2021–2022 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 close-knit community 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 orientation of programs, and the governance of the School be open to all who are qualified regardless of race, ethnicity, color, national origin, gender identity or expression, sexual orientation, or creed. 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 AND UPPER SCHOOL Community Engagement ACADEMIC SEQUENCE CHARTS ...... 25 and Partnerships ...... 3 Mathematics ...... 26 Science ...... 27 LOWER SCHOOL CURRICULUM ...... 3 Classics ...... 28 Language Arts ...... 4 Arabic ...... 29 Library ...... 6 Chinese ...... 29 Mathematics ...... 7 French ...... 30 Performing Arts ...... 8 Spanish ...... 31 Physical Education ...... 9 Science ...... 9 UPPER SCHOOL CURRICULUM ...... 32 Social Studies ...... 10 2021–2022 Course Listing ...... 35 Technology/Computer Science ...... 11 Humanities ...... 38 Visual Art ...... 11 Mathematics ...... 54 Wellness ...... 12 Performing Arts ...... 57 World Languages: Spanish ...... 14 Physical Education/Athletics ...... 58 Science ...... 59 MIDDLE SCHOOL CURRICULUM ...... 15 Technology/Computer Science ...... 63 Community Engagement Visual Art ...... 64 and Partnerships ...... 16 Wellness ...... 68 Humanities ...... 17 World Languages ...... 68 Library Studies ...... 19 Mathematics ...... 19 STUDENT SUPPORT ...... 74 Performing Arts ...... 20 Physical Education/ Athletics ...... 21 Science ...... 21 Technology/Computer Science ...... 22 Visual Art ...... 22 Wellness ...... 23 World Languages ...... 23 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 • Act courageously and honestly, set and multiple perspectives across differences and achieve goals, engage with others, and practice effective listening and responsible positively impact our community and the cooperation. 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, and Media Literacy Creativity and Innovation • Engage competently with our rapidly • Construct knowledge and original evolving technological world, participate solutions through the iterative process and respectfully online, and exercise the ability to experimentation, both independently and in analyze, interpret, and leverage quantitative partnership with others. and qualitative data.

Cultural and Global Competence Wellness • Study and experience global cultures and • Learn how to best take care of one’s histories in order to understand, empathize, emotional, social, and physical well-being in and constructively engage in our immediate order to promote a healthy sense of identity and broader world. and thoughtful decision making. MARET 2021–2022 CURRICULUM | LOWER SCHOOL 3

LOWER SCHOOL CURRICULUM

THE JOY OF LEARNING grades or include parents, grandparents, and special friends. Some of our recent lower school special events A joy of learning permeates Maret’s Lower School. include: The curriculum inspires students to take risks, think creatively, and work collaboratively. Teachers value • Biographical Character Day their students’ backgrounds and experiences and create • Environmental Spirit Week a meaningful and dynamic context for learning. • Fictional Character Day • Fun Run The lower school curriculum is thoughtfully integrated; • Grade 4 Greek Musical academic content is sequenced from one grade to • Grade 4 Camping Trip the next, and curricular connections are made across • Grandparents and Special Friends Day subject areas when there is a natural overlap of skills, • Intensive Study Week content, or concepts. Language arts, mathematics, and • Martin Luther King, Jr. Day of Service social studies are taught in the homeroom. Science, • Pajama Day—A Celebration of Reading Spanish, visual art, music, physical education, library, • Publishing Party technology, and wellness classes are taught by • Pumpkin Parade and Eighth Grade Carnival specialists in classrooms designed for those subjects. • ROY G BIV Week • Science Week Lower school students benefit from the full range of • Winter and End-of-Year Music Performances Maret’s K–12 campus facilities, including a playground, two libraries (one designated for the Lower School), two fully equipped gymnasiums, a theater, a movement studio, a lower school makerspace, and a cafeteria. COMMUNITY ENGAGEMENT Teachers take advantage of Maret’s location in Washington, DC, by planning field trips throughout AND PARTNERSHIPS this historically significant and culturally diverse city, as well as to surrounding locations in Maryland and Lower school children engage with the wider Virginia, to enhance students’ learning experience. community in a variety of ways to develop the skills and passion necessary for a lifetime of community- Maret welcomes children with a range of interests, based action. Each grade level is working to develop a talents and passions. The small size of the lower school partnership with an organization in which the work is classes helps teachers support children at different age-appropriate and connected to the curriculum. stages of development. A lower school learning/reading specialist and a part-time math specialist provide All lower school families are invited to participate in additional support for students and faculty. the second-grade partnership with McKenna’s Wagon (a mission of Martha’s Table) by bringing in a “veggie of the month.” The students chop the vegetables for LOWER SCHOOL CELEBRATIONS AND EVENTS a dish to serve to the hungry, as part of their study of hunger, food insecurity, and community gardens. Children develop confidence and deepen connections through the Lower School’s many special events In partnership with the Anacostia Watershed Society and activities. These include annual traditions, and Upper School science students, first graders raise demonstrations of academic or artistic achievement, and release shad into the Anacostia River. This project or activities focused on community service. Some helps increase the population of shad, an important celebrations are class-specific while others span several species in the Chesapeake Bay food web, and MARET 2021–2022 CURRICULUM | LOWER SCHOOL 4

connects to the first grade’s exploration of life cycles Kindergarten in science. Unit 1: Kindergartners develop emergent reading skills, using story language to support their developing During the year, lower school students also participate identities as readers. in a variety of service activities. For example, to commemorate Veterans Day, they bring in Halloween Unit 2: Students learn a repertoire of beginning reading Candy to send with letters they have written to troops strategies to help them read. overseas through Operation Gratitude. Unit 3: Students read increasingly difficult books with greater independence and begin to read with accuracy, LANGUAGE ARTS fluency, and comprehension. Unit 4: Children read fictional stories with attention to character, setting, and plot. They read nonfiction READING books and become experts in a chosen topic. Students also improve their fluency by reading poems and song Kindergarten–Grade 4 meet daily in homeroom. lyrics.

The Lower School uses the Teachers College Reading First Grade Workshop for its reading curriculum. The workshop Unit 1: First graders start the year reviewing the model allows students to tackle the challenging work good reading habits they learned in kindergarten and of learning how to read in a predictable and supportive developing new habits for word solving. environment. Each Reading Workshop includes: Unit 2: Children learn strategies for comprehending • A teacher-led mini-lesson that teaches a reading nonfiction. skill, comprehension strategy, or habit of proficient reading. Unit 3: Students read increasingly complex texts for • Independent reading time for students to practice fluency and comprehension. and apply what they have learned to a book of choice that matches their reading level. Unit 4: Children concentrate on story elements by • Individual reading conferences that provide studying characters and the life lessons these characters targeted instruction to support each child’s reading learn. development. • Partner shares when students think and talk together Second Grade about a text and support one another’s reading goals. Unit 1: Second graders grow from readers who focus • Book/research clubs when students have on print to readers who focus on meaning. conversations about their reading/research, listen to each other, and grow new ideas that may not have Unit 2: Students shift from reading fiction to come up had they not had the conversation. nonfiction, exploring a variety of different topics. Becoming proficient with nonfiction texts The curriculum is naturally differentiated. Children prepares students to embark on an in-depth and read and apply lessons to books at their individual interdisciplinary study of birds later in the year. reading level so that they can read accurately and fluently while comprehending the meaning of the text. Unit 3: Children focus on reading fluency and figurative language. They improve their comprehension There are four units of study for each grade. These through longer, more complicated books. units are structured to help students read, understand, and analyze fiction and nonfiction texts. Teachers Unit 4: Students read fictional series in book clubs to emphasize the joy of reading and help students develop study characters and the author’s craft. strong reading identities. Third Grade Unit 1: Third graders develop comprehension checks for following a story’s thread. They tackle multisyllabic MARET 2021–2022 CURRICULUM | LOWER SCHOOL 5

words and figurative language and learn to envision WRITING and predict a story’s evolution. Kindergarten–Grade 4 meet daily in homeroom. Unit 2: Students approach nonfiction with a focus on constructing mental summaries of the texts, including The Lower School uses the Teachers College Writing big ideas and supporting information. Workshop for its writing curriculum. Students receive explicit instruction in the strategies and qualities of Unit 3: Students study fictional characters in depth. good writing, including craft, conventions, and spelling. They develop theories about characters and follow They engage in daily writing practice, choosing their them through the “story mountain.” They consider own topics within the genres of narrative, opinion, and the lessons characters learn and compare and contrast informational writing. They rehearse, draft, revise, edit, characters, settings, and themes. and share their published pieces in writing celebrations at the end of each unit. One of the year’s cherished Unit 4: Children form research clubs and read events is an annual Publishing Party, when all lower a collection of texts on a topic. They focus on school students present bound versions of their written synthesizing and organizing information. work to the important adults in their lives.

Fourth Grade Kindergarten and first grade teachers use Fundations, Unit 1: Fourth graders delve into higher-level texts and a multisensory language program, to teach study the complexity of characters. They trace a theme phonological/phonemic awareness, phonics, spelling, through different parts of a story and work on skills and handwriting. Fundations provides systematic such as inference and interpretation while studying and explicit instruction to Maret’s youngest learners realistic fiction and fantasy. in critical foundational skills. Grades 2–4 use Words Their Way for spelling instruction. This developmental Unit 2: Students focus on nonfiction reading. They spelling, phonics, and vocabulary program teaches learn to distill main ideas, summarize, and compare/ students to examine words in order to discover contrast text structures. Students form research teams patterns that can be applied to the reading and spelling to read about different topics connected to their study of many words. The program emphasizes gaining word of Ancient Egypt. knowledge over the memorization of specific words. Through assessments, teachers determine each student’s Unit 3: Children form historical fiction book clubs. spelling stage and provide instruction based on Each club reads novels set within a historical time individual needs. In addition to this program, students period, as well as nonfiction texts about that era, master high-frequency words to build accuracy and enlarging their historical knowledge and gaining automaticity of words that do not follow patterns. greater understanding of characters and their struggles, perspectives, and insights. Kindergarten Unit 1: Kindergartners tell stories from their lives Unit 4: Fourth grade readers study Greek mythology, through drawing, labeling, and writing. focusing on the significance these stories held in Ancient Greek civilization. Students pay careful Unit 2: Students begin to write with an audience in attention to the sequence of events and the roles of mind, putting more letters and words onto every different characters. page, editing their work, and using more conventional spelling. Unit 5: Students delve into stories that address social issues such as bullying, poverty, and physical Unit 3: Children write how-to books that teach the challenges. They identify themes as they focus on the procedures for activities from their daily lives. They struggles characters face. continue this non-fiction unit focused on one topic of their choosing.

Unit 4: Students write persuasive letters and essays that rally people to address problems they see in the world around them. MARET 2021–2022 CURRICULUM | LOWER SCHOOL 6

First Grade Unit 3: Students write research reports, elaborating on Unit 1: First graders craft a collection of small-moment a central topic. stories from their lives. Unit 4: Students study a complex text and write a Unit 2: Students create nonfiction chapter books about literary essay on the topic. topics on which they are experts.

Unit 3: Children write their own folktales structured on The Gingerbread Man. LIBRARY

Unit 4: Students use their narrative writing skills to Kindergarten meets once weekly for 30 minutes; half create their own fictional books. class. Grade 1 meets once weekly for 30 minutes; whole class. Second Grade Grades 2 and 3 meet once weekly for 40 minutes; whole Unit 1: Second graders study published texts, learning class. writing techniques to incorporate in their own written Grade 4 meets once weekly for 45 minutes; half class. narratives. The Maret lower school library takes joy in developing Unit 2: Students write nonfiction texts about topics of in students a lifelong love of reading by providing importance to them. them access to a wide range of diverse and up-to-date materials for pleasure reading and research. The lower Unit 3: Children write persuasive letters that share school library houses a 10,000-volume print collection their opinions about characters, scenes, and whole and access to robust online resources. A full-time books. librarian meets with the students once a week to guide them in making appropriate reading choices and teach Unit 4: Students write poems using line breaks to the research process through library lessons that are express meaning and rhythm. They incorporate figures integrated with each grade’s curricular content. In of speech to make their writing more powerful. addition to their class times, student also have the opportunity to check out books each morning. Third Grade Unit 1: Third graders write personal narratives that Kindergarten cycle through the complete writing process. Kindergartners become acquainted with library procedures, including book responsibilities such as Unit 2: Students craft nonfiction chapter books about returning books on time and taking proper care of familiar topics. They incorporate main topics and them. Children learn about the different sections of the subtopics. library and to identify the differences between fiction and nonfiction. By the end of the year, they are able Unit 3: Children write persuasive essays about causes to name each part of a book—title, author, illustrator, they believe in, using evidence to support their front cover, back cover, spine, spine label, barcode, title arguments. page, dedication page, and copyright page. Students listen to and discuss stories related to classroom Unit 4: Students explore the writing of fairy tales with curriculum, including picture books, songbooks, and an emphasis on point of view and story structure. fairy tales, and books about cultural heritage, animals, and habitats. Students practice identifying what they Fourth Grade like and dislike about books and if a book is a window, Unit 1: Fourth graders enhance their writing of true mirror, or a sliding glass door. stories based on small moments from their own lives. First Grade Unit 2: Children are introduced to a structure for First graders build on skills gained in kindergarten writing essays called “boxes and bullets.” They use library classes by reviewing library procedures and this format to organize ideas and provide evidence on learning to locate library books independently. They topics they know well. They then use this format to access particular online resources independently, write opinion essays. including the library catalog and Sora ebooks. Students MARET 2021–2022 CURRICULUM | LOWER SCHOOL 7

listen to and discuss stories related to classroom MATHEMATICS curriculum, including personal narratives (Reader’s Workshop), communities, and empathy. Students are Kindergarten–Grade 4 meet daily in homeroom. also introduced to the research process. They are encouraged to select a mix of personal choice and “just The mathematics program emphasizes flexible right” books that are appropriate for their reading thinking, skill building, and developing confidence levels. with the ultimate goal of attaining deep, conceptual understanding. Students are encouraged to find an Second Grade entry point to a problem based on their knowledge In second grade, students are introduced to the and work toward a solution. This open-ended and Fabulous 5 Research Model (used in grades 2–4), creative approach to problem solving engages students, which teaches them to wonder, investigate, create, inspires learning, and encourages risk taking. Teachers express, and reflect upon their work. Children learn to use the Everyday Math program as the foundation for independently use nonfiction resources in both print their curriculum and supplement it as they see fit. The and online formats, including dictionaries, thesauruses, following math values guide Maret’s instruction: encyclopedias, and specialized databases. They listen to and discuss stories related to classroom curriculum, • Intentional Exploration: Teachers begin units with including cultural heritage, states, persuasive writing, open-ended investigations to help students see and picture/chapter series. patterns, raise questions, and make discoveries. • Differentiation: Teachers present and offer students Third Grade a variety of ways to approach a problem. They add Third graders continue to use print and online scaffolds or increase rigor to meet students at their resources to complete research for class projects using individual level. the Fabulous 5 Research Model. They listen to, discuss, • Ownership: Children’s individual approaches to and analyze stories from specific fictional genres, problem solving are acknowledged and valued. They including mysteries, fairy tales, and historical fiction are given choices about how to approach their work, related to their classroom curriculum. Children benefit opportunities to share their thinking, and real- from book talks on chapter books that might interest world situations in which to apply their knowledge. them. They begin preparing for the research they will Students come to see themselves as mathematicians. conduct in fourth grade by learning about nonfiction • Communication: Students often work in text features, summarizing, and paraphrasing. partnerships and groups and learn from each other through their conversations. Fourth Grade • Flexibility: Children are encouraged to find multiple Fourth graders dive deeply into the research process approaches to solving a problem with the goal of and explore the library’s various online and print ultimately finding the most efficient/ideal strategy. resources. They learn to apply organizational tools • Justification: Teachers require students to reflect to the research process, identify reliable sources, and on the strategies they use to solve a problem and distinguish between primary and secondary sources. explain their reasoning orally and in writing. They study plagiarism, copyright, and fair use, and they learn to create bibliographies for their work using Kindergarten the site NoodleTools. Students continue to listen to With a focus on the use of manipulatives, students stories related to classroom curriculum as well as high- develop a strong sense of numbers, understand patterns, interest book talks. explain their reasoning, and practice flexible thinking when solving problems.

First Grade In first grade, students are introduced to place value and using addition and subtraction. They begin to develop 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, money, patterns, and data. MARET 2021–2022 CURRICULUM | LOWER SCHOOL 8

Second Grade PERFORMING ARTS Students deepen their understanding of place value and strengthen their fluency in addition and subtraction to work with larger numbers. They MUSIC continue to develop skills in effective mathematical communication by explaining their thinking and Kindergarten meets twice weekly for 30 minutes; half describing the processes they use to come to class. conclusions. Students explore real-life scenarios Grade 1 meets twice weekly for 30 minutes; whole class. through such activities as making change with money, Grades 2–4 meet twice weekly for 40 minutes; whole and collecting and representing survey data. They class. consider multiple approaches to solving problems, develop a variety of strategies for future problems, Inspired by the Kodaly, Orff-Schulwerk, and Gordon and learn from their classmates’ points of view. philosophies, the music curriculum encourages a love of musical expression and performance. Children Third Grade develop their voices as they learn tone production and With an initial focus on addition and subtraction, range extension. Works from around the globe are used students demonstrate mastery of facts and learn to as the backdrop and foundation for singing, playing use various methods (trade-first, borrowing, counting instruments, and movement. Folk music, multicultural up, etc.) to find solutions to problems with multi- choral works, traditional rounds, musical theater digit numbers. Students are introduced to single-digit tunes, and other popular pieces expand their exposure multiplication and division. They are encouraged and enhance their experience of music. The learning to illustrate their work in multiple ways and use experience connects with themes studied in other lower manipulatives to practice grouping. Students explain school subjects. their thinking, present their work, and double-check their computations. Students learn to solve for area and Students learn foundational skills—steady beat perimeter and apply them to real-life scenarios. They competence, kinesthetic awareness, and overall explore fractions as parts of wholes and parts of a group. coordination of the body—through creative movement and rhythmic dance. All students learn to play Orff Fourth Grade instruments; third and fourth graders learn to play the Students begin the year with a focus on place value, ukulele and the recorder. Basic musical literacy and estimation, and addition and subtraction through theory are woven into the curriculum. Lower school the ten-thousands. Building upon their automaticity students showcase their developing performance skills with basic facts, they multiply and divide by two in two musical concerts and other special performances digits through conceptual models, including partial throughout the year. products multiplication and partial quotient division. They explore fractions and decimals through real-life Kindergarten examples. Students’ thinking broadens to abstract Kindergartners build a solid musical foundation through reasoning, regularly writing equations with variables exploration. Children learn to differentiate between to represent the unknown. They continue to justify their speaking and singing voices and explore the their thinking using pictorial, verbal, and written various ways to use the voice. They learn to identify, responses for problem solving. Everyday problems and handle, and play unpitched percussion instruments, and data provide opportunities for the students to analyze, they practice using proper mallet grip and technique organize, estimate, and calculate. when playing Orff instruments. Students identify and maintain a steady beat in music and represent that beat using body percussion and instruments.

First Grade First graders explore pitch, tempo, and music dynamics through songs, stories, and movement. They study basic written music and create small compositions. By listening to and performing songs from different time periods and cultures, students appreciate and perform a wide variety of music. MARET 2021–2022 CURRICULUM | LOWER SCHOOL 9

Second Grade Second Grade Second graders experience two-part singing through Students explore movement patterns with a partner to rounds and partner songs. Students begin to play define movement in relation to another person, shape, instrumental music of greater complexity with varied or group. Response with the entire body occurs in rhythms and hand patterns. They learn to appreciate motor movement, both with and without equipment. the world’s rich musical traditions by studying music Self-control and respect for others and equipment are from different time periods and cultures. stressed.

