisfies the Class VIII Quantitative Requirement. Minor Courses Minor courses meet only two periods per cycle and are meant to be taken in addition to a full major course load. STEM and Society in the 21st Century (.25 credits, fall, Pass/Fail) This course will engage students in the exploration of major STEM topics they will encounter in everyday life: Is there a scientific basis for race? How is sex biologically determined (or not)? What are vaccines, and why do some of us fear them? Is our climate really changing? How do robots help humans, and do we anticipate a robot apocalypse? Can drones save lives? How secure is social media? Questions will be addressed through the use of discussions, laboratory activities, case studies, data analysis, scientific literature, and guest speakers. Students will develop a nuanced understanding of how STEM is viewed by society, specific examples of STEM issues that have provoked societal misunderstanding, and the role and limitations of STEM in their lives. Juniors will be given priority for enrollment in this course; however, interested seniors may request to enroll with the permission of the department head and Division Head, and pending its ability to be scheduled. Independent Research in Science (.25 credits, spring) This course allows students (independently or in small groups) to pursue a research area of their choice on campus. Significant independent work, both during and outside of scheduled class periods, is required. Student work includes reviewing scientific literature, developing and troubleshooting experimental design, collecting data, and analyzing results. Students share their findings at the end of the semester with the Winsor community through a poster and oral presentation. Enrollment is limited and at the discretion of the instructor as well as the department head; the submission and approval of a petition as well as a research proposal is required for enrollment in this course. Students interested in proposing an independent research project in science should speak with the department head during course selection. Open to students in Classes VI, VII, and VIII. This course cannot be taken Pass/Fail.

WORLD LANGUAGES All Upper School students are required to take three consecutive years of one language. Languages offered are French, Latin, Mandarin Chinese, and Spanish. Students who begin a new language in Class V will complete the requirement at the end of Level 3; those who continue their Lower School language will complete it after the AP or Advanced Topics course. The requirement is to be completed by the end of Class VII but students are encouraged to continue their language study in Class VIII. Students may take a second language beginning in Class VI, and should speak with the head of the World Languages Department if they are interested in this option. A student with previous exposure to a language but who has not taken that language at Winsor, must take a placement test. Latin Latin 1 Accelerated Latin 1, an accelerated study of introductory Latin, is an intensive, fast-paced course that provides the fundamentals of grammar, structures, and practical vocabulary in order to be able to read texts in Latin, along with an ability to engage in regular oral and written communication. New topics of study are introduced through daily readings about Greco-Roman culture, history, and mythology. A regular emphasis on vocabulary building provides students with the skills to recognize, use, and decipher word roots, suffixes and prefixes, not only in Latin, but also in English and other modern languages. (Open to students in Classes V, VI and VII.) Latin 2 Latin 2 students begin the year examining the Latin text of several important Roman myths, working to become more fluent readers of Latin prose. They expand upon their understanding of Latin grammar and vocabulary through regular practice, grammar exercises, and Latin composition projects, all while gaining a fundamental understanding of the values of ancient Roman society as expressed in mythology. In the second semester, the students tackle stories with increasingly complex Latin syntax as they transition to reading stories of the legendary founding of Rome and accounts of the history of the Roman Republic adapted from Livy’s Ab Urbe Condita. These readings help students to build a context for their further study of important literary works of the late Republic and Early Empire, which will be covered in subsequent courses. Latin 3 During the first semester, students complete their study of Latin grammar and explore the portrayals of women and non-Romans in Latin literature. They read selections, adapted and unadapted, from authors such as Livy, Pliny, Ovid, Horace, and Catullus. In addition to analyzing the readings’ grammar and syntax, students discuss how these stories reflect the cultural values and biases of the authors, thus gaining experience with literature analysis. In the second semester, students read selections from Julius Caesar’s Commentarii De Bello Gallico and Vergil’s Aeneid. These readings offer insight into the empire-building culture of the late Republic and its most notable (and controversial) historic figure. Students will come to understand the Roman definition of virtus and also examine how Rome viewed their relationships to foreign nations. (Open to students who have completed Latin 2.)

Latin AP Following the curriculum of the College Board's Advanced Placement course in Latin, students read major portions of Books I, II, IV, and VI of the Aeneid in Latin and selections from Julius Caesar’s De Bello Gallico. They also study extended passages of the Aeneid and Caesar’s commentaries in English. The reading and analysis of the Latin texts lead to discussions of the literary significance and historical background of the works. There is an emphasis on making connections between the modern and ancient worlds so as to better understand the causes and effects of war, the interplay between different cultures, and the moral and ethical questions with which humans struggle. The students also explore the mythical and legendary aspects of the Aeneid as well as the historic significance of the Gallic Wars, thus acquiring knowledge which will aid their reading of any literature which has classical foundations. (Open to students who have completed Latin 3 or a full year of Advanced Topics. Students prepare for the course by reading the entire Aeneid in English translation over the summer.) Latin Advanced Topics: Voices from the Past, Insights for the Present Students who have completed Latin 3 undertake a deeper study of Latin texts. Students will read, analyze and discuss Latin texts, and delve into the historical and cultural context while they also review grammar concepts and build vocabulary. These courses are designed in a way that will engage both students who are preparing to take AP Latin in their senior year and students who have already taken the AP course. Latin Advanced Topics: Lyric Poetry (Fall Semester) Students read the lyric poems of such authors as Catullus, Horace, Propertius, and Ovid, whose topics center on themes of daily life, loves, and friendships from the perspectives of the most notable poets of the Late Republic and early Empire. In addition, students examine the socio-political climate of the times in order to better understand the context of the writings. Students make connections between Roman poets and their Greek predecessors, including Sappho and Callimachus. Students may also read later Latin poems that are influenced by these Golden Age authors in addition to exploring modern interpretations and adaptations of these works. The skills of reading, translation, analysis, and essay writing are emphasized. N.B.: The authors can be taught on a rotating basis, so that if students choose to take Advanced Topics Poetry for two consecutive years, they will have the opportunity to study different authors each year. (Offered First Semester. Open to all students who have completed Latin 3, Latin AP or Advanced Topics) Latin Advanced Topics: (Spring Semester) Three options offered; one course will run depending on student interest and previous experience. Note: Juniors in this course will continue on after seniors leave to work on their ILE projects. Cleopatra Pascal once remarked, "Cleopatra's nose, had it been shorter, the whole face of the world would have been changed.” Who was this woman who captivated her contemporaries and has beguiled every generation since then? Known simply to the Romans as “regina”, or the queen, Cleopatra evoked feelings of fear, disgust, and endless fascination. In her native Egypt, she was revered as the human incarnation of the goddess Isis. Her sordid affairs with both Julius Caesar and Mark Antony highlighted the enormous cultural divide between these two great empires. A shrewd politician, intellectual powerhouse, and shameless self-promoter, Cleopatra was a woman unlike any other. Using the acclaimed 2010 biography by Pulitzer Prize-winning author Stacy Schiff 28

as a guiding text, the course will try to separate history from mythology in order to understand the true story of the queen. Students will conduct research in primary Latin sources such as Horace, Caesar, Vergil, Cicero, and Suetonius, read translated accounts from the Greek historians Plutarch and Dio, and examine numismatic and artistic representations of Cleopatra as complements to the readings. Students will also explore Cleopatra’s role in Afrocentric scholarship. (Offered Spring Semester 2020. Open to all students who have completed Latin 3, Latin AP or Advanced Topics.) Modern Latin The Latin language has continued to flourish long after the fall of the Roman Empire. In this seminar, students will discover the range of works composed in Latin during “modern times”. Beginning with medieval songs, the Carmina Burana, made famous by the modern composer Carl Orff, they will study the ways post-classical cultures have been expressed and reflected in the Latin language. Students will examine famous poems and letters written in Latin in the 19th-21st centuries. They will read Latin translations of popular fiction from Cattus Petasatus (“The Cat in the Hat”) to Harrius Potter and Philosophi Lapis (“Harry Potter and the Philosopher’s Stone”) and analyze the choices made by the translators. Finally, students will follow present-day social media in Latin, such as Pope Francis’ official Latin Twitter account. The course will include multiple opportunities for students to compose their own works in Latin. (Will not be offered in 2019-2020.) Cicero: A Study in Style A novus homo from a small town outside of Rome, Cicero rose to prominence in politics at a time when the foundations of the Republic were being shaken at their core. Though he ascended the cursus honorum to the consulship, it was his writings that shaped his legacy. Cicero’s influence on Latin prose was so immense that nearly all writers who came after were characterized as either a reaction against or return to his style. Nor was his impact limited to the Roman world; from the Enlightenment to President Obama, from the founding fathers to “A Few Good Men,” Cicero’s influence appears across a wide swath of modern culture. Over the course of the semester, students will read selections from both his political and legal orations to analyze both his thinking and his style. Additionally, students will examine speeches from--both historical and literary--and trace the influence of Cicero’s thinking and style in modern politics, literature, and film. Offered Spring Semester 2021 and Spring Semester 2022

Mandarin Chinese Mandarin Chinese 1 Accelerated Chinese 1 is a fast paced course, providing an introduction to spoken Mandarin and written Simplified Chinese, with an emphasis on pronunciation, the romanization system (Pinyin and tones), and the building blocks (radicals) of Chinese characters (Hanzi). Students will build their vocabulary, learn to write and type characters, and develop proficiency in everyday conversations. Students are encouraged to speak Chinese in the class, utilize their resources and establish their study strategies for learning the language. Students will engage with cultural topics from both ancient and modern China through short videos, cultural projects, and current events. This class combines collaborative group activities and independent learning to accommodate different learning styles. The course is designed for students with little or no knowledge of Chinese language or culture. Mandarin Chinese 2 This course provides continued study of spoken and written Chinese that supports students as they develop the productive, receptive, and cultural skills necessary to communicate with native speakers. As new structures are introduced, basic grammar will be reviewed. Students will learn to use a wide range of vocabulary to discuss a variety of daily life topics. Through extensive readings, free writes, and skits, students will learn how to use online resources to enlarge their linguistic repertoire and to express themselves creatively. This class provides opportunities to practice and master independent learning skills, as well as to enhance communication skills through group activities. This course is open to students who have completed Mandarin 1 Accelerated or its equivalent. Mandarin Chinese 3 This course builds on skills developed in previous years, preparing students to negotiate real-life situations in Mandarin. This course focuses on pronunciation and oral proficiency, while developing reading and writing skills. Students will engage in spontaneous conversations about topics such as school life and urban living. Research projects and presentations strengthen students’ control of Chinese grammar, expand their vocabulary and comprehension, while deepening their understanding of the modern Chinese society. This class provides opportunities to practice and master independent learning skills, as well as to enhance communication skills through group activities. This course is open to students who have completed Mandarin 2 or its equivalent. Mandarin Advanced Topics 1 This course is designed for students who want to deepen their cultural understandings and gain the extensive language skills needed for communicating in Mandarin in real life situations. Students will explore China's enduring cultural traditions, compare contemporary China with its pre-reform era, and investigate the changing perspectives of the people of modern China. Throughout this course, students will engage in a variety of topics ranging from the political landscape to the changing role of women in society. Students will practice descriptive, interpretive and reflective writing, and give oral presentations based on the materials studied in class such as news articles, video clips, and podcasts. Through 30

individual and group projects, students demonstrate their command of simple and complex grammatical structures and their linguistic skills while learning to discuss, debate, and present their points of view on these current topics. This course is open to students who have completed Mandarin 3. This is a yearlong course, taught entirely in Mandarin. Mandarin Advanced Topics 2 In this course, students will examine cultural currents, tensions and developments in contemporary China. These will include the exploration of topics such as immigration, political engagement, religious identity, environmental stewardship, and music and cultural expression. We will delve into these topics while considering how they are represented in the Chinese and world media, as well as how they relate to similar trends we face in America. In this course, students will expand their vocabulary base and their command of complex grammatical structures and will develop their linguistic skills as they learn to discuss, debate, and present their points of view on these current topics. This course aims not only to enhance a student’s overall language skills, but also to challenge cultural assumptions and to help them understand the profound ways the Chinese culture has changed over time. Class is conducted entirely in Chinese. This is a two-semester course, and seniors have the option of taking the course both semesters or either semester. Pending enrollment. Prerequisites: Either Advanced Topics 1, Mandarin AP or permission of the department. AP Mandarin Chinese AP Chinese Language & Culture course is designed to provide students with various opportunities to further improve their proficiency in listening, speaking, reading, and writing skills to be ready for the AP Chinese exam held every May. Students enrolled in this course will also have the maximum exposure to Chinese cultural elements that are integrated in the process of learning the language. This course includes materials and progress check tests provided by the College Board. The three modes of communication (interpersonal, interpretive and presentational), in which students will demonstrate proficiency, are foundational to the AP Chinese Language and Culture course. The primary goal of this course is to enable students to master conventions of communication through the exploration of topics reflecting multiple aspects of Chinese society and culture. The general flow of a unit comprises vocabulary, sentence patterns, text analysis, application of vocabulary and patterns, supplementary reading, and finally, writing assignments and tests. The six learning objectives/thematic approaches that students will explore are built on the three modes of communication (The College Board). In order to best facilitate the study of language and culture, the AP course is conducted entirely in Mandarin.

French French 1 Accelerated French 1, an accelerated study of introductory French, is an intensive, fast-paced course that provides the fundamentals of grammar, structure and vocabulary needed to reach specific, targeted communicative benchmarks. Students learn to recognize patterns in the written and spoken language, and employ their observations to stretch their own language skills. Activities are designed to develop skills in listening comprehension, as well as written and oral proficiency. Readings from various resources give contextualized examples of the topics being studied while also giving the students a glimpse into the diversity and complexity of the French-speaking world. Integrated audio and authentic video materials are regularly used to strengthen students’ aural comprehension and comfort with a range of speakers and accents. The course is designed for students with little or no knowledge of French language or culture. French 2 Le français, une langue mondiale In French 2, students continue to develop skills introduced during the Lower School program or the Accelerated French 1 course. Listening, speaking, writing, and reading skills will be reinforced. Students add to their foundation in grammar and become more adept at communicating and expressing their thoughts in French, both orally and in written form, in full and increasingly complex contexts. Students broaden their vocabulary through the study of several thematic units of the course, ranging from family dynamics to city life, personal health and the arts and media. Students also continue to discover the culture and the richness of the Francophone world through a variety of authentic materials. The class is conducted mostly in French, allowing students to process in English how they learn French. This course is open to students who have completed French 1 Accelerated or its equivalent. French 3 Les Visages de la Francophonie: Les Caraïbes et le Canada In French 3, students continue to develop their reading, writing, speaking and listening skills. The class includes the study of French grammar in addition to discussion and analysis of Francophone literature, including poetry, short stories, and films. As we examine large cultural movements—such as la Négritude, la mission civilisatrice, Québécois nationalism and la créolité --we will answer questions related to the development of cultural identity. For example, what impact did the creation of the Négritude movement by the Francophone and Caribbean intellectuals, namely Aimé Césaire, Léopold Sédar Senghor, and Léon Gontran Damas, have on perceptions of Black identity and culture? French 3 students will develop their language and analytical skills and will also build a substantial vocabulary as they work to master the grammar needed for a sophisticated level of written and oral communication. Class is conducted entirely in French. French Advanced Topics 1: La France actuelle Stereotypes of France are abundant: baguettes, berets, bicycles, the Eiffel Tower, and moonlight walks on the Seine. Behind these romantic images, the real France is to be found. In this course, we will examine cultural currents, tensions and developments in contemporary France. These will include the exploration of topics including immigration, political engagement, religious identity, environmental stewardship, and music and cultural expression. We will delve into these topics while considering how they are represented in the French and world media, as well as how they relate to similar trends we face in America. In this course, taught entirely in French, students will expand their vocabulary base and 32

their command of sophisticated grammatical structures and will develop their linguistic skills as they learn to discuss, debate, and present their points of view on these current topics. French Advanced Topics 2: Le Deuxième Sexe, L’expérience et la représentation des femmes françaises et francophones dans la littérature et les films (Fall Semester) In the French Advanced Topics course, students will explore representations of French and Francophone women, both how these women view themselves and how they are viewed by others. Students will come to understand the challenges, obstacles, and socio-political circumstances that have shaped the lives of these sensitive, yet determined women who have worked to establish identity and to prevail as intellectual beings over time and across geo-political space. Texts and films by French and Francophone authors and filmmakers create a rich and varied portrait of the lives of “le deuxième sexe.” Through a final project, students will gain insight into their own experiences as young women coming of age in the 21st century. Class is conducted entirely in French. (.5 credits) Prerequisites: Either Advanced Topics 1: La France actuelle or AP French, or permission of the department. French Advanced Topics 2: Intertextualité, Identités Comparées (Spring Semester) Who and/or what determines one’s identity? What questions, polemics, interests, and philosophies are at the heart of the debate? How has that debate changed over time? In this course we will examine such questions as we consider how texts relate and respond to each other. We will compare the works of various authors, poets, artists, filmmakers, and playwrights in order to examine the ways in which these thinkers have approached the philosophical questions of their day. Sophisticated analyses coupled with playful interpretations will comprise student learning in this course: careful reading, both analytical and personal writing, active discussion and creative interpretations will constitute the bulk of student work. Students will share their understanding of the characters studied through lively skits, dramatic reenactments, original videos, charged debates and artistic associations. As a culmination of their French study at Winsor, students will employ the analytical, artistic and linguistic skills they have developed during their time here. Class is conducted entirely in French. (.5 credits) Pending enrollment. Prerequisites: Either Advanced Topics 1: La France actuelle or AP French, or permission of the department. French AP: Advanced Placement French Language and Culture The AP French Language and Culture course takes a holistic approach to language proficiency. The course “emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness.” The AP course strives to engage students in an exploration of culture in both contemporary and historical contexts. Authentic materials from the French and Francophone world provide the basis for vocabulary acquisition and class discussion. Students also solidify previously learned grammatical structures and expressions as well as discover additional nuances of the language. The three modes of communication (interpersonal, interpretive and presentation), in which students will demonstrate proficiency, are foundational to the AP French Language and Culture course. The six learning objectives/thematic approaches that students will explore are built on the three modes of communication (The College Board). In order to best facilitate the study of language and culture, the AP course is conducted entirely in French.

Spanish Spanish 1 Accelerated Spanish 1, an accelerated study of introductory Spanish, is an intensive, fast-paced course that provides the fundamentals of grammar, structure, and a practical vocabulary needed to reach specific, targeted communicative benchmarks. Students learn to recognize patterns in the written and spoken language, and employ their observations to stretch their own language skills. Classroom activities are designed to develop skills in listening comprehension, as well as written and oral proficiency. Readings from various texts give contextualized examples of the grammar being studied while also giving the students a glimpse into the diversity and complexity of the Spanish-speaking world. Students regularly use integrated audio and video materials to strengthen aural comprehension and comfort with a range of speakers and accents.Throughout the year students are engaged in research and creative projects relevant to the thematic units they study.. The course is designed for beginners or students with limited knowledge of Spanish. Spanish 2 Voces del mundo hispano -Voices from the Spanish-speaking world In Spanish 2, students continue to develop skills introduced during the Lower School program or Spanish 1. Listening, speaking, writing, and reading skills are reinforced on a daily basis. Students add to their foundation in grammar and become more adept at communicating and expressing their thoughts in Spanish, both orally and in written form, in full and increasingly complex contexts. Students broaden their vocabulary and grammar concepts through projects and activities designed to practice and deepen their understanding of language and culture through everyday interactions with authentic thematic materials. They also continue to discover the richness of the cultures in the Spanish speaking world. The class is conducted mostly in Spanish, allowing students to process in English how they learn Spanish. This course is open to students who have completed Spanish 1 or its equivalent. Spanish 3 Discovery, Encounter, Conquest: Multiple Perspectives In Spanish 3, students continue to develop their reading, writing, speaking and listening skills. The class includes an in-depth study of complex grammar structures as a foundation for oral and written proficiency. In addition to discussion and analysis of the cultural material, students are expected to think deeply about their own relationship to the central theme of the course: the cultural encounters. The class is conducted mostly in Spanish, allowing students to process in English how they learn Spanish. Starting with the study of the encounter between Europe and the Americas, students learn a wide range of vocabulary to express themselves with subtlety and nuance. They explore the poetry of Nicolás Guillén and Pablo Neruda, as well as the work of such contemporary writers as Reinaldo Arenas, Eduardo Galeano and Norberto James. The year finishes with a careful examination of the contemporary repercussions of various historical events, including Liberation Theology in the context of studying the civil wars in Central America. Students learn to interpret, question, discuss, and respond to these texts using academic Spanish. Short stories from Ciudad Real by Rosario Castellanos are read at the end of the year.

Spanish Advanced Topics: Recursos y Relaciones On a shrinking planet, how will human communities make decisions about the distribution, use, and conservation of precious natural resources, such as food, water and fuel? How do the universal needs for these resources and the impact of their use, misuse, and exploitation affect relations between communities and nations? How have artists, poets, writers, journalists, philosophers, politicians, activists, scientists, and educators reacted and denounced the impact of the use, abuse and exploitation of resources? What role have ethics played in this context? What contributions have these communities made to global understanding of these themes? How do our options and choices impact the outcome of the transactions? This course allows students to explore the themes of resources and international relations, pursuing their personal interests and questions while engaging with primary resources in advanced Spanish. Listening, speaking, reading, writing and cultural competency are developed. Class is conducted entirely in Spanish. This course is open to students who have completed Spanish 3. This is a yearlong course. Spanish Advanced Topics: La justicia What is justice? What does it mean to you personally to be just? How do your personal beliefs and values inform your understanding of justice? What is your role in the struggle for justice in your community and in the world? What can we learn from artists, poets, writers, journalists, philosophers, politicians, activists, scientists, and educators about this theme in the Spanish-speaking world and in the Spanish-speaking communities here in the USA? This course allows students to explore the theme of justice, pursuing their personal interests and questions while engaging with primary resources in advanced Spanish. Students read short stories and songs written by women in Spanish speaking countries, reflecting on how the image of women, men and children are represented and challenged. This is a two-semester course, and seniors have the option of taking the course both semesters or either semester. (.5 credits each semester) Pending enrollment. Prerequisites: Either Advanced Topics: Recursos y Relaciones or AP Spanish, or permission of the department. Spanish AP The Hispanic Caribbean Past and Present This course focuses on Hispanic Caribbean past and present, while incorporating interdisciplinary topics and current events that explicitly address six course themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Students explore the history and cultures of Cuba, the Dominican Republic and Puerto Rico through literary texts, historical documents, the media, documentaries, films, music, movement, testimony and guest speakers. The three modes of communication (interpersonal, interpretive and presentational), in which students will demonstrate proficiency, are foundational to the AP Spanish Language and Culture course. From the colonial experience through independence, from institutionalized slavery to abolition, and from Europe’s influence to that of the United States, students explore the evolution of the culture of the regions in which the language is spoken. Students read authors such as Simón Bolívar, José Martí, José Antonio Saco, Eugenio María de Hostos, Salomé Ureña, Nicolás Guillén, Julia de Burgos and Esmeralda Santiago. The six learning objectives/thematic approaches that students will explore are built on the three modes of communication (The College 35

Board). In order to best facilitate the study of language and culture, the AP course is conducted entirely in Spanish.

PERFORMING AND VISUAL ARTS Students must complete 1.25 credits of Performing and/or Visual Arts by the middle of Class VIII, with at least .75 credits completed by the end of Class VI. When choosing Performing and Visual Arts electives, please be sure to indicate a first, second and third choice, as it may not be possible to schedule all of the courses listed. Please refer to the following tables to see what courses are open to each grade level. All courses that are asterisked have a prerequisite or require an audition/permission from the instructor. Course descriptions are listed alphabetically by division right after the tables. Visual Arts Note: Courses with asterisks have a prerequisite (see course descriptions for details). Minor Courses

Performing Arts Note: Courses with asterisks have a prerequisite or require audition (see course descriptions for details). Minor Courses

Fall Ceramics: Hand Building (V-VIII, .5 credits)

Spring Ceramics: Wheel Throwing (V-VIII, .5 credits)

Fall Acting I (V-VIII, .5 credits)

Spring Acting II* (V-VIII, .5 credits)

Darkroom Photography: Art of Seeing (V-VIII, .5 credits)

Acting III* (VI-VIII, .5 credits)

Theater Design (V-VIII, .5 credits)

Digital Photography: Art of Seeing (V-VIII, .5 credits)

Modern Dance (V-VIII, .25 credits)

Jazz Dance (V-VIII, .25 credits)

Drawing Studio (V-VIII, .5 credits)

Camerata

(formerly PAB Chamber Orchestra)

(V-VIII, .25 credits)

Printmaking (V-VIII, .5 credits)

Painting Studio (V-VIII, .5-credits)

(V-VIII, .25 credits) Chamber Players* (formerly the Community Orchestra)

Advanced Rock On* (VI-VIII, .5 credits)

(V-VIII, .5 credits)

Advanced Drawing and Painting* (VI-VIII, .5 credits) Advanced Portfolio Development* (VII-VIII, .25 or .5 credits)

Percussion Ensemble (V-VIII, .5 credits)

Guitar (V-VIII, .5 credits)

Advanced Portfolio Development* (VII-VIII, .25 or .5 credits)

Music Production (V-VIII, .25 credits)

Further Explorations in Darkroom Photography* (VI-VIII, .5 credits)

Further Explorations in Digital Photography* (VI-VIII, .5 credits)

Major Courses AP Studio Art* (VII-VIII) (1 credit major course) Art and the Law (VII-VIII) (.5 credit major course)

Art History (VII-VIII) (.5 credit major course)

Chorale

Chorale (formerly Winsor Sectional)

(formerly Winsor Sectional)

(V-VIII, .25 credits)

(V-VIII, .25 credits) Illumina*

(formerly called Small Chorus)

(VI-VIII, year long, .5 credits per semester)

Visual Arts Courses Note: All courses are .5 credit minor courses unless otherwise noted. While the arts requirement will remain 1.25 credits, Visual Arts courses will mostly be .5-credit minor courses meeting five times per cycle. Juniors and seniors, in order to complete their requirement, may elect to take Advanced Portfolio Development as a .25 credit minor course. Art and the Law, Art History and AP Studio Art can be taken by students in Class VII and VIII as one of their five major courses. AP Studio Art requires the permission of the instructor. Please refer to the table below to see the full offering of semester courses. Advanced Drawing and Painting This studio is two-fold: It is designed to teach the concepts of gesture, structure and proportion as they relate to the human figure to give students the tools they need to make decisions on how to draw the human form, and the long block of each cycle will be devoted to working from a model for this purpose; secondly, students will practice painting in oils and other media while exploring pattern, figure-ground, line, relative size, light and shade, texture and color through a wide array of subjects. Throughout the semester, students are expected to pursue the development of a personal style of expression and a command of both technical and conceptual means in drawing, painting and mixed media. Classes VI-VIII. Prerequisite: Drawing Studio or Painting Studio or permission of instructor. (.5 credit, fall) Advanced Portfolio Development Advanced Portfolio Development is intended for advanced and motivated students who have already shown a serious commitment in art, already have familiarity with the techniques, processes and ideas that they intend to use, have taken a number of Upper School art electives and who are prepared to work intensively to prepare a portfolio and develop a body of work which could be submitted as an Art Portfolio or supplement to their college application. Classes VII-VIII. Prerequisite: Two semesters of full-credit art electives, or equivalent, and permission of instructor. (.25 or .5 credit, fall and/or spring) AP Studio Art (major course) Advanced Placement Studio Art is a full-year and full-credit course intended for advanced and motivated students who have already shown a serious commitment in art, already have familiarity with the techniques, processes and ideas that they intend to use, have taken a number of Upper School art electives and who are prepared to work intensively to prepare a portfolio to submit for the AP Studio Art Portfolio. There are three different focuses for the portfolio including: AP Studio Art Drawing, AP Studio Art 2D, and AP Studio Art 3D; each encompassing two different sections: Sustained Investigation and Selected Works. Classes VII-VIII. Prerequisite: 1 full credit of art electives in the discipline(s) of anticipated portfolio work or permission of instructor. Full year course. (1.0 credit) Art and the Law (major course) “Art Law" encompasses the body of law applied to fine art objects, collections, and artists. In this course, students will learn how to read and analyze legal cases. The primary focus will be on specific cases which discuss visual arts, including sculpture, painting, photography and film. In addition, some cases pertaining to music will be examined. By reading and discussing case law, students will gain an understanding of relevant legal issues in the arts, including Copyright, Trademark, Fair Use, Free Speech, the Right to Privacy, the Visual Artists Rights Act, and more. Students will analyze specific cases involving intellectual property rights and the reproduction of works of art, misappropriation of artwork and design, free speech and censorship. There will be class discussions and readings about both the philosophical ideas behind the

creation of specific laws, the rationale for judicial decisions, and the complexities of their practical applications to the art world. This class will be conducted as a discussion-based seminar. For each topic there will be one written analysis of a case, one collaborative project involving a presentation and/or debate about the legal issues involved in a case, and one assessment in which the student will be asked to analyze an artwork or legal document by applying the legal theories learned in class. Classes VII and VIII. (.5 credits, fall) Art History (major course) In art history, students will become familiar with the methods used by art historians to interpret art objects and develop analytical and critical thinking skills. We will focus on major developments in painting, sculpture and architecture and will cover a wide chronological and thematic selection of art, from a variety of cultures from antiquity to the present, and from various places around the world, supported by our regular visits to the MFA. Upon completion of this course, students will have the tools to recognize important works of art and historical styles as well as understand historical and cultural context. This class meets 5 periods per rotation. Classes VII and VIII. (.5 credit, spring) Ceramics: Hand Building This course will focus on several different handbuilding techniques including pinch, slab, coil, and paddle. The aesthetics of form and surface will be the principal focus throughout the course as students learn about different traditions of functional clayware from ancient to contemporary times, and focus on developing craftsmanship and their own personal expression. The main goal of the course is to develop a creative understanding of ceramic forms and processes, including the use of various tools and glazing techniques. Assignments will incorporate these different techniques and focus on three-dimensional form, function, scale, surface texture, good craftsmanship, and glazing. Classes V-VIII. (.5 credit, fall) Ceramics: Wheel Throwing This course will focus on the development of the basic techniques and skills needed for throwing on the potter’s wheel. Students will learn to center clay, to throw cylinders, bowls, and bottles, and to trim and finish the bases of their pieces. Treatments that enhance the form and function of a thrown piece will be explored, including added handles, formed spouts, surface texture, and hand altering the overall shape. The main goal of the course is to develop a creative understanding of ceramic forms and processes, including the use of various tools and glazing techniques. Students will develop a practice that focuses on three-dimensional form, function, scale, surface texture, good craftsmanship, and glazing. Classes V-VIII. (.5 credit, spring) Darkroom Photography: The Art of Seeing In this class, students will hone their photographers' eye and sharpen their creative vision to make images with impact. Using film cameras, students will gain an understanding of camera skills, photographic principles, and an intentional image-making process. Students will also build a foundation of essential skills in the darkroom including how to load a camera with film, develop black and white film, and enlarge and develop photographs. Classes V-VIII. (.5 credit, fall) Digital Photography: The Art of Seeing In this class, students will hone their photographers' eye and sharpen their creative vision to make images with impact. Using digital cameras, students will gain an understanding of camera skills, photographic principles, and an intentional image-making process. Students will also build a foundation of essential skills in the digital studio including essential Photoshop techniques for photographers. Classes V-VIII. (.5 credit, fall or spring)

Drawing Studio Drawing Studio introduces drawing as a practice of observation, expressiveness, and experimentation in mark-making. Through innovative processes and a breadth of different materials, including both positive and negative use of texture and mark, students will explore composition, form, and the illusion of space. This class is for those who feel challenged by drawing and need more time and practice to develop their ability, and for those who have already acquired certain drawing skills but want to develop these further and more intensely. Many different processes and media will be introduced. Classes V-VIII. (.5 credit, fall) Further Explorations in Darkroom Photography Building on the technical and conceptual understanding learned earlier, this course is designed to challenge students to go beyond technical skills and photographic principles and focus on production and high quality output of imagery in darkroom photography. Students will continue to develop their camera skills, with assignments that are largely self-driven and increasingly more in-depth and conceptual. A range of tools can be used including alternative printing processes, painting with developer, and image transferring. Students will pay special attention to ways in which their technical decisions can clarify their artistic intentions. Classes VI-VIII. Prerequisite: Introduction to Photography: The Art of Seeing (.5 credit, fall) Further Explorations in Digital Photography Building on the technical and conceptual understanding learned earlier, this course is designed to challenge students to go beyond technical skills and photographic principles, and focus on production and high quality output of imagery in digital photography. Students will continue to develop their camera skills, with assignments that are largely self-driven and increasingly more in-depth and conceptual. A range of tools can be used in the digital studio, including working with RAW files and large-scale color ink-jet printing. Students will pay special attention to ways in which their technical decisions can clarify their artistic intentions. Classes VI-VIII. Prerequisite: Introduction to Photography: The Art of Seeing (.5 credit, spring) Painting Studio Working with a wide array of media, including pastels and paint, surfaces including paper and board, and different approaches to painting, students will explore fundamental painting techniques. This studio introduces basic principles of drawing, composition and color, and emphasizes direct painting in oil. Classes V-VIII. (.5 credit, spring) Printmaking This course is designed to give students a chance to explore several different techniques in printmaking, including additive and reductive approaches to traditional printmaking techniques and experimental, indirect image-making methods. Exposure to different processes and materials will give students experience in wiping and printing, stamping, stenciling, and the ghost imagery of overprinting, as well as a variety of off-set transfers. Assignments will be both art and design-based. Classes V-VIII. (.5 credit, fall)

Performing Arts Courses Dance Modern Dance Learn choreography from modern dance legends and explore the evolution of modern dance styles from Isadora Duncan to Martha Graham, from Katherine Dunham to Pina Bausch. Explore their revolutionary lives and struggles, learn the dances they created, and create your own choreography inspired by them. The class will culminate by choosing between an informal classroom performance or a formal stage performance opportunity in January 2022. This class will host one guest dance teacher and one guest accompanist. Assessment will be based on technical progress, class discussions, creative risk-taking, collaboration, and performance. All levels welcome. Classes V-VIII. (.25 credit, fall) Jazz Dance Learn choreography from the classical jazz and jazz/funk eras. Learn about legendary choreographers’ lives, learn their choreography, warm up and dance together to jazz music, and create your own jazz choreography. The class will culminate by choosing between an informal classroom performance or a formal stage performance opportunity in April 2022. This class will host one guest dance teacher and one guest accompanist. Assessment will be based on technical progress, class discussions, creative risk-taking, collaboration, and performance. All levels welcome. Classes V-VIII. (.25 credit, spring) Music Advanced Rock On Now a .5 credit course, Advanced Rock On is designed for experienced instrumental and vocal musicians to hone their performance skills in a variety of styles including but not limited to rock, pop, indie, hip hop, jazz, and latin music. In addition to advancing their performance skills, students will deepen their understanding of reading charts, tabs, and notation in addition to practicing transposition and improvisation. Singers will practice harmonizing, mic technique, and stage presence. Instrumentalists will learn to use amplifiers, the PA mixer, and the keyboard synthesizer. Performance opportunities will be scheduled during the semester. Class VI-VIII. (.5 credit, spring) Prerequisite: Guitar, Percussion Ensemble, Piano, or by audition. Camerata (formerly the PAB Upper School Chamber Orchestra) A “camerata” is a group of musicians who play together; “Camerata” is the new name for the Upper School Chamber Orchestra, a course that is now credited. This class is open to students of all levels and instruments who want to develop their ensemble skills in a fun and supportive environment. Pianists and percussionists are welcome. Students will have the opportunity to play as a full ensemble and in smaller chamber groups while learning music from the traditional classical literature, contemporary works, and compositions by underrepresented composers. Note-reading ability is would be helpful but is not required. Although anyone can participate, all students will complete a brief playing assessment to ascertain their level prior to the start of the course. The class is a prerequisite for Upper School Chamber Players. Classes V-VIII. (.5 credit, fall and spring)

Chorale (formerly the PAB Winsor Chorale) Now a .5 credited course, this choral group is for students who want to develop their vocal skills in a fun and supportive environment. Singing skills such as vocal range, pitch, tone, and breath control will be emphasized as well as note reading and rhythm recognition. Two and three-part harmonization will be practiced while learning songs in various styles including pop, r&b, gospel, Broadway, traditional choral

repertoire, and excerpts from choral masterworks. A variety of performance opportunities will be scheduled throughout the school year. Classes V-VIII. (.25 fall and spring) Guitar Students will learn beginning and advanced guitar techniques by learning classic and contemporary songs. They will master chord progressions, strumming, finger picking, and singing while playing. Artistry and expression will be encouraged as students perform informally during class. In addition, students will study music theory used in song transposition and composition, learn to read chord charts and tabs, explore alternative tunings, and play solo riffs. They will also compose their own songs. Students will play electric guitar, electric bass, and drum kit, and they will work in small bands to arrange and perform songs of their choice. Guitars are available for in-school use. A guitar at home for practicing is encouraged but not required. This class meets five periods per cycle. Classes V-VIII. (.5 credit, spring) Music Production Music Production offers students the opportunity to create original music including beats, songs, and longer compositions using their laptops and MIDI keyboards. Students will become familiar with software applications including GarageBand, SoundTrap, and Audacity. Sound engineering skills will also be honed as students work in small groups and individually to record and mix music using audio interfaces, microphones, and MIDI instruments. Some projects might include curating sounds and music for the Upper School fall play, making beats to use in song covers or originals, creating multi-track compositions, and recording podcasts. Students will also develop important music skills by practicing melodic and rhythmic ear training exercises and learning to read music. No musical or technological experience is needed. Classes V-VIII. (.25 credit, fall) Percussion Ensemble Now a .5 credited course, Percussion Ensemble utilizes a variety of instruments taught during class including xylophone, marimba, snare drum, floor tom, handheld instruments, and electric bass. A short unit on piano skills will be covered at the beginning of the semester to strengthen note-reading skills. Students work individually and with the ensemble to learn their parts as they prepare for performances including the Under the Lights pep rally and the Winter Concert. Students will also develop skills in the areas of collaboration, note reading, stick technique, drum kit fundamentals, sight-reading, and composing. Techniques of sound production, practice methods, musical styles, and interpretation will be covered. An appreciation for the complexity involved in performing music at a high level will be gained. No experience is necessary. Classes V-VIII. (.5 credit, fall) Illumina (formerly Small Chorus) (full year commitment) “Illumina” means “radiant ones” and “to give light to” and is the new name for Small Chorus. Referencing Winsor’s Lamp of Learning and the brightness of experienced voices, Illumina is a .5 credited course for selected voices. Singers will expand their skills by learning and performing advanced repertoire from a broad range of cultures, languages, and traditions from classical to contemporary. Students need to have intermediate to advanced note-reading and technical skills. An appreciation for the complexity involved in performing music at a high level will be gained. The seniors in Illumina will carry on the tradition of being the student-led a cappella group Senior Small. Prerequisites: Chorale and/or an audition in the late spring. Classes VI-VIII (.5 credits per semester)

Chamber Players (formerly the Winsor Community Ensemble) Now a .5 credited course, Chamber Players is intended for intermediate and advanced players. This course will give students an opportunity to further develop their ensemble and performance skills by playing as a full ensemble or in small chamber groups, depending on class size and instrumentation. Students will learn music from Western classical literature, folk traditions, and film scores, with an emphasis on music by women, BIPOC, and other underrepresented composers. Musicians need to have proficient note-reading and technical skills on one of the following instruments: violin, viola, cello, bass, flute, oboe, clarinet, bassoon, saxophone, trumpet, trombone, euphonium, French horn, tuba, piano, or percussion (xylophone, marimba, auxiliary percussion). Students will take a leadership role in repertoire selection, rehearsals, and performance opportunities. In addition to performances at Winsor, the group will perform in several community concerts around Boston. Prerequisite: Upper School Camerata, Piano Class, Percussion Ensemble, or permission of the teacher. An audition is required. Classes V-VIII. (.5 credit, fall)

Theater Acting I Students will be introduced to the fundamental building blocks of acting: objectives, obstacles, tactics, stakes, creating a character, and using the voice and body effectively onstage. We will use Michael Shurtleff’s Audition book and “The 12 Guideposts” to more deeply explore how to create specific, exciting scenes and vibrant, well-drawn characters. Students will learn audition techniques and work both individually on monologues and in pairs on selected contemporary scenes. Learning proper stage vocabulary and how to critique fellow actors’ work as well as local professional productions will also be a major part of the course. Classes V-VIII. (.5 credit, fall) Acting II This class is for students who would like to explore several different styles and genres of theater through the preparation and performance of a variety of scenes throughout the semester. Students will be exposed to a range of plays by major playwrights that will include comedy, drama, absurdism, farce, and contemporary realism while also incorporating script analysis, character development and multiple acting approaches. We will use Jory’s Teaching the Actor Craft text to explore various exercises and coaching tips for more effective performance. Learning proper stage vocabulary and how to critique fellow actors’ work will also be a major part of the class. Prerequisite: Acting I. Classes V-VIII. (.5 credit, spring)

Acting III This class continues to explore the origins of performance styles connected with different genres as well as identity and representation. Students will study a variety of works that include classical theater, musical theater, magical realism as well as Black, Latinx and LGBTQ theater, while continuing to incorporate script analysis, character development, and multiple acting approaches through scene work. We will use Jory’s Teaching the Actor Craft text to explore various exercises and coaching tips for more effective performance. This class is part of a three-year rotation (Directing and Words & Weapons are the other two classes) that students may take during their sophomore through senior years and will only be offered once every three years. This course meets five periods per cycle. Prerequisite: Acting I or permission of instructor. Classes VI-VIII, (.5 credit, fall)

Theater Design In this course, students will investigate the advanced aspects of technical theater. Students get to know their theater space: work will be completed on the stage, in the booth, in the scene shop, and on the catwalks. Learning the fundamentals of manipulating our stage mechanisms for current Winsor productions as well as creating their own designs will be a major focus. Students will learn the use of all of the theatrical equipment, how professional performances are produced, and how to collaborate as a backstage crew. Classes V-VIII. (.5 credit, spring)

PHYSICAL EDUCATION Class V, VI, VII Students must complete two semesters of physical activity each year in Classes V-VII, which may include: fitness workouts, an elective offering, an independent project or participation on one, two or three sports teams. Students who participate on a fall team must complete fitness workouts or the equivalent for the remainder of the year. Students who participate on winter or spring teams must complete fitness workouts or the equivalent from the beginning of the year to the start of the season for their sport and during the weeks between sports seasons. Class VIII Students must complete their PE requirement first semester, which may include: fitness workouts, an elective offering, an independent project or a fall or winter sport. Students who participate on a fall team must complete fitness workouts or the equivalent for the remainder of the semester. Students who participate on a winter team must complete fitness workouts or the equivalent from the beginning of the semester to the start of the winter sports season. Participation on spring sports teams is encouraged but does not fulfill the PE requirement for seniors. Teams by Season

Fall

Winter

Spring

Crew Cross Country Field Hockey Soccer Volleyball

Basketball Ice Hockey Squash Swim

Crew Lacrosse Sailing Softball Tennis Track

HEALTH AND WELLNESS Class V, VI and VII Students must take a one-semester Health and Wellness course each year in Classes V-VII. Class V Connections Ninth grade is a year of transition and increased autonomy. Students develop deep insights into their own values and beliefs and ask critical questions about gender, relationships and human sexuality. This class integrates scientific knowledge of the body and wellness with an exploration of social constructions of gender, sexuality, and identity. Students reflect on their own, their families’, and their culture’s social-emotional values, wants, and needs. Class methods include parent and family surveys, films, class discussions, and written narratives. Class VI Healthy Decisions Tenth grade is a year of increased independence and preparation as students move into the next phase of their high school years. This class focuses on the emerging freedom and responsibility students have at this age, and helps them address issues that impact their decision-making. The class also provides a wide range of opportunities to learn about themselves and their values and to apply their knowledge to real life experiences. There is also a substantial unit of study on the media and cultural messaging around gender, sexuality, and consumerism. We use a variety of methodologies for teaching and experiential learning including class discussion, small group work, films, and mini research assignments. Class VII Women’s Health Issues The eleventh grade marks a time of increased independence and the beginning of the transition from high school to college. As co-creators of this course, students will have the unique opportunity to address the questions they have about themselves, others, and the world. Using films, written narratives, the insights of guest speakers, and student-led classes, students will examine the way they influence and are influenced by the world in which they live.

THE WINSOR INDEPENDENT LEARNING EXPERIENCE A graduation requirement introduced in 2008, the Independent Learning Experience (ILE) gives Winsor seniors an opportunity to pursue a specific interest independently. Students design their own projects, guided by a faculty seminar leader and a mentor/supervisor in an area of interest. Winsor students engage in the ILE during the final month of their senior year. The ILE encourages seniors to explore their passions by pursuing projects of their choosing. Students can complete an off-campus internship, conduct research, engage in the arts or serve in the community, among other things. Perhaps most importantly, the ILE seeks to give students a chance to rely on their own self-discipline and motivation to accomplish their objectives, which include a culminating final product. Each project also includes repeated opportunities for reflection. The ILE culminates in presentations to their peers and the greater school community. The freedom of these projects helps to prepare seniors for the transition from secondary school to college. ILE Seminar This course is designed to help students prepare for their ILE. Students in groups of 10-15 work with a seminar instructor on conceiving of and planning a project to be executed in May. Seminars meet 2-3 times per cycle. The ILE seminar is a pass/fail course, and students, with guidance from their ILE advisors, will write their own mid-semester comments and complete a self-evaluation of their learning habits.

APPENDIX: PASS/FAIL OPTION and 6TH COURSE PETITION PROCESS Pass/Fail Grading Option Anyone in Classes VI-VIII may take a course pass/fail under the following circumstances and according to the following guidelines: ● The course is a non-required fifth or sixth course. ● With permission of the department head, the Division Head, and the student’s parents. The P/F grading option must be elected by one week after midterm in a semester course, or one-week after midterm in the first semester of a year-long course. Once a student’s request to take a course pass/fail has been approved, the decision may not be reversed. Sixth Course Option Sixth Full-Credit Course Although the normal course load consists of five major courses, one minor course and health, under certain circumstances a student may take six. The following guidelines and process apply: ● Class V students may not take 6 full-credit major academic courses. ● Class VI students may petition to begin a second language as a 6th major course, but the course must be Level 1 or 2 and must be taken Pass/Fail. ● Class VII and VIII students may petition to take any elective open to them as a 6th major course. The option should be determined on an individual basis. Additional Minor Course It is typical for students to take five major courses and one minor course each semester, plus health. Students in Class VI-VIII may petition to take an additional minor course according to the same guidelines as listed in the bullet points above. Petition Process All students requesting a 6th course should submit a typed proposal to the Registrar, along with their course selection forms, explaining the reasons for wanting to take the extra course and outlining their other commitments, both at Winsor and outside of school. They must include an explanation of how the extra preparation will be managed. All students should speak with their advisor and the department head before submitting a proposal. Proposals should include: ● ● ● ● ●

Student’s name and grade level The title of the course An explanation of the student’s reason for wanting to take the extra course An outline of all major commitments (Winsor and outside of school) An explanation of how the extra preparation will be managed (3-4 hours per week of additional class time and approximately 2-2.5 hours per week of additional homework for a major course) ● Signature of the student’s parent or guardian and a short note indicating support for the proposal (typed on proposal or separate email is fine). A parent/guardian should sign the proposal or send an email to the Registrar indicating support for the request.

Please note that late petitions will not be considered under any circumstances. The proposal will be discussed and acted upon by a group comprised of the following people: Division Head, department head, dean and advisor. Other faculty who are affected will be informed and consulted. Approval will be based on previous academic performance as well as an assessment of the merits of the proposal. The student’s advisor will oversee an ongoing evaluation of the student’s performance. If the student has problems with the workload, the advisor will inform the class dean; both the student and their parents will be asked to participate in working out a solution. The sixth course will be given for credit (either graded or Pass/Fail) and will be reported on the transcript unless it is dropped before one week after midterm grades are due. Proposals to take a sixth course should be made and approved when selecting courses in the spring. All rules and dates for dropping a course apply to dropping the sixth course. The master schedule will not be planned around a student taking six courses. The school will not guarantee that a sixth course taken one year can be followed by an opportunity to continue studying that subject in subsequent years. A student signing up for six courses will indicate on the sign-up sheet which is the sixth course.