2020–2021 CURRICULUM GUIDE 2

MISSION Maret is a vibrant, K–12, coeducational, independent school in Washington, DC. We ignite our students’ potential; foster their academic, artistic, and athletic talents; and promote their well-being. 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 lifelong 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.

CORE VALUES 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. 1

Contents

Essential Skills ...... 2 Middle & Upper School Academic Sequence Charts ...... 26 Student Support ...... 3 Math ...... 26 Science ...... 27 Lower School ...... 5 World Languages ...... 28 Community Engagement and Partnerships . . 5 Classics ...... 28 Language Arts ...... 6 Arabic ...... 29 Library ...... 8 Chinese ...... 29 Mathematics ...... 9 French ...... 30 Performing Arts ...... 10 Spanish ...... 31 Physical Education ...... 10 Science ...... 11 Upper School ...... 32 Social Studies ...... 11 Graduation Requirements ...... 33 Technology ...... 12 Course Listing ...... 35 Visual Art ...... 13 Humanities ...... 38 Wellness ...... 13 Mathematics ...... 52 World Languages ...... 15 Performing Arts ...... 54 Physical Education/Athletics ...... 55 Middle School ...... 16 Science ...... 56 Community Engagement and Partnerships . .17 Technology ...... 60 Humanities ...... 18 Visual Art ...... 61 Library Studies ...... 19 World Languages ...... 64 Mathematics ...... 20 Performing Arts ...... 21 Physical Education/Athletics ...... 21 Science ...... 22 Technology ...... 22 Visual Art ...... 23 Wellness ...... 23 World Languages ...... 24 2

ESSENTIAL SKILLS

Understanding that change is inevitable and fast-paced, we recognize that it is important to move beyond the traditional canon of content to concentrate on the cultivation of essential skills. These skills are carefully woven throughout the entire K–12 program with the goal that our students will become good stewards of the world.

Collaboration Leadership • Explore, understand, and grapple with multiple • Act courageously and honestly, set and achieve perspectives across difference and practice goals, engage with others, and positively impact effective listening and responsible cooperation. our community and the world.

Communication Problem-Solving • Effectively express, receive, and engage with • Gain the capacity and confidence to engage a range of ideas and information, develop the critically and analytically with open-ended, ability and confidence to advocate for oneself complex questions, using diverse research and others, and master multiple languages and methods. forms of expression. Technology, Information & Media Literacy Creativity & Innovation • Engage competently with our rapidly evolving • Construct knowledge and original technological world, participate respectfully solutions through the iterative process and online, and exercise the ability to analyze, experimentation, both independently and in interpret, and leverage quantitative and partnership with others. qualitative data.

Cultural & Global Competence Wellness • Study and experience global cultures and • Learn how to best take care of one’s emotional, histories in order to understand, empathize, and social, and physical well-being in order to constructively engage in our immediate and promote a healthy sense of identity and broader world. thoughtful decision-making. 3

STUDENT SUPPORT

Guidelines for Academic Accommodations Targeting Success At Maret, both our Mission Statement and our Core Some of the hallmarks of Maret’s educational program Values emphasize the individual and respect for different include: cultures, talents, and interests. We strive to nurture and encourage the intellect, creativity, love of learning, and • Faculty who initiate close and trusting relationships pursuit of individual excellence in each of our students. with students We recognize that this may take different forms in • Small class sizes different students, and we embrace and celebrate those • A curriculum that offers breadth and affords variations within our school community. considerable choice • Classroom strategies that acknowledge multiple Our appreciation of individual styles helps shape the way intelligences and different learning styles we guide the education of our students with learning • Possibilities for communication between teachers/ differences. The Maret faculty understands that all of our advisors and parents beyond routine parent-teacher children approach learning in their own unique ways, and conferences that some of our children have specific and special needs. • Opportunities for extra help, such as the supervised We address those needs within small class settings and study hall in Middle School or appointments with a flexible curriculum, with the guidance of our student teachers support team. While we are successful with many of our • Limited allocation of space in school for work with students with specific needs, we also realize that these tutors, hired by parents supports are limited. Maret works to ensure that efforts • Parent-teacher conferences and narrative evaluations to serve particular students are balanced between other that address the student as a whole person, honoring students’ opportunities to learn and realistic expectations effort and improvement as well as achievement for teachers. Addressing Student Needs Parents are expected to share any existing assessments Parents who expect that accommodations may be or educational support plans which will allow us to necessary for a student to work successfully at Maret determine if the School can successfully meet the needs are advised to begin conversations with the division of the student. This information will allow us to meet director, learning specialist, teachers and advisors as early the child’s needs from the beginning of his/her Maret as possible. Accommodations will be considered on an career. During a child’s attendance, parents are responsible individual basis, as recommended by Maret faculty and/ for obtaining any services, assessments, or therapies or professional evaluations, in the context of existing that are recommended by a team of teachers, advisors, resources. administrators, and student support team representatives. The School has designated funds to support those families In the Lower School, accommodations could include, but on financial aid who need to obtain such outside services. are not limited to: Suggested accommodations that result from professional evaluations will be reviewed by the Maret team to • Preferential seating determine the feasibility of their use in the classroom. The • Verbal prompts use and benefit of these accommodations will be reviewed • Previewing material periodically. • Supportive technology MARET 2020–2021 CURRICULUM | STUDENT SUPPORT 4

In the Middle and/or Upper School, accommodations Counseling Department could include, but are not limited to: The Counseling Department serves as a resource to all members of the Maret community, including students, • Opportunity to use another student’s notes or teacher’s faculty, staff, and parents. The school counselors offer notes when available counsel to individuals and groups of students on a short- • Note-taking on a laptop, provided by the parent term basis, act as consultants to faculty, and maintain • Alternative test/assignment formats to demonstrate an extensive network of referrals and resources based in competence the Washington metropolitan area. Students may receive • Enlarged font, to increase readability these, or other, services offered by the school counselors • Extended time on quizzes, tests, exams as part of our regular academic program. All services are • Use of computer/laptop to take tests and exams confidential as appropriate. Under certain circumstances, • Testing in an isolated environment for reduced confidential information may be shared with people who distractions have a legitimate need to know. The department is also • Modified schedule actively involved with diversity programs, substance abuse education programs for students and parents, advisor/ The College Counseling Office advisee groups, the assembly program, the Wellness The US Learning Specialist will assist parents and program, and student activity groups. students with the College Board and ACT process to request accommodations. Students applying for Early Release for Students accommodations on the College Board and/or ACT The Maret community understands that our children exams must have documentation on file that meets have diverse talents and that some of our children may their respective guidelines. Students must be using the have specific and special needs in relation to those requested accommodations on school-based tests for at talents. These needs may require modifications in our least four months prior to submitting the application to academic schedule, including early release. We will work the College Board or ACT. in partnership with families to determine if the school can successfully meet the needs of these students. However, Maret does not provide this may not always be possible given other curricular • Individualized Educational Programs demands. We will review annually schedule adjustments • Constant monitoring or one-on-one instruction/ to assess their continuing benefits and feasibility. 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 Learning Specialists act as a resource for parents and teachers by making connections to outside educational professionals when appropriate. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 5

LOWER SCHOOL CURRICULUM

THE JOY OF LEARNING • Biographical Character Day A joy of learning permeates Maret’s Lower School. The • Environmental Spirit Week curriculum inspires students to take risks, think creatively, • Fictional Character Day and work collaboratively. Teachers value their students’ • Fun Run backgrounds and experiences and create a meaningful and • Grade 4 Greek Play dynamic context for learning. • Grade 4 Camping Trip • Grandparents and Special Friends Day The lower school curriculum is thoughtfully integrated; • Intensive Study Week academic content is sequenced from one grade to the • Martin Luther King, Jr. Day of Service next, and curricular connections are made across subject • Pajama Day—A Celebration of Reading areas when there is a natural overlap of skills, content, or • Publishing Party concepts. Language arts, mathematics, and social studies • Pumpkin Parade and Eighth Grade Carnival are taught in the homeroom. Science, Spanish, visual • ROY G BIV Week art, music, physical education, library, technology, and • Science Week Wellness classes are taught by specialists in classrooms • Winter and End-of-Year Music Performances designed for those subjects.

Lower school students benefit from the full range of Maret’s K–12 campus facilities, including a playground, Community Engagement and two libraries (one designated for the Lower School), two fully equipped gymnasiums, a theater, a movement studio, Partnerships a lower school maker space, and a cafeteria. Teachers take advantage of Maret’s location in Washington, DC, by Specific grades have established community partnerships. planning field trips throughout this historically significant For example, first graders, in partnership with upper school and culturally diverse city, as well as to surrounding science students, raise and release shad into the Anacostia locations in Maryland and Virginia, to enhance students’ River. This project helps increase the shad population and learning experience. is an example of the first grade’s exploration of life cycles as part of their science curriculum. Maret welcomes children with a range of abilities and interests. The small size of the lower school classes Lower school students also participate in numerous helps teachers support children at different stages of service activities. In honor of Veterans Day, Halloween development. A lower school learning/reading specialist candy and handwritten letters are sent to troops abroad and a part-time math specialist provide additional support through Operation Gratitude. Each year, a toy drive is for students and faculty. held for Martha’s Table during the winter holidays. At the Martin Luther King, Jr. Service Fair, an annual school- LOWER SCHOOL CELEBRATIONS AND EVENTS wide day of service, lower school students join their older Children develop confidence and deepen connections peers to create light catchers for nursing home residents, through the Lower School’s many special events and prepare care packages, organize mancala games for activities. These include annual traditions, demonstration Horizons, and more. of academic or artistic achievement, or activities focused on community service. Some celebrations are class- specific while others span several grades or include parents, grandparents, and special friends. Here are some of our recent lower school special events: MARET 2020–2021 CURRICULUM | LOWER SCHOOL 6

First Grade Language Arts Unit 1: First graders start the year reviewing the good reading habits they learned in kindergarten and READING developing new habits for word solving. Kindergarten–Grade 4 meet daily in homeroom. Unit 2: Children learn strategies for comprehending The Lower School uses the Teachers College Reading nonfiction. Workshop for its reading curriculum. The workshop model allows students to tackle the challenging work of learning Unit 3: Students read increasingly complex texts for how to read in a predictable and supportive environment. fluency and comprehension. Each Reading Workshop includes: Unit 4: Children concentrate on story elements by studying • A teacher-led mini-lesson that teaches a reading skill, characters and the life lessons these characters learn. comprehension strategy, or habit of proficient reading. • Independent reading time for students to practice and Second Grade apply what they have learned to a book of choice that Unit 1: Second graders grow from readers who focus on matches their reading level. print to readers who focus on meaning • Individual reading conferences that provide targeted instruction to support each child’s reading development. Unit 2: Students shift from reading fiction to nonfiction, • Partner shares where students think and talk together exploring a variety of different topics. Becoming about a text and support one another’s reading goals. proficient with nonfiction texts prepares students to • Book/research clubs where students have conversations embark on an in-depth and interdisciplinary study of birds about their reading/research, listen to each other, and later in the year. grow new ideas that may not have come up had they not had the conversation. Unit 3: Children focus on reading fluency and figurative language. They improve their comprehension through The curriculum is naturally differentiated. Children read longer, more complicated books. and apply lessons to books at their individual reading level so that they can read accurately and fluently while Unit 4: Students read fictional series in book clubs to comprehending the meaning of the text. study characters and the authors’ craft.

There are four units of study for each grade which are Third Grade structured to help students read, understand, and analyze Unit 1: Third graders develop comprehension checks for fiction and nonfiction texts. Teachers emphasize the joy of following a story’s thread. They tackle multisyllabic words reading and help students develop rich reading identities. and figurative language and learn to envision and predict a story’s evolution. Kindergarten Unit 1: Kindergartners develop emergent reading skills, Unit 2: Students approach nonfiction with a focus on using story language to support their developing identities constructing mental summaries of the texts, including big as readers. ideas and supporting information.

Unit 2: Students learn a repertoire of beginning reading Unit 3: Students study fictional characters in depth. strategies to help them read. They develop theories about characters and follow them through the “story mountain.” They consider the lessons Unit 3: Students read increasingly difficult books with characters learn and compare and contrast characters, greater independence and begin to read with accuracy, settings, and themes. fluency, and comprehension. Unit 4: Children form research clubs and read a Unit 4: Children read fictional stories with attention to collection of texts on a topic. They focus on synthesizing character, setting, and plot. They read nonfiction books and organizing information. and become experts in a chosen topic. Students also improve their fluency by reading poems and song lyrics. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 7

Fourth Grade spelling of many words. The program emphasizes gaining Unit 1: Fourth graders delve into higher-level texts and word knowledge over the memorization of specific words. study the complexity of characters. They trace a theme Through assessments, teachers determine each student’s through different parts of a story and work on skills such spelling stage and provide instruction based on individual as inference and interpretation while studying different needs. In addition to this program, students master high- fictional genres. frequency words to build accuracy and automaticity of words that do not follow patterns. Unit 2: Students focus on nonfiction reading. They learn to distill main ideas, summarize, and compare/contrast text Kindergarten structures. Students form research teams to read about Unit 1: Kindergartners tell stories from their lives different topics connected to their study of Ancient Egypt. through drawing, labeling, and writing.

Unit 3: Children form historical fiction book clubs. Each Unit 2: Students begin to write with an audience in mind, club reads novels set within a historical time period as putting more letters and words onto every page, editing well as nonfiction texts about that era, enlarging their their work, and using more conventional spelling. historical knowledge and gaining greater understanding of characters and their struggles, perspectives, and insights. Unit 3: Children write how-to books that teach the procedures for activities from their daily lives. They Unit 4: Fourth grade readers study Greek mythology, continue this non-fiction unit focused on one topic of focusing on the significance these stories held in Ancient their choosing. Greek civilization. Students pay careful attention to the sequence of events and the roles of different characters. Unit 4: Students write persuasive letters and essays that rally people to address problems they see in the world Unit 5: Students delve into stories that address social around them. issues such as bullying, poverty, and physical challenges. They identify themes as they focus on the struggles First Grade characters face. Unit 1: First graders craft a collection of small-moment stories from their lives. WRITING Kindergarten–Grade 4 meet daily in homeroom. Unit 2: Students create nonfiction chapter books about topics on which they are experts. The Lower School uses the Teachers College Writing Workshop for its writing curriculum. Students receive Unit 3: Children write their own folktales structured on explicit instruction in the strategies and qualities of The Gingerbread Man. good writing, including craft, conventions, and spelling. They engage in daily writing practice, choosing their Unit 4: Students use their narrative writing skills to own topics within the genres of narrative, opinion, and create their own fictional books. informational writing. They rehearse, draft, revise, edit, and share their published pieces in writing celebrations at Second Grade the end of each unit. One of the year’s cherished events Unit 1: Second graders study published texts, learning is an annual Publishing Party, when all lower school writing techniques to incorporate in their own students present bound versions of their written work to written narratives. the important adults in their lives. Unit 2: Students write nonfiction texts about topics of Kindergarten and first grade teachers use Fundations, a importance to them. multisensory language program, to teach phonological/ phonemic awareness, phonics, spelling, and handwriting. Unit 3: Children write persuasive letters that share their Fundations provides systematic and explicit instruction opinions about characters, scenes, and whole books. to Maret’s youngest learners in critical foundational skills. Grades 2–4 use Words Their Way for spelling instruction. Unit 4: Students write poems using line breaks to express This developmental spelling, phonics, and vocabulary meaning and rhythm. They incorporate figures of speech program teaches students to examine words in order to to make their writing more powerful. discover patterns that can be applied to the reading and MARET 2020–2021 CURRICULUM | LOWER SCHOOL 8

Third Grade the different sections of the library and to identify the Unit 1: Third graders write personal narratives that cycle differences between fiction and nonfiction. By the end of through the complete writing process. the year, they are able to name each part of a book: title, author, illustrator, front cover, back cover, spine, spine Unit 2: Students craft nonfiction chapter books about label, barcode, title page, dedication page, and copyright familiar topics. They incorporate main topics and page. Students listen to and discuss stories related to subtopics. classroom curriculum, including picture books, songbooks, and fairy tales, and books about cultural heritage, animals, Unit 3: Children write persuasive essays about causes they and habitats. believe in, using evidence to support their arguments. First Grade Unit 4: Students explore the writing of fairy tales with an First graders build on skills gained in kindergarten library emphasis on point of view and story structure. classes by reviewing library procedures and learning to locate library books independently. They access particular Fourth Grade online resources independently, including the library Unit 1: Fourth graders enhance their writing of true catalog and Sora ebooks. Students listen to and discuss stories based on small moments from their own lives. stories related to classroom curriculum, including personal narratives (Reader’s Workshop), communities, and Unit 2: Children are introduced to a structure for writing empathy. Students are also introduced to the research essays called “boxes and bullets.” They use this format to process. They are encouraged to select a mix of personal organize ideas and provide evidence on topics they know choice and “just right” books that are appropriate for their well. They then use this format to write opinion essays. reading levels.

Unit 3: Students write research reports, elaborating on a Second Grade central topic. In second grade, students are introduced to the Fabulous 5 Research Model (used in grades 1-4) which teaches Unit 4: Students study a complex text and write a literary them to wonder, investigate, create, express, and reflect essay on the topic. upon their work. Children learn to independently use nonfiction resources in both print and online formats, including dictionaries, thesauruses, encyclopedias, and specialized databases. They listen to and discuss stories Library related to classroom curriculum, including cultural heritage, states, persuasive writing, and picture/chapter Kindergarten meets once weekly for 30 minutes; half class. series. Grade 1 meets once weekly for 30 minutes; whole class. Grades 2 and 3 meet once weekly for 40 minutes; whole class. Third Grade Grade 4 meets once weekly for 45 minutes; half class. Third graders continue to use print and online resources to complete research for class projects using the Fabulous The Maret lower school library takes joy in developing in 5 Research Model. They listen to, discuss, and analyze students lifelong love of reading by providing them access stories from specific fictional genres, including mysteries, to a wide range of diverse and up-to-date materials for fairy tales, and historical fiction related to their classroom pleasure reading and research. The lower school library curriculum. Children benefit from book talks on chapter houses a 10,000 volume print collection and access books that might interest them. They begin preparing to robust online resources. A full-time librarian meets for the research they will conduct in fourth grade by with the students once a week to guide them in making learning about nonfiction text features, summarizing, and appropriate reading choices and teach the research paraphrasing. process through library lessons that are integrated with each grade’s curricular content. Fourth Grade Fourth graders dive deeply into the research process and Kindergarten explore the library’s various online and print resources. Kindergartners become acquainted with library procedures, They learn to apply organizational tools to the research including book responsibilities such as returning books on process, identify reliable sources, and distinguish between time and taking proper care of them. Children learn about primary and secondary sources. They study plagiarism, MARET 2020–2021 CURRICULUM | LOWER SCHOOL 9

copyright, and fair use, and they learn to create First Grade bibliographies for their work using the site NoodleTools. In first grade, students are introduced to place value and Students continue to listen to stories related to classroom using addition and subtraction. They begin to develop curriculum as well as high-interest book talks. skills in communicating their reasoning and problem solving. They learn to choose from multiple strategies when solving problems and how to represent their understanding. They continue their exploration of time, Mathematics money, patterns, and data.

Kindergarten–Grade 4 meet daily in homeroom. Second Grade Students deepen their understanding of place value and The mathematics program emphasizes flexible thinking, strengthen their fluency in addition and subtraction to skill building, and developing confidence with the work with larger numbers. They continue to develop ultimate goal of attaining deep, conceptual understanding. skills in effective mathematical communication by Students are encouraged to find an entry point to a explaining their thinking and describing the processes problem based on their knowledge and work toward they use to come to conclusions. Students explore real-life a solution. This open-ended and creative approach to scenarios through activities such as making change with problem solving engages students, inspires learning, and money, and collecting and representing survey data. They encourages risk taking. Teachers use the Everyday Math consider multiple approaches to solving problems, develop program as the foundation for their curriculum and a variety of strategies for future problems, and learn from supplement it as they see fit. The following math values their classmates’ points of view. guide Maret’s instruction: Third Grade • Intentional Exploration: Teachers begin units with With an initial focus on addition and subtraction, open-ended investigations to help students see students demonstrate mastery of facts and learn to use patterns, raise questions, and make discoveries. various methods (trade-first, borrowing, counting up, etc.) • Differentiation: Teachers present and offer students to find solutions to problems with multi-digit numbers. a variety of ways to approach a problem. They add Students are introduced to single-digit multiplication scaffolds or increase rigor to meet students at their and division. They are encouraged to illustrate their work individual level. in multiple ways and to use manipulatives to practice • Ownership: Children’s individual approaches to grouping. Students explain their thinking, present their problem solving are acknowledged and valued. They work, and double-check their computations. are given choices about how to approach their work, opportunities to share their thinking, and real-world Fourth Grade situations in which to apply their knowledge. Students Students begin the year with a focus on place value, come to see themselves as mathematicians. estimation, and addition and subtraction through • Communication: Students often work in partnerships the ten-thousands. Building upon their automaticity and groups and learn from each other through with basic facts, they multiply and divide by two their conversations. digits through conceptual models including partial • Flexibility: Children are encouraged to find multiple products multiplication and partial quotient division. approaches to solving a problem with the goal of They explore fractions and decimals through real-life ultimately finding the most efficient/ideal strategy. examples. Students’ thinking broadens to abstract reasoning, regularly writing equations with variables to • Justification: Teachers require students to reflect on represent the unknown. They continue to justify their the strategies they use to solve a problem and explain thinking using pictorial, verbal, and written responses their reasoning orally and in writing. for problem solving. Everyday problems and data provide opportunities for the students to analyze, organize, Kindergarten estimate, and calculate. With a focus on the use of manipulatives, students develop a strong sense of numbers, understand patterns, explain their reasoning, and practice flexible thinking when solving problems. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 10

rhythms and hand patterns. They learn to appreciate the Performing Arts world’s rich musical traditions by studying music from different time periods and cultures. MUSIC Kindergarten meets twice weekly for 30 minutes; half class. Third Grade Grade 1 meets twice weekly for 30 minutes; whole class. Third graders develop as performers. They learn to read a Grades 2–4 meet twice weekly for 40 minutes; whole class. basic octavo and follow their section throughout a piece. Their two-part vocal repertoire expands beyond rounds Inspired by the Kodaly, Orff-Schulwerk, and Gordon and partner songs to include independent melodies. In philosophies, the music curriculum encourages a love of addition to Orff instruments, students learn to play the musical expression and performance. Children develop ukulele and begin to study the recorder. their voices as they learn tone production and range extension. Folk music is the foundation for singing Fourth Grade and instrument playing. Multicultural choral works, The culmination of lower school music is the performance traditional rounds, musical theater tunes, and other of the fourth grade’s Greek musical. Students learn songs popular pieces enhance their experience of music. The connected to the theme of a Greek play and set the pieces learning experience connects with themes studied in to choreography. They perform complex instrumental other lower school subjects. pieces that serve as overtures and entr’actes.

Students learn foundational skills— steady beat competence, kinesthetic awareness, and overall coordination of the body— through creative movement Physical Education and rhythmic dance. All students learn to play Orff instruments; third graders learn ukulele, and third and K–Grade 4 meet four times per week for 30 minutes; whole grade. fourth graders play the recorder. Basic musical literacy and theory are woven into the curriculum. Lower school Students take part in developmentally appropriate, students showcase their developing performance skills sequential activities and experiences that contribute to in two musical concerts and other special performances their growth. As children participate, they improve fitness throughout the year. and acquire knowledge, motor skills, social skills, and positive attitudes. They come to value regular physical Kindergarten activity as a foundation for a healthy, productive, and Kindergartners build a solid musical foundation through fulfilling life. exploration. Children learn to differentiate between their speaking and singing voices and explore the various ways Kindergarten to use the voice. They learn to identify, handle, and play Kindergartners focus on moving within a provided space unpitched percussion instruments, and they practice and in their own personal space while responding to using proper mallet grip and technique when playing Orff verbal instructions. Once the students are able to move instruments. Students identify and maintain a steady beat effectively in their space, equipment is added. Kindness in music and represent that beat using body percussion and caring are emphasized in all lessons. and instruments. First Grade First Grade Students expand their movement skills to include First graders explore pitch, tempo, and music dynamics concepts such as direction, speed, levels, and pathways. through songs, stories, and movement. They study basic Proper form and technique for skills such as throwing, written music and create small compositions. By listening catching, and kicking are introduced. Courtesy and to and performing songs from different time periods and showing appreciation are highlighted. cultures, students appreciate and perform a wide variety of music. Second Grade Students explore movement patterns with a partner to Second Grade define movement in relation to another person, shape, Second graders experience two-part singing through or group. Response with the entire body occurs in motor rounds and partner songs. Students begin to play movement, both with and without equipment. Self- instrumental music of greater complexity with varied control and respect for others and equipment are stressed. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 11

Third Grade and webs, particularly pertaining to birds and have the Students continue to build and develop both locomotor- and opportunity to dissect owl pellets. The bird unit includes object-control skills as well as an understanding of basic embryology and the hatching of chicks in the class fitness concepts. Sport specific skills are also introduced with incubator. an emphasis on learning and developing the skills rather than playing full-length games. Responsibility, participation Third Grade and cooperation are underscored. Third graders solve problems. In small groups, they are challenged to identify an unknown substance using basic Fourth Grade lab equipment and limited teacher guidance. Building Students review sport-specific skills. Small teams ensure on a study of simple machines, contraptions and transfer that all students are involved in game play. Basic rules of energy, they collaborate to engineer a Rube Goldberg and game strategies are introduced. Encouragement and contraption. acceptance of personal differences are emphasized. Fourth Grade Fourth graders investigate and seek answers. They begin the year as forensic scientists, testing evidence to Science solve a mystery. They also investigate nutrition and the systems of the human body. After designing and building Kindergarten and Grade 1 meet twice weekly for 30 minutes; their own cars out of wood, they generate a hypothesis half class. to test. While experimenting on their wooden cars, Grades 2 and 3 meet twice weekly for 40 minutes; half class. students collect, analyze, and graph data, as well as draw Grade 4 meets twice weekly for 45 minutes; half class. conclusions from their results.

The lower school science program is inquiry based. Through hands-on activities, in small groups of five to 10 students, children explore and investigate while collecting Social Studies data and analyzing results. Open-ended assignments encourage children to take creative problem-solving risks. Taught in homeroom; topics may be integrated with other disciplines and field trips. Kindergarten Children study colors and rainbows in connection with a In lower school social studies, students explore a range of larger unit on light and the sense of sight. Students also communities and cultures near and far, past and present. explore sound and how to manipulate it. An integrated Starting with their community and broadening to the sink and float unit allows students to explore buoyancy. In greater world, they develop cultural competence and connection with the homeroom backyard habitats unit, gain an understanding of others’ perspectives. As they students learn about the ecological benefits of earthworms. learn about the connections between communities and cultures, they begin to appreciate interdependence based First Grade upon geography and resources. They have opportunities First graders study life cycles. They watch plants sprout to reflect on their lives and the lives of others in their from seeds, caterpillars change into butterflies, and chicks community and the broader world. Discussions and hatch from eggs. Students also learn about the parts of a experiences are central to the curriculum. Teachers tap flower, pollination, and the life cycle of honeybees. into the wealth of resources in the DC metropolitan area and the rich cultural diversity of our families. In the spring, first graders collaborate with upper school chemistry students to construct a shad fish hatchery, Kindergarten monitor the water quality of the system, learn about Kindergartners study habitats, beginning with their the shad life cycle, care for the shad fry, and ultimately, own homes and classrooms. They learn about Maret by release them into a local river. following the adventures of the Gingerbread Man as he travels our campus. They also pick an on-campus tree Second Grade and watch how it changes with the seasons. Children Second graders explore interactions ranging from physical study tropical rain forests and the ocean. Trips to the connections with circuits to environmental connections Audubon Society and Baltimore Aquarium enrich their such as patterns in nature. They examine food chains understanding of these habitats. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 12

First Grade First graders explore the concepts of identity, community, Technology and environment. Beginning with the personal and broadening to the individual’s role in society, the Kindergarten meets every other week for 30 minutes; whole identity curriculum spans seven units: All about Me, class. Colors of Us, Names, Everyone’s a Helper, Community, Grades 1 and 2 meet weekly for 30 minutes; whole class. Empathy, and Social Justice/Activism. Through parent Grade 3 meets weekly for 40 minutes; whole class. presentations that focus on careers, personal heroes, and Grade 4 meets weekly for 45 minutes; half class. personal identity, students examine the diversity and interconnectedness of the roles of individuals in the All lower school students participate in dedicated classes community. This progression of lessons enables students taught by the technology faculty. Through second grade, to move from self-care and awareness to gaining empathy the emphasis is on discovery and exploration of the basic for others to developing an appreciation for our greater tenets of computer coding, design thinking, creating, and community. digital citizenship. In third and fourth grades, students continue to develop their coding knowledge and expand Second Grade their technological skills, using different tools and Students gain a basic understanding of how to use and applications to complement other curricular work. interpret maps. Teachers use Hispanic Heritage Month, Black History Month, and Women’s History Month Kindergarten as springboards for discussing America’s rich cultural Kindergartners learn what technology is and how it works. diversity and various ongoing struggles for civil rights. They begin learning basic programmatic concepts using Picture books, nonfiction texts, photographs, and videos iPad apps to control the actions of robots. bring important chapters of American history to life. Regular reading of Scholastic News prompts discussion First Grade of current events. Building on their service learning First graders focus on how technology works. Children experiences with Martha’s Table, students also learn how use technology to reinforce classroom concepts and learn food insecurity and food inequity impact members of the programming concepts through iPad apps and devices that Washington, DC, community. can be controlled.

Third Grade Second Grade Through the study of world cultures, students gain Second graders focus on more complex programming an appreciation of different communities and their concepts and use those concepts to reinforce classroom customs. They learn regional geography and how to instruction. Children learn the basics of 3D printing and read and interpret maps. Children study Central and explore the idea of having a digital presence. South America, Asia, Africa, and Europe. They use research skills to investigate the lives of notable historical Third Grade figures and make art collages to accompany their oral Students continue to develop their coding skills using both presentations. Third graders also read Scholastic News iOS and web-based programs. They also begin to use specific each week to discuss current events and explore the software applications to create and complete digital projects extensive resources in Washington, DC. for other classes. Children are introduced to keyboarding

Fourth Grade Fourth Grade Students begin their study of ancient civilizations The fourth grade technology curriculum is closely through archaeological exploration. During their study coordinated with the library curriculum, supporting and of ancient Egypt and Greece, students engage in research complementing the students’ language arts and social projects that utilize their library, writing, technology, and studies classes. Digital citizenship and the responsible presentation skills. They pose research questions, pursue use of technology are emphasized; students receive access independent interests, and communicate their learning in to their Google Drive accounts and use the GSuite creative ways. Students read the children’s version of the applications to build their writing and presentation skills. Iliad and the Odyssey in the Greek mythology unit. The Other topics studied include digital storytelling and stop- unit culminates in a Greek play in which every student motion animation. Students develop more advanced participates as an actor, singer, and dancer. coding skills through online platforms like code.org and through the controlling of miniature robots. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 13

design as color, emphasis, line, and balance to creatively Visual Art communicate personally meaningful ideas. Their studies of the concepts and techniques of modern artists such as Kindergarten and Grade 4 meet twice weekly for 45 minutes; Jean-Michel Basquiat, Paul Klee, and Georgia O’Keeffe half class. create additional support for their artmaking. Grades 1–3 meet twice weekly for 45 minutes; whole class. Fourth Grade The lower school art program is studio based. Children Fourth grade artists create increasingly sophisticated express themselves creatively as they explore a variety works. They produce drawings and paintings that of approaches to making art. They engage in drawing, demonstrate their understanding of visual space and painting, collage, printmaking, and sculpting activities. display an illusion of depth on a two-dimensional plane. Elements of art and principles of design are integrated They create mixed media works that help them explore within each project to encourage visual literacy. Creative many different materials and processes. Their artwork expression, experimentation, and exploration are is influenced by contemporary artists and illustrators as encouraged. Students discuss their own work as well as well as their own personal experiences, favorite pastimes, that of various artists’ experiences, subject matters, and and cultural identity. Fourth graders also hone their distinct styles. observational drawing skills through a series of detailed still life drawings and paintings. Studio art is linked to the academic topics and themes studied in other classes where appropriate. Museum visits enhance the understanding and enjoyment of art: by fourth grade, students will have visited as many as Wellness 10 local museums and participated in virtual visits to museums outside our region. Kindergarten meets once weekly for 20-minutes; whole class. Grades 1–2 meet once weekly for 30-minutes; whole class. Kindergarten Grades 3–4 meet once weekly for 40-minutes; whole class. Students begin to answer the questions “What do artists do?” and “How do artists think?” By exploring artists Classes are taught by the school counselor with participation as varied as Mondrian, Alma Thomas, and Leonardo from the homeroom teacher, and strategies are practiced da Vinci, students learn about color, contrast, and throughout the week. Additional curriculum is introduced composition. They have opportunities to experiment with outside of the Wellness classes. different media. The Wellness program helps students practice self- First Grade reflection and teaches everyday conflict resolution and First graders study artists and their influences (for example, emotion management skills. Students also learn valuable how Picasso was influenced by war and African masks). lessons surrounding consent, body safety, and identity. They use a variety of media as they explore color, form, Through a sequenced Wellness curriculum, students contrast, color mixing, composition, line, shape, and scale, develop intra- and interpersonal skills. They think working from both observation and imagination. reflectively about themselves as individuals, as members of a small community (their classroom), and as part of the Second Grade larger communities of Maret and the world. Second grade artists experiment with a variety of media and learn about different art genres. Students begin to The lower school Wellness curriculum builds students’ examine the intentional use of the elements of art and capacity in five main areas: social awareness, relationship principles of design to achieve desired results. They create skills, personal decision-making, self-management, and work based in folk art traditions, like those of the Ndebele self-awareness. These competencies are at the core of women of South Africa; are influenced by the work of each Wellness lesson, which is designed to meet students modern artists such as Henri Matisse; and apply research at their developmental levels. Throughout Lower School, to help accurately build three-dimensional forms. the curriculum spirals through these main areas, providing students with opportunities to revisit topics and address Third Grade age-appropriate challenges. The Wellness curriculum is Students create artwork inspired by their own experiences responsive; it allows the flexibility to address particular and begin to use such elements of art and principles of issues or social dynamics that arise within a class or grade. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 14

Wellness classes meet weekly and are taught by the Second Grade lower school counselor with participation from the Second graders reflect on how they are feeling and how homeroom teacher. Through guided discussions and they can recognize the feelings in their bodies. They well-planned lessons, students learn how to identify and practice recognizing, naming, and expressing their manage emotions, address the bullying cycle, resolve emotions. Active listening, empathy, and building conflicts, build pro-social behaviors, and learn about connections with classmates are also emphasized. the benefits of mindfulness. Every grade has two lessons Students continue to learn about STOP and use personal on appropriate physical boundaries and consent. All examples to help solve problems at school and home. students spend six weeks each year exploring their Second grade students continue to explore diverse family personal identity surrounding a variety of topics including structures and spend several lessons exploring gender race, gender, socio-economic status, family structure, stereotypes. religion, ability, and ethnicity. The children practice effective communication skills and teamwork through Third Grade games, videos, stories, and discussions. Homeroom Third grade students use games, activities, and friendly teachers support community building by creating norms competition to practice teamwork, cooperation, and expectations with the students. Skills and strategies and communication skills. As they solve problems introduced during Wellness lessons are reinforced by the collaboratively, they learn good sportsmanship. There homeroom teachers throughout the school day. is also a focus on building healthy relationships and interpersonal skills, such as active listening, conflict Throughout the grades, students learn about, use, and resolution, inclusion/exclusion, and managing emotions. deepen their understanding of Maret’s lower school Students review Maret’s problem-solving model STOP. problem-solving model, STOP, which stands for Stop, They take a deeper dive into learning about the social Talk, Own Up, and Plan. construct of race, the power of words, and how it feels to be “different.” They also learn the difference between Kindergarten equal and equitable. Students learn to understand themselves as individuals while learning to get along with each other. There is Fourth Grade an emphasis on Maret’s norms for social interactions Students deepen and expand upon their prior knowledge. (e.g. sharing, kindness, empathy). Through these They continue to explore boundaries and the complexities lessons, kindergartners learn to identify and regulate of emotions; they think about how, when, and why they their emotions, calm their bodies, resolve conflicts with may feel more than one emotion simultaneously and they classmates, and assert boundaries. Students begin to learn consider why some emotions are harder to express than about STOP. Kindergarten students explore how human others. Children practice problem-solving skills and work beings are the same and different. They learn about with the concepts of escalating and de-escalating conflicts. different family structures, how to be a kind friend, and Passive, aggressive, and assertive communication styles, how to respectfully say “no” to a friend. and the messages they send, are explored. Students continue to deepen and grow their understanding of First Grade STOP. Fourth graders explore serious topics such as Students learn how to identify how others might be sexism, racism, prejudice, and microaggressions. They feeling by looking at their face, body, and the situation. learn valuable skills on how to interrupt racism and They use these valuable skills to practice empathy, respond to microaggressions. kindness, and compassion towards others. First grade students develop conflict resolution skills with peers in Each spring, Debbie Roffman, a nationally renowned sex the hopes of relying less on adult intervention to become educator, visits the fourth grade to begin the conversation independent problem solvers. First graders grow their about sexuality. The school nurse follows up with understanding of STOP. Students practice the skills they information on body changes; science and homeroom learn in the classroom through games, stories, and role teachers continue these discussions. play. Students explore the concept of identity by learning the definition of “stereotypes” and how they relate to Halloween costumes. They learn the difference between a situation being “unfair” and “discriminatory” through the story of Ruby Bridges. MARET 2020–2021 CURRICULUM | LOWER SCHOOL 15

Third Grade World Languages: Spanish Students focus on all forms of communication: listening, speaking, reading, and writing. They explore culture Kindergarten meets once weekly for 30 minutes; whole class. through the study of historical figures from Spanish Grades 1–3 meet three times weekly for 30 minutes; whole class. speaking countries, and they conduct research in Spanish Grade 4 meets four times a week for 30 minutes; whole class. about Equatorial Guinea as part of their study of Africa. These cultural projects align with their social studies class. Lower school Spanish focuses on integrated content and Students also learn about and discuss different family language-driven elements. Rather than rote memorization structures. They reflect on their identity while writing a of vocabulary, students study Spanish within a context, Spanish composition about important family celebrations. building authentic communication skills. They explore Children perform in a Spanish skit at the end of third language through the study of people and cultures, which grade. encourages oral facility, builds confidence, and nurtures creativity. Students connect their expanding knowledge Fourth Grade of Spanish with other subjects studied in Lower School, Fourth graders work on all forms of communication. They including social studies, science, music, and math. also develop global awareness through the study of the culture and geography of Spanish-speaking countries. Kindergarten They improve their communication skills by learning and Young children study Spanish in their homeroom in using vocabulary related to describing themselves and conjunction with other subjects. Basic concepts such as others, their family, daily routines, interests, and hobbies. numbers, colors, and days of the week are introduced In conjunction with Language Arts, fourth graders explore in the Spanish language as well as in English. Students the world of poetry and create and recite poems. Fourth learn Spanish greetings and salutations, numbers through graders demonstrate their Spanish skills at an all-Spanish 30, and words associated with senses. They also explore assembly where they present songs, short skits, and/or Spanish through songs and videos. dramatic readings.

First Grade First graders focus on presentational speaking and writing. Students make connections between Spanish and concepts covered in other subject areas. They use words and simple phrases to apply their growing Spanish vocabulary to everyday situations, such as describing the weather, identifying appropriate seasonal clothing, communicating how they feel, and talking about food. They also explore the sounds of the Spanish alphabet and work on spelling skills.

Second Grade The second grade curriculum focuses on interpersonal communication with continued work on presentational writing and speaking. As part of Maret’s cross-disciplinary approach, students use their knowledge in other subjects to communicate authentically in Spanish. For example, they write a Spanish bird description that is included in the bird book they create in Writing Workshop. In conjunction with Language Arts, second graders explore the world of poetry and recite poems written by famous authors from Latin America. Children master basic communication on everyday topics like weather, dates, telling time, and expressing feelings. MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 16

MIDDLE SCHOOL CURRICULUM

BUILDING COMMUNITY help adolescents deal with concerns facing them in today’s Cultivating friendships; establishing cross-grade society. connections; collaborating with adults; and becoming engaged on campus, in the neighborhood, and across the CONVOCATION world: the emphasis in Middle School is on building the The entire middle school community gathers together for students’ sense of community. a weekly convocation, during which eighth grade students share announcements for the week. Each advising group Maret capitalizes on the spirit, energy, and curiosity of leads one convocation a year and is responsible for guiding students in grades five through eight to create confident students in Grades 5–8 through activities based on one of thinkers, innovative artists, healthy athletes, thoughtful Maret’s core values. social navigators, and proactive citizens. As students progress through the middle school program, they MIDDLE SCHOOL HOUSES acquire the tools and skills they need to assume increased Every student is assigned to one of four houses for the responsibility and to become independent young adults. duration of their middle school years. Comprised of students from all four grades, houses are named after the Middle school students study English, history, human four streets that surround Maret: Cleveland, Garfield, development, Latin, library/research skills, mathematics, Klingle, and Woodley. A house dean leads the members music, physical education, community engagement and through various congenial competitions during the school partnerships, science, Spanish or French, technology, and year, such as a four-way tug of war, a gingerbread house visual art. The curriculum emphasizes broad exposure to decorating challenge, charades, karaoke, scavenger hunts, each subject while systematically providing the basic skills and other team-building competitions. for forthcoming upper school study. Teachers use a variety of approaches in the classroom that encourage creativity, COMMUNITY-BUILDING EXCURSIONS collaborative work, and problem solving. Among the highlights of Middle School are grade-specific overnight trips. These excursions foster independence and Each grade features curricular highlights: the American give students the opportunity to build deeper connections Experience Fair (history) and Science Fair in fifth and sixth with their classmates and teachers. Overnight trips grades, Global Issues Day (world cultures and geography) include Williamsburg (Grade 5), New York City (Grade in seventh grade, and the Climate Change Conference 6), Mountainside Outdoor Adventures (Grade 7), and (science) in eighth grade. Assemblies, advisor meetings, Philadelphia (Grade 8). middle school houses, and extracurricular activities such as Jazz Band, Chess Club, Geography Bee, Art Club, COMMITTEES AND CIRCLES MathCounts, Bridge Club, Debate, and the Middle School In addition to after school clubs and extracurricular Play offer opportunities for students to pursue their interests activities, every student joins a committee or circle. while building meaningful relationships. In addition, Committees are action-oriented; students acquire community engagement projects and partnership activities leadership experience while working on initiatives that give students a broader understanding of local, national, benefit the school community. These student-initiated, and international communities. small group gatherings meet once a month, during the middle school assembly period. With the help of middle The middle school curriculum incorporates activities that school advisors, students work together to set the group’s foster a positive social and emotional growth in students goals. Circles are interest-based, providing the chance and Maret’s core values: Respect, Integrity, the Individual, to pursue a passion or discover a new one. Recent Creativity, Excellence, Connectedness, and Joy. Grade- committees and circles have included: level meetings and smaller advisor group gatherings help students gain a greater understanding of these values and • Environmental Service Committee how to live them authentically. In addition, classes and • Hospitality Committee group discussions on human development and social issues • Itty Bitty Committee are interwoven throughout the middle school program to • Technology Committee MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 17

• Arts Circle • Anime/Manga Circle COMMUNITY ENGAGEMENT • Cooking Circle • Dance Circle AND PARTNERSHIPS • Frisbee Circle • Knitting Circle Community Engagement and Partnerships 5 • Outdoor Games Circle The fifth grade community engagement and partnership • Strategy Board Games Circle program centers around the Earth science curriculum. • Strings and Drumming Circle Students learn about the chemical properties of water, • Theatre Games Circle indoor and outdoor water consumption, and methods to • Yoga Circle conserve and purify water. They spend time examining their own role in water usage and reflect on how to INTENSIVE STUDY WEEK be responsible global citizens. Working with a global Every February, middle school students and faculty embark partnering school, fifth-graders communicate through on a week of “out of class” projects and trips during videos on a shared project about water purification. Maret Intensive Study Week (ISW). All eighth grade students students collaborate with their global partners to create take “Adventures in the City of Brotherly Love,” an aquifers and filters to be used in the partnering school’s out of town excursion to Philadelphia. Additional ISW community. offerings vary each year; students in Grades 5, 6, and 7 have recently enjoyed: Community Engagement and Partnerships 6 In sixth grade, advisory groups are paired together with a • American Sign Language focus on homelessness and poverty. Each student travels • The DC Experience off campus six times throughout the year. A Wider Circle, • #DC Foodie the primary service location, is an organization which, • Exploring the Fort Circle Trail among other things, organizes and prepares household • Going Global with the Lower School goods in dignity-condition for individuals and families • Mosaic Mirrors transitioning out of homelessness. There, students help • Smithsonian Expedition check donated items and prepare them for the showroom • STEM Art floor, where clients can choose items for their new homes. • Weird and Wonderful DC The rotations are capped by introduction and reflection classes, where students discuss the structural conditions ADVISORS which create the need for these organizations in our city. Each middle school student is assigned an advisor. In daily meetings, advisors discuss social concerns, monitor Community Engagement and Partnerships 7 academic progress, and provide a supportive environment The seventh grade program, taught in partnership with focused on the individual needs of the student. Advisors the National Park Service (NPS) and Rock Creek also lead activities based on Maret’s core values, with an Conservancy (RCC), combines hands-on work with emphasis on personal and intellectual growth. Each grade classroom content. This “Creek to Bay” class teaches how level has a dean who works with the advisors to ensure caring for Rock Creek can have wide-reaching effects on class unity and cohesion. the health of the local watershed and the Chesapeake Bay. Each week, students are divided into four different pods, COMMUNICATION WITH PARENTS taught by a different teacher and focused on a unique Communication between teachers, faculty advisors, and but related topic. Students rotate through the pods, parents provides a strong support system for students. experiencing all four pods every four weeks. The three Parents meet with their student’s advisor at the beginning on-campus pods are Chesapeake Choices: Watersheds of each school year and may also meet periodically to and Keystone Species, Power of Words: Using Writing to discuss the student’s academic and social challenges. Inform and Advocate, and In the Lab: Water Quality and Twice a year, on designated conference days, parents meet Creek Ecology. The Stream Team pod takes students off with each of their student’s teachers. These in-person campus to pick up trash in Rock Creek or remove invasive get-togethers build connections that facilitate open species from the surrounding area. Students also hear from communication. In addition, student progress reports and guest speakers, attend related field trips. official report cards are sent home two times a year. MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 18

Community Engagement and Partnerships 8 English 6 Maret students collaborate with preschoolers at the Students expand their writing abilities by composing Edward C. Mazique Parent Child Center in the eighth historical fiction, memoirs, short speeches, poetry, grade Community Engagement and Partnerships Program. vignettes, and scenes for plays. They hone their research, Eighth graders participate in eight to 10 visits to Mazique note taking, paragraphing, punctuation, and revising skills to work with their younger “buddies.” The sessions at for analytical writing. Students read, discuss, and debate Mazique begin with a group introduction before buddies challenging works of literature. pair off for one-on-one work. Each Maret student partners with the same Mazique student each week to foster strong Texts include: relationships as they work together on literacy, English, Creech, Walk Two Moons and developmental skills. On campus, students explore the Gibson, The Miracle Worker dimensions of educational inequality in DC and nationally, Goodrich and Hackett, The Diary of Anne Frank (play) examining school types, racial and class segregation, and Lowry, The Giver the educational outcomes. Salisbury, Graham, Under the Blood Red Sun Taylor, Roll of Thunder, Hear my Cry

History 6 HUMANITIES Sixth graders continue to explore the theme of “identity” as well as the theme of “the journey.” They read fiction Humanities 5 and biographies about migrating/traveling characters, Fifth grade combines language arts and social studies in set against the backdrop of America’s complex journey one interdisciplinary humanities period. The program from the pre-Civil War era to the present. Students study uses Readers’ Workshop, Writers’ Workshop, and a range the nation’s evolution from an agrarian society to an of history lessons as the basis for instruction. Students industrialized world power, and its ongoing growth from study the political and social diversity of American an imbalanced democracy to a more inclusive one. They history, and broaden their understanding of issues by go on field trips to national landmarks and historical sites exploring historical texts and primary sources. The as well as to local DC neighborhoods and community writing program includes creative work as well as written centers. They explore the role their city has played in analysis and synthesis of key topics. “Identity” is the American history and learn how DC’s diverse population overarching theme. Students develop their sense of has striven to achieve freedom, autonomy, and identity. identity, family, community, and nation as they explore In the spring, the class travels to New York City to visit fictional characters, biographies of Americans, and the Ellis Island and other pertinent sites. They also participate social and historical development of the United States. with the fifth grade in an American Experience festival They also consider the theme of “freedom,” studying that incorporates historical research and oral history. key moments in Colonial and Revolutionary American history: the writing of the Constitution; and the stories of Texts include: Native Americans, African Americans, and others who Fleischman, Bull Run contributed to the developing nation. English 7 Texts include: Students consider empathy, integrity, and the politics of Social Studies Alive! America’s Past belonging. Students read novels centered on the themes of Carbone, Blood on the River belonging and inclusion, nonconformity and justice, and Fleischman, Seedfolks individuality and identity. They make connections between Philbrick, Freak the Mighty the novels’ characters and their own lives. Students Schmidt, Lizzie Bright and the Buckminster Boy practice proper writing mechanics while developing their St. George, The Duel voices as writers. They write formal essays and explore Woods, My Name Is Sally Little Song informal free writing and creative writing. Students learn to express themselves orally through debates, formal and informal presentations, dramatic recitation, and reading aloud. They use textual evidence to craft and support their written and oral arguments. Students explore abstract thinking and make thematic connections between their ideas and evidence from texts. MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 19

Texts include: Malcom X, The Autobiography of Malcolm X Jimenez, The Circuit Miller, The Song of Achilles Lee, To Kill a Mockingbird Okorafor-Mbachu, Binti Lai, Inside Out and Back Again Wilson, Ms. Marvel Shakespeare, A Midsummer Night’s Dream Yang and Liew, The Shadow Hero Woodson, Brown Girl Dreaming Film: Summer Reading: Princess Mononoke Ryan, Esperanza Rising History 8 History 7 Eighth grade students survey the development of Students take a regional approach to the world’s physical civilization from Paleolithic times through the High and cultural geography. They examine the diverse Middle Ages. They focus on the complex and evolving geography, history, cultures, and economies of Latin relationships between humans and the environment, America, Africa, Asia, and the Middle East, while humans and other humans, and humans and ideas. They building reading, writing, and research skills. Students question how we know what we know, where historical discover how the physical environment shapes human information originates, and how we determine if it is cultures, and vice-versa. They seek to understand reliable. Students study Egypt, Mesopotamia, India, contemporary global challenges, such as overpopulation, China, Greece, Rome, medieval Europe, and Africa. They poverty, political oppression and revolutions, and water focus on the interconnection of ancient civilizations shortages. Students hone their skills through essays, through the Uluburun Shipwreck project, a VoiceThread formal reports, debates, and collaborative projects. They project on African cultures, the Pixton project about engage in a Prezi project on the Arab Spring. They also creation myths, and a project on the Silk Road. Students research water issues and potential solutions for a country study world religions and philosophies from a historical of their choice and present their work at the seventh perspective, including Hinduism, Judaism, Buddhism, grade Global Issues Day. Confucianism, Daoism, Christianity, and Islam.

8th Grade Humanities The content of English 8 and History 8 is contextually aligned, providing multiple entry points for students to understand the LIBRARY STUDIES thematic material of each course. The essential questions of each course present a platform for students to consider many different Library 5 aspects of the cultures they study. Reading and writing skills taught Fifth graders develop a lifelong love of reading and build in these courses complement one another as students engage in a upon their information-literacy skills. They read an variety of assessments that prepare them for Upper School. array of book genres, themes, and formats, sharing their opinions in weekly theme-based meetings. Using print English 8 as well as digital resources, students study the research Eighth grade students examine the hero’s journey in a process: how to find different types of library resources, variety of social, historical and political contexts. They extract information from those resources, ask good focus on the concept of heroism and how this idea research questions, find answers to those questions, and evolved based on geography, race, gender, sexuality, organize and present findings. religion, and social constructs. Students improve their annotation skills and develop a more nuanced approach Library 6 to paragraph development and sentence structure in their Students focus on digital information literacy, building analytical writing. They engage in creative projects such upon work in their core academic classes to practice using, as writing a short story, creating a podcast, and crafting selecting, and differentiating between different types and performing a segment of an oral history. of information sources; asking and answering research questions, and organizing and presenting their findings. Texts include: They explore various genres and discuss books through Arni, Sita’s Ramayana reading aloud, student book recommendations, and book Bendis, Miles Morales talks. Euripides, Medea Homer, The Iliad (excerpts) Kang, Hong Gildong MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 20

Grades 7 and 8 Modeling algebraic functions with data and the use of In seventh and eighth grades, library studies are taught those models are also learned. using an interdisciplinary approach; content and skills are integrated into students’ academic subjects in humanities, Advanced Math 7 math, science, and world languages. Students in Advanced Math 7 work through the standard Math 7 core curriculum at a faster pace. They engage in enrichment activities and are challenged with more sophisticated and complex problems. When appropriate, MATHEMATICS the advanced course will cover a significant portion of the Algebra 1 curriculum. Math and Science 5 Fifth grade combines mathematics and science in one Math 8: Algebra 1, Advanced Algebra 1, Advanced interdisciplinary period. Students conduct hands-on Math Topics experiments and numerous project-based activities. They Placement is made in consultation with seventh grade take measurements, collect data, find ways to display mathematics teachers and/or the chair of the Math that data effectively, and examine patterns in order to Department. draw conclusions about real-world phenomena. Students study patterns, puzzles, and problems that encourage Algebra 1 creativity. They learn Earth science, including geology, Students explore the general concept of a function, a water cycles, weather, and astronomy. Fifth grade students fundamental concept in advanced mathematics. Linear keep observations, write solutions, and document their and quadratic functions, in particular, are studied in understanding of concepts and problem-solving strategies depth. They work through robust exercises that require in personal math/science journals. They conduct and them to apply their knowledge to various situations report on an original scientific experiment as part of the without a preconceived notion of outcome. Topics are annual Science Fair. spiraled; students build upon their knowledge to address problems that increase in complexity and difficulty. Math 6 Students use graphing calculators to visualize problems Students become confident, competent problem solvers, and enhance understanding. exploring new ideas and strengthening their fundamental mathematical skills while addressing interesting problems. Advanced Algebra 1 Students work independently and within groups and Advanced students focus on the same Algebra 1 concepts present their work not only on paper, but also formally but grapple with complex problems that require them to before their peers. Communication and presentation synthesize ideas and incorporate a variety of problem- skills are developed. They study numbers and operations, solving strategies. Teachers may introduce additional measurement, geometry, data analysis, and introductory topics to continue to challenge students and foster an algebra skills. Unit projects let students delve deeply into enthusiasm for mathematics. various topics, using technology as an investigative tool. Advanced Math Topics 8 Math 7 and Advanced Math 7 Students in this course have completed the conventional Placement is made in consultation with sixth grade mathematics Algebra 1 curriculum prior to eighth grade. They continue teachers and/or the chair of the Math Department. to study algebra and concurrently explore complex geometric principles and relationships. Students develop Math 7 creative and analytical problem-solving skills and are Students in Math 7 develop problem-solving strategies challenged to apply those skills to interesting problems and prepare for algebra. They address thought-provoking that help them grow as mathematical thinkers. challenges and apply their mathematics skills and strategies in novel, interesting contexts. Seventh graders continue their study of operations with fractions, decimals, and percentages; probability; algebraic expressions, equations, and inequalities; functions and graphs; and two- and three-dimensional geometry. MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 21

Repertoire selected for both chorus and orchestra spans PERFORMING ARTS many different cultures, historical periods, and styles of musical compositions. Students increase their knowledge Performing Arts 5 of musical notation, form, and stylistic interpretation. Fifth graders choose to participate in either an Both ensembles perform in two concerts as well as an instrumental or choral ensemble. Skills are introduced adjudicated music festival. through sequential development in technique, music theory, and performance practices. Both ensembles build Technical Theatre 8: Students learn the fundamentals of upon these skills and techniques while acquiring broad lighting, sound, and other technical features of the stage. musical experiences through a challenging and varied repertoire. Both fifth grade music ensembles perform in two concerts a year. PHYSICAL EDUCATION/ Performing Arts 6 Students explore the elements of music by participating ATHLETICS in either an instrumental or choral ensemble. Their skills improve through sequential development in technique, P.E. 5 music theory, and performance practices. Both ensembles While learning the fundamentals of major and minor build upon these skills and techniques while acquiring games, students develop physical and social skills. Fifth broad musical experiences through a challenging and graders are encouraged to maintain a positive attitude varied repertoire. The two sixth grade music ensembles toward health and fitness. perform in two concerts a year. P.E. 6 Performing Arts 7 and 8 Sixth graders continue to learn and participate in a All seventh graders take Drama 7, a semester-long course. variety of games, focusing on skill building and team They also choose a full-year, mixed-grade performing arts work. Small side team competitions are incorporated into course: Middle School Chorus, or Middle School Band. many units allowing students to deal with winning, losing, Eighth graders choose between these three options and and the importance of exhibiting superb sportsmanship Drama 8 and Technical Theatre 8. Students may opt to regardless of the intensity of a game. Most activities are try one course in seventh grade and a different course in self-officiated by the students. eighth grade, or they may continue to pursue the same course of study for both years. Athletics 7 and 8 Students in Maret’s interscholastic physical education/ Drama 7: Students learn the basics of stagecraft. They athletics program develop physical, emotional, and play improvisational games, perform monologues, and cognitive skills that enable them to become effective team develop acting skills. members.

Drama 8: Students build upon acting skills learned in Participation is emphasized and all team members are the seventh grade. They write original monologues and guaranteed playing time. Some sports field an A and a B scenes, study improvisation, and stage an improv show for team, which are divided by skill level. Cuts may be made a middle school assembly. on some teams depending on the number of students trying out and the skill level. The A teams play 8–10 Middle School Chorus: Students in this three- and four- games per season; B teams play 4–8 games per season. part mixed ensemble perform music chosen from the Middle school sports are practiced during the school day; standard choral repertory combined with pieces arranged game time extends beyond the end of the school day. specifically for them. A noncompetitive activity is offered if enough students Middle School Band: Music for this ensemble, featuring choose not to compete on a team. This general physical wind, percussion, and string instruments, is selected education class offers a variety of team and individual from the standard instrumental repertory, combined with activities that allow students to develop a wide range additional compositions arranged especially for the group. of physical, emotional, and cognitive skills. By learning the principles of health and fitness, students develop a positive attitude for lifetime physical activity. MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 22

Chemistry 8 SCIENCE Students study the fundamentals of chemistry, including physical and chemical properties, chemical bonding, the Math and Science 5 periodic table, and chemical equations. They also explore Fifth grade combines mathematics and science in one connections between chemistry and the environment. interdisciplinary period. Students engage in hands-on Students build upon their skills of investigation by keeping experiments and numerous project-based activities. They a lab notebook of the collection, organization, and analysis take measurements, collect data, find ways to display of their own data. They complete an extensive climate that data effectively, and examine patterns in order to change project in which they act as representatives of draw conclusions about real-world phenomena. Students a variety of countries, NGOs, and businesses. At the study patterns, puzzles, and problems that encourage conference, students publicly present their research and creativity. They learn Earth science, including geology, build consensus on climate change proposals. water cycles, weather and astronomy. Fifth grade students keep observations, write solutions, and document their understanding of concepts and problem-solving strategies in personal math/science journals. They conduct and TECHNOLOGY report on an original scientific experiment as part of the annual Science Fair. Technology 5 This class meets once a week, all year. Fifth grade students Life Science 6 continue to use Google Docs for creating documents and Students delve into the major themes of life science: presentations and are assigned school email accounts. ecological interactions, structural and functional They learn more about being good digital citizens, the relationships within plants and animals, and genetics. The responsible use of technology, and the guidelines for variety of activities and projects requires both individual technology use as a member of the Maret community. effort and cooperative group skills. Role-playing, Other class topics include coding and design thinking, as laboratory investigations, lab reports, modeling, and oral, well as making-focused projects that utilize materials and visual, and written presentations provide a framework for equipment in Maret’s MakerSpace. development of understanding about concepts. Students learn basic microscope skills to connect the visible Technology 6 features of organisms to the basic structures and functions The sixth grade technology class meets once a week all of cells from plants, animals, and fungi. Exploration of year. The main areas of focus are promoting positive experimental design begins with experiments on yeast behaviors online in terms of internet safety, awareness and continues with data-collection activities, including of one’s digital footprint, and cyber bullying. Students baking, growing plants, and classifying animals. Students also learn coding and problem solving while using design also study the workings of their organ systems and their thinking, robotics, and various pieces of coding software. genetic make-up. Sixth graders develop a Science Fair project that involves research, data collection, and Grades 7 and 8 analysis. In seventh and eighth grades, technology is taught using an interdisciplinary approach; content and skills are Physical Science 7 integrated into students’ academic subjects in humanities, Students explore conceptual physics with an emphasis math, science, and world languages. on problem solving through controlled experimentation and practical engineering. Using basic physics concepts, Design Thinking 7 students build musical instruments, roller coasters, Students who opt out of Latin in seventh grade take electronic quiz boards, and more. They learn proper Design Thinking 7; it meets twice a week all year. documentation of the experimental process: identifying Students apply the iterative design-thinking process of variables, creating graphs to analyze data, and supporting exploring and empathizing, defining problems, ideating, statements with evidence. Students build Lego robots and prototyping, and testing to projects that are connected program them to perform a set of tasks for the Robotics to content and concepts taught in other seventh grade Challenge and also apply their engineering skills to build courses. Through these projects, students develop and a Rube Goldberg machine. deepen their technological and fabrication skills. MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 23

Design Thinking 8 For the public art segment, seventh graders plan and Prerequisite: Design Thinking 7 execute a site-specific public art installation that becomes Students who complete Design Thinking 7 may continue a permanent addition to the campus. Students examine their work to identify and address different problems the role of public art and explore how location affects through the use of the design thinking process in Design design, subject matter, and the selection of materials. Thinking 8. It meets twice a week all year. They choose from a variety of media and resources and work as a group to develop and produce their own design.

Visual Art 8 VISUAL ART Eighth grade art is divided into three segments: drawing, three-dimensional art, and painting. Visual Art 5 Fifth graders experiment with various materials and In the drawing segment, contour and value studies techniques commonly found in visual art. They explore facilitate the understanding of form and volume. Students the elements of art using two- and three-dimensional create a self-portrait done in the manner of artist Chuck projects that utilize the formal properties of line, shape, Close, using graphing as a means of image enlargement. value, texture, and color. Students are encouraged to They develop observational skills, eye-hand coordination, find imaginative solutions to visual problems. They and the use of value. also develop critical thinking skills by asking—and answering—Does it work and why? Activities include The three-dimensional segment focuses on language— drawing, painting, printmaking, and clay modeling. lyrical and poetic—and its physical form. Working in the style of graphic designer Martin Venezky and using Visual Art 6 his hands-on methods of working with letters and words, Students build on their understanding of the elements students sculpt concrete poems. They employ a variety of of visual problem solving. Through hands on projects, materials and experiments so that the shapes of the words they explore a variety of materials used in both two- and phrases in space become integral to the meaning of dimensional and three-dimensional formats. They use the language in their sculptures. line, shape, color, value, and texture to develop imagery in a systematic manner, while remaining open to creative In the third portion of the class, students explore the possibilities. Students plan and execute projects in a fundamentals of drawing and painting techniques. They logical sequence as they work toward completing their examine formal concepts of composition and color, and own unique art pieces. conceptualize and produce an image that engages and informs the viewer. Visual Art 7 Seventh grade art is divided into three segments: two- dimensional art, three-dimensional art, and public art within the Maret setting. WELLNESS

In the two-dimensional portion of the course, students Wellness 5 use the reduction method of printmaking to create an Fifth grade Wellness focuses on friendships, self-awareness, edition of multicolor block prints. They discuss design, and decision making. The first semester gives fifth graders composition, and color theory. a chance to learn and practice mindfulness skills. Students learn how to form healthy friendships, be an upstander, In the three-dimensional segment, students explore and a responsible online citizen. The second semester the language of architecture as it applies to form and is spent teaching students about puberty, reproductive space. Through sculpture projects, students investigate anatomy, and pregnancy, as well as gender identity and figure and ground relationships. They acknowledge and gender expression. Classes start with a “check-in,” giving establish scale determinations along with other formal students the opportunity to practice recognizing their own considerations of mass, volume, and composition. Shop feelings and gain understanding as to how those feelings techniques in wood construction guide students through influence behavior. Check-in also allows students to their projects. practice empathizing with their peers. Through reflective activities, students explore and articulate their boundaries MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 24

with regard to personal space, emotions, language, and ancient world. Learning occurs through games, projects, behavior. plays, dialogues, digital activities, and internet research.

Wellness 6 Latin 8 In sixth grade, students concentrate on friendships, peer Eighth graders continue their study of Latin language and dilemmas, self-awareness, peer pressure, and decision- culture by completing the Cambridge Latin Course, Unit making. Students spend most of the year exploring 2. Students read stories set in Roman Britain and ancient their identity based on the “Big 8” social identifiers: Alexandria; they learn about the relationships between race, ethnicity, gender, socio-economic status, sexual first-century Rome and its provinces, including the shared orientation, religion, and ability. Additional lessons on and dissimilar aspects of their cultures. Students further body image and family structure are added to the lessons develop their knowledge of indicative verb forms. They on the “Big 8.” Students end the year learning about expand their mastery of noun cases, adding the genitive mental health and effective mindfulness practices. and ablative cases. Games, projects, plays, dialogues, internet research, and audiovisual resources enhance the Wellness 7 students’ familiarity with linguistic and cultural material. Students meet in gender-specific groups to discuss the effects of emotional and physical changes occurring MODERN LANGUAGES in their lives. They explore human development, reproductive anatomy and physiology, sexually transmitted Spanish 5 infections, and the importance of consent and boundaries. All fifth grade students take Spanish. Students also learn about nutrition, diet and exercise, body image, eating disorders, and mental health. Students expand their understanding of Spanish with a They learn to make decisions that show respect for thorough look at the language’s structures. They also work themselves and others and take into account the possible on the aural and oral aspects of Spanish. Students explore consequences of their actions. how to interact in the language on a daily basis through exercises such as role-playing. They study several Hispanic Wellness 8 cultures through the use of audiovisual materials, special As they prepare to transition to Upper School, eighth projects, and games. Students participate in a reading graders explore sophisticated themes associated with program using authentic Spanish-language texts and human development and relationships. Small and large magazines. group work, class assignments, and videos are used as the basis to discuss consent, identity, racism and prejudice French 6 and digital citizenship. These themes are reinforced Returning Maret students may choose to continue with Spanish and integrated across the middle school curriculum, and or begin French. Students new to Maret take French in sixth advising as well. grade. (New students who have had previous Spanish language study may continue to take Spanish with the approval of the department chair.)

WORLD LANGUAGES Students learn basic concepts of French grammar and vocabulary and develop basic communication skills. CLASSICS Students develop their oral and aural skills through projects that highlight the geographic and cultural aspects Latin 7 of the language, comparing French and American daily Students who demonstrate interest in Latin begin an life. In addition to a textbook, students use workbooks, accelerated classics sequence. They study the material and audiovisual materials to supplement in-class activities. in the Cambridge Latin Course, Unit 1, which focuses on vocabulary, grammar, and culture through a single Spanish 6 narrative about a Roman family living in Pompeii. Returning Maret students may choose to continue with Spanish Students begin their study of Latin vocabulary, noun or begin French. (New students who have had previous case endings, verb endings for three tenses, and basic Spanish language study may continue to take Spanish with the Latin sentence structure. They continue to study English approval of the department chair, or begin French.) language derivatives and the history and culture of the MARET 2020–2021 CURRICULUM | MIDDLE SCHOOL 25

Students continue to build on the material presented in the fifth grade. They engage in projects that highlight the geographic and cultural aspects of the language. Games and role-playing reinforce the material. Students read authentic Spanish texts, building their vocabulary and understanding of Spanish grammar. Students also write storybooks and short stories.

French 7 and Spanish 7 Students new to Maret begin their study of a modern language. (If the student has studied French or Spanish before coming to Maret, they continue to study that language.)

In French and Spanish classes, students expand their communication skills while continuing to learn formal grammar. They review and consolidate concepts previously studied, learn complex features of Spanish and French grammar, expand their vocabulary and speaking skills, and learn the complete set of simple tenses of regular and irregular verbs. They develop more complex notions of syntax.

French 8 Students learn all the verb tenses, including conditional and subjunctive, gaining skills that enable them to express themselves clearly and confidently. They speak and write about choosing clothes, exercising, staying fit, traveling, the environment, and making plans.

Spanish 8 Students review and consolidate concepts previously studied, learn complex features of Spanish grammar, expand their vocabulary, and develop their speaking skills. Students develop mastery of the complete set of simple and perfect tenses of regular and irregular verbs. They develop complex notions of syntax and an expanded vocabulary base. MARET 2020–2021 CURRICULUM | SEQUENCE CHARTS 26

MIDDLE SCHOOL AND UPPER SCHOOL MATHEMATICS SEQUENCE

Math and Science 5 Math 6

Math 7 Advanced Math 7 Middle School

Algebra 1 Advanced Algebra 1 Advanced Math Topics 8

Geometry Advanced 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

Multivariable Calculus

MSON Offerings: A Mathematical Modeling Approach to Social Justice, Multivariable Calculus, Advanced Applied Math Through Finance MARET 2020–2021 CURRICULUM | SEQUENCE CHARTS 27

MIDDLE SCHOOL AND UPPER SCHOOL Math and Science 5 SCIENCE SEQUENCE5

Three upper school science credits Life Science 6 are required for graduation . One course each in biology, chemistry, and physics is required . Most Maret students take four years of upper Physical Science 7 school science, and some juniors and seniors take two science courses Middle School concurrently . Chemistry 8

Physics with Algebra Biology 9 (Grade 9)

Chem Study

Biology 11/12 Adv . Biology Adv . Chemistry Adv . Environmental Science Physics A Adv . Physics B Accelerated Physics C: Upper School Mechanics

Biology 11/12 Adv . Biology SEMESTER ELECTIVES: Adv . Chemistry Adv . Topics in Chemistry Intro . to Organic Adv . Environmental Science (MSON) Chemistry (MSON) Physics A Biotechnology Lab Research in Biology Adv . Physics B Einstein’s Relativity and the Modern Physics and Evolution of the Quantum Space Topics Accelerated Physics C: Model (MSON) Mechanics Waves, Optics, and Forensic Science (MSON) Musical Physics Genetics and Genomics (MSON) Summer program (grades 10–12): Subtropical Zone Ecology—Puerto Rico MARET 2020–2021 CURRICULUM | SEQUENCE CHARTS 28

WORLD LANGUAGES CLASSICS SEQUENCE

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

Latin 7 Middle School

Latin 8

Intermediate Latin: Heroes and History

Advanced Latin: Rhetoric and Epic Literature

Lovers, Warriors, Poets, & Thinkers of the Ancient Mediterranean Upper School

Ancient Greek I (Language and Literature) (MSON) MARET 2020–2021 CURRICULUM | SEQUENCE CHARTS 29

WORLD LANGUAGES WORLD LANGUAGES ARABIC SEQUENCE CHINESE SEQUENCE Language placement for students is reassessed at the end of each academic year .

Chinese 1: Elementary Arabic 1 (MSON) Chinese

Chinese 2: Elementary Arabic2 (MSON) Chinese Upper School Chinese 3: Intermediate Chinese

Chinese 4: Advanced Intermediate Chinese

Chinese 5: Language & Literature (MSON) MARET 2020–2021 CURRICULUM | SEQUENCE CHARTS 30

WORLD LANGUAGES FRENCH SEQUENCE

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

Sixth Grade French

Seventh Grade French Middle School

Eighth Grade French

French 3 French 4

Advanced French Grammar Upper School Francophone Culture

The Question of Evil from Voltaire to Camus

Summer program: Maret in France Typically students participate after ninth or tenth grade. MARET 2020–2021 CURRICULUM | SEQUENCE CHARTS 31

WORLD LANGUAGES Fifth Grade Spanish SPANISH SEQUENCE Language placement for students is reassessed at the end of each academic year .

Sixth Grade Spanish

Seventh Grade Seventh Grade Spanish Spanish Beginner Middle School

Eighth Grade Eighth Grade Spanish Spanish Beginner

Spanish 1 Intensive Spanish

Spanish 2 Spanish 3 Spanish 4

Survey of Hispanic Topics in Latino Culture Spanish in Film Literature Upper School

Hispanic Literature Hispanic Cultures

MSON Courses Comparative Literature (Prerequisite: Spanish 4)

Advanced Spanish Linguistics Summer program: Advanced Spanish Maret in Spain Through Film and Typically students participate after Literature ninth or tenth grade. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 32

UPPER SCHOOL CURRICULUM

INTRODUCTION SCHEDULE Maret’s upper school curriculum is rich, challenging, and Ninth grade students generally take five academic courses: exciting. Upper school students prepare for college with a foreign language, Biology or Physics with Algebra, intentional instruction in analytical reading and writing, mathematics (often Geometry), History 9: History of study skills, laboratory work, and research methods. Our Multicentric World, and English 9: Literature of Our Working with faculty advisors, students craft a course of Multicentric World. They also take one course in the study that is appropriate and engaging. arts—either visual art or performing arts. Students are aided in the design of their academic programs; division Students in ninth grade take core English and history directors and department chairs work with ninth grade classes. In upper grades, they choose electives based on students to build a challenging yet manageable schedule. their abilities and interests. Some students take advanced Ninth grade families are invited to join in early discussion classes through MSON seminars with peers from across of the students’ upper school schedules. the country. Students may enrich their education through immersive summer courses. In tenth and eleventh grades, students usually take five academic courses and one non-homework class. Non- Upper school students develop as thoughtful, healthy, homework classes include visual and performing arts and empathetic, and engaged adults who are involved in their some technology courses. Tenth graders typically take communities. Maret’s core values (Respect, Integrity, courses in a foreign language, English 10, US History, The Individual, Connectedness, Creativity, Excellence, science, math, and either art, music, or technology. and Joy) become second nature to our students. Faculty, Eleventh grade students take five academic courses, administrators, and staff ensure that which typically include two humanities electives, a foreign language, science, and math. Faculty members aid • Students are respectful of each other and of adults students in the crafting of their academic schedules. With • Harassing or offensive comments or acts are the help of department chairs and advisors, seniors design recognized, addressed, and corrected their schedules to meet their individual interests and • Students are academically honest and understand and needs. Seniors must take at least four homework courses; avoid plagiarism most elect to take five. • Fair play and sportsmanship are encouraged in athletics • Open debate and differing points of view are respected Double-language students have the same credit • Creativity is celebrated requirements as other students but may fulfill some of them during different years than their peers. Students expand and enrich their thinking through assemblies, which include outside speakers, films, and performing groups. In each grade, upper school students have increased freedoms and are encouraged to take intellectual risks. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 33

REQUIREMENTS Students are required to complete 21 credits; a credit is defined as a two-semester course. The Malone Schools Online Network (MSON) Discipline Requirements is a consortium of schools funded by the Malone Humanities 7 credits (including 4 literature Family Foundation. Gifted and talented high school credits) students (generally juniors and seniors) can participate in a variety of superior online courses taught by Mathematics Completion of math progression subject experts. Students benefit from the courses’ through Precalculus or 4 years commitment to excellence, small class sizes, and of mathematics personal relationships with fellow students nationwide. To qualify for enrollment, students demonstrate Science 3 credits, at least one credit in sufficient independence and the commitment to each discipline of biology, succeed in a virtual discussion seminar setting. chemistry, and physics. MSON COURSES blend synchronous instruction— World Languages 3 credits in 1 language real-time video conferencing seminars and OR 2 credits in each of discussions—with asynchronous instruction— 2 languages recorded lectures and exercises, which students complete outside of the class. Each course enrolls The Arts and 2 credits total: 1 credit in either a maximum of 16 students who participate in the Technology performing arts or visual art, virtual discussion seminar. Courses are delivered in and 1 additional credit in either high-definition classroom set-ups that allow students performing arts, visual art, or and teachers to see one another, interact throughout technology class, and form meaningful relationships. Thirty-five courses are offered in the 2020–2021 academic year, Physical Education 11 of 12 seasons, or participation spanning the humanities, math, science, technology, on 2 Maret team sports per year and world languages.

Community Service 30 hours MSON PARTNER SCHOOLS Augusta Preparatory St . Andrews Episcopal CERTIFICATE OF COMPLETION School (GA) School (MS) Students unable to complete senior year due to unusual Brownell Talbot School (NB) Severn School (MD) circumstances (medical or otherwise) may be awarded Canterbury School (IN) Stanford Online High a certificate of completion in lieu of a diploma. The Casady School (OK) School (CA) certificate indicates that the student successfully Chadwick School (CA) Trinity Preparatory completed Maret’s rigorous graduation requirements in The Derryfield School (NH) School (FL) non-traditional ways. Fort Worth Country Day University School in School (TX) Nashville (TN) ADVANCED AND ACCELERATED COURSES Hopkins School (CT) Waynflete School (ME) Maret’s flexible and rigorous high school curriculum Indian Springs School (AL) Wichita Collegiate School (KS) lets students explore many challenging topics in depth. Manlius Pebble Hill Wilmington Friends Although some advanced and accelerated courses are School (NY) School (DE) similar in rigor and complexity to conventional Advanced Maret School (DC) Winchester Thurston Placement (AP) classes, none are designated as AP. That Mounds Park Academy (MN) School (PA) designation signifies adherence to an externally prescribed Newark Academy (NJ) curriculum that might offer fewer benefits than Maret’s The Prairie School (WI) student-centric program. However, Maret recognizes that Porter-Gaud School (SC) colleges and universities may utilize AP exam results to The Roeper School (MI) determine placement, especially in math, science, and languages. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 34

Students in some advanced Maret classes opt to take an between the School and community organizations and are AP exam upon successful completion of a specific course. designed to meet identified needs of community partners. Others sit for AP exams for which Maret’s coursework has Students engage in short-term and sustained service equipped but not explicitly prepared them. Maret students learning initiatives with local, regional, national, and routinely excel in AP exams, including Calculus (AB and global communities. In the classroom, students reflect on, BC), Chemistry, Computer Science, Economics, English discuss, and write about their experiences. They develop Language, English Literature, Environmental Science, communication skills, educational competence, and a French Language, Latin, Physics C: Mechanics, Spanish sense of personal and social responsibility. Language, and US History. The ninth grade history course includes a unit on hunger INDEPENDENT STUDY and its relationship to historical and social inequities Students who wish to pursue an academic interest not within DC as well as in a larger world context. Ninth available at Maret or through MSON may apply to pursue graders participate in a service retreat, serving in soup an independent study in that subject. Independent study kitchens, homeless shelters, and food banks. Upper grades applications will be reviewed by the department chair, engage in service learning through a variety of projects, the director of Upper School, and the assistant head: clubs and organizations, and elective courses. curriculum development. Any extra costs incurred through independent study are the responsibility of the family. CO-CURRICULAR PROGRAMMING At the beginning of the week, all upper school students SENIOR OPTION gather together at Convocation to share news of the week, Seniors may broaden their studies by creating a senior athletics results, and other important information. Longer option course with the approval of the director of assembly periods twice a week allow students to appreciate upper school and the associate head for curriculum musical performances, hear speakers from outside of school, development. These courses do not involve homework gather for discussions on issues of current interest, and meet and earn a pass/fail and a credit. Recent senior options with their academic advisors. have included coaching middle school sports, studying child development as an assistant in the Lower School, Upper school students participate in over 35 student-led and working on a presidential campaign. clubs. Faculty advisors help student leaders manage the clubs, substantively and logistically. Many clubs meet ACADEMIC AND LEADERSHIP AWARDS weekly during breaks; other clubs meet less frequently or Students in the top 20 percent of their graduating class seasonally. are eligible for election to the national Cum Laude Society. A faculty committee representing various INTENSIVE STUDY WEEK (ISW) disciplines selects students based on engagement in ISW provides enriching educational experiences outside intellectual inquiry, the level of courses taken, and the traditional classroom format. Students select their demonstrated academic excellence. top five choices and are placed in a program by the ISW chair. The School covers most ISW costs; qualified Students who have attended Maret for at least four students may request financial aid for any additional fees. semesters in grades 9–12 are eligible to be valedictorian. The valedictorian is selected based on cumulative GPA, FATEH LIBRARY AND CENTER FOR INQUIRY rigor of academic course load, and intellectual curiosity. Students develop effective research and inquiry practices Maret also recognizes seniors’ achievements through the through the Center’s innovative information-literacy School’s annual Core Value Awards. programs. Students cultivate a lifelong love of reading and can use the vast online catalog of books and scholarly For all academic and leadership distinctions, a student’s databases on their devices. standing as a positive and contributing member of the Maret community is considered. The librarians at the Center support faculty through the creation of curricular resource programs; train SERVICE LEARNING faculty in current research and information-processing Upper school students apply newly acquired academic techniques; and share with other independent schools skills and knowledge in real-life situations that promote current methodologies, ideas, and best institutional and awareness of and involvement in the larger community. educational practices. Service learning projects are conducted collaboratively MARET 2020–2021 CURRICULUM | UPPER SCHOOL 35

2020–2021 COURSE LISTING

HUMANITIES Literature Electives Autobiographical Ethnographies, fall Required Courses Black Women Writers, spring English 9: Literature of Our Multicentric World Comedy and Satire History 9: History of Our Multicentric World Comparative Literature English 10: Literature, Culture, and Identity in the United States Contemporary American Literature US History: History, Culture, and Identity of the United Creative Fiction Writing Workshop, spring States or Accelerated History, Culture, and Identity of the Creative Nonfiction Writing Workshop, fall United States Creative Nonfiction Writing Workshop (MSON), spring Creative Writing in the Digital Age (MSON), fall History and Social Science Electives OR Literature Etymology of Scientific Terms (MSON), fall 2020 Electives Exploration of Ethics through Literature “American” Odyssey, fall or spring Literature and Theories of Knowledge Bob Dylan’s America (MSON), fall Lovers, Warriors, Poets, & Thinkers of the Communist Cultural Revolutions of 20th century, fall Ancient Mediterranean Human’s Evolving Relationship with the Earth Native American Literature (MSON), spring Law, Culture, and Society Philosophy in Pop Culture (MSON), spring Nuestra America The Question of Evil from Voltaire to Camus The Power of Story Sports and Identity, fall MATHEMATICS Sports and Industry, spring Geometry 20th Century Middle Eastern History and Revolutions, spring Advanced Geometry Algebra 2 & Trigonometry History and Social Science Electives Advanced Algebra 2 & Trigonometry Advanced Microeconomics (MSON), fall 2020 Accelerated Algebra 2 & Trigonometry African History: Panoramas, Portraits, Perspectives Precalculus The American Food System: Past, Present, Future (MSON), fall Advanced Precalculus Are We Rome? (MSON), spring Accelerated Elementary Functions Building Utopia (MSON), fall Advanced Statistics Civil Liberties Calculus Diversity in a Global Comparative Perspective (MSON), fall AB Calculus Economics BC Calculus Environmental Bioethics (MSON), spring A Mathematical Modeling Approach to Social Justice Globalization and the Modern World (MSON), spring Making Ethical Medical Choices in a Multivariable Calculus (at Maret and MSON) Diverse World (MSON), fall Advanced Applied Math through Finance (MSON), spring Multiculturalism and Social Justice in the American Musical Theatre PERFORMING ARTS Political Identity, American Democracy and Civic Engagement (MSON), fall Chorus and Band Positive Psychology (MSON), fall, spring Maret Singers Sugar, Tobacco, Iron and Silicon: Concert Band/Strings An Economic History of the U .S . (MSON), fall Think Global, Debate Local, (MSON), fall Film and Theatre Wartime Dissent in American History (MSON), fall Film Production Basic Acting Technique Introduction to Technical Theatre Advanced Technical Theatre MARET 2020–2021 CURRICULUM | UPPER SCHOOL 36

PHYSICAL EDUCATION AND ATHLETICS Summer Science Elective Subtropical Zone Ecology—Puerto Rico Interscholastic Program TECHNOLOGY Boys Girls Coed Programming and Design Fundamentals Baseball, spring Cross Country, fall Computer Science and Programming in Java Basketball, winter Basketball, winter Golf, fall Data Structures and Design Patterns (MSON) Club Ice Hockey, Lacrosse, spring Swimming, Explorations in Computer Science: Solving Multidisciplinary winter Soccer, fall winter Problems with Computational Methods (MSON) Football, fall Softball, spring Track and Field, Independent Study: Special Topics in Computer Science Lacrosse, spring Tennis, fall spring Soccer, fall Volleyball, fall Ultimate Frisbee, VISUAL ART Tennis, spring spring Grade 9 Core Courses P.E. and Lifetime Activities Clay Core Step Team (student run group), spring Drawing and Painting Core Strength and Conditioning, all seasons Photography Core Upper School Musical Cast, winter Sculpture Core Yoga, all seasons Advanced Courses Independent P.E. Advanced Clay Advanced Computer Graphics (fall, spring, or full year) SCIENCE Advanced Drawing and Painting Advanced Furniture and Three-Dimensional Design Biology Advanced Mixed Media Biology 9 Advanced Publications Design Biology 11/12 Advanced Photography Advanced Biology Advanced Sculpture (not offered in 2020–2021) Advanced Art Seminar: Photography (not offered 2020–21) Chemistry Advanced Art Seminar: Studio Art Chem Study Advanced Art Courses: Levels 2 and 3 Advanced Chemistry WORLD LANGUAGES Physics Physics with Algebra CLASSICS Physics A Intermediate Latin: Heroes and History Advanced Physics B Advanced Latin: Rhetoric and Epic Literature Accelerated Physics C: Mechanics Lovers, Warriors, Poets, & Thinkers of the Ancient Mediterranean Science Electives Ancient Greek 1 (Language and Literature) (MSON) Advanced Environmental Science Advanced Topics in Chemistry (MSON), spring MODERN LANGUAGES Biotechnology: Techniques and Applications, fall CSI: MSON Forensic Science (MSON), spring Arabic Einstein’s Relativity and The Evolution of the Arabic 1 (MSON) Quantum Model (MSON), Fall 2020 Arabic 2 (MSON) Genetics and Genomics: Diving into the Gene Pool (MSON), fall Chinese Introduction to Organic Chemistry (MSON), fall Chinese 1: Elementary Chinese Lab Research in Biology, spring Chinese 2: Elementary Chinese Modern Physics and Space Topics, spring Chinese 3: Intermediate Chinese Waves, Optics, and Musical Physics, fall Chinese 4: Advanced Intermediate Chinese Chinese 5 (MSON) MARET 2020–2021 CURRICULUM | UPPER SCHOOL 37

French French 3 French 4 Advanced French Grammar Francophone Cultures The Question of Evil from Voltaire to Camus

Spanish Spanish 1 Intensive Spanish Spanish 2 Spanish 3 Spanish 4 Spanish in Film Topics in Latino Cultures Advanced Spanish through Film and Literature (MSON), spring Advanced Spanish Linguistics (MSON), fall Survey of Hispanic Literature Hispanic Cultures Hispanic Literature Comparative Literature

Summer Language Electives Maret in Spain Maret in France MARET 2020–2021 CURRICULUM | UPPER SCHOOL 38

projects and present them as part of Maret’s Capstone on Humanities the last day of school.

Requirements: 7 credits Students confer with their advisors before deciding upon Chair: Nicholas Michalopoulos electives that are appropriate to their interests and needs. Reading lists are subject to change. REQUIRED COURSES OVERVIEW Maret’s humanities courses explore the human condition English 9: Literature of Our Multicentric World in a variety of forms, including literature, history, art, Students read, discuss, and write about literature from the psychology, anthropology, economics, philosophy, religion, twentieth and twenty-first centuries to enjoy the diversity and film. The Humanities Department strives to broaden of human experience and to understand the literary and deepen students’ understanding of the universality of techniques that animate them: setting, characterization, ideas, themes, and images, while emphasizing the unique point of view, motif, theme, symbolism, and the elements qualities of individual works and events. of style. Students refine their critical reading abilities by learning to value and analyze textual patterns and writers’ The range of courses meets the needs of students with decisions about language. They advance their writing varied backgrounds, interests, and abilities. Careful skills, focusing on clear organizational structure, effective reading; crisp, clear writing; critical thinking; research; use of evidence in analytical writing, and powerful and articulate speaking are the goals of every course. stylistic choices infused with their own emerging voices. Students will: They also learn to appreciate the craft of writing through creative pieces inspired by the texts they read. Students • Improve reading comprehension, interpretation, develop the interpersonal skills necessary for effective analysis, and synthesis classroom discussion, debate, and performance. • Develop clear, persuasive, accurate, and imaginative ways of writing Texts: • Engage in critical thinking through close analysis, Baldwin, “Notes of a Native Son” rigorous questioning, and lively debate Dargan, selected poems • Practice public speaking through discussion, debate, Díaz, “Invierno” speeches, and oral presentations Fugard, My Children, My Africa Hurston, Their Eyes Were Watching God The Humanities Department encourages respectful Sedaris, “Us and Them” in-class dialogue and advocates creative approaches to Shakespeare, Macbeth (or alternate play) analysis, writing, and problem solving. Sijie, Balzac and the Little Chinese Seamstress Summer Reading: REQUIREMENTS Students choose two novels from a broad list of classic Seven humanities credits are required for graduation, four and contemporary works. of which must be English and three of which must be history. Most students accrue eight or nine credits. Of History 9: History of Our Multicentric World these, English 9, History 9, English 10, and US history are Multicentric means that no one region of the world has required for every student. global-predominance. This course begins with the laying out of a multicentric world, i.e., a world of powerful but In all courses, students are expected to write frequently fundamentally autonomous regions; the middle of the and at length, through journals, short essays (1–2 pages), course tracks the emergence of European dominance of and longer analytic or interpretive essays (5–10 pages). a global system; and the last part of the course focuses English 10, US History, and most electives require on a new kind of world order where once again there is at least one substantial research paper. All electives no single, dominant, defining order/region in the world. expand on the core skills acquired through tenth grade. Instead, there are multiple, now inter-connected global Electives typically require students to engage in a actors. The course mixes a wide range of analytic and variety of assessments including diverse forms of writing, creative assessments that culminate in a joint humanities presentation, and varied depths of research. In certain project with English 9: Literature of Our Multicentric electives, students conduct lengthier, original research World, in which students both analyze and respond MARET 2020–2021 CURRICULUM | UPPER SCHOOL 39

creatively to the historical inequities within Washington, ended question: how ought we (re)structure how our DC. The ninth grade history course includes a unit societies operate after understanding the history of on hunger and its relationship to historical and social America from the pre-Columbian period to present day? inequities within DC as well as in a larger world context. Students explore the tension between individual freedom and majority rule, analyze the causes and consequences of English 10: Literature, Culture, and Identity major events and developments, draw parallels between in the United States past and current events, and explore multiple perspectives Exploring the relationships between literature, culture, on the construction and meaning of “US history.” In and identity, this course introduces a diverse range of addition, students develop a nuanced understanding of stories, voices, perspectives, and experiences throughout the three branches of government and their interaction the United States. Students examine the techniques, it. Students are encouraged to challenge their biases and themes, values, and ideas that shape the literary tradition preconceptions and to reach their own conclusions about and select from a range of contemporary texts to enhance American history. The course is structured chronologically their understanding. They compare and contrast literary in the first semester and thematically in the second ideas as a means of developing close analysis and semester to allow students a more in-depth look at evaluation. Students deepen analytical reading skills, topics in the late nineteenth and twentieth centuries. work to structure and support complex written arguments, Students are evaluated through quizzes, tests, papers, and polish their ability to effectively use vocabulary and group discussions, class projects, and short, informal grammar by preparing short and long writings. Students writing exercises. Themes, skills, and topics in this course cultivate their critical, creative, and communication complement those in English 10. skills by drafting essays, presenting ideas, and designing narratives through informal and formal types of media Texts: (e.g., presentations, discussions, interviews, reviews, and Foner, Give Me Liberty short films). As a culmination of their core humanities Kilborne, Woodley and its Residents classes, students write a longer research paper that Selected primary source materials balances historical, literary, and cultural argument and analysis and hones note-taking, bibliography, and revision Accelerated History, Culture, and Identity skills. of the United States In addition to the work outlined in History, Culture, and Texts: Identity of the United States, this accelerated course Akhtar, Disgraced or The Who and the What? places special emphasis on critical reading, essay writing, Fitzgerald, The Great Gatsby and increased primary source analysis in order to engage Walker, The Color Purple with each unit’s essential questions. This course uses TBD, novel by an indigenous writer in the US a greater variety of exercises that ask students to take TBD, graphic novel on historical perspectives, in addition to participating Film: in more active historical simulations. Furthermore, the Jenkins, Moonlight course makes extensive use of document-based questions as well and other challenging modes of inquiry. Successful US History or Accelerated US History students may want to take the AP US History exam; Grades 10–11 however, the course is not geared specifically to the exam. Students take History, Culture, and Identity of the United Sates, or with departmental recommendation, Texts: they may take the accelerated course instead Foner, Give Me Liberty, 5th edition Foner. Voices of Freedom Volumes 1 and 2, 5th edition History, Culture, and Identity of the United States In this course, students explore, interrogate, and analyze the historical impetus for why humans in North America have structured societies to look and operate in various ways. Students are then ready to engage with the open- MARET 2020–2021 CURRICULUM | UPPER SCHOOL 40

HISTORY AND SOCIAL SCIENCE ELECTIVES while learning from their classmates throughout the Advanced Microeconomics (MSON) country. Topics to be covered include animal agriculture, Fall; Grades 11–12 organic farming, local production and distribution, the Prerequisite: Precalculus (prior or concurrent) debate over GMOs, the marketing of unhealthy food to Taught by: Severn School children, and the problem of hunger in America. Advanced Microeconomics is a semester course that covers decisions at the individual consumer, producer “American” Odyssey and market level. Topics include scarcity, supply and Fall or spring; Grades 11–12 demand, elasticity, international trade and the theory May also be taken as a literature elective of the firm. The role of the government, both distortive Homer’s Odyssey begins with the following lines: and restorative, in the areas of regulation, public goods, Tell me about a complicated man. market failures and the environment, will be debated. Muse, tell me how he wandered and was lost… Students will manipulate economic models and “think and where he went, and who he met, the pain like an economist.” While the course does not follow the he suffered in the storms at sea, and how AP curriculum, students will be positioned, with extra he worked to save his life and bring his men work on their own, to take the AP exam if they wish. back home.

African History: Panoramas, Portraits, Perspectives Odysseus’s mythical journey to self-discovery and heroism, Grades 11–12 while very male-centered, mirrors the real, lived journey This course spans from the origins of humanity to Africa’s of many different people in twentieth-century North present-day prospects and challenges. It addresses both America as they struggled, fought, and strived to achieve developments within Africa and Africa’s relationship individualism, autonomy, and personal freedom in an to the wider world. Broad panorama topics include the increasingly volatile society. Through an in-depth analysis spread of peoples, languages, and technologies; the rise of three central texts—Song of Solomon (Morrison), The of large and small-scale states; local and world religions; Sound and the Fury (Faulkner), and How the García Girls slavery and slave trading; colonialism; and contemporary Lost Their Accent (Alvarez)—and the history which successes and struggles. Students use biographies and surrounds each of them, students explore the personal case studies for more sharply drawn portraits. Topics journeys that the different protagonists undertake while may include medieval Angola; slavery, gender, and evaluating the opportunities and obstacles presented by early colonialism in West Africa; Liberia’s history; the the different parts of the political, social, and economic Rwandan genocide of the 1990s; and Chinese-African North American experience that these books inhabit. connections. Perspectives also matter. Students consider Through these longer novels, students experience how different groups, including students and teachers in multilayered, complex texts that open up a gateway into the course, hold particular perspectives about Africa’s the ever-evolving social experience of varied groups of past, present, and future. They examine what differing people living in a rapidly transforming twentieth century. perspectives can tell us about Africa, and what they can tell us about the perspective holders. Are We Rome? (MSON) Spring; Grades 11–12 The American Food System: Prerequisite: US History (prior or concurrent); Past, Present, Future (MSON) background in Classics not required Fall; Grades 11–12 Taught by: The Derryfield School Taught by: The Derryfield School Inspired by Cullen Murphy’s 2007 book of the same name, The American Food System consists of the interrelated Are We Rome will examine the similarities between the components of how we get food from “farm to fork,” Roman empire and the United States. This course is including the producing, harvesting, processing, designed to be a capstone for study in classics and history. transporting, marketing, distributing, and the eating The interdisciplinary nature of this course will serve as of food. Through a humanities-based, interdisciplinary a vehicle by which students of Latin and history can approach the course will examine the political, social, expand their knowledge and apply that knowledge in an economic, and environmental aspects of the system, as intercultural comparison. Since 1776, from our system of well as the challenges and opportunities in moving from government to the architecture of government buildings, our current industrial food system to a more sustainable the United States has used Rome as a foil for itself, and one. Students will engage in a variety of projects, allowing forefathers of the US created many institutions using Rome them to understand their regional and local food systems, MARET 2020–2021 CURRICULUM | UPPER SCHOOL 41

as a model. This course will be structured around one basic Building Utopia (MSON) question: How can the United States learn from Rome? Fall; Grades 9–12 Prerequisite: None; background in ancient and We will examine political and social ideologies, European history recommended privatization, globalization, borders, and exceptionalism. Taught by: Severn School Taking our beginnings from the founding of these two Utopia, “a good place,” as defined by the Greeks, is a nations, we will discuss the governing practices and term coined by Sir Thomas More referring to a fictional bodies, the rhetoric of politics, and the public view of ideal island society. The act of intentionally shaping governmental institutions with emphasis on how these one’s environment to be “a good place” modeled after progress and change. The course will culminate with sustainability, economy, and delight is a uniquely human analysis of the most recent political and social events in endeavor. This semester long study examines the course of the U.S. and form a final conclusion on our topic. Our Western Architecture from the Ancient Egyptians to the class discussions will be centered around primary sources 21st century through the lens of the primary philosophic from both Rome and the US. Weekly reading and writing ideas that have been the drivers of aesthetic vision of assignments will be required. Western civilization architecture through the ages. The course will offer an introduction to design principles, the Bob Dylan’s America (MSON) visual language of architecture, and design analysis. The Fall; Grades 11–12 necessities, desires, and spiritual beliefs which go into the Prerequisite: US History and American Literature shaping of a culture’s aesthetic vision of their ideal built (prior or concurrent) environment will be examined in a series of seven units of Taught by: University School of Nashville the course of the semester: May also be taken as a literature elective Arguably the most influential, important, and closely 1. Forming the Human Universe: Mark Making and the scrutinized American artist of the past six decades, Bob Necessity of Shelter Dylan is as difficult to define as the nation that produced 2. Creativity and Humankind: Beauty Defined and the him. Connecting his work to contemporary theories of Building of Civilizations cultural memory, this course looks at the ways in which 3. Immortality and the Gods: Building for the Greater Dylan, both in his music and his cultivation of various Glory public personae, maps the contours of the national 4. Getting Perspective: Perfect Geometry in Design & imagination and explores the prevailing attitudes of class, Building in the Humanist and Rational World race, gender, and place in American culture. 5. Power and Production: Society and the Machine 6. Modern Utopia and the Architect’s Vision: Shaping an Proceeding chronologically and using Dylan’s masterworks Individual World and subsequent official “bootleg” recordings as 7. Back to the Future: Palimpsest and Irony touchstones, students will consider a variety of texts, including poetry, fiction, and cultural history; biography Civil Liberties and autobiography; and popular and documentary film, Grades 11–12 including Greil Marcus’ The Old, Weird America: The This course explores the governmental structure and World of Bob Dylan’s Basement Tapes (2001), Murray liberties created by the US Constitution and how they Lerner’s Festival (1967), D. A. Pennebaker’s Dont Look exist today. Students examine issues of free speech, Back (1967), and Martin Scorsese’s No Direction Home religion, equal protection, privacy, and criminal procedure (2005) and Rolling Thunder Review: A Bob Dylan Story to determine the boundaries of safeguarded rights. (2015). Access to a music streaming service such as Students read and analyze leading Supreme Court cases Spotify or Apple Music is required; access to video and legal commentary to develop their conclusions. streaming services such as Netflix and Amazon Prime is Current event topics also help to shape the curriculum, strongly recommended. including this year’s 2020 election. Class time centers on student dialogue and debate; all members of the class are expected to contribute actively to discussions. Students participate in local mock trial and moot court competitions and engage in social entrepreneurship projects, identifying social problems and developing ways to effect change. Field trips to the Supreme Court and lower-level courts, as well as a wide range of guest MARET 2020–2021 CURRICULUM | UPPER SCHOOL 42

speakers, further enrich students’ understanding of Economics the political system. Through the content of the class, Grades 11-12 students cultivate their analytical, writing, research, and This yearlong course provides a broad view of the social oral advocacy skills. science of economics. It builds on real world applications so that students can gain a basic understanding of Text: economic concepts and our economic system. Students Epstein and Walker, Constitutional Law for a will explore both micro- and macroeconomics and relate Changing America these systems to familiar, real world situations. Students will be introduced to the basics of economic principles, Summer Listening: and will learn the importance of understanding different Episodes from Constitutional Podcast economic systems. They will be presented with economic applications in today’s world in order to understand, Communist Cultural Revolutions of the 20th Century analyze, and interpret economic concepts such as the Fall; Grades 11–12 laws of supply and demand, market systems and structures, May also be taken as a literature elective money and banking, domestic and global economic This course begins with understanding the fundamentals performance and trade, monetary and fiscal policy of communist and socialist philosophies that lay the interventions, and unemployment and inflation. Upon foundation for the communist and cultural revolutions completion of this course, students should be able to: of China and Cuba. Students subsequently take deep dives into the revolutions of these two countries, studying • Explain the basic concepts of economics the history, literature, art, and societies of these unique • Compare and contrast traditional, command, market, cultures whose social upheavals still reverberate deeply and mixed economic systems in the world in which we live. Ultimately, students • Evaluate how supply and demand work together to question whether revolutions are an effective means of determine market prices social change or whether they reproduce the problems of • Describe economic factors involved in business, the past in new forms. Required books are a mixture of including product markets and factor markets historical and literary texts. • Discuss components of the US economy and ways to measure domestic economic performance Diversity in a Global Comparative Perspective (MSON) • Students will also use their learning to: Fall; Grades 11–12 • Analyze the traditional role of markets in order to Taught by: Canterbury School predict future trends and issues. This course examines the ways our Human Family has • Make educated strategic decisions that contribute to sought to create, marshal, contest, and maintain identities the ideal climate for the success of business. through Culture and relations of power. These identities • Justify banking and financial decisions that impact can be appreciated through “lenses of analysis.” The personal and business solvency. course critically engages the traditional “Big Three” lenses • Develop and justify policy recommendations that of analysis: Race, Class, and Gender, understanding that provide for the optimum health of the US economy. Culture serves as an important backdrop against which • Develop and justify policy recommendations to these identities emerge. promote necessary changes to the international economic system. Once students appreciate the important ways the Social Sciences have engaged with, written about, and debated Environmental Bioethics (MSON) these three core modes of analysis, the course expands Spring; Grades 11–12 to incorporate other, equally rich, lenses: age, ableism, Taught by: Wilmington Friends School intellectual diversity, geographic diversity, cognitive and This course will focus on such cases as environmental neurological diversity, and the business case for Diversity, sustainability, global energy and food resources, gathered as well as how to study synergistically intertwined from sources in literature, journalism, and film. The phenomena. Film and Critical Film Studies, as well as academic study of ethics examines how people make the the role Colonialism has played in the major conflicts decisions. of the last 500 years, each serve to enrich student understandings of Diversity. Curricula will build on a foundation of theoretical moral theories, more specifically, how one makes decisions when faced with complex, often controversial, issues. No prior MARET 2020–2021 CURRICULUM | UPPER SCHOOL 43

knowledge of philosophy is assumed, however, authentic Law, Culture, and Society assessment of students’ initial facility with logical analysis Grades 11–12 will ensure that all students are challenged to grow and May also be taken as a literature elective deepen their theoretical and practical understandings of Debate over the role of law in our society is not limited the subject. to courtrooms and newspapers; it is waged in literature, on stage, in movie theaters, on radio and television, and Globalization and the Modern World online. This course explores the nexus of law, society, Grades 11–12 and culture. Students study how cultural expression Globalization is very much in the news. After decades influences public perceptions of the law and justice. of political and economic elites around the globe widely Students examine the meaning of justice, the relationship agreeing upon globalization’s value, those advocates between law and morality, the difference between justice are now on the defensive. But what does globalization and revenge, and the proper aims of the criminal justice actually mean politically, economically, and culturally? system, while digging into legal controversies around How has it affected societies and individuals—materially, race, gender, social class, and sexuality. Students learn in overall well-being, in the routines of daily life, and in principles of criminal law and criminal procedure that the construction of identities? Through a wide variety they use to dig into literary murder cases, hate crime law, of readings, discussions, projects, writing, and activities, mass incarceration, and Innocence Project cases. They students are introduced to and analyze many different work as historians and as cultural critics, analyzing a aspects of globalization. Through different units, students wide range of works such as Bryan Stevenson’s memoir examine the political economy, how people make culture Just Mercy; the play The Laramie Project; the novels The in the globally connected age, economics and trade, Stranger by Albert Camus and The Hate U Give by Angie current issues, and reflect on the impacts of globalization Thomas; the documentary Making a Murderer; and the in the USA and the world at large. Students also prepare podcast Serial. Students hone their research and writing a case study and research paper on either China’s skills through literary and cultural analyses, creative or India’s globalization. The course uses a variety of projects, position papers, closing statements, document assessments, ranging from traditional to unusual. investigations, essays, and op-eds. The class is highly interactive, with discussions, debates, oral and media Human’s Evolving Relationship with the Earth projects, formal presentations, and Socratic seminars. Grades 11–12 May also be taken as a literature elective Making Ethical Medical Choices in a Diverse World Humanity has crossed a critical threshold in the past (MSON) 70 years whereby the demands we place on the Earth Fall, Grades 11–12 (occasional 10th, at the have exceeded the biosphere’s carrying capacity. With recommendation of home school administrator) increasing awareness of this problem, many people and Taught by: Wilmington Friends School institutions have begun to wrestle with (and argue over) The objective of this course is to provide students with the question “How shall we live within the limits that the tools and experience necessary to better make difficult, the Earth’s systems impose?” Closely tied to this question ethical decisions. In order to achieve this, we will study are deep concerns about how the progress that has been and evaluate critically several different ethical theories made toward more equitable access to human rights and including Utilitarianism, Virtue Ethics, and Deontology. opportunities can be advanced or even maintained. Which framework students choose to use as their guide is up to them, but by the end of this course they should This course applies geographic, scientific, literary, and be able to defend their choices and ethical decisions artistic perspectives to examine critically how humanity’s clearly. The course strives to develop a cross conversation answers to the question “How shall we live?” affect our between two academic disciplines —philosophy (ethics) lives now and into the future. Global regions of focus and biology (medical research, molecular genetics). include North America, China, Sub-Saharan Africa, and South Asia. Topics include agriculture and food This is a collaborative teaching effort between Joyce systems, cities, climate, development, industry, health, Lazier (background in philosophy and ethics) and Ellen migration, music, popular culture, technology, trade, and Johnson (background in biology and genetics), and transportation. This course embraces as much as possible an evolution of two previously existing courses. Both an emergent curriculum, where students’ interests and teachers will be present for all classes, focusing on the concerns inform our individual and collective inquiry. growth that comes from a shared discourse. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 44

Multiculturalism and Social Justice in the American found in the United States and have an opportunity to Musical Theatre get involved with contemporary politics in an election Grades 11–12 year. We will pay particular attention to federalism, the The American Musical Theatre has always acted as a real- separation of powers, and checks and balances. time reflection of American society, and for much of its history, has defined international popular entertainment. The course takes advantage of the broad geographic From the beginnings of the genre in minstrelsy, through diversity inherent in the Malone School Online Network the Golden Age of Rodgers and Hammerstein, to to experience how political ideology and perspectives on Hamilton today, musical theatre has been at the forefront democracy differ in various parts of the country. In this of American popular culture and has often led the charge course, special emphasis will be placed on engaging in in important movements such as gender equality, civil respectful conversation across the political divide. rights, immigration, and LGBTQ rights. Students explore the American narrative through the lens of the musical Positive Psychology (MSON) theatre using primary and secondary sources, including Fall, spring; Grades 10–12 texts, films, images, recordings, libretti, and musical Taught by: Waynflete School scores. Students will study the birth, development, and This course begins by providing a historical context ascendance of the Broadway musical as social commentary of positive psychology within broader psychological and its defining effect on the national story. research and helps explain why the field is of particular importance to those in a high school or college setting. Nuestra America Students will be introduced to the primary components Grades 11–12 and related functions of the brain in order to understand May also be taken as a literature elective the biological foundation of our emotional experiences. The American identity will never be fixed and final; it Current research will be used to develop a broader sense will always be in the making.”—Arthur Schlesinger Jr. of what positive psychology is and is not, and how it can be applied in students’ own lives. Additionally, students Hispanic. Latino/a. Chicano. Nuyorican. Latinx. In will gain an understanding of basic research methods this course, students learn more about these terms and their application to the science of psychology. This and the people, culture, history, and traditions they course will require substantial reading (sometimes on describe. Through a study of fiction, non-fiction, poetry, par with 100 level college courses) and writing. Students documentaries, movies, and primary source documents will be asked to reflect regularly on their individual by US-born writers and artists of Puerto Rican, Cuban, experiences in order to integrate course material into their Mexican, and Dominican descent, students consider daily lives. One of the key learning outcomes is to have the construction and negotiation of identity in terms of each participant identify his or her own strengths while language, ethnicity, religion, race, gender, sexuality, class, simultaneously recognizing and respecting the attributes and politics. They explore the stories and the history that others bring to the course. inform each narrative. They gain an understanding of the tension between assimilation and cultural preservation The Power of Story and the distinctions and similarities that exist in Nuestra Grades 11–12 America. Throughout the course, students build skills May also be taken as a literature elective in close reading, critical thinking, and analytical and Stories are essential ways we come to know ourselves and creative writing. the world around us. Stories affirm who we are and where we have been, and allow us to experience the similarities Political Identity, American Democracy and Civil and differences between ourselves and others. This course Engagement (MSON) examines how we choose to tell stories, whose stories get Fall; Grades 11–12 told, and the impact of these decisions on how we learn Taught by: Waynflete School history. This course focuses on the art of storytelling, Political Identity, American Democracy, and Civic looking at the building blocks of what makes a strong Engagement is a study of our political beliefs and narrative. Students study different vehicles for storytelling, behaviors, the American form of Democracy, and what including literature, film, oral traditions, art, radio, and it means to be an engaged citizen. Students will learn newer digital platforms. We use experts from the field to how individual citizens form a political identity and how deepen our understanding of the elements of compelling those identities form the foundation of U.S. political storytelling and participate in storytelling events in the culture. We will look at the unique form of government community. In addition, students experiment with a MARET 2020–2021 CURRICULUM | UPPER SCHOOL 45

range of mediums to tell their own stories, those of others, manufacturing. Is it an accident that this growth occurred and those of history, both past and current. This course so soon after the Civil War? What linkage does it have is largely student driven and project based, providing to the end of slavery? And why is it, so close to this date, class members the opportunity to pursue content that America become what many referred to as “the that is interesting and exciting to them. This course Imperial Republic?” emphasizes and develops students’ analytical, research, communicative, creative, and collaborative skills. Students in this course will be deeply engaged with examining the causes and consequences of the US’s Summer Reading: rise to global economic dominance over the past A memoir of student’s choosing 150 years. They will critically analyze key primary texts as they explore relevant historical content and Sports & Identity methodologies. Additionally, students will be taught how Fall; Grades 11–12 to use introductory micro and macroeconomic analysis, May also be taken as a literature elective including the use of supply and demand and aggregate Sports captivate us for more than just their display of supply and aggregate demand graphs. Texts used in the physical brilliance: they motivate us and move us because course include Sidney Mintz’s Sweetness and Power (1986) of the stories they tell and the impact they leave. In and Scott Nations’ A History of the United States in Five this course, students explore how watershed moments in Crashes (2017). sports have both reflected and precipitated changes in our societal values. By looking at sports’ impact on our culture Notes: through the lens of race, gender, ethnicity, class, and Reading a national newspaper is recommended ability, students refine their understanding of the legacy left by pioneers in the world of athletics. Coursework Think Global, Debate Local (MSON) includes research, essays, presentations, debate, and Fall; Grades 10–12 discussion. Topics may include integration, inclusion, Taught by: Roeper School prejudice, protest, changemakers, policy, and role models. Water justice. Gentrification. Housing. Education. Race Indeed, students shall see: it’s more than just a game. Relations. Public Safety. Environmental Issues. Is it wrong to shut off water service to households that are delinquent Sports & Industry on their water bills? Is access to affordable housing a Spring; Grades 11–12 human right? Should environmental issues take priority May also be taken as a literature elective over the needs of businesses? Do we have an obligation to The global sports industry is worth somewhere between help asylum seekers? People all around the world struggle $480 billion and $620 billion, and the United States with these and other challenges. In Think Global, Debate boasts the biggest sector of those estimates. In this course, Local, we use issues in our own neighborhoods to take students explore various aspects of the sports industry, deep dives into the facts and philosophies underlying the gaining exposure to some of the business that goes into challenges, values, and perspectives that shape our world making the games we love such incredible, money-making on scales ranging from the personal to the global. phenomena. Students are exposed to and experiment with aspects of the industry which might include broadcasting, The overarching goal of this course is for students to media, marketing, legal, and financial topics. The teach each other about important topics in their own course is largely project based, including both group and neighborhoods, towns, states, and regions, and to use individual assignments that may include documentary, debate as a tool to examine the perspectives surrounding podcast, print and social media campaigns, and budget those topics. Other goals include achieving a better analysis. Students may also benefit from guest lecturers by understanding of complex issues by taking on and arguing professionals in various sports industries. Game on! for the viewpoints of various stakeholders; discovering ways to shift from an adversarial to a cooperative Sugar, Tobacco, Iron and Silicon: An Economic History relationship when disagreements arise; and understanding of the U.S. (MSON) the ways different values can be used as filters through Fall; Grades 11-12 which a given issue can be viewed. Please note that Taught by: Newark Academy this course is geared toward beginning debaters with By 1871, the United States had emerged as the world’s an emphasis on basic argumentation, not competition, largest economy and was well on its way to achieving although more experienced debaters are welcome. dominance across a number of fields, including MARET 2020–2021 CURRICULUM | UPPER SCHOOL 46

20th Century Middle Eastern History and Revolutions Terror), students will emerge with a better understanding Spring; Grades 11–12 of American wars, their dissenters, and the meaning of May also be taken as a literature elective freedom under its most intense stress tests. Students examine the dissolution of the Ottoman Empire and the resulting formation of the current Middle East and how this geo-political construction laid the LITERATURE ELECTIVES foundation for many social changes in the region later in the twentieth century. Subsequently, students study the “American” Odyssey formation of the State of Israel, the Armenian Genocide, Fall or spring; Grades 11–12 followed by a deep dive into the Iranian revolution of the May also be taken as a history and social science elective late 1970s and the Arab Spring of the last decade. These Homer’s Odyssey begins with the following lines: topics are explored using history, literature, and art as Tell me about a complicated man. ways to further understand the complex societies in which Muse, tell me how he wandered and was lost… these revolutions occurred. Current issues of the Middle and where he went, and who he met, the pain East also are part of course content and ultimately serve he suffered in the storms at sea, and how as a sounding post for answering whether these cultural he worked to save his life and bring his men revolutions effectively changed the societies in which back home. they occurred or reproduced the problems of the past in new forms. The course uses primary source documents, Odysseus’s mythical journey to self-discovery and heroism, documentaries, poetry, and graphic novels. In addition, while very male-centered, mirrors the real, lived journey students select literature of their choice from a classroom of many different people in twentieth-century North library of Middle Eastern writing to augment their work. America as they struggled, fought, and strived to achieve individualism, autonomy, and personal freedom in an Wartime Dissent in American History (MSON) increasingly volatile society. Through an in-depth analysis Fall; Grades 11–12 of three central texts—Song of Solomon (Morrison), The Prerequisite: AP US History or equivalent Sound and the Fury (Faulkner), and How the García Girls Taught by: Prairie School Lost Their Accent (Alvarez)—and the history which Benjamin Franklin once said that “They that can give surrounds each of them, students explore the personal up essential liberty to obtain a little temporary safety journeys that the different protagonists undertake while deserve neither safety nor liberty.” An oft-cited quotation evaluating the opportunities and obstacles presented by by champions of American civil liberties protections the different parts of the political, social, and economic and anti-war activists, Franklin’s passage illustrates how North American experience that these books inhabit. dilemmas regarding the balance between free speech Through these longer novels, students experience and national security have tested and often perplexed multilayered, complex texts that open up a gateway into American politicians, courts, and citizens since the the ever-evolving social experience of varied groups of inception of the country. During wars the government people living in a rapidly transforming twentieth century reserves the right to draft men into the armed services, confiscate the property of individual citizens, set Autobiographical Ethnographies prices, ration food and fuel, and drastically increase Fall; Grades 11–12 taxes. Viewing them through the prism of the nation’s What is “racial identity development,” and how does it existential crisis, most citizens accept these compromises manifest in the United States? How do race and ethnicity on their liberty. Ben Franklin, however, lived in a play roles in who we know ourselves to be? What are premodern world devoid of anthrax, drones, Internet the intersections between race, ethnicity, and our other communication, and long-range nuclear weapons. The social identifiers? Students will use autobiography to Founding Fathers could not have foreseen the awesome unpack these questions as they explore the interplay power nor puissant pressure of commanders-in-chief who, between the writer and the listener as it speaks to how obligated to protect the lives of millions, regularly criticize race and ethnicity impact our lives in this country. dissenters. And thus, lines must be drawn between civil Topics include multiple identities, colorism, capitalism, liberties and national security—but where? mass incarceration, queerness, formations of faith, the silencing of voices, and the body. Students write short Through reading, discussing, and critically analyzing responses, give book talks, debate, and complete a final primary and secondary sources from each American capstone project exploring their own intersectional war (from the Revolutionary War through the War on autobiographical identities. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 47

Readings: Dylan is as difficult to define as the nation that produced Bayoumi, How Does it Feel to Be a Problem: Young and him. Connecting his work to contemporary theories of Arab in America cultural memory, this course looks at the ways in which Capó Crucet, My Time Among the Whites: Notes from an Dylan, both in his music and his cultivation of various Unfinished Education public personae, maps the contours of the national Irving, Waking Up White imagination and explores the prevailing attitudes of class, Thurston, How to Be Black race, gender, and place in American culture. Wong, Dear Girls Various essays, articles, and films Proceeding chronologically and using Dylan’s masterworks and subsequent official “bootleg” recordings as Black Women Writers touchstones, students will consider a variety of texts, Spring; Grades 11–12 including poetry, fiction, and cultural history; biography Chimamanda Adichie writes, “The single story creates and autobiography; and popular and documentary film, stereotypes, and the problem with stereotypes is not that including Greil Marcus’ The Old, Weird America: The they are untrue but that they are incomplete. They make World of Bob Dylan’s Basement Tapes (2001), Murray one story become the only story.” This course dismantles Lerner’s Festival (1967), D. A. Pennebaker’s Dont Look the single story of Black women that has been told across Back (1967), and Martin Scorsese’s No Direction Home the ages in our music, our media, and, especially, in our (2005) and Rolling Thunder Review: A Bob Dylan Story literature. Students explore written work exclusively by (2015). Access to a music streaming service such as Black women authors featuring Black female protagonists. Spotify or Apple Music is required; access to video To be clear: the use of the words woman and female in this streaming services such as Netflix and Amazon Prime is course refer to anyone who identifies with girlhood or strongly recommended. womanhood, whether biologically assigned, cisgender, or transgender. Comedy and Satire Grades 11–12 Rooted in writing theory from Toni Morrison and bell In addition to making people laugh, comedies and satires hooks, students explore what it means to be a Black often raise provocative questions about society and its woman in this country and how Black women authors treatment of individuals. In this course, students learn and seek to convey the truth of Black women’s 21st century use theories of humor to explore classic and contemporary experience. Themes include: the Black woman’s body; comedic works and their own senses of humor. Students faith and formations; queerness and transness; family ties; interrogate whether humorists challenge or reinforce Black protectionism; and Black Girl Magic. Students societal values relating to gender, race, sexuality, and engage in vibrant discussion, complete short analytical social class. As they investigate the often-controversial writings, and a culminating project: a short story, a nature of comedy and satire, students consider whether television episode, or a chapter of a longer work that there are lines that these works should not cross. Units centers a Black woman’s intersectional experience. often team older and newer works, such as Shakespeare’s original romantic comedy Much Ado About Nothing with Texts: contemporary film rom-coms, Plautus’s plays with modern Acevedo, The Poet X films involving stock characters, and Lorraine Hansberry’s Braithwaite, My Sister, The Serial Killer drama A Raisin in the Sun with the satire Clybourne Park Jones, An American Marriage that picks up where Hansberry’s play ends. Students McMillan, Thick write both analytically and imaginatively, honing their Summer Reading: powers of persuasion in formal essays and developing their Evans, Before You Suffocate Your Own Fool creative flairs in comedic pieces. Students engage actively with one another through in-class discussions, online Bob Dylan’s America (MSON) discussion forums, peer feedback, formal presentations, Fall; Grades 11–12 and debates. Prerequisite: US History and American Literature (prior or concurrent) Communist Cultural Revolutions of the 20th Century Taught by: University School of Nashville Fall; Grades 11–12 May also be taken as a literature elective May also be taken as a history and social science elective Arguably the most influential, important, and closely This course begins with understanding the fundamentals scrutinized American artist of the past six decades, Bob of communist and socialist philosophies that lay the MARET 2020–2021 CURRICULUM | UPPER SCHOOL 48

foundation for the communist and cultural revolutions well-supported, compelling arguments which interlace of China and Cuba. Students subsequently take deep close reading with theory and self-exploration. Daily dives into the revolutions of these two countries, studying coursework is largely discussion based, designed to stretch the history, literature, art, and societies of these unique students beyond mere analysis of the stories they read and cultures whose social upheavals still reverberate deeply toward a greater understanding of how the texts operate in the world in which we live. Ultimately, students as artifacts of culture. All the while, students explore question whether revolutions are an effective means of their own identities and how they intersect with those social change or whether they reproduce the problems of identities explored in the texts. the past in new forms. Required books are a mixture of historical and literary texts. Texts: Bulter, Kindred Comparative Literature Diaz, The Brief Wondrous Life of Oscar Wao Grades 11–12 Wolfe, The Colored Museum May also be taken as a Spanish elective Lorde, Zami: A New Spelling of My Name Students connect contemporary Spanish-speaking authors Summer Reading: with international counterparts through a comparative Lahiri, The Namesake study of their works that isolates and explores common literary and philosophical concepts. Literary works are Creative Fiction Writing Workshop grouped by theme and studied concurrently. Selected Spring; Grades 11–12 units explore the topics of tension between the individual This workshop is generative in nature. Students produce and society, narrative ambiguity, the monster within, short works in response to weekly writing prompts that the nature of reality, and Cain and Abel’s allegory in culminate in an end-of-semester, annotated portfolio. literature and film. Student papers and class discussions Prompts stem from shared readings by living writers that are in Spanish. Spanish works are read in the original allow students to approach the modern human experience Spanish text. from a multitude of perspectives. Topics analyzed to assist writers in their work include, but are not limited to, plot, Texts: character, setting, point of view, tone, word choice, style, Borges, Fictions and voice. Initial workshop sessions are conducted in Camus, The Plague small groups to share feedback on works-in-progress, and García Márquez, Chronicle of a Death Foretold later transition to class-wide discussions in which writers García Márquez, Eyes of a Blue Dog receive constructive feedback on completed works. Kafka, The Trial Kafka, The Metamorphosis Creative Nonfiction Writing Workshop Unamuno, Abel Sánchez Fall; Grades 11–12 Unamuno, Don Manuel Bueno Mártir This workshop is generative in nature. Students produce short works in response to weekly writing prompts that Viewings: culminate in an end-of-semester, annotated portfolio. Abre Los Ojos Students read and respond to shared texts that chart Amadeus the development of creative nonfiction as a distinct Summer Reading: literary genre, beginning with the immersive journalism García Márquez, One Hundred Years of Solitude of the twentieth century and continuing to more recent developments including, but not limited to, confessional Contemporary American Literature writing, speculative nonfiction, personal essay, profiles, Grades 11–12 criticism, translation, travel writing, and documentary. Students consider how authors juggle the “politics of Topics analyzed to assist writers in their work include, but identity” in order to make their works compelling and are not limited to, structure, character, setting, point of critical. Through study of genre and content, this course view, tone, word choice, style, and voice. Initial workshop interrogates the methods writers use to push boundaries sessions are conducted in small groups to share feedback and critique such constructs as privilege and power. on works-in-progress, and later transition to class-wide Coursework includes expository and creative writing discussions in which writers receive constructive feedback assignments, oral presentations, and personal essays. on completed works. Writing assignments focus on the construction of strong, MARET 2020–2021 CURRICULUM | UPPER SCHOOL 49

Creative Nonfiction Writing Workshop (MSON) Etymology of Scientific Terms (MSON) Spring 2022; Grades 11–12 Fall; Grades 11–12 Taught by: Waynflete School Taught by: Winchester Thurston School How do we write great non-fiction (and this includes The purpose of the course is, to quote the textbook, “By all flavors of essays – college essays, literary journalism, teaching … the root elements of medical terminology memoir, and more), so that our stories have an injection – the prefixes, suffixes, and combining forms of Greek of narrative tension that invites the reader to sit down and Latin … not only to teach students modern medical inside our stories and stay awhile? This workshop will terminology, but to give them the ability to decipher the help you become a better writer so that your stories evolving language of medicine throughout their careers.” contain an electrical charge that starts at the sentence level and travels through the entire piece. This tension, This is in many ways a language course and deals with or electrical charge, is the engine that great non- fiction elements that are used to create terms to meet the specific runs on. Students will search the places in one’s life that needs of medical scientists. As material is introduced, have mattered most, and using a series of fun writing students will complete practice exercises during each class prompts, generate new writing, using place as a portal to meeting, as well as complete approximately one quiz per help land on the life stories that students’ most want to week. Outside of class, students are expected to analyze tell. and define fifty terms each week. Additional material deals with complex etymologies, the history of our Later, the class will move into class workshops of each understanding of certain aspects of medical science, and student’s work. Each session will also look at other relevant material from Greek and Latin texts. specific craft aspects: primarily beginnings, endings, and the weaving of multiple story lines in one essay. This is an Exploration of Ethics through Literature ideal course for juniors beginning to think about ideas and Grades 11–12 drafts of their personal essay for college. This course uses literature to examine complex moral dilemmas which evade simple, “right” answers. Students Creative Writing in the Digital Age (MSON) explore readings by a variety of classical and modern Fall; Grades 11–12 thinkers to glean a deeper understanding of ethics, a field Taught by: Severn School of philosophy which strives to clarify how people ought to Storytelling is as important today as it was hundreds behave. The texts raise questions such as: What is justice? of years ago. What has changed, in many cases, is the Who is in my universe of obligation? What is a creator’s media through which writers tell their stories. Today’s responsibility to his or her creation? Can external structures literary artists take advantage of digital tools to spread mitigate an individual’s responsibility for his or her actions? In their messages and tell their stories in new ways that this discussion-based seminar, readings draw from classical combine narrative and contemporary form. Students and contemporary world literature, including mostly will begin with the traditional forms of poetry, short novels, but also current articles, fairytales, short stories, prose, and literary non-fiction and then go beyond those comic books, and excerpts from philosophical works. forms to explore how contemporary tools can enhance The texts and discussions may, at times, evoke feelings expression. We will study master writers in each of the of discomfort or confusion because they grapple with traditional forms and be inspired by their examples. complicated issues and murky solutions. In unpacking Then, we will look at how communication in the 21st these nuanced concepts, students work to arrive at a century has provided us with even more ways to share our better understanding of themselves when confronted thoughts and to be creative. Possible explorations include with moral dilemmas, especially as the outside forces hyperlinked narratives, social media as inspiration and that accompany them challenge their reasoning and tool, animated text, audio, videos, and all manner of non- decision making. Over the course of the year, students linear narrative. The class will ask an essential question: expand their thinking and continue cultivating their what happens when communication becomes wider and voices through reflective journaling, debates, thoughtful has an instant audience? The class routine, based around discussions, and analytical essays. writing, reading, and discussion, will include weekly critiques of student work and required writing, including in some non-traditional, contemporary formats. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 50

Human’s Evolving Relationship with the Earth interactive, with discussions, debates, oral and media Grades 11–12 projects, formal presentations, and Socratic seminars. May also be taken as a history and social science elective Humanity has crossed a critical threshold in the past Literature and Theories of Knowledge 70 years whereby the demands we place on the Earth Grades 11–12 have exceeded the biosphere’s carrying capacity. With In this philosophy-based literature course, students increasing awareness of this problem, many people and develop a coherent approach to learning and institutions have begun to wrestle with (and argue over) understanding through thoughtful inquiry into different the question “How shall we live within the limits that ways of knowing and different types of knowledge. They the Earth’s systems impose?” Closely tied to this question focus on how reality is perceived, with emphases on are deep concerns about how the progress that has been Plato’s and Aristotle’s doctrines. Students question their made toward more equitable access to human rights and assumptions about reality through diverse philosophical opportunities can be advanced or even maintained. and literary texts, and try to answer this seminal question: What level of certainty, if any, can I assign to a This course applies geographic, scientific, literary, and given assertion of knowledge? Through diverse readings in artistic perspectives to examine critically how humanity’s various genres, students reflect on their own experiences answers to the question “How shall we live?” affect our as learners and discover how different academic lives now and into the future. Global regions of focus disciplines are interconnected. They read literary works include North America, China, Sub-Saharan Africa, that explore realms of knowledge spanning the arts to and South Asia. Topics include agriculture and food mathematics, and make connections between and across systems, cities, climate, development, industry, health, ways of knowing and areas of knowledge. They read a migration, music, popular culture, technology, trade, and combination of excerpts from philosophical works and transportation. This course embraces as much as possible complete works from various literary genres, including an emergent curriculum, where students’ interests and Aristotle, Cantor, Descartes, Frege, Gödel, Heidegger, concerns inform our individual and collective inquiry. Hume, Kierkegaard, Kant, Leibniz, Locke, Machiavelli, Maimonides, Nietzsche, Pascal, Plato, Rousseau, Russell, Law, Culture, and Society Sartre, and Wittgenstein. Grades 11–12 May also be taken as a history and social science elective Summer Reading: Debate over the role of law in our society is not limited Watch: Andy and Lana Wachowski, The Matrix to courtrooms and newspapers; it is waged in literature, Nolan, Inception on stage, in movie theaters, on radio and television, and Texts: online. This course explores the nexus of law, society, Carroll, Through The Looking Glass and culture. Students study how cultural expression Doxiadis, Logicomix: Epic Search for Truth influences public perceptions of the law and justice. Hesse, Narcissus and Goldmund Students examine the meaning of justice, the relationship Mann, Death in Venice between law and morality, the difference between justice Murakami, Hard-Boiled Wonderland and the and revenge, and the proper aims of the criminal justice End of the World system, while digging into legal controversies around Machiavelli, The Prince race, gender, social class, and sexuality. Students learn principles of criminal law and criminal procedure that Lovers, Warriors, Poets, and Thinkers of the Ancient they use to dig into literary murder cases, hate crime law, Mediterranean mass incarceration, and Innocence Project cases. They May also be taken as credit in world languages. work as historians and as cultural critics, analyzing a Murderous mothers, philandering gods, and avenging wide range of works such as Bryan Stevenson’s memoir furies are just some examples of tensions and conflicts Just Mercy; the play The Laramie Project; the novels The to examine and explore in ancient literature. Students Stranger by Albert Camus and The Hate U Give by Angie come to comprehend the context of the original pieces Thomas; the documentary Making a Murderer; and the of literature, but more importantly also realize that little podcast Serial. Students hone their research and writing has changed among mortals in their expressions of horror skills through literary and cultural analyses, creative and fear, love and inspiration, and the fundamental goal projects, position papers, closing statements, document to understand the world around them. Works by such investigations, essays, and op-eds. The class is highly prominent male authors as Plato, Euripides, and Vergil MARET 2020–2021 CURRICULUM | UPPER SCHOOL 51

and surviving poems by female writers such as Sappho Philosophy in Pop Culture (MSON) and Sulpicia are covered. Students explore a survey of Spring; Grades 11–12 classical literature from a range of genres (poetry, tragedy, No prerequisite, but some familiarity/experience with comedy, satire, philosophy). Finally, as classical works logic helpful have over the last two millennia exerted a consistent Taught by: Canterbury School and undeniable influence on arts and literature, students Have you ever had a realistic dream that you were sure appreciate parallels in modern works of visual arts, was true and then work up confused? How do you know contemporary literary adaptations, film, and music. While that you are not in the Matrix? What is real and what is there are essays and response questions to help guide not? This course will investigate the nature of existence. readings, there also are many opportunities for creative It will combine classic philosophic works, like Descartes, projects—both individually and as groups—in this highly with contemporary movies like The Matrix and Inception, interactive and engaging course. Students who take this to contemplate what it is to exist and what the meaning course as a Latin credit read selections of the curriculum in the of life is or should be. original Latin. Materials required: Native American Literature (MSON) Netflix subscription. Spring; Grades 11–12 Taught by: Hopkins School The Power of Story Native American literature and history are often Grades 11–12 overlooked in the conceptualization of what it means to May also be taken as a history and social science elective be American. This course uses novels, short stories, poetry, Stories are essential ways we come to know ourselves and primary and secondary sources to introduce students to the world around us. Stories affirm who we are and where Native American literature and to foster discussion about we have been, and allow us to experience the similarities American identity. Students also discuss oral and written and differences between ourselves and others. This course traditions, issues of nationality, and Native American examines how we choose to tell stories, whose stories get relationships with the US government. told, and the impact of these decisions on how we learn history. This course focuses on the art of storytelling, Nuestra America looking at the building blocks of what makes a strong Grades 11–12 narrative. Students study different vehicles for storytelling, May also be taken as a history and social science including literature, film, oral traditions, art, radio, and elective newer digital platforms. We use experts from the field to The American identity will never be fixed and final; it deepen our understanding of the elements of compelling will always be in the making.”—Arthur Schlesinger Jr. storytelling and participate in storytelling events in the community. In addition, students experiment with a Hispanic. Latino/a. Chicano. Nuyorican. Latinx. In range of mediums to tell their own stories, those of others, this course, students learn more about these terms and those of history, both past and current. This course and the people, culture, history, and traditions they is largely student driven and project based, providing describe. Through a study of fiction, non-fiction, poetry, class members the opportunity to pursue content documentaries, movies, and primary source documents that is interesting and exciting to them. This course by US-born writers and artists of Puerto Rican, Cuban, emphasizes and develops students’ analytical, research, Mexican, and Dominican descent, students consider communicative, creative, and collaborative skills. the construction and negotiation of identity in terms of language, ethnicity, religion, race, gender, sexuality, class, Summer Reading: and politics. They explore the stories and the history that A memoir of student’s choosing inform each narrative. They gain an understanding of the tension between assimilation and cultural preservation The Question of Evil from Voltaire to Camus and the distinctions and similarities that exist in Nuestra May also be taken for a credit in world languages America. Throughout the course, students build skills Students explore how French literature represents and in close reading, critical thinking, and analytical and makes sense of the manifestation of evil in the modern creative writing. world. From Candide’s satirical treatment of theodicy and optimism to The Plague’s absurdist yet hopeful approach, MARET 2020–2021 CURRICULUM | UPPER SCHOOL 52

students examine the many facets of evil, how they 20th Century Middle Eastern History and Revolutions face it, and its sources. Students also explore in detail Spring; Grades 11–12 the historical events that frame their readings, with a May also be taken as a history and social science elective particular emphasis on the impact those events have had Students examine the dissolution of the Ottoman Empire on the arts and philosophy. This class is conducted entirely and the resulting formation of the current Middle in French. East and how this geo-political construction laid the foundation for many social changes in the region later in Texts: the twentieth century. Subsequently, students study the Voltaire, Candide formation of the State of Israel, the Armenian Genocide, Maupassant, Le Horla followed by a deep dive into the Iranian revolution of the Sartre, Huis-Clos late 1970s and the Arab Spring of the last decade. These Anouilh, Antigone topics are explored using history, literature, and art as Ionesco, La leçon ways to further understand the complex societies in which Vian, Les fournis these revolutions occurred. Current issues of the Middle Sain-Exupéry, Le Petit-Prince East also are part of course content and ultimately serve Summer Reading: as a sounding post for answering whether these cultural Camus, La Peste revolutions effectively changed the societies in which they occurred or reproduced the problems of the past in Sports & Identity new forms. The course uses primary source documents, Fall; Grades 11–12 documentaries, poetry, and graphic novels. In addition, May also be taken as a history and social science elective students select literature of their choice from a classroom Sports captivate us for more than just their display of library of Middle Eastern writing to augment their work. physical brilliance: they motivate us and move us because of the stories they tell and the impact they leave. In this course, students explore how watershed moments in sports have both reflected and precipitated changes in our MATHEMATICS societal values. By looking at sports’ impact on our culture through the lens of race, gender, ethnicity, class, and Requirements: Completion of the math progression ability, students refine their understanding of the legacy through Precalculus or four years of mathematics left by pioneers in the world of athletics. Coursework Chair: Dr. Berook Alemayehu includes research, essays, presentations, debate, and See chart on page 26 for sequence of math courses. discussion. Topics may include integration, inclusion, prejudice, protest, changemakers, policy, and role models. Mathematics at Maret is innovative, exciting, rigorous, and Indeed, students shall see: it’s more than just a game. challenging. Students at all levels grapple with complex problems, work collaboratively, and present solutions. They Sports & Industry acquire content, practice skills, think creatively, synthesize Spring; Grades 11–12 ideas, and master a range of problem-solving techniques. May also be taken as a history and social science elective Our students are encouraged to notice and wonder about The global sports industry is worth somewhere between interesting problems, to tinker with them, to rise to $480 billion and $620 billion, and the United States challenges, and to be willing to make mistakes that they boasts the biggest sector of those estimates. In this course, can learn from on their way to finding elegant, interesting, students explore various aspects of the sports industry, and creative solutions. Throughout the program, students gaining exposure to some of the business that goes into broaden their computational and problem-solving skills by making the games we love such incredible, money-making developing code using the Python programming language. phenomena. Students are exposed to and experiment with They also utilize technological resources appropriately aspects of the industry which might include broadcasting, to gather, analyze, and explore real data, model natural media, marketing, legal, and financial topics. The phenomena, and solve complex equations. course is largely project based, including both group and individual assignments that may include documentary, The mathematics program reflects a range of abilities, podcast, print and social media campaigns, and budget learning styles, and interests. The department offers analysis. Students may also benefit from guest lecturers by regular, advanced, and accelerated courses; placement is professionals in various sports industries. Game on! made through consultation with students, families, and teachers. The program is flexible; students choose an MARET 2020–2021 CURRICULUM | UPPER SCHOOL 53

appropriately challenging schedule each year and are not They are challenged to stretch their mastery of skills by locked into a specific math track. Most Maret students applying knowledge to novel situations. take four years of high school mathematics. Precalculus Geometry Students reinforce and extend their problem-solving and Students learn about the patterns and shapes that form analytical skills. They continue to explore families of the foundation of the physical world. They explore functions, focusing on the relationships between functions two- and three-dimensional shapes and participate in and their inverses. They study probability and statistical inquiry-based activities that require a synthesis of ideas. measures. Students explore sequences and series with an Traditional two-column proof is deemphasized; students emphasis on making connections to function behavior make conjectures and prove theorems using algebra and that has already been explored. The course culminates in coordinate geometry. They practice skills while studying a survey of the fundamental ideas of calculus. patterns, points, lines and angles, triangles, trigonometry, quadrilaterals, polygons, circles, and solids. Advanced Precalculus Students gain a deep understanding of the fundamental Advanced Geometry concepts and applications of functions. Students build Students are challenged with complex problems that upon their knowledge to creatively incorporate algebraic require creative thought and a willingness to persevere and geometric concepts when solving novel problems. when solutions are not apparent. They focus on the Students dive into the study of probability and statistics, development of algebraic and geometric problem-solving exploring data displays, descriptive statistics, and strategies, and effectively and efficiently communicate probability theory. The course culminates in a survey of through oral presentation of their work. the fundamental ideas of calculus.

Algebra 2 & Trigonometry Accelerated Elementary Functions Students deepen their understanding of functions. Using a problem-solving format, students work on They explore several families of functions—including challenging multistep problems, utilizing geometry, exponential, polynomial, rational, and trigonometric— trigonometry, and algebraic skills. They learn about and observe how these functions behave similarly to one matrices, parametric equations, and polar coordinates another and how they are unique from one another. The as they explore new ways to convey mathematical ideas. course is designed to foster in students a deep conceptual Students engage in lively dialogue and exhibit conceptual understanding of functions and their applications. understanding. Students dive into the study of probability and statistics, exploring data displays, descriptive Advanced Algebra 2 & Trigonometry statistics, probability distributions, and regression. The Students explore a variety of functions—exponential, course culminates in a survey of the fundamental ideas of polynomial, rational, and trigonometric—with a calculus. focus on the patterns in function behavior. Students apply their knowledge to unique problems that do not Advanced Statistics lend themselves to an algorithm. Students examine Prerequisite: Precalculus (prior or concurrent) the applications of functions using labs, videos, and Students explore topics in modern statistics including interactive websites. They develop learning strategies, data displays, regression analysis, hypothesis tests, and critical-thinking skills, and problem-solving techniques survey design. Students construct and critique arguments vital in a data-driven world. based on empirical evidence, construct data sets of their own, and apply statistical techniques to produce Accelerated Algebra 2 & Trigonometry their own research. Students work with Maret lower Students take part in a rigorous, enriched survey of school students as Math Buddies, reinforcing their own advanced algebra concepts, skills, and applications. They understanding of mathematics concepts by explaining undertake an in-depth study of functions, including them to young children. exponential, polynomial, rational, and trigonometric. Ideas are introduced and reviewed as students progress Calculus through discovery activities and grapple with interesting, Students explore the fundamental concepts and problem- non-routine problems. Students analyze the graphs solving techniques of calculus and study limits and of functions as visualizations of mathematical models. derivatives in depth. Students are introduced to the MARET 2020–2021 CURRICULUM | UPPER SCHOOL 54

basic mechanics and applications of integration. Using the topics of single-variable calculus. The emphasis a conceptual approach to calculus, students review throughout the course will be on problem-solving and on prerequisite mathematics and problem-solving strategies. real-world applications of the tools students learn in fields Successful students will be prepared for introductory such as economics, astronomy, physics, engineering, and college calculus. medicine.

AB Calculus Advanced Applied Math Through Finance (MSON) The ancient Greek philosopher Heraclitus said, “The Spring; Grades 11–12 only constant is change.” Students learn the basic Prerequisite: Algebra II mathematical methods used to analyze phenomena Taught by: Severn School that change. Through the study of limits, derivatives, This one-semester course will provide students a integrals, and differential equations, students model profit mathematical and conceptual framework with which maximization, particle motion, and volume optimization. to make important personal financial decisions using Successful students may take the AP Calculus AB Exam. algebraic tools. Specifically, the class will investigate i) the time value of money (i.e., interest rates, compounding, BC Calculus saving and borrowing) using exponential functions; and This college-level course is a study in single-variable ii) the characteristics and risk/reward tradeoff of different calculus. Students explore differentiation and its financial instruments/investments, such as stocks, bonds applications, integration techniques and problems and mutual funds, using algebra, probability and statistics. utilizing the integral, differential equations, and infinite Other financial algebra topics selected with student input sequences and series. Successful students may take the AP may include financial accounting, depreciation methods Calculus BC Exam. and foreign currency exchange.

A Mathematical Modeling Approach to Social Justice The course will stress use of the TI-83/84 calculator, (MSON) Excel spreadsheets and iPad apps. Students should Spring; Grades 11–12 be comfortable with exponential growth models and, Prerequisite or co-requisite: Precalculus preferably, the concept of the number e for continuous Taught by: Mounds Park Academy compounding. They should be willing to exhibit an The main purpose of this course is an introduction to interest in mathematical reasoning and display a hefty mathematical modeling through graphical, numerical, dose of curiosity about the language and problem-solving symbolic, and verbal techniques. We will focus on data nature of personal finance. from and explore social justice issues such as the Wealth Gap, Achievement Gap, Climate Change and others. We will use elementary functions (polynomial, exponential, logarithmic, etc.) to build models and address questions PERFORMING ARTS with the goal of developing scientific reasoning and problem-solving skills. Students will also use technology Requirements: Grade 9: 1 credit in performing arts in a range of ways to effectively communicate their or visual art; Grades 10–12: 1 additional credit in hypotheses and conclusions. performing arts, visual art, or technology (Exception: double-language students satisfy their Multivariable Calculus two credits during grades 10–12, 1 credit must be in Grades 11–12 the arts, the other may be in the arts or technology) Prerequisite: BC Calculus Chair: Charles Owens Taught at Maret and offered as an MSON course MSON sections taught by Maret School; Chadwick The Performing Arts Department develops self-expression School through theatrical and musical arts. By creating, The mathematics of three dimensions is the emphasis performing, analyzing, and critiquing dramatic and musical of this college-level course. Multivariable Calculus performances, students broaden their view of the world. will explore the geometry of three-dimensional space, including vector arithmetic. It will also explore three- Through music, students develop vocal, compositional, dimensional surfaces, using the tools of derivatives and and instrumental technique. They also examine the integrals expanded into multiple dimensions. A robust basic elements of music: melody, harmony, form, rhythm, unit on differential equations will allow students to review texture, and timbre. Participating in performing arts MARET 2020–2021 CURRICULUM | UPPER SCHOOL 55

ensembles, students develop aesthetic sensitivity, advance Basic Acting Technique their vocal and instrumental skill, and experience success Grades 9–12 in a group structure. This class is only open to students who have not previously taken it In drama, students view and construct dramatic works Students acquire basic acting techniques and terms and study performance techniques in large group settings. through performance exercises that acquaint them with Maret’s theatrical productions introduce students to the fundamental tools of acting: voice and body. Students acting technique, dancing, and singing, set building and learn how to analyze a script as an actor, identify the design, and aspects of life set in historical periods. circumstances of a scene, and develop a character’s physical actions. They perform monologues and scenes for All Performing Arts courses are full year, one credit. the class and finish the year with a performance in front of a small audience. CHORUS AND BAND Maret Singers Introduction to Technical Theatre Grades 9–12 Grades 9–12 Students in Maret Singers refine their vocal ability and Students gain introductory technical experience in stage enhance their sense of style. They study sight-reading, carpentry, lighting, and sound. They learn the skills solo singing, and performance techniques while exploring necessary to work backstage for a live production and are a varied repertoire in accompanied and A capella works. encouraged, but not required, to work on the fall and/or Students participate in two major on-campus concerts, spring tech crew for a Maret theatrical production. off-campus performances, and a short tour with the upper school Concert Band during ISW. Advanced Technical Theatre Grades 10–12 Concert Band/Strings Prerequisite: Introduction to Technical Theatre or Grades 9–12 previous tech theatre experience by department approval Prerequisite: All students should have two or more years experience playing a standard string, wind, or Students with an interest in technical theatre further percussion instrument or departmental approval develop and apply stagecraft skill sets. They take part Students meet four days a week and develop their playing in hands-on class projects, work on Maret productions skills by rehearsing scales, etudes, and standard band and during class time, and are encouraged, but not required, to string repertoire. They practice correct posture, breathing, spend time outside of class working on Maret productions. instrument-specific playing techniques, rhythmic/tonal literacy, and musicianship. Students perform a variety of musical genres and learn to be well-rounded musicians. Students participate in two major on-campus concerts, PHYSICAL EDUCATION/ pep rallies, lower school events, off-campus performances, and a short tour during ISW. ATHLETICS

FILM AND THEATRE Chair: Liz Hall Film Production Grades 10–12 OVERVIEW Students acquire technical, creative, artistic, and Maret’s physical education and athletics programs center on historical background in the fields of video, broadcasting, student achievement and enjoyment. Through a variety of and film production, as well as an understanding of team and individual physical activities, students learn good the essential elements for a live production and how sportsmanship and self-discipline. Students develop skills, content is consumed by contemporary viewers. They learn basic rules and strategies, and gain an understanding gain experience in audio production, lighting technique, of the importance of lifelong physical fitness. video editing, story development, special effects, and production management, while learning to operate a The school year is divided into three athletic seasons. variety of camera systems. Students produce films in Students partake in a combination of physical education several categories including documentary, commercial, and/or interscholastic team sports 11 of the 12 seasons and traditional film styles. between Grades 9 and 12. Students who successfully MARET 2020–2021 CURRICULUM | UPPER SCHOOL 56

complete 11 seasons may choose a one-season exemption Winter during senior year. An exception is made to this Strength and Conditioning requirement for students who participate in two Maret Upper School Musical Cast team sports in one year: These students have the option Yoga of taking the third season off. Spring Interscholastic Team Sports Step Team (student run group) Twenty-five Maret junior varsity and varsity teams Strength and Conditioning participate in interscholastic competition: Yoga

Independent Physical Education Fall Prerequisites: Department approval Cross Country, Coed Varsity Students who wish to pursue an activity not offered Football, Boys Varsity at Maret may apply for an independent P.E. program, Golf, Coed Varsity including verification of time fulfilled and instruction Soccer, Boys JV and Varsity received. Three hours of supervised instruction per week Soccer, Girls JV and Varsity are required. Tennis, Girls Varsity (boys in spring) Volleyball, Girls JV and Varsity Recent independent P.E. programs include horseback riding, crew, dance (jazz, ballet, and modern), martial arts, Winter and rock climbing. Basketball, Boys JV and Varsity Basketball, Girls JV and Varsity Club Ice Hockey, Boys Varsity Swimming, Coed Varsity SCIENCE

Spring Requirements: 3 credits; at least one credit in each Baseball, Boys JV and Varsity discipline of biology, chemistry, and physics Lacrosse, Boys Varsity Chair: Reyna Pratt Lacrosse, Girls JV and Varsity See chart on page 27 for sequence of science courses. Softball, Girls Varsity Tennis, Boys Varsity (Girls in fall) Maret’s upper school science program includes a wide Track and Field, Coed Varsity selection of courses in each discipline, geared to a range Ultimate Frisbee, Coed Varsity of scientific abilities and interest. Students have several options for progressing through the program; see the Girls compete in the Independent School League accompanying sequence chart for possible scenarios. (ISL) and boys compete in the Mid-Atlantic Athletic Conference (MAC). Participation on interscholastic The Science Department provides students with teams is encouraged. Tryouts are required for team sports; challenging hands-on experience and instruction. Three selection is based on ability. years of science are required; most students complete four or more courses. Some juniors and seniors take two Physical Education and Lifetime Activities sciences concurrently. Students are required to take Students choose activities that promote lifelong physical a course in each discipline of biology, chemistry, and fitness and pleasure. All activities are held after school physics. Some courses develop the advanced knowledge and include: and laboratory techniques needed to excel in college science; others provide students with the breadth of Fall scientific knowledge and problem-solving skills needed in Strength and Conditioning real-world situations. Yoga Maret has three fully equipped upper school science labs. Most science courses are laboratory-based, and all require MARET 2020–2021 CURRICULUM | UPPER SCHOOL 57

critical analysis and the application of mathematics at • Evolution/speciation/origins of life a level appropriate to the course. Technology is used to • Biomolecules enhance data collection and analysis. • Cellular biology • Metabolism BIOLOGY • Molecular genetics and heredity • Molecular biology Biology 9 • Biodiversity, ecology, conservation biology Grade 9 • Organ systems of Homo sapiens Students develop the research and analytical thinking skills required to succeed in numerous disciplines. Students acquire laboratory skills such as experimental Students engage in activities, laboratory investigations, design, instrument use, technique, data collection and discussions to develop their understanding of the and interpretation, analysis, and writing experimental unifying themes of modern biology. Topics include: conclusions. Six weeks of lab are devoted to Drosophila melanogaster crosses and the interpretation of the results. • Ecology • Evolution CHEMISTRY • Cell Biology Chem Study • Cell cycle, mitosis and meiosis Students engage in a quantitative approach to chemistry. • Mendelian Genetics The course integrates chemical theory, quantitative • Photosynthesis and respiration approaches, and experimental observations. Students • Human physiology and reproduction acquire problem-solving skills and use particle level models to describe the theoretical material. Topics may Students collect and analyze data using a variety of include: tools, including computer-based lab probes, spreadsheets, and graphing software. Lab exploration includes basic • Basic stoichiometric relationships microscopy, dissection, and models of biological processes. • Gases and their ideal behavior Students demonstrate their understanding of the material • Development of modern atomic theory from a with research-based lab reports, models, and other historical perspective projects. • The periodic table • Bonding and molecular structure Biology 11/12 • Equilibrium Grades 11–12 • Acid-base reactions Using evolution as the unifying theme, students study human biology. They study the structure and function Students use laboratory experiments to understand and of cells, genetics, the major physiological systems, and reinforce principles of chemistry. human ecology, all with an emphasis on human health and disease. Lab work is used to illustrate key concepts Advanced Chemistry and to develop analytical and reasoning skills. Students Prerequisites: Biology, Chem Study will organize and assimilate large amounts of material into Taught at the college level, this course covers topics coherent dynamic models that represent human biology at included in the AP Chemistry Curriculum. Students multiple levels of scale from cell to ecosystem. learn essential lab techniques necessary for college science. They work independently, in small groups, and Advanced Biology with lab partners. Lab work constitutes about 35 percent Prerequisite: Chem Study of the course. Topics covered include an in-depth Students come to understand biology in the context of study of equilibrium, thermodynamics, kinetics and evolution and homeostasis from the molecular to the bonding, quantum mechanics, acid base chemistry, and organismal levels; develop their analytical thinking skills electrochemistry. College-level lab experiments involve as biologists; and prepare for college-level biology. This acid-base titrations, qualitative analysis, gravimetric comprehensive, college-level survey of general biology analysis, redox titrations, spectrophotometry, and other covers: techniques. Students may take the AP Chemistry Exam, but it is not required. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 58

PHYSICS gravity, and rotational motion. Students demonstrate their understanding by making predictions, solving Physics with Algebra problems, and performing labs. Labs occur every two Students develop a strong understanding of fundamental weeks and emphasize finding and analyzing patterns in physics topics and their applications to everyday science data. Students will apply the concepts of derivatives and through hands-on laboratory exercises and activities, integrals where applicable. Second semester tests are problem solving using algebra, and group discussions of cumulative to help students prepare for the AP Physics C: concepts seen in action. They delve into many branches Mechanics Exam. of classical physics, including motion and energy; the nature of waves, light, and sound phenomena; and ELECTIVES electricity. Students receive ongoing support in note Advanced Environmental Science taking and organization as well as a great deal of practice Prerequisites: Biology and either Chem Study or in solving multistep problems. At the end of the year, Chem Com students practice additional problem-solving techniques Using a systems approach, students study the ways in which and review chemistry concepts in preparation for Chem humans impact and are impacted by the environment. Study the following year. They explore the science behind major environmental issues and ask how humans can live more sustainably. Physics A Students review ecology and evolution as well as: Co-requisite: Precalculus, Calculus, or AB Calculus Students explore the theory and application of classical • Human population mechanics, energy, electrostatics, and circuits. Equal • Environmental health emphasis is placed on studying the concepts of physics, • Energy (including fossil fuels, nuclear, and alternative problem solving, and applications to the real world. sources) Students learn to recognize both explicit and implicit • Urbanization information, and they use graphical techniques and vector • Water resources and their pollution analysis to more deeply understand and analyze physical • Air pollution systems. • Global climate change

Advanced Physics B Students achieve a deeper understanding of current Co-requisite: Advanced Precalculus, Accelerated environmental issues and improve their ability to Elementary Functions, or AB Calculus rationally judge environmental arguments. If students Students are exposed to classical mechanics, electrostatics, choose to take the AP Environmental Science Exam, and circuits on a level similar to that presented in they will need to study additional topics in order to be an introductory college physics course. Study of the prepared for the exam. underlying concepts of physics, multistep problem solving, and applications to the real world are emphasized. Advanced Topics in Chemistry (MSON) Students will learn to use graphical and algebraic Spring; Grades 11–12 representations of functions to model the physical Prerequisite: Chem Study world, make predictions, and discover patterns. Labs Taught by: Maret School and lecture demonstrations occur throughout the course This semester course explores aspects of chemistry that and involve qualitative and quantitative analysis of are often skimmed over or omitted in most chemistry experimental results. Topics covered include the graphical courses—chemical applications and the history of description of motion, constant acceleration, two- chemistry. Real-world applications abound in areas such dimensional motion, forces and Newton’s Laws of motion, as nuclear, medical, atmospheric, industrial, food, water, conservation of energy, electrostatics, and circuits. and consumer product chemistry. We will begin with an exploration of energy sources such as nuclear power, Accelerated Physics C: Mechanics solar power, and lithium ion batteries. We will then Co-requisite: AB Calculus or BC Calculus or beyond explore computing—both the properties of the elements This fast-paced, mathematically rigorous college-level that power the computers we use every day as well as introduction to physics is intended for students likely computational techniques that have revolutionized to pursue college science or engineering. Students study the ability of scientists and students to visualize and classical mechanics, the analysis of motion, Newton’s understand chemical processes at a molecular level. laws, projectiles, momentum, friction, springs, energy, MARET 2020–2021 CURRICULUM | UPPER SCHOOL 59

Throughout the semester, we also explore the history Materials required: and life events of scientists who discovered the chemical Lab kit (provided by teacher) elements and have impacted the history of the world through chemistry. In independent projects, students Einstein’s Relativity and the Evolution of the Quantum will explore the periodic table for daily applications Model (MSON) and technologies, from cell phones to photovoltaic Fall; Grades 11–12 cells to medical treatments. This course will be heavy Prerequisites: Physics; completion or concurrent in applications and theory, with less of the traditional enrollment in AB Calculus problem-solving found in other courses. Taught by: Hopkins School This is a mathematically rigorous course in which Biotechnology: Techniques and Applications students study contemporary physics. The course begins Fall with Einstein’s theory of relativity, and then takes on Prerequisites: Biology, Chem Study (or Chem Com and a chronological exploration of the development of instructor’s permission) quantum mechanics. Time travel, quantum tunneling, Students explore the many techniques used in a and the acceptance of seemingly impossible dualities mark biotechnology setting and develop an understanding highlights of this course. of how these techniques are used in scientific research. Students must be able to function relatively Genetics and Genomics (MSON) independently in the laboratory (after directions Fall; Grades 11–12 and demonstrations are provided) and to complete Prerequisites: Chem Study and Biology independent follow-up. The course mimics an NIH Taught by: Manlius Pebble School (National Institute of Health) internship experience. This course will emphasize classic Mendelian genetics, Students perform hands-on techniques, including the molecular genetics, and population and evolutionary extraction and electrophoresis of DNA and proteins; genetics. The topics include structure and function restriction digestion of DNA; amplification of DNA using of genes (and the genome), biological variation, and the polymerase chain reaction; and the cloning of DNA. regulation of gene expression. Subsequently, the course They are introduced to the use of computer software will explore current genome analysis methods, and to conduct bioinformatics research. Students discuss genome manipulation technologies such as CRISPR. how these techniques help solve real-world problems. We will also discuss the implication of our use of this They also learn how to use the biomedical research information in society. Topics include recombinant DNA bibliographic database PubMed and begin the transition technology, mathematical models and statistical methods from using online resources to primary scientific literature. for data analysis. Papers from the current and classic Students choose a final research project accompanied by literature will supplement lecture materials. an oral presentation. Materials required: CSI: MSON Forensic Science (MSON) Laptop Spring; Grades 11–12 Prerequisites: Completion or concurrent enrollment in Introduction to Organic Chemistry (MSON) Chem Study or Biology and Algebra II Fall; Grades 11–12 Taught by: Trinity Preparatory School Prerequisite: Chem Study This course is designed for those interested in learning Taught by: Maret School the discipline of forensic science and crime scene This semester course will provide useful background investigation. Students will be introduced to some information in organic chemistry by covering topics of the specialized fields of forensic science and topics not typically found in high school chemistry courses. will include blood spatter and pattern analysis, death, The course will give insight into the importance of the ballistics, trace and glass evidence, toxicology, entomology, chemistry of carbon compounds to our daily lives. Topics anthropology, serology, and DNA fingerprinting. Students covered will include organic nomenclature, structural will explore the forensic analysis of substances such as formulas, stereochemistry, bonding, reaction mechanisms, glass, soil, hair, bullets, gun powder, blood and drugs. and chemical transformations of functional groups. This class includes a mixture of laboratory experiments, Completion of the course should make students more demonstrations, and speakers who are experts in the field. confident in their chemical background when entering college biology or chemistry courses. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 60

Lab Research in Biology SUMMER ELECTIVE Spring Prerequisites: Chem Study required. Biology 11/12 or Subtropical Zone Ecology Advanced Biology (fall semester) or Biotechnology Rising Grades 10–12 strongly recommended. Vieques, Puerto Rico In this laboratory-based class, students learn the practical Students take advantage of the unique ecological implementation of the scientific method as applied to characteristic of Puerto Rico during this month-long an experiment of their own design. They use one of two course. The course has three components: a morning invertebrates: Caenorhabditis elegans and Drosophila science class, a midday Spanish language and community melanogaster as model eukaryotic organisms for study. engagement class, and an evening environmental An introduction to PubMed and the critical reading literature class. In the science class, students study the of primary literature assist the students’ developing terrestrial and marine ecologies of the island through understanding of the importance of a sound hypothesis. hands-on experiential learning, field trips, and research. Students discuss several real-world experimental designs Students have the opportunity to interact with local before designing an appropriately controlled experiment, community members both to enrich their Spanish- preferably using one of the model organisms. They speaking skills and to experience and learn about Puerto employ the same processes used by working scientists to Rican history and culture. Through the literature class, conduct a valid study. Students produce data that can students read and discuss environmental literature and be quantitatively analyzed for its biological implications poetry and work on their writing skills. Maret awards one rather than a demonstration of a fundamental principle. science credit for successful completion of the program. Students must be self-motivated as daily and active class participation is required.

Modern Physics and Space Topics Technology Spring Prerequisites: Algebra 2 & Trigonometry Requirements: Technology courses are not required Students delve into the physics behind a variety of topics but may count toward a second arts and technology pertaining to space, including interplanetary travel and requirement. the search for exoplanets. Modern physics, including Director of Academic Technology: Erika Eason relativity and quantum mechanics, is introduced and applied to space phenomena such as the Big Bang, black Technology education at Maret teaches students to use holes, dark matter, and dark energy. Students engage in computers to improve academic writing and research labs (real and virtual), and complete problem worksheets skills, develop and reinforce programming aptitude, and and independent projects throughout the semester. express creativity. Students also develop computer skills necessary for coursework in other departments. Students Waves, Optics, and Musical Physics achieve competence in word processing, spreadsheet Fall calculations, multimedia, web-based research, and Prerequisites: Algebra 2 & Trigonometry presentation software. They study programming and Students examine the theory and applications of waves, making, understand a computer’s strengths and limitations, sound, and optics. They use the theory of traveling and and learn technology skills for college and beyond. standing waves to study the properties of sound waves and their relationship to the Doppler effect and to Programming and Design Fundamentals musical instruments. Students explore the nature of light Students new to computer programming explore the along with everyday examples of physical optics such as design process from concept through software creation. polarizing sunglasses and soap bubbles. They use the ray They study simple and complex system designs and learn model of light, the foundation of geometrical optics, to fundamental concepts of programming using various explain the physics of mirrors and lenses. Labs involving coding methods. Students create their own websites and quantitative data analysis are a significant component programs, incorporating object-oriented programming of this course; students work independently on research skills, such as defining parameters and variables, if/then projects throughout the semester. statements, looped processes, and recursive statements. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 61

Computer Science and Programming in Java This project-based course will teach computational Students study the syntax and organization of Java, the thinking skills through problem solving in computer use of object-oriented programming concepts, and the science. Students will choose real projects based on their standard constructs of arrays, recursion, searching, and interests in the arts, humanities, STEM, and the world sorting. The class focuses on algorithmic design, good around them and then leverage the power of computer programming practices, and general efficiency in their science to approach them. For example, students solutions. They write many small programs and proceed might design a website to bring attention to an issue to larger projects, such as graphical games, text-based in their communities, draw on big data to answer an challenges, and sorting and searching through large environmental or historical question, compose music amounts of data. Students learn through a self-paced through code, or explore autonomous vehicles through online course (open courseware) with seminar-style robotics. classroom support. They program independently and work in small groups to practice techniques and to build a code For each project, students will break down a problem into portfolio. pieces, build a sequence of steps to solve the problem, and translate those steps into a digital or technological Data Structures and Design Patterns (MSON) solution. Students will often work collaboratively in Grades 11–12 groups, give one another feedback, and discuss/debate Prerequisite: AP Computer Science or equivalent ethical questions related to current topics in computer experience with the Java programming science and the world. The course will function at the Taught by: Chadwick School introductory level and is suited for students who wish to This course is a yearlong course that will give advanced gain a broad exposure to computational methods, coding, students the strong foundation needed to build complex and other tools of computer science. applications using object-oriented principles and the skills needed to gain a top-level internship at a tech Independent Study: firm. This course covers the design and implementation Special Topics in Computer Science of data structures including arrays, stacks, queues, linked Students with exceptional talent in computer science lists, binary trees, heaps, balanced trees (e.g. AVL- may submit a proposal for independent study in computer trees) and graphs. The course will also serve as an science for approval by the department chair and a faculty introduction to software design patterns. Each pattern sponsor. represents a best practice solution to a software problem in a specific context. The course covers the rationale and benefits of object-oriented software design patterns. Numerous problems will be studied to investigate the Visual Art implementation of good design patterns. Students will receive assistance in crafting an effective resume and go Requirements: through sample interview questions. Grade 9: 1 credit in visual art or performing arts; Grades 10–12: 1 additional credit in visual art, Materials required: performing arts, or technology Laptop (Exception: double-language students satisfy their two credits during grades 10–12, 1 credit must be in the Explorations in Computer Science: Solving arts, the other may be in the arts or technology) Multidisciplinary Problems with Computational Chair: Cynthia Hutnyan Methods (MSON) Grades 9–11 Our goal is to create visually literate students who Taught by: Waynflete School understand the role of the artist in society. Students broaden their understanding of visual art and their ability to think creatively and express themselves visually by studying specific art disciplines within our year-long, studio-based curriculum. Teachers emphasize fundamental techniques and creative problem solving, and guide each student to discover their personal artistic voice. Students build greater competence and deeper understanding through a curriculum that is progressively more complex MARET 2020–2021 CURRICULUM | UPPER SCHOOL 62

and challenging. Differentiated teaching allows for Sculpture Core individual modes of expression and ensures that students Using clay, plaster, and rubber mold-making techniques, reach their full potential. students develop fully three-dimensional character designs. Creating characters for film, games, or other The program instills an appreciation of historical and entertainment media is the product of work done both contemporary art and how artists communicate diverse digitally and through physical sculpture making. This ideas and experiences. Across all grade levels, students course focuses on producing prototypes and finished acquire the vocabulary used for analysis, interpretation, sculptures in clay, plaster, resin, and rubber, which are and discussion of art. Students further their understanding industry standards for model making and special effects. of the historical, technical, and aesthetic aspects of These materials are often the starting point for animation, artistic expression through visits to the many museums film, commercial, television, and toy design. Students and galleries in the DC area. The critical thinking and study both the figurative tradition in Western and non- creative problem solving that we nurture in our K–12 Western art, including human anatomy and graphic forms students are lifelong skills that are essential to both their such as illustration, comic books, animation, and anime. artistic growth and personal development. ADVANCED COURSES Ninth graders choose either a visual or performing arts 1 credit class to satisfy one of their two arts and technology credits for graduation. In visual art, students select from Advanced Clay several one-credit courses that examine the concepts Students embark on an in-depth study of the technical and techniques in a specific area or discipline of the arts. and conceptual aspects of clay work. They develop Students in upper grades select advanced courses and fundamental skills and explore both functional and explore the structural, formal, and creative challenges of sculptural approaches. Students are introduced to a medium while expressing creative potential. Double- various clays, glazes, and finishing techniques. They use language students satisfy their requirements in grades plaster molds, coil, slab, modeling, extruded, and potters’ 10–12. wheel methods of clay construction. Students develop a personal direction in clay, acquire a strong sense of design GRADE 9 CORE COURSES and craftsmanship, and understand and appreciate the 1 credit expressive potential of clay.

Clay Core Advanced Computer Graphics Students explore the various uses of clay as an art medium. 1 credit for full year or ½ credit per semester They learn the fundamentals of working with clay from Fall: Photoshop and InDesign functional and sculptural approaches. Students study the Spring: Illustrator and 3D design hands-on techniques of coil, slab, press molds, modeling, Students examine methods of creating computer art. and the potter’s wheel. They develop a strong sense of They learn basic principles of art and design—such as design and craftsmanship and a personal direction in clay. composition and use of text—as well as the fundamentals of color, optics, and resolution for printing. Students Drawing and Painting Core generate original images for drawn graphics, scanned Students master the basic techniques of drawing and objects, digital photos, and the 3-D printer, and produce painting in acrylic, pastel, pencil, ink, charcoal, and print and online portfolios using a variety of software watercolor media. They hone their observation skills and including Photoshop and InDesign (fall semester) and work from life, still life, landscape, and abstraction. Illustrator and 3D design (spring semester).

Photography Core Advanced Drawing and Painting Students study black-and-white film photography as both Students build skills while exploring ideas in a variety an art and a craft and express their ideas with imagination of drawing and painting media. Subject matter ranges and clarity. They master camera controls and basic from landscapes to still life, the figure, and abstract darkroom techniques, study lighting and composition, work. Students visit DC-area galleries and museums for and investigate portraiture, landscape, and still life inspiration. photography. This course requires the use of 35mm cameras with manual controls. Cameras are available to Advanced Furniture and Three-Dimensional Design students on loan for the duration of the year. With an emphasis on both contemporary and historical MARET 2020–2021 CURRICULUM | UPPER SCHOOL 63

design issues relating to furniture and the built fabrication, mold making, and casting. They experiment environment, students are guided through the design with stone, wood, plaster, clay, and cement to acquire a and fabrication process of unique projects. This course strong sense of design and craftsmanship. Inspired by the proceeds with an exploration of hand and machine tools work of various artists, students develop a personal vision related to the craft, joinery, and shaping of wood, both for their work. milled and engineered. Finishing and surface treatments are also discussed. Students consider aesthetic and Advanced Art Seminar: Photography functional solutions with an eye on sustainability and Not offered in 2020–2021 ethical attitudes towards materials and the natural world. Prerequisite: Two or more classes in photography Students are asked to consider the social dimension and This course is for students who are ready for a more impact of their works. Furniture projects are finalized in rigorous and demanding photography curriculum. The wood but may additionally include explorations of new or seminar format of the class focuses on ideas and group repurposed materials. dynamics. Students work in their choice of photographic format(s), honing their creative vision through personal Advanced Mixed Media inquiry and self-reflection. They develop a fluent, art- Students explore the expressive possibilities of resists, based vocabulary and participate in group critiques and textural techniques, printmaking, encaustic, and three- discussions. dimensional assemblage. They create observational drawings from the figure, still life objects, and the real Advanced Art Seminar: Studio Art world and use these drawings as a springboard for their Prerequisite: Two or more classes in a given art creativity. Students maintain a sketchbook as a source of discipline inspiration. This course is for students who are ready for a more rigorous and demanding studio art curriculum. The Advanced Publications Design seminar format of the class focuses on ideas and group Students learn to create a print publication that is visually dynamics. Students generate a conceptually coherent compelling and communicates content through effective body of artwork based on personal inquiry and self- design elements and solutions. The interdisciplinary reflection. They develop a fluent, art-based vocabulary approach focuses on such fundamentals of effective and participate in group critiques and discussions. print design as fonts, color, using images/graphics, visual consistency and flow, etc. Hands-on practical skills Advanced Art Courses: Levels 2 and 3 include taking, editing, and managing digital photographs; Prerequisite: One year of advanced-level art using InDesign for page layouts; art appreciation and These courses feature greater individualized attention critical analysis; and writing/editing captions and other and increasingly rigorous expectations as students build text elements. Through both individual and collaborative on their experience. Students pursuing a third year of teamwork, students apply the concepts explored in study in a chosen medium produce a coherent body of this class to real-life situations, including personal work demonstrating personal expression, quality of ideas, publications, Maret’s yearbook, and the Literary and Visual conceptual ability, and technical mastery. Arts Magazine.

Advanced Photography Students learn the art and craft of black-and-white film Wellness photography. They master basic camera and darkroom techniques so that they can express their ideas and begin One class per week to develop a personal style and vision. Students study composition, design, natural light portraits, landscape, WELLNESS and photo essays. This course requires the use of 35mm In this year-long class, upper school students, grouped by cameras with manual controls. Cameras are available to grade level, learn about and reflect upon their health and students on loan for the duration of the year. well-being. The curriculum in the class covers, in different balances and age appropriately, the six essential prongs Advanced Sculpture of wellness: identity, human development and sexuality, Not offered in 2020–2021 social-emotional learning, mental health, physical health, Students translate ideas three-dimensionally, using and digital citizenship. The class also considers how traditional sculpture techniques such as carving, these prongs intersect with students’ academic health MARET 2020–2021 CURRICULUM | UPPER SCHOOL 64

and provides ample space to be both preventative and vocabulary, and master increasingly complex grammatical responsive to issues in students’ lives and the world. structures, students explore the enduring presence of ancient Roman historical and legendary figures from Taught by Maret’s faculty, including counselors and nurses, their readings from antiquity into the 21st century. the class runs 45 minutes, once a week. Although a stand- Thus intermediate Latin represents an interdisciplinary alone class, wellness is also taught in conjunction with approach, in which students expand their knowledge other elements of Maret’s program, including Advising, of Latin and simultaneously examine the long-standing PE and Athletics, and other co and extracurricular impact of Greco-Roman myth, Roman history, art, and activities. culture, paying particular attention to classical references within modern advertising, branding, literature, film, and the arts.

World Languages Advanced Latin: Rhetoric and Epic Literature Advanced Latin students culminate their formal studies Requirements: 3 credits of one language or 2 credits of of complex Latin grammar and vocabulary via authentic two languages ancient Roman authors of rhetoric and epic; namely, Chair: Jaime Estrada Cicero and Vergil. In addition to syntactical studies, See charts on pages 28–31 for sequence of world students explore poetic and rhetorical devices, which language courses. permeate Latin literature and enhance the effectiveness and drama of Cicero’s speeches and the beauty of Vergil’s OVERVIEW poetry, filled with “word pictures.” By building their Maret requires three language credits for graduation; familiarity with figures of speech, students become more however, many students study language all four years. adept at noticing their presence in both ancient and Class placement is based on individual learning style, modern literature alike. In application of their learning, skill development, level of interest, and performance in students compare modern and ancient oratory in politics a current language course (for returning Maret students) and other arenas as well as the impact of Vergil’s works or on placement tests and data in the admissions files (for on subsequent ancient Roman writers’ works and even students new to Maret). on contemporary fiction. Students also gain familiarity with works of art and film that relate to Vergilian themes CLASSICS and exposure to aspects of ancient Roman law and order, Students in Maret’s Classics program not only build Cicero’s legacy, and their impact on modern legal policies their ability to read Latin, but more broadly, they gain and international affairs. an integrated and cohesive interdisciplinary study of Latin and Roman culture within the greater ancient Lovers, Warriors, Poets, and Thinkers of the Ancient Mediterranean world. To fully acquire and appreciate Mediterranean Latin and Roman history, students must contextualize May also be taken as a literature elective their studies by having an awareness of Greco-Roman Murderous mothers, philandering gods, and avenging mythology, history, archaeology, architecture, politics, furies are just some examples of tensions and conflicts art history, religion, philosophy, and gender studies. At to examine and explore in ancient literature. Students every point in their studies, students think critically come to comprehend the context of the original pieces about language, literature, and cultural topics, and make of literature, but more importantly also realize that little connections to the real world. has changed among mortals in their expressions of horror and fear, love and inspiration, and the fundamental goal Intermediate Latin: Heroes and History to understand the world around them. Works by such Intermediate Latin students expand their knowledge of prominent male authors as Plato, Euripides, and Vergil ancient Roman history and legendary heroes through and surviving poems by female writers such as Sappho readings that build their repertoire of vocabulary and and Sulpicia are covered. Students explore a survey of grammar. Students explore linguistic and etymological classical literature from a range of genres (poetry, tragedy, relationships between Latin, English, and Romance comedy, satire, philosophy). Finally, as classical works languages, and work toward bolstering their familiarity have over the last two millennia exerted a consistent with, and comfort in, using sophisticated derivatives that and undeniable influence on arts and literature, students have a basis in Latin roots. In addition to advancing appreciate parallels in modern works of visual arts, students’ abilities to read with fluency, apply new contemporary literary adaptations, film, and music. While MARET 2020–2021 CURRICULUM | UPPER SCHOOL 65

there are essays and response questions to help guide Arabic 2 (MSON) readings, there also are many opportunities for creative Grades 10–12 projects—both individually and as groups—in this highly Prerequisite: Arabic I interactive and engaging course. Students who take this Taught by: Hopkins School course as a Latin credit read selections of the curriculum in the This course is a continuation of the introduction to original Latin. Modern Standard Arabic, the language of formal speech and most printed materials in the Arab-speaking world. Ancient Greek 1 (Language and Literature) (MSON) Students will learn to read and write the Arabic alphabet Grades: 11–12 and will develop beginning proficiency in the language. Taught by: Casady School Through frequent oral and written drills, students will This is a beginning course for students who have not develop their basic communication skills. studied ancient Greek before or whose background in Greek is not sufficient for more advanced work. Students CHINESE proceed through a study of grammar and vocabulary to the reading and writing of sentences and short Chinese 1: Elementary Chinese narratives in the language of Athens of the fifth century Beginning students are introduced to Mandarin Chinese B.C.E. Selected topics in Greek history and art are also using the Pinyin system of Romanization and simplified considered. characters. They learn standard Mandarin pronunciation, tones, and basic grammatical structures through oral/aural MODERN LANGUAGES and written exercises. Substantial use of audiotapes and internet-based materials are required. Units on Chinese Students develop effective communicative skills and culture and customs complement the language instruction. acquire a general understanding of some of the cultures that speak those languages. Specifically, students learn to: Chinese 2: Elementary Chinese Building on their foundation, students accelerate • Understand the language when spoken at a normal acquisition of characters. There is further emphasis on speed on a topic within the range of the student’s Mandarin pronunciation and tones as well as consistent experience review of grammatical structures. Units on Chinese • Communicate efficiently with a native speaker on a culture and customs complement the language instruction. topic within the range of the student’s experience • Write using authentic patterns of the language and Chinese 3: Intermediate Chinese appropriate registers of speech Students continue to expand their vocabulary, study and • Read and understand materials on general-interest review grammar, and gain increased language fluency topics without recourse to translation or dictionary through classroom activities and reading and discussing simple texts and articles. Increased emphasis on writing, Advanced-level courses provide an introduction and with frequent, short writing assignments such as reports exploration of literary analysis in a modern language. For and correspondence. Readings and assignments based on students who wish to study abroad, Maret offers summer Chinese history and culture are an integral part of the programs in Spain (Spanish), and France (French). course.

ARABIC Chinese 4: Advanced Intermediate Chinese Students continue to study grammar and broaden their Arabic 1 (MSON) vocabulary through intermediate textbook readings and Grades 9–12 (juniors receive priority) authentic materials—including articles on current social Taught by: Hopkins School; Stanford Online High School topics, plays, and short stories—of increasing complexity. This first-year course of a two-year sequence is an Students improve their listening comprehension skills and introduction to Modern Standard Arabic, the language understanding of Chinese culture by watching a Chinese of formal speech and most printed materials in the Arab- television series. They participate in class discussions speaking world. Students will learn to read and write the and prepare written assignments. Students may have Arabic alphabet and will develop beginning proficiency the opportunity to use their language skills by helping in the language. Through frequent oral and written drills, recent immigrants from China navigate life in their students will develop their basic communication skills. new community. This course requires a significant time commitment outside of class. MARET 2020–2021 CURRICULUM | UPPER SCHOOL 66

Chinese 5 (MSON) themselves coherently, resourcefully, and with reasonable Grades 11–12 fluency and accuracy. They develop a sufficiently ample Prerequisite: Chinese 4 or honors level vocabulary for reading newspapers, magazine articles, Taught by: Hopkins School and literary texts. This course emphasizes a better This intermediate level course, conducted entirely in understanding of the civilizations and cultures of the Chinese, involves the reading of authentic texts of Francophone world. Successful students are prepared to modern Chinese society and culture. Students explore take the AP French Language and Culture Exam. current cultural topics through stories, dialogues, and documentaries using multimedia materials ranging from The Question of Evil from Voltaire to Camus Internet, television, and films to traditional textbooks. May also be taken as a humanities credit Throughout the year, students write papers, critique films, Students explore how French literature represents and and participate in oral discussion and debates. makes sense of the manifestation of evil in the modern world. From Candide’s satirical treatment of theodicy and FRENCH optimism to The Plague’s absurdist yet hopeful approach, students examine the many facets of evil, how they French 3 face it, and its sources. Students also explore in detail Students consolidate and integrate high-intermediate the historical events that frame their readings, with a second-language skills. Students develop significant particular emphasis on the impact those events have had accuracy in reading, writing, and spoken communication on the arts and philosophy. This class is conducted entirely and receive a sound linguistic base for further study of in French. advanced concepts. They discuss short stories, magazine articles, video news clips, and internet sources and Texts: engage in an intensive review of grammar. Students are Voltaire, Candide introduced to contemporary topics in French culture with Maupassant, Le Horla opportunities for enjoyment, creativity, and intellectual Sartre, Huis-Clos stimulation. Anouilh, Antigone Baudelaire, Les Fleurs du Mal French 4 Rimbaud, Une Saison en Enfer This class anchors advanced French skills. Students study Sain-Exupéry, Le Petit-Prince the intricacies of French grammar through extensive oral Summer Reading: and written practice to improve accuracy and enhance Camus, La Peste understanding of French language structure. Students read literary and journalistic texts in French as a basis SPANISH for literary analysis and as models for writing assignments that demand stylistic skill and sophistication. These Spanish 1 assignments include compositions and critical essays. Students focus on fundamental spoken and written Spanish. Intensive classroom discussions are conducted Advanced French Grammar almost exclusively in Spanish. Students use the Descubre Students consolidate and integrate advanced skills. In textbook and multimedia program in conjunction with addition to completing an extensive grammar review, other audio-visual materials. They read short stories and students develop significant accuracy in their reading, simple magazine articles, and complete writing exercises writing, speaking, and listening skills. Materials include on topical subjects. audio-visual reports, documentaries, and newspaper articles covering current events. Students actively Intensive Spanish participate in class discussions and prepare a number of Students who have had some exposure to Spanish but special presentations. have not yet reached an elementary level, sharpen and acquire elementary Spanish skills at an accelerated pace. Francophone Cultures Depending on their development, students are placed in Grades 11–12 either Spanish 2 or 3 the following year. Students develop high proficiency in speaking, reading, listening, and writing. They improve their ability to Spanish 2 understand spoken French in various contexts and express Building on work begun in Spanish 1 or Intensive Spanish, students build their mastery of oral and written MARET 2020–2021 CURRICULUM | UPPER SCHOOL 67

language and learn about issues of current interest in connections. All readings, films, and class discussions the Hispanic world. Reading and writing activities are and assignments will be conducted in Spanish, therefore more complex and sophisticated. Consistent vocabulary equipping students with the content knowledge, skills, and grammar review, verb formation and use, and word and confidence necessary to continue to communicate building are integral to this course. A comprehensive at a mid- or high-intermediate level of proficiency in multimedia program complements the course work. Spanish (or higher) and to continually reflect on how language both shapes and reflects culture. Spanish 3 Students consolidate and integrate high-intermediate Advanced Spanish Linguistics (MSON) second-language skills. They develop significant accuracy Fall; Grades 11–12 in reading, writing, and speaking as they read and discuss Prerequisite: Spanish 4 or equivalent short stories, magazine articles, video news clips, and Taught by: Indian Springs School internet sources. Students review grammar intensively and This course exists to allow students with at least 4 years’ learn about contemporary topics in Latin American culture. exposure to Spanish to dive deeper into the study of the language itself, including its history, development Spanish 4 over time, sounds (phonetics and phonology), structure A sound understanding of standard Spanish grammar (morphology and syntax), words (lexicon) and their that facilitates creativity and clarity of expressions helps meaning (semantics and pragmatics). While much of the develop students’ writing skills in Spanish. They achieve instruction may be conducted in English to accomplish extensive vocabulary acquisition and are expected to those goals, the aim is for this deeper research to recall and apply the grammatical rules in context. In equip students with the content knowledge, skills, and addition, students are introduced to Hispanic literature confidence necessary to continue to communicate at a and study the fundamentals of advanced composition. mid- or high-intermediate level of proficiency in Spanish (or higher) and to continually reflect on how language Spanish in Film both shapes and reflects culture. Students in this intermediate-level Spanish course develop their listening, speaking, reading, and writing Survey of Hispanic Literature skills by examining cultural and historical issues depicted Students acquire comfort and fluency at a sophisticated in Latin American and Spanish films. In addition to and conceptual level by becoming immersed in a fast- analyzing and discussing films shown in class, students paced, Spanish-speaking environment. Students develop read and write reviews, critiques, and essays. significant accuracy in their reading, writing, speaking, and listening skills through the incorporation of new Topics in Latino Cultures materials and are evaluated on their spontaneous class Students acquire language proficiency through the participation as well as extensive reading and writing exploration of Latin American history through historical assignments. Students read two novels, write well- documents, literary works, films, and visual arts. This constructed essays on abstract topics, and complete an intermediate-level Spanish course includes the African, overview of Spanish and Latin American literature. the Indigenous, and the Iberian cultural heritages in Latin American history, and seeks to show how these strands Hispanic Cultures have combined to produce a unique Latin American Students significantly increase their vocabulary and culture. Students also explore the relationship to Anglo- strengthen their advanced grammar skills. Regular oral America, and especially the United States, on a cross- presentations and frequent essays help students attain cultural basis. fluency. Readings include newspaper editorials and literary selections. Successful students may take the AP Spanish Advanced Spanish through Film and Literature (MSON) Language and Culture Exam. Spring; Grades 11–12 Prerequisite: Spanish 4 or equivalent Hispanic Literature Taught by: Indian Springs School Grade 12 This course exists to allow students with at least 4 years’ Students survey Spanish-speaking world literature from exposure to Spanish to dive deeper into the study of the the Siglo de Oro to the present, with an emphasis on short language by exploring literature and film in Spanish. stories and poetry. They read such authors as Quevedo, Selections will cover various historical and geographical Quiroga, Borges, García Márquez, and others. Students contexts, writing styles and genres, and cultural become well versed in literary analysis in a foreign MARET 2020–2021 CURRICULUM | UPPER SCHOOL 68

language while they explore Spanish and Latin American SUMMER ELECTIVES narratives. Maret in Spain Comparative Literature Students acquire language through linguistic and cultural Grades 11–12 immersion in this four-week program. Maret students May also be taken as a humanities credit experience a full-immersion environment, learning Students connect contemporary Spanish-speaking authors Spanish in context through daily life, interactive lessons, with international counterparts through a comparative and cultural experiences. They reside in two renovated study of their works that isolates and explores common farmhouses near Burgos and Granada. The morning literary and philosophical concepts. Literary works are and evening lessons interact with the environment grouped by theme and studied concurrently. Selected and setting. Students also learn the language through units explore the topics of tension between the individual activities and field trips, communicating solely in Spanish. and society, narrative ambiguity, the monster within, Activities include cooking lessons; learning from local the nature of reality, and Cain and Abel’s allegory in cheese makers, potters, and olive growers; hiking and literature and film. Student papers and class discussions other outdoor activities; and numerous cultural field trips. are in Spanish. Spanish works are read in the original Spanish text. Maret in France During this four-week linguo-cultural immersion Texts: experience, students focus on language acquisition. They Borges, Ficciones live together in a rural house in Poitou-Charentes, about Camus, The Plague two hours from Bordeaux, with the presence of French García Márquez, Crónica de una Muerte Anunciada students and assistant staff. Students participate in García Márquez, Ojos de Perro Azul numerous day and overnight excursions to interact with Kafka, The Trial local people and explore the history and culture of France Kafka, The Metamorphosis from its “Gaulois” roots to modern times. Unamuno, Abel Sánchez Unamuno, Don Manuel Bueno Mártir Viewings: Abre Los Ojos Amadeus Summer Reading: García Márquez, Cien Años de Soledad