Third Grade Third Grade Third graders develop as performers. They learn to read Students continue to build and develop both a basic octavo and follow their section throughout a locomotor- and object-control skills as well as an piece. Their two-part vocal repertoire expands beyond understanding of basic fitness concepts. Sport-specific rounds and partner songs to include independent skills are also introduced with an emphasis on learning melodies. In addition to Orff instruments, students learn and developing the skills rather than playing full-length to play the ukulele and begin to study the recorder. games. Responsibility, participation, and cooperation are underscored. Fourth Grade The culmination of lower school music is the Fourth Grade performance of the fourth grade’s Greek Musical. Students review sport-specific skills. Small teams Students learn songs connected to the theme of a Greek ensure that all students are involved in game play. play and set the pieces to choreography. They perform Basic rules and game strategies are introduced. complex instrumental pieces that serve as overtures and Encouragement and acceptance of personal differences entr’actes. are emphasized.

PHYSICAL EDUCATION SCIENCE

K–Grade 4 meet four times per week for 30 minutes; Kindergarten meets twice weekly for 30 minutes; whole grade. half class. Grades 1–3 meet twice weekly for 45 minutes Students take part in developmentally appropriate, Grade 4 meets twice weekly for 45 minutes; half class. sequential activities and experiences that contribute to their growth. As children participate, they improve The lower school science program is inquiry based. fitness and acquire knowledge, motor skills, social Through hands-on activities, in small groups of five skills, and positive attitudes. They come to value to 10 students, children explore and investigate while regular physical activity as a foundation for a healthy, collecting data and analyzing results. Open-ended productive, and fulfilling life. assignments encourage children to take creative problem-solving risks. Kindergarten Kindergartners focus on moving within a provided Kindergarten space and in their own personal space while responding Children study colors and rainbows in connection to verbal instructions. Once the students are able to with a larger unit on light and the sense of sight. move effectively in their space, equipment is added. Students also explore sound and how to manipulate Kindness and caring are emphasized in all lessons. it. An integrated sink and float unit allows students to explore buoyancy. In connection with the homeroom First Grade backyard habitats unit, students learn about the Students expand their movement skills to include ecological benefits of earthworms. concepts such as direction, speed, levels, and pathways. Proper form and technique for skills such as throwing, First Grade catching, and kicking are introduced. Courtesy and First graders study life cycles. They watch plants showing appreciation are highlighted. sprout from seeds, caterpillars change into butterflies, and chicks hatch from eggs. Students also learn about MARET 2021–2022 CURRICULUM | LOWER SCHOOL 10

the parts of a flower, pollination, and the life cycle of SOCIAL STUDIES honeybees. Taught in homeroom; topics may be integrated with In the spring, first graders collaborate with upper other disciplines and field trips. school chemistry students to construct a shad fish hatchery, monitor the water quality of the system, In lower school social studies, students explore a range learn about the shad life cycle, care for the shad fry, of communities and cultures near and far, past and and ultimately, release them into a local river. present. Starting with their community and broadening to the greater world, they develop cultural competence Second Grade and gain an understanding of others’ perspectives. As Second graders explore interactions ranging from they learn about the connections between communities physical connections with circuits to environmental and cultures, they begin to appreciate interdependence connections such as patterns in nature. They examine based upon geography and resources. They have food chains and webs, particularly pertaining to birds opportunities to reflect on their lives and the lives and have the opportunity to dissect owl pellets. The of others in their community and the broader world. bird unit includes embryology and the hatching of Discussions and experiences are central to the chicks in the class incubator. curriculum. Teachers tap into the wealth of resources in the DC metropolitan area and the cultural diversity Third Grade of our families. Third graders collaborate to solve problems. In small groups, they are challenged to identify an unknown Kindergarten substance using basic lab equipment with limited Kindergartners study habitats, beginning with their teacher guidance. Building on a study of simple own homes and classrooms. They learn about Maret by machines, contraptions and transfer of energy, they following the adventures of the Gingerbread Man as he learn and apply teamwork strategies as they engineer travels our campus. They also pick an on-campus tree a Rube Goldberg contraption. They then take time to and watch how it changes with the seasons. Children reflect on this experience. study tropical rain forests and the ocean. Trips to the Audubon Society and Baltimore Aquarium enrich their Fourth Grade understanding of these habitats. Fourth graders investigate and seek answers. They begin the year as forensic scientists, testing evidence to First Grade solve a mystery. They also investigate nutrition and the First graders explore the concepts of identity, systems of the human body. Later in the year, students community, and environment. Beginning with the design and build their own wooden cars, generate personal and broadening to the individual’s role in hypotheses about how the cars will perform, then society, the identity curriculum spans seven units: All conduct experimental trials to test their hypotheses. About Me, Colors of Us, Names, Everyone’s a Helper, This experimentation requires them to collect, analyze, Community, Empathy, and Social Justice/Activism. and graph data, as well as draw conclusions from their Through parent presentations that focus on careers, results. personal heroes, and personal identity, students examine the diversity and interconnectedness of the roles of individuals in the community. This progression of lessons enables students to move from self-care and awareness to gaining empathy for others to developing an appreciation for our greater community.

Second Grade Students gain a basic understanding of how to use and interpret maps. Teachers use Hispanic Heritage Month, Black History Month, and Women’s History Month as springboards for discussing America’s cultural diversity and various ongoing struggles for civil rights. Picture books, nonfiction texts, photographs, and videos bring important chapters of American history MARET 2021–2022 CURRICULUM | LOWER SCHOOL 11

to life. Regular reading of Scholastic News prompts Kindergarten discussion of current events. Building on their service Kindergartners learn what technology is and how learning experiences with Martha’s Table, students also it works. They begin learning basic programmatic learn how food insecurity and food inequity impact concepts using iPad apps to control the actions of members of the Washington, DC, community. robots.

Third Grade First Grade Through the study of world cultures, students gain First graders focus on how technology works. an appreciation of different communities and their Children use technology to reinforce classroom customs. They learn regional geography and how concepts and learn programming concepts through to read and interpret maps. Children study Central iPad apps and devices that can be controlled. and South America, Asia, Africa, and Europe. They use research skills to investigate the lives of notable Second Grade historical figures and make art collages to accompany Second graders focus on more complex programming their oral presentations. Third graders also read concepts and use those concepts to reinforce classroom Scholastic News each week to discuss current events instruction. Children learn the basics of 3D printing and explore the extensive resources in Washington, DC. and explore the idea of having a digital presence.

Fourth Grade Third Grade Students begin their study of ancient civilizations Students continue to develop their coding skills using through archaeological exploration. During their both iOS and web-based programs. They also begin study of ancient Egypt and Greece, students engage to use specific software applications to create and in research projects that use their library, writing, complete digital projects for other classes. Children are technological, and presentation skills. They pose introduced to keyboarding research questions, pursue independent interests, and communicate their learning in creative ways. Students Fourth Grade read the children’s version of the Iliad and the Odyssey The fourth grade Computer Science curriculum is in the Greek mythology unit. The unit culminates in closely coordinated with the library curriculum, the Greek Musical in which every student participates supporting and complementing the students’ language as an actor, singer, and dancer. arts and social studies classes. Digital citizenship and the responsible use of technology are emphasized; students receive access to their Google Drive accounts and use the GSuite applications to build their writing TECHNOLOGY/ and presentation skills. Other topics studied include digital storytelling and stop-motion animation. COMPUTER SCIENCE Students develop more advanced coding skills through online platforms like code.org and through the Kindergarten meets weekly for 30 minutes; whole class. controlling of miniature robots. Grades 1 and 2 meet weekly for 30 minutes; whole class. Grade 3 meets weekly for 40 minutes; whole class. Grade 4 meets weekly for 45 minutes; half class. VISUAL ART All lower school students participate in dedicated classes taught by the Computer Science faculty. Kindergarten and Grade 4 meet twice weekly for 45 Through second grade, the emphasis is on discovery minutes; half class. and exploration of the basic tenets of computer coding, Grades 1–3 meet twice weekly for 45 minutes; whole design thinking, creating, and digital citizenship. In class. third and fourth grades, students continue to develop their coding knowledge and expand their technological The lower school art program is studio based and artist skills, using different tools and applications to centered. Children express themselves creatively as they complement other curricular work. explore a variety of approaches to making art. They engage in drawing, painting, collage, printmaking, and sculpting activities. Elements of art and principles of MARET 2021–2022 CURRICULUM | LOWER SCHOOL 12

design are integrated within each project to encourage demonstrate their understanding of visual space and visual literacy. Creative expression, experimentation, display an illusion of depth on a two-dimensional and exploration are encouraged. Students discuss their plane. They create mixed-media works that help them own work, as well as the experiences, subject matter, explore different materials and processes. They take and distinct styles of various artists. inspiration from contemporary artists and illustrators to create work that reflects their personal experiences, Studio art is linked to the academic topics and themes favorite pastimes, and cultural identities. Fourth studied in other classes when appropriate. Museum graders also hone their observational drawing skills visits enhance the understanding and enjoyment of art: through a series of detailed still life drawings and by fourth grade, students will have visited as many as paintings. 10 local museums and participated in virtual visits to museums outside our region.

Kindergarten WELLNESS Students begin to answer the questions “What do artists do?” and “How do artists think?” By exploring Kindergarten meets once weekly for 20-minutes; whole artists as varied as Mondrian, Alma Thomas, and class. Leonardo da Vinci, students learn about color, Grades 1–2 meet once weekly for 30-minutes; whole contrast, and composition. They have opportunities to class. experiment with different media. Grades 3–4 meet once weekly for 40-minutes; whole class. First Grade First graders study artists and their influences (for Classes are taught by the school counselor with example, how Picasso was influenced by war and participation from the homeroom teacher, and strategies African masks). They use a variety of media as are practiced throughout the week. Additional they explore color, form, contrast, color mixing, curriculum is introduced outside of the wellness classes. composition, line, shape, and scale, working from both observation and imagination. The wellness program helps students practice self- reflection and teaches everyday conflict resolution Second Grade and emotion management skills. Students also Second grade artists experiment with a variety of media learn valuable lessons surrounding consent, body and learn about different art genres. Students begin to safety, and identity. Through a sequenced wellness examine the intentional use of the elements of art and curriculum, students develop intra- and interpersonal principles of design to achieve desired results. They skills. They think reflectively about themselves as create work based in folk art traditions, like those of individuals, as members of a small community (their the Ndebele women of South Africa; are influenced by classroom), and as part of the larger communities of the work of diverse artists, such as Henri Matisse and Maret and the world. Faith Ringgold; and apply research to help accurately build three-dimensional forms. The lower school wellness curriculum builds students’ capacity in five main areas: social awareness, relationship Third Grade skills, personal decision making, self-management, and Students create artwork inspired by their own self-awareness. These competencies are at the core of experiences and begin to use elements of art and each wellness lesson, which is designed to meet students principles of design such as color, emphasis, line, at their developmental levels. Throughout Lower and balance to creatively communicate personally School, the curriculum spirals through these main areas, meaningful ideas. They study the concepts and providing students with opportunities to revisit topics techniques of a variety of modern artists including and address age-appropriate challenges. The wellness Jean-Michel Basquiat, Paul Klee, and Georgia O’Keeffe curriculum is responsive; it allows the flexibility to to create additional support for their art-making. address particular issues or social dynamics that arise within a class or grade. Fourth Grade Fourth grade artists create increasingly sophisticated Wellness classes meet weekly and are taught by the works. They produce drawings and paintings that lower school counselor with participation from the MARET 2021–2022 CURRICULUM | LOWER SCHOOL 13

homeroom teacher. Through guided discussions and Second Grade well-planned lessons, students learn how to identify Second graders reflect on how they are feeling and and manage emotions, address the bullying cycle, how they can recognize the feelings in their bodies. resolve conflicts, build pro-social behaviors, and They practice recognizing, naming, and expressing learn about the benefits of mindfulness. Every grade their emotions. Active listening, empathy, and building has two lessons on appropriate physical boundaries connections with classmates are also emphasized. and consent. All students spend six weeks each year Students continue to learn about STOP and use exploring their personal identity surrounding a variety personal examples to help solve problems at school of topics, including race, gender, socioeconomic and home. Second grade students continue to explore status, family structure, religion, ability, and ethnicity. diverse family structures and spend several lessons Children practice effective communication skills exploring gender stereotypes. and teamwork through games, videos, stories, and discussions. Homeroom teachers support community Third Grade building by creating norms and expectations with Third grade students use games, activities, and friendly their students. Skills and strategies introduced during competition to practice teamwork, cooperation, Wellness lessons are reinforced by the homeroom and communication skills. As they solve problems teachers throughout the school day. collaboratively, they learn good sportsmanship. There is also a focus on building healthy relationships and Throughout the grades, students learn about, use, and interpersonal skills, such as active listening, conflict deepen their understanding of Maret’s lower school resolution, inclusion/exclusion, and managing problem-solving model, STOP, which stands for Stop, emotions. Students review Maret’s problem-solving Talk, Own Up, and Plan. model STOP. They take a deeper dive into learning about the social construct of race, the power of words, Kindergarten and how it feels to be “different.” They also learn the Students learn to understand themselves as individuals difference between equal and equitable. while learning to get along with each other. There is an emphasis on Maret’s norms for social interactions Fourth Grade (e.g., sharing, kindness, empathy). Through these Students deepen and expand upon their prior lessons, kindergartners learn to identify and regulate knowledge. They continue to explore boundaries and their emotions, calm their bodies, resolve conflicts with the complexities of emotions; they think about how, classmates, and assert boundaries. Students begin to when, and why they may feel more than one emotion learn about STOP. Kindergarten students explore how simultaneously, and they consider why some emotions human beings are both the same and different. They are harder to express than others. Children practice learn about different family structures, how to be a kind problem-solving skills and work with the concepts of friend, and how to respectfully say “no” to a friend. escalating and de-escalating conflicts. Passive, aggressive, and assertive communication styles, and the messages First Grade they send, are explored. Students continue to deepen Students learn how to identify the way others might and grow their understanding of STOP. Fourth graders be feeling by looking at their face, body, and the explore serious topics, such as sexism, racism, prejudice, situation. They use these valuable skills to practice and microaggressions. They learn valuable skills on how empathy, kindness, and compassion towards others. to interrupt racism and respond to microaggressions. First grade students develop conflict resolution skills with the goals of relying less on adult intervention and Each spring, Debbie Roffman, a nationally renowned becoming independent problem solvers. First graders sex educator, visits the fourth grade to begin the grow their understanding of STOP. Students practice conversation about sexuality. The school nurse follows the skills they learn in the classroom through games, up with information on body changes; science and stories, and role play. Students explore the concept homeroom teachers continue these discussions. 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 civil rights activist Ruby Bridges. MARET 2021–2022 CURRICULUM | LOWER SCHOOL 14

WORLD LANGUAGES: graders explore the world of poetry and recite poems written by famous authors from Latin America. SPANISH Children master basic communication on everyday topics like weather, dates, telling time, and expressing Kindergarten meets once weekly for 30 minutes; whole feelings. class. Grades 1–3 meet three times weekly for 30 minutes; Third Grade whole class. Students focus on all forms of communication: Grade 4 meets four times a week for 30 minutes; whole listening, speaking, reading, and writing. They explore class. culture through the study of historical figures from Spanish speaking countries, and they conduct research Lower school Spanish focuses on integrated content in Spanish about Equatorial Guinea as part of their and language-driven elements. Rather than rote study of Africa. These cultural projects align with memorization of vocabulary, students study Spanish their social studies class. Students also learn about and within a context, building authentic communication discuss different family structures. They reflect on their skills. They explore language through the study of identity while writing a Spanish composition about people and cultures, which encourages oral facility, important family celebrations. Children perform in a builds confidence, and nurtures creativity. Students Spanish skit at the end of third grade. connect their expanding knowledge of Spanish with other subjects studied in Lower School, including Fourth Grade social studies, science, music, and math. Fourth graders work on all forms of communication. They also develop global awareness through the study Kindergarten of the culture and geography of Spanish-speaking Young children study Spanish in their homeroom in countries. They improve their communication skills conjunction with other subjects. Basic concepts such as by learning and using vocabulary related to describing numbers, colors, and days of the week are introduced themselves and others, their family, daily routines, in the Spanish language as well as in English. Students interests, and hobbies. In conjunction with Language learn Spanish greetings and salutations, numbers Arts, fourth graders explore the world of poetry and through 30, and words associated with senses. They create and recite poems. Fourth graders demonstrate also explore Spanish through songs and videos. their Spanish skills at an all-Spanish assembly where they present songs, short skits, and/or dramatic First Grade readings. 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 MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 15

MIDDLE SCHOOL CURRICULUM

BUILDING COMMUNITY Joy. Grade-level meetings and smaller advisor group gatherings help students gain a greater understanding Cultivating friendships; establishing cross-grade of these values and how to live them authentically. connections; collaborating with adults; and becoming In addition, classes and group discussions on human engaged on campus, in the neighborhood, and across development and social issues are interwoven the world: the emphasis in Middle School is on throughout the middle school program to help building students’ sense of community. adolescents deal with concerns facing them in today’s society. Maret capitalizes on the spirit, energy, and curiosity of students in grades five through eight to create confident thinkers, innovative artists, healthy athletes, CONVOCATION thoughtful social navigators, and proactive citizens. As students progress through the middle school program, The entire middle school community gathers together they acquire the tools and skills they need to assume for a weekly convocation, during which eighth grade increased responsibility and to become independent students share announcements for the week. Each young adults. advising group leads one convocation a year and is responsible for guiding students in Grades 5–8 through The middle school course of study includes: activities based on one of Maret’s core values. community engagement and partnerships, English, history, Latin, library/research skills, mathematics, performing arts, physical education, science, Spanish or MIDDLE SCHOOL HOUSES French, technology/computer science, visual arts, and wellness. The curriculum emphasizes broad exposure Every student is assigned to one of four houses for to each subject while systematically providing the basic the duration of their middle school years. Comprised skills for forthcoming upper school study. Teachers use of students from all four grades, houses are named a variety of approaches in the classroom that encourage after the four streets that surround Maret: Cleveland, creativity, collaboration, and problem solving. Garfield, Klingle, and Woodley. A house dean leads the members through congenial competitions during Each grade features curricular highlights: the the school year, such as a four-way tug of war, a American Experience Fair (history) and Science Fair gingerbread house decorating challenge, charades, in fifth and sixth grades, Global Issues Day (world karaoke, scavenger hunts, and other team-building cultures and geography) in seventh grade, and the competitions. Climate Change Conference (science) in eighth grade. Assemblies, advisor meetings, middle school houses, and extracurricular activities such as Jazz Band, Chess COMMUNITY-BUILDING EXCURSIONS Club, Geography Bee, Art Club, MathCounts, Bridge Club, Debate, Robotics Club, and the Middle School Among the highlights of Middle School are grade- Play offer opportunities for students to pursue their specific overnight trips. These excursions foster interests while building meaningful relationships. independence and give students the opportunity to In addition, community engagement projects build deeper connections with their classmates and and partnership activities give students a broader teachers. Overnight trips include Williamsburg (Grade understanding of local, national, and international 5), New York City (Grade 6), Mountainside Outdoor communities. Adventures (Grade 7), and Philadelphia (Grade 8).

The middle school curriculum incorporates activities that foster a positive social and emotional growth in students and Maret’s core values: Respect, Integrity, the Individual, Creativity, Excellence, Connectedness, and MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 16

COMMITTEES AND CIRCLES ADVISORS

In addition to after school clubs and extracurricular Each middle school student is assigned an advisor. activities, every student joins a committee or circle. In daily meetings, advisors discuss social concerns, Committees are action-oriented; students acquire monitor academic progress, and provide a supportive leadership experience while working on initiatives that environment focused on the individual needs of benefit the school community. These student-initiated, the student. Advisors also lead activities based on small group gatherings meet once a month during Maret’s core values, with an emphasis on personal the middle school assembly period. With the help of and intellectual growth. Each grade level has a dean middle school advisors, students work together to set who works with the advisors to ensure class unity and the group’s goals. Circles are interest-based, providing cohesion. the chance to pursue a passion or discover a new one. Recent committees and circles have included: COMMUNICATION WITH PARENTS • Environmental Service Committee • Hospitality Committee Communication between teachers, faculty advisors, • Itty Bitty Committee and parents provides a strong support system for • Technology Committee students. Parents meet with their student’s advisor at • Arts Circle the beginning of each school year and may also meet • Anime/Manga Circle periodically to discuss the student’s academic and social • Cooking Circle challenges. Twice a year, on designated conference • Dance Circle days, parents meet with each of their student’s teachers • Frisbee Circle or advisor. These in-person get-togethers build • Knitting Circle connections that facilitate open communication. In • Outdoor Games Circle addition, student progress reports and official report • Strategy Board Games Circle cards are sent home two times a year. • Strings and Drumming Circle • Theatre Games Circle • Yoga Circle COMMUNITY ENGAGEMENT INTENSIVE STUDY WEEK AND PARTNERSHIPS

Every February, middle school students and faculty Maret’s Middle School has traditionally had a robust embark on a week of “out of class” projects and trips community engagement program with meaningful during Intensive Study Week (ISW). All eighth grade partnerships. However, because of COVID and a new students take “Adventures in the City of Brotherly schedule, our partnerships for the upcoming school Love,” an out-of-town excursion to Philadelphia. year are still pending. Additional ISW offerings vary each year; students in Grades 5, 6, and 7 have recently enjoyed: Community Engagement and Partnerships 5 In past years, the fifth grade community engagement • American Sign Language and partnership program has centered around the • The DC Experience Earth science curriculum. Students learned about the • #DC Foodie chemical properties of water, indoor and outdoor water • Exploring the Fort Circle Trail consumption, and methods to conserve and purify • Going Global with the Lower School water. They spent time examining their water usage • Mosaic Mirrors and reflected on how to be responsible global citizens. • Smithsonian Expedition While working with a global partnering school, fifth- • STEM Art graders communicated through videos on a shared • Weird and Wonderful DC project about water purification. Maret students collaborated with their global partners to create aquifers and filters to be used in the partnering school’s community. MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 17

Community Engagement and Partnerships 6 HUMANITIES In past years, sixth grade advisory groups have paired together with a focus on homelessness and poverty. Humanities 5 Each student traveled off campus six times throughout Fifth grade combines language arts and social studies in the year. A Wider Circle, the primary service location, one interdisciplinary humanities period. The program is an organization which, among other things, uses Readers’ Workshop, Writers’ Workshop, and a organizes and prepares household goods in dignity- range of history lessons as the basis for instruction. condition for individuals and families transitioning Students study the political and social diversity of out of homelessness. There, students helped check American history and broaden their understanding donated items and prepare them for the showroom of issues by exploring historical texts and primary floor where clients can choose items for their new sources. The writing program includes creative work, homes. The rotations were capped by introduction and as well as written analysis and synthesis of key topics. reflection classes during which students discuss the “Identity” is the overarching theme. Students develop structural conditions which create the need for these their sense of identity, family, community, and nation organizations in our city. as they explore fictional characters, biographies of Americans, and the social and historical development Community Engagement and Partnerships 7 of the United States. They also consider the theme of In past years, the seventh grade program was taught “freedom,” studying key moments in Colonial and in partnership with the National Park Service (NPS) Revolutionary American history: the writing of the and Rock Creek Conservancy (RCC).This program Constitution, and the stories of Native Americans, combined hands-on work with classroom content. African Americans, and others who contributed to the This “Creek to Bay” class taught how caring for Rock developing nation. Creek can have wide-reaching effects on the health of the local watershed and the Chesapeake Bay. Each Texts include: week, students were divided into four different pods, Social Studies Alive! America’s Past taught by a different teacher and focused on a unique Carbone, Blood on the River but related topic. Students rotated through the pods, Entrada Kelly, Hello Universe experiencing all four pods every four weeks. The three Philbrick, Freak the Mighty on-campus pods are Chesapeake Choices: Watersheds Schmidt, Lizzie Bright and the Buckminster Boy and Keystone Species, Power of Words: Using Writing St. George, The Duel to Inform and Advocate, and In the Lab: Water Quality and Creek Ecology. The Stream Team pod English 6 took students off campus to pick up trash in Rock Students expand their writing abilities by composing Creek or remove invasive species from the surrounding historical fiction, memoirs, short speeches, poetry, area. Students also heard from guest speakers and vignettes, and scenes for plays. They hone their participated in related field trips. research, note taking, paragraphing, punctuation, and revising skills for analytical writing. Students read, Community Engagement and Partnerships 8 discuss, and debate challenging works of literature. In the past, Maret students collaborated with preschoolers at the Edward C. Mazique Parent Child Texts include: Center in the eighth grade Community Engagement Creech, Walk Two Moons and Partnerships Program. Eighth graders participated Goodrich and Hackett, The Diary of Anne Frank in eight to 10 visits to Mazique to work with their (play) younger “buddies.” The sessions at Mazique began Lowry, The Giver with a group introduction before buddies paired off Nagai, Dust of Eden for one-on-one work. Each Maret student partnered Taylor, Roll of Thunder, Hear my Cry with the same Mazique student each week to foster Various Poetry strong relationships as they worked together on literacy, English, and developmental skills. On campus, students History 6 explored the dimensions of educational inequality in DC Sixth graders continue to explore the theme of and nationally, examined school types, racial and class “identity” as well as the theme of “the journey.” They segregation, and educational outcomes. read fiction and biographies about migrating/traveling characters, set against the backdrop of America’s MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 18

complex journey from the pre-Civil War era to the History 7 present. Students study the nation’s evolution from an Students take a regional approach to the world’s agrarian society to an industrialized world power and physical and cultural geography. They examine the its ongoing growth from an imbalanced democracy to diverse geography, history, cultures, and economies a more inclusive one. They go on field trips to national of Latin America, Africa, Asia, and the Middle East landmarks and historical sites, as well as to local DC while building reading, writing, and research skills. neighborhoods and community centers. They explore Students discover how the physical environment the role their city has played in American history shapes human cultures and vice-versa. They seek to and learn how DC’s diverse population has striven to understand contemporary global challenges such as achieve freedom, autonomy, and identity. In the spring, overpopulation, poverty, political oppression and the class travels to New York City to visit Ellis Island revolutions, and water shortages. Students hone their and other pertinent sites. They also participate with skills through essays, formal reports, debates, and the fifth grade in an American Experience festival that collaborative projects. They engage in a Prezi project incorporates historical research and oral history. on the Arab Spring. They also research water issues and potential solutions for a country of their choice Texts include: and present their work at the seventh grade Global Fleischman, Bull Run Issues Day. Khan, This is Our Constitution Summer Reading: English 7 Gratz, Refugee Students consider empathy, integrity, and the politics of belonging. Students read novels centered on the themes Humanities 8 of belonging and inclusion, nonconformity and justice, The content of English 8 and History 8 is contextually and individuality and identity. They make connections aligned, providing multiple entry points for students to between the novels’ characters and their own lives. understand the thematic material of each course. The Students practice proper writing mechanics while essential questions of each course present a platform for developing their voices as writers. They write formal students to consider many different aspects of the cultures essays and explore informal free writing and creative they study. Reading and writing skills taught in these writing. Students learn to express themselves orally courses complement one another as students engage in a through debates, formal and informal presentations, variety of assessments that prepare them for Upper School. dramatic recitation, and reading aloud. They use textual evidence to craft and support their written and oral English 8 arguments. Students explore abstract thinking and make Eighth grade students examine the hero’s journey in a thematic connections between their ideas and evidence variety of social, historical, and political contexts. They from texts. focus on the concept of heroism and how this idea evolved based on geography, race, gender, sexuality, Texts include: religion, and social constructs. Students improve Lee, To Kill a Mockingbird their annotation skills and develop a more nuanced Lai, Butterfly Yellow approach to paragraph development and sentence Shakespeare, Taming of the Shrew structure in their analytical writing. They engage in Wiesel, Night creative projects such as writing a short story, creating Woodson, Brown Girl Dreaming a podcast, and crafting and performing a segment of an Various dystopian short stories oral history.

Summer Reading (Select one): Texts include: Grande, The Distance Between Us, Young Readers Arni, Sita’s Ramayana Edition Bendis, Miles Morales Senzai, Shooting Kabul Homer, The Iliad (excerpts) Warga, Other Words for Home Kang, Hong Gildong Zephaniah, Refugee Boy Malcom X, The Autobiography of Malcolm X Miller, The Song of Achilles MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 19

Okorafor-Mbachu, Binti Grades 7 and 8 Wilson, Ms. Marvel In seventh and eighth grades, library skills and Yang and Liew, The Shadow Hero content are integrated into interdisciplinary learning experiences across the curriculum. Film: Princess Mononoke

History 8 MATHEMATICS Eighth grade students survey the development of civilization from Paleolithic times through the Math and Science 5 High Middle Ages. They focus on the complex and Fifth grade combines mathematics and science in one evolving relationships between humans and the interdisciplinary period. Students conduct hands-on environment, humans and other humans, and humans experiments and numerous project-based activities. and ideas. They question how we know what we They take measurements, collect data, find ways to know, where historical information originates, and display that data effectively, and examine patterns how we determine if it is reliable. Students study in order to draw conclusions about real-world Egypt, Mesopotamia, India, China, Greece, Rome, phenomena. Students study patterns, puzzles, and medieval Europe, and Africa. They focus on the problems that encourage creativity. They learn Earth interconnection of ancient civilizations through the science, including geology, water cycles, weather, and Uluburun Shipwreck project, a VoiceThread project astronomy. Fifth grade students keep observations, on African cultures, the Pixton project about creation write solutions, and document their understanding of myths, and a project on the Silk Road. Students study concepts and problem-solving strategies in personal world religions and philosophies from a historical math/science journals. They conduct and report on perspective, including Hinduism, Judaism, Buddhism, an original scientific experiment as part of the annual Confucianism, Daoism, Christianity, and Islam. Science Fair.

Math 6 Students become confident, competent problem LIBRARY STUDIES solvers, exploring new ideas and strengthening their fundamental mathematical skills while addressing Library 5 interesting problems. Students work independently Fifth graders develop a lifelong love of reading and and within groups and present their work regularly build upon their information-literacy skills. They read in a variety of ways. Mathematical vocabulary and an array of book genres and formats, and share their communication skills are developed. Topics include opinions in weekly classes. Using print, as well as numbers and operations, proportional relationships, digital resources, students study the research process: measurement, geometry, data analysis, and how to find different types of library resources, extract introductory algebra skills. Unit projects let students information from those resources, ask good research delve deeply into how various topics can be applied questions, find answers to those questions, and outside of the classroom and in everyday life. organize and present findings. Math 7 and Advanced Math 7 Library 6 Placement is made in consultation with sixth grade Students focus on information literacy, building upon mathematics teachers and/or the chair of the Math work in their classes to practice using, selecting, and Department differentiating between different types of information sources; asking and answering research questions; and Math 7 organizing and presenting their findings. They explore Students in Math 7 develop problem-solving strategies various genres and formats and discuss books through and prepare for algebra. They address thought- the lens of mirrors, windows, and sliding glass doors. provoking challenges and apply their mathematics MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 20

skills and strategies in novel, interesting contexts. PERFORMING ARTS Seventh graders continue their study of operations with fractions, decimals, and percentages; probability; Performing Arts 5 algebraic expressions, equations, and inequalities; Fifth graders choose to participate in either an functions and graphs; and two- and three-dimensional instrumental or choral ensemble. Skills are introduced geometry. through sequential development in technique, music theory, and performance practices. Both ensembles Advanced Math 7 build upon these skills and techniques while acquiring Students in Advanced Math 7 work through the broad musical experiences through a challenging and standard Math 7 core curriculum at a faster pace. They varied repertoire. Both fifth grade music ensembles engage in enrichment activities and are challenged perform in two concerts a year. with more sophisticated and complex problems. When appropriate, the advanced course will cover a Performing Arts 6 significant portion of the Algebra 1 curriculum. Students explore the elements of music by participating in either an instrumental or choral ensemble. Their Math 8: Algebra 1, Advanced Algebra 1, skills improve through sequential development in Advanced Math Topics technique, music theory, and performance practices. Placement is made in consultation with seventh grade Both ensembles build upon these skills and techniques mathematics teachers and/or the chair of the Math while acquiring broad musical experiences through a Department. challenging and varied repertoire. The two sixth grade music ensembles perform in two concerts a year. Algebra 1 Students explore the general concept of a function, a Performing Arts 7 and 8 fundamental concept in advanced mathematics. Linear Students choose a full-year performing arts course: and quadratic functions, in particular, are studied in Middle School Chorus 7/8, Middle School Band 7/8, depth. They work through robust exercises that require Drama 7, Drama 8, or Technical Theatre 8. them to apply their knowledge to various situations without a preconceived notion of outcome. Topics Drama 7: : Students learn the basics of stagecraft. They are spiraled; students build upon their knowledge play improvisational games, perform monologues, and to address problems that increase in complexity and develop acting skills. difficulty. Students use graphing extensively to visualize problems and enhance understanding. Drama 8: Students build upon acting skills learned in the seventh grade. They write original monologues and Advanced Algebra 1 scenes, study improvisation, and stage an improv show Students focus on Algebra 1 concepts and grapple with for a middle school assembly. complex problems that require them to synthesize ideas and incorporate a variety of problem-solving Middle School Chorus: Students in this three- and strategies. Teachers may introduce additional topics to four-part mixed ensemble perform music chosen from continue to challenge students and foster an enthusiasm the standard choral repertory combined with pieces for mathematics. arranged specifically for them

Advanced Math Topics 8 Middle School Band: Music for this ensemble, featuring Prerequisite: Advanced Math 7 wind, percussion, and string instruments, is selected Students continue to study algebra and concurrently from the standard instrumental repertory, combined explore complex geometric principles and relationships. with additional compositions arranged especially for Students develop creative and analytical problem- the group. solving skills and are challenged to apply those skills to interesting problems that help them grow as Repertoire selected for both chorus and orchestra mathematical thinkers. spans many different cultures, historical periods, and styles of musical compositions. Students increase their knowledge of musical notation, form, and stylistic interpretation. Both ensembles perform in two concerts as well as an adjudicated music festival. MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 21

Technical Theatre 8: Students learn the fundamentals SCIENCE of lighting, sound, and other technical features of the stage. Math and Science 5 Fifth grade combines mathematics and science in one interdisciplinary period. Students engage in hands-on experiments and numerous project-based activities. They PHYSICAL EDUCATION/ take measurements, collect data, find ways to display that data effectively, and draw conclusions about real- ATHLETICS world phenomena. Students study patterns, puzzles, and problems that encourage creativity. They learn Earth P.E. 5 science, including geology, water cycles, weather, and While learning the fundamentals of major and minor astronomy. Fifth-grade students keep observations, write games, students develop physical and social skills. Fifth solutions, and document their understanding of concepts graders are encouraged to maintain a positive attitude and problem-solving strategies in personal math/ toward health and fitness. science journals. They conduct and report on an original scientific experiment as part of the annual Science Fair. P.E. 6 Sixth graders continue to learn and participate in a Life Science 6 variety of games, focusing on skill building and team Students delve into the major themes of life science: work. Small side team competitions are incorporated ecological interactions, structural and functional into many units allowing students to deal with relationships within plants and animals, and genetics. winning, losing, and the importance of exhibiting The variety of activities and projects requires both superb sportsmanship regardless of the intensity of a individual effort and cooperative group skills. game. Most activities are self-officiated by the students. Laboratory investigations, lab reports, modeling, and oral, visual, and written presentations provide Athletics 7 and 8 a framework for development of conceptual Students in Maret’s interscholastic physical education/ understanding. Students learn basic microscope skills athletics program develop physical, emotional, and to connect the visible features of organisms to the cognitive skills that enable them to become effective basic structures and functions of cells from plants, team members. animals, and fungi. Exploration of experimental design begins with experiments on yeast and continues with Participation is emphasized and all team members are data-collection activities, including baking, growing guaranteed playing time. Some sports field an A and plants, and classifying animals. Students also study the a B team, which are divided by skill level. Cuts may workings of their organ systems and their genetic make- be made on some teams depending on the number of up. Sixth graders develop a Science Fair project that students trying out and the skill level. The A teams involves research, data collection, and analysis. play 8–10 games per season; B teams play 4–8 games per season. Middle school sports are practiced during Physical Science 7 the school day; game time extends beyond the end of Students explore conceptual physics with an emphasis the school day. All students in the seventh and eighth on problem solving through controlled experimentation grades must participate in the program. There is not and practical engineering. Using basic physics concepts, an independent physical education option in middle students build musical instruments, roller coasters, school. and more. They learn proper documentation of the experimental process: identifying variables, creating A noncompetitive activity is offered if enough students graphs to analyze data, and supporting statements with choose not to compete on a team. This general physical evidence. Students build Lego robots and program them education class offers a variety of team and individual to perform a set of tasks for the Robotics Challenge activities that allow students to develop a wide range and also apply their engineering skills to build a Rube of physical, emotional, and cognitive skills. By learning Goldberg machine. the principles of health and fitness, students develop a positive attitude for lifetime physical activity. MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 22

Chemistry 8 Students apply the iterative design-thinking process Students study the fundamentals of chemistry, including of exploring and empathizing, defining problems, physical and chemical properties, chemical bonding, the ideating, prototyping, and testing to projects that are periodic table, and chemical reactions and equations. connected to content and concepts taught in other They also explore connections between chemistry seventh grade courses. Through these projects, students and the environment. Students build upon their skills develop and deepen their technological and fabrication of investigation by keeping a lab notebook of the skills. collection, organization, and analysis of their own data. They complete an extensive climate change project in which they research causes and impacts of climate change as well as strategies to mitigate and adapt to VISUAL ART climate change. Students use this knowledge to act as representatives of a variety of countries, NGOs, and Visual Art 5 businesses at the annual Climate Change Conference, Fifth graders experiment with various materials and during which they publicly present their research and techniques commonly found in visual art. They explore build consensus on climate change proposals. the elements of art using two- and three-dimensional projects that use the formal properties of line, shape, value, texture, and color. Students are encouraged to find imaginative solutions to visual problems. They TECHNOLOGY/ also develop critical thinking skills by asking—and answering—Does it work and why? Activities include COMPUTER SCIENCE drawing, painting, printmaking, and clay modeling.

Technology/Computer Science 5 Visual Art 6 This class meets once a week, all year. Fifth grade Students build on their understanding of the elements students continue to use Google Docs for creating of visual problem solving. Through hands-on projects, documents and presentations and are assigned school they explore a variety of materials used in both two- email accounts. They learn more about being good dimensional and three-dimensional formats. They use digital citizens, the responsible use of technology, line, shape, color, value, and texture to develop imagery and the guidelines for technology use as a member in a systematic manner while remaining open to of the Maret community. Other class topics include creative possibilities. Students plan and execute projects coding and design thinking, as well as making-focused in a logical sequence as they work toward completing projects that use materials and equipment in Maret’s their own unique art pieces. MakerSpace. Visual Art 7 Technology/Computer Science 6 Students explore progressively more complex The sixth grade tech/computer science class meets once techniques and concepts while completing three a week all year. The main areas of focus are promoting projects and rotating between teachers and studios positive behaviors online in terms of internet safety, equipped specifically for each process. These projects awareness of one’s digital footprint, and cyber bullying. include three-dimensional relief, reduction block Students also learn coding and problem solving while printing, and mosaic mural. Emphasis is on building using design thinking, robotics, and various pieces of fundamental skills while investigating design, coding software. composition, color, theory, scale, figure-ground relationships, and site-specific public art. Technology/Computer Science 7 and 8 In seventh and eighth grades, tech/computer science is Visual Art 8 taught using an interdisciplinary approach; content and Continuing to build on previous skills and art skills are integrated into students’ academic subjects in understandings, eighth-graders rotate through humanities, math, science, and world languages. three-different projects that explore more advanced concepts and skills, including three-dimensional Design Thinking 7 modeling, painting, and drawing. These projects seek Students who opt out of Latin in seventh grade may to develop improved observational skills and eye-hand take Design Thinking 7; it meets twice a week all year. coordination, awareness of the formal considerations MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 23

of three-dimensional mass and volume, and the ability Wellness 8 to effectively use color and value to create visually As they prepare to transition to Upper School, eighth compelling artwork. graders explore sophisticated themes associated with human development and relationships. Small and large group work, class assignments, and videos are used as the basis to discuss consent, identity, racism and WELLNESS prejudice, and digital citizenship. These themes are reinforced and integrated across the middle school Wellness 5 curriculum, and advising as well. Fifth grade Wellness focuses on friendships, self- awareness, and decision making. The first semester gives fifth graders a chance to learn and practice mindfulness skills. Students learn how to form healthy WORLD LANGUAGES friendships, be an upstander, and a responsible online citizen. The second semester is spent teaching students At Maret, language instruction and culture are about puberty, reproductive anatomy, and pregnancy, intentionally and inextricably intertwined. as well as gender identity and gender expression. Classes start with a “check-in,” giving students the opportunity to practice recognizing their own feelings CLASSICS and gain understanding as to how those feelings influence behavior. Check-in also allows students Latin 7 to practice empathizing with their peers. Through Students who demonstrate interest in Latin begin an reflective activities, students explore and articulate their accelerated classics sequence. They study the material boundaries with regard to personal space, emotions, in the Cambridge Latin Course, Unit 1, which focuses language, and behavior. on vocabulary, grammar, and culture through a single narrative about a Roman family living in Pompeii. Wellness 6 Students begin their study of Latin vocabulary, noun In sixth grade, students concentrate on friendships, case endings, verb endings for three tenses, and basic peer dilemmas, self-awareness, peer pressure, and Latin sentence structure. They continue to study decision-making. Students spend most of the year English language derivatives and the history and exploring their identity based on the “Big 8” social culture of the ancient world. Learning occurs through identifiers: race, ethnicity, gender, socio-economic games, projects, plays, dialogues, digital activities, and status, sexual orientation, religion, and ability. internet research. Additional lessons on body image and family structure are added to the lessons on the “Big 8.” Students end Latin 8 the year learning about mental health and effective Eighth graders continue their study of Latin language mindfulness practices. and culture by completing the Cambridge Latin Course, Unit 2. Students read stories set in Roman Wellness 7 Britain and ancient Alexandria; they learn about the Students meet in gender-specific groups to discuss the relationships between first-century Rome and its effects of emotional and physical changes occurring provinces, including the shared and dissimilar aspects in their lives. They explore human development, of their cultures. Students further develop their reproductive anatomy and physiology, sexually knowledge of indicative verb forms. They expand transmitted infections, and the importance of consent their mastery of noun cases, adding the genitive and and boundaries. Students also learn about nutrition, ablative cases. Games, projects, plays, dialogues, diet and exercise, body image, eating disorders, and internet research, and audiovisual resources enhance mental health. They learn to make decisions that show the students’ familiarity with linguistic and cultural respect for themselves and others and take into account material. the possible consequences of their actions. MARET 2021–2022 CURRICULUM | MIDDLE SCHOOL 24

MODERN LANGUAGES In French and Spanish classes, students expand their communication skills while continuing to learn formal grammar. They review and consolidate concepts Spanish 5 previously studied, learn complex features of Spanish All fifth grade students take Spanish. and French grammar, expand their vocabulary and speaking skills, and learn the complete set of simple Students expand their understanding of Spanish with tenses of regular and irregular verbs. They develop a thorough look at the language’s structures. They more complex notions of syntax. also work on the aural and oral aspects of Spanish. Students explore how to interact in the language on French 8 a daily basis through exercises such as role-playing. Students learn all the verb tenses, including conditional They study several Hispanic cultures through the and subjunctive, gaining skills that enable them to use of audiovisual materials, special projects, and express themselves clearly and confidently. They speak games. Students participate in a reading program using and write about choosing clothes, exercising, staying authentic Spanish-language texts and magazines. fit, traveling, the environment, and making plans.

French 6 Spanish 8 Returning Maret students may choose to continue with Students review and consolidate concepts previously Spanish or begin French. Students new to Maret take studied, learn complex features of Spanish grammar, French in sixth grade. (New students who have had expand their vocabulary, and develop their speaking previous Spanish language study may continue to take skills. Students develop mastery of the complete set Spanish with the approval of the department chair.) of simple and perfect tenses of regular and irregular verbs. They develop complex notions of syntax and an Students learn basic concepts of French grammar expanded vocabulary base. and vocabulary and develop basic communication skills. Students develop their oral and aural skills through projects that highlight the geographic and cultural aspects of the language, comparing French and American daily life. In addition to a textbook, students use workbooks, and audiovisual materials to supplement in-class activities.

Spanish 6 Returning Maret students may choose to continue with Spanish or begin French. (New students who have had previous Spanish language study may continue to take Spanish with the approval of the department chair, or begin French.)

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.) MARET 2021–2022 CURRICULUM | SEQUENCE CHARTS 25

MIDDLE AND UPPER SCHOOL ACADEMIC SEQUENCE CHARTS MARET 2021–2022 CURRICULUM | SEQUENCE CHARTS 26

MATHEMATICS

Math and Science 5 Math 6

Math 7 Advanced Math 7 Middle School Middle

Algebra 1 Advanced Algebra 1 Advanced Math Topics 8

Geometry Advanced Geometry

Algebra 2 and Advanced Algebra 2 and Accelerated Algebra 2 and Trigonometry Trigonometry Trigonometry Upper School

Precalculus Advanced Precalculus Accelerated Precalculus

Advanced Statistics Calculus Advanced Calculus Accelerated Calculus

Multivariable Calculus MSON Offerings: Multivariable Calculus (also offered at Maret), Linear Algebra, Math Seminar 1, Math Seminar 2, A Mathematical Modeling Approach to Social Justice, Advanced Applied Math through Finance, Vector Calculus MARET 2021–2022 CURRICULUM | SEQUENCE CHARTS 27

SCIENCE Math and Science 5

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 Middle concurrently . Chemistry 8

Physics with Algebra Biology 9 (Grade 9)

Chem Study

Biology 11/12 SEMESTER ELECTIVES: Adv . Biology Adv . Topics in Chemistry Adv . Chemistry (MSON) Adv . Environmental Science Biotechnology Physics A Einstein’s Relativity and the Adv . Physics B Evolution of the Quantum Accelerated Physics C: Upper School Model (MSON) Mechanics Forensic Science (MSON) Genetics and Genomics (MSON) Biology 11/12 Intro . to Organic Adv . Biology Chemistry (MSON) Adv . Chemistry Lab Research in Biology Adv . Environmental Science Modern Physics and Space Topics Physics A Waves, Optics, and Adv . Physics B Musical Physics Accelerated Physics C: Mechanics

Summer program (grades 10–12): Subtropical Zone Ecology—Puerto Rico MARET 2021–2022 CURRICULUM | SEQUENCE CHARTS 28

CLASSICS

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

Latin 7 Middle School Middle

Latin 8

Intermediate Latin: Heroes and History

Advanced Latin: Rhetoric and Epic Literature

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

MSON Courses Ancient Greek I Advanced Latin Literature (Prereq: Advanced Latin: Rhetoric and Epic Literature or equivalent) MARET 2021–2022 CURRICULUM | SEQUENCE CHARTS 29

ARABIC CHINESE

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

Chinese 1: Elementary Arabic 1 (MSON) Chinese

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

Chinese 4: Advanced Intermediate Chinese

Chinese Seminar (MSON) MARET 2021–2022 CURRICULUM | SEQUENCE CHARTS 30

FRENCH

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

French 6

French 7 Middle School Middle

French 8

French 3 French 4

Advanced French Grammar Upper School Francophone Cultures

MSON Courses French Seminar: National Identities (Prereq: Francophone Cultures or equivalent) The Question of Evil from Voltaire to Camus (Prereq: Francophone Cultures or equivalent) Summer program: Maret in France Typically students participate after ninth or tenth grade. MARET 2021–2022 CURRICULUM | SEQUENCE CHARTS 31

SPANISH Spanish 5

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

Spanish 6

Grade 7 Spanish 7 Spanish Beginner Middle School Middle

Grade 8 Spanish 8 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

Comparative Literature MSON Courses (Prerequisite: Spanish 4) Advanced Spanish Through Film and Literature History of the Spanish Language: An Summer program: Introduction to Linguistics Maret in Spain and Advanced Grammar Typically students participate after ninth or tenth grade. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 32

UPPER SCHOOL CURRICULUM

INTRODUCTION SCHEDULE Maret’s upper school curriculum is challenging and Ninth grade students take five academic courses: exciting. Upper school students are prepared for History 9: History of Our Multicentric World, college and beyond through a broad curriculum that English 9: Literature of Our Multicentric World, intentionally incorporates analytical reading and Biology 9 or Physics with Algebra, a world language writing, critical thinking, creative problem-solving, lab class, and a math class. They also take one course in the work, research methodologies, and study skills—as arts—either visual art or performing arts. Students are well as artistic and athletic endeavors. Working with aided in the design of their academic programs; division faculty advisors, students craft a course of study that is directors and department chairs work with ninth appropriate and engaging. grade students to build a challenging yet manageable schedule. Students interested in world languages may Students in ninth grade take core English and history pursue a double-language option during ninth grade, classes. In upper grades, they choose electives based and postpone their art class requirement. Double- on their abilities and interests. Some students take language students have the same credit requirements advanced classes through MSON seminars with peers as other students but may fulfill some of them during from across the country. Students may enrich their different years than their peers. education through immersive summer courses. In tenth and eleventh grades, students take five Upper school students develop as thoughtful, healthy, academic courses and one art or tech/computer empathetic, and engaged adults who are involved science class. Tenth graders typically take English 10, in their communities. Maret’s core values (Respect, US History, a science class, a world language class, a Integrity, The Individual, Connectedness, Creativity, math class, and one class in either art, music, or tech/ Excellence, and Joy) become second nature to our computer science. Double-language students postpone students. Faculty, administrators, and staff ensure that US History until the following year. Eleventh grade students take five academic courses, which typically • students are respectful of each other and of adults; include two humanities electives, a world language • harassing or offensive comments or acts are class, a science class, and a math class. Faculty members recognized, addressed, and corrected; aid students in the crafting of their academic schedules. • students are academically honest and understand and avoid plagiarism; Twelfth graders must take at least four academic • fair play and sportsmanship are encouraged in courses; however, most elect to take five. athletics; • open debate and differing points of view are respected; • creativity is celebrated.

Students expand and enrich their thinking through assemblies, which feature outside speakers, films, and performing groups. In each grade, upper school students have increased freedoms and are encouraged to take intellectual risks. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 33

REQUIREMENTS Science, Economics, Accelerated US History, Civil Students are required to complete 21 credits; a credit is Liberties, Hispanic Cultures, Francophone Culture, defined as a two-semester course. and MSON’s Chinese Seminar.

Discipline Requirements Humanities 7 credits (including 4 literature INDEPENDENT STUDY credits and 3 history credits) Students who wish to pursue an academic interest not available at Maret or through MSON may apply Mathematics Completion of math progression to pursue an independent study in that subject. through Precalculus or four Independent study applications will be reviewed by the years of mathematics department chair, the director of Upper School, and the assistant head for curriculum development. Any Science 3 credits: at least 1 credit in extra costs incurred through independent study are the each discipline of biology, responsibility of the family. chemistry, and physics

World Languages 3 credits in one language SENIOR OPTION OR 2 credits in each of Seniors may broaden their studies by creating a senior two languages option course with the approval of the director of Upper School and the assistant head for curriculum The Arts and 2 credits total: 1 credit in either development. These courses do not involve homework Tech/Computer performing arts or visual art, and earn a pass/fail and a credit. Recent senior options Science and 1 additional credit in either have included coaching middle school sports, studying performing arts, visual art, or child development as an assistant in the Lower School, tech/computer science and working on a presidential campaign.

Physical Education/ 11 of 12 seasons, or participation Athletics on two Maret team sports per CERTIFICATE OF COMPLETION year (no credit) Students unable to complete senior year due to unusual circumstances (medical or otherwise) may be awarded Wellness Four years (no credit) a certificate of completion in lieu of a diploma. The certificate indicates that the student successfully Community Service 30 hours (no credit) completed Maret’s rigorous graduation requirements in a non-traditional way.

ADVANCED AND ACCELERATED COURSES Maret’s flexible and rigorous high school curriculum ACADEMIC AND LEADERSHIP AWARDS lets students explore many challenging topics in Students in the top 20 percent of their graduating class depth. Although some advanced and accelerated are eligible for election to the national Cum Laude courses are similar in rigor and complexity to Society. A faculty committee representing various conventional Advanced Placement (AP) classes, disciplines selects students based on engagement in none are designated as AP. That designation signifies intellectual inquiry, the level of courses taken, and adherence to an externally prescribed curriculum demonstrated academic excellence. that might offer fewer benefits than Maret’s student- centric program. However, Maret recognizes that Students who have attended Maret for at least four colleges and universities may use AP exam results to semesters in grades 9–12 are eligible to be valedictorian. determine placement, especially in math, science, and The valedictorian is selected based on cumulative GPA, languages. Maret classes offer a strong foundation for rigor of academic course load, and intellectual curiosity. the AP exam, and with some additional independent work, students in the following courses choose Maret also recognizes seniors’ achievements through to take the corresponding AP exam: Advanced the School’s annual Core Value Awards. Calculus, Accelerated Calculus, Advanced Chemistry, Accelerated Physics C, Advanced Environmental MARET 2021–2022 CURRICULUM | UPPER SCHOOL 34

For all academic and leadership distinctions, a student’s Longer assembly periods twice a week allow students standing as a positive and contributing member of the to appreciate musical performances, hear speakers from Maret community is considered. outside of school, gather for discussions on issues of current interest, and meet with their academic advisors.

SERVICE LEARNING Upper school students participate in over 35 student-led Upper school students apply newly acquired academic clubs. Faculty advisors help student leaders manage the skills and knowledge in real-life situations that clubs, substantively and logistically. Many clubs meet promote awareness of and involvement in the larger weekly during breaks; other clubs meet less frequently community. Service learning projects are conducted or seasonally. collaboratively between the School and community organizations and are designed to meet identified needs of community partners. Students engage in short-term INTENSIVE STUDY WEEK (ISW) and sustained service learning initiatives with local, ISW provides enriching educational experiences outside regional, national, and global communities. In the the traditional classroom format. Students select their classroom, students reflect on, discuss, and write about top five choices and are placed in a program by the their experiences. They develop communication skills, ISW chair. The School covers most ISW costs; qualified educational competence, and a sense of personal and students may request financial aid for any additional social responsibility. fees.

The ninth grade history course includes a unit on hunger and its relationship to historical and social FATEH LIBRARY AND CENTER FOR INQUIRY inequities within DC, as well as in a larger world Students develop effective research and inquiry context. Ninth graders participate in a service retreat, practices through the Center’s innovative information- serving in soup kitchens, homeless shelters, and food literacy programs. Students cultivate a lifelong love of banks. Upper grades engage in service learning through reading and can use the vast online catalog of books a variety of projects, clubs and organizations, and and scholarly databases on their devices. elective courses. The librarians at the Center support faculty through the creation of curricular resource programs; train CO-CURRICULAR PROGRAMMING faculty in current research and information-processing At the beginning of the week, all upper school students techniques; and share with other independent schools gather together at Convocation to share news of the current methodologies, ideas, and best institutional and week, athletics results, and other important information. educational practices. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 35

2021–2022 COURSE LISTING The Malone Schools Online Network (MSON) is a consortium of schools funded by the Malone Family Foundation. Highly motivated high school students (generally juniors and seniors) can HUMANITIES participate in a variety of superior online courses taught by subject experts. Students benefit from Required Courses the courses’ commitment to excellence, small English 9: Literature of Our Multicentric World class sizes, and personal relationships with fellow History 9: History of Our Multicentric World students nationwide. To qualify for enrollment, English 10: Literature, Culture, and Identity students demonstrate sufficient independence and in the United States the commitment to succeed in a virtual discussion US History or Accelerated US History: seminar setting. History, Culture, and Identity of the United States

History and Social Science Electives OR MSON COURSES blend synchronous instruction— Literature Electives real-time video conferencing seminars and “American” Odyssey 1, fall discussions—with asynchronous instruction— “American” Odyssey 2, spring recorded lectures, exercises, and projects which A Nation Divided: The Literature of Civil Rights students complete outside of the class. Each course in the Modern US (MSON), spring enrolls a minimum of six and a maximum of 16 students. Bob Dylan’s America (MSON), fall Courses are delivered in high-definition classroom Communist Cultural Revolutions of 20th Century, fall set-ups that allow students and teachers to see Ensuring Equity: Women in 21st Century one another, interact throughout class, and form American Culture (MSON), spring meaningful relationships. Between 45 and 50 courses Establishing Equality: The History of Feminisms are offered yearly, spanning the humanities, social and Gender, 1792–1992 (MSON), fall sciences, STEM, and world languages. Fall, spring and Humans’ Evolving Relationship with the Earth year-long classes are offered. Law, Culture, and Society Nuestra America MSON PARTNER SCHOOLS The Power of Story Augusta Preparatory The Prairie School (WI) 20th Century Middle Eastern History and Literature, spring School (GA) Porter-Gaud School (SC) Brownell Talbot School (NB) The Roeper School (MI) History and Social Science Electives Canterbury School (IN) St . Andrews Episcopal Advanced Macroeconomics (MSON), fall Casady School (OK) School (MS) African History: Panoramas, Portraits, Perspectives Chadwick School (CA) Severn School (MD) Are We Rome? (MSON), spring Charlotte Latin School (NC) Stanford Online High Building Empathy, Bridging the Divide: Using Dialogue Columbus Academy (OH) School (CA) to Help Heal American Democracy (MSON), spring The Derryfield School (NH) Trinity Preparatory Civil Liberties Fort Worth Country Day School (FL) Diversity in a Global Comparative Perspective (MSON), fall School (TX) University School in Dynamics of Political Leadership (MSON), fall Hopkins School (CT) Nashville (TN) Economics Indian Springs School (AL) Waynflete School (ME) Environmental Bioethics—Exploring the Challenges Manlius Pebble Hill Wichita Collegiate School (KS) of Local and Global Choices (MSON), spring School (NY) Wilmington Friends Globalization and the Modern World Maret School (DC) School (DE) Introduction to Psychological Theories and Research Mounds Park Academy (MN) Winchester Thurston Making Ethical Medical Choices in a Newark Academy (NJ) School (PA) Diverse World (MSON), fall The Park School (MD) Multiculturalism and Social Justice in the American Musical Theatre Political Identity, American Democracy, and Civic Engagement (MSON), fall MARET 2021–2022 CURRICULUM | UPPER SCHOOL 36

Positive Psychology (MSON), fall, spring A Mathematical Modeling Approach to Social Justice The History of Modern Germany: (MSON), spring World War I to the Present (MSON), spring Advanced Applied Math through Finance (MSON), spring Think Global, Debate Local, (MSON), fall Vector Calculus (MSON), spring Turbulent Times: History of the First Amendment and Dissent During American Wars (MSON), fall PERFORMING ARTS Literature Electives Comparative Literature Chorus and Band Contemporary Black Women Writers, spring Concert Choir Creative Fiction Writing Workshop, spring Concert Band/Strings Creative Nonfiction Writing Workshop, fall Creative Writing in the Digital Age (MSON), fall Film and Theatre Etymology of Scientific Terms (MSON), fall 2020 Film Production Exploration of Ethics through Literature Performance Studies Feminism in Film, fall Introduction to Technical Theatre Freedom and Identity in LGBTQ Literature (MSON), spring Advanced Technical Theatre Global Voices of Oppression: Literature for Social Justice (MSON), fall Imagined Worlds: Utopian and Dystopian Visions PHYSICAL EDUCATION AND ATHLETICS “It Is Better to Speak”: One Hundred Years of Women Writing for Change (MSON), spring Interscholastic Program Literature and Theories of Knowledge Boys Girls Coed Lovers, Warriors, Poets, and Thinkers Baseball, spring Basketball, winter Cross Country, of the Ancient Mediterranean Basketball, winter Lacrosse, spring fall Orwell’s Exigence: Club Ice Hockey, Soccer, fall Golf, fall Writing for an Urgent Moment (MSON), fall winter Softball, spring Swimming, winter Philosophy in Pop Culture (MSON), spring Football, fall Tennis, fall Track and Field, The Fiction of James Joyce (MSON), spring Lacrosse, spring Volleyball, fall spring The Question of Evil from Voltaire to Camus (MSON) Soccer, fall Ultimate Frisbee, Watching the Watchmen: The Role of Detective Tennis, spring spring Narratives in a Carceral Culture (MSON), fall PE and Lifetime Activities Step Team (student run group), spring MATHEMATICS Strength and Conditioning, all seasons Upper School Musical Cast, winter Geometry Yoga, all seasons Advanced Geometry Algebra 2 and Trigonometry Independent PE Advanced Algebra 2 and Trigonometry Accelerated Algebra 2 and Trigonometry Precalculus SCIENCE Advanced Precalculus Accelerated Precalculus Biology Advanced Statistics Biology 9 Calculus Biology 11/12 Advanced Calculus Advanced Biology Accelerated Calculus Multivariable Calculus (at Maret and MSON) Chemistry Linear Algebra (MSON), fall Chem Study Math Seminar 1 (MSON), fall Advanced Chemistry Math Seminar 2 (MSON), spring MARET 2021–2022 CURRICULUM | UPPER SCHOOL 37

Physics Photography Physics with Algebra Photography 1 .0–1 .5 Physics A Photography 2 .0–2 .5 Advanced Physics B Photojournalism and Documentary 1 .0 Accelerated Physics C: Mechanics Photojournalism and Documentary 2 .0

Science Electives Publication Design Advanced Environmental Science Publication Design 1 .0 Advanced Topics in Chemistry (MSON), spring Publication Design 2 .0 Biotechnology: Techniques and Applications, fall CSI: MSON Forensic Science (MSON), spring Art Seminars Einstein’s Relativity and the Evolution of the 2D Studio 1 .0 Quantum Model (MSON), fall 2D Studio 2 .0 Genetics and Genomics (MSON), fall Introduction to Organic Chemistry (MSON), fall Advanced Level Art Courses Lab Research in Biology, spring Art Courses 3 .0–4 .0 Modern Physics and Space Topics, spring Waves, Optics, and Musical Physics, fall WELLNESS Summer Science Elective Subtropical Zone Ecology—Puerto Rico Wellness 9 Wellness 10 Wellness 11 TECH/COMPUTER SCIENCE Wellness 12

Python Web Design and Development WORLD LANGUAGES Computer Science: Solving Problems with Computational Methods (MSON), spring CLASSICS Data Structures and Design Patterns (MSON) Intermediate Latin: Heroes and History Independent Study: Special Topics in Computer Science Advanced Latin Literature (MSON), spring Advanced Latin: Rhetoric and Epic Literature Lovers, Warriors, Poets, and Thinkers of the Ancient VISUAL ART Mediterranean Ancient Greek 1 (MSON) Ceramics Ceramics 1 .0–1 .5 MODERN LANGUAGES Ceramics 2 .0–2 .5 Arabic Computer Graphics Arabic 1 (MSON) Adobe Photoshop and Graphic Design 1 .0, fall Arabic 2 (MSON) Adobe Photoshop and Graphic Design 2 .0, fall Adobe Illustrator and Graphic Design 1 .0, spring Chinese Adobe Illustrator and Graphic Design 2 .0, spring Chinese 1: Elementary Chinese Chinese 2: Elementary Chinese Drawing and Painting Chinese 3: Intermediate Chinese Drawing and Painting 1 .0–1 .5 Chinese 4: Advanced Intermediate Chinese Drawing and Painting 2 .0–2 .5 Chinese Seminar (MSON)

Mixed Media French Mixed Media 1 0–1. .5 French 3 Mixed Media 2 0–2. .5 French 4 Advanced French Grammar MARET 2021–2022 CURRICULUM | UPPER SCHOOL 38

Francophone Cultures HUMANITIES French Seminar: National Identities (MSON) The Question of Evil from Voltaire to Camus (MSON) Requirements: 7 credits (4 in English; 3 in history) Chair: Nicholas Michalopoulos Spanish Reading lists are subject to change. Spanish 1 Intensive Spanish OVERVIEW Spanish 2 Spanish 3 Maret’s humanities courses explore the human Spanish 4 condition in a variety of forms, including literature, Spanish in Film history, art, psychology, anthropology, economics, Topics in Latino Cultures philosophy, religion, and film. The Humanities Advanced Spanish through Film and Literature (MSON), Department strives to broaden and deepen students’ spring understanding of the universality of ideas, themes, Survey of Hispanic Literature and images, while emphasizing the unique qualities of Hispanic Cultures individual works and events. Hispanic Literature History of the Spanish Language: An Introduction to The range of courses meets the needs of students with Linguistics and Advanced Grammar (MSON), fall varied backgrounds, interests, and abilities. Careful Comparative Literature reading; crisp, clear writing; critical thinking; research; and articulate speaking are the goals of every course. Summer Language Electives Students will: Maret in Spain Maret in France • Improve reading comprehension, interpretation, analysis, and synthesis • Develop clear, persuasive, accurate, and imaginative ways of writing • Engage in critical thinking through close analysis, rigorous questioning, and lively debate • Practice public speaking through discussion, debate, speeches, and oral presentations

The Humanities Department encourages respectful in-class dialogue and advocates creative approaches to analysis, writing, and problem-solving.

REQUIREMENTS

Seven humanities credits are required for graduation, four of which must be English and three of which must be history. Most students accrue eight or nine credits. Of these, English 9, History 9, English 10, and US history are required for every student.

In all courses, students are expected to write frequently and at length, through journals, short essays (1–2 pages), and longer analytic or interpretive essays (5–10 pages). English 10, US History, and most electives require at least one substantial research paper. All electives expand on the core skills acquired through tenth grade. Electives typically require students to engage in a variety of assessments, including diverse MARET 2021–2022 CURRICULUM | UPPER SCHOOL 39

forms of writing, presentation, and varied depths of single, dominant, defining order/region. Instead, there research. In certain electives, students conduct lengthier, are multiple, now inter-connected global actors. The original research projects and present them as part of course mixes a wide range of analytic and creative Maret’s Capstone on the last day of school. assessments that build reading, writing, and analytical skills, as well as link historical content to enduring Students confer with their advisors before deciding concepts and principles. Additionally, students engage upon electives that are appropriate to their interests in a significant research project in which they explore and needs. modern-day global issues of wealth and poverty that illuminate wider patterns of long-standing historical and social inequities. REQUIRED COURSES English 10: Literature, Culture, and Identity English 9: Literature of Our Multicentric World in the United States Students read, discuss, and write about literature Exploring the relationships between literature, culture, from the twentieth and twenty-first centuries to and identity, this course introduces a diverse range enjoy the diversity of human experience and to of stories, voices, perspectives, and experiences understand the literary techniques that animate them: throughout the United States. Students examine setting, characterization, point of view, motif, theme, the techniques, themes, values, and ideas that shape symbolism, and the elements of style. Students refine the literary tradition and select from a range of their critical reading abilities by learning to value and contemporary texts to enhance their understanding. analyze textual patterns and writers’ decisions about They compare and contrast literary ideas as a means language. They advance their writing skills, focusing of developing close analysis and evaluation. Students on clear organizational structure, effective use of deepen analytical reading skills, work to structure and evidence in analytical writing, and powerful stylistic support complex written arguments, and polish their choices infused with their own emerging voices. They ability to effectively use vocabulary and grammar by also learn to appreciate the craft of writing through preparing short and long writings. Students cultivate creative pieces inspired by the texts they read. Students their critical, creative, and communication skills develop the interpersonal skills necessary for effective by drafting essays, presenting ideas, and designing classroom discussion, debate, and performance. narratives through informal and formal media (e.g., presentations, discussions, interviews, reviews, and Texts: short films). As a culmination of their core humanities Danticat, Dewbreaker classes, students write a longer research paper that Noah, Born a Crime balances historical, literary, and cultural argument Shakespeare, Romeo and Juliet and analysis and hones note-taking, bibliography, and Short Stories by Hughes, Cisneros, Kingston, revision skills. Patel, Al-Shaykh Students choose one of the following: Texts: Adichie, Purple Hibiscus Akhtar, Disgraced Esquivel, Like Water for Chocolate Baldwin, The Fire Next Time Ghaffari, To Keep The Sun Alive Rankine, Citizen Ng, Everything I Never Told You Shanley, Doubt Summer Reading: Native American Poetry Students choose two novels from a broad list of Students choose one of the following: classic and contemporary works. Erdrich, The Round House Ford, Crooked Hallelujah History 9: History of Our Multicentric World Hobson, Where the Dead Sit Talking Multicentric means that no one region of the world Orange, There There has global-predominance. This course begins with Selection of personal essays the laying out of a late medieval, multicentric world of powerful but fundamentally autonomous regions. Then, we track the emergence of European dominance of a global system. Finally, we turn to the contemporary world, where once again there is no MARET 2021–2022 CURRICULUM | UPPER SCHOOL 40

US History or Accelerated US History document-based questions as well as other challenging Grades 10–11 modes of inquiry. Students take History, Culture, and Identity of the United Sates, or with departmental Texts: recommendation, they may take the accelerated Foner, Give Me Liberty, 6th edition course instead. 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 HISTORY AND SOCIAL SCIENCE ELECTIVES North America have structured societies to look and OR LITERATURE ELECTIVES operate in various ways. Students are then ready to engage with the open-ended question: how ought “American” Odyssey 1 we (re)structure how our societies operate after Fall; Grades 11–12 understanding the history of America from the pre- May be taken as a history and social science elective or Columbian period to present day? Students explore as a literature elective the tension between individual freedom and majority Homer’s Odyssey begins with the following lines: rule, analyze the causes and consequences of major Tell me about a complicated man. events and developments, draw parallels between past Muse, tell me how he wandered and was lost… and current events, and explore multiple perspectives and where he went, and who he met, the pain on the construction and meaning of “US history.” In he suffered in the storms at sea, and how addition, students develop a nuanced understanding of he worked to save his life and bring his men the three branches of government and their interaction. back home. Students are encouraged to challenge their biases and preconceptions and to reach their own conclusions Odysseus’s mythical journey to self-discovery and about American history. The course is structured heroism, while very male-centered, mirrors the real, chronologically in the first semester and thematically in lived journey of many different people in twentieth- the second semester to allow students a more in-depth century North America as they struggled, fought, look at topics in the late nineteenth and twentieth and strived to achieve individualism, autonomy, and centuries. Students are evaluated through quizzes, tests, personal freedom in an increasingly volatile society. papers, group discussions, class projects, and short, Through an in-depth analysis of three central texts informal writing exercises. Themes, skills, and topics in by Morrison, Erdrich, and Faulkner—and the history this course complement those in English 10. which surrounds each of them—students explore the personal journeys that the different protagonists Texts: undertake while evaluating the opportunities and Foner, Give Me Liberty, 6th edition obstacles presented by the different parts of the Foner, Voices of Freedom, Volumes 1 and 2 political, social, and economic North American Selected primary source materials experience that these books inhabit. Through these novels, students experience multilayered, complex texts Accelerated History, Culture, and Identity that open up a gateway into the ever-evolving social of the United States experience of Black, Indigenous, and white Americans Prerequisite: Departmental approval living in a rapidly transforming twentieth century. In addition to the work outlined in History, Culture, and Identity of the United States, this accelerated course places special emphasis on critical reading, essay writing, and increased primary source analysis in order to engage with each unit’s essential questions. This course uses a greater variety of exercises that ask students to take on historical perspectives, in addition to participating in more active historical simulations. Furthermore, the course makes extensive use of MARET 2021–2022 CURRICULUM | UPPER SCHOOL 41

“American” Odyssey 2 in the struggle. Students will work with various texts, Spring; Grades 11–12 including Supreme Court Cases, memoir, essays, Prerequisite: None; students do not need to take poetry, short fiction, and primary source documents. “American” Odyssey 1 to enroll in this course. Additionally, students will design and implement their May be taken as a history and social science elective or own oral history projects as a culmination to the class. as a literature elective Homer’s Odyssey begins with the following lines: Bob Dylan’s America (MSON) Fall; Grades 11–12 Tell me about a complicated man. Prerequisite: Previous or concurrent enrollment in Muse, tell me how he wandered and was lost… English 10 and US History or Accelerated US and where he went, and who he met, the pain History or equivalent he suffered in the storms at sea, and how Taught by: University School of Nashville he worked to save his life and bring his men May be taken as a history and social science elective or back home. as a literature elective Arguably the most influential, important, and closely Odysseus’s mythical journey to self-discovery and scrutinized American artist of the past six decades, heroism, while very male-centered, mirrors the real, Bob Dylan is as difficult to define as the nation that lived journey of many different people in twentieth- produced him. Connecting his work to contemporary century North America as they struggled, fought, theories of cultural memory, this course looks at and strived to achieve individualism, autonomy, and the ways in which Dylan, both in his music and his personal freedom in an increasingly volatile society. cultivation of various public personae, maps the Through an in-depth analysis of three central texts by contours of the national imagination and explores the Alvarez, Tan, and Abu-Jaber, each of which focuses prevailing attitudes of class, race, gender, and place in on a different immigration experience in America American culture. and the history which surrounds it, students explore Proceeding chronologically and using Dylan’s the personal journeys of a Dominican, Chinese, and masterworks and subsequent official “bootleg” Jordanian family while evaluating the opportunities recordings as touchstones, students will consider a and obstacles presented by the different parts of variety of texts, including poetry, fiction, and cultural the political, social, and economic North American history; biography and autobiography; and popular experience that these books inhabit. Through these and documentary film, including Greil Marcus’s novels, students experience multilayered, complex texts The Old, Weird America: The World of Bob Dylan’s that open up a gateway into the ever-evolving social Basement Tapes (2001), Murray Lerner’s Festival experience of Latinx, Asian Americans, and Middle (1967), D. A. Pennebaker’s Don’t Look Back (1967), Eastern Americans living in a rapidly transforming Martin Scorsese’s No Direction Home (2005), and twentieth century. Rolling Thunder Review: A Bob Dylan Story (2015). Access to a music streaming service such as Spotify A Nation Divided: The Literature of Civil Rights or Apple Music is required; access to video streaming in the Modern US (MSON) services such as Netflix and Amazon Prime is strongly Spring; Grades 11–12 recommended. Prerequisite: None Taught by: St. Andrews Episcopal School Communist Cultural Revolutions of the 20th Century May be taken as a history and social science elective or Fall; Grades 11–12 as a literature elective May be taken as a history and social science elective or The story of equality in America is a tale of achingly as a literature elective slow but steady progress. From the Civil War to the This course begins with understanding the present day, the path toward equal rights has never fundamentals of communist and socialist philosophies been direct or secure. This semester course is designed that lay the foundation for the communist and as an interdisciplinary exploration of the quest for cultural revolutions of China and Cuba. Students civil rights throughout the nineteenth and twentieth subsequently take deep dives into the revolutions of centuries as it relates to African Americans, women, these two countries, studying the history, literature, Native Americans, Asian Americans, migrant workers, art, and societies of these unique cultures whose social and the LGBTQ community. Special focus will be upheavals still reverberate deeply in the world in given to the indelible role that the deep South played which we live. Ultimately, students question whether MARET 2021–2022 CURRICULUM | UPPER SCHOOL 42

revolutions are an effective means of social change or Establishing Equality: The History of Feminisms whether they reproduce the problems of the past in and Gender, 1792–1992 (MSON) new forms. Required books are a mixture of historical Fall; Grades 11–12 and literary texts. Prerequisite: American history a plus, but not required Taught by: Derryfield School Ensuring Equity: Women in 21st Century May be taken as a history and social science elective or American Culture (MSON) as a literature elective Spring; Grades 11–12 On January 20, 2021, just over 100 years since women Prerequisite: US History or Accelerated US History won the right to vote, Ms. Kamala Harris was sworn a plus, but not required; MSON’s Establishing in as the first female Vice President of the United Equality strongly suggested, but not required States of America. What socio-cultural developments Taught by: Diane Hotten-Somers occurred to create this historic moment for women? In May be taken as a history and social science elective or this course, we will answer this question by focusing as a literature elective on the development of US feminism and feminist At the 2014 VMAs, Beyoncé performed in front of theory, the lives and work of American women, and a 20-foot lit sign that read “FEMINISM,” and her the significance and meaning of ‘sex’ and ‘gender’ performance ignited a flame for intersectional equity at different periods in American history, using the that has burned brightly ever since. In this course, not publication date of the first feminist treastise—Mary only will we consider, as the course title states, the Wollstonecraft’s A Vindication of the Rights of Woman, experience and meaning of women in contemporary 1792—as our starting point and ending with the American culture, but we will also ask a series of beginning of third wave feminism in 1992. It will questions to understand these experiences: What explore the intersection of gender with race, ethnicity, aspects of American culture shape the experience sexuality, class, and able-bodiedness by reading essays of being a woman today? How does focusing on from scholars of cultural studies, biology, history, contemporary American women allow us to explore philosophy, political theory, literature, and psychology, and discover the issues that impact today’s American and viewing films and artwork. Central questions women? And, how and why is it that a pop culture that this course will consider include: Is ‘feminism’ icon like Beyoncé reignited the flame of feminism something to believe in or something to do? What is in 2014? By reading texts from many disciplines and the difference between sex and gender? And, how does perspectives (i.e. film, music, sociological theory, gender affect your understanding of who you are as fiction, feminist and cultural studies—to name a few) a person? Through the study of historical accounts, we will look closely at the issues, experiences, and theoretical articles, and artistic representations, this representations that shape American women today. course foregrounds gender as a lens through which we And, while a strict definition of “contemporary” means can understand our society and ourselves in new and the here and now, we will take a broader approach to useful ways. “contemporary” by looking at American women and women’s issues from the past 30 years, making our Humans’ Evolving Relationship with the Earth starting point the beginning of third wave feminism Grades 11–12 and then coming up to the present. In the end, this May be taken as a history and social science elective or course will help us all as a learning community to as a literature elective question, explore, and draw conclusions about the Humanity has crossed a critical threshold in the past multiple aspects of American culture that give shape 70 years whereby the demands we place on the Earth and meaning to American women. have exceeded the biosphere’s carrying capacity. With increasing awareness of this problem, many people and institutions have begun to wrestle with (and argue over) the question: How shall we live within the limits that the Earth’s systems impose? Closely tied to this question are deep concerns about how the progress that has been made toward more equitable access to human rights and opportunities can be advanced or even maintained. This course applies geographic, scientific, literary, and artistic perspectives to examine critically how MARET 2021–2022 CURRICULUM | UPPER SCHOOL 43

humanity’s answers to the question, How shall we live?, Nuestra America affect our lives now and into the future. Global regions Grades 11–12 of focus include North America, China, Sub-Saharan May be taken as a history and social science elective or Africa, and South Asia. Topics include agriculture and as a literature elective food systems, cities, climate, development, industry, “The American identity will never be fixed and final; it health, migration, music, popular culture, technology, will always be in the making.”—Arthur Schlesinger Jr. trade, and transportation. This course embraces, as much as possible, an emergent curriculum, where Hispanic. Latino/a. Chicano. Nuyorican. Latinx. In students’ interests and concerns inform our individual this course, students learn more about these terms and collective inquiry. and the people, culture, history, and traditions they describe. Through a study of fiction, non-fiction, poetry, Law, Culture, and Society documentaries, movies, and primary source documents Grades 11–12 by US-born writers and artists of Puerto Rican, Cuban, May be taken as a history and social science elective or Mexican, and Dominican descent, students consider as a literature elective the construction and negotiation of identity in terms Debate over the role of law in our society is not of language, ethnicity, religion, race, gender, sexuality, limited to courtrooms and newspapers; it is waged class, and politics. They explore the stories and the in literature, on stage, in movie theaters, on radio history that inform each narrative. They gain an and television, and online. This course explores the understanding of the tension between assimilation and nexus of law, society, and culture. Students study how cultural preservation and the distinctions and similarities cultural expression influences public perceptions of that exist in Nuestra America. Throughout the course, the law and justice. Students examine the meaning of students build skills in close reading, critical thinking, justice, the relationship between law and morality, the and analytical and creative writing. difference between justice and revenge, and the proper aims of the criminal justice system while digging into The Power of Story legal controversies around race, gender, social class, and Grades 11–12 sexuality. Students learn principles of criminal law and May be taken as a history and social science elective or criminal procedure that they use to dig into literary as a literature elective murder cases, hate crime law, mass incarceration, and Stories are essential ways we come to know ourselves Innocence Project cases. They work as historians and and the world around us. Stories affirm who we are as cultural critics, analyzing a wide range of works and where we have been, and allow us to experience such as Bryan Stevenson’s memoir Just Mercy, the the similarities and differences between ourselves and play The Laramie Project by Moisés Kaufman, the others. This course examines how we choose to tell novels The Stranger by Albert Camus and The Hate stories, whose stories get told, and the impact of these U Give by Angie Thomas, the documentary Making a decisions on how we learn history. This course focuses Murderer, and the podcast Serial. Students hone their on the art of storytelling, looking at the building blocks research and writing skills through literary and cultural of what makes a strong narrative. Students study analyses, creative projects, position papers, closing different vehicles for storytelling, including literature, statements, document investigations, essays, and film, oral traditions, art, radio, and newer digital op-eds. The class is highly interactive, with discussions, platforms. We use experts from the field to deepen our debates, oral and media projects, formal presentations, understanding of the elements of compelling storytelling and Socratic seminars. and participate in storytelling events in the community. In addition, students experiment with a range of mediums to tell their own stories, those of others, and those of history, both past and current. This course is largely student driven and project based, providing class members the opportunity to pursue content that is interesting and exciting to them. This course emphasizes and develops students’ analytical, research, communicative, creative, and collaborative skills.

Summer Reading: A memoir of student’s choosing MARET 2021–2022 CURRICULUM | UPPER SCHOOL 44

20th Century Middle Eastern History and Literature African History: Panoramas, Portraits, Perspectives Spring; Grades 11–12 Grades 11–12 May be taken as a history and social science elective or This course spans from the origins of humanity to as a literature elective Africa’s present-day prospects and challenges. It Students examine the dissolution of the Ottoman addresses both developments within Africa and Africa’s Empire and the resulting formation of the current relationship to the wider world. Broad panorama Middle East and how this geo-political construction topics include the spread of peoples, languages, and laid the foundation for many social changes in the technologies; the rise of large and small-scale states; region later in the twentieth century. Subsequently, local and world religions; slavery and slave trading; students study the formation of the State of Israel and colonialism; and contemporary successes and struggles. the Armenian Genocide, followed by a deep dive into Students use biographies and case studies for more the Iranian revolution of the late 1970s and the Arab sharply drawn portraits. Topics may include medieval Spring of the last decade. These topics are explored Angola; slavery, gender, and early colonialism in West using history, literature, and art as ways to further Africa; Liberia’s history; the Rwandan genocide of the understand the complex societies in which these 1990s; and Chinese-African connections. Perspectives revolutions occurred. Current issues of the Middle East also matter. Students consider how different groups, also are part of course content and ultimately serve including students and teachers in the course, hold as a sound post for answering whether these cultural particular perspectives about Africa’s past, present, and revolutions effectively changed the societies in which future. They examine what differing perspectives can they occurred or reproduced the problems of the tell us about Africa, and what they can tell us about the past in new forms. The course uses primary source perspective holders. documents, documentaries, poetry, and graphic novels. In addition, students select literature of their choice Are We Rome? (MSON) from a classroom library of Middle Eastern writing to Spring; Grades 11–12 augment their work. Prerequisite or corequisite: US History or Accelerated US History; background in Classics not required Taught by: Derryfield School HISTORY AND SOCIAL SCIENCE ELECTIVES Inspired by Cullen Murphy’s 2007 book of the same name, Are We Rome will examine the similarities (See also History and Social Science Electives OR between the Roman empire and the United States. This Literature Electives on previous pages ). course is designed to be a capstone for study in classics and history. The interdisciplinary nature of this course Advanced Macroeconomics (MSON) will serve as a vehicle by which students of Latin and Fall; Grades 11–12 history can expand their knowledge and apply that Prerequisite: Students who have not taken a knowledge in an intercultural comparison. Since 1776, microeconomics course will need to read some from our system of government to the architecture chapters of the text and watch some screencasts of government buildings, the United States has used prior to the beginning of the class. Rome as a foil for itself, and forefathers of the US Taught by: Severn School created many institutions using Rome as a model. This Advanced Macroeconomics is a semester course that course will be structured around one basic question: covers the study of an economic system as a whole. How can the United States learn from Rome? Topics include economic performance measures, We will examine political and social ideologies, price-level determination (inflation and deflation), privatization, globalization, borders, and exceptionalism. the financial sector, monetary and fiscal policies, Taking our beginnings from the founding of these two economic growth, productivity, unemployment, and nations, we will discuss the governing practices and international trade and the balance of payments. bodies, the rhetoric of politics, and the public view of Students will manipulate economic models and “think governmental institutions with emphasis on how these like an economist.” While the course does not follow progress and change. The course will culminate with the AP curriculum, students will be positioned, with analysis of the most recent political and social events extra work on their own, to take the AP exam if they in the US and form a final conclusion on our topic. wish. Our class discussions will be centered around primary sources from both Rome and the US. Weekly reading and writing assignments will be required. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 45

Building Empathy, Bridging the Divide: Using Civil Liberties Dialogue to Help Heal American Democracy (MSON) Grades 11–12 Spring; Grades 10–12 This course explores the governmental structure, rights, Prerequisite: US History or Accelerated US History, and responsibilities created by the US Constitution civics, or other relevant history class and how it is interpreted today. Students apply a Taught by: Waynflete School critical lens to this document to assess its strengths Have you ever wondered what it would be like to and weaknesses. Students examine issues of voting, engage in meaningful conversations with peers from free speech, religion, equal protection, privacy, and across the political divide? Curious to learn more criminal procedure to determine the boundaries about how civil and uncivil discourse and actions have of safeguarded rights. Students read, listen to, and shaped the course of US history? Are you willing analyze leading Supreme Court cases and other to challenge your own ideas and beliefs by learning commentary to develop their conclusions. Current how to listen and speak respectfully with others? Part event topics also help to shape the curriculum. Class political philosophy, part US history, and part practical time centers on student dialogue and debate; all skill building, this class is for anyone interested in a members of the class are expected to contribute future in law, politics, civil service, or policy. We will actively to discussions. Students participate in local use contentious political and social issues to converse mock trial and moot court competitions and engage with peers from across the country while seeking in social entrepreneurship projects, identifying social better understanding of others’ perspectives, as well as problems and developing ways to effect change. Field creating common ground, where possible. Throughout trips to the Supreme Court and lower-level courts, the semester, the class will focus on the following as well as a wide range of guest speakers, further content: enrich students’ understanding of the political system. Through the content of the class, students cultivate • The origins of western political parties and what their analytical, writing, research, oral advocacy, they represent today and collaborative skills and become more informed, • The foundations of US democracy from a new thoughtful, and engaged individuals. perspective, including how moments of civil unrest and civil cohesion have shaped US history Text: • The implications and consequences of increasingly Epstein and Walker, Constitutional Law for a divisive politics through the lenses of social Changing America cohesion, foreign policy, domestic policy, media Summer: literacy, economics, and equity TBD • Whether democracy relies on the notion of “informed citizens” cultivating the habit to respond Diversity in a Global Comparative Perspective (MSON) to something that challenges one’s values or beliefs Fall; Grades 11–12 in a way that invites more information instead of Prerequisite: None vilifying others, and if so, why this is undervalued Taught by: Canterbury School in current politics This course examines the ways our human family • Why the political left and political right are so has sought to create, marshal, contest, and maintain polarized and if there is a way to forge creative identities through culture and relations of power. solutions to pervasive social issues through dialogue These identities can be appreciated through lenses of analysis. The course critically engages the traditional In confronting these issues, you will hone the skills “Big Three” lenses of analysis—race, class, and gender— to engage in dialogue across differences, including understanding that culture serves as an important self-awareness, perspective-taking and deeper inquiry. backdrop against which these identities emerge. Once You will build your capacity to engage in contentious students appreciate the important ways the social conversations around issues of politics, religion, social sciences have engaged with, written about, and debated change, etc. and learn how to facilitate and lead these these three core modes of analysis, the course expands conversations with others. The semester will culminate to incorporate other, equally rich, lenses: age, ableism, with a group project in creative collaboration, including intellectual diversity, geographic diversity, cognitive proposing possible solutions to pressing issues such and neurological diversity, and the business case as gun control, environmental policy, policing, or any for diversity, as well as how to study synergistically other number of current challenges. intertwined phenomena. Film and critical film studies, MARET 2021–2022 CURRICULUM | UPPER SCHOOL 46

as well as the role colonialism has played in the major inflation. Upon completion of this course, students conflicts of the last 500 years, each serve to enrich should be able to: student understandings of diversity. • Explain the basic concepts of economics Dynamics of Political Leadership (MSON) • Compare and contrast traditional, command, Fall; Grades 11–12 market, and mixed economic systems Prerequisite: None • Evaluate how supply and demand work together to Taught by: Manlius Pebble Hill School determine market prices This course takes an academic approach to • Describe economic factors involved in business, understanding great political leaders. While the course including product markets and factor markets will look at leadership across modern history, it will • Discuss components of the US economy and ways also take a theoretical approach similar to a political to measure domestic economic performance science course. The goal is not only to examine the traits and styles of political leaders transcending Students will also use their learning to: history, but also to think more critically about the function of leadership in modern society. Essential • Analyze the traditional role of markets in order to questions include: How do great political leaders predict future trends and issues instill a desire in the public to follow them? What are • Make educated strategic decisions that contribute to the characteristics of great political leadership? What the ideal climate for the success of business leadership styles are more effective than others? What • Justify banking and financial decisions that impact personal attributes are required for effective leadership? personal and business solvency How do leaders manage crisis situations? And how do • Develop and justify policy recommendations that the constraints of a political system affect a leader’s provide for the optimum health of the US economy decisions? • Develop and justify policy recommendations to Beginning with a broad examination of leadership promote necessary changes to the international qualities and styles, as well as the constraints of economic system political systems, the course then focuses on the contemporary American political system and examines Environmental Bioethics—Exploring the political leadership in “real time.” Using the analytical Challenges of Local and Global Choices (MSON) lenses developed in the first half of the course, students Spring; Grades 11–12 will assess and evaluate political leadership in both the Prerequisite: None past and the present. The course will culminate with Taught by: Wilmington Friends School each student conducting a qualitative analysis of a This course will focus on such cases as environmental political leader during a crisis. sustainability, global energy and food resources, gathered from sources in literature, journalism, and Economics film. The academic study of ethics examines how Grades 11-12 people make the decisions. Curricula will build on This yearlong course provides a broad view of a foundation of theoretical moral theories, more the social science of economics. It builds on real specifically, how one makes decisions when faced world applications so that students can gain a basic with complex, often controversial, issues. No prior understanding of economic concepts and our economic knowledge of philosophy is assumed; however, system. Students will explore both microeconomics authentic assessment of students’ initial facility with and macroeconomics and relate these systems to logical analysis will ensure that all students are familiar, real world situations. Students will be challenged to grow and deepen their theoretical and introduced to the basics of economic principles and practical understandings of the subject. will learn the importance of understanding different economic systems. They will be presented with Globalization and the Modern World economic applications in today’s world in order to Grades 11–12 understand, analyze, and interpret economic concepts Globalization is very much in the news. After decades such as the laws of supply and demand, market of political and economic elites widely agreeing upon systems and structures, money and banking, domestic globalization’s value, those advocates are now on the and global economic performance and trade, monetary defensive. But what does globalization actually mean and fiscal policy interventions, and unemployment and politically, economically, and culturally? How has MARET 2021–2022 CURRICULUM | UPPER SCHOOL 47

it affected societies and individuals—materially, in and Deontology. Which framework students choose to overall well-being, in the routines of daily life, and use as their guide is up to them, but by the end of this in the construction of identities? Through a wide course they should be able to defend their choices and variety of readings, discussions, projects, writing, and ethical decisions clearly. The course strives to develop a activities, students are introduced to and analyze many cross conversation between two academic disciplines— different aspects of globalization. Through different philosophy (ethics) and biology (medical research, units, students examine the political economy, how molecular genetics). people make culture in the globally connected age, This is a collaborative teaching effort between Joyce economics and trade, current issues, and they reflect on Lazier (background in philosophy and ethics) and the impacts of globalization in the USA and the world Ellen Johnson (background in biology and genetics), at large. Students also prepare a case study and research and an evolution of two previously existing courses. paper on either China’s or India’s globalization. The Both teachers will be present for all classes, focusing on course uses a variety of assessments, ranging from the growth that comes from a shared discourse. traditional to unusual. Multiculturalism and Social Justice in the Introduction to Psychological Theories and Research American Musical Theatre Grades 11–12 Grades 11–12 Students learn about how psychological theories help The American Musical Theatre has always acted as humans make sense of perceptions, understandings, a real-time reflection of American society and for and emotions. The course explores how we interpret much of its history, has defined international popular and define knowledge, looking particularly at the entertainment. From the beginnings of the genre in definitions of epistemology, various psychological minstrelsy, through the Golden Age of Rodgers and movements and theories, and how neuroscience and Hammerstein, to Hamilton today, musical theatre neurobiology have changed the science of the mind. has been at the forefront of American popular culture The ethics of psychological study, as well as the and has often led the charge in important movements psychology of ethics itself, are considered. Students such as gender equality, civil rights, immigration, and examine the theories of psychology while also applying LGBTQ rights. Students explore the American narrative these theories to specific cases across human history. through the lens of the musical theatre using primary They study theoretical frameworks of previous and secondary sources, including texts, films, images, scholars to understand how to interpret psychological recordings, libretti, and musical scores. Students will phenomena (both that which we now understand and study the birth, development, and ascendance of the that which remains inexplicable), and they also look at Broadway musical as social commentary and its defining the ways that scientific and technological advancements effect on the national story. have changed the understanding of what it means to be human with a conscious mind. In addition, the Political Identity, American Democracy, and class covers various psychological research methods Civic Engagement (MSON) and how the goals and methods of psychological Fall; Grades 11–12 studies can frame and bias the results. Students have Prerequisite: None the opportunity to explore areas of particular interest Taught by: Waynflete School through project-based assessments and may have the Political Identity, American Democracy, and Civic opportunity for original research. Engagement is a study of our political beliefs and behaviors, the American form of democracy, and Making Ethical Medical Choices what it means to be an engaged citizen. Students will in a Diverse World (MSON) learn how individual citizens form a political identity Fall; Grades 11–12 (occasional 10th, at the and how those identities form the foundation of US recommendation of home school administrator) political culture. We will look at the unique form Prerequisite: None of government found in the United States and have Instructors: Wilmington Friends School an opportunity to get involved with contemporary The objective of this course is to provide students politics in an election year. We will pay particular with the tools and experience necessary to better make attention to federalism, the separation of powers, and difficult, ethical decisions. In order to achieve this, checks and balances. we will study and evaluate critically several different The course takes advantage of the broad geographic ethical theories including Utilitarianism, Virtue Ethics, diversity inherent in the Malone School Online MARET 2021–2022 CURRICULUM | UPPER SCHOOL 48

Network to experience how political ideology and This course was designed in partnership with the perspectives on democracy differ in various parts of Transatlantic Outreach Program, and students will the country. In this course, special emphasis will be have access to the most recent scholarship and virtual placed on engaging in respectful conversation across experiences from within Germany. Founded in 2002, the political divide. TOP seeks to be the leading provider of curriculum and experiences relevant to contemporary Germany Positive Psychology (MSON) and their partners, include the Foreign Office of the Semester course offered in fall and spring Federal Republic of Germany, The Goethe-Institut, Grades 10–12 Deutsche Bank, the Robert Bosch Stiftung, and the Prerequisite: None Siemens Corporation. Taught by: Waynflete School This course begins by providing a historical context Think Global, Debate Local (MSON) of positive psychology within broader psychological Fall; Grades 10–12 research and helps explain why the field is of particular Prerequisite: None importance to those in a high school or college Taught by: Roeper School setting. Students will be introduced to the primary Water justice. Gentrification. Housing. Education. Race components and related functions of the brain in Relations. Public Safety. Environmental Issues. Is it order to understand the biological foundation of our wrong to shut off water service to households that are emotional experiences. Current research will be used to delinquent on their water bills? Is access to affordable develop a broader sense of what positive psychology is housing a human right? Should environmental issues and is not, and how it can be applied in students’ own take priority over the needs of businesses? Do we have lives. Additionally, students will gain an understanding an obligation to help asylum seekers? People all around of basic research methods and their application to the world struggle with these and other challenges. In the science of psychology. This course will require Think Global, Debate Local, we use issues in our own substantial reading (sometimes on par with 100 level neighborhoods to take deep dives into the facts and college courses) and writing. Students will be asked philosophies underlying the challenges, values, and to reflect regularly on their individual experiences perspectives that shape our world on scales ranging in order to integrate course material into their daily from the personal to the global. lives. One of the key learning outcomes is to have The overarching goal of this course is for students each participant identify his or her own strengths to teach each other about important topics in their while simultaneously recognizing and respecting the own neighborhoods, towns, states, and regions, and attributes others bring to the course. to use debate as a tool to examine the perspectives surrounding those topics. Other goals include The History of Modern Germany: World War I achieving a better understanding of complex issues to the Present (MSON) by taking on and arguing for the viewpoints of Spring; Grades 11–12 various stakeholders, discovering ways to shift from Prerequisite: None an adversarial to a cooperative relationship when Taught by: St. Andrew’s Episcopal School disagreements arise, and understanding the ways Germany has played a major role in the global events different values can be used as filters through which a of the past century. World War I was fueled by German given issue can be viewed. Please note that this course aggression, and during the interwar period, the failures is geared toward beginning debaters with an emphasis of the Weimar Republic and the Great Depression led on basic argumentation, not competition, although to the rise of Hitler and the Nazi Party. At the end of more experienced debaters are welcome. World War II, a divided Germany became the center of the Cold War that lasted until reunification in 1990. Turbulent Times: History of the First Amendment Today, Germany remains at the forefront of many and Dissent During American Wars (MSON) contemporary issues, such as immigration, environmental Fall; Grades 11–12 sustainability, and remembrance culture. In this course, Prerequisite: Accelerated US History or equivalent students will investigate the last 100 years of history suggested through a lens of Germany. Students will connect Taught by: Prairie School virtually with experts and eyewitnesses while developing Benjamin Franklin once said that “They that can a better understanding of the world as they encounter give up essential liberty to obtain a little temporary people and ideas that are different from their own. safety deserve neither safety nor liberty.” An oft-cited MARET 2021–2022 CURRICULUM | UPPER SCHOOL 49

quotation by champions of American civil liberties Kafka, The Trial protections and anti-war activists, Franklin’s passage Kafka, The Metamorphosis illustrates how dilemmas regarding the balance Unamuno, Abel Sánchez between free speech and national security have tested Unamuno, Don Manuel Bueno Mártir and often perplexed American politicians, courts, and Viewings: citizens since the inception of the country. During wars, Abre Los Ojos the government reserves the right to draft men into the Amadeus armed services, confiscate the property of individual Summer Reading: citizens, set prices, ration food and fuel, and drastically García Márquez, Cien Años de Soledad increase taxes. Viewing them through the prism of the nation’s existential crisis, most citizens accept Contemporary Black Women Writers these compromises on their liberty. Ben Franklin, Spring; Grades 11–12 however, lived in a premodern world devoid of anthrax, Chimamanda Adichie writes, “The single story creates drones, Internet communication, and long-range stereotypes, and the problem with stereotypes is not nuclear weapons. The founding fathers could not have that they are untrue but that they are incomplete. They foreseen the awesome power nor puissant pressure of make one story become the only story.” This course commanders-in-chief who, obligated to protect the dismantles the single story of Black women that has lives of millions, regularly criticize dissenters. And been told across the ages in our music, our media, and, thus, lines must be drawn between civil liberties and especially, in our literature. Students explore written national security—but where? work exclusively by Black women authors, featuring Through reading, discussing, and critically Black female protagonists. To be clear: the use of analyzing primary and secondary sources from each the words woman and female in this course refer to American war (from the Revolutionary War through anyone who identifies with girlhood or womanhood, the War on Terror), students will emerge with a better whether biologically assigned, cisgender, or transgender. understanding of American wars, their dissenters, and Rooted in writing theory from Toni Morrison and the meaning of freedom under its most intense stress bell hooks, students explore what it means to be a tests. Black woman in this country and how Black women authors seek to convey the truth of Black women’s twenty-first century experience. Themes include: the LITERATURE ELECTIVES Black woman’s body, faith and formations, queerness and transness, family ties, Black protectionism, (See also History and Social Science Electives OR and Black Girl Magic. Students engage in vibrant Literature Electives on previous pages ). discussion and complete short analytical writings and a culminating project—a short story, a television episode, Comparative Literature or a chapter of a longer work that centers a Black Grades 11–12 woman’s intersectional experience. May also be taken as a Spanish elective Students connect contemporary Spanish-speaking Texts: authors with international counterparts through a Acevedo, The Poet X comparative study of their works that isolates and Braithwaite, My Sister, The Serial Killer explores common literary and philosophical concepts. Jones, An American Marriage Literary works are grouped by theme and studied McMillan, Thick concurrently. Selected units explore the topics of Summer Reading: tension between the individual and society, narrative Evans, Before You Suffocate Your Own Fool ambiguity, the monster within, the nature of reality, and Cain and Abel’s allegory in literature and film. Creative Fiction Writing Workshop Student papers and class discussions are in Spanish. Spring; Grades 11–12 Spanish works are read in the original Spanish text. This workshop is generative in nature. Students produce short works in response to weekly writing Texts: prompts that culminate in an end-of-semester, Camus, The Plague annotated portfolio. Prompts stem from shared García Márquez, Crónica de una Muerte Anunciada readings by living writers that allow students to García Márquez, Ojos de Perro Azul approach the modern human experience from a MARET 2021–2022 CURRICULUM | UPPER SCHOOL 50

multitude of perspectives. Topics analyzed to assist audience? The class routine, based around writing, writers in their work include, but are not limited reading, and discussion, will include weekly critiques to, plot, character, setting, point of view, tone, word of student work and required writing, including in choice, style, and voice. Initial workshop sessions some non-traditional, contemporary formats. are conducted in small groups to share feedback on works-in-progress and later transition to class-wide Etymology of Scientific Terms (MSON) discussions in which writers receive constructive Fall; Grades 11–12 feedback on completed works. Prerequisite: None Taught by: Winchester Thurston School Creative Nonfiction Writing Workshop The purpose of the course is, to quote the textbook, Fall; Grades 11–12 “By teaching . . . the root elements of medical This workshop is generative in nature. Students terminology—the prefixes, suffixes, and combining produce short works in response to weekly writing forms of Greek and Latin . . . not only to teach prompts that culminate in an end-of-semester, students modern medical terminology, but to give annotated portfolio. Students read and respond to them the ability to decipher the evolving language of shared texts that chart the development of creative medicine throughout their careers.” This is in many nonfiction as a distinct literary genre, beginning with ways a language course and deals with elements that the immersive journalism of the twentieth century and are used to create terms to meet the specific needs of continuing to more recent developments including, medical scientists. As material is introduced, students but not limited to, confessional writing, speculative will complete practice exercises during each class nonfiction, personal essay, profiles, criticism, meeting, as well as complete approximately one quiz translation, travel writing, and documentary. Topics per week. Outside of class, students are expected to analyzed to assist writers in their work include, but analyze and define fifty terms each week. Additional are not limited to, structure, character, setting, point material deals with complex etymologies, the history of of view, tone, word choice, style, and voice. Initial our understanding of certain aspects of medical science, workshop sessions are conducted in small groups and relevant material from Greek and Latin texts. to share feedback on works-in-progress and later transition to class-wide discussions in which writers Exploration of Ethics through Literature receive constructive feedback on completed works. Grades 11–12 This course uses literature to examine complex moral Creative Writing in the Digital Age (MSON) dilemmas which evade simple, “right” answers. Fall; Grades 11–12 Students explore readings by a variety of ancient and Prerequisite: None modern thinkers to glean a deeper understanding Taught by: Severn School of ethics, a field of philosophy which strives to Storytelling is as important today as it was hundreds clarify how people ought to behave. The texts of years ago. What has changed, in many cases, is the raise questions such as: Who is in my universe of media through which writers tell their stories. Today’s obligation? What is a creator’s responsibility to literary artists take advantage of digital tools to spread their creation? Can external structures mitigate their messages and tell their stories in new ways that an individual’s responsibility for their actions? In combine narrative and contemporary form. Students this discussion-based seminar, readings draw from will begin with the traditional forms of poetry, short classical and contemporary world literature, including prose, and literary non-fiction and then go beyond mostly novels, but also current articles, short stories, those forms to explore how contemporary tools can and excerpts from philosophical works. The texts enhance expression. We will study master writers in and discussions may, at times, evoke feelings of each of the traditional forms and be inspired by their discomfort or confusion because they grapple with examples. Then, we will look at how communication complicated issues and murky solutions. In unpacking in the twenty-first century has provided us with even these nuanced concepts, students work to arrive at a more ways to share our thoughts and to be creative. better understanding of themselves when confronted Possible explorations include hyperlinked narratives, with moral dilemmas, especially as the outside forces social media as inspiration and tool, animated text, that accompany them challenge their reasoning and audio, videos, and all manner of non-linear narrative. decision making. Over the course of the year, students The class will ask an essential question: what happens expand their thinking and continue cultivating their when communication becomes wider and has an instant voices through reflective journaling, thoughtful MARET 2021–2022 CURRICULUM | UPPER SCHOOL 51

dialogue, creative projects, analytical essays, and means to define one’s own identity, even against the facilitating discussions. demands and expectations of society.

Feminism in Film Global Voices of Oppression: Literature for Fall; Grades 11–12 Social Justice (MSON) Students explore various feminisms (i.e. Marxist/ Fall; Grades 11–12 capitalist, womanism/Black feminism, eco- Prerequisite: None feminism, radical feminism), as well as racial identity Taught by: St. Andrew’s Episcopal School development, through the study of film. The course This semester seminar is designed as a survey of is front-loaded with readings that cover racial literacy, literature that focuses on expressions of oppression. feminist theory, and heteropatriarchy, looking at From protest to processing, persecuted populations the ways all of these intersect outside of and within have created many mechanisms to give voice to their people who identify as women. The narrative of “one suffering. Books, memoirs, songs, short stories, and perspective” is reframed by examining the wide documentaries will all be used to discover the power variety of women’s stories within an inclusive gender of personal experience. Additionally, the class will framework. Essential questions include: How do explore the ways in which oppressed voices have women directors portray characters across gender in been instruments in forcing positive social change film? What are the differences between movies about throughout the twentieth century. women that are written within gender affinity and those written across gender difference? Whose stories Imagined Worlds: Utopian and Dystopian Visions are included/excluded? How can social movements Grades 11–12 like #MeToo and Times Up, as well as inclusion riders, Is a perfect world possible? What makes a world go impact the future of movie-making for women? How wrong? Across the ages, thinkers have grappled with does diaspora affect storytelling? What role does these questions by imagining utopias, ideal societies fantasy play in the construction of worlds for women that lift the human spirit, and dystopias, damaged characters in film? How is film a vehicle for cultural societies that crush it. Creative artists in our own time thinking? Students engage in brief analyses (written have been especially interested in finding answers and verbal) throughout the course. The semester to these questions because we live in a society that culminates in the creation of an original film treatment has undergone profound changes stemming from that centers gender and race. Some films will be for technological and scientific advances, as well as mature audiences and rated “R”; please discuss any attempts to right long-standing inequities. Students conflicts with the instructor. will explore how dystopias and utopias illuminate the promise and peril of our time by examining Freedom and Identity In LGBTQ Literature (MSON) how their creators use world-building to develop Spring; Grades 11–12 imagined societies and advance their visions. Students Prerequisite: None will not only analyze these works in critical essays Taught by: Severn School and presentations, they will also work as creators Individualism and liberty are at the heart of American themselves, imagining their own new worlds. Students culture. The Declaration of Independence guarantees will craft fictional utopian and dystopian pieces and Americans the right to the pursuit of happiness. And will bring their visions of a more perfect world to life yet the history of LGBTQ people in America has by designing a social justice campaign. Topics may been marked by restriction, discrimination, and even include utopia within dystopia, technology, bioethics, violence. In this course, we will study the rise of Afrofuturism, climate, gender, race, sexuality, and class. queer culture through the twentieth and twenty-first Possible texts include: The Dispossessed by Ursula centuries and consider LGBTQ people as a unique Le Guin, Klara and the Sun or Never Let Me Go by embodiment of our nation’s core tenets. What do pride Kazuo Ishiguro, The Fifth Season by N. K. Jemison, parades have to teach us about what it means to be The Handmaid’s Tale by Margaret Atwood, The Power American? What lessons from the HIV/AIDS epidemic by Naomi Alderman, The Parable of the Sower or The will be important for those living in the wake of the Parable of the Talents by Octavia Butler, Cat’s Cradle COVID-19 pandemic? We will study pioneers of by Kurt Vonnegut, 1984 by George Orwell, the films culture and research, such as Oscar Wilde and Alfred Us and Black Panther, and episodes of Black Mirror, Kinsey, James Baldwin and Lisa Diamond, Audre as well as selected short stories, poems, art works, and Lorde and Kimberlé Crenshaw, to discover what it videos. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 52

“It Is Better to Speak”: One Hundred Years of realms of knowledge spanning the arts to mathematics Women Writing for Change (MSON) and make connections between and across ways Spring; Grades 11–12 (occasional 10th, at the of knowing and areas of knowledge. They read a recommendation of home school administrator) combination of excerpts from philosophical works and Prerequisite: None complete works from various literary genres. Studied Taught by: University School of Nashville philosophers include Aristotle, Cantor, Descartes, In her poem “A Litany for Survival,” Audre Lorde DuBois, Frege, Gödel, Heidegger, Hume, Kierkegaard, writes, “when we speak we are afraid / our words will Kant, Leibniz, Locke, Machiavelli, Maimonides, not be heard / nor welcomed / but when we are silent Nietzsche, Pascal, Plato, Rousseau, Russell, Sartre, / we are still afraid / so it is better to speak.” In this Wittgenstein, and Zara Yacob. course, we will read the words of women writing over the last century to highlight the injustices experienced Texts: by women in their societies and to envision a world Carroll, Through The Looking Glass in which women could find a more equitable place. Doxiadis, Logicomix: Epic Search for Truth Recognizing the intersectional nature of women’s Hesse, Narcissus and Goldmund experience, we will be sure to read work by women Kiros, Zara Yacob, Rationality of the Human Heart from different backgrounds, paying attention to the Mann, Death in Venice way that factors such as sexual orientation, economic Murakami, Hard-Boiled Wonderland and the class, ethnic identity, or religious affiliation may End of the World distinguish one woman’s experience from another’s. Machiavelli, The Prince We will begin with foundational nonfiction texts such Summer Viewing: as Virginia Woolf’s “A Room of One’s Own” and Andy and Lana Wachowski, The Matrix Alice Walker’s “In Search of Our Mother’s Gardens,” Nolan, Inception then move on to fiction, poetry, and plays by writers such as Zora Neale Hurston, Tsitsi Dangaremba, Isak Lovers, Warriors, Poets, and Thinkers Dinesen, Gwendolyn Brooks, Adrienne Rich, Audre of the Ancient Mediterranean Lord, Muriel Rukeyser, Margaret Atwood, Joy Harjo, May also be taken for a world languages credit Carol Ann Duffy, Caryl Churchill, Maxine Hong Murderous mothers, philandering gods, and avenging Kingston, Gish Jen, and Octavia Butler. furies are just some examples of tensions and conflicts In response to their reading, students will have to examine and explore in ancient literature. Students the opportunity to write not only expository essays come to comprehend the context of the original analyzing the texts that we read, but also personal pieces of literature, but more importantly, they also essays founded in their own experiences. Interested realize that little has changed among mortals in their students may also choose to explore the possibilities expressions of horror and fear, love and inspiration, of creative expression by writing their own poems or and the fundamental goal to understand the world short stories. around them. Works by such prominent male authors as Plato, Euripides, and Vergil and surviving poems by Literature and Theories of Knowledge female writers such as Sappho and Sulpicia are covered. Grades 11–12 Students explore a survey of classical literature from In this philosophy-based literature course, students a range of genres (poetry, tragedy, comedy, satire, develop a coherent approach to learning and philosophy). Finally, as classical works have over the understanding through thoughtful inquiry into last two millennia exerted a consistent and undeniable different ways of knowing and different types of influence on arts and literature, students appreciate knowledge. They focus on how reality is perceived parallels in modern works of visual arts, contemporary with emphasis on Plato’s and Aristotle’s doctrines. literary adaptations, film, and music. While there are Students question their assumptions about reality essays and response questions to help guide readings, through diverse philosophical and literary texts and try there also are many opportunities for creative projects— to answer this seminal question: What level of certainty, both individually and in groups—in this highly if any, can I assign to a given assertion of knowledge? interactive and engaging course. Students who take this Through diverse readings in various genres, students course as a Latin credit read selections of the curriculum reflect on their own experiences as learners and in the original Latin. discover how different academic disciplines are interconnected. They read literary works that explore MARET 2021–2022 CURRICULUM | UPPER SCHOOL 53

Orwell’s Exigence: Writing for an The Fiction of James Joyce (MSON) Urgent Moment (MSON) Spring; Grades 11–12 Fall; Grades 11–12 Taught by: Porter-Gaud Prerequisite: English 9 and 10, or an equivalent Prerequisite: English 9 and 10 or the equivalent writing class, strongly recommended James Joyce created the most beautiful literature of Taught by: Brownell Talbot School the twentieth century, prose that has thrilled and at “As I write, highly civilized human beings are flying times confounded readers for generations. Simply put, overhead, trying to kill me.” No writer was more Ulysses, his 1922 masterpiece, changed the landscape effective than George Orwell in transforming a for the novel as a whole. This course will unpack the moment of social or existential crisis into an occasion mystery and loveliness of two Joyce novels, A Portrait for writing. Most students only encounter Orwell of the Artist as a Young Man and Ulysses, giving through his deeply allegorical novella Animal Farm students the close-reading tools to appreciate and make (1945) or his prescient dystopian novel 1984 (1949), sense of Joyce’s particular literary power, to scale the and thus, he often carries the image of an author edifice of Ulysses to see it for what it truly is: a marvel writing around, but not directly about, his moment of stylistic achievement, a testament to the ways in in history. Yet, prior to these late-career works for which language shapes us as we shape it, and, at its which he is best known, Orwell was first and foremost core, a gorgeous love story and an exploration of the a chronicler of the conflicts and controversies of everyday heroism that we often overlook. the first half of the twentieth century, as both a In particular, we will explore how Joyce tried journalist and an essayist. This class will pose Orwell to render the authentic human experience through as the most incisive and insightful writer of prose in language: how Joyce wanted literature to look and feel the English language by focusing on his short- and more like life than like “art,” how he wanted literature long-form nonfiction, including his ethnographies of to mirror the texture of the actual thinking and feeling poverty (Down and Out in Paris and London, 1933), mind. To that end, while the course will give students exploited labor (The Road to Wigan Pier, 1937), and an intensive look at arguably the greatest literary mind fascism (Homage to Catalonia, 1938). Using Orwell as since Shakespeare, it will also have us—teacher and paradigm for writing rooted in lived experience, this student alike—consider what it means to inhabit fully course sets its sights on mastering the craft of prose our hearts, minds, and selves in the modern world. in a variety of forms, including traditional journalism, personal reflection, creative nonfiction, and critical The Question of Evil from Voltaire to Camus (MSON) analysis. Grades 11–12 Prerequisite: Francophone Cultures or equivalent Philosophy in Pop Culture (MSON) Taught by: Maret School Spring; Grades 11–12 May also be taken for a world languages credit Prerequisite: None, but some familiarity/experience Students explore how Francophone literature represents with logic helpful and makes sense of the manifestation of evil in the Notes: Netflix subscription required modern world. From Candide’s satirical treatment of Taught by: Canterbury School theodicy and optimism to The Plague’s absurdist yet Have you ever had a realistic dream that you were sure hopeful approach, students examine the many facets was true and then work up confused? How do you of evil, how they face it, and its sources. Students also know that you are not in the Matrix? What is real and explore in detail the historical events that frame their what is not? This course will investigate the nature of readings, with a particular emphasis on the impact those existence. It will combine classic philosophic works, events have had on the arts and philosophy. By the end like Descartes, with contemporary movies like The of the year, students will possess the skills to read any Matrix and Inception, to contemplate what it is to exist literature that might be presented to them in college; and what the meaning of life is or should be. to write a cohesive, well-articulated academic paper in French that is linguistically fluid and intellectually inquisitive; to deliver a TED Talk-style presentation on a literary or philosophical topic. Readings include: La peste (Camus), Huis-Clos (Sartre), Antigone (Anouilh), Le Horla (Maupassant), Tous mes amis (Ndiaye), Candide (Voltaire), Le Petit Prince (Saint-Exupéry). This class is conducted entirely in French. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 54

Watching the Watchmen: The Role of Detective MATHEMATICS Narratives in a Carceral Culture (MSON) Fall; Grades 12 Requirements: Completion of the math progression Prerequisite: None through Precalculus or four years of mathematics Taught by: Manlius Pebble Hill School Chair: Dr. Berook Alemayehu Writing about the hard-boiled detective novel he helped See chart on page 45 for sequence of math courses. to invent, Raymond Chandler wrote, “down these mean streets a man must go who is not himself mean...” Mathematics at Maret is innovative, exciting, rigorous, This course investigates the cynicism and grittiness of and challenging. Students at all levels grapple with detectives in relation to national incarceration rates. complex problems, work collaboratively, and present Is this relationship coincidental, or does our national solutions. They acquire content, practice skills, think fixation with hero detectives, warrior cops, and batmen creatively, synthesize ideas, and master a range suggest something more complex at work? Students in of problem-solving techniques. Our students are this class will examine portrayals of crime and crime encouraged to notice and wonder about interesting fighting in fiction and film as a way of interrogating problems, to tinker with them, to rise to challenges, our national culture’s understanding of itself in relation and to be willing to make mistakes that they can learn to crime and policing. from on their way to finding elegant, interesting, and creative solutions. Throughout the program, students broaden their computational and problem-solving skills by developing code using the Python programming language. They also use technological resources appropriately to gather, analyze, and explore real data, model natural phenomena, and solve complex equations.

The mathematics program reflects a range of abilities, learning styles, and interests. The department offers regular, advanced, and accelerated courses; placement is made through consultation with students, families, and teachers. The program is flexible; students choose an appropriately challenging schedule each year and are not locked into a specific math track. Most Maret students take four years of high school mathematics.

Geometry Students learn about the patterns and shapes that form the foundation of the physical world. They explore two- and three-dimensional shapes and participate in inquiry-based activities that require a synthesis of ideas. Students make conjectures and prove theorems using algebra and coordinate geometry. They practice skills while studying patterns, points, lines and angles, triangles, trigonometry, quadrilaterals, polygons, circles, and solids.

Advanced Geometry Students are challenged with complex problems that require creative thought and a willingness to persevere when solutions are not apparent. They focus on the development of algebraic and geometric problem- solving strategies, and effectively and efficiently communicate through oral presentation of their work. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 55

Algebra 2 and Trigonometry descriptive statistics, and probability theory. The Students deepen their understanding of functions. course culminates in a survey of the fundamental ideas They explore several families of functions—including of calculus. exponential, polynomial, rational, and trigonometric— and observe how these functions behave similarly Accelerated Precalculus to one another and how they are unique from one Students continue to explore families of functions, another. The course is designed to foster in students a focusing on the relationships between functions deep conceptual understanding of functions and their and their inverses. Using a problem-solving format, applications. students work on challenging, multistep problems, using geometry, trigonometry, and algebraic skills. Advanced Algebra 2 and Trigonometry They learn about matrices, parametric equations, and Students explore a variety of functions—exponential, polar coordinates as they explore new ways to convey quadratic, polynomial, rational, and trigonometric— mathematical ideas. Students engage in lively dialogue with a focus on the patterns in function behavior. and exhibit conceptual understanding. Students dive Students apply their knowledge to unique problems into the study of probability and statistics, exploring that do not lend themselves to an algorithm. Students data displays, descriptive statistics, probability examine the applications of functions using labs, distributions, and regression. The course culminates in videos, and interactive websites. They develop learning a survey of the fundamental ideas of calculus. strategies, critical-thinking skills, and problem-solving techniques vital in a data-driven world. Advanced Statistics Prerequisite: Precalculus (prior or concurrent) Accelerated Algebra 2 and Trigonometry Students explore topics in modern statistics including Students take part in a rigorous, enriched survey of data displays, regression analysis, hypothesis tests, advanced algebra concepts, skills, and applications. and survey design. Students construct and critique They undertake an in-depth study of functions, arguments based on empirical evidence, construct data including exponential, quadratic, polynomial, sets of their own, and apply statistical techniques to rational, and trigonometric. Ideas are introduced produce their own research. Students work with Maret and reviewed as students progress through discovery lower school students as Math Buddies, reinforcing activities and grapple with interesting, non-routine their own understanding of mathematics concepts by problems. Students analyze the graphs of functions explaining them to young children. as visualizations of mathematical models. They are challenged to stretch their mastery of skills by applying Calculus knowledge to novel situations. Students explore the fundamental concepts and problem-solving techniques of calculus and study Precalculus limits and derivatives in depth. Students are introduced Students reinforce and extend their problem-solving to the basic mechanics and applications of integration. and analytical skills. They continue to explore families Using a conceptual approach to calculus, students of functions, focusing on the relationships between review prerequisite mathematics and problem-solving functions and their inverses. They study probability strategies. Successful students will be prepared for and statistical measures. Students explore sequences introductory college calculus. and series with an emphasis on making connections to function behavior that has already been explored. The Advanced Calculus course culminates in a survey of the fundamental ideas The ancient Greek philosopher Heraclitus said, “The of calculus. only constant is change.” Students learn the basic mathematical methods used to analyze phenomena Advanced Precalculus that change. Through the study of limits, derivatives, Students gain a deep understanding of the fundamental integrals, and differential equations, students model concepts and applications of functions, focusing on profit maximization, particle motion, and volume the relationships between functions and their inverses. optimization. Students build upon their knowledge to creatively incorporate algebraic and geometric concepts when solving novel problems. Students dive into the study of probability and statistics, exploring data displays, MARET 2021–2022 CURRICULUM | UPPER SCHOOL 56

Accelerated Calculus Math Seminar 1 (MSON) This college-level course is a study in single-variable Fall; Grades 10–12 calculus. Students explore differentiation and its Prerequisite: Accelerated Calculus or equivalent; applications, integration techniques and problems Linear Algebra and/or Multivariable Calculus using the integral, differential equations, and infinite recommended (prior or concurrent); placement sequences and series. process may be required Taught by: Hopkins School Multivariable Calculus This course is designed for those students who Grades 11–12 have successfully completed Linear Algebra and Prerequisite: Accelerated Calculus or equivalent Multivariable Calculus (in MSON or outside). The Taught at Maret and offered as an MSON course; college-level topics are chosen according to the MSON section taught by Stanford Online High interests of the students and the instructor and School may include subjects such as differential equations, The mathematics of three dimensions is the emphasis dynamical systems and chaos, number theory, complex of this college-level course. Multivariable Calculus analysis, topology, combinatorics, or the history of will explore the geometry of three-dimensional space, mathematics. Faithful to the idea of a seminar, the including vector arithmetic. It will also explore three- course requires students to be responsible for much dimensional surfaces, using the tools of derivatives and of the mathematical inquiry. They may be expected integrals expanded into multiple dimensions. A robust to write papers, give presentations, create class unit on differential equations will allow students investigations, solve problem sets, and lead class to review the topics of single-variable calculus. The discussions. emphasis throughout the course will be on problem- solving and on real-world applications of the tools Math Seminar 2 (MSON) students learn in fields such as economics, astronomy, Spring; Grades 10–12 physics, engineering, and medicine. Prerequisite: Math Seminar 1 (Fall) Taught by: Hopkins School Linear Algebra (MSON) This course is designed for those students who Fall; Grades 11–12 have successfully completed Linear Algebra and Prerequisite: Accelerated Calculus or equivalent Multivariable Calculus (in MSON or outside). The Taught by: Indian Springs School college-level topics are chosen according to the A standard treatment of linear algebra as presented interests of the students and the instructor and to university-level science and engineering majors. may include subjects such as differential equations, Course topics will include row-reduction, matrix dynamical systems and chaos, number theory, complex equations, linear transformations, matrix operations, analysis, topology, combinatorics, or the history of invertibility, subspaces of Euclidean space, dimension, mathematics. Faithful to the idea of a seminar, the rank, determinants (elementary product definition, course requires students to be responsible for much expansion by minors, and row-reduction), vector of the mathematical inquiry. They may be expected spaces, null and column spaces, linear independence, to write papers, give presentations, create class bases, change of basis, eigen-theory, algebraic and investigations, solve problem sets, and lead class geometric multiplicity, diagonalization, inner product, discussions. length, orthogonality, orthogonal sets, projections, the Gram-Schmidt process, QR-factorization, and the A Mathematical Modeling Approach method least-squares. Basic programming in Python to Social Justice (MSON) will be introduced and used to reinforce concepts and Spring; Grades 11–12 speed-up some of the more mundane computations Prerequisite: Precalculus (prior or concurrent) characteristic of linear algebra. Regular problem sets Taught by: Mounds Park Academy will allow the students to practice and master the The main purpose of this course is an introduction to techniques introduced in class. Topic mastery will be mathematical modeling through graphical, numerical, exhibited through written and oral exams and group symbolic, and verbal techniques. We will focus on projects. Prior programming experience is not expected. data 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 MARET 2021–2022 CURRICULUM | UPPER SCHOOL 57

address questions with the goal of developing scientific PERFORMING ARTS reasoning and problem-solving skills. Students will also use technology in a range of ways to effectively Requirements: Grade 9: 1 credit in performing arts communicate their hypotheses and conclusions. or visual art; Grades 10–12: 1 additional credit in performing arts, visual art, or tech/computer science Advanced Applied Math Through Finance (MSON) (Exception: double-language students satisfy their Spring; Grades 11–12 two credits during grades 10–12, 1 credit must be Prerequisite: Algebra 2 (any level) in the arts, the other may be in the arts or tech/ Taught by: Severn School computer science) This one-semester course will provide students a Chair: Charles Owens mathematical and conceptual framework with which to make important personal financial decisions The Performing Arts Department develops self- using algebraic tools. Specifically, the class will expression through theatrical and musical arts. By investigate i) the time value of money (i.e., interest creating, performing, analyzing, and critiquing dramatic rates, compounding, saving and borrowing) using and musical performances, students broaden their view exponential functions; and ii) the characteristics and of the world. risk/reward tradeoff of different financial instruments/ investments, such as stocks, bonds, and mutual Through music, students develop vocal, compositional, funds, using algebra, probability, and statistics. Other and instrumental technique. They also examine financial algebra topics selected with student input may the basic elements of music: melody, harmony, include financial accounting, depreciation methods, and form, rhythm, texture, and timbre. Participating in foreign currency exchange. performing arts ensembles, students develop aesthetic The course will stress use of the TI-83/84 calculator, sensitivity, advance their vocal and instrumental skill, Excel spreadsheets, and iPad apps. Students should and experience success in a group structure. be comfortable with exponential growth models and, preferably, the concept of the number e for continuous In drama, students view and construct dramatic works compounding. They should be willing to exhibit an and study performance techniques in large group interest in mathematical reasoning and display a hefty settings. Maret’s theatrical productions introduce dose of curiosity about the language and problem- students to acting technique, dancing, and singing, set solving nature of personal finance. building and design, and aspects of life set in historical periods. Vector Calculus (MSON) Spring; Grades 11–12 All performing arts courses are full year, one credit. Prerequisite: Accelerated Calculus or equivalent; Linear Algebra preferred Taught by: Indian Springs School An accelerated approach to vector calculus intended CHORUS AND BAND for future math, physics, and CS majors. Course topics include generalized vectors, functions of Concert Choir several variables and partial derivatives, the gradient, Grades 9–12 optimization including gradient descent, potential Prerequisite: No audition is required; students new functions and conservative vector fields, line integrals, to Concert Choir must meet with the teacher for a double and triple integrals, cylindrical and spherical singing placement to determine their voice part. coordinate systems, surface area, divergence and curl, Students refine their vocal ability and enhance their Greens Theorem and Stokes Theorem, and general sense of style. They study sight-reading, solo singing, change of coordinates. Time-permitting, differential and performance techniques while exploring a varied forms will be introduced. repertoire in accompanied and a cappella works. Students participate in two major on-campus concerts, off-campus performances, and a short tour with the upper school Concert Band/Strings during ISW. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 58

Concert Band/Strings Introduction to Technical Theatre Grades 9–12 Grades 9–12 Prerequisite: All students should have two or more Students gain introductory technical experience in years experience playing a standard string, wind, or stage carpentry, lighting, and sound. They learn the percussion instrument or departmental approval. skills necessary to work backstage for a live production Students meet four days a week and develop their and are encouraged, but not required, to work on playing skills by rehearsing scales, etudes, and the fall and/or spring tech crew for a Maret theatrical standard band and string repertoire. They practice production. correct posture, breathing, instrument-specific playing techniques, rhythmic/tonal literacy, and musicianship. Advanced Technical Theatre Students perform a variety of musical genres and learn Grades 10–12 to be well-rounded musicians. Students participate Prerequisite: Introduction to Technical Theatre or in two major on-campus concerts, pep rallies, lower previous tech theatre experience with department school events, off-campus performances, and a short approval tour during ISW. Students with an interest in technical theatre further develop and apply stagecraft skill sets. They take part in hands-on class projects, work on Maret productions FILM AND THEATRE during class time, and are encouraged, but not required, to spend time outside of class working on Maret Film Production productions. Grades 9–12 Students acquire technical, creative, artistic, and historical background in the fields of video, broadcasting, and film production, as well as an PHYSICAL EDUCATION/ understanding of the essential elements for a live production and how content is consumed by ATHLETICS contemporary viewers. They gain experience in audio production, lighting technique, video editing, Chair: Liz Hall story development, special effects, and production management while learning to operate a variety of OVERVIEW camera systems. Students produce films in several categories including documentary, commercial, and Maret’s physical education and athletics programs traditional film styles. center on student achievement and enjoyment. Through a variety of team and individual physical activities, Performance Studies students learn good sportsmanship and self-discipline. Grades 9–12 Students develop skills, learn basic rules and strategies, Open to all students, including those who have and gain an understanding of the importance of lifelong previously taken Basic Acting in 9th grade. physical fitness. In this interdisciplinary class, students examine the greater world through performance. They continue The school year is divided into three athletic seasons. to build acting techniques and explore all aspects of Students partake in a combination of physical performance, including dance, music, and theatre. education and/or interscholastic team sports 11 of the Students learn the basics, such as how to analyze 12 seasons between Grades 9 and 12. Students who a script and dig deeper into character objectives successfully complete 11 seasons may choose a one- and motivation. The course also provides a lens season exemption during senior year. An exception is to reflect on our society and the role performance made to this requirement for students who participate plays in interpreting and processing deeper meaning. in two Maret team sports in one year: these students In addition to working with different types of have the option of taking the third season off. monologues and scenes, students write and create their own performance pieces that explore their individual passions. They perform regularly for the class and finish the year with a group performance in front of a small audience. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 59

Interscholastic Team Sports Independent Physical Education Twenty-five Maret junior varsity and varsity teams Prerequisites: Department approval participate in interscholastic competition: Students who wish to pursue an activity not offered at Maret may apply for an independent PE program, Fall including verification of time fulfilled and instruction Cross Country, Coed Varsity received. Three hours of supervised instruction per Football, Boys Varsity week are required. Golf, Coed Varsity Soccer, Boys JV and Varsity Recent independent PE programs include horseback Soccer, Girls JV and Varsity riding, crew, dance (jazz, ballet, and modern), martial Tennis, Girls Varsity (Boys in spring) arts, and rock climbing. Volleyball, Girls JV and Varsity

Winter Basketball, Boys JV and Varsity SCIENCE Basketball, Girls JV and Varsity Club Ice Hockey, Boys Varsity Requirements: 3 credits; at least one credit in each Swimming, Coed Varsity discipline of biology, chemistry, and physics Chair: Reyna Pratt Spring See chart on page 46 for sequence of science courses. Baseball, Boys JV and Varsity Lacrosse, Boys Varsity Maret’s upper school science program includes a wide Lacrosse, Girls JV and Varsity selection of courses in each discipline, geared to a range Softball, Girls Varsity of scientific abilities and interests. Students have several Tennis, Boys Varsity (Girls in fall) options for progressing through the program; see the Track and Field, Coed Varsity accompanying sequence chart for possible scenarios. Ultimate Frisbee, Coed Varsity The Science Department provides students with Girls compete in the Independent School League challenging hands-on experience and instruction. Three (ISL), and boys compete in the Mid-Atlantic Athletic years of science are required; most students complete Conference (MAC). Participation on interscholastic four or more courses. Some juniors and seniors take teams is encouraged. Tryouts are required for team two sciences concurrently. Students are required to sports; selection is based on ability. take a course in each discipline of biology, chemistry, and physics. Some courses develop the advanced Physical Education and Lifetime Activities knowledge and laboratory techniques needed to excel Students choose activities that promote lifelong in college science; others provide students with the physical fitness and pleasure. All activities are held breadth of scientific knowledge and problem-solving after school and include: skills needed in real-world situations.

Fall Maret has three fully equipped upper school science Strength and Conditioning labs. Most science courses are laboratory-based, Yoga and all require critical analysis and the application of mathematics at a level appropriate to the course. Winter Technology is used to enhance data collection and Strength and Conditioning analysis. Upper School Musical Cast Yoga

Spring Step Team (student run group) Strength and Conditioning Yoga MARET 2021–2022 CURRICULUM | UPPER SCHOOL 60

BIOLOGY that requires both assimilation of core knowledge and an ability to apply that core knowledge to demonstrate Biology 9 an understanding of how the biological world operates. Grade 9 It also heavily promotes independence and personal Students develop the research and analytical thinking responsibility for the students to organize their study skills required to succeed in numerous disciplines. habits to best comprehend the challenging material. Students engage in activities, laboratory investigations, and discussions to develop their understanding of the unifying themes of modern biology. Topics include: CHEMISTRY

• Ecology Chem Study • Evolution Students engage in a quantitative approach to • Cell Biology chemistry. The course integrates chemical theory, • Cell cycle, mitosis, and meiosis quantitative approaches, and experimental observations. • Mendelian Genetics Students acquire problem-solving skills and use particle • Photosynthesis and respiration level models to describe the theoretical material. Topics • Human physiology and reproduction may include:

Students collect and analyze data using a variety • Basic stoichiometric relationships of tools, including computer-based lab probes, • Gases and their ideal behavior spreadsheets, and graphing software. Lab exploration • The modern atomic model includes basic microscopy, dissection, and models • The periodic table of biological processes. Students demonstrate their • Bonding and molecular structure understanding of the material with research-based lab • Equilibrium reports, models, and other projects. • Acid-base reactions

Biology 11/12 Students use laboratory experiments to understand and Grades 11–12 reinforce principles of chemistry. Using evolution as the unifying theme, students study human biology with a focus on the biological Advanced Chemistry interactions that take place in cells, whole-animal Prerequisites: Chem Study systems, and host-pathogen relationships. The Taught at the college level, this course covers topics class explores the importance of structure-function included in the AP Chemistry Curriculum. Students relationships of cells, genetics, anatomy, and ecology, learn essential lab techniques necessary for college with an emphasis on human health and disease. Lab science. They work independently, in small groups, work illustrates key concepts and develops analytical and with lab partners. Lab work constitutes about and reasoning skills. Students organize and assimilate 30 percent of the course. Topics covered include large amounts of material into coherent dynamic an in-depth study of equilibrium, thermodynamics, models that represent human biology at multiple levels kinetics and bonding, quantum mechanics, acid base of scale from cells to ecosystems. chemistry, and electrochemistry. College-level lab experiments involve acid-base titrations, qualitative Advanced Biology analysis, gravimetric analysis, redox titrations, Prerequisite: Chem Study spectrophotometry, and other techniques. Students come to understand biology in the context of evolution and homeostasis from the molecular to the organismal levels, to develop their analytical thinking PHYSICS skills as biologists, and to prepare for introductory college-level biology. Laboratory work supports key Physics with Algebra concepts throughout the year and helps students Students develop a strong understanding of sharpen their data interpretation/analytical thinking fundamental physics topics and their applications skills. Six weeks of lab work are devoted to Drosophila to everyday science through hands-on laboratory melanogaster crosses and the interpretation of the exercises and activities, problem-solving using results. Advanced Biology is a content-heavy course algebra, and group discussions of concepts seen in MARET 2021–2022 CURRICULUM | UPPER SCHOOL 61

the physical world. They delve into many branches in data. Students will apply the concepts of derivatives of classical physics, including motion and energy; and integrals where applicable. the nature of waves, light, and sound phenomena; and electricity. Students receive ongoing support in note taking and organization, as well as a great deal ELECTIVES of practice in solving multistep problems. At the end of the year, students practice additional problem- Advanced Environmental Science solving techniques and review chemistry concepts in Prerequisites: Biology and Chem Study preparation for Chem Study the following year. Using a systems approach, students study the ways in which humans impact and are impacted by the Physics A environment. They explore the science behind major Corequisite: Precalculus, Calculus, or environmental issues and ask how humans can live more Advanced Calculus sustainably. Students review ecology and evolution, as Students explore the theory and application of classical well as: mechanics, energy, electrostatics, and circuits. Equal emphasis is placed on studying the concepts of physics, • Human population problem-solving, and applications to the real world. • Environmental health Students learn to recognize both explicit and implicit • Energy (including fossil fuels, nuclear, and information, and they use graphical techniques and alternative sources) vector analysis to more deeply understand and analyze • Urbanization physical systems. • Water resources and their pollution • Air pollution Advanced Physics B • Global climate change Corequisