2016–2017 CURRICULUM GUIDE

MARET SCHOOL | 3000 CATHEDRAL AVENUE, NW | WASHINGTON DC 20008-3498 | 202.939.8814 | WWW.MARET.ORG

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MISSION Maret is a vibrant K-12, co-educational, independent school in Washington, DC. We ignite our students’ potential and foster their academic, artistic, and athletic talents. We develop the mind, nurture curiosity, welcome challenge, embrace joy, and build community that is equitable and inclusive.

PHILOSOPHY Maret provides a vigorous and dynamic curriculum, created by a skilled faculty of life- long learners. We instill a devotion to academic excellence and a love for discovery and exploration. From our inception in 1911, Maret has adopted proven educational tenets while pursuing innovative approaches to learning. At every grade level, our students receive a broad and deep educational experience that allows them to cultivate individual strengths and interests.

Maret believes that social and emotional development is central to students’ well-being and success. We encourage our students to tackle challenges in a culture of nurtured risk taking. We want them to push beyond their comfort zone so they can build resilience, character, and robust problem-solving skills. We understand the need for balance in our lives and seek opportunities to infuse our school day with moments of laughter and surprise.

Maret is an inclusive community that embraces diversity of perspective, experience, identity, circumstance, and talent. Our size and single campus foster meaningful connections among students, faculty, and parents. Our historic campus and its location in the nation’s capital are integral to our program. We engage in service opportunities that enhance students’ sense of civic responsibility and leadership. Students graduate from Maret well equipped to excel in future academic endeavors and to lead confident and fulfilling lives in an ever-changing world.

Maret’s core values are respect, integrity, excellence, creativity, the individual, connectedness, and joy.

Maret School stands firmly behind the principle that the admission of students, the employment of faculty, the operation of programs, and the governance of the School be open to all who are qualified regardless of race, creed, color, national origin, ethnic origin, or sexual orientation. We believe that this principle is both firmly grounded in the spirit of American democracy and in keeping with the civil responsibilities of an independent school.

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Contents

Administrative Offices ...... 5 Middle & Upper School General Information ...... 6 Academic Sequence Charts ...... 31 Graduation Requirements ...... 6 Math ...... 31 List of Colleges Attended ...... 6 Modern Language & Classics Average SAT Scores ...... 6 Latin ...... 32 Average ACT Scores ...... 6 Chinese ...... 32 Extracurricular Activities ...... 7 French ...... 33 Sports Offerings ...... 7 Spanish ...... 34 Intensive Study Week ...... 7 Science ...... 35 Essential Skills ...... 8 Upper School ...... 36 Humanities ...... 40 Student Support ...... 9 Human Development ...... 58 Lower School ...... 11 Mathematics ...... 58 Kindergarten ...... 15 Modern Languages and Classics ...... 61 First Grade ...... 16 Performing Arts ...... 67 Second Grade ...... 17 Physical Education/Athletics ...... 69 Third Grade ...... 18 Science ...... 70 Fourth Grade ...... 19 Technology Education ...... 76 Middle School ...... 20 Visual Art ...... 77 Fifth Grade ...... 21 Sixth Grade ...... 23 Maret Faculty ...... 79 Seventh Grade ...... 25 General Rules and Guidelines ...... 86 Eighth Grade ...... 28 Upper School Responsible Use Policy ...... 89

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ADMINISTRATIVE OFFICES

Head of School ...... Marjo Talbott Assistant to the Head ...... Sheila Davidson 2016–2017 Assistant Heads of School BOARD OF TRUSTEES Faculty Development & Special Projects ...... Susan Epps Mary Menell Zients Student Life ...... Lynn Levinson President Academic Affairs ...... Blake Spraggins Ian Cameron Vice President Finance & Operations ...... Darwin Walker Travis Allen ’93 Director of Curriculum Development...... Kathleen Glines Treasurer Division Directors Michael Beschloss Lower School ...... Christin Appleby ’80 Secretary Middle School ...... Christina Kyong William R. Maloni, Jr. ’00 Upper School ...... Steven Tejada Assistant Treasurer Director of College Counseling ...... Stephan Golas Diane Mooney Assistant Secretary Director of Counseling ...... Holly Hinderlie Esma Akin Lower/Middle School Counselor ...... Megan Schneider Judy Bacon Director of Admission ...... Annie Farquhar Jean Baderschneider Director of Development ...... Sally Dunkelberger M. James Barrett Director of Information Services & Technology . . . . Martha Cunningham Ken Brotman Learning Specialists Leigh Comas Lower School ...... Amy Sheridan Potts E. Kay Cowan Middle School ...... Aaron Cahn Ari Fitzgerald Upper School ...... Betty Sun Daniel Hartman MSON (Malone Schools Online Network) Registrar . . . Stephanie Zobay Michelle Grace Paige Hoffman ’06 ACADEMIC DEPARTMENTS Margaret Johnson Humanities ...... Nicholas Michalopoulos Michael Kirshbaum ’94 Mathematics ...... Susan Lenane Marc S. Lampkin World Languages and Classics ...... Jaime Estrada Tom Monahan Performing Arts ...... Will Breytspraak Vadim Nikitine Physical Education/Athletics ...... Elizabeth Hall Michele Norris-Johnson Science ...... Reyna Pratt Cassie Meltzer Pergament ’98 Visual Art ...... Cynthia Hutnyan Andrea Reid Ted Stettinius MAIN NUMBER ...... 202.939.8800 Marjo Talbott WEBSITE ...... www.maret.org Muriel Maignan Wilkins

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GENERAL INFORMATION

GRADUATION REQUIREMENTS COLLEGES ATTENDED by three or more Maret Students, 2013–2016 Humanities—7 credits Required Courses Bard College (3) The University of North Carolina English 9—Elements of Literature Barnard College (4) at Chapel Hill (3) History 9—Shaping of the Modern World Bates College (4) Northeastern University (3) English 10 Bowdoin College (8) Oberlin College of Arts and Sciences (7) U.S. History Brown University (7) Occidental College (4) Mathematics— 3 credits minimum Carleton College (3) University of Pennsylvania (7) Completion of math progression through Colby College (6) Rice University (5) Precalculus OR four years of mathematics Colorado College (4) University of Rochester (3) Skidmore College (7) Science—3 credits Columbia University (4) Stanford University (3) Required Courses Dartmouth College (4) Swarthmore College (3) Biology Dickinson College (8) Syracuse University (5) One course each in chemistry and Franklin & Marshall College (3) Trinity College (3) physics strongly recommended (4) Tufts University (4) Goucher College (3) Language—3 credits in one area or Tulane University (8) 2 credits in each of two Harvard University (4) Washington University in St. Louis (9) Latin, French, Spanish, Chinese Haverford College (3) Wellesley College (3) Indiana University at Bloomington (4) Visual Art—1/2 credit Wesleyan University (8) Kenyon College (4) Clay, Drawing and Painting, Mixed Williams College (6) Macalester College (4) Media, Photography, Sculpture, or Yale University (5) Woodworking New York University (3)

Performing Arts—1/2 credit Chorus, Band, Drama, or Music Composition/Appreciation AVERAGE SAT SCORES AVERAGE Visual or Performing Arts—1 Critical ACT SCORES additional credit Class of Reading Math Writing

Physical Education—11 of 12 2016 684 681 n/a 2016 31.2 seasons 2015 693 680 678 2015 30.6 2014 672 658 671 2014 31.0 Community Service—30 hours 2013 692 680 677 2013 31.0 2012 676 681 690 one credit = full-time year course 2012 30.7

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EXTRACURRICULAR ACTIVITIES SPORTS OFFERINGS Middle School Lower School Business Club Math Club Chess Club Cheese Club Mentors and Tutors at Boys Girls Culture Club Chess and Games Club Maret Cyber Club Christianity Club Middle Eastern Basketball Drama Club Cycling Club American Cultures Football P.E. Class French Club Community Service Club Lacrosse Soccer Girls on the Run Club Model United Nations/ P.E. Class Karate Dance Club Model Congress Club Soccer Tiny Chefs Debate and Speech Mythology Club Winter Running Weight Training Yoga Team Politics Club Winter Running Diversity at Maret Q Affinity Group ’ Middle School Drama Religion Club Junior Varsity and Varsity Sports Dumbledore’s Army Science Club Annual Play or Musical Boys Girls Engineering Team SEA—Students for Arts Club Baseball Basketball Entrepeneurship Club Environmental Action Chess Club Basketball Club Ice Hockey Fighting Homelessness SETU Club Creative Writing Club Club Ice Hockey Cross Country in DC Social Justice Club Girls on Track Cross Country Film Club Step Team Jazz Band Football Lacrosse Foreign Policy Club Student Admissions Math Counts Golf Soccer Gay-Straight Alliance Volunteer Group Math Club Lacrosse Softball Grace Notes Students Interested in Mythology Club Soccer Hiking Club Conversation (SIC) National Geographic Swimming Horizons at Maret Students Opposing Bee Tennis Track and Field Impov Club Slavery (SOS) Robotics Club Track and Field Insight into the Wild Support the Troops Club Frisbee Upper School Israeli-Palestinian Tea Club Action for Women Conflict Discussion We Read DC Alpha Males Group Woodley Leaves Alternate Options for Upper School Anime Club It’s Academic Woodley Oaks for Boys and Girls Asian Affinity Group and Jazz Band (Yearbook) Independent P.E. Winter Running Asian Cultures Club Jazz Combo Woodley Society P.E. Class Yoga Baking Club Jewish Culture Club Young Democrats Club Weight Training Black Student Union Literary & Visual Arts Booster Club Magazine Breakfast Club Maret Livestreaming Club

A SAMPLING OF INTENSIVE STUDY WEEK (ISW) OFFERINGS Every February, regular classes are suspended for a week of hands-on experience.

Lower School Engineering Extravaganza Helping in the Lower School Lower school students participate in Film Making Frenzy Lending a Hand in DC a school-wide themed ISW. Recently, The DC Experience Life Hacks themes have included Sustainability, Lights, Camera Action Making a Difference, China, Global Mosaic, Upper School Moviemaking 101 and Paul Salopek’s Out of Eden Walk. All Things Sports On the Town: Grab A Seat! Around the World in Four Days Power Problem Solving Middle School Black Stories Sketching Your Vision Adventures in the of Brotherly Love Bohemian Paradise Social Justice Advocacy Architecture 101: Amazing Buildings Concert Choir Trip to Charleston String Theory Around the Asian Continent in Four Days Coffee and Ice Cream Summit! Civil War Battlefields From Main Street to Wall Street The Trouble with Travel Connecting with the Lower School Habitat for Humanity, Rocky Mount, N.C. Upper School Band Rocks Atlanta

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ESSENTIAL SKILLS

As our Mission states, “Maret School galvanizes Collaboration the intellectual, analytical, creative, and physical • Welcome the perspectives of others and learn capabilities of our students and equips them to excel ways to collaborate creatively, effectively, and in future academic endeavors.” Understanding the responsibly with a wide range of people from rapidly evolving world in which our students live different cultures, interests, and talents. and will mature, we recognize that it is important to move beyond the traditional canon of content to Leadership concentrate on the cultivation of skills. We believe • Embrace opportunities to see beyond one’s self that the core program should be used to develop and to think deeply and ethically about problems students’ skills in academic, physical education, and faced by communities both near and distant, and social/emotional realms. Skills are carefully woven acquire and practice the leadership skills needed to throughout the entire K-12 program with the goal responsibly address them. that students will have these resources at their disposal to inquire and think critically in their physical, Creativity/Innovation emotional, and intellectual lives. In particular, we • Express unique perspectives effectively through focus on skills in the following domains: original approaches to complex questions explored both independently and in collaboration with Communication others. • Master multiple languages and effectively use oral, written, and multimedia formats to communicate vital ideas and information in ways that show an Information, Media, and Technology Literacy empathetic understanding of diverse audiences. • Thoughtfully, creatively, and responsibly use technology to explore, evaluate, and synthesize information and ideas from traditional sources and Research, Exploration, and Problem Solving new media. • Develop a sophisticated understanding of problem- solving and the confidence to approach complex, open-ended problems that encourage deep Global Awareness questioning, analytical thinking, and real-world • Develop a nuanced understanding of global connections. challenges and appreciate the impact of our decisions and actions, both as individuals and as citizens. Wellness • Maintain a balanced, healthy, and happy life that emphasizes making appropriate and sustainable choices.

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STUDENT SUPPORT

Guidelines for Academic Accommodations The use and benefit of these accommodations will be At Maret, both our Mission Statement and our Core reviewed periodically. Values emphasize the individual and respect for different cultures, talents, and interests. We strive to Targeting Success nurture and encourage the intellect, creativity, love Some of the hallmarks of Maret’s educational program of learning, and pursuit of individual excellence in include: each of our students. We recognize that this may take • Faculty who initiate close and trusting relationships different forms in different students, and we embrace with students and celebrate those variations within our school • Small class sizes community. • A curriculum that offers breadth and affords Our appreciation of individual styles helps shape considerable choice the way we guide the education of our students with • Classroom strategies that acknowledge multiple learning differences. The Maret faculty understands intelligences and different learning styles that all of our children approach learning in their • Possibilities for communication between teachers/ own unique ways, and that some of our children have advisors and parents beyond routine parent-teacher specific and special needs. We address those needs conferences within small class settings and a flexible curriculum, with the guidance of our student support team. While • Opportunities for extra help, such as the supervised we are successful with many of our students with study hall in Middle School or appointments with specific needs, we also realize that these supports teachers are limited. Maret works to ensure that efforts to • Limited allocation of space in school for work with serve particular students are balanced between tutors, hired by parents other students’ opportunities to learn and realistic • Parent-teacher conferences and narrative expectations for teachers. evaluations that address the student as a whole person, honoring effort and improvement as well as Parents are expected to share any existing assessments achievement or educational support plans which will allow us to determine if the School can successfully meet the needs of the student. This information will allow us Addressing Student Needs to meet the child’s needs from the beginning of his/ Parents who expect that accommodations may be her Maret career. During a child’s attendance, parents necessary for a student to work successfully at Maret are responsible for obtaining any services, assessments, are advised to begin conversations with the division or therapies that are recommended by a team of director, learning specialist, teachers and advisors as teachers, advisors, administrators, and student support early as possible. Accommodations will be considered team representatives. The School has designated on an individual basis, as recommended by Maret funds to support those families on financial aid who faculty and/or professional evaluations, in the context need to obtain such outside services. Suggested of existing resources. accommodations that result from professional evaluations will be reviewed by the Maret team to In the Lower School, accommodations could include, determine the feasibility of their use in the classroom. but are not limited to: • Preferential seating

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• Verbal prompts Learning Specialists act as a resource for parents and • Previewing material teachers by making connections to outside educational professionals when appropriate. • Supportive technology Counseling Department The Counseling Department serves as a resource to all In the Middle and/or Upper School, accommodations members of the Maret community, including students, could include, but are not limited to: faculty, staff, and parents. The school psychologist • Opportunity to use another student’s notes or offers individual and group counseling for students teacher’s notes when available on a short-term basis, acts as a consultant to faculty, • Note-taking on a laptop, provided by the parent and maintains an extensive network of referrals and • Alternative test/assignment formats to demonstrate resources based in the Washington metropolitan area. competence Students may receive these, or other, services offered by the school psychologist as part of our regular • Enlarged font, to increase readability academic program. All services are confidential as • Extended time on quizzes, tests, exams appropriate. Under certain circumstances, confidential • Use of computer/laptop to take tests and exams information may be shared with people who have a legitimate need to know it. The department is also • Testing in an isolated environment for reduced actively involved with diversity programs, substance distractions abuse education programs for students and parents, • Modified schedule advisor/advisee groups, the assembly program, the human development program, and student activity The College Counseling Office groups. The US Learning Specialist will assist parents and students with the College Board and ACT process Early Release for Students to request accommodations. Students applying for The Maret community understands that our children accommodations on the College Board and/or ACT have diverse talents and that some of our children exams must have documentation on file that meets may have specific and special needs in relation to their respective guidelines. Students must be using the those talents. These needs may require modifications requested accommodations on school-based tests for at in our traditional academic schedule, including early least four months prior to submitting the application release. We will work in partnership with families to the College Board or ACT. to determine if the school can successfully meet the needs of these students. However, this may not always Maret does not provide be possible given other curricular demands. We will • Individualized Educational Programs review annually schedule adjustments to assess their continuing benefits and feasibility. • Constant monitoring or one-on-one instruction/ attention • Extensive attention to drill or emphasis on rote learning • Written description of all class activities

Learning Specialists There are three Learning Specialists who support lower, middle, and upper school students, faculty and parents. They help interpret and summarize professional evaluations for teachers, attend parent conferences, and help plan how to best support students based on identified recommendations. The

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LOWER SCHOOL CURRICULUM

Maret’s Lower School is a center of vibrant, joyful which take advantage of the School’s location in learning. The full-day K-4 program, in self-contained this historically significant city and culturally diverse homerooms, provides a nurturing and stimulating community. environment in which language arts, social studies, and mathematics are presented through a variety of Through a grant from Maret’s Case Institute for whole-group, partner, and independent activities. Lower Curriculum Innovation and Excellence, shared school students also enjoy the benefit of Maret’s K-12 curricular topics such as the study of birds allow campus with its two fully equipped gymnasiums, theater, our students to make interdisciplinary connections playground, movement studio, computer lab, and between, for instance, Spanish and Science class. cafeteria. After-school care is available until 6:00 p.m. Science explorations/observations are reinforced and developed in Spanish language classes, bridging At the heart of the lower school program lies a sense a familiar context to language learning. Students’ of the excitement of learning and discovery. Within work displays interdisciplinary connections between a secure and supportive environment, children are homeroom and other resource classes on a specific unit. guided as they learn to take risks and learn to assume increasing amounts of independence and responsibility. Three activities form the foundation of the lower Instruction places a high value on skills in both school homeroom experience: reading, writing, and creative and critical thinking; in order to build mastery mathematics. Teachers work to integrate the three in areas such as writing and reading, teachers also topics seamlessly throughout the day, so a student encourage revision and practice. Since research has may, for instance, write a story about a math problem, shown that the best catalysts for intellectual growth learn a new math concept by first hearing about it are curiosity and direct involvement, the program is through literature, or reflect on her learning through activity-based and takes advantage of the children’s journaling. While each area will be discussed below interests whenever possible. It is also inquiry-based, independently, it is important to remember that the with students and teachers pursuing answers to lower school teachers work hard to weave the core pertinent questions that arise in class. skills together so that students rarely experience these core skills in compartmentalized isolation. Maret welcomes children with a range of abilities and interests. The small size of the lower school classes Mathematics enables teachers to support each child in his or her The goal of the lower school mathematics program is learning. A professional lower school Learning/ to develop flexibility of thinking and to strengthen Reading Specialist provides additional support where the skills necessary for analytical problem solving. needed. The Everyday Mathematics curriculum, developed at the University of Chicago, is used as a major The curriculum is thoughtfully sequenced so that resource, although other materials are tapped. Student new activities spiral out of the old, incorporating engagement is grounded in real world mathematics. lessons learned from past experiences and building on Ownership of mathematics is promoted in every skills and understanding that can then be amplified. classroom. Students are encouraged to justify their It is also carefully integrated so that subjects such mathematical thinking, not just in the older grades as reading, writing, geography, history, science, but all the way down into Kindergarten, so that it is a mathematics, Spanish, music, and art reinforce one habit of mind in every grade level. another. Enhancing every subject area are field trips,

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Working with a well-known mathematics educator, writing in a variety of styles and genres. Students are Maret lower school teachers articulated a set of encouraged to express their unique creative visions instructional values for teaching mathematics. We and to find their own writing “voice” while utilizing aspire to promote intentional exploration. Exploration English grammar conventions. Recognizing that is used intentionally as a tool to promote authentic reading and writing are complementary aspects of and lasting learning. Open-ended, creative problem- language arts, the program introduces children to solving opportunities help students become engaged writing in kindergarten. Again, they participate at the and inspired. Teachers understand the importance appropriate developmental level, writing in individual of differentiating instruction. Thus, they present response journals, dictating stories, and contributing students with various “entry points” or multiple ways to class letters, reports, and books. Classrooms and of working towards a solution. Through differentiated hallways become showcases for children’s writing. One instruction teachers meet students where they are and of the year’s biggest events is an annual Publishing try to stretch their thinking. Our goal is to develop Party, where all K–4 students present bound versions a rich and deep understanding. We value student of their written work to parents and other important ownership because the more connected students are adults in the children’s lives. to their work the more invested they become. As students become flexible and critical thinkers, they are The books the children create for the Publishing Party able to figure out what they know and find different are particularly cherished because of the important role strategies to solve problems. By teaching students how books play in the everyday life of the student. Reading to share their mathematical ideas both orally and in is treasured in the Maret Lower School, and each K–4 writing, communication becomes pivotal to building child is expected to read independently (or to be read their understanding. The ability to explain one’s to) for at least 30 minutes per night. Reading thus thinking reflects a deep understanding of mathematical becomes a part of the daily fabric of a child’s life both concepts, hence justification is a value we uphold. at school and at home.

Language Arts While homeroom teachers provide instruction in The language arts program uses the organizational language arts, social studies, and mathematics, their structure of Reading Workshop for the components efforts are supplemented by subject-specific resource for reading instruction. Each reading period includes teachers in all grades. All K–4 students take music, a teacher-directed minilesson on a skill or strategy library, art, science, physical education, and Spanish that proficient readers use. Students practice what classes taught by disciplinary specialists. Classes in they have learned with “just-right” book during these “resource” areas meet frequently, and their independent reading time. They receive individualized lengths are age-appropriate. instruction through student-teacher reading conferences and work with a partner to share ideas Performing Arts and support one another’s reading goals. In addition Inspired by the Kodaly and Orff-Schulwerk to whole-group lessons, students work to develop philosophies, the lower school music curriculum their decoding skills in word study and guided reading encourages a lifelong love of performing arts through groups. They read a variety of genres including poetry, musical expression and performance. From the earliest historical fiction, fantasy, and books that address social grades, children develop their voices as they learn issues and are exposed to quality children’s literature healthy tone production and range extension. Folk through daily read-alouds. Reading Workshop fosters music is the core of the musical literature drawn on for students’ ability to read, think, and converse about singing and playing. It is enhanced with multicultural books on a daily basis and fosters a lifelong love of choral works, traditional rounds, and musical theater reading. and popular pieces. Children’s literature is used to explore drama and connect with themes studied across Writing is an integral part of every classroom every other subject areas. Foundational skills such as steady day. Looking at writing as a process, students learn beat competence, kinesthetic awareness, and overall to plan, execute, critique, and revise their own coordination of the body are taught through creative

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movement and rhythmic dance. All students learn foundation for a healthy, productive, and fulfilling life. to play the Orff instruments and third and fourth In elementary Physical Education, students take part graders learn to play the recorder. Beginning musical in developmentally appropriate and sequentially-based literacy and basic theory concepts are woven into the activities and experiences as an essential part of the curriculum through a hands-on approach, enabling total educational process, and which contributes to the students to move into middle school performing arts growth and development of the individual child. courses with a solid foundation of musical knowledge and skills. Lower schoolers experience the pride of Science accomplishment by developing their performance The science program is based on an inquiry model. skills, which are highlighted in two lower school Through hands-on activities, students experiment, musical concerts during the year. Students also have observe, and test their hypotheses. In small groups other special performances throughout the year, of six to ten students, children learn how to design including Grandparents and Special Friends’ Day, an experiments, collect accurate data, and analyze all-school assembly, Closing Ceremonies, and in fourth results. The open-endedness of many assignments grade, the Greek Play. downplays the notion of a single “right” answer and allows children to take risks in becoming creative Visual Art problem solvers and critical thinkers. Through their The lower school art program is a studio experience. science classes, K–2 students also work in a community Projects are designed to help children express garden. Kindergarteners study earthworms, first themselves creatively as they explore a variety graders plant in the spring, and second graders reap of approaches to making art. Drawing, painting, the harvest in the fall. Third and fourth graders focus collage, and sculpting are among the two- and on investigations, engineering, and problem-solving three-dimensional activities to which they are through projects like building a Rube Goldberg introduced. With each assignment, elements contraption and experimental design. Science classes of art and principles of design are integrated to are very small since only half of the homeroom class encourage visual literacy. Respect for different attends science at a time. These intimate class sizes modes of expression through creative exploration allow all students to become active, engaged learners and experimentation is validated and reinforced as in the discipline of science. the students discuss their own work as well as that of artists with varying histories, experiences, subject Spanish matter, and methods of style. Children are always Our program offers a combination of integrated encouraged to discover and celebrate their own content and language driven elements. The former modes of expression. The curriculum is also linked to allows students to connect their Spanish with other classroom topics and themes to achieve a unity with subject areas. The latter builds language skills. other academic subjects. For example, second graders Spanish teachers use the FLES (Foreign Language create a three-dimensional model of birds based on for Elementary School) model, which provides research conducted in science, the library and their sequential language learning. The Spanish program homerooms. Museum visits enhance the enjoyment explores language and culture, integrating the 5Cs: of art and the children’s understanding of art through Communication, Culture, Communities, Connections, discussions of specific works and artists. By the time and Comparison. This experience encourages comfort students reach 4th grade, they will have visited as many and oral facility with the language as opposed to formal as ten different local museums and participated in virtual study of its grammatical details (a study which begins museum visits to institutions far outside our region. in Middle School). There are many opportunities for experiential learning that nurture creativity. Through Physical Education integrated units, students consolidate previously Physical Education encompasses the acquisition of learned content from homeroom and other resource knowledge, physical fitness, motor skills, social skills, classes, empowering them to communicate in the and positive attitudes that foster and empower students target language with purpose. to sustain regular, lifelong physical activity as a

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Library Children have daily responsibilities for keeping their The Maret lower school library encourages students classroom orderly and for making transitions smooth. to take joy in developing a lifelong love of reading by The lower school community spirit is fostered between providing students access to a wide range of diverse grades, too. Lunch is served family-style at tables with and up-to-date materials for pleasure reading and students from all grades; individual students announce research. Materials consist of a 10,000-volume print something for which they’re thankful, while the oldest collection and robust online resources. A full-time students take responsibility for clearing the dishes and librarian meets with students once a week to guide wiping down the tables. Cross-grade interactions also them in making appropriate reading choices and teach occur through the Reading Buddies program, where an the research process through library lessons that are older student reads with a younger one to encourage integrated with each grade’s curriculum. love of reading. On Friday afternoons, all students come together for a rousing assembly program featuring Social Emotional Learning & Community performances, a distinguished author, or presentations The Maret lower school program offers a number of made by the children themselves. opportunities for students to develop in areas beyond the traditionally academic. Through thoughtfully Lower school students also embrace the community and deliberately sequenced social-emotional learning outside of Maret. Once a month, all students bring (SEL) classes, lower school students learn and practice in ingredients which are then made into a delicious intra- and interpersonal skills and have opportunities soup by the students in one classroom. The soup is to think carefully about themselves as members of taken to Martha’s Table, a local organization that both a small school community (their classroom) and provides healthful meals for the homeless. Every week, as part of a larger global community. one homeroom prepares a lesson and presents it to the preschool students at the Martha’s Table daycare The notion of community is itself critical to Maret’s center. This longstanding service learning project has Lower School. At the beginning of each year, all been a centerpiece of the lower school experience K–4 students work with their teachers to establish a for almost a decade. Other service learning activities set of classroom and playground norms of behavior. have included caring for animals with the Discovery Students begin each day with a classroom meeting Creek program, and releasing shad in the Anacostia to discuss the day’s goals and any upcoming special River. Maret students take great pride in their challenges or celebrations. These conversations lay involvement with these partnerships. Teachers use the the foundation for an environment that attends to the trips to Martha’s Table as a rich source of classroom social-emotional wellbeing of each child and group as activities, ranging from reflective writing to thoughtful a whole. discussions of issues brought to light through the students’ interactions with the people who utilize the SEL classes meet weekly and are team taught by the center. homeroom teacher who partners with either the Lower/Middle school counselor of the Director of The Lower School is proud to have a diverse Counseling. Through these carefully-guided classroom community of learners, and students learn about and discussions, students learn how to be a good friend, celebrate differences throughout the curriculum. manage emotions, interrupt and counteract bullying Through literature, social studies units, music, and behaviors, and to resolve conflicts. Students also guided discussions, students learn to explore their practice effective communication skills and teamwork. thoughts on issues of diversity, respectfully hear other At each grade level (K–4th), the SEL curriculum perspectives, and work through differences to achieve spirals through these topics revisiting them in new a firm sense of community. Many students gather and developmentally appropriate ways each year. The every six weeks to learn about foods, games, holiday skills lower school students learn through the SEL traditions, dances, and other cultural lifeways in the curriculum provide a foundation for continued social- popular Culture Club. emotional learning in Middle and Upper school.

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While grade-level specifics of the curriculum follow Kindies are also encouraged to be thoughtful about below, teachers at Maret conceptualize the K–4 years their connections with each other; as their classroom as a learning continuum, with students revisiting and proclaims, “kindies care.” They show their concern for reviewing old skills while they continue to learn new each other by listening attentively in daily morning ones. Teachers across grade levels meet frequently to meetings, playing games that include whoever wishes discuss lessons, strategize ways to address the needs to play, and encouraging others to talk about their of students, and plan as a division. The emphasis is lives. Using the strategies of Responsive Classroom, always on the individual student within a community teachers guide students to be aware of self and others, of learners. navigate conflicts, and develop empathy. Teachers and librarians read aloud books that address specific areas of social and emotional growth.

KINDERGARTEN The work of homeroom teachers is supplemented by The theme of “connections” infuses Maret’s full-day Spanish, music, art, language, science, library, and kindergarten program, housed in a stand-alone cottage physical education resource teachers. In science class, and staffed by two full-time teachers. Connections which meets twice a week for 30 minutes in half-class appear throughout the curriculum; for instance, groups, kindies begin to gather information about students read about patterns and then learn about their environment through a study of the senses. The numeric patterns in math. students make careful observations about what they see, hear, taste, smell, and feel, and then they describe The Kindergarten Cottage is a very special place. these observations in both words and pictures. Every day, kindies are encouraged to explore new ideas, explain their thoughts, and celebrate the joy Kindies study Spanish alongside their other subjects in of learning. Reading, writing, and mathematics form the cottage. As basic concepts such as numbers, colors, the backbone of the kindergarten program. Children or days of the week are covered in the homeroom they read and are read to daily, and they quickly learn are also introduced in Spanish. Students learn basic that books are lifelong friends. Using the Handwriting greetings and salutations, learn numbers through 30, without Tears method, students practice forming and study words associated with senses in conjunction letters throughout the year. Kindies do a lot more with their science classes. Kindies also explore Spanish than copy words, however; they also put down their through songs and videos. own thoughts on paper, both individually and as a class. In mathematics, the emphasis is on developing Through songs, stories, and movement, kindies a strong number sense, understanding patterns and explore many facets of music, including pitch, tempo, relationships, and practicing flexible thinking when and dynamics. They study basic written music and solving problems. create small compositions. Through listening to and performing songs from different time periods and Students study natural habitats throughout the year, cultures, students learn to appreciate hearing and beginning with their very own surroundings at school. performing a wide variety of music. They learn about Maret by following the exploits of a gingerbread man as he travels throughout the campus Of course, play forms an integral part of the program, in the fall, and they pick a tree on campus to watch too. In physical education classes, students work on how it grows and changes throughout the year. Kindies throwing and catching and improving locomotor study more exotic habitats, too; the students travel to skills such as skipping and jumping. Students also play an aquarium to learn about the ocean, and they create numerous games in their PE classes. Every day, kindies a model of a rainforest in the cottage. The study of engage in three separate playground periods. The habitats and the ways in which they are connected to joy on the playground is always palpable, but it’s also the children’s lives encourages students to think about apparent during the kindies’ celebration of “100 becoming more thoughtful stewards of the environment. Day” (the 100th day of school) and during the annual

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“ROY G BIV” week, where children celebrate the and math, as well as other resource classes whenever color spectrum in their art, science, and Spanish possible. For example, students learn to describe classes. places in the community and their land uses, which intentionally reinforces the questions they have In art, kindies think about the questions, “What do studied in their homeroom context. Math concepts artists do?” and “How do artists think?” Through are reinforced by using and expanding students’ exploring the works of artists as varied as Mondrian Spanish number knowledge and related mathematical and Rembrandt, students learn about color, contrast, expressions. Furthermore, students bring their newly and composition while performing fun experiments gained scientific knowledge of the life cycles of the with different media in the art studio. apple and the butterfly, which is then reinforced through a variety of activities in Spanish.

In order to continue the scope and sequence of FIRST GRADE the lower school Spanish curriculum, students “Friends First” is first grade’s theme. Every morning, also are building on topics learned in kindergarten first graders gather for circle time. Throughout the such as giving the date, describing current weather school year, the ideas of identity, friendship, and conditions, identifying and describing appropriate conflict resolution are taught by homeroom teachers clothing worn during the different seasons, expanding and the school psychologist. They share strategies their knowledge of body parts with the purpose of for calming down, identifying emotions, resolving explaining different ailments to the doctor, and conflict, and appreciating a diversity of backgrounds applying a growing vocabulary of fruits and vegetables and opinions. to the context of buying and selling in a market. As with other LS levels, language learning occurs The skills learned in the first grade social curriculum within a context, with the ultimate goal of building are reinforced in more traditional academic venues. communication skills, rather than merely learning When students are reading, writing, or working isolated lists of words. on mathematics, they work in pairs and in small groups as well as independently. Students work Mathematics class is naturally hands-on and active, together to participate in frequent “Readers Theater” but teachers also ask students to show their math presentations, short skits that encourage students thinking in more formal ways, such as in journal to read aloud expressively. Of course, the Readers entries. Teachers use classroom experiences from Workshop and Writers Workshop models for reading inventorying our reading library to running a and writing instruction offer many opportunities for lemonade stand to “kick-off” a concept and foster students to work together and individually. long-lasting learning of ideas through thoughtful use of manipulatives so that students may construct meaning Community is a primary focus of first grade social and solve challenging problems in a world that they studies. The students begin with an examination learn to view mathematically. of their own family structures and then progress to studies of their school and their neighborhood. Using In science, first graders study life cycles. They watch Washington, D.C., as an example of a typical city, with wonder as plants sprout from seeds, frogs develop students and teachers discuss land use and produce from tadpoles, and chicks hatch from eggs. These three-dimensional block models and drawings of concepts are reinforced in Spanish class, where typical buildings in a neighborhood. They also explore students learn words associated with the life cycle of a diversity of neighborhoods through a study of an apple, a butterfly, and a frog. playgrounds. In music class, which also meets for 30 minutes twice In Spanish class, which meets three times a week a week, first graders are able to transfer their original for 30-minute periods, first graders frequently make compositions to both pitched and un-pitched percussion connections with what they learn in social studies instruments and to accompany themselves as they sing.

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Students learn the instrument families in the orchestra Second grade artists experiment with different media and are again exposed to a wide variety of musical styles and learn about different art genres. They create work and structures to encourage music appreciation. based in folk art traditions, apply research creatively to build bird sculptures and collages, and use clay to In art, students continue to learn about artists and bring to life ideas from their imagination. In music, their influences, studying, for example, how Picasso’s students explore two-part singing through canons work was influenced by African masks. First graders and rounds, and they continue to explore the world’s use a variety of media to expand their explorations of rich musical traditions through learning and hearing color, form, contrast, color mixing, composition, line, compositions from many different time periods and shape, and scale. cultures. Students meet in both art and music classes twice a week. During physical education, first graders learn more about appropriate body positions in various physical In science class, second graders study electricity and activities. Games centered around throwing and magnets. Although oral communication continues catching emphasize skill-building. to be the primary mode of sharing information, the children become more proficient at recording their discoveries through other means, often noting their observations both informally and in simple lab reports. SECOND GRADE Students meet in their science classes twice a week for Second grade students are budding writers, readers, 40 minutes at each meeting in half groups. scientists, artists, and mathematicians. In mathematics, lessons encourage students to explore mathematical The second grade Spanish classes, which meet three content and to explain their thinking; the focus is on times a week for 30-minute periods, initiate the year effective mathematical communication, as students by celebrating Hispanic Heritage Month. Students work to consolidate their math facts while exploring explore the different aspects of Hispanic culture in more challenging mathematical problems. Students the . Following this celebration, they explore real life scenarios and consider multiple learn how to tell time, a concept also reinforced ways to solve the same problem. As readers and in homeroom as part of our integrated curriculum. writers, second graders explore multiple genres and Students conclude the unit with a traditional Latin structures. Reading instruction focuses on formulating American song, usually performed during the Day of opinions and using reasoning to support those the Dead. opinions. Through descriptive and creative writing projects, students learn the power of details and the Two other units in the second grade are tied around importance of imagination. Through a study of birds the expansion of the homeroom focus on native and nonfiction reading, they also begin to learn about civilizations of the Americas. The connections occur how to conduct research both online and using books with themes such as the moon, garden cycles, birds in the library. and folktales. We begin the moon unit by reviewing the months of the year, seasons, and weather. Students In social studies, second graders learn about the later learn about the different phases of the moon physical and cultural geography of Central and North and the moon’s orbit. We also discuss the importance America, paying particular attention to native peoples of astronomy in Mayan Society. We conclude this and their folk tales. A focus on the Maya extends unit by reading and performing a folktale about the through Spanish instruction, and Mayan beliefs about moon. Another unit focuses on birds and their habitat. the moon inform the students’ science instruction. Students extend their knowledge of the birds that they Students also learn about and create Mayan coco pots study in their homeroom and other resource classes. and bird sculptures in art classes, and they take a field They learn their birds’ Spanish names and how to trip to Dumbarton Oaks to see and to discuss the rich describe them. Students are able to talk about their collection of pre-Columbian artifacts there. habitat, food, and nesting patterns. At the end of the unit, students write a short description of their bird

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that is incorporated into their book for the Publishing students learn about family, students discuss different Party. Finally, they do an oral presentation in class and family structures in our society. At the end, they write perform a folktale. a composition about their families and illustrate their work with a portrait. Second graders encourage inclusivity in their social interactions and recognize the importance of friendly Third graders also learn how to read and interpret behaviors. Teachers hold “powwows” to encourage the maps, study cultures ranging from colonial Jamestown development of appropriate social interactions. Using to modern Africa, and create their own fantasy worlds the Responsive Classroom curriculum, teachers discuss in writing projects. Focusing on research skills allows strategies for social skills that directly affect life at third graders to conduct investigations into the lives school. Second graders learn the acronym C.A.R.E.S of notable figures in world history, and they create (Cooperation, Assertion, Responsibility, Empathy, and collages in art class to accompany their oral reports. Self-Control) and discuss ways to enact these skills in Maret’s unique setting in Washington, D.C., becomes their everyday lives. the focus of a year-long research project where both students and their families work together to learn about the city’s rich cultural treasures. Third graders study poetry in a week-long encounter with Maret’s THIRD GRADE poet-in-residence. Maret’s third grade students think globally. Their classroom theme of “Celebration, Cooperation, Skill-building is another strong focus in third grade. Compassion” guides both their classroom community Students begin to formally manipulate fractions in and the way that they approach academic topics. mathematics, and the sophistication of the problems Students undergo team-building challenges that they encounter increases dramatically. Third graders reinforce successful collaborative skills. By using games learn cursive writing, practice keyboarding, and spend and simulations, teachers and the school psychologist time expanding their vocabularies while continuing emphasize issues integral to developing healthy their knowledge of English grammar. friendships. Third graders pay particular attention to situations of bullying behavior and consider what it In third grade science, students explore systems. They means to be a bully, a victim, a by-stander, and an design and construct a Rube Goldberg contraption in “up-stander.” their investigations of physical causes and effects and the power of the so-called simple machine. Science In third grade Spanish classes, which meet three teachers also tap into third graders’ exuberant curiosity times a week for 30-minute periods, the focus is on as students investigate various mysteries, culminating Latin America and Africa in coordination with the in a unit on basic forensics. Students attend science homeroom and other resource classes. Students begin class twice a week for 40-minute periods. the year exploring Hispanic culture and the Hispanics in the United States as they celebrate Hispanic Third grade music class represents a major step Heritage Month. Then, they explore the origin of forward for students as performers. Students can the characters of their textbook: Spain, Mexico, read a basic octavo, and they are able to follow their Cuba, Honduras, Bolivia and the United States. section throughout a piece and sing repertoire in two In this unit students learn about these countries’ parts. They begin to study the recorder and continue capitals, important , currencies, flags, presidents, to create longer and more complex compositions population, weather, etc. Later the content is reused related to material they are studying in other subject in our Integrated Africa Unit. Students do research areas such as language arts, social studies, Spanish, in Spanish about the country they study in the mathematics, or art. homeroom, incorporating all the topics learned earlier in the year. The unit concludes with the creation of In art class, students focus on portraiture. They an iBook and oral presentations in class. Diversity is carefully study facial proportions and attention to also part of the third grade Spanish curriculum. As physical attributes to create a variety of portraits,

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including a family portrait and a collage representation their Greek Play. They personalize the script by adding of a biographical character they research in their anecdotes and dialogue unique for their class. Every homeroom. They also create sculptural papier-mâché student appears in the play as an actor, singer, and masks inspired by traditional African designs seen in dancer. museums collections at local art museums. Classes In third grade meet twice a week for 45 minutes per Fourth grade artists create increasingly sophisticated meeting. works. They produce personally meaningful art work that ties into their studies of Greek mythology where In physical education, third graders begin to study they connect to the ideas of morals, values and social more organized games, and they learn about positional structures. They produce portraits inspired by Egyptian play and good teamwork through explicit instruction. motifs and portraiture, create optical illusions through Of course, the students continue to work on improving a study on how visual depth of field plays a role in art, basic locomotor skills through a variety of focused and they hone their observational drawing skills by activities. completing a series of detailed still life drawings.

In the spring, Debbie Roffman, a nationally renowned sex educator, visits with the fourth grade. The FOURTH GRADE school nurses follow up with talks on body changes, The fourth grade curriculum is rooted in understanding and the science and homeroom teachers continue ancient civilizations; the skills imparted are eminently the discussion. Our partnership with the preschool important and applicable. Through an in-depth at Martha’s Table along with our Social Issues study of ancient Egypt and ancient Greece, students Reading unit serve as a springboard for thoughtful learn how to pose researchable questions, pursue conversations about diversity. independent interests, and communicate their learning effectively. In Spanish class, which meets for 30 minutes four times per week, students learn about world cultures, In fourth grade, academic demands increase expand their descriptive language skills by describing considerably. For example, students are taught how themselves and others, incorporate nouns related to to approach problem solving in multiple ways and nature and verbs in the gerund form into the creation to justify their reasoning, take responsibility for the of Spanish-language poems, and use elements of research and execution of a project based on a topic personification and simile to enhance their writing. of the students’ choosing, and discuss common themes in literature. Students learn to read a variety of genres In science, students are introduced to the concept of and write in a variety of forms. A particular focus is isolating and controlling variables, a notion that will poetry, as students write cinquains, diamond poems, become increasingly important in their understanding and biographical poems. of the experimental process. Through experimentation with “Stopper Poppers” and “Sliders” students collect, The skills imparted in the fourth grade social average, and graph data, and collaborate to draw studies curriculum are eminently important and conclusions from their results. Fourth graders utilize applicable. Through an in-depth study of ancient the LINX system to build, power, and test cars of their Egypt and ancient Greece, students learn how to pose own design. Children also explore nutrition and the researchable questions, pursue independent interests, structures of the human body. Fourth grade science and communicate their learning effectively. Students class meets twice a week for 45-minute periods. visit numerous archaeological sites in the region to experience first hand how to explore and learn from In physical education, the complexity of organized the past. Furthermore, serious research projects tied to games increases, as do exercises designed to improve the study of ancient Egypt and the Greek pantheon of coordination and locomotor skills. gods allow students to practice their library, writing, and presentation skills. In late May, students present

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MIDDLE SCHOOL CURRICULUM

Maret’s Middle School utilizes the spirit, natural of our Core Values. In addition, all middle school energy, and curiosity of students in grades five through students are assigned to one of four Houses for the eight to create confident thinkers, healthy athletes, duration of their time in Middle School. Each of thoughtful navigators of the social scene, innovative the four Houses (named for the streets surrounding artists, and engaged community members. As students Maret—Cleveland, Garfield, Klingle and Woodley) progress through the carefully designed program, they is led by a House Dean through various competitions acquire the tools and skills to assume an increasing throughout the school year. Houses include members responsibility for themselves and for their education from all four grades (fifth through eighth grade). Both and also achieve independence as young adults. Convocation and our House system were designed to build cross-grade level community interactions. The curriculum emphasizes a broad exposure to the Some of our House activities have included a 4-way rich variety of material that each discipline offers tug of war, a gingerbread house making competition, while systematically providing the basic skills for charades, karaoke, and other team-building more advanced study in Upper School. Teachers use competitions. a variety of approaches in the classroom, and there is an emphasis on creativity, collaborative work, and Each student is assigned an advisor. In daily meetings, problem solving. Middle school students study English, advisors discuss social concerns, monitor academic history, mathematics, science, Spanish or French, progress, and provide a supportive environment Latin, art, music, physical education, technology, focused on the individual needs of the child. The service learning, library/research skills, and human emphasis is on both personal and intellectual development. growth. Parents meet with their child’s advisor at the beginning of each school year and may meet Assemblies, advisor meetings, and such extracurricular periodically during the year to discuss how their activities as the Middle School Jazz Band, Chess student is managing his or her academic and social Club, Geography Bee, Art Club, MathCounts, and challenges. Communication among teachers, faculty the Middle School Play, offer students additional advisors, and parents provides a strong support system opportunities to pursue their interests. There are for students. Student progress report cards are sent curricular highlights to the year at each grade level, home three times a year. Advisors lead activities from including the American Experience fairs in fifth our “core values” advising curriculum. Advisors also and sixth grades (history), Global Issues Day in discuss social concerns, monitor academic progress, seventh grade (World Cultures and Geography), and provide a supportive environment focused on the the Robotics unit in seventh grade (science), and individual needs of the child. Each grade level has a the Climate Change Conference in eighth grade dean who works with the advisors to ensure class unity (science). In addition, service learning projects and and cohesion. community service enable students to gain a broader understanding of local, national, and international The social curriculum emphasizes and incorporates the communities. Maret core values of respect, integrity, the individual, creativity, excellence, connectedness, and joy. At the The middle school community gathers once a week end of each year, citizenship awards are given to a boy at Convocation. Each advising group leads one and a girl at each grade level; these awards are highly convocation during the year and is responsible for prized and reflect Maret’s core values. Grade-level leading the community in activities based on one meetings and smaller advisor group gatherings provide

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forums for students to gain greater understanding of and they produce designs incorporating symmetry, these values and how to live them actively. In addi- proportion, and geometric shapes. Throughout tion, classes and group discussions on human develop- the course of the year, they also use PowerPoint, ment and social issues are interwoven throughout the Inspiration, Geosketchpad, and Math Arena. In middle school program to help adolescents deal with keyboarding class, students practice their typing skills, concerns facing them in today’s society. striving to achieve or surpass the goal of 25 words-per- minute with greater than 90 percent accuracy.

Humanities FIFTH GRADE The humanities block is the first half of a two- Fifth grade is a time of exciting change for students year interdisciplinary sequence. The students form as they move from self-contained classrooms to more the foundation for their middle school humanities frequent but still manageable transitions between experience through Readers’ Workshop, Writers’ classes. All fifth graders have both a math/science and Workshop, and history lessons. They focus on a humanities block period during the day, forming the language arts and American history through a reading core of the fifth grade experience. Fifth graders also program of assigned fiction, poetry, biography, primary take courses in Spanish, art, physical education, music, sources, and historical texts, and a writing program library, keyboarding, and human development. that includes creative work as well as analysis and synthesis of key topics. Each unit emphasizes the Mathematics & Science political and social diversity of the American story, In the integrated mathematics and science sequence, including the beliefs and practices that those who students engage in hands-on experiments and numer- became Americans brought with them. At the same ous project-based activities. Fifth graders are busy time, historical fiction and primary sources help build making measurements, collecting data, finding ways to an understanding of each time period, deepening and display that data effectively, and examining patterns in broadening students’ understanding of the issues. order to draw conclusions about real-world phenom- ena. Classroom activities encourage experimentation “Identity” is the overarching theme that motivates and exploration and range from creating and testing study in fifth grade, allowing students to connect their a new glue to participating in a soap box derby. Every own developing sense of identity to institutions of fifth grader keeps a math/science folder in which family, community, and nation as they explore fictional he or she records observations, writes solutions, and characters, biographies of eminent and lesser known documents individual understanding of concepts and Americans, and the social and historical development problem-solving strategies. Students use calculators of the United States. In addition, the fifth-grade to compute and, more importantly, as tools to explore course explores the theme of “freedom” (including mathematical patterns. Each winter, fifth graders per- limits to and constraints on freedom), as students form and report on an original scientific experiment as examine key moments in early American history, such part of an annual science fair. as the Colonial Era, the American Revolution, and the writing of the Constitution, along with the stories Computers of Native Americans, African Americans, and others In a dedicated weekly computer period, the math who struggled for autonomy and freedom as they and science teacher introduces graphing skills and contributed to the developing nation. a programming language. In the second semester, students learn how to research online and graph and The course emphasizes writing of all kinds, helping analyze data as an aid in the presentation of science fair students become familiar with informal and formal projects. Fifth graders participate in a variety of Internet modes of composition. Students write a memoir, a projects looking at inventions, invertebrates, probability, short story, short speeches, poetry, vignettes, and short and other searches linked to their math/science studies. scenes for plays. They also learn research, note-taking, Students are introduced to their first programming paragraphing, punctuation, and revising skills for language, Logo, through Microworld’s Project Builder, analytical writing. They practice reading, discussing,

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and debating works of literature that challenge them Fundamental to the foundation of critical thinking but are appropriate for their age and experience. Fifth skills is learning how to ask: Does it work and why? graders and sixth graders participate in an American Experience festival incorporating historical research and Physical Education oral history. Texts include Social Studies Alive! America’s Fifth graders are introduced to major and minor games Past, Carbone’s Blood on the River; Fleischman’s Seedfolks; in physical education. Students develop fundamental and Philbrick’s Freak the Mighty. skills through participation in lead-up activities, and they work on social skills through their participation Modern Language in large-group activities. Each student is encouraged to Fifth graders take a yearlong course in Spanish. maintain a positive attitude toward health and fitness. Spanish students expand their understanding of The co-ed class meets four days a week. Spanish gained in Lower School with a more thorough look at the language’s structures while continuing Library to work on the aural and oral aspects of Spanish. The fifth grade library course focuses on instilling a Students explore how to interact in the language on lifelong love of reading and on building information a daily basis through exercises such as role-playing. literacy skills. The course encourages students to read They are also exposed to new cultural experiences diversely and to share their opinions about books by studying several Hispanic cultures via audiovisual with weekly themes that highlight a diverse array of materials. Along with video, the class uses special book genres, themes, and formats. Students talk about projects, games, and tape recordings to reinforce books through read-alouds, student and librarian book learning. In addition, students participate in a reading talks, and a class book review blog. The course also program comprised of authentic Spanish-language explores the research process, beginning with how texts. to find different types of resources in the library and information within those resources, and continuing Performing Arts to learn how to ask good research questions, find Fifth graders choose to participate in either an answers to those questions, and organize and present instrumental or choral ensemble. Students who elect findings. Students work with a mix of print and digital to study an instrument join a small chamber orchestra resources. Both the reading and information literacy where they can begin to develop skills on a wind, curricula build on work in students’ core classes and percussion, or string instrument. Choral students help prepare them for research projects in Middle continue to study vocal technique while enhancing School and beyond. skills in both part-singing and sight-reading. Fifth grade music ensembles perform in two concerts a year. Human Development Fifth graders explore self-awareness as a foundation Visual Art for being prepared for changes that occur as they grow Fifth graders continue to explore many of the and develop. Students discuss emotions, self-esteem, processes introduced in Lower School, taking into teasing, and bullying. They also explore the physical, account the students’ developmental differences and emotional, and social changes that accompany puberty different learning styles. Throughout the year, students as they learn about the reproductive systems and how experiment with various materials and techniques they function. commonly found in visual art. The primary focus is to begin with an in-depth exploration of the elements Community Service of art using both two- and three-dimensional projects A year-long community service project involves the that identify the formal properties of line, shape, fifth grade with the residents of local retirement value, texture, and color. Teachers encourage students communities such as the Chevy Chase House. to experiment with the materials provided for each Students share their math and science projects with assignment in order to find imaginative and creative the retirees and play games, sing songs, and entertain solutions to visual problem solving. Activities include the residents. drawing, painting, printmaking, and clay modeling.

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about migrating and travelling characters set against SIXTH GRADE the backdrop of America’s complex journey from the Sixth graders are busy exploring new ideas, trying pre-Civil War era to the present, from an agrarian out new approaches, and expanding their boundaries. nation to an industrialized world power, and from an Still full of the exuberance of childhood, they are imperfect democracy to a more inclusive one. Field also sophisticated thinkers, athletes, and artists. The trips to national landmarks and historical sites, as well sixth grade curriculum is diverse yet deep. All sixth as to D.C. neighborhoods and community centers, help graders study English, history, science, mathematics, students understand the role their own city has played art, music, physical education, library skills, computers, in American history, as well as how the diverse people and human development. They continue their study of who have lived in D.C. have sought and achieved a modern language (either French or Spanish) and add freedom, autonomy, and identity in different eras. a course in Latin. The program thoughtfully develops students’ intellectual, emotional, social, athletic, and Math 6 artistic skills. Teaching students to be confident and competent problem solvers is the curricular emphasis of Math English 6 6. Students explore new ideas and strengthen their In the sixth-grade English course, students continue facility with fundamental mathematical skills through to expand their writing skills. Students write historical the lens of interesting problems. Sixth graders work fiction, a memoir, short speeches, poetry, vignettes, and independently and within groups to solve problems, short scenes for plays. They also hone research, note- and they are asked to present their work not only taking, paragraphing, punctuation, and revising skills for on paper, but also formally before their peers. analytical writing. They practice reading, discussing, and Communication and presentation skills are discussed debating works of literature that challenge them but are and developed. Unit projects provide students the appropriate for their age and experience. In the spring, opportunity to delve more deeply into certain topics, the sixth grade travels to New York City to visit Ellis and technology is used as an investigative tool. Island and other pertinent sites and participates in an The course content includes units on numbers and American Experience festival incorporating historical operations, measurement, geometry, data analysis, and research and oral history. Texts include Creech’s Walk introductory algebra skills. Thoughtful pedagogy is Two Moons; Fleischman’s Bull Run; Gibson’s The used to kindle genuine enthusiasm, inquisitiveness, Miracle Worker; Goodrich and Hackett’s play The Diary and curiosity about mathematics. of Anne Frank; Lowry’s The Giver; and Taylor’s Roll of Thunder, Hear my Cry. Science 6 In Science 6, students explore three major themes of History 6 life science in depth: ecological interactions, structural Students extend their skills through language arts and and functional relationships within plants and animals, the study of American history from before the Civil War and genetics. Throughout the year, the variety of to the present. Sixth graders experience separate history activities and projects requires both individual effort and English courses, although the teachers collaborate. and cooperative group skills. Role plays, laboratory Each unit emphasizes the political and social diversity investigations, lab reports, modeling, and oral, visual, of the American experience, including the beliefs and and written presentations provide a framework for practices that those who became Americans brought development of understanding about concepts. The with them. At the same time, historical fiction and year begins with an exploration of ecology, as students primary sources help build an understanding of each investigate the features of the ecosystem in which they time period, deepening and broadening students’ live. Plants on the Maret campus are the focus of their understanding of the issues. study as they learn how all organisms have evolved to depend on one another and the environment In their humanities classes, sixth graders continue for survival. Following the ecology unit, students to explore the theme of “identity” and develop the develop a Science Fair project to carry out at home. theme of “the journey,” reading fiction and biographies The project involves research, data collection, and

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analysis. Second-semester work involves students in Students learn vocabulary surrounding numbers, human biology; they study the workings of their organ geography, and parts of the body and begin their study systems and their genetic make-up. Sixth graders also of basic Latin grammar including singular and plural learn basic microscope skills in order to connect the noun and verb endings. Broader themes explored visible features of organisms to the basic structures and include “What is a Romance language?”, “How does functions of cells. learning Latin support the learning of other languages and other subjects?” and “What do foundation stories Modern Language and myths reveal about a culture?” Students new to Maret and to modern language study take French in sixth grade. (A beginning Spanish Visual Art course is offered in seventh grade.) Those new students In art, sixth graders continue to build on their who have had language study in Spanish previously understanding of the elements of visual problem may continue to take Spanish after consulting with solving. Students investigate a variety of materials the department chair. Returning students generally used in both two-dimensional and three-dimensional continue learning the language they studied the projects. Assignments explore the use of line, previous year. shape, color, value, and texture to develop imagery in a systematic manner, while remaining open to In French, new students learn basic concepts of creative possibilities. Students are taught to plan French grammar and vocabulary and develop basic and execute projects in logical steps as they work communication skills. More advanced students toward completing their unique art pieces. In a mixed continue to build on the material presented in fifth media assignment, sixth graders learn to develop a grade, with a special focus on new tenses and their two-dimensional drawing into a three-dimensional uses. The students continue to build their oral and sculpture. Concept, construction, and good artisanship aural skills, while working on projects to help them are fundamental to the realization of this major understand the geographic and cultural aspects of the project. Contour drawing, collage, painting, and basic language. The cultural context of the course focuses color theory are also important components of this on a comparison of French and American daily life. course. In addition to a textbook, students use a workbook and a monthly magazine. Audio and video materials Performing Arts supplement in-class activities. Sixth graders explore the elements of music through study in an instrumental or choral ensemble. Students’ Returning students who study Spanish continue to skills improve through further sequential development build on the material presented in the fifth grade, in technique, music theory, and performance practices. with a special focus on new tenses and their uses. Both ensembles build upon skills and techniques learned The students continue working with the Avancemos in the fifth grade while encouraging broader musical program, while working on projects to help them experiences through a challenging and varied repertoire. understand the geographic and cultural aspects of the Sixth graders participate in two concerts per year. language. As in fifth grade, teachers use games and role-playing to reinforce the material. The reading Computers program, composed of authentic Spanish texts, In this course, taught by the technology education reinforces vocabulary building and understanding of teacher, sixth graders develop computer skills that Spanish grammar. In addition, students are introduced enable them to be more productive and that enhance to poetry in Spanish by using Pablo Neruda’s “Oda a their work. They learn word processing, computer las Cosas” in a three-dimensional project. Students graphics, layout, video editing, animation, and also write storybooks and short stories. Internet research. The class also focuses on computer ethics and appropriate use of technology; students take Classical Connections part in monthly discussions on topics ranging from Classical Connections, the sixth-grade Latin course, cyber-bullying to copyright laws. is a theme-based class with a major emphasis on vocabulary building and interdisciplinary connections.

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Library Asia, and the Middle East, while building critical The sixth grade library course continues to instill reading, writing and research skills. A major theme a lifelong love of reading and to build information of the course is how the physical environment shapes literacy skills, with a particular focus on digital human cultures, and vice-versa. In light of course information literacy. As in fifth grade, students topics, students seek to understand contemporary continue to explore various genres and talk about global challenges, such as overpopulation, poverty, books through read-alouds, blogs, and book talks. Both political oppression and revolutions, and water the reading and information literacy curricula build on shortages. Students hone their skills through a work in students’ core classes and help prepare them variety of assessments—including essays, formal for research projects in Middle School and beyond. reports, debates, and collaborative projects. Highlights include Prezi projects on the Arab Spring uprisings Human Development and a culminating Global Issues Day, in which Continuing to stress the importance of self- students research and present to the school community awareness, the sixth grade human development information about a country of their choice, with a focus program emphasizes friendships, peer dilemmas, peer on water issues and potential solutions in that country. pressure, and decision-making. Students role-play and discuss situations involving bullying and cyber- English bullying. Learning to recognize feelings and how they Empathy, integrity, and the politics of belonging are the influence behavior is an important aspect of the class. big ideas that percolate through English 7. We focus on Discussions of pregnancy and birth expand upon what close reading and using textual to craft and was learned in fifth grade. The PBS film Everything You support an argument. The novels we read deal with Wanted to Know about Sex but Were Afraid to Ask serves issues of belonging and inclusion, nonconformity and as a focal point for class discussion. justice, and individuality and identity, and students are asked to explore the issues that surface in their Physical Education readings while also recognizing connections between the In a co-ed physical education class which meets four characters’ and their own lives. Students work intently times a week, sixth graders continue to learn and on understanding the mechanics for proper writing participate in a variety of games, focusing on skill- while also developing their voices as writers. They have building and teamwork. frequent writing assignments, including formal essays, informal freewrites, and creative writing. Students also have numerous opportunities for oral expression, including debates, formal and informal presentations, SEVENTH GRADE dramatic recitation, and reading aloud. All the while, Maret’s seventh grade program is both rigorous and students explore abstract thinking and make thematic age-appropriate. All students are offered opportunities connections between their ideas and evidence from the to consolidate the knowledge they acquired earlier texts. The reading list includes The Circuit, by Francisco and to expand their repertoire of skills. Appropriately, Jimenez and Esperanza Rising, by Pam Munoz Ryan academic demands increase in seventh grade as (summer reading), To Kill a Mockingbird, by Harper Lee; students have more interactions with sophisticated and No More Strangers Now, by Tim McKee and Annie challenging material in all disciplines. Seventh graders Blackshaw; Inside Out and Back Again, by Thanhha Lai; take courses in English, history, science, mathematics, Fahrenheit 451, by Ray Bradbury; A Midsummer Night’s Latin, Spanish or French, music, art, technology, and Dream, by William Shakespeare. physical education. Math 7 & Advanced Math 7 History Seventh graders take either Math 7 or Advanced Math Seventh-grade social studies take a regional approach 7. Placement in these courses is determined by the to the world’s physical and cultural geography. sixth grade mathematics teachers or, if the student is Students examine the diverse geography, history, new to Maret, through a placement consultation with cultures, and economies of Latin America, Africa, the Math Department Chair. Fundamental mechanics

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are reviewed, but the curricular focus of Math 7 is Latin the development of problem solving strategies and Students who demonstrate interest and ability for a preparation for algebra. Students work through a the study of Latin initiate in 7th grade an accelerated collection of thought-provoking problems that require classics sequence. In 7th grade, students study the them to apply skills and strategies in novel, interesting material in the Cambridge Latin Course, Unit 1, with contexts. The curriculum includes operations with an in-depth focus on vocabulary, grammar, and culture. fractions, decimals and percents; probability; algebraic Students read more about life in Roman Britain as expressions, equations, and inequalities; functions and they increase their knowledge of Latin vocabulary, graphs; and two- and three-dimensional geometry. refine their understanding of the uses of the noun cases, work with participles, and meet a few forms and Students in Advanced Math 7 work through the same uses of the subjunctive mood. They continue to study core curriculum as those in Math 7 but progress at a English language derivatives and enjoy a variety of faster pace. The course is enhanced with enrichment resources including games, projects, plays, dialogues, activities, and students are challenged with more Internet research, and audio and videotapes as they sophisticated problems. The teacher has the flexibility enhance their familiarity with linguistic and cultural to develop a program that most appropriately material. challenges the students in any given year. When appropriate, the course may cover a significant portion Visual Art of, if not all of, a conventional Algebra 1 curriculum. Seventh grade art is divided into three segments: two-dimensional art, three-dimensional art, and Science public art within the Maret setting. In the two- Seventh grade science is a hands-on conceptual dimensional portion of the course, students use the physics course that emphasizes problem solving reduction method of printmaking to create an edition through controlled experimentation and practical of multicolor block prints. Teachers and students engineering. Using a foundation of newly introduced discuss design, composition, and color theory. In basic physics concepts, students will build musical the threedimensional portion of the class students instruments, gliders, roller coasters, electronic quiz will exploreform and space through an introduction boards, and more. Additional engineering projects to the languageof architecture. Sculpture projects involve Lego robots, which students then program, will investigate figureand ground relationships, using the computer, to perform a set of tasks in the acknowledge and establishscale determinations along Robotics Exhibition. The year ends with an in-class with other formalconsiderations of mass, volume and Rube Goldberg project. Major emphasis is placed composition. Shoptechniques in wood construction on documentation of the experimental process: will be used to guidestudents through their projects. identifying variables, creating graphs to analyze data, Finally, seventh graders plan and execute a site- and supporting statements with evidence. specific public art installation that will become a permanent addition to the school setting. Within Modern Language this context, students examine the role of public art Seventh graders continue their study of a modern and how location affects design, subject matter, and language and Latin. In both French and Spanish the selection of materials. Students choose from a classes, students further develop communication skills variety of media and resources and work as a group while continuing their exploration of formal grammar. to develop and produce their own design. Emphasis Students review and consolidate the concepts is on the process of translating concepts into a visual previously studied, learn more complex features of installation. Spanish and French grammar, expand their vocabulary and speaking skills, and learn the complete set of Performing Arts simple tenses of regular and irregular verbs. They also Seventh graders have four performing arts options, develop more complex notions of syntax. Students new and also they all take a semester course in drama (see to Maret begin their study of a language or, if they have semester courses). Students can choose to learn how studied French or Spanish before, continue that study. to play the guitar or further hone their skills in a class

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taught by a member of the Music Department. Others uniforms. Exceptions are teams that require additional may opt to sing in the Middle School Chorus, a large equipment or sport-specific uniforms such as football, three-and four-part mixed chorus that performs music boys’ lacrosse, wrestling, baseball, and softball. Cuts are chosen from the standard choral repertory combined made at the middle school level only when physical with pieces arranged specifically for them. A third space is limited. The program is scheduled during option is the Middle School Orchestra, an ensemble the school day; practices end before 3:30 p.m., home featuring students who play wind, percussion, and games end at approximately 3:45, and most teams will string instruments. Their music is also selected from arrive back at Maret by 4:30 p.m. from away games. the standard instrumental repertory, combined with A noncompetitive activity will be offered if there are additional compositions arranged especially for the enough students who do not want to compete on a group. Both ensembles perform in two concerts during team. The physical education class offers a variety the school year and once in an adjudicated music of team and individual activities so each student festival in the spring. Repertoire selected for the Middle can develop a wide range of physical, emotional, School Chorus and the Middle School Orchestra and cognitive skills. Principles of health and fitness represents many different cultures, historical periods, are featured throughout the program to encourage a and styles of musical compositions. In each class, positive attitude for lifetime participation. students continue to work at increasing their knowledge in musical notation, form, and stylistic interpretation. Service Learning The fourth option is our Technical Theatre course Students take a service learning course, in which they which exposes students to the lighting, soundboard, and focus on a topic tied to their academic curriculum. technical features of the stage. This year, students are partnering with the Anacostia Watershed Foundation; they will learn about the Technology ecosystem of the Anacostia River and work to clean it Meeting once a week and coordinated by a dedicated up and replenish the river’s native species. technology teacher, this course first reviews issues of cyber-ethics, keyboarding, and word processing skills. Semester Courses Students then embark on a collection of projects Seventh graders also participate in two semester-long that touch on nearly all of their academic subjects. courses: drama and human development. In drama, Throughout the year, seventh graders integrate seventh graders learn the basics of stagecraft. They technology with their academic curriculum as they play improvisational games, practice scenes, and focus on learning skills such as layout, video editing, perform longer, more extended skits. Students are animation, music creation, graphic design, and divided by gender groups for human development. podcasting. In this course, class discussions focus on the effects of emotional and physical changes that are occurring Athletics in the lives of adolescents and the ways in which we The goal of the grade 7–8 interscholastic physical address and cope with those changes. Classes explore education/athletics program is to develop physical, sexual growth and development and relationships with emotional, and cognitive skills that will enable parents and friends in detail. Other topics may include students to become effective team members. stereotypes, body image, substance abuse, media messages, and the importance of developing clear Participation is emphasized, and all team members are communication skills. Students learn how to make guaranteed playing time. However, due to the size of decisions that demonstrate a respect for themselves some of the teams, not every team member will suit and others and take into account the possible up for every game. When there is interest, numbers, consequence of their actions. and the ability to schedule opponents, two teams will be fielded. The “A” and “B” teams will be divided by skill level. “A” teams will play 8–10 games per season, and “B” teams will play 4–8 games per season. Most teams will use their P.E. uniforms for their team

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questions about society’s impact on the individual EIGHTH GRADE and on the individual’s decision to conform or not. Eighth grade is the final year of Middle School at Students write frequently, including brief condensed Maret. Teachers provide students with a comfortable assignments, as well as long papers, projects, journals, and caring school environment while also preparing and creative responses to the literature. A focus of the them to succeed in Upper School. Community spirit course is the art of persuasion, and students produce remains strong as students work together throughout both written persuasive essays as well as a persuasive the spring on issues related to global climate change. documentary film. In the final month, the course is Students benefit from careful guidance as they modeled after a writing workshop. Students create make the transition to Upper School. Teachers and poems, essays, and stories to submit for a final project: administrators work hard to make sure that students a literary magazine that features work from every are academically prepared, and upper school students student. Texts include Golding’s Lord of the Flies; mentor younger students about the opportunities and Homer’s The Iliad; Things Fall Apart from Achebe, Kiffe social pressures of Upper School. All eighth graders Kiffe Tomorrow by Guene, Alexie’s The Absolutely True take courses in world history, literature, science, Story of a Part-Time Indian, Zusak’s The Book Thief, mathematics, Spanish or French, Latin, physical and selected short stories and poetry. Students also education, art, performing arts, technology, human participate in book circles throughout the year. development, and service learning. Algebra 1, Advanced Algebra 1 & World History Advanced Math Topics 8 The eighth-grade course in world history surveys the There are typically three math course options for development of civilization from Paleolithic times eighth graders: Algebra 1, Advanced Algebra 1 and through the High Middle Ages. The course focuses Advanced Math Topics 8. The Algebra 1 course on the complex and evolving relationships between begins with an exploration of the general concept humans and the environment, humans and other of a “function,” a fundamental concept in advanced humans, and humans and ideas. The course also mathematics. Linear and quadratic functions, in emphasizes the question of how we “know” what particular, are then explored in great depth. Students we know; where historical information comes from; work through a robust problem set that includes many and how we know it is reliable. Civilizations studied exercises developed by the mathematics department include Egypt, Mesopotamia, India, China, Greece, of Phillips Exeter Academy. These problems require Rome, medieval Europe, and Africa. Our major students to apply their knowledge to a variety of projects, the Uluburun Shipwreck project, an essay situations without having a pre-conceived notion VoiceThread project on African cultures, a Pixton of the approach that is expected. Topics are spiraled project about creation myths, and the Silk Road throughout the curriculum in such a way that students project, focus on the interconnectedness of ancient are repeatedly exposed to ideas through problems civilizations. We also study world religions and that increase in complexity and difficulty. The use of philosophies, including Hinduism, Judaism, Buddhism, graphing calculators enhances student understanding, Confucianism, Daoism, Christianity, and Islam, from as they allow for the visualization of problems. a historical perspective. We supplement our primary Students who need additional support to successfully text, History Alive! The Ancient World and Beyond and master the ideas of Algebra 1 may be required to The Medieval World and Beyond with a variety of other attend a weekly session to supplement core class work, primary and secondary sources. or they may be asked to enroll in an introductory Algebra 1 course. English 8: The Individual & Society Designed to develop reading, writing, and grammar Students in Advanced Algebra 1 focus on the skills, English 8: The Individual and Society, draws same concepts as those in Algebra 1, but are asked partly from texts from the ancient world (to link with to grapple with more challenging problems that students’ study of world history) and partly from more require them to synthesize ideas and incorporate a recent works. As varied as the texts are, each raises variety of problem-solving strategies. The teacher

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has the flexibility to introduce additional topics that Latin will continue to challenge students and foster an Eighth graders in their second year of Latin continue enthusiasm for mathematics. their study of language and culture by completing the Cambridge Latin Course, Unit 2. Students, while Students in Advanced Math Topics 8 have completed, reading stories that take place in first-century Rome, or nearly completed, a conventional Algebra 1 learn about the development of the city of Rome and curriculum prior to eighth grade. Students continue its monuments as they gain understanding of the first- their study of algebra and concurrently jump into century political and social organization. Students an exploration of complex geometric principles and complete their introduction to all verb forms in the relationships. The development of creative and indicative mood, including passives and deponents, analytical problem solving skills continues to be and meet several new uses of the subjunctive. They integral to the program. Students are challenged also continue to refine their understanding of the uses with novel, interesting problems that afford them of the noun cases, especially uses of the ablative case. the opportunity to apply their skills and to grow as Games, projects, plays, dialogues, Internet research, mathematical thinkers. and audio and videotapes are some of the resources that may be used to enhance students’ familiarity with Science 8 linguistic and cultural material. Science 8 introduces students to the study of chemistry. Topics covered include physical and Visual Art chemical properties, chemical bonding, the periodic Like the seventh grade program, eighth grade art table, and chemical equations. The course strongly is divided into three segments: drawing, three- emphasizes connections between chemistry and the dimensional art, and painting. In the drawing portion environment. Students further develop the skills of of the course, contour and value studies facilitate the investigation that they learned in seventh grade by understanding of form and volume. These exercises collecting, organizing and analyzing their own data in progress into a self-portrait done in the manner of a bound notebook. Science 8 begins with a forensics artist Chuck Close, involving the enlargement of unit to introduce students to comparing unknowns to the image through the use of graphing. Emphasis is knowns, and ends with an extensive climate change placed on the development of observational skills, project. Acting as representatives of a variety of eye-hand coordination, and the use of value. The countries, NGOs, and businesses, students meet in a three dimensional segment of the course focuses on conference and publicly present their research and language, lyrical and poetic and its physical form. come to a consensus on a number of climate change Focused on the graphic designer Martin Venezky and proposals. his very hands-on methods of working with letters and words, mostly begun outside of the computer, students Modern Language will be encouraged to sculpt concrete poems. With Eighth graders continue their study of French or perhaps as little as one word, in a variety of materials Spanish. In French, they learn all the verb tenses, and experiments, the shapes of the words and phrases including conditional and subjunctive, and they in space will become integral to the meaning of the gain tools that enable them to express themselves language in these sculptures. The third component of more independently. They speak and write about eighth grade art is an exploration of the fundamentals choosing clothes, exercising, staying fit, traveling, the of painting and painting techniques. Formal concepts environment, and making plans. In Spanish, students of composition and color are examined along with continue to review and consolidate the concepts issues surrounding the challenge of conceptualizing previously studied, learn more complex features of and producing an image that engages and informs the Spanish grammar, expand their vocabulary, and further viewer. develop their speaking skills. Advanced students develop mastery of the complete set of simple and perfect tenses of regular and irregular verbs. They develop more complex notions of syntax and an expanded vocabulary base.

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Performing Arts boys’ lacrosse, wrestling, baseball, and softball. Cuts are Eighth graders have four performing arts options. made at the middle school level only when physical Students can choose to learn how to play the guitar space is limited. The program is scheduled during or further hone their skills in a class taught by a the school day; practices end before 3:30 p.m., home member of the Music Department. Others may opt games end at approximately 3:45 and most teams will to sing in the Middle School Chorus, a large three- arrive back at Maret by 4:30 p.m. from away games. and four-part mixed chorus that performs music A noncompetitive activity will be offered if there are chosen from the standard choral repertory combined enough students who do not want to compete on a with pieces arranged specifically for them. A third team. The physical education class offers a variety option is the Middle School Orchestra, an ensemble of team and individual activities so each student featuring students who play wind, percussion, and can develop a wide range of physical, emotional, string instruments. Their music is also selected from and cognitive skills. Principles of health and fitness the standard instrumental repertory, combined with are featured throughout the program to encourage a additional compositions arranged especially for the positive attitude for lifetime participation. group. Both ensembles perform in two concerts during the school year and once in an adjudicated Technology music festival in the spring. Repertoire selected for Students dive deeper into computer science and the Middle School Chorus and the Middle School program design. Students are assigned multiple Orchestra represents many different cultures, historical projects which require HTML and other coding periods, and styles of musical compositions. In each languages. Students complete an original movie class, students continue to work at increasing their project that incorporates several pieces of software knowledge in musical notation, form, and stylistic and technological equipment and requires ongoing interpretation. Students also may choose to take collaboration. The movies are presented at a middle Drama which builds on the acting skills learned in school assembly. the seventh grade required class. This class focuses on improvisation, writing original monologues and Human Development scenes, and culminates with an improv show which is Eighth graders begin human development with a performed at the end of the year for a middle school study of values, emphasizing that the worth and assembly. The final option is our Technical Theater dignity of all individuals should be recognized and course, which exposes students to the lighting, respected. The course continues to explore the more soundboard, and technical features of the stage. sophisticated themes associated with human growth and development. Small and large group work, class Athletics assignments, and videos are used to discuss sexually The goal of the grade 7–8 interscholastic physical transmitted infections, substance abuse, relationships, education/athletics program is to develop physical, decision making, sexual orientation, gender-based emotional, and cognitive skills that will enable expectations, stereotypes, and digital citizenship. The students to become effective team members. human development class is designed to help eighth graders with the transition to ninth grade. Participation is emphasized, and all team members are guaranteed playing time. However, due to the size of Service Learning some of the teams, not every team member will suit The eighth grade service learning class focuses up for every game. When there is interest, numbers, on global warming and energy consumption in and the ability to schedule opponents, two teams will conjunction with the students’ learning in science. be fielded. The “A” and “B” teams will be divided Students partner with Campus Climate Change, by skill level. “A” teams will play 8–10 games per EnergyStar, and the Chesapeake Climate Action season, and “B” teams will play 4–8 games per season. Network to learn about and to educate others about Most teams will use their P.E. uniforms for their team environmental sustainability. uniforms. Exceptions are teams that require additional equipment or sport-specific uniforms such as football,

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MIDDLE SCHOOL AND UPPER SCHOOL MATHEMATICS SEQUENCE

Math 5 Math 6

Math 7 Advanced Math 7 Middle School

Algebra 1 Advanced Algebra 1 Advanced Math Topics 8

Intermediate Algebra 1 Geometry Advanced Geometry

(Summer Geometry*)

Algebra 2 & Advanced Algebra 2 & Accelerated Algebra 2 & Trigonometry Trigonometry Trigonometry Upper School

Accelerated Elementary Precalculus Advanced Precalculus Functions

Advanced Statistics Calculus AB Calculus BC Calculus

MSON Offerings: Multivariable Calculus, Advanced Abstract Math, Advanced Topics in Mathematics Through a Geometry Lens

Statistics courses are available to seniors. Some students elect to take both a statistics course and a calculus course during senior year. *Summer Geometry not offered at Maret. Department approval required.

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MIDDLE SCHOOL AND UPPER SCHOOL LATIN SEQUENCE

Language placement for students is reassessed at the end of each academic year.

Intro to Latin 6th Grade

Latin 7 Middle School

Latin 8 (Third Year) UPPER SCHOOL CHINESE SEQUENCE

Survey of Chinese 1: Elementary Latin Literature Chinese

Advanced Latin Vergil & Caesar Chinese 2: Elementary Literature Chinese Upper School

Chinese 3: Intermediate Ancient Greek Chinese

Chinese 4: Advanced Intermediate Chinese

Chinese 5: Language & Literature (MSON)

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MIDDLE SCHOOL AND UPPER SCHOOL FRENCH SEQUENCE

Language placement for students is reassessed at the end of each academic year.

French 6th Grade

French 7th Grade Middle School

French UPPER SCHOOL 8th Grade CHINESE SEQUENCE

French 2 French 3 French 4

Advanced French Grammar Upper School

Francophone Culture

Modern French Literature

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MIDDLE SCHOOL AND UPPER SCHOOL SPANISH SEQUENCE Spanish Language placement for students is reassessed 5th Grade at the end of each academic year.

Spanish 6th Grade

Spanish 7th Grade Spanish Beginner 7th Grade Middle School

Spanish 8th Grade Spanish Beginner 8th Grade

Spanish 1 Spanish 2 Spanish 3 Spanish 4

Survey of Hispanic Spanish Conversation Spanish in Film Literature Upper School

Hispanic Literature Hispanic Culture

Comparative Literature

Summer program: Maret in Spain Typically students participate after ninth or tenth grade.

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MIDDLE SCHOOL AND UPPER SCHOOL Combined Science/Math 5 SCIENCE SEQUENCE

Three science credits are required for graduation. One course each in Life Science 6 biology, chemistry, and physics is strongly recommended. Most Maret students take four years of science, and some juniors and seniors take two science courses concurrently. Physical Science 7 Middle School

Chemistry 8

Physics with Algebra Biology (9th grade) (9th grade)

Chemistry in Chem Study the Community

Biology Adv. Biology (11–12th) Adv. Chemistry Adv. Environmental Adv. Physics (AB or BC) Upper School

SEMESTER ELECTIVES: Adv. Biology Adv. Chemistry Advanced Electricity & Advanced Topics in Magnetism Chemistry (MSON) Adv. Environmental Biotechnology Astronomy (MSON) Adv. Physics (AB or BC) Gravitational Astrophysics Forensic Science (MSON) Lab Research in Biology Genetics & Genomics Waves, Optics & Musical (MSON) Physics Health Physics (MSON) Introduction to Organic Chemistry (MSON) Nuclear Science (MSON) Summer program (grades 10–12): Sanibel Subtropical Marine Ecology

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UPPER SCHOOL CURRICULUM

Maret’s upper school curriculum is rich, challenging, who overextend themselves can alter or reduce their and exciting. Building on the solid foundations laid academic or athletic commitments without penalty. by our lower school and middle school programs, the curriculum prepares students for study in college with intentional instruction in analytical reading and SCHEDULE writing, study skills, laboratory work, and research Ninth grade students generally take five academic methods. Each student’s schedule is individually courses: a foreign language, Biology, a mathematics crafted to try to ensure that the course of study is course (often Geometry), History 9: Shaping of the appropriate and engaging. While most students in Modern World, and English 9: Elements of Literature. the ninth grade take the same English, history, and They also take two half-credit courses in the arts—one biology classes, there are fewer common courses each in visual art and one in the performing arts. year, so that by the junior and senior years, a student’s courses are chosen from available electives based on In both the tenth and eleventh grades, students a combination of ability and interest. Independent usually take five academic courses and one non- study courses are available in most disciplines, and homework class. Non-homework classes include some students choose to take advanced language courses in the visual and performing arts and some or mathematics classes at other schools, including technology courses. Tenth graders typically take a universities. Students may also choose to enrich their foreign language, English 10, US History, a science academic program through summer courses offered course, a math course, and either an art or music class. through Maret or through other institutions. In eleventh grade, students again take five academic courses, but the programs are more widely varied. A goal of the upper school program is to help Students usually take two electives in the Humanities, students develop into adults who will be thoughtful, a foreign language, a science course, and a math healthy, empathetic, engaged, and involved in their course. Juniors and seniors have between five and ten communities. We’d like our core values (Respect, free periods a week. Integrity, The Individual, Connectedness, Creativity, Excellence, and Joy) to become second nature to The academic programs of seniors are the most widely our students. Faculty, administrators, and staff work varied. Seniors must take at least four courses with to ensure that students are respectful of each other homework, but many elect to take five. Students and adults; that harassing or offensive comments or who take four academic courses generally drop either acts are recognized, addressed, and corrected; that their foreign language course or, more unusually, their students are academically honest and understand and science course. But students may, for instance, elect to avoid plagiarism; that fair play and sportsmanship take three Humanities courses and a language course. are encouraged in sporting events; that open debate In short, the senior level schedule is designed to meet and differing points of view are respected; and that the interests and needs of individual students. creativity in the performing and visual and literary arts is celebrated. The assembly program attempts to enrich As students construct their academic programs, and expand students’ exposure to different thoughts, they are aided in the process at each step. Upon experiences, and realities through outside speakers, entering the ninth grade, division directors and films, or performing groups. Students in the Upper department chairs work with the student to craft a School are given increased freedoms as they grow older suitably challenging but manageable schedule. Each and are encouraged to take intellectual risks. Students January, every ninth grade family is invited to have

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a conference at the school to discuss and plan the student’s academic progress through the Upper School. In April, students choose their classes in consultation with their academic advisors and with a designated registration advisor who works to ensure that the student has a balanced, appropriate schedule.

To graduate, students are required to complete 21 MSON COURSES 2015–2016 credits; a credit is defined as a two-semester course. The Malone Schools Online Network (MSON) The credits must be distributed as follows: is a consortium of 20 schools that have received funding from the Malone Family Foundation in Discipline Requirements recognition of their interest in and success with Humanities ...... 7 credits educating gifted and talented students. MSON Mathematics ...... 3. credits minimum provides upper level students (generally juniors completion of math progression through and seniors) at participating Malone Schools with Precalculus or four years of mathematics a variety of superior online courses that enhance Science ...... 3 credits each member school’s existing curriculum. These Modern Language and Classics .3 credits in one courses are taught by experts in their fields. The language OR 2 credits in each of two languages teachers have experience with independent school Visual Art ...... ½ credit education and share a commitment to excellence, Performing Arts ...... ½ credit small class sizes, and personal relationships. Visual or Performing Arts . . . 1 credit Course offerings target the most talented high Physical Education . . . . . 11 of 12 seasons school students at member schools. These Community Service ...... 30 hours students demonstrate sufficient independence and commitment to succeed in a virtual discussion Certificate of Completion seminar setting. For a student unable to complete his or her senior year due to unusual circumstances (medical or Each course takes a blended approach, combining otherwise), Maret may offer the student a Certificate synchronous instruction—real-time video of Completion in lieu of a diploma. The certificate conferencing seminars—with asynchronous indicates that the student has completed Maret’s instruction—recorded lectures and exercises graduation requirements, although s/he may have done students complete outside of the class. Each so in non-traditional ways. The certificate indicates course has a minimum of 6 students and a that the student has successfully completed Maret’s maximum of 16 students. The result is a virtual rigorous high school curriculum. discussion seminar that is delivered in high definition classroom set-ups. Advanced and Accelerated Courses Maret is proud of its flexible and rigorous curriculum, MSON Participating Schools 2016-2017: which enables students and teachers to explore ​Canterbury School, Casady School, Chadwick many challenging topics in depth. Teachers develop School, The Derryfield School, Fort Worth materials, methods, and assessments that meet the Country Day, Hopkins School, Indian Springs needs of Maret’s students and that often evolve over School, Manlius Pebble Hill School, Maret time. Although a number of our courses are similar School, Mounds Park Academy, Newark Academy, in rigor and complexity to conventional Advanced Porter-Gaud School, St. Andrew’s Episcopal Placement classes, we do not label any of our courses School, Stanford Online High School, St. “AP,” as that designation would signify adherence to a Andrew’s Episcopal Day School, Severn School, particular externally proscribed curriculum that might Trinity Preparatory, School, University School of offer fewer benefits than our own flexible approach. Nashville, Waynflete School, Wilmington Friends Furthermore, we believe students should take courses School, Winchester Thurston School

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that are not only appropriately challenging, but that SENIOR OPTION speak to their interests and passions. At the same time, Senior options are courses outside the traditional we recognize that colleges and universities may utilize curriculum that allow seniors to broaden their studies AP exam results to determine placement, especially in in the Maret and Washington, D.C., communities. math, science, and languages, and that AP credits can With approval of the Director of Upper School, at some colleges help a student graduate more quickly. seniors may create a senior option course and earn In addition, some Maret teachers find AP exams a a grade and a credit. Some past senior options have valuable assessment of their particular course material. included coaching middle school sports, studying Students in some advanced Maret classes, therefore, child development while helping in a lower school may be encouraged to take an AP exam at the end of classroom, and studying the political process while the year. Other students may benefit from sitting for working on a Presidential campaign. an AP exam for which they feel Maret’s coursework, such as in English, has equipped but not explicitly prepared them. ACADEMIC AND LEADERSHIP AWARDS The Cum Laude Society is a national honor society Teachers interested in pursuing the AP audit to gain to which up to the top twenty percent of each access to materials provided by the College Board must graduating class is elected. A faculty committee seek approval from their department chair and the representing various disciplines selects students based Assistant Head for Academic Affairs. on an individual’s engagement in intellectual inquiry, the overall level of courses taken, and demonstrated Students routinely take AP exams in numerous subject excellence within those courses. We also celebrate areas and do exceedingly well on them. The most the achievements of seniors through our Core Value common AP tests administered at Maret include Awards, given every year at Closing Ceremony . English Language, English Literature, US History, In choosing a valedictorian each year, the School Economics, Calculus (AB and BC), Statistics, Physics considers cumulative GPA, strength of program, and C: Mechanics, Environmental Science, Chemistry, intellectual curiosity. Computer Science, Latin, Spanish Language, and French Language. SERVICE LEARNING In keeping with the broader educational mission of Some advanced courses are offered on a rotating basis. the school, to prepare our students to become responsible, thoughtful, and well-informed adults who are able to INDEPENDENT STUDY play an active role in improving the world, Maret offers For students who wish to pursue an academic interest programs that promote students’ awareness of and not available through Maret’s curriculum, independent involvement in the larger community. Implementing study is an option. It is available in each department and sustaining a robust service-learning program is at through arrangements with the department chair, the core of Maret’s approach in providing meaningful the Director of Academic Affairs, and the Director engagements with its community. Service learning is of Upper School. Any extra costs incurred are the organized within the context of an academic course, responsibility of the family. providing experiences in which upper school students apply newly acquired academic skills and knowledge Students may also opt to take an online course. Maret in real life situations. Service learning projects are is a member school of the Online School for Girls, conducted collaboratively between the school and so girls may choose one of that organization’s options community organizations and are designed to meet if appropriate. As a Malone Scholars school, online identified needs of community partners. Through courses through the Stanford University Online High the structure of an academic course, students reflect School are available to our students. Both options on, talk about, and write about their experiences, must receive the approval of the Director of Upper thereby developing communication skills, educational School and the Director of Academic Affairs. competence, and a sense of personal and social responsibility. Maret strives to provide both short-term

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and sustained service learning initiatives with local, from year to year. Students select their top five choices regional, national, and global communities. and then are placed by the ISW chair. Maret provides a generous ISW budget that helps absorb the cost of It is our goal that all Maret graduates will have the great majority of ISW programs. For programs that engaged in a substantive service learning experience. aren’t free, financial aid is available for students who Towards that goal, the ninth grade history course receive tuition assistance. focuses on hunger and its relationship to major historical events. Ninth graders participate in a service retreat in which they serve in soup kitchens, homeless LIBRARY AND CENTER FOR INQUIRY In 2010, Maret School renovated the library and, shelters, food banks, and children’s centers. They also to emphasize the innovative nature of the space, work with an organization in Ethiopia to raise funds christened it the Library and Center for Inquiry. to build schools and help AIDS orphans. Other upper The Center infuses current research methodology school electives such as Chemistry in the Community, in all aspects of our K–12 program, concentrating Precalculus Civil Liberties, Advanced Spanish I, especially on our 7–12 program. The director of the Advanced Biology, World Literature, and Advanced Center, working in concert with the Head of School Environmental Science regularly feature service and classroom teachers, fosters and sustains a clear learning projects. and compelling vision for how Maret’s facilities and faculty can more effectively train students in CO-CURRICULAR PROGRAMMING current research and inquiry practices. The director On the first day of every school week, students gather of the Center provides curricular leadership through as a community in a short Morning Meeting to share the creation of resources and exemplary programs news of the week, athletics teams results, and other and through modeling expert pedagogical practices, important information. Longer assembly periods on collaborates with faculty in integrating the program Wednesdays and Fridays allow students to appreciate into the School’s curriculum, trains faculty in current musical performances, hear speakers from outside techniques of research and information-processing, and of school, gather for discussions on issues of current acts as a liaison with other area independent schools to interest, and meet with their academic advisors. foster dialogue about current methodologies, ideas, and Upper school students also participate in over 35 clubs best institutional and educational practices. which are primarily student initiated and led. Each club has a faculty advisor who helps student leaders with the management of the club, both substantively and logistically. Many clubs meet weekly during breaks from class and at other available times; other clubs meet less frequently or seasonally. All upper school students are welcome and encouraged to participate in any club they wish.

INTENSIVE STUDY WEEK ISW began over 25 years ago as an opportunity to provide enriching educational experiences outside the traditional classroom context. ISW currently runs for four days (Monday through Thursday) in the week of February prior to Presidents’ Day. Upper school ISWs depend on individual faculty members (or teams) to design programs for students. These programs are offered to a single grade or to a mix of grades, as decided by the faculty leaders. Certain ISWs are offered consistently year after year while others change

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electives and English 10 require at least one substantial Humanities research paper. Requirements: 7 credits Analysis and imaginative response to literature Chair: Nicholas Michalopoulos and history are our highest priority. Students have The Humanities Department offers courses that individual conferences with advisors before building explore the human condition in a variety of their schedules to ensure that courses are appropriate forms, including literature, history, art, psychology, to students’ interests and needs. economics, philosophy, religion, and film. Its course offerings reflect the richness of human experience and expression. At the same time, the courses REQUIRED COURSES demonstrate the interconnectedness of the humanities, English 9: Elements of Literature in ways that may include interdisciplinary courses, Students study texts and genres composed from the interdepartmental courses, independent study, and Renaissance through the twentieth century, both to varying methods and content within individual enjoy the works for their own richness and to gain courses. The department strives to broaden and deepen an understanding of the elements of literature that each student’s understanding of the universality of animate great works. Through studying classical and ideas, themes, and images, while emphasizing the contemporary texts by writers such as Shakespeare uniqueness of particular works and events. and Hurston, students learn to identify and appreciate elements such as setting, characterization, theme, The Humanities Department offers courses that symbolism, and the elements of style. Through meet the needs of students with varied abilities, close reading, analytical and creative writing, and backgrounds, and interests. The courses have four lively class discussions, students demonstrate their clear goals: careful reading; crisp, clear writing; critical growing understanding of the elements of literature thinking; and articulate speaking. With these goals and hone their own reading, writing, and speaking always in mind, students seek first to improve reading skills. Students refine their critical reading abilities comprehension, interpretation, analysis, and synthesis. by learning to value—and to analyze closely—textual Second, students are encouraged to develop clear, patterns and writers’ decisions about language. The persuasive, accurate, and imaginative ways of writing. course gives special attention to the development Third, students engage in critical thinking, through of students’ writing, focusing on the development of close analysis, rigorous questioning, and lively debate. a clear organizational structure, the effective use of Finally, students practice public speaking through evidence in analytical writing, and powerful stylistic discussion, debate, speeches, and oral presentations. choices. Additionally, students are encouraged to The department strongly emphasizes class discussion to develop the interpersonal skills necessary for effective encourage respectful dialogue and advocates creative communication in the classroom. The course aims approaches to analysis, writing and problem-solving. to help students become conscious of their roles in informal discussions and debates and to work towards Seven Humanities credits are required for graduation. an inclusive environment. Most students accrue eight and some even nine credits. Texts: Of these, English 9: Elements of Literature, History 9: Fugard, My Children, My Africa Shaping of the Modern World, English 10, and U.S. Hurston, Their Eyes Were Watching God History are required for every student. In addition to Salinger, Catcher in the Rye these four required courses, students must take at least Shakespeare, Macbeth three electives: one elective that encompasses history/ Shaw, Pygmalion social studies, one that encompasses literature, and a Sijie, Balzac and the Little Chinese Seamstress third elective of their choice. In all courses, students Spiegelman, Maus are expected to write, frequently and at length, in the Selected short stories, poems, and speeches form of journals, short essays (1–2 pages), and longer Summer Reading: analytic or interpretive essays (5–10 pages). All history Marchetta, Jellicoe Road

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History 9: Shaping of the Modern World in their writing and polish their ability to effectively This survey, running from the 1400s to today, use vocabulary and grammar by writing frequent examines how the world gradually became modern. essays, both short (1-2 typewritten pages) and longer Using a global perspective, the course shows how (5-7 typewritten pages). Students also write a longer different societies both changed internally and research paper, in which they place a work in historical interacted with each other. Students analyze those context while learning note-taking, bibliography, and developments and learn more broadly how different revision skills. The course meets four times a week. societies and eras propelled, adapted, and continually Texts: reshaped what it has meant to be modern. The Dickinson, Selected poetry course covers political, intellectual, social, and Douglass, Narrative of the Life of an cultural aspects to global history. Shaping of the American Slave Modern World course also includes a major service Selected turn-of the century short stories learning component focused on hunger, poverty, by women and wealth. Students study these issues on both Fitzgerald, The Great Gatsby local and international levels while participating Hawthorne, Short Stories in a variety of service activities. Students study the Poe, Short Stories problem of hunger and related issues on both local Williams, A Streetcar Named Desire and international levels while participating in a Walker, The Color Purple variety of service activities. The curriculum addresses Yang, American Born Chinese how wealth, poverty, and hunger have changed over Summer Reading: the past 500 years, even though they have been Alexie, Reservation Blues continuously present in the world. Throughout the year, students use the course content to hone essential academic skills—active reading, critical thinking, United States History historical and comparative analysis, effective research, This course surveys American history from colonial strong oral presentation, and clear, well-organized times to the present, providing students with a writing. The course requires both independent and conceptual understanding of the issues, events, and collaborative work on projects throughout the year, personalities that have shaped American history. several of which incorporate technology-related skills. Students explore the tension between individual Text: freedom and majority rule in the American experience; Strayer, The Ways of the World, vol. 2 analyze the causes and consequences of major events Summer Reading: and developments; and explore multiple perspectives Kamkwamba, The Boy who Harnessed the Wind on how history is constructed and what it means. When possible, the course identifies parallels between past and current events and examines how historical English 10 events and developments have shaped the present day. The last required English course for students before Students are encouraged to draw their own conclusions the humanities elective program, English 10 offers about American history while challenging their own an introduction to American literature. The course biases and preconceptions. exposes students to a diverse range of American voices by including a mix of works long considered classics, The class uses a basic text but utilizes considerable contemporary texts, and older works that have only supplemental primary and secondary source material recently earned appreciation. During the year, students to add richness and depth to the study of history. examine not only the literary techniques and themes Students are evaluated through quizzes, tests, and that have shaped America’s literary tradition, but also papers, as well as group discussions, class projects, and the values and ideas that have determined how that short, informal writing exercises. Themes and topics tradition has been defined over the years. Students in this course complement those in the American also deepen their skills in analytical reading and work literature studied in English 10. on ways to structure and support arguments of greater complexity in their writing. Students develop fluidity

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Texts: and equity in the economy. Participation in the Florida Foner, Give Me Liberty Stock Market Challenge as a term project is to be Kilborne, Woodley and its Residents determined. At the end of this course, students may Selected primary source materials elect to sit for the AP Economics exams. Summer Reading May Include: Brown (adapted by Amy Ehrlich), Wounded Knee: An Indian History of the American The American Food System: Past, Present, Future (MSON) West (Fall semester) The American Food System consists of the interrelated HISTORY ELECTIVES components of how we get food from “farm to fork,” including the producing, harvesting, processing, transporting, marketing, distributing, and the eating Accelerated United States History of food. Through a humanities-based, interdisciplinary (Grades 10–12, open by recommendation) approach the course will examine the political, social, This course offers an intensive U.S. History course economic, and environmental aspects of the system, geared towards the redesigned (AP) Advanced as well as the challenges and opportunities in moving Placement exam in early May. Considerable focus is from our current industrial food system to a more placed on both primary sources and essays of historical sustainable one. Students will engage in a variety of interpretation in the context of thematic learning projects, allowing them to understand their regional objectives (such as the environment and geography, and local food systems, while learning from their politics and power, and US foreign relations). Students classmates throughout the country. We will examine who wish to take this course should bear in mind that topics such as animal agriculture, organic farming, local it is the equivalent of a full year’s introductory college production and distribution, the debate over GMOs, course, and therefore the demands in terms of both the marketing of unhealthy food to children and the time and commitment are considerable. Departmental problem of hunger in America. recommendation is a prerequisite. Texts: Foner, Give Me Liberty Art History from Venus to Vera (MSON) Summer Reading: Students will learn about the history of three- Kilborne, Woodley and Its Residents dimensional art from its prehistoric beginnings to the Sloan, The Great Decision present day. A focus will be representations of the human figure. Students will gain a fuller understanding of sculptural icons such as Michelangelo’s David and Advanced Economics: Macro & Micro (MSON) other significant artworks, as well as the vocabulary (Prerequisite: completion or concurrent enrollment in to talk about these works of art. The structure of the Precalculus .) course is a chronological study of the evolution of The macroeconomic portion of this year long course sculpture, which will serve as our vehicle to explore teaches students the principles of economics that the depth and breadth of the human experience. apply to an economic system as a whole. Specific Throughout the semester, students will make thematic topics include the study of national income and connections between artworks with the goal of price-level determinants, economic performance examining topics such as consumerism and body image. measures, the financial sector, stabilization policies, The aim of the course is not only to better understand economic growth, and international economics. The the visual environment we live in but also to see how it microeconomic portion teaches students about the reflects our own values and ideals. nature and functions of individual decision makers in the modern economic system. Specific topics include the nature of product markets, factor markets, and the role of government in promoting greater efficiency

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Black America—A Cultural Study Text: (Grades 11–12; also available as a literature elective) Epstein and Walker, Constitutional Law for a This humanities course connects the history, literature, Changing America and the arts of African Americans to survey the Summer Reading: African American experience. Through close reading Stewart, The Men Who Invented the Constitution of both canonical and noncanonical writers, analyzing political movements (slave revolts, American Comparative Religion: Buddhism, Hinduism, and Islam Reconstruction, Harlem Renaissance, American Civil (Grades 10–12; not offered 2016-2017) Rights Movement, Black Power, Hurricane Katrina, In this course, students explore three powerful world and current events), and discussing recurring themes religions, focusing on their origins in the ancient world, (the legacies of the Great Migration, the significance their dialogues and clashes with one another and with of art and music, lynching and racial violence, racial Judaism and Christianity, their growth and change over passing, etc.), students will engage in grappling with time, and their ongoing transformation in the crucible the rich culture of the African American community. of modern events. Topics of study include mystical and From Douglass to Baldwin to Tupac, students will fundamentalist strains in each faith, the entanglement draw upon primary sources (film, print, and other art of each religion with contemporary political and social mediums) and scholarly articles and YouTube videos to movements (such as in Tibet, Burma, Kashmir, Iraq, assist discussions. Graded work will include projects, and Egypt), films, and important works of literature essays, participation, and a final poster project. shaped by each faith. Students carry out research, Text: write analytical papers, and give oral reports. Invited C. Carson, The Struggle for Freedom speakers, as well as visits to local mosques, temples, and museum exhibits, offer students a more complex view Civil Liberties of the amazing diversity and vast cultural impact of (Grades 11–12) these often poorly understood faith traditions. Texts: This course explores the range of individual freedoms Brodd, et al, Invitation to World Religions guaranteed by the U.S. Constitution and the Hanh, Peace is Every Step government’s role in protecting these liberties. Students Narayan, Ramayana examine such controversial topics as hate speech, Novak, World’s Wisdom: Sacred Texts of The prayer in schools, gun control, discrimination, abortion, World’s Religions and the death penalty to determine the boundaries of Summer Reading: personal rights protected by the Constitution. Students Dalrymple, Nine Lives: In Search of the Sacred read and analyze leading Supreme Court cases and legal in Modern India commentary to develop their conclusions. Current event topics also help to shape the curriculum, as each week a student is assigned to present on “Civil Diversity in a Global Comparative Perspective (MSON) Liberties in the News.” Students are required to rely (Fall Semester) both on personal opinion and grounded analysis in Diversity in Global Comparative Perspective examines their decision-making process. Class time centers on the ways our Human Family has sought to create, student dialogue and debate; all members of the class marshal, contest, and maintain identities through are expected to contribute actively to discussions. Culture and relations of power. These identities can Students participate in local mock trial and moot be appreciated through “lenses of analysis.” The course court competitions, and they create political videos critically engages the traditional “Big Three” lenses of and cartoons for national competitions. Field trips to analysis: Race, Class, & Gender, understanding that the Supreme Court and lower level courts, as well as a Culture serves as an important backdrop against which wide range of guest speakers, further enrich students’ these identities emerge. Once students appreciate the understanding of the political system. Through the important ways the Social Sciences have engaged with, content of the class, students cultivate their analytic, written about, and debated these three core modes writing, research, and oral advocacy skills. of analysis, the course expands to incorporate other,

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equally rich, lenses: age, ableism, intellectual diversity, Troost, The Sex Lives of Cannibals geographic diversity, cognitive and neurological Summer Reading: diversity, and the business case for Diversity, as well as Junger, The Perfect Storm how to study synergistically intertwined phenomena. Film and Critical Film Studies, as well as the role Colonialism has played in the major conflicts of Globalization and the Modern World (Grades 10–12) the last 500 years, each serve to enrich student understandings of Diversity. Where does your cell-phone come from? Where will your first job out of college come from? Ten years ago, many people thought globalization was just a code Environmental Bioethics (MSON) Spring Semester word for American economic and cultural imperialism. This course will focus on such cases as environmental A decade later, the new conventional wisdom is that sustainability, global energy and food resources, America has been hammered by the pace and character gathered from sources in literature, journalism, and of change in the global age. But what will the next film. The academic study of ethics examines how few decades bring? And what is globalization, anyway? we make the decisions. Curricula will build on Is it old? New? Does it promote peaceful integration? a foundation of theoretical moral theories, more Tension and hostility? Does it give people new ways specifically, how we make decisions when faced to fashion their identities and allow societies to shape with complex, often controversial, issues. No prior their cultures more creatively? Is it crushing regional knowledge of philosophy is assumed, however, cultures under the weight of corporate branding? Does authentic assessment of students’ initial facility it provide new opportunities for the world’s poor? with logical analysis will ensure that all students are Exploit them more relentlessly? We examine these and challenged to grow and deepen their theoretical and other issues in general discussions about the meaning practical understandings of the subject. and impact of globalization, in repeated looks at the USA, and in two further case study regions: China and Environmental History and Philosophy India. Specific readings change annually. (Grades 10–12) Texts: Adiga, White Tiger This course explores environmental issues and Wise, Cultural Globalization perspectives through history and the ones most critical Summer Reading: to our time. Topics covered include climate change and Rivoli, The Travels of a T-Shirt in the strengthening hurricanes, eco-terrorism, management Global Economy of global fisheries, polar exploration, causes for delayed reaction, and reasons for emerging hope. Students will examine the evolving perception of man versus nature Human Geography—Understanding Our World and general issues like resource use and population Through Spatial Relationships pressures in diverse seminal works ranging from The (Grades 10–12) Wealth of Nations and Frederick Jackson Turner’s Human geography is a system of thinking that explores celebrated frontier thesis to modern pieces like An why human events, cultural expressions, and activities Inconvenient Truth, The Perfect Storm, Into the Wild, and happen where they happen. Human geography flips Collapse. Numerous debates and hot-topic articles will history on its side by considering how the physical augment our treatment. locations of human phenomena—and their relative Texts: distance from other phenomena—influence how Achenbach, The Grand Idea the human story plays out over time. While human Alexander, Endurance geography does take physical geography (the locations Diamond, Collapse of mountains, rivers, harbors, arable land, etc.) Gore, An Inconvenient Truth into consideration, it is chiefly concerned with the Heller, The Whale Warriors activities that human beings undertake on the physical Krakauer, Into the Wild landscape—and, by extension, with how they change London and Kelly, The Last Forest

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that landscape over time. While these questions might attempts to recognize, reconcile, and memorialize at first seem somewhat esoteric, they turn out in genocide from the individual to the collective. practice to be fascinating and fun. Here are a few of Students will read and analyze primary source material, the kinds of questions that we will explore in Human secondary historical accounts, genocide testimony and Geography: What brought my parents or previous memoirs, in addition to examining individual fictional ancestors to live in the Washington, DC area? Where and artistic responses and the collective memories and will my children or grandchildren likely live? Why memorials of whole societies. do people speak with different regional accents in different parts of the U.S. (and in different parts of our metropolitan area)? Is Syria really a country anymore? Mapping Inequality in DC Is Kurdistan a state? Why is there so much tilapia in (Grades 10–12) restaurants right now? Where does my paper come Is our country’s long history of discriminatory housing from? Where does my electricity come from? Why and educational policy a principal cause of the present- does my family vacation where we do? Why are there day spatial and racial inequality of opportunity in so many Starbucks in some neighborhoods? Why is cities like Washington DC? Most historians assume Hollywood a world movie-making center, and why is so. However, to date, no researcher or scholar has Detroit known for auto manufacturing? As the internet examined the primary source data—census data, has connected us virtually with so many places in the archival data, etc.—in Washington DC to rigorously world, it has magnified—not erased—the need for an test this assumption. Students in this elective will awareness of spatial relationships in understanding test this research question using primary source data how our world operates at all kinds of scales, from the in the local Washington DC community. Students global to the very local. Our investigations in this will work in teams to create research questions and course, and our exposure to models that help explain then blend demographic data with a digital mapping the spatial patterns of human activities, will enhance program to draw conclusions about patterns of inequity your “geographical imagination” and will change your in DC. In addition, we have a tentative agreement perspective on everything you do and on all the places to collaborate with Prologue DC, a team of local you go. professional historians, on their ongoing project mapping segregation in DC. Students do not have to consider themselves strong in math, nor do they Man’s Inhumanity to Man: Genocide and Human Rights need to have any computer experience; however, they in the 20Th Century (MSON) should be open to learning a digital mapping program (Spring Semester) and working with data. Students in this elective The story of genocide in the 20th century stands in will test this research question using primary source stark contrast to the social progress and technological data in the local Washington DC community. This advancements made over the last 100 years. As research has never been done before, so students will be brutal culmination of nationalist and racist attitudes contributing original knowledge to the scholarly fields and policies, as well as a poignant reminder of both of DC History and urban policy. Many are referring the cruelty and resilience of human beings, these to digital history--and more specifically, the digital genocides punctuate modern history with harsh reality. historical mapping--as “the future of history”. In other This course will explore the many facets of genocide words, students will learn about history by actually through the lenses of history, literature, art, sociology, doing history. and law. Specifically, we will turn our attention to understanding the framing of genocide as a legal concept. Using the holocaust as our foundation, we will examine examples of additional genocides from the 20th century, including those in Armenia, Cambodia, Rwanda, and Bosnia (among others). Ultimately, we will train our attention to the enduring legacy of genocides around the world, especially as we consider

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Inequity and Social Justice in DC big questions about the law, examining the meaning (Grades 10–12; not offered 2016–2017) of justice, the relationship between law and morality, The “District of Columbia”—the step-sister of a city the difference between justice and revenge, and the that lies in the shadows of the political and tourist proper aims of the criminal justice system. We will see “Washington” featured nightly in the news--is one how these larger questions play out in contemporary of the most intriguing cities in the United States. life by digging into current legal controversies relating Its 600,000 citizens, despite residing in the capital to race, gender, social class, and sexuality, such as of the world’s “greatest democracy,” are denied mass incarceration, the criminalization of poverty, the voting representation in Congress and must seek prosecution of campus sexual assaults, and LGBTQ Congressional approval of local budget and laws. DC is parental rights. In all of our inquiries, we will work also unusual demographically. Thanks to a mass exodus both as historians and as cultural critics, employing of middle-class whites and blacks in the 1950–1970s, methods relating to history, literature, and cultural the city is polarized between a very wealthy and studies. To investigate how culture both reports on and predominantly white elite located mostly west of Rock seeks to create change in the law, students will examine Creek Park, and an impoverished black underclass and analyze a wide range of cultural productions and located mostly east of the Park. The city is a study historical texts, which may include works such as in inequities: between rich and the poor, white and Bryan Stevenson’s moving memoir Just Mercy, Earnest black, male and female, citizen and immigrant, and Gaines’ novel A Lesson Before Dying, Michelle straight and gay. And despite—or perhaps because of Alexander’s influential The New Jim Crow, the this—DC is also home to some of the most inspiring riveting Serial podcast, the provocative documentary and successful social justice campaigns in the country. “The Hunting Ground,” the television series “Orange is This course will first explore the social and political the New Black,” and the classic legal film The Verdict. inequities that divide DC, and then turn to the social Students will have the opportunity to hone their justice activists and campaigns that fight to correct writing and research skills as they experiment with these inequities. As they learn about these topics, writing in a wide variety of forms, including literary students will extend their note taking, research, and and cultural analyses, creative responses, position essay writing skills. Because community engagement papers, document investigations, research essays, and is a major component of the course, they will also be op-eds. The class will be highly interactive, featuring learning advocacy and community organizing skills. A discussions, debates, oral and media projects, and highlight of the year will be collaborating on a project Socratic seminars. We will hear from guest speakers with a local charter school. drawn from the rich legal community of Washington, D.C. to help us understand the dynamics underlying legal controversies. Ultimately, the course will invite Law, Culture and Society students to consider what role they themselves can play (Grades 11–12; also available as a literature elective) in working towards a more just society. Does law serve justice or stand in its way? Throughout history, many in the United States have looked to the Medical Bioethics (MSON) legal system to address societal inequities, but others (Fall Semester) have criticized this very system for serving the interests of the powerful. Debate over the proper role of law in This course will focus on such cases as medical our society has not been limited to the courtroom or practice, medical research and development, and the newspaper—it has often been, and continues to be, health care policy, examined through a wide array waged in literature, on stage, in movie theaters, on the of case studies, gathered from sources in literature, radio, and on television. This course will explore the journalism, and film. The academic study of ethics nexus of law, society, and culture. We will examine how examines how we make the decisions. Curricula will cultural productions, such as novels, memoirs, plays, build on a foundation of theoretical moral theories, films, television shows, podcasts, and documentaries, more specifically, how we make decisions when both reflect and seek to influence public perceptions faced with complex, often controversial, issues. No of the law and its quest for justice. The class will raise prior knowledge of philosophy is assumed, however,

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authentic assessment of students’ initial facility Each unit also applies psychological principles and with logical analysis will ensure that all students are theories to literature, film, popular culture, history, challenged to grow and deepen their theoretical and or current events (for example, considering how the practical understandings of the subject. film Groundhog Day relates to the theory of pattern relations, how Ralph Ellison’s Invisible Man relates to the psychology of learning, or how the ongoing Music History: History of Rock and Roll (MSON) global economic crisis can be understood in light of (Spring Semester; No prerequisite, but students should have social psychology and behavioral economics). Students basic knowledge and understanding of music fundamentals .) will also have opportunities to do original research This course presents the historical evolution of or simple experiments relating to a special topic of contemporary American music. The course will their choosing, such as organizational psychology, primarily cover American pop/rock music through the evolutionary psychology, sport psychology, or even lens of treating American pop music as a worldwide traffic psychology. Students can expect to do a musical first. The course is the first of its kind, covering significant amount of writing and a fair amount of the pop/rock genre in a deep, consistent, and accessible reading and independent research. Class meetings will way. The course includes detailed listening guides involve lively give-and-take and plenty of student- helping students understand compositional technique, directed presentations and discussions. The overall goal musical timing, and lyric construction. Of particular of this course is to help students move toward college significance is the inclusion of Interactive Listening and adulthood with an emerging sense of how their Guides providing moment-by-moment descriptions of minds work, a more informed approach to collaborating the music as it is performed. with others, and an optimistic sense of how they can help to address and overcome pressing social problems both large and small. Psychology Summer Reading: (Grades 11–12; not offered 2016–2017) Foer, Moonwalking with Einstein Psychology is the scientific study of the human mind, Texts: particularly as it influences human behavior. In this Arnold, Small Move, Big Change course, we’ll examine several of the many branches Chabris, Invisible Gorilla of modern psychology (a discipline founded in 1879) Cialdini, The Psychology of Persuasion and explore how psychological principles and theories Catheri, Psychology Book can be applied to overcome problems in real- life Gladwell, Tipping Point: How Little Things Can situations. We start the year with an overview of four Make a Big Difference basic processes of our minds: perception, cognition, Kahneman, Thinking Fast and Slow motivation and emotion, and memory and learning. Kaysen, Girl Interrupted We then turn our attention to personality, asking Pink, Drive the questions, “How do we develop from infancy through adulthood?”, “What factors make each of us unique?” and “In what ways can we be abnormal?” Revolutions Next we think about relationships and consider how (Grades 10–12; not offered 2016–2017) our minds are influenced by the wider social context Are revolutions an effective means of social change, (other people). In the last part of the year, we train or do they merely reproduce the problems of the past? our psychological lens on some of humankind’s This interdisciplinary course examines historical and most perplexing and thorny social, economic, cultural revolutions through a humanities lens, taking environmental, and political problems, and we will a multi-pronged approach to analysis, and requiring seek new ways forward in the light of psychological students to explore complex questions without clear findings. Each unit of the course offers opportunities answers. The class will also ask students to evaluate to apply psychology to questions about yourself (for social revolutions by developing an understanding example, “What is my unique style of learning?” of their own identity and how this affects the way “How has my early childhood influenced me?”). we perceive historical and social changes. The class

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will utilize historical texts, philosophical documents, are the mind’s capabilities and limitations both in literature, music and film to analyze revolutions and biological, cognitive, developmental, and sociocultural social movements from a variety of times and places. senses as well as how the mind varies from one Main units will include the American Cultural individual to the next. Balancing the power of inquiry Revolution of the 1960’s; the Chinese Cultural with the power of story, Topics in Psychology will use Revolution; the Greek war of independence; the discussion- and activities-based approaches to carefully Iranian Revolution and Cuban Revolution. Besides examine each topic ranging from the biological bases improving their writing and critical reading skills, of behavior and states of consciousness to human students will produce assignments such as oral development and learning, thinking and intelligence, presentations, possible film projects, and ethnographies, motivation and emotion, theories of personality and Some units will culminate in an open-ended essay psychological treatments, and social interactions. topic that requires students to explore and think With the goal of gaining psychological knowledge critically about a variety of materials in their search that is not only generated and developed but also for understanding. Some of the historical/philosophical applied, students will explore case studies, create texts we will study will include Revolutions and and administer surveys, and run small experiments Revolutionary Movements (DeFranzo), The Feminine regularly. At different points in the course, students Mystique (Friedan) and Creatively Maladjusted will select topics for independent research and (Richards). Some literature, music, paintings, presentation. Possible topics include how psychology TV and film we will examine includes selections affects and is affected by class status, gender, sexuality, from “Hellas,” (Shelley), Falling into Revolution race and ethnicity, work environments, sports and (Youssef), “Alabama” (Coltrane), “Killing US Softly entertainment, schools and prisons, health, driving 4 (Kilbourne),” “The Stonewall Riots (PBS),” “The and traffic, evolution, religions, social media, etc. Stepford Wives”, “Tankman (Frontline)”, paintings Ultimately, with guidance and study, students will by Eugene Delacroix, Giovanni’s Room (Baldwin), design and report on a psychological experiment. Slaughterhouse-Five (Vonnegut), TV episodes from “Three’s Company”, “Seinfeld”, “Modern Family” & “Leave it to Beaver” and the graphic novels Boxers and LITERATURE ELECTIVES Saints (Yang) and Persepolis (Satrapi). Texts: African American Literature: Shades of a Black Defronzo, Revolutions & Revolutionary Experience Movements (Grades 11–12; not offered 2016–2017) Baldwin, Giovanni’s Room Yang, Boxers & Saints In Shades of a Black Experience, we examine the Satrapi, Persepolis joys, triumphs, struggles and defeats within the lives Summer Reading: of many African Americans through a range of Vonnegut, Slaughterhouse-Five genres and literary media. This class will explore such concepts as the duality of scrutiny and disregard, the development of artistic cultural manifestos, and the Topics in Psychology never-ending search for one’s identity. Shades of a (Grades 11-12) Black Experience is where past and present meet. In “What type of learner am I?” “What motivates me?” each thematic unit, we analyze two literary works: one “How does my brain influence my behavior?” “How do from the first half of the 20th century, and one from I better use my memory and intelligence to improve the second half of the 20th century. Within each unit, my performance for that next test?” “What type of we will also analyze an and film that correspond personality do I have?” “How do social interactions with the larger themes of the course. In this class, affect my individual decision making?” These questions discussion of essays from the Civil Rights Era will go about the human mind and individual behavior hand in hand with discussion of lyrics from the Golden constantly surface in school and in the real world. At Age of Hip-Hop. The emergence of Black Art in the the core of these questions, we seek to understand what Harlem Renaissance will be connected to the success

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of Milestone Comics in the early 1990s. The lack of Children in Literature recognition addressed in Ralph Ellison’s Invisible Man (Grades 11–12; not offered 2016–2017) will serve as the foundation of our examination of What is a child? It may surprise you to learn that Kanye West and his turbulent celebrity. Students can the answer depends on time and place. In this expect frequent in-class journals and commentaries, course students read and analyze a range of literary as well as extended essays and presentations. Texts works—some intended for young people and some for read during this course may include Invisible Man, by adults—that offer contrasting visions of childhood Ralph Ellison, Ultimate Comics Spider-Man, Vol . 1, by (and by extension, adulthood). In some, like Alice in Brian Michael Bendis, Black Superheroes, Milestone Wonderland, a child is curious and malleable, viewing Comics, and Their Fans, by Jeffrey A. Brown, selections a topsy-turvy grownup world with fresh eyes. In others, from The Fire Next Time, by James Baldwin, and like We Need to Talk About Kevin, children are evil, Double-Take: A Revisionist Harlem Anthology, edited by pulling adults into webs of deceit and misery. Still Venetria K. Patton. others, like Peter Pan, paint a complex picture of Texts: childhood as a phase of life characterized not only Ellison, Invisible Man by imagination and play, but also by fear and denial. George, Hip-Hop America We will explore whether the concept of childhood Haggins, Laughing Mad as we know it is disappearing as new forms of media Locke, New Negro undermine our sense of childhood as a protected and McDuffie, Icon, Hero’s Welcome innocent space, and will examine how contemporary Summer Reading: works, such as The Hunger Games, present images of Read: du Bois, Souls of Black Folks childhood under siege. As we explore the evolution Listen and analyze the lyrics: , of literary images of children from the Middle Ages to Watch: Simien, Dear White People the present day, we will also examine literary methods and styles, and psychological and moral messages (both Black America—A Cultural Study overt and subliminal). Invited speakers, including (Grades 11–12; also available as a history elective) local authors, and field trips to bookstores and art exhibits will help us better understand the artistic, This humanities course connects the history, literature, cultural and political dimensions of representations and the arts of African Americans to survey the of children. Students write analytical essays, carry out African American experience. Through close reading historical research, participate in debates, and produce of both canonical and noncanonical writers, analyzing original stories featuring their own ideas and images of political movements (slave revolts, American childhood. Reconstruction, Harlem Renaissance, American Civil Texts: Rights Movement, Black Power, Hurricane Katrina, Carroll, Alice’s Adventures Underground and current events), and discussing recurring themes White, Charlotte’s Web (the legacies of the Great Migration, the significance Kincaid, Annie John of art and music, lynching and racial violence, racial Kipling, The Jungle Books passing, etc.), students will engage in grappling with Barrie, Peter and Wendy the rich culture of the African American community. Burnett, The Secret Garden From Douglass to Baldwin to Tupac, students will Foer, Unbearably Loud and Incredibly Close draw upon primary sources (film, print, and other art Shriver, We Need to Talk About Kevin mediums) and scholarly articles and YouTube videos to Summer Reading: assist discussions. Graded work will include projects, Brothers Grimm, Selected Tales essays, participation, and a final poster project. Block, The Rose and the Thorn Text: C. Carson, The Struggle for Freedom

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Comedy and Satire Coming of Age in the Modern World (Grades 11–12) (Grades 11–12) What is the funny business of comedy and satire? In coming of age stories, characters encounter Comic writers make us laugh, but what else might they internal and external challenges as they leave a be up to? This course will examine how humorists both state of innocence (childhood) and transition into entertain us and raise provocative questions about our a state of knowing (adulthood). Readings for this society and its treatment of individuals. We will begin course will include novels written from the 1950’s the year by reading and viewing comic texts and videos to today, as well as short stories, essays, and films by contemporary humorists, such as David Sedaris, that complement core texts. Students will examine to explore theories of humor. We will read classic texts from multiple perspectives as they attempt to comedies from writers like Plautus and Shakespeare understand the factors of environment—race, culture, to see how they employ techniques such as mistaken school, historical era, class, religion, and gender—that identity, wordplay, irony, and disguise to examine issues dictate, provoke, complicate or demand a particular related to gender, sexuality, race, and social class. As we character’s progression. Specifically, students will proceed, we will match older texts with newer versions, look at how “families” (including not only traditional such as Twelfth Night and the movie She’s the Man, to nuclear models but other forms, along with mentor or question whether works should ever be considered friend groups), schools, the nature of the individual, “out of bounds.” Contemporary texts may include Kurt and times of crisis influence a character’s eventual Vonnegut’s exploration of weapons of mass destruction transition; students will also try to decide what about Cat’s Cradle, Gary Shteyngart’s novel Super Sad True these journeys may be universal or unique based on Love Story, which examines our loss of privacy and our understanding of environments that differ from dependency on social media, Bruce Norris’s play about our own. Students should expect frequent informal the dynamics of racial identity, Clybourne Park, which opportunities to write in class (journals and quotation begins where Lorraine Hansberry’s A Raisin in the Sun analyses), the chance to present well-crafted and ends, and Stephen Colbert’s I am American (And So supported analytical essays (culminating with an Can You!). Throughout the year, students will have the essay exhibition and defense at the end of the year), chance to grow as analytical writers by honing their and opportunities for creative and personal work powers of literary analysis and to develop their creative throughout the year (using popular songs to enter flair by writing their own comedies and satires. Most certain stories or characters, for example). Texts may important, the course invites students to think critically include Old School, by Tobias Wolfe, Never Let Me about the role of comedy and satire in our society. Go, by Kazuo Ishiguro, Always Outnumbered, Always Texts: Outgunned, by Walter Mosely, The Bluest Eye, by Toni Plautus, Selected Plays Morrison, The Virgin Suicides, by Jeffrey Eugenides, and Shakespeare, Much Ado About Nothing selections from Casualties of Privilege: Essays on Prep Swift, “A Modest Proposal” Schools’ Hidden Culture, by Louis Crosier. Vonnegut, Cat’s Cradle Texts: Hansberry, A Raisin in the Sun Eugenides,Virgin Suicides Norris, Clybourne Park Morrison, The Bluest Eye Shteyngart, Super Sad True Love Story Ishiguro, Never Let Me Go Summer Reading: McEwen, Atonement Read: Sedaris, Me Talk Pretty One Day Mosely, Always Outnumbered, Always Summer Viewings: Outgunned Select any film (except Dr . Strangelove) from Roth, Goodbye Columbus AFI’s list of “100 Funniest American Movies Wolff, Old School of All Time.” You can find the list here: http:// www.afi.com/100years/laughs.aspx

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Comparative Literature issues of racism, privilege, and consent. We will (Grades 11–12; can also be used as a Spanish credit) also look at how genre, style, and the “packaging” This course connects contemporary Spanish-speaking of various works affect both their consumption and authors with international counterparts through a reception. The class includes expository and creative comparative study of their works by isolating and writing assignments, as well as oral presentations, exploring common literary and philosophical concepts. interviews, and even play-acting. We will practice Literary works will be grouped by theme and studied defining and shaping a workable, original, and concurrently. The course comprises of the following complex thesis, and the course will also provide both units, which are illuminated through selected readings: formal and informal opportunities for students to tension between individual and society; narrative explore their own identity through writing. There will ambiguity; tension between individual and family; be a consistent emphasis on constructing strong, well- existential anguish; the nature of reality; the role of supported, and compelling arguments that join social the concepts of zero and infinity in literature; and theory with original thought and careful analysis. Cainism and friendship. Class discussions will be Texts: conducted in Spanish. Papers are written in English. Lahiri, The Namesake Works in Spanish can be read in English translation. Bulter, Kindred Texts: Diaz, The Brief Wondrous Life of Oscar Wao Borges, Fictions Dillard, Teaching a Stone to Talk Camus, The Plague Wolfe, The Colored Museum García Marquez, Chronicle of a Death Foretold Lorde, Zami: A New Spelling of My Name García Marquez, Eyes of a Blue Dog Wallace, Consider the Lobster Kafka, The Trial Summer Reading: Kafka, The Metamorphosis Alexie, Flight Unamuno, Abel Sanchéz Unamuno, Don Manuel Bueno Martir Creative Writing Viewings: (Grade 12 only; not offered 2016–2017) Abre Los Ojos Amadeus During the first semester the course explores Summer Reading: autobiographical writing and literary journalism by using García Marquez, One Hundred Years of Solitude contemporary selections by published authors and a variety of student pieces. Short writing assignments and journal work are used to expose students to a variety of Contemporary American Literature writing techniques related to diction, chronology, and (Grades 11–12) pacing. In the second semester students will explore In this class, we will examine a wide range of recent forms of drama, poetry, and fiction. Throughout the American literature. The class will ask not only what year, the class format encourages active participation, makes these texts distinctly “American” in form critical thinking, and an open exchange of ideas. Each and content, we will also consider how the authors unit will culminate in a major project, and each student interrogate the “politics of identity” to make their will also develop and complete a final independent works compelling, effective, and critical. Throughout project during the fourth quarter. the year, we will consider how writers encounter Texts: boundaries, and how they use their characters as Selected Poems—Mark Strand vehicles to reconcile the limitations imposed upon In Short: A Collection of Brief Creative them as authors. We will primarily read works of Nonfiction literature from marginalized groups, and we will discuss Literary Journalism: A New Collection of the how and why writers create, collapse, and capitalize Best American Nonfiction on ‘hybridized’ identities to enrich their work. In Wilson, Fences the process, we will scrutinize various versions of Collected Stories of Lydia Davis “Americanness” and explore the attendant cultural Walcott, Collected Poems, 1948-1984

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Ellis, The Maverick Room: Poems ways to share our thoughts and to be creative. Possible Mamet, Goldberg Street: Short Plays and explorations include hyperlinked narratives, social Monologues media as inspiration and tool, animated text, audio, Saunders, The Brief and Frightening Reign of Phil videos, and all manner of non-linear narrative. The Summer Reading: class will ask an essential question: what happens when Queneau, Exercises in Style communication becomes wider and has an instant Carver, “The Bath”, “A Small Good Thing” audience? The class routine, based around writing, reading, and discussion, will include weekly critiques of student work and required writing, including in some non-traditional, contemporary formats. Creative Non-Fiction Writing Workshop: If Only You Could See this Place (MSON) (Spring semester) Etymology of Scientific Terms (MSON) How do we write great non-fiction (and this includes (Fall Semester) all flavors of essays—college essays, literary journalism, The purpose of the course is, to quote the textbook, memoir, and more), so that our stories have an “By teaching … the root elements of medical injection of narrative tension that invites the reader terminology—the prefixes, suffixes, and combining to sit down inside our stories and stay a while? This forms of Greek and Latin … not only to teach students workshop will help you become a better writer so that modern medical terminology, but to give them the your stories contain an electrical charge that starts ability to decipher the evolving language of medicine at the sentence level and travels through the entire throughout their careers.” This is in many ways a piece. This tension, or electrical charge, is the engine language course, and deals with the elements that that great non-fiction runs on. Students will search are used to create terms to meet the specific needs of the places in one’s life that have mattered most, and medical scientists. As material is introduced, students using a series of fun writing prompts, generate new will complete practice exercises during each class writing, using place as a portal to help land on the meeting, as well as complete approximately one quiz life stories that students’ most want to tell. Later, the per week. Outside of class, students are expected to class will move into class workshops of each student’s analyze and define fifty terms each week. Additional work. Each session will also look at other specific craft material deals with especially complex etymologies, aspects: primarily beginnings, endings, and the weaving the history of our understanding of certain aspects of of multiple story lines in one essay. Student’s will also medical science, and relevant material from Greek and read some fantastic published work. Latin texts. Required Text: Dunmore and Fleischer, Medical Terminology Creative Writing in the Digital Age (MSON) Taber’s Cyclopedic Medical Dictionary (Fall Semester) Storytelling is as important today as it was hundreds Law, Culture and Society of years ago. What has changed, in many cases, is the (Grades 11-12; also may count as a history elective) media through which writers tell their stories. Today’s Does law serve justice or stand in its way? Throughout literary artists take advantage of digital tools to spread history, many in the United States have looked to the their messages and tell their stories in new ways that legal system to address societal inequities, but others combine narrative and contemporary form. Students have criticized this very system for serving the interests will begin with the traditional forms of poetry, short of the powerful. Debate over the proper role of law in prose, and literary non-fiction and then go beyond our society has not been limited to the courtroom or those forms to explore how contemporary tools can the newspaper—it has often been, and continues to be, enhance expression. We will study master writers in waged in literature, on stage, in movie theaters, on the each of the traditional forms and be inspired by their radio, and on television. This course will explore the examples. Then, we will look at how communication nexus of law, society, and culture. We will examine how in the 21st century has provided us with even more cultural productions, such as novels, memoirs, plays,

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films, television shows, podcasts, and documentaries, to develop a coherent approach to learning and both reflect and seek to influence public perceptions understanding through a thoughtful inquiry into of the law and its quest for justice. The class will raise different ways of knowing and different types of big questions about the law, examining the meaning knowledge. The course will first focus on how we of justice, the relationship between law and morality, perceive reality, with emphasis on emotion, reason, the difference between justice and revenge, and the belief, and experience. We will question our own proper aims of the criminal justice system. We will see assumptions about reality through diverse philosophical how these larger questions play out in contemporary and literary texts, and try to answer this seminal life by digging into current legal controversies relating question: What level of certainty, if any, can I assign to to race, gender, social class, and sexuality, such as a given assertion of knowledge? Through our readings, mass incarceration, the criminalization of poverty, the students will be encouraged to reflect on their own prosecution of campus sexual assaults, and LGBTQ experiences as learners and to discover how different parental rights. In all of our inquiries, we will work academic disciplines are interconnected. We will both as historians and as cultural critics, employing read literary works that explore different realms of methods relating to history, literature, and cultural knowledge from the Arts to Mathematics, and we will studies. To investigate how culture both reports on and make connections between and across ways of knowing seeks to create change in the law, students will examine and areas of knowledge We will read a combination of and analyze a wide range of cultural productions and excerpts from philosophical works and complete works historical texts, which may include works such as from various literary genres. Throughout the year, Bryan Stevenson’s moving memoir Just Mercy, Earnest students will gain familiarity with Aristotle, Berkeley, Gaines’ novel A Lesson Before Dying, Michelle de Beauvoir, Descartes, Heidegger, Hume, Kierkegaard, Alexander’s influential The New Jim Crow, the Kant, Lao-Tsu, Locke, Nietzsche, Pascal, Plato, Sartre, riveting Serial podcast, the provocative documentary Schopenhauer, and Spinoza. “The Hunting Ground,” the television series “Orange is Summer Reading: the New Black,” and the classic legal film The Verdict. Read: Pirsig, Zen and the Art of Motorcycle Students will have the opportunity to hone their Maintenance writing and research skills as they experiment with Watch: Andy and Lana Wachowski, The writing in a wide variety of forms, including literary Matrix and cultural analyses, creative responses, position Nolan, Inception papers, document investigations, research essays, and Texts: op-eds. The class will be highly interactive, featuring Carroll, Through The Looking Glass discussions, debates, oral and media projects, and Doxiadis, Logicomix: Epic Search for Truth Socratic seminars. We will hear from guest speakers Hesse, Narcissus and Goldmund drawn from the rich legal community of Washington, Mann, Death in Venice D.C. to help us understand the dynamics underlying Murakami, Hard-Boiled Wonderland and the legal controversies. Ultimately, the course will invite End of the World students to consider what role they themselves can play in working towards a more just society. Media and Literature: Critical Approaches to MEdia, MEssages, and ME Literature and Theories of Knowledge Ever wonder why, over time, television shows tend to (Grades 11–12) be so similar? Or how the Swoosh, the trademark of the Nike Corporation, has become so important in many His priority did not seem to be to teach them what he people’s lives? Or why social media has become the knew, but rather to impress upon them that nothing, driving force in most people’s day? In this course, we not even... knowledge, was foolproof. will interrogate the relationships between the various J. K. Rowling, mass media which flood our daily lives, the messages Harry Potter and the Order of the Phoenix that they intend as opposed to the message we actually receive, and their effects on us as we attempt to make This is a philosophy-based literature course designed sense of them all. As we closely read fiction and

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nonfiction, as well as examine various types of media, systems, and its most challenging manifestations in we will also learn several critical approaches to media philosophy, history, and psychology. Students will studies that will aid us in developing answers about address key texts in the recent history of this issue, the role media has and can come to play in shaping including religious responses to the problem of evil, the ability of individuals to understand the idea and rigorous philosophical texts exploring the nature value of “me.” Students should expect opportunities to of evil (e.g. Mackie, Zimmerman), key historical write in class as well as prepare longer well-crafted and characterizations of this issue (e.g. Leibniz, Wiesel, supported analytical essays. Also, there will be several Arendt), and modern psychological investigations of creative projects and presentations throughout the psychopathy and group responsibility. Throughout, we course including creating an advertising campaign. will engage with ethical argumentation, hone critical Texts: reasoning skills, explore cross-disciplinary analysis, and Berger, Ads, Fads and Consumer Culture improve historical awareness of central developments Headrick, Wiley GuideTo Writing Essays About in the development of the concept of evil. Lit . Huxley, Brave New World Orwell, 1984 Religion & Literature (Grades 11-12) Ott, Critical Media Studies Thompson, How to Watch Television In this course, we will explore some ways in which Summer Reading: religious faith—both inside and outside of organized Read: Baum, The Wonderful Wizard of Oz religion--has shaped writers and their literary works (Signet Classics edition) in different times and places. Some of the novels and Watch: The Wizard of Oz and The Hunger poems we will study celebrate orthodox viewpoints, Games others critique them, and others offer complex Optional Reading: Collins, The Hunger Games perspectives on how religion can interact with race, gender, sexuality, and other cultural markers to influence identity and expression. We will explore Philosophy in Pop Culture (MSON) stories in which characters grow out of and into belief, (Fall Semester; No prerequisite, but some familiarity/ as well as those that raise questions about how religion experience with logic will be helpful ). helps—or hinders—those seeking to make sense of our Have you ever had a realistic dream that you were challenging world. Along with analytical essays and sure was true and then work up confused? How do you research projects, students will have opportunities to know that you are not in the Matrix? What is real and explore their own religious (or secular) perspectives and what is not? This course will investigate the nature of to write personally and creatively about their views. existence. It will combine classic philosophic works, Works studied may include works like Go Tell it on the like Descartes, with contemporary movies like The Mountain (Baldwin), Purple Hibiscus (Adichie), Bless Matrix and Inception, to contemplate what it is to Me, Ultima (Anaya), American Dervish or Disgraced exist and what the meaning of life is or should be. (Akhtar), Distant View of a Minaret (Rifaat), Cracking India (Sidhwa), The Chosen (Potok), Siddhartha (Hesse), and Buddha Da (Donovan). Philosophy—The Nature of Evil (MSON) (Fall Semester) What counts as ‘evil’ and how are we to understand Style and Literature it in relation to our conception of ourselves and our (Grades 11–12; not offered 2016-2017) place in the world? Is evil a purely human creation? How do great writers create their unique and Has evil changed in degree or kind over time? Is evil compelling voices? In this course, we will examine compatible with a benevolent deity? Is evil something a wide range of texts, including novels, memoirs, we always have a choice about? This semester-long personal essays, plays, speeches, news stories, blogs, and course examines the concept and nature of evil, its op-eds, to uncover the connection between style and problematic implications for our ethical and legal substance. A key goal of the course is for you to employ

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your growing understanding of the vast resources of Walls, The Glass Castle language, which fall under the deceptively simple name Stevenson, Just Mercy “style,” to your own creative and analytical writing. In Kingston, The Woman Warrior this class, we will read literary fiction and nonfiction texts which consider how people negotiate societal and individual borders and boundary lines and explore what Technology and Identity (MSON) (Spring Semester) happens to individuals who want to live on both “sides” or in between. Through our reading we will ourselves This semester-long course examines the nature of cross the borderline between fiction and nonfiction and the self by looking at the ways probable and possible consider ways in which they might be surprisingly alike. future technologies might transform human nature or Through novels, we will travel from Edith Wharton’s challenge fundamental ideas about personal identity. detailed portrayal of high society New York to Cormac Drawing upon works of science fiction literature and McCarthy’s depiction of the often violent world of the film, “trans-humanist” literature, and more traditional mythic cowboy. We will examine how Shakespeare philosophical works, we will consider such questions teams history and fiction to recreate Henry V as a as: Could your identity survive gradual replacement mesmerizing orator and consider how famous American of all of your parts with cybernetic prosthetics? Could speakers, from Abraham Lincoln to Barack Obama, use your mind be uploaded to a computer? Is it probable language to weave their spells. Finally, we will examine that we already are living in a computer simulation? If how modern writers of literary nonfiction cross Star Trek style transporters are ever developed, should boundaries by using fictional techniques in weaving you use one? What about a time machine? Is it likely true tales as we read Truman Capote’s sensational story that human beings will one day achieve immortality of violent crime in the American heartland, In Cold (or greatly extended lives), and what would this imply Blood, and Barbara Ehrenreich’s story of her undercover about the nature and value of human life? What are the investigation of social class in Nickel and Dimed: On moral implications of the availability of technologies (Not) Getting By in America. Throughout the course, that would give us super-strength or super-intelligence, you will develop your own style by crafting personal especially if (as seems likely) they would not be equally essays, speeches, op-ed pieces, literary analysis essays, available to everyone? Through reflection on these short fiction, journal entries, and blog posts. topics, students will sharpen their creative and logical Texts: thinking abilities and advance their understanding of Wharton, The Age of Innocence central philosophical ideas, including theories of the McCarthy, All the Pretty Horses self, free will, knowledge, time, and ethics. Capote, In Cold Blood Shakespeare, Henry V World Literature Ehrenreich, Nickel and Dimed: On (Not) (Grades 11–12) Getting By in America Cohen, 50 Essays: A Portable Anthology Is literature dead or alive? Is it a mirror that reflects Call, Telling True Stories the world, or a tool that can change it? In this course, Summer Reading: we explore fiction, poetry, essays and graphic novels Read one of the following: from England, France, China, Kenya, Japan, Iran, Wolff, This Boy’s Life Colombia, and the United States to consider what McBride, The Color of Water literature means and how it “matters” in various Karr, The Liar’s Club by Mary cultural contexts. As students read a variety of classic Nafisi, Things I’ve Been Silent About and contemporary works, (including Madame Bovary, Beah, A Long Way Gone Chronicle of a Death Foretold, Wuthering Heights, First McCourt, Angela’s Ashes Love, and Things Fall Apart), they learn how authors Santiago, When I Was Puerto Rican from different times and places have portrayed the Grealy, Autobiography of a Face relationship between fiction and reality, and how Monette, Becoming a Man stories can comment on and contribute to social and Smith, Just Kids historical change. A major theme of the course is

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the power of imaginative literature to challenge the Human Development status quo, and students may participate in a Service (Noncredit course; Grades 11 and 12) Learning project, such as helping to raise awareness This course explores the biological, psychological, about and assist contemporary banned writers. and social issues affecting students’ health and Another major focus of the course is collaborative development. The class focuses on exploring complex learning: Along with traditional assignments issues, increasing self-awareness and developing the including reading quizzes, informal journal entries, skills required for responsible decision making related and traditional analytical essays, students participate to emotional and physical health. Students examine actively in online discussion forums and collaborative such topics as gender roles, sexuality and the media, projects such as podcasts. reproduction/sexual health, relationships, sexual Texts: orientation, AIDS/HIV, rape and sexual harassment, Achebe, Things Fall Apart and eating disorders. There is no text used for this Argueta, One Day of Life course, although videos are used to complement the Bronte, Wuthering Heights material being covered by the teacher. This year-long Brown & Schechter, Conversation Pieces: course meets once a week during lunch. No homework Poems that Talk to Other Poems is assigned. Flaubert, Madame Bovary García Marquez, Chronicle of a Death Foretold Hamid, How to Get Filthy Rich in Rising Asia Turgenev, First Love Summer Reading: Mathematics Dangarembga, Nervous Conditions Requirements: Completion of the math progression Bennett, History Boys through Precalculus or four years of mathematics Viewing: History Boys (film—please read AND view) Chair: Susan Lenane Innovative, exciting, rigorous, and challenging: these are the adjectives that describe a typical Maret mathematics classroom. From our fifth grade program Human Development to BC Calculus, students regularly grapple with complex problems, work collaboratively, and present Human Sexuality Seminar their solutions. While our students practice skills and (Grade 10) acquire content, they also learn more than simply how to perform algorithms. This is a required 10th grade course which runs from September through December. The course is pass-fail First and foremost, Maret mathematics classes and meets weekly to explore the personal, relational emphasize problem-solving. In every course, and societal components of sexuality. Through their students engage with rich and intriguing problems participation in the discussions and activities in this that require them to think creatively, to synthesize class, students will acquire a body of knowledge, ideas, and to learn new ways to approach problems. develop self-awareness, and cultivate the skills Teachers regularly teach problem-solving skills and necessary for personal, relational and sexual health. appropriate “habits of mind” that encourage students This course covers a variety of topics, including the to enjoy mathematics and that develop the skills characteristics of healthy and unhealthy relationships, and confidence necessary to dive into challenging body image, gender identity, sexual orientation, and problems. Throughout the program, students learn sexual health and reproduction. how to utilize technological resources appropriately to explore real data, model natural phenomena, and solve complex equations.

Maret has a range of learners, and the mathematics program reflects this fact by providing numerous

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options. While only completion of Precalculus is thinking skills while simultaneously enhancing their required for graduation, nearly all students take four understanding of Geometry. years of mathematics. The department offers regular, advanced, and accelerated courses; placement into one of these sections is made through careful consultation Advanced Geometry While Advanced Geometry follows the same with students, families, and teachers. The program curriculum as Geometry, the Advanced Geometry is flexible enough so that students may choose an student is challenged with more problems that require appropriately challenging schedule from one year to creativity in thought and a willingness to persevere the next. No student is locked into a “track.” when a solution is not immediately apparent. The development of algebraic and geometric problem Ultimately, we aspire to nurture in our students an solving strategies is the focus of the course, and appreciation for the beauty and utility of mathematics students are challenged to effectively and efficiently and to foster their excitement for the subject. communicate as they formally present their work to their peers. The Geometer’s Sketchpad software Intermediate Algebra 1 package is used regularly to explore relationships Intermediate Algebra 1 strengthens and enriches each and to tinker with possible solutions to problems. student’s ability to apply arithmetic and algebraic During the second semester, students in Advanced concepts to new and interesting problems. Students Geometry will participate in a weekly programming continue to deepen their understanding of functions, class to broaden their development of computational and they apply this knowledge to linear and quadratic and design-thinking skills. They will gain a basic functions in particular. Students will develop learning understanding of how to create a program using strategies, critical thinking skills, and problem Python, test code, and revise projects, which will solving techniques that yield success in all areas of further develop their problem-solving and critical mathematics. Graphing calculator technology is used thinking skills while simultaneously enhancing their as both an investigative and problem solving tool. understanding of Geometry.

Geometry Algebra 2 & Trigonometry In Geometry, students learn about the patterns and During this year-long course, students explore families shapes that form the foundation of our physical world. of functions—their characteristics, their graphs, and Students explore two- and three-dimensional shapes their real world applications. At the same time they as they participate in inquiry-based activities and review and strengthen their Algebra 1 skills. For as they work through novel problems that require example, reviewing operations with rational numbers a synthesis of ideas. Traditional two-column proof extends naturally into a study of rational functions, is deemphasized; students are more often asked to their asymptotes, and their graphs. Students represent make conjectures and prove theorems using algebra functions graphically, numerically, and algebraically, and coordinate geometry. As such, students are daily and the graphing calculator facilitates deep exploration. asked to apply and practice the skills they learned Applications of each function are also examined using in Algebra 1. The course includes units on patterns; hands-on labs, videos, and interactive websites. points, lines, and angles; triangles; trigonometry; quadrilaterals; other polygons; circles; solids; and non-Euclidean geometry. During the second semester, Advanced Algebra 2 & Trigonometry The Advanced Algebra 2 & Trigonometry curriculum students in Geometry will participate in a weekly focuses on the study of functions. While a variety of programming class to broaden their development of types of functions—exponential, polynomial, rational, computational and design-thinking skills. They will and trigonometric—are explored, it is the patterns in gain a basic understanding of how to create a program their behavior that are emphasized. Students in the using Python, test code, and revise projects, which Advanced course are asked to apply their knowledge will further develop their problem-solving and critical to problems that are unique, problems that do not lend

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themselves to an algorithm. They develop learning different disciplines such as geometry, trigonometry, and strategies, critical thinking skills, and problem solving algebra. In addition to the core Precalculus curriculum, techniques that are invaluable in a data-driven world. students may learn about vectors, parametric equations, and polar coordinates as they explore new ways to convey mathematical ideas. The course emphasizes Accelerated Algebra 2 & Trigonometry lively dialogue and conceptual understanding over Accelerated Algebra 2 & Trigonometry is a rigorous, algorithmic mimicry. enriched study of advanced algebra concepts, skills, and applications. Mastery of the ideas and problem solving techniques introduced in Algebra 1 is expected. Calculus The course content includes an in-depth study of This course is designed to introduce students to the functions— exponential, polynomial, rational, and fundamental concepts and problem-solving techniques trigonometric. Students analyze the graphs of functions of calculus. Limits and derivatives are explored in as visualizations of mathematical models, and they are depth; this is followed by an introduction to the consistently challenged to stretch their mastery of skills basic mechanics and applications of integration. A by applying what they have learned to novel situations. conceptual approach to calculus is employed, and students continuously review prerequisite mathematics and problem solving strategies. At the conclusion of Precalculus the course, students will be prepared for, but will not Precalculus builds problem-solving and analytical skills place out of, an introductory calculus course in college. by reinforcing and extending the concepts introduced in Algebra 2 & Trigonometry. Students continue their exploration of families of functions, focusing on the AB Calculus relationships between functions and their inverses. The ancient Greek philosopher Heraclitus said, “The Additionally, the course opens with a study of probability only constant is change.” In AB Calculus, students and statistics and concludes with an introduction to the learn the basic mathematical methods used to analyze fundamental ideas of calculus. Students in this class also phenomena that change. Through the study of limits, work with Maret Lower School teachers and students in a derivatives, integrals, and differential equations, “Math Buddies” program. Through their service to these students learn how to model population growth, profit younger children, Precalculus students reinforce their own maximization, and dynamic motion and are prepared understanding of mathematics concepts by explaining for the AP Calculus AB exam. them to others.

BC Calculus Advanced Precalculus This course is the equivalent of a full college course Advanced Precalculus students gain a deep of study in single-variable calculus. Students study understanding of the fundamental concepts and differentiation and its applications; integration applications of functions; the core curriculum is the techniques and problems utilizing the integral; same as that for Precalculus. Strong facility with the differential equations; and infinite sequences and series. problem solving tools and techniques introduced in They also learn about the history of calculus. Many Algebra 2 & Trigonometry is required, as little review (but not all) of the topics covered in this class appear is built into the course. Students build upon this on the AP Calculus BC exam, so students may elect to knowledge base and are asked to creatively incorporate sit for that exam at the end of the course. algebraic and geometric concepts into solutions to novel problems. Advanced Statistics Accelerated Elementary Functions In this course, students take an empirical look at the Accelerated Elementary Functions utilizes a problem- “American dream” by interpreting and producing solving format. Students work on challenging multi- statistical data. Through published journal articles, step problems which often utilize mathematics from short videos, and documentaries that examine theories of inequality and mobility, students explore topics in

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modern statistics including data displays, regression accuracy both in writing and in spoken communication, analysis, hypothesis tests, and survey design. Students as both of these skills are of paramount importance to will construct and critique arguments based on the budding scientist or mathematician. empirical evidence, learn to use a statistical analysis software program, construct data sets of their own, and apply statistical techniques to produce their own Advanced Topics in Mathematics Through a Geometry Lens (MSON) research. Spring Semester Prerequisite: Completion of Algebra 2 Multivariable Calculus (MSON) This student-driven course is for those interested in Prerequisite: Completion of BC Calculus learning topics related to Geometry that are outside The mathematics of three dimensions is the emphasis the standard mathematics curriculum or explore of this college-level course. Multivariable Calculus topics already within the curriculum but at a deeper will explore the geometry of three-dimensional space, level. Beginning with Transformational Geometry, the including vector arithmetic. It will also explore three- course includes proofs from a new axiom set. Students dimensional surfaces, using the tools of derivatives and will choose from a list of suggested topics related integrals expanded into multiple dimensions. A robust to geometry that they would like to explore. The unit on differential equations will allow us to review remainder of the course focuses on topics chosen by the topics of single-variable calculus. The emphasis the TEACHER with student input. Examples include throughout the course will be on problem-solving and Non-Euclidean Geometry, applications of geometric on real-world applications of the tools we learn in fields transformations to other parts of mathematics, and a such as economics, astronomy, physics, engineering, geometric approach to linear algebra. and medicine. Students should be willing to explore unfamiliar mathematics, exhibit an interest in mathematical reasoning and proofs, and display a hefty dose of Advanced Abstract Math (MSON) mathematical curiosity. Semester Course Prerequisite: Completion of Algebra 2 & Trigonometry This course will be a student-driven elective for those Advanced Math Topics: Financial Algebra (MSON) (Spring Semester) interested in learning topics outside the standard Prerequisite: Algebra II mathematics curriculum, as well as learning topics already within the curriculum at a deeper level. At This one-semester course will provide students a the beginning of the course will be a brief unit on mathematical and conceptual framework with which proof techniques. After a short time, students will to make important personal financial decisions be expected to turn in a list of several mathematical using algebraic tools. Specifically, the class will topics about which they would like to learn more. The investigate i) the time value of money (i.e., interest instructor will then choose from these topics to form a rates, compounding, saving and borrowing) using cohesive unit, collecting input from as many students exponential functions; and ii) the characteristics and as possible. We will devote the remainder of the risk/reward tradeoff of different financial instruments/ semester to studying these topics. Topics from previous investments, such as stocks, bonds and mutual funds, semesters include fractal geometry and dimension, using algebra, probability and statistics. Other Cantor’s set theory, number theory, cryptography, power financial algebra topics selected with student input series, and Fibonacci numbers, to name a few. The only may include financial accounting, depreciation prerequisites for this course are a solid background in methods and foreign currency exchange. The course algebra and a thirst to satisfy mathematical curiosity. will stress use of the TI-83/84 calculator, Excel A few times throughout the term, problems will be spreadsheets and iPad apps. Students should be willing assigned for homework. At a later class session, the to exhibit an interest in mathematical reasoning and instructor will ask for student volunteers to share their display a hefty dose of curiosity about the language and solutions. These solutions will be evaluated in terms of problem solving nature of personal finance.

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Survey of Latin Literature This is an accelerated course in which students Modern Language & Classics complete mastery of all basic Latin grammar and make Requirements: 3 credits of one language or 2 credits of the transition from textbook Latin to authentic Roman two languages literature. Chair: Jaime Estrada

Although three credits are required for graduation, Advanced Latin Literature many students study language all four years. Student In this course, students expand their classical repertoire placement recommendations are made with the by reading substantial prose and poetry passages by a consideration of individual learning style, skill number of authors in several genres: history (Julius development, and level of interest. Student placement Caesar); oratory (Cicero); short poems and invective in the various programs is based upon performance in (Catullus); and mythological tales in their original the current course (for returning Maret students) or on form (Ovid). In addition to the Latin readings, students placement tests and data in the admissions files (for consider the why and how of a translator’s work as students new to Maret). they analyze contemporary translations of several of the works whose originals they study. Students look at authors’ style, diction, use of rhetorical devices, CLASSICS metrical patterns and overall approach as they read The study of Latin offers a broad perspective of Western each passage and consider the political, historical and civilization that enriches and inspires our experience cultural milieu in which each was composed. This of the present. Students of Latin have the unique course can be taken as either a pre-Vergil or a post-Vergil opportunity to examine the language, culture, and ideas class . of some of the earliest architects of Western civilization and to consider their influence on our own language, culture, literature, and philosophy. The learning of Vergil & Caesar ancient languages helps cultivate such mental processes Through an intensive study of Vergil’s epic poem, The as alertness, attention to detail, memory, logic, and Aeneid, students come to appreciate poetic modes of critical reasoning. The Latin courses in this program expression, including use of imagery, figures of speech, endeavor to elicit an appreciation of the subtlety sound, and metrical devices. Students learn about the and power of language. Students will learn to analyze life, historical context, and poetic tradition of Rome’s ancient prose and poetry with a variety of literary and most influential poet. As students read selections of linguistic techniques and thereby improve their abilities The Aeneid, they accomplish these course objectives: to read, write, and think critically. acquire the ability to read Latin poetry in its original form; develop a familiarity with the lives, historical context, and poetic tradition of the Augustan Age; Intermediate Latin acquire an appreciation of the characteristic features of Intermediate Latin students prepare to read original Vergil’s modes of expression; practice discussing orally Latin texts by expanding their knowledge of Latin and in written form particular motifs or general themes vocabulary, grammar, and idiom while honing their suggested by the passages studied; and learn to mark the reading skills. They read stories of increasing difficulty scansion of the poems selected for study. Students who set in Britain and Rome during the Flavian dynasty of demonstrate superior mastery of these skills may take the first century C.E. Through readings and grammar the Vergil Advanced Placement Exam in May. lessons, students master the fundamentals of Latin grammar while encountering the nuances of more complex syntactical structure. Their readings in Latin Vergil’s Aeneid: A Critical Analysis of the Original Text are supplemented by translations of contemporary (MSON) Roman authors, lectures, films and projects in order to (Fall Semester; Prerequisites include four years of increase the students’ familiarity with Roman culture, Latin (may take 4th year concurrently), with two years institutions, and history. concentrated on reading literature ).

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The purpose of this course is to learn the skill, beauty, CHINESE and artistry of Vergil’s Aeneid, using a method known as SWIMTAG. SWIMTAG looks at various literary Chinese 1: Elementary Chinese devices authors use to convey meaning. Although fewer This course, which requires no previous background lines coming mostly from Book One will be assigned, in Chinese, introduces students to Mandarin Chinese the analysis of these lines will take considerable time. using the Pinyin system of Romanization and simplified An emphasis on reading in the meter will be required. characters. Students learn standard Mandarin Accurate translations of the text are expected and pronunciation, tones, and basic grammatical structures translations by other authors will be analyzed and through oral/aural and written exercises. Substantial compared to see how each translation captures the use of audiotapes and Internet-based materials is essence of the Latin language. Critical essays from required. Supplementary units on Chinese culture and various classicists will be read, with each student being customs complement the language instruction. responsible for conducting an online discussion of the essay. Chinese 2: Elementary Chinese Students continue the work they began in Chinese Ancient Greek (MSON) I and expand their foundation as the acquisition of This is a beginning course for students who have not characters accelerates. In addition, this course presents studied ancient Greek before or whose background further emphasis on Mandarin pronunciation and in Greek is not sufficient for more advanced work. tones. The course also involves consistent review Students proceed through a study of grammar and of grammatical structures. Supplementary units on vocabulary to the reading and writing of sentences and Chinese culture and customs complement the language short narratives in the language of Athens of the fifth instruction. century B.C.E. Selected topics in Greek history and art are also considered. Chinese 3: Intermediate Chinese Students who have successfully completed Chinese II MODERN LANGUAGES continue to enlarge their vocabulary, study and review The overall goals for students in Modern Languages grammar, and gain increased fluency through classroom courses are to develop effective, communicative skills activities and the reading and discussion of simple texts and to develop a general understanding of some of the and articles. There is increased emphasis on writing, cultures that speak those languages. More specifically, with frequent, short writing assignments such as reports students should be able to understand the language and correspondence. Chinese history and culture when spoken at a normal speed on a topic within the remain an integral part of the course, with readings and range of the student’s experience; to communicate assignments based on those subjects. efficiently with a native speaker on a topic within the range of the student’s experience; to write using Chinese 4: Advanced Intermediate Chinese authentic patterns of the language and appropriate Students who have successfully completed Chinese registers of speech; and to read materials on general- III will continue to study grammar and increase their interest topics with direct understanding, without vocabulary via intermediate textbook readings and recourse to translation or the use of a dictionary. more complex authentic materials, including articles In addition, the advanced level courses provide the on current social topics, a play and short stories. student with an introduction and exploration of literary They will work on their listening comprehension analysis in a foreign language. For students who wish skills and their understanding of Chinese culture by to study abroad, we offer a Spanish summer program in watching a Chinese television series. Students will Nicaragua, a Chinese program in Taiwan, and a French be expected to participate in class discussions based program in France. on the readings and television series and to prepare writing assignments. Thus, this course will require a significant commitment to preparation outside of class.

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Also outside of class, students may have an opportunity French 3 to use their language skills to help recently arrived The objective of this course is to consolidate and immigrants from China navigate life in their new integrate high-intermediate second language skills. community. Students are expected to develop significant accuracy in their reading, writing, and speaking skills. Students will discuss short stories, magazine articles, video Chinese 5: Language and Literature (MSON) news clips and Internet sources as well as engage in Grades 11–12 an intensive review of grammar. Students will be Prerequisite: Completion of Chinese 4 introduced to contemporary topics in French culture. Chinese 5 is designed for intermediate level Chinese Students will be provided with a sound linguistic base learners to further improve their overall proficiency for further study of advanced concepts. This course in the four skills of the target language. This college- provides opportunities for enjoyment, creativity and level course emphasizes applying Chinese language intellectual stimulation. and cultural knowledge in real-world problem-solving. It will explore the knowledge and skills of effective French 4 communication in a modern contextual Chinese This course is meant to anchor advanced French language setting. Authentic resources include news skills. It offers an overview of the intricacies of French and articles, movies and TV shows, essays and grammar, providing extensive oral and written practice speeches, daily scenes and conflicts, social cues and to improve students’ accuracy as well as their overall popular proverbs. A variety of advanced tech tools understanding of the structure of the language. In and constructive activities focusing on discussion and addition, students will read an extensive selection of argumentation will enhance students’ social skills and literary and journalistic texts to be used as both models cultural understanding. This course is conducted in for compositions, which will focus on stylistic skills and Chinese. sophistication, and as the basis for literary analysis in Texts: French. Writing assignments will include compositions Scenario Chinese I, 中国百姓身边的故事, Liu and critical essays. YueHua (World Publishing Corporation, 2008) Supplementary texts: Travel in Chinese, 旅游汉语, (Foreign Language Advanced French Grammar Teaching & Research Press) The objective of this 10th grade course is to provide Home With Kids (Textbook with Videos), a thorough consolidation and an integration of 家有儿女, Liu LiXin, Deng Fang high-intermediate skills. In addition to completing an extensive grammar review, students are expected to develop significant accuracy in their reading, FRENCH writing, speaking, and listening skills. Materials to be used include audio-visual reports, documentaries, and newspaper articles covering current events in French 2 various countries. Students are expected to participate This course is designed to consolidate a thorough extensively in the class discussions and to prepare a understanding of standard French grammar. Students number of special presentations. develop their vocabulary and communicative competence in French through oral and written reports, situational simulations, and grammatical Francophone Cultures exercises. They also develop and refine their critical The objective of this 11th grade course is to develop skills through activities that encourage connecting, high proficiency in speaking, reading, listening and comparing, and contrasting a wide variety of concepts. writing. Students work to improve their ability to understand spoken French in various contexts and express themselves coherently, resourcefully, and with reasonable fluency and accuracy. They also develop

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a sufficiently ample vocabulary to be able to read Spanish 2 newspapers, magazine articles and literary texts. This This course, a continuation of work begun in Spanish course also emphasizes the presentation and better 1, aims to elevate the student’s mastery of the oral and understanding of the civilizations and cultures of written language. A main objective of this course is to the Francophone world. In addition, students will familiarize students with issues of current interest in be prepared to take the French Language Advanced the Hispanic world. Reading and writing activities are Placement exam. of a more complex and sophisticated language. The course also involves consistent review, verb formation and use, and word-building. This course includes a Modern French Literature comprehensive multimedia program. The objective of this course is to introduce students to French literature and to literary criticism in a foreign language. Students develop their proficiency Spanish 3 in fundamental literary analysis in order to read and The objective of this course is to consolidate and understand prose and verse of moderate difficulty and integrate high-intermediate second language skills. mature content. Students are expected to analyze Students are expected to develop significant accuracy the themes and styles that appear in the texts and to in their reading, writing, and speaking skills. The express critical opinions in correct oral and written course includes reading and discussion of short stories, French. magazine articles, video news clips and Internet sources Texts: as well as an intensive review of grammar. Students Vian, Les Fourmis will be introduced to contemporary topics in Latin Sartre, Huis-Clos American culture. Anouilh, Antigone Ionesco, La Leçon Spanish 4 Maupassant, Le Horla The specific objectives of this course are to consolidate Voltaire, Candide a thorough understanding of standard Spanish grammar Saint-Exupéry, Le Petit Prince as an instrument for facilitating creativity and clarity Beaudelaire, Les Fleurs du Mal of expressions, and to develop students’ writing skills Rimbaud, Une Saison en Enfer in Spanish. Students complete extensive vocabulary Apollinaire, Alcools testing, and they are expected to recall and apply the Viewings: grammatical rules presented. In addition, students La Reine Margot are introduced to Hispanic literature and study the Summer Reading: fundamentals of advanced composition. Camus, The Plague

Survey of Hispanic Literature SPANISH The specific objective of this course is to encourage students to acquire comfort and fluency in a Spanish 1 sophisticated and conceptual language level by The aim of this course is to provide students with completely immersing them in a fast-paced, Spanish- knowledge of fundamental spoken and written Spanish speaking environment. Students in this course are through active and intensive engagement in classroom evaluated on their spontaneous participation, on their discussions conducted almost exclusively in the target incorporation of new material, and on the fulfillment of language. The Descubre textbook and multi-media extensive reading and writing. Students are expected to program is used in conjunction with other audio-visual develop significant accuracy in their reading, writing, materials. The reading of short stories and simple speaking, and listening skills. Students read two novels, magazine articles as well as writing exercises on topical write well constructed essays on abstract topics, and subjects complement this course. complete an overview of Spanish and Latin American literature.

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Spanish Conversation Hispanic Literature The specific objective of this course is to intensify oral In this twelfth grade course students will survey communications skills. The course presents students the Spanish-speaking world literary landscape from with real-life examples of a variety of situations in the “Siglo de Oro” to contemporary times, with an which they have to perform using realistic intonation, emphasis on short stories and poetry. Students will read idiomatic expressions, and extensive new vocabulary. such authors as Quevedo, Quiroga, Borges and García Students are involved in a diversity of drills that aim to Márquez, among others. Students will become well- trigger their imagination and sense of communication. versed in literary analysis in a foreign language and will Pronunciation skills and the ability to transfer and explore the various specificities of Spanish and Latin adapt material to specific situations in order to achieve American narratives. oral proficiency are the focal points of this course.

Comparative Literature Spanish in Film (Grades 11–12; can also be used as a humanities credit) The main objective of this course is to develop the This course connects contemporary Spanish-speaking student’s listening, speaking, reading, and writing skills. authors with international counterparts through a This is achieved through the examination of different comparative study of their works by isolating and issues of cultural and historical interest, as shown exploring common literary and philosophical concepts. in Latin American and Spanish films. This course Literary works will be grouped by theme and studied involves considerable and frequent writing in Spanish. concurrently. The course is comprised of the following In addition to analyzing and discussing the films shown units which are illuminated through selected readings: in class, students read and write reviews, critiques, and tension between individual and society; narrative essays. ambiguity; tension between individual and family; existential anguish; the nature of reality; the role of the Hispanic Cultures concepts of zero and infinity in literature; and Cainism This course uses the Advanced Placement Examination and friendship. Class discussions will be conducted in Spanish Language curriculum in order to foster oral in Spanish. Papers are written in Spanish. Works in and written proficiency. Students significantly increase Spanish are read in the original Spanish version. their vocabulary and strengthen their advanced Texts: grammar skills. Regular oral presentations and frequent Borges, Ficciones essays help the student attain fluency. Readings include Camus, The Plague newspaper editorials and literary selections that include García Marquez, Crónica de una Muerte a variety of authors. At the end of this course, students Anunciada may be invited to sit for the Advanced Placement García Marquez, Ojos de Perro Azul Exam in Spanish Language. Kafka, The Trial Kafka, The Metamorphosis Unamuno, Abel Sanchéz Topics in Afro-Hispanic Cultures Unamuno, Don Manuel Bueno Martir The main objective of this intermediate-level Spanish Viewings: course is to acquire Spanish proficiency through the Abre Los Ojos exploration of the African diaspora and its cultural Amadeus legacy in Spanish speaking America and the Caribbean. Summer Reading: This course concentrates on contemporary topics. García Marquez, Cien Años de Soledad Students develop their listening, speaking, reading, and writing skills by examining a variety of written, visual, and musical samples. This course emphasizes oral proficiency as a desirable learning outcome.

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OTHER LANGUAGES daily life, interactive lessons and cultural experiences. The course is held in two renovated farmhouses near Arabic One (MSON) Burgos and Granada. The morning and evening lessons Grades 11–12 interact with the environment and setting. In addition, This course is an introduction to Modern Standard students learn the language through a series of activities Arabic, the language of formal speech and most and field trips during which they interact solely in printed materials in the Arab-speaking world. Students Spanish. Such activities include cooking and pastry will learn to read and write the Arabic alphabet and lessons, learning from local artisans such as cheese will develop beginning proficiency in the language. makers, potters, and olive growers, and hiking and Through frequent oral and written drills, students will other outdoor activities as well as numerous cultural develop their basic communication skills. field trips.

Arabic Two (MSON) Maret in France Prerequisite: Completion of Arabic I This is a month-long study of French in which This course is a continuation of the introduction students live in the homes of French families and to Modern Standard Arabic, the language of formal attend school in Tours, France. Students often find the speech and most printed materials in the Arab-speaking Maret in France program to be an extremely valuable world. Students will learn to read and write the Arabic experience for their French language as well as for their alphabet and will develop beginning proficiency in understanding of French culture. They return with the language. Through frequent oral and written drills, great pride in their improved French-speaking ability students will develop their basic communication skills. and in having navigated the summer independently in a foreign country. Located in the heart of the Loire Valley, Tours provides a wealth of destinations for our SUMMER ELECTIVES field trips. Students share thoughts on their experiences and practice writing French through journal entries and Maret in Taiwan interact in real life situations with families, in school, Maret offers an intensive language immersion/ and in the community. Homestay program in Taipei for four weeks. Students live with a Chinese host family, study Mandarin, and participate in enrichment activities and excursions. Students attend language classes (typically 4-5 students/class) for twenty hours each week. During the Performing Arts afternoon they participate in excursions to cultural Requirements: ½ credit in performing arts, plus one and historical sights in and around Taipei, including additional credit in either an advanced art or music course . the National Palace Museum, Longshan Temple, the Chair: Will Breytspraak Chiang Kai-shek and Sun Yat-sen Memorials, Taipei The Performing Arts Department provides 101, the Confucius Temple, and Yangmingshan. They opportunities for the development of self-expression enjoy cultural activities and enrichment classes in through the theatrical and musical arts. By creating, such traditional Chinese arts as calligraphy, martial performing, analyzing, and critiquing dramatic and arts, painting, paper cutting, music, and cooking. On musical performances, students acquire a deeper weekends they take trips to famous sights such as understanding of personal issues and enhance their Alishan, Taroko Gorge, and Hualien. broad view of the world. In music, students develop vocal, compositional, and instrumental technique, examining the basic elements of music: melody, Maret in Spain harmony, form, rhythm, texture, and timbre. In The goal of this program is language acquisition drama, students view and construct dramatic works as through linguistic and cultural immersion. During metaphorical visions of life that embrace connotative one month, Maret students live in a full-immersion meanings, juxtaposition, ambiguity, and varied environment, learning Spanish in context through interpretations. Students study performance techniques

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in large group settings. The Maret performing may be waived at the discretion of the director and ensembles enable students to develop aesthetic department chair.) The playing ability of students is sensitivity, advance their vocal and instrumental developed through scales, etudes, and rehearsals of the skill, and experience success in a group structure. standard band repertoire. Emphasis is given to correct The dramatic productions of the school introduce posture, breathing, sight-reading, form, historical students to acting technique, dancing and singing, set periods, and musicianship. Public performance building and design, and different aspects of life set in includes several school concerts and one off campus numerous historical periods. performance.

Ninth grade students generally complete their one-half credit music requirement by taking ninth grade chorus, Basic Acting Technique The ninth grade acting class teaches students basic Symphonic Orchestra, Basic Acting Technique, acting techniques and terms that they may use as they Music and MIDI Composition, or Introduction to prepare for roles in plays at Maret and beyond. The Technical Theatre. All ninth grade courses meet students begin their exploration of acting techniques three periods per week. Advanced full-credit courses by playing games and performing exercises designed in the performing arts, each meeting four periods to build trust among the members of the class and per week, are offered by the department in Concert acquaint them with the basic tools of acting: their Choir, Symphonic Orchestra, and Technical Theatre voices and their bodies. Students then learn how Production. These courses are performance oriented to analyze a script as an actor, identify the given with participants giving concerts and showing their circumstances of a scene and develop physical actions work in concerts both within and outside the school for their characters. They perform their monologues community. Accomplished students may also choose to and scenes for the class and finish the year with a play study music or drama on an independent basis. performance in front of a small audience. There are a number of extracurricular opportunities to engage in the performing arts. The Maret Jazz Band Croakers is an extracurricular musical activity. All students in This class is designed for boys in the ninth grade who the Jazz Band must be proficient on their instrument want to further develop their skills in singing. Class and be willing to practice repertoire at home. The time is spent developing better technique, building band practices one day a week in the morning before stronger breath support, and improving vocal range. first period. In addition to performing the standard The course is designed to expose students to a wide repertoire as an ensemble, students are taught to variety of choral literature representing many time improvise and develop solo technique. The Jazz periods and styles. Performances are given both on and Band performs throughout the school year on and off campus throughout the year. Class meets three times off campus. The student-produced One Acts, the per week. Upper School Play, and the Spring Musical offer opportunities for students to act, sing, dance, work in technical theater, or participate in the pit orchestra. Woodley Singers The Woodley Singers is a treble voice chorus that offers female students in the ninth grade the valuable INTRODUCTORY LEVEL COURSES experience of participating in a performance- (½ credit) oriented choral ensemble. The course is designed to expose students to a wide variety of choral Band 9 literature representing many different styles and time Ninth grade band is offered to any ninth grade student periods. The curriculum focuses on developing vocal who meets the following criteria: 1) the student technique, sight singing, and part reading. Through must play a standard orchestral wind or percussion several performances on and off campus, students instrument; and 2) the student must have at least two gain more confidence while learning more about the years of playing experience. (This second requirement communicative powers of music.

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Introduction to Technical Theatre Concert Choir This class is designed as an introduction to and training The Maret Concert Choir is an advanced singing ground for technical theatre. Students will gain ensemble that performs regularly throughout the year. experience in carpentry, lighting and sound as it relates It provides students with the opportunity to refine their to the stage. Through class projects and practical work vocal ability and further enhance their sense of style on upcoming productions, students will learn the skills in this select group. Sight reading, solo singing, and necessary to work backstage for any live production. performance technique are vital parts of the curriculum Working on the fall and/or spring production tech crew as students explore a varied repertoire in accompanied is strongly encouraged, though not required. and a cappella works. Two major concerts are performed in the fall and spring with a short tour durng ISW. The numerous off campus performances scheduled within ADVANCED COURSES the community are designed to give students exposure to the rich cultural advantages that the Washington Advanced Music Theory metropolitan area has to offer. Advanced Music Theory is a college level course designed to develop a student’s ability to recognize, understand, and describe basic materials and processes Theatre Comprehensive (Tech or Drama Emphasis) of music that are heard or presented in a score. The Theatre Comprehensive is designed for students with course will integrate aspects of melody, harmony, interests in technical theatre, stage management, texture, rhythm, form, musical analysis, elementary acting, and directing. Each student chooses between composition, and, to some extent, history and style. a technical theatre or a drama emphasis. Students Musicianship skills such as dictation and other listening choosing the technical theatre emphasis learn about all skills, combined with sight-singing and keyboard major facets of stagecraft, but also gain understanding harmony, are also considered an important part of the of related aspects of acting and stage direction. course. Since the student’s ability to read and write Students choosing the drama emphasis focus on acting musical notation is fundamental to the study of music and directing, but also gain knowledge of related theory, it is assumed that the student has acquired aspects of stagecraft. Students learn through hands on at least basic performance skills in voice or on an work toward in-class projects and Maret main-stage instrument. Advanced Music Theory prepares students shows. Involvement in some Maret main-stage shows to take the AP Music Theory exam, which will be an outside of class time is strongly encouraged, but not option at the conclusion of the course. required.

Chamber Winds The Chamber Winds is offered to any tenth through twelfth grade student who meets the following criteria: 1) the student must play a standard orchestral wind Physical Education/ or percussion instrument; 2) the student must have Athletics at least three years of playing experience; and 3) the 11 of 12 seasons (no academic credit) student must have completed the Band 9 course or Requirements: Elizabeth Hall its equivalent. (These last two requirements may Chair: be waived at the discretion of the director and the department chair.) Goals and Objectives The physical education and athletic programs at Maret The playing ability of the students is developed provide the opportunity for each student to be involved through scales, etudes, and rehearsals of the standard in a variety of group and individual physical activities. band repertoire. Emphasis is given to correct posture, The philosophy of the department is centered on student breathing, sight-reading, form, historical periods, and achievement and enjoyment through participation in musicianship. Public performances include several team and/or individual activities with the emphasis on school concerts and off campus performances. good sportsmanship and self-discipline. The student

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has the opportunity to develop his or her level of skill, commitment to the chosen activity and suitable acquire knowledge of the basic rules and strategies of instruction. Some examples of independent P.E. the sports offered, and gain an understanding of the programs are competitive swimming, dance (jazz, ballet, importance of physical fitness. The school year is divided and modern), martial arts, and rock climbing. into three athletic seasons. Each student is required to complete successfully 11 of the 12 seasons that occur from grades 9–12. Those successfully completing 11 seasons are exempted, if desired, from one season of P.E. Science in the senior year (Senior Option). If a student chooses Requirements: 3 credits; one course each in biology, to play on two Maret teams (team defined by one that chemistry, and physics is strongly recommended practices five days a week and competes against other Chair: Laurel Reitman schools) in a school year, the student is then exempt from one season of P.E. in the same school year. The The upper school science program builds on the strong program is divided into three categories: interscholastic, foundation of data analysis and experimental design lifetime activities, and independent P.E. skills established in Middle School. The upper school curriculum is designed to include a wide selection of courses in each discipline, geared to a wide range of Interscholastic Program abilities and interest levels in science. There are many Maret fields a total of 30 athletic teams participating ways that students may progress through the program; in interscholastic competition: 15 girls’ and 15 boys’ see the accompanying chart on page 33 for possible teams. The girls compete in the Independent School scenarios. League (ISL), and the boys compete in the Mid- Three years of science are required, although most Atlantic Athletic Conference (MAC). Participation on students complete four or more courses. It is the interscholastic teams is encouraged, and the student is strong recommendation of the department that this offered a degree of freedom in the selection of his/her requirement be met by one course in each of the preferred sports. However, the student must try out for three principle disciplines of biology, chemistry, and a team, and subsequent selection is based on ability. physics. Typically, the entering ninth grader will take Biology to begin the sequence. Any of the courses Interscholastic teams are offered in the following listed may be used to complete the requirement. Some sports: of these courses focus on developing the advanced Girls: basketball, cross country, golf, lacrosse, soccer, knowledge and laboratory techniques needed to excel softball, swimming., tennis, track, and volleyball. in college science; others seek to provide the student Boys: baseball, basketball, cross country, football, with the breadth of knowledge and problem-solving golf, lacrosse, soccer, swimming., tennis, and track. skills needed to make intelligent decisions about the scientific issues faced by all citizens. The department is committed to providing both future science majors and Lifetime Activities non-majors with hands-on experience and instruction Students are introduced to and instructed in activities at a level that will be appropriately challenging for that they may pursue for fitness, recreation, and them. relaxation throughout their lives. Such activities include weight training, ultimate Frisbee, and yoga. The department is well prepared to meet the needs of the program with three fully equipped labs in Independent Physical Education the Upper School. Each course is laboratory-based The Independent P.E. program at Maret gives the and designed to encourage critical analysis and the student an opportunity to select an activity in which application of mathematics at a level appropriate to the he/she is interested but which is not offered within course. Computers are used to enhance data collection the school. The student is required to formulate and analysis. an alternative P.E. program providing evidence of

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BIOLOGY as experimental design, instrument use, technique, data collection, analysis and writing experimental Biology conclusions. Six weeks of lab are devoted to Drosophila Biology, along with Shaping of the Modern World melanogaster crosses and the interpretation of the and Elements of Literature, is a core 9th grade course. results. The goals of the class are three-fold: 1) to As such, the course intentionally develops students’ help students to understand biology in the context writing, research, and analytical thinking skills. The of evolution and homeostasis from the molecular to course emphasizes the skills required to succeed in the organismal levels, 2) to develop their analytical Maret’s upper school program in numerous disciplines. thinking skills as a biologist, and 3) to help the student While this is typically a 9th grade course, some learn how to prepare properly for a college biology students may elect to take it in 10th grade to balance class. their academic load.

Evolution and ecology are the unifying themes to CHEMISTRY this introductory biology course. Students engage in activities, laboratory investigations, and discussions Chemistry in the Community (Chem Com) to develop their understanding of these major This course emphasizes the impact of chemistry on our themes. The curriculum covers a wide range of topics everyday lives. It is designed for students who plan to including human biology and reproduction, genetics, pursue non-science careers, yet it stresses the important biotechnology, evolution, cells, biochemistry, ecology, role that chemistry will play in their personal and and biodiversity. Within each of these units, students professional lives. Through class discussion, laboratory, collect and analyze data using a variety of tools, decision-making and problem-solving exercises, the including computer-based lab probes, spreadsheets, major concepts, basic vocabulary, and laboratory skills and graphing software. Lab exploration includes basic of chemistry are developed. Major units include water, microscopy, dissection, and a variety of labs that model chemical resources, petroleum, food, nuclear chemistry, biological processes. They then demonstrate their air and climate, and health. The approach is much less understanding of the material with research-based lab quantitative than the Chem Study course. There is reports, models, and other projects. also a service learning component integrated into this course.

Advanced Biology Prerequisites: Biology, Chem Study Chem Study Prerequisites: Recommendation of a current science Advanced Biology is a rigorous and technically teacher . demanding course, taught on the college level, that requires a previous basic foundation in biology and This chemistry course involves a quantitative approach chemistry. The overarching themes of Advanced to chemistry. The emphasis is on the scientific method Biology are Evolution and Homeostasis. This course and a careful development of the theoretical aspects is designed to be a comprehensive survey of general of chemistry from an experimental viewpoint. There biology and covers the following topics: evolution/ is a heavy emphasis on problem-solving skills and the speciation/origins of life, biomolecules, cellular biology, ability to deal mathematically with the theoretical metabolism, molecular genetics and heredity, molecular material. The course is supplemented with laboratory biology, biotechnology, biodiversity, structure and experiments that require students to draw inferences function of organisms, ecology and organ systems from their data and to attempt to deduce some of the using Homo sapiens as the model organism. The principles of chemistry before they are covered in scientific method is demonstrated through special lecture. Lab work counts for about 25 percent of the in-class exercises devoted to experimental design/data grade each trimester. interpretation and select labs. The labs are designed to supplement and amplify the lecture material as The topics covered include a study of basic well as instruct the student in laboratory skills such stoichiometric relationships, thermochemistry, gases

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and their ideal behavior, the development of modern Introduction to Organic Chemistry (MSON) atomic theory from a historical perspective, the (Fall Semester) periodic table, bonding, kinetics, equilibrium, acid-base Prerequisite: Chemistry reactions, and oxidation-reduction reactions. This semester course will provide useful background information in organic chemistry by covering topics Advanced Chemistry not typically found in high school chemistry courses. Prerequisites: Biology, Chem Study The course will give insight into the importance of The Advanced Chemistry course requires a solid the chemistry of carbon compounds to our daily lives. foundation in the basics of chemistry. It is assumed Topics covered will include organic nomenclature, that the material covered in the first year course is well structural formulas, stereochemistry, bonding, reaction understood. The course is taught at the college level mechanisms, chemical transformations of functional and the topics included on the Advanced Placement groups, and instrumental isolation and detection exam are covered. Most students take the AP exam at techniques. Applications to the life sciences (chemistry the end of the course. The laboratory segment of the of proteins, nucleic acids, medicines, and natural course is designed to teach essential lab techniques products), biochemical applications to medicine, necessary in any college course. Students work industrial applications, and environmental applications independently, in small groups, and in pairs in the lab. will be explored. Completion of the course should make Labwork constitutes about 35% of the course. The students more confident in their chemical background topics covered include an in-depth study of equilibrium, when entering college biology or chemistry courses. thermodynamics, kinetics and bonding, quantum mechanics, acid base chemistry, and electrochemistry. PHYSICS A briefer look at nuclear and organic chemistry is included. The laboratory work includes college Physics with Algebra experiments involving acid base titrations, qualitative Pre-requisite: none analysis, a variety of separation techniques, gravimetric analysis, redox titrations, spectrophotometry, and This course uses a student-centered approach in synthesis reactions. teaching the fundamental ideas of physics and includes applications to everyday experiences. Students will develop a strong understanding of the topics under Advanced Topics in Chemistry (MSON) discussion via multiple methods: frequent and hands- (Spring Semester) on laboratory exercises and activities, problem solving Prerequisite: Chemistry using algebra, and group discussions of the concepts that students will already have seen in action. In their This semester course explores real-world applications study of the physical universe, students will delve to chemistry that are often skimmed over or omitted into many branches of physics, including matter and in most chemistry courses. Possible topics include its motion, the nature of waves, light, and sound nuclear, medical, atmospheric, industrial, food, water, phenomena, as well as electricity and magnetism. This and consumer product chemistry. Learn how a nuclear course will also offer ongoing support in note-taking power plant works, how fuels are chemically altered for and organization, skills that will be invaluable to the vehicles, what chemicals are added to drinking water students for the remainder of their high-school science and why they are added, how ores are processed into career. useful products, and why a country’s standard of living can be determined by its production of chlorine or other Physics important chemicals. We’ll explore the periodic table for Suggested math: Completion of geometry daily applications and technologies, from cell phones to photovoltaic cells to medical treatments. This course will This course presents a survey of some of the be heavy in applications and theory, leaving out much of fundamental ideas of classical physics, including the problem-solving found in other courses. kinematics, Newtonian mechanics, energy, waves, static electricity, basic circuits, and magnetism. One

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of the main goals of the class is to explore how physics ELECTIVES applies to everyday life, while strengthening structured Advanced Electricity and Magnetism problem-solving skills. The text is supplemented with (Spring Semester; not offered 2017) worksheets that emphasize how mathematics can be Prerequisite: Concurrent enrollment in Advanced Physics used to model real-world phenomena and to describe BC the relationships between variables in a system. Frequent labs provide hands-on experience and develop Electromagnetic interactions form the foundation documentation and data analysis skills. of biological processes, chemical reactions and the technology we use every day. This semester-long physics elective introduces the theory and applications Advanced Physics AB of classical Electromagnetism. Topics include Suggested math: Calculus or AB Calculus concurrent or Coulomb’s Law, electric fields, DC circuits, magnetic prior, or mathematics teacher’s permission induction and electromagnetic waves. Problem This course provides a survey of college-level physics solving will be a crucial component of this course and for those students who are interested in pursuing students will be expected to solve vector equations and science or medicine in college. Topics covered include move comfortably between graphical and algebraic the graphical description of motion, kinematics, two- representations of physics problems. Labs and lecture- dimensional motion, Newton’s laws, conservation of demonstrations will be used throughout the course to energy, electrostatistics, and circuits. Students test their help make abstract concepts and equations “visible”. understanding of topics by making predictions about Relevant electromagnetic “real world” phenomena demonstrations, solving problems, and performing labs. (such as lightning, fuse boxes and electric motors) Labs occur every two weeks and emphasize finding will be examined and there will be one research patterns in data and using computers to analyze the project so that each student can delve deeply into an data. electromagnetic topic of their choice.

Advanced Environmental Science Advanced Physics BC Prerequisite: Biology and Chemistry Suggested math: AB or BC Calculus concurrent or prior, or mathematics teacher’s permission In this yearlong course, we will explore the ways humans impact and are impacted by the environment This course is a mathematically rigorous college- via a systems approach. Our goal will be to understand level introduction to physics for those students who the science behind major environmental issues and are likely to pursue the sciences or engineering in to explore the question of how humans can live more college. The course is an introduction to classical sustainably on the planet. We begin with a review mechanics, covering the analysis of motion, Newton’s of ecology and evolution because they provide the laws, projectiles, momentum, friction, springs, energy, background information necessary for evaluating gravity, and rotational motion. Many student choose many environmental issues. Other topics include to take the AP Physics C: Mechanics exam, providing human population, environmental health, energy one semester of college credit. Students test their (including fossil fuels, nuclear, and alternative sources), understanding of topics by making predictions about urbanization, water resources and their pollution, demonstrations, solving problems, and performing labs. soil and agriculture, air pollution and global climate Labs occur every two weeks and emphasize finding change. Students should take this course if they patterns in data and using computers to analyze the want to achieve a deeper understanding of current data. Tests during the second semester are cumulative environmental topics and to improve their ability in preparation for the AP. to decipher and rationally judge the environmental arguments we see so regularly in the press, in our lives, and the halls of Congress. The AP exam is an option at the completion of the course.

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Biotechnology: Techniques and Applications analysis, death, ballistics, trace and glass evidence, (Fall Semester) toxicology, entomology, anthropology, serology, and Prerequisites: Biology, Chem Study (or Chem Com and DNA fingerprinting. Students will explore the forensic permission of instructor) analysis of substances such as glass, soil, hair, bullets, gun powder, blood and drugs. This class will include a This course is a junior/senior science elective that offers mixture of laboratory experiments, demonstrations, and the students an opportunity to explore the world of speakers who are experts in the field. biotechnology. The two main goals of this course are 1) to familiarize the student with the many techniques used in the biotechnology setting and 2) to provide Fundamentals of Nuclear Science (MSON) the students with an understanding of how these (Fall Semester) techniques are used in scientific research. The class Prerequisite: Introductory course in Physics at the AP, IB requires that the student be able to function relatively or Honors level, and past or current calculus class . independently in the laboratory after directions and demonstrations are provided to them, and to complete This course provides an overview of the field of follow-up work on their own. The course is broadly nuclear science emphasizing the sources and properties divided into the Molecular Biology of DNA and RNA of nuclear radiation and mechanisms of radiation followed by Proteins and Bioinformatics. Each lab is interaction with matter. Specific topics include: basic introduced by a classroom “chalk talk” followed by the nuclear physics, modern physics concepts related lab and then concludes with analysis and discussion of to nuclear science, atomic and nuclear models, the experimental results.The students learn hands-on attenuation of particle beams, photon and neutron how to perform the following techniques: extraction interactions, nuclear structure and instability, and electrophoresis of DNA and proteins, restriction radioactive decay processes and properties of radiation, digestion of DNA, amplification of DNA using the nuclear reactions and energetics, particle accelerators, polymerase chain reaction, and the cloning of DNA. and fission and fusion processes. Furthermore, a unit on bioinformatics is included, Information will be presented by class lectures, reading and the topic of fluorescence, along with its many assignments, discussions and research projects. There applications (e.g., microscopy, DNA sequencing, and will be approximately two hours of homework for each microarrays) is covered in oral presentations given by class and will consist of problem solving and writing the students. In addition to learning these techniques, reports. Laboratory exercises will be performed in a the course includes an ongoing discussion of how these virtual context analyzing authentic data. Lab reports techniques are used to help solve a number of real must be submitted for each exercise. There will be world problems. Finally, each student will learn how several quizzes during the semester and will be taken to use the biomedical research bibliographic database online. A midterm and final exam will be given each PubMed to help them begin the transition from using semester. Understanding of course material will be online resources to the primary scientific literature, and assessed via homework, quizzes, exams, lab reports and will complete the course with either a final research a final project. paper or project accompanied by an oral presentation. Genetics And Genomics: Diving Into The Gene Pool (MSON) CSI: MSON—Forensic Science (MSON) (Fall Semester) (Spring Semester) Prerequisite: Completion of Chemistry and Biology Prerequisite: Completion of Chemistry or Biology and Algebra II (or currently enrolled) This course will emphasize classic Mendelian genetics, molecular genetics, and population and evolutionary This course is designed for those interested in genetics. The topics include structure and function of learning the discipline of forensic science and crime genes (and the genome), biological variation, and gene scene investigation. Students will be introduced regulations. Subsequently, the course will explore what to some of the specialized fields of forensic science and topics will include blood spatter and pattern

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experimental research has taught us about genome will be approximately two hours of homework for each analysis methods, and our use of this information in class and will consist of problem solving and writing society. Topics include recombinant DNA technology, reports. Laboratory exercises will be performed in a mathematical models and statistical methods for data virtual context analyzing authentic data. Lab reports analysis. Papers from the current and classic literature must be submitted for each exercise. There will be will supplement lecture material. several quizzes during the semester and will be taken online. A midterm and final exam will be given each semester. Understanding of course material will be Gravitational Astrophysics assessed via homework, quizzes, exams, lab reports and (Spring Semester) a final project. Prerequisite: Must have completed Algebra 2 & Trigonometry . Physics/Physics A/Adv Phys either completed or enrolled in concurrently . Lab Research in Biology (Spring Semester) Gravity is the weakest of the four fundamental forces Pre-requisite: Biology and Chem Study required . Advanced in nature, yet it has the dominant influence in our Bio (fall semester) or Biotechnology recommended . Universe. This semester long Physics elective will present the concepts and mathematics of Newton’s This laboratory-based class will be centered Law of Universal Gravitation within the context of on introducing the student to the practical Astrophysics. Topics examined will include orbital implementation of the scientific method as applied to motion of satellites and planets, structure of the sun, an experiment of their own design. The class will use escape speed, black holes, the search for exoplanets and two invertebrates: Caenorhabditis elegans and Drosophila ocean tides on Planet Earth. Periodic experiments in melanogaster as model eukaryotic organisms for study. the Physics Lab will be supplemented by “virtual” labs An introduction to PubMed and the critical reading on the computer. Students will be expected to work of primary literature will be combined with developing independently on projects throughout the semester. an understanding of the importance of a sound hypothesis followed by the design of an appropriately controlled experiment, preferably using one of the Health Physics and Nuclear Technology (MSON) model organisms. The emphasis will be on the process (Spring Semester) that a working scientist must go through in order to Prerequisite: Introductory course in Physics at the AP, IB conduct a valid study and less on application of specific or Honors level, and past or current calculus class . techniques to solve a problem. The goal of each project will be to produce data that can be quantitatively This is an overview course that provides broad subject- analyzed for its biological implications rather than area coverage to introduce students to application being a demonstration of a fundamental principle. of theory to practical aspects of nuclear science and Students should be able to take instruction well, be technology in the world today with special emphasis on self-motivated, organized, and capable of maintaining health physics. Specific topics include: the detection an accurate record of their laboratory experience. and measurement of ionizing radiation, the quantities of radiation dosimetry (the absorbed dose, equivalent dose, and effective dose) used to evaluate human Meteorology (MSON) radiation risks, elementary shielding calculations (Spring Semester) and protection measures for clinical environments, Prerequisite: Chemistry, physics is helpful although not the characterization and proper use of health physics necessary instrumentation, and the regulatory and administrative requirements of health physics programs, principles of Meteorology is the study of the Earth’s atmosphere. nuclear reactors, and nuclear technology in industry Although weather is only one aspect of meteorology, and research. it will be the main focus in this class. In this rigorous Information will be presented by class lectures, reading course the role of moisture, vertical motions, jet assignments, discussions and research projects. There streams, mid-latitude cyclones, and frontal systems in

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producing our weather will be covered. Students will SUMMER ELECTIVE also study thunderstorms and tornadoes, Students are expected to spend up to six hours/week reading and Subtropical Zone Ecology doing homework outside of class. (Conducted in Florida; open to grades 10-12) This is a six-week study of the marine subtropical Modern Physics (MSON) ecology of the intertidal and neritic zones, with (Spring Semester) additional investigations of dune, mangrove, mud flat, and grass flat ecosystems. Marine flora and Prerequisite: Physics or AP Physics 1; Co-requisite: AP fauna are studied through direct observation while Calculus AB snorkeling and through analysis in the laboratory. This is a mathematically rigorous course in which Students are required to prepare and submit a field students study contemporary physics. The course begins research project. Extensive reading and discussions of with Einstein’s theory of relativity, and then takes on environmental philosophy, as well as visits by guest a chronological exploration of the development of speakers, amplify and enrich the course experience. quantum mechanics. Time travel, quantum tunneling, The course is conducted on Sanibel Island and in the and the acceptance of seemingly impossible dualities Florida Keys, taking advantage of the unique ecological mark highlights of this course. characteristics presented by each locale.

Waves, Optics, and Sound (Fall Semester) Technology Prerequisite: Completion of Algebra 2 & Trigonometry, Elective: All courses are 1 credit . suggested 12th grade status; Physics or Physics A or Physics Chair: Martha Cunningham AB or BC concurrently The purpose of technology education is to teach This semester-long Physics elective introduces the students the academic use of computers to improve theory and applications of waves, sound and optics. writing and research skills, to develop and reinforce After an introduction to the mathematics of waves, programming aptitude, and to express creativity. The the theory of longitudinal and standing waves will Technology Department offers courses in programming be used to study the properties of sound waves such languages from introductory to advanced levels. as the Doppler Effect and musical instruments. The Additionally the department supports the development wave nature of light will then be studied along with of computer skills necessary for other department some everyday examples of physical optics such courses. as polarizing sunglasses and colorful soap bubbles. Finally, the ray model of light, which is the foundation A computer literate Maret student achieves of geometrical optics, will be used to explain the competence in word processing, spreadsheet physics of mirrors and lenses as well as some of their calculations, multimedia, web-based research, and applications such as contact lenses and rainbows. Labs presentation software. The emphasis on teaching involving quantitative data analysis will be a significant programming languages exposes interested students component of this course and students will be expected to computer science. Students come to understand a to work independently on research projects (e.g. the computer’s strengths and limitations and, at the same physics behind a particular musical instrument, building time, learn the computer skills they will need at college a simple kaleidoscope) throughout the semester. and beyond. A fully-equipped laboratory with twenty computers is open for academic use from 8 a.m. until 5 p.m. Computers are also available in the library, science lab and many other locations around campus. There is a campus-wide wireless network enabling access from any wireless-capable device, as well as several laptop and

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tablet carts supporting computer use in the classroom. include practical implementations of fundamental Each student receives a Maret email account, which and more advanced data structures (linked lists, hash is accessible from anywhere through the Internet. encoded storage, binary search trees - AVL, treaps, Extracurricular use of computers include publications red-black trees, and heaps), algorithms for organizing of the newspaper, yearbook, Literary and Visual Arts and manipulating data (including sorting, searching, Magazine, and projects of the Engineering Team. and traversal algorithms), and time complexity of algorithms in a problem-solving oriented context. In-depth exploration of standard Java libraries and Programming and Design Fundamentals features such as Java Collections, error handling, This course will explore the design process from the threads, and designing and building graphical user concept phase to creating a software program. The interface using AWT and Swing libraries is included. expectation is that students are new or have very little Much of the course is project-based, with assignments experience with programming. Students will study the stressing the design of classes and algorithms design process from simple to complex systems, design appropriate to a particular problem. and learn the fundamental concepts of programming using various coding methods. Drawing upon the process of game design students will create their own App Design and Development (MSON) games and programs incorporating object oriented (Spring Semester) programming skills such as defining parameters and Prerequisite: Algebra I and an Introductory Computer variables, if/then statements, looped processes, and Science course . Course targets students in grades 9 and 10 . recursive statements. In this course students will learn the app development process from the idea stage through prototyping and Computer Science and Programming in Java testing to final product delivery. The course emphasizes This course is an introduction to the syntax and creating flexible data structures, code management, organization of Java, the use of object-oriented usability, and efficient coding skills. Apps will be programming concepts and the standard constructs developed for Android and iOS devices. Coursework of arrays, recursion, searching, and sorting. Students will include individual and group projects. write many small programs and then go on to work on larger projects, which have included graphical Computer Science: Interactive Digital Ideas Through games through applets, small database applications, Creative Game Design (MSON) graphing calculators, web-based email and calendar (Fall Semester) checkers. This course prepares students to take the This is the first of a two-course class sequence where AP Computer Science A Exam in May. The course students will learn advanced computational and is designed to be a combination of a self-paced problem solving skills as they learn to turn their online course using open courseware, with classroom own creative ideas into something real on their support through a 70 minute seminar class each week. screens. Students choose a topic that is important Students will be expected to spend three classes a week and interesting to them, and we’ll spend the semester programming independently and in small groups to creating a 2-D interactive, fun, and engaging digital practice the techniques and build a code portfolio. experience around that topic. Students can expect to write from several hundred to a couple thousand Advanced Computer Programming (MSON) lines of code in the C# (C-Sharp) language. In Data Structures and Algorithms in Java: this year-long addition to learning about interactive game industry course continues and deepens students’ understanding itself, we’ll also look at the business of, and strategies and practice of object-oriented programming. Students behind, creating a successful game. Students will are expected to have familiarity with programming in need a desktop or laptop running Windows 7, 8, Java at the AP Computer Science A level. Core topics or 10. (Virtual Machines will not work. Bootcamp in the context of the Java programming language is acceptable.) In addition, students will use the Microsoft Visual Studio IDE.

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COMPUTER SCIENCE: INTERACTIVE HUMAN creatively. It promotes concentrated study in specific MOVEMENT THROUGH PHYISCAL ACTION (MSON) art disciplines. Students are encouraged to express (Spring Semester) themselves in their preferred medium and to take on Prerequisite: Intermediate programming skills and C# challenges that extend the breadth and depth of their (C-Sharp)/ Visual Studio experience required . artistic talent. Instructors respect the students’ unique This is the second of a 2-course class sequence visions while directing, evaluating, and encouraging that uses physical motion and 3D position as the their work. The Washington metropolitan area’s rich “input device,” instead of a keyboard or mouse. cultural resources supplement studio work at all levels. Students can expect to write from several hundred to Museum and gallery visits help students understand several thousand lines of code in the C# (C-Sharp) the historical, technical, and aesthetic aspects of language. Students choose a topic that is important artistic expression. and interesting to them, but that also has physical movement as a major component. (For example: injury Ninth graders are required to take a half-credit art rehabilitation, Yoga training, or sport form analysis.) core course. Choices include Drawing and Painting, Students will spend the semester learning to take raw Woodworking, Clay, Mixed Media, Sculpture, and data in real time from the Kinect camera and interpret Photography. The objective is to examine concepts into their programs. We’ll also investigate the place and techniques in each area. With this foundation, for alternative input devices in society and explore the students are adequately prepared and informed to entrepreneurship/business side of Computer Science select wisely a specialized advanced course. Students by analyzing actual competing products, studying in the tenth, eleventh, and twelfth grades may select demographics and target audience, designing effective advanced courses that offer in-depth study in Drawing marketing and promotion campaigns, and developing and Painting, Sculpture, Woodworking, Photography, salesmanship. Students will need a desktop or laptop Clay, Sculpture, Computer Graphics, and Mixed running Windows 7, 8, or 10. (Virtual Machines will Media. At this level, students will be able to explore not work. Bootcamp is acceptable). Students will use the structural, formal, and creative challenges of a the Microsoft Visual Studio IDE. C# and Visual Studio discipline while pursuing their expressive potential. are both used in industry.

INTRODUCTORY LEVEL COURSES Independent Study: (½ credit) Special Topics in Computer Science Students that show exceptional talent in computer Clay Core science have the option to submit a proposal for an Clay Core is a survey course that examines various independent study in computer science. The proposal uses of clay as an art medium. Through a series of must be submitted to the department chair and the projects, students are introduced to the fundamentals faculty sponsor for approval. of working with clay while exploring both functional and sculptural approaches. Projects encompass a variety of techniques including coil, slab, press molds, modeling, and the potter’s wheel. The emphasis is on Visual Art developing a strong sense of design and craftsmanship Requirements: ½ credit in 9th grade plus 1 additional and a personal direction in clay. credit in an advanced art or performing arts course in grades 10-12 . Drawing and Painting Core Chair: Cynthia Hutnyan This introduction to the basic techniques of drawing The upper school art program broadens students’ and painting includes various media used by artists, understanding of visual art and their ability to think such as acrylic, oils, pastels, and watercolor. Through a series of assignments, students are given the opportunity to work from life, still life, landscape, and

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abstraction. The fundamentals of drawing from direct ADVANCED COURSES observation are an important part of this course. (1 credit)

Mixed Media Core Advanced Clay Students examine a broad range of techniques (Not offered 2015–2016) and materials, which include both two- and three- This course offers an in-depth study of the technical dimensional approaches. They are introduced to simple and conceptual aspects of working with clay. Through construction methods, utilizing materials such as wood, a series of projects, fundamental skills are developed foam, wire, celluclay, plaster, and found objects while while exploring both functional and sculptural exploring various two-dimensional methods including approaches to form. In these projects, students are painting, drawing, printing, transfer, and collage. introduced to a range of clays, glazes, and finishing Projects address technical and conceptual concerns techniques, using plaster molds, coil, slab, modeling, through exploration, experimentation, and discovery. extruded, and potters’ wheel methods of clay The emphasis is on the development and expression of construction. Students are encouraged to develop a a personal artistic vision. personal direction in clay. Emphasis is on developing a strong sense of design and craftsmanship and an understanding and appreciation of the expressive Photography Core potential of clay as an art medium. This course introduces students to photography as an art and a craft. The instructor emphasizes the mastery of camera controls and basic darkroom Advanced Computer Graphics techniques. Students study lighting and composition This art course examines different methods of creating and investigate the areas of portraiture, landscape, artwork using the computer. Basic principles of art and still life. A series of assignments helps students and design such as composition and use of text are express their ideas with imagination and clarity. A emphasized, as well as fundamental concepts relating 35mm camera with manual controls is required for this to color, optics, and resolution for printing. While course. working on a series of assignments, students use a variety of software including Photoshop, Illustrator, Flash, and InDesign. Original images for projects are Sculpture Core derived from drawn graphics, scanned objects, and In this course, students have the opportunity to digital photos. Students produce both print and online express themselves and their ideas through sculpture. portfolios of their year’s work. The course provides students with an overview of the materials and techniques commonly associated with sculpture. Through a series of projects, students Advanced Drawing and Painting explore various materials, which may include plaster, This course offers the study of materials and concepts clay, wood, and stone, while learning such techniques of painting to further the awareness of space, image, as carving, modeling, casting, and fabrication. and color. While drawing remains the basic organizer of thought, feelings, and composition, a range of materials are explored as well as representational and Woodworking Core non-representational subject matters. Landscape, still (Not offered 2015–2016) life, the figure, and color are sources of visual material Woodworking core is a comprehensive survey of for creative personal research. Class critiques enable the various uses of wood as an art form. Through students to develop the analytical ability to evaluate their projects, students explore the properties and their work. Several visits to galleries are planned possibilities of wood. They learn the proper use of throughout the year. tools, how to design for wood, and the fundamentals of selecting, joining, shaping, and finishing.

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Advanced Mixed Media Advanced Woodworking Students are exposed to the expressive possibilities (Not offered 2015–2016) of a variety of media and approaches that include Advanced Woodworking provides the opportunity resists, textural techniques, printmaking, encaustic, for students to study and develop woodworking and three dimensional assemblage. Several classes are skills based on traditional and modern woodworking also devoted to observational drawings from the figure, techniques. Projects are designed to challenge and still life objects, and the real world using a multi- develop each student’s creativity and technical ability. media approach. At all times, students are encouraged Students learn plan development, the proper use of to explore and experiment with combinations of tools, wood-finishing techniques, and decision-making materials using these drawings and other given projects in the selection and use of wood. Open to all skill as a springboard for their creative ideas. In addition, levels. students maintain a sketchbook that serves as a source of their innovations. Class critiques will be ongoing Advanced Art Seminar throughout the year and combined with individual The Advanced Art Seminar class is designed for the instruction and critiques. art student who has completed at least two classes in their given art discipline and who is ready to explore a more rigorous and demanding curriculum. Through Advanced Photography an increased focus on ideas and the group dynamic of Advanced Photography gives students the opportunity the seminar format, students generate a conceptually to explore the making of black and white images. coherent body of studio work exemplifying personal Both the art and craft of the photographic process inquiry and self-reflection. They will also be expected are taught. Achieving a mastery of basic camera to develop a fluent, art-based vocabulary and to and darkroom techniques allows students to express participate regularly during group critiques and their ideas with greater visual clarity, impact, and discussions. imagination. Students take responsibility for fulfilling specific assignments and for developing and presenting Advanced Art Courses—Levels I, II, III their own projects. Areas to be covered include After completing one year of an advanced-level art natural light portraits, landscape, and photo essays. course, students have the opportunity for additional Composition and design are discussed. Through the years of study. Within the framework of the advanced use of books and visits to galleries and museums, class, students can build on their experience in students are exposed to the work of past and present subsequent years through progressively more master photographers. Students are encouraged to individualized attention and increasingly rigorous work toward the development of a personal style expectations. Students pursuing a third year in their and vision. A 35mm camera with manual controls is chosen medium are expected to produce a coherent required for this course. body of artwork demonstrating personal expression, quality of ideas, conceptual ability, and technical mastery. Advanced Sculpture Students explore translating ideas into a three- dimensional format, using traditional sculpture techniques such as carving, fabrication, mold-making, and casting. The materials in this course may include stone, wood, plaster, clay, and cement. Students also explore the work of various artists. They are then encouraged to combine this experience with their personal interests to form an idea or area of investigation that has personal relevance. In addition, this course emphasizes developing a strong sense of design and craftsmanship.

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2015–16 FACULTY

The School attracts a committed, highly responsive Achtmeyer, Rob faculty of lifelong learners. Most Maret teachers Humanities hold master degrees, and many have more than Union College, Bachelor of Arts one advanced degree. Art and music teachers bring Alemayehu, Berook a special dimension to their commitment because Science; Math of their active involvement in their professions University of Pittsburgh, Ph.D. Bioengineering outside of Maret. A number of our teachers have University of , B.S. Computer Engineering won national fellowships and awards. Beyond their academic qualifications, Maret teachers foster both an Alexander, Eliza* enthusiasm for learning and a capacity for intellectual Modern Languages; Director of Community rigor within each student. They genuinely care about Engagement and Partnerships their students. Maret Fellow 2014 George Washington University, M.A. Latin American Recognizing the strength of different perspectives, we Studies emphasize both faculty individuality and widespread Smith College, B.A. American Studies collaboration. Respect and a general collegial spirit lead to a high degree of cross-disciplinary integration Aljami, Kalif at all levels. Maret teachers enjoy teaching across Performing Arts division lines. DePaul University, B.F.A. Scenic Design, Marketing Appleby, Christin ’80* Most middle and upper school teachers are advisors Director of Lower School who link home with school and provide enormous Maret Fellow 2006 personal and academic support for students. Maret’s University of Maryland, B.S. Chemistry teachers volunteer numerous evening and weekend hours to supervise extracurricular and community Beizer, Chloe ’03 service programs. Teachers also work with students Humanities; Physical Education/Athletics during Maret’s varied summer programs, including Yale University, B.A. American Studies campus classes; study programs in Taiwan, France, Bey, Jah Jah Spain, and India; and a six-week marine biology course Technology; Athletics on Sanibel Island, Florida. University of Connecticut, B.A. History

Bravman, Bill* Humanities Stanford University, Ph.D. African History Stanford University, M.A. British History Cornell University, B.A. History

Breytspraak, Will Chair, Performing Arts Westminster Choir College, M.M. St. Olaf College, B.M.

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Cahn, Aaron Driesell, Chuck Middle School Learning Coordinator Physical Education/Athletics Chestnut Hill College, M.Ed. , M.S. Education University of Maryland, B.A. Government and Politics University of Maryland, B.S.

Carbone, Mary Eason, Erika Science Instructional Technology Coordinator Johns Hopkins University, M.A.T. Cornell University, B.A. Spanish Gettysburg College, B.A. Biology Egan, Matt Castro, Javier Humanities Modern Languages Johns Hopkins University, M.S. Education Catholic University, Ph.D. Wheaton College, B.A. Economics and History Catholic University, M.A. Eiff, Catherine St. Tomas Aquinas University, Bogota-Colombia, B.A. Modern Languages Cosh, Nigel* University of Strasbourg, M.A. Mathematics; Technology; Eighth Grade Dean European Union History and Politics Maret Fellow 2015 Smith College, B.A. Bristol University, B.S. Physics Engelberg, Michael* Crandall, Bill Physical Education/Athletics; Technology Visual Art Georgia Southern University, B.S. Sports Management/ American University, Visual Media Business

Cunningham, Martha Epps, Susan Director of Information Services & Technology Assistant Head: Faculty Development & Special University of Maryland University College, M.A. Projects Distance Education Georgetown Law Center, J.D. University of California—Berkeley, M.A. De Jerusalem, Betina* African Diaspora Studies Modern Languages Wellesley College, B.A. African-American Studies, Universidad de Buenos Aires, Argentina, B.S. Psychology Sociology Estrada, Jaime* Delgado, Erika Chair, Modern Languages and Classics Department Modern Languages Maret Fellow 2012 Farmingham College, M.A. Université Paul Valéry, M.A. Hispanic Literature/ University of Puerto Rico, B.S. Civilization Deslich, Jeanne Université Paul Valéry, B.A. Hispanic Literature/ Science Civilization Wayne State University, Ph.D. Biochemistry Farquhar, Witt* Northern Michigan University, B.S. Biochemistry Humanities Diamond, Marie Elise* Northwestern University, M.B.A. Marketing/ Classics International Business/Transportation New York University, M.A. French Middlebury College, B.A. Geography and University of Illinois, B.A. Latin Environmental Studies

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Fenderson, Leesa Golas, Stephan Humanities Director of College Counseling; Modern Languages Columbia University, M.F.A. Creative Writing Harvard University, Ed.M. Higher Education Brooklyn Law School, Juris Doctor Brown University, A.B. Sociology, French Civilization Temple University, B.A. Political Science Goldsmith, Claire Fenner, Courtney Executive Director, MSON Third Grade Stanford University, M.A. Education Brooklyn College, M.A. English Harvard, A.B. History and Literature Commonwealth University, M.F.A. Groppe, Jennifer* University of Virginia, B.A. College Counseling; Science Fifer, Rebecca ’06 Maret Fellow 2011 Service Learning; Modern Languages Pennsylvania State University, M.S. Physics Washington University in St. Louis, B.A. DePauw University, B.A. Math/Physics Psychology and Spanish Hall, Elizabeth* Fitzharris, Megan Chair, Physical Education/Athletics Department Performing Arts Maret Fellow 2001 Gordon College, M.Ed. Music Pennsylvania State University, B.S. Salisbury University, B.A. Music Physical Education/Health

Fluellen, Jua Haney, Kali Science Visual Art Temple University, B.A. Biology and Maryland Institute College of Art, M.A. Art Education Secondary Education Maryland Institute College of Art, B.F.A General Fine Art Forsyth, Mita* Science Heilman, Eric Carnegie-Mellon University, Ph.D. Physics Mathematics Carnegie-Mellon University, M.S. Physics University of Chicago, M.A. Economics Bryn Mawr College, A.B. Physics Georgetown University, School of Foreign Service, B.S.F.S. Economics Gayer, Rachel Humanities; Performing Arts; Sixth Grade Dean Herman, Giles Stanford University, A.M. Education Second Grade Wesleyan University, B.A. English McGill University, M.M. Amsterdamse Hogeschool voor de Kunsten, Genachowski, Jake ’10 Amsterdam, M.A. Athletics, Videographer University of Houston, B.A. Kenyon College, B.A. Economics Hester, Carlotta ’86* Gibson, Andrew* Visual Art Athletic Trainer Maret Fellow 2012 University of Pittsburgh, M.S. Sports Medicine/ Washington University, B.F.A. Sculpture Education James Madison University, B.S. Health Science Hinderlie, Holly* Director of Counseling Glines, Kathleen* Maret Fellow 2014 Director of Curriculum Development; Mathematics Boston College, Ph.D. Counseling Psychology University of Notre Dame, B.S. Mathematics Lesley College, M.A. Counseling Psychology Tufts University, B.A. Clinical Psychology

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Hughes, Joanna ’00* Kyong, Christina Performing Arts Director of Middle School Bard College, B.A. Music/Music Education Harvard University, M.Ed. Teaching and Curriculum Smith College, B.A. History Hughes, Tracey* Humanities Lenane, Susan Boston College, J.D. Chair, Mathematics Department Georgetown University, M.A. English Cambridge College, M.ED. Mathematics Georgetown University, B.A. Government Franklin & Marshall College, B.A. Government

Hutnyan, Cynthia* Levinson, Lynn* Chair, Visual Art Department Assistant Head: Student Life; Twelfth Grade Dean; Maret Fellow 2004 Humanities Indiana University of Pennsylvania, M.A. Art Maret Fellow 2007 Indiana University of Pennsylvania, B.A. Art Cornell University, J.D. University of Pennsylvania, B.A. History Ingram, Geetha Science Liddell, Monique George Mason University, M.Ed. Curriculum and Tenth Grade Dean; Physical Education/Athletics; Instruction Davies Program Cornell University, B.S. Natural Resources, Morgan State University, B.S. Mathematics Concentration in Ecology Link, Joshua Jai, John Mathematics Mathematics; Science Indiana University, Ph.D. Mathematics Stanford University, Ph.D. Aeronautical Engineering Indiana University, M.A. Mathematics Stanford University, M.S. Aeronautical Engineering The College of William and Mary, B.S. Mathematics University of California—Berkeley, B.S. Lyn, Aung Zaw Mechanical Engineering Website Manager; Athletics Jensen, Diana Bard College at Simon’s Rock, B.A. Classics Art History & Photography University of Maryland, M.A. Classics Magwood, Ayo University of Kentucky, B.S. Animal Science Humanities University of Minnesota, B.A. German Cornell University, M.S.c. Agricultural Resource, Jones, Bryan* and Managerial Economics Science; Scheduler Brown University, B.A. Economics and Maret Fellow 2009 Internal Relations Brown University, B.A. Biochemistry Martín, Gonzalo King, Brittany Modern Languages Humanities Universidad de Valladolid, M.A. English Philology Kings College London, M.A. World History & University, M.A. Teaching English for Cultures Students of Other Languages (TESOL) The College of William and Mary, B.A. Religious Studies and Elementary Education K–6 McBride, Tiffany* Mathematics; Ninth Grade Dean Kling, Kara Columbia University, M.A. Organization and Humanities Leadership Harvard University, Ed. M. Teaching and Curriculum Claremont McKenna College, B.A. Government and Harvard College, B.A. History and Literature Economics

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McGuinness, Hugh Nieto, Carmen Science Modern Languages University of Michigan, M.SC. Ph.D. Ecology & University of Michigan, M.A. Spanish Language Evolutionary Biology and Literature Brown University, B.S. Middlebury College, M.A. French Language and Literature McHugh, Astrid* University of Puerto Rico, B.A. French Language Kindergarten and Literature Wellesley College, B.A. Psychology Nisbet, William Melfi, Rebecca Fourth Grade Physical Education/Athletics University of Pennsylvania, M.S. Ed. Teaching, University of Western Kentucky, M.S. Learning & Curriculum Saint Vincent College, M.Ed. University of North Carolina at Chapel Hill, B.A. State University of New York College at Brockport, English B.S. Núñez Aispuro, Ana Lya Menninger, Henry Modern Languages Modern Languages Universidad Internacional Iberoamericana, M.A.T. Middlebury College, M.A. French Denison University, B.A. French Ozdeger, Eser* Performing Arts; Associate Director of Michael, Maggie* Communications Visual Art Georgetown University, M.B.A. International Business/ American University, M.F.A. Communications San Francisco State University, M.A. Northwestern University, B.A. English University of Wisconsin, B.F.A. Patel, Tara* Michalopoulos, Nicholas Fifth Grade Dean; Mathematics; Science Chair, Humanities Department Bryn Mawr College, A.B. Biology University of Pennsylvania, M.Ed. Secondary School Urban Education Pettengill, Claire* Cornell University, B.A. English College Counseling, Humanities Maret Fellow 2010 Morris, Beth University of Maryland, M.A. English Mathematics Georgetown University, M.A. Arab Studies Bank Street College, M.S. Education, Leadership in Yale University, B.A. English Mathematics Columbia University, B.A. Sociology and Potts, Sheridan Elementary Education Lower School Reading/Learning Specialist University of Virginia, M.A. Reading Mulroy, Sam ‘08 Hamilton College, B.A. English Literature Director of Upper School Admission; Athletics Princeton, B.A. Ecology and Evolutionary Biology Powell, Michael Humanities Loyola University, Maryland, M.A. Virginia Union University, B.A.

Pratt, Reyna Chair, Science Department The George Washington University, M.Phil Physics Wellesley College, B.A. Mathematics and Physics

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Raisler, David Schneider, Megan Mathematics Lower/Middle School Counselor Columbia University, M.A. Mathematics Harvard University, M.A. Risk and Prevention Columbia University, B.A. History and Sustainable Adolescent Counseling Development Tufts University, B.A. Child Development

Raneses, Tom Schutte, Annie Visual Art Director of Libraries & Center for Inquiry American University, M.F.A. Catholic University of America, M.S. Library and American University, B.A. Information Science University of Virginia, B.A. Political and Social Richardson, Kathryn* Thought, Sociology Fourth Grade Maret Fellow 2011 Scott, Malcolm ’07 Hamilton Teachers College, New Zealand, Adv. DipT Kindergarten Waikato University, B.Ed. Grinnell College, B.A. Language

Rodgers, Jocelyn Scott, Patrick* Science Director of Middle School Admission; Seventh Grade University of Maryland, Ph.D. Chemical Physics Dean Harvard University, A.B. Chemistry and Physics Maret Fellow 2016 The College of Wooster, B.A. Music Education Rogers, Steven Performing Arts Semaj, Njeri Boston Conservatory, M.M.E. Modern Languages George Washington University, B.A. International Lehman College, M.A. Spanish and Secondary Relations Education University of Virginia, B.A. Spanish Language and Samowitz, Jessica Literature Lower School Librarian University of Maryland, College of Information Shaffer, Sylvie Studies, M.L.S. Middle and Upper School Librarian James Madison University, B.S. Simmons College, M.A. MS Library Science and Children’s Literature Saunder, Deirdre* Smith College, A.B. American Studies Visual Art Springfield Technical Community College, A.A. Oxford University, M.F.A. Liberal Arts University of Cape Town, H.D.E. Cape Town University, B.F.A. Singleton, Mark Instructional Technology Coordinator Schlegel, Roger Full Sail University, M.S. Media Design and Humanities Technology University of North Carolina at Chapel Hill, M.A. James Madison University, B.M. Music Education Public Administration University of Virginia, M.A. English Skivington, Kate* University of North Carolina at Chapel Hill, B.A. Second Grade History Susquehanna University, B.S. Elementary and Early Education

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Spraggins, Blake* Walker, David* Assistant Head: Academic Affairs; Mathematics Assistant Director of Upper School; Science; Eleventh Maret Fellow 2013 Grade Dean University of Pennsylvania, Ed.D., Educational Maret Fellow 2007 Leadership University of Maryland, M.S. Chemistry George Washington University, M.A. Curriculum and Hampden-Sydney College, B.S. Chemistry/French Instruction Wang, Xiaoli Wayne State University, B.S. Mathematics Modern Languages Harvard College, A.B. History and Literature Beijing Normal University, Ph.D. Philosophy St . Germain, Mark University of Albany, M.S. Library and Information Physical Education/Athletics Services , B.A. American Studies/History Northwest Normal University, M.A. Chinese Classical Literature Stone, Nathaniel Northwest Normal University, B.A. Chinese Language Third Grade and Literature Pepperdine University, M.A. Education Colby College, B.A. History White, Glenn Science Sudheendran, Meena Harvard University, Ph.D. Anatomy and Cell Biology First Grade , B.S. Chemistry Peabody College Vanderbilt University, M.Ed. Rhodes College, B.A. English Literature Williams, Antoine* Physical Education/Athletics Sun, Betty Catholic University, B.A. Education Upper School Learning Specialist Smith College, M.A. German Literature Wilson, Brooke Smith College, B.A. Art Physical Education/Athletics The George Washington University, M.A. Education Talbott, Marjo* and Human Development Head of School The George Washington University, B.A. Criminal Harvard University, M.Ed. Justice Williams College, B.A. History of Ideas Witenstein, Ivan Tates, Donte Visual Art Humanities Yale University School of Art, Sculpture, M.F.A. Colby College, B.A. American Studies Corcoran School of Art, B.F.A. Fine Art

Tejada, Steven Wu, Jolene Director of Upper School Science Wesleyan University, B.A. Psychology/Sociology University at Buffalo Graduate School of Education, Tomasi-Carr, Lisa Ed.M. First Grade University at Buffalo Graduate School, B.A. Chemistry University of New Mexico, M.S. Multicultural Education University of New Mexico, B.S. Elementary Education St. John’s College, B.A. Liberal Arts

*has taught at Maret for more than 10 years

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GENERAL RULES & GUIDELINES

Maret takes pride in being a community of individuals alcohol and other drugs (including steroids) by working in an environment of trust. We do not have students illegal, it is detrimental to one’s health, a thick rulebook or a detailed list of the consequences development, and achievement. that will result if faculty, staff, or students break the trust given to them. However, in light of our Mission, the size of the School, and our need to protect and preserve II. RULES THAT, IF VIOLATED, COULD LEAD TO SUSPENSION AND FURTHER DISCIPLINARY school property, we have established and take seriously MEASURES: the following basic rules, guidelines, and common • No one may engage in any activity that may courtesies. The violation of any of these could lead to a endanger his/her own or another’s health, safety, range of disciplinary actions. We will evaluate and judge or welfare. any infraction on an individual basis. • Verbal, physical, sexual, or electronic bullying/ Because Maret believes that students learn from harassment, either direct or indirect, by or toward mistakes, we sometimes send students home to begin a any member of the community is counter to our process of remediation. Serious student misconduct in values of respect. Evidence of bullying/harassment grades ten through twelve that results in suspensions of (including over the internet) will be thoroughly two or more days or expulsion is reported to colleges. investigated. Serious disciplinary issues that occur at any time may • Bullying/harassment behavior includes physical be reported if the student applies to other schools or or verbal threats, teasing, or intimidation that programs. Other disciplinary issues, including serious occurs repeatedly over time and that humiliates, infractions in the ninth grade year, may remain degrades or otherwise damages a student’s physical, confidential at the discretion of the Division Director emotional, or psychological well-being. and the Head of School. • In a community of trust, no stealing, plagiarism, cheating, or any other form of dishonesty is I. RULES THAT, IF VIOLATED, WILL LEAD TO allowed. SUSPENSION AT THE MINIMUM AND COULD LEAD TO FURTHER DISCIPLINARY MEASURES, • Everyone is expected to show respect for the INCLUDING EXPULSION: campus and the people who comprise the Maret • Any actions in violation of federal, state, and/or community, both in person and online, by district law are prohibited. demonstrating honesty, courtesy, and appropriate behavior. • Abuse—physical or sexual—and assault are illegal and will not be tolerated. • The Maret campus belongs to all of us. No vandalism is allowed, including “trashing” of • No weapons are permitted on campus. school property such as bathrooms, classrooms, • No student may possess, consume, or sell illegal lounges, hallways, or outdoor areas. “Hacking” drugs, drug-related paraphernalia, or alcohol or into online spaces, compromising the regular use alcohol-related paraphernalia on campus or at or security of the network, changing software school-sponsored events (including events off configurations or installing software on school campus). Students who leave campus and return computers, or deleting, altering, or moving files to campus under the influence of an illegal drug belonging to others on the school network is not or alcohol will be viewed as having consumed allowed. the substance on campus. Not only is the use of

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• Maret is a smoke-free campus. Students are not • Because of limited parking, students may not allowed to smoke or use other tobacco products park on campus at any time before 4:00 p.m. on on or off campus during the academic day and a school day, including during exams, except in while participating in school activities (e.g., sports limited, pre-assigned designated spaces. Students practices, rehearsals). When coming or going who drive to school must obtain a parking decal to school, students should not smoke around and attach it to an interior window. They also the campus. The smoke-free zone is defined from need to abide by any parking regulations or Cleveland Avenue/Calvert Street to Macomb Street restrictions. and from Connecticut Avenue to 34th Street. • Using school resources, including the computer • The School is responsible for its students. network, for commercial use or advertising is not Therefore, no student may leave campus without acceptable. permission. Seniors have “sign-out” privileges during free periods, and second-semester juniors who have completed their community service ADDITIONAL SCHOOL RESPONSE TO DRUGS AND ALCOHOL USE: hours for 9th and 10th grades may sign out during At a time when drugs and alcohol are prevalent in our designated free-time. Upper school students may society and the temptation to use them is great, Maret leave campus after their final class as long as they has established an educational program that will try to do not have further commitments after school. help our students understand the dangers of substance abuse and avoid making mistakes. III. COMMON COURTESIES AND GUIDELINES THAT WE TAKE SERIOUSLY: Maret recognizes that the primary responsibility for • Upper school students may use personal electronic students’ off-campus activities rests with the students devices outside of the classroom and must be and their parents. However, we believe that it is respectful of others in their use. Cell phones important for the School to encourage and support are expected to be turned off during classes and social activities that conform to the law and to work school activities. Lower school and middle school with parents to ensure the health of their children. students are not to use any of these devices during the school day. Therefore, the School will support, without penalty, any student who seeks help to overcome substance use, • Behavior in the cafeteria—before, during, and abuse, or dependency (including that of cigarettes and after scheduled meals—must be respectful of other tobacco products). The student may ask for help others, particularly those who serve that area. voluntarily or others may ask for help on his/her behalf Students and faculty are expected to return their if there is an indication of a problem. In each case, the trays and dishes to the dishroom. School will determine, with the student’s parents, the • We take pride in a clean campus. For students, no need for professional evaluation. food or beverages (except water) may be taken into classrooms or hallways, in the Libraries or ADDITIONAL SCHOOL RESPONSE TO BULLYING/ the Atrium, except during special class events HARASSMENT: or for health reasons. Food and beverages must Everyone in the Maret community is expected to be confined to designated areas. Students are address issues of bullying/harassment—verbal, physical, expected to clean up after themselves. sexual, or electronic—in a timely manner, either by • Students are expected to dress appropriately. confronting the bully/harasser in question directly or by Each division director with the faculty will have seeking help and guidance from a knowledgeable and guidelines for their students. We should all try trusted adult. The School is committed to a thorough to be sensitive to the standards and concerns of investigation of bullying/harassment issues and will others, but racially and sexually offensive clothes address these issues directly. are unacceptable. For safety reasons, shoes must be worn at all times, except on the back field.

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A proactive approach to bullying/harassment is taken through the social curriculum and Human Development classes. Students learn to recognize and mobilize against bullying behavior.

COUNSELING DEPARTMENT The Counseling Department serves as a resource to all members of the Maret community, including students, faculty, staff, and parents. The school counselors offer individual and group counseling for students on a short- term basis, act as consultants to faculty, and maintain an extensive network of referrals and resources based in the Washington metropolitan area. Students may receive these, or other, services offered by the school counselors as part of our regular academic program. All services are confidential as appropriate. Under certain circumstances, confidential information may be shared with people who have a legitimate need to know. The department is also actively involved with diversity programs, substance abuse education programs for students and parents, advisor/advisee groups, the assembly program, the human development program, and student activity groups.

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UPPER SCHOOL RESPONSIBLE USE POLICY

As Maret’s Mission states, “Maret School galvanizes POSITIVE ONLINE PRESENCE the intellectual, analytical, creative, and physical Each student is responsible for making good choices capabilities of our students and equips them to excel with technology and should strive to maintain a in future academic endeavors.” Technology is a critical positive online identity. The online world is neither on tool that helps us achieve this goal by facilitating campus nor off campus, but is instead its own emerging interactions and providing access to the world beyond space. Because the events in this space materially Maret. This tool requires thoughtful and careful use impact community on campus, we feel it is a space so that we may foster a learning environment where over which the School has the right and responsibility all members of the community feel both respected and to intervene when necessary. To facilitate respectful connected to each other. The way we use computing interactions in our community, Maret will not tolerate devices and engage online should mirror our core bullying, slurs, personal affronts or threatening values. The following paragraphs provide guidelines behavior, whether this communication is done on to help students use technology responsibly and or off campus. Wherever these behaviors take place, thoughtfully. they serve only to diminish individuals’ sense of self and feelings of safety within the school and thus do not contribute to a positive learning environment. TECHNOLOGY USE DURING THE SCHOOL DAY The anonymity, remove and ease of distribution that Technology can greatly expand our notions of characterize many online interactions only increase community. As members of a diverse K-12 brick-and- the potential for harm. Maret also will not tolerate the mortar community, we must be mindful of how we use exchange of sexually explicit material that affects any it throughout the day. Students should prioritize face- member of our community. to-face interactions with their peers and with teachers and consciously engage in these interactions during the school day. Students should also be aware of how USING TECHNOLOGY ETHICALLY their behaviors involving technology—the websites Responsibly utilizing the array of information and they visit, the music they play, the calls they make, the entertainment available on the Internet requires that volume they use—can distress or make uncomfortable students recognize legal and ethical boundaries of fair other members of the community if those behaviors use. Students should remember that authors create web are distracting or potentially offensive. Similarly, while pages, and these authors own the words, images, and Maret does not structure students’ free hours, those ideas that appear there. Students should respect these who utilize technology during free time should be authors’ rights to ownership of this material and give thoughtful of the content they choose. Students should credit to them when using their work in any curricular remember that Maret’s campus includes individuals or co-curricular work. Students should also remember of different ages and beliefs, and be mindful of this that composers, filmmakers, writers, software diversity in the language they use and what they say developers, and photographers who create content online. Engaging in any illegal activity, gambling, or not intended for distribution over the Internet have downloading or viewing pornography is inappropriate ownership rights, too. Uploading or downloading files in a school setting and will not be tolerated. of copyrighted material, including music, through file- sharing sites or sharing and distributing copyrighted

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materials on the School’s server is unethical; these RESPONSES TO VIOLATIONS OF MARET’S activities may have legal ramifications both for the RESPONSIBLE USE POLICY student and for Maret. It does not matter how the Maret trusts its students to make good decisions in material is accessed or where the material resides. using technology. However, sometimes students make mistakes. As with infractions involving other Maret rules and guidelines, the preference is to handle these PRIVACY AND TECHNOLOGY situations through dialogue and education. However, Though the school respects the privacy of its students, some violations could lead to a range of more serious all the information stored on Maret devices, email disciplinary actions, including suspension and accounts, or other Maret systems falls within the expulsion. school’s supervision. Therefore, in the rare instances that students are abusing proper use by storing too much data, or using devices for inappropriate purposes, the school may search for and remove files and content from its systems. Students are encouraged to maintain separate, personal email accounts outside of the maret.org domain for purposes that are not related to Maret and Maret’s mission. In addition, students should respect online privacy by not sharing passwords or login information or accessing others’ accounts.

THE HEALTH OF OUR TECHNOLOGICAL SYSTEMS Maret provides substantial computing resources for use by its students and faculty, and its systems must have as their primary focus the support of the School’s educational program. Bandwidth and computing devices owned by Maret are to be used first and foremost to advance the educational mission of the School. Storing non-school related files on our servers requires memory that should be devoted to educational materials. Students should be aware that using the School’s technology resources for entertainment, such as streaming video and/or music or playing online games, may impair the community’s ability to use technology for educational activities. It is also important that students be mindful of the ways in which malware can infect technological systems and should take care not to introduce anything into our systems—whether intentionally or unintentionally— that would compromise the viability of the Maret systems. Clearly, illegally accessing (“hacking into”) any system is wrong, and such incidents involving Maret systems or systems used by Maret will be dealt with seriously.

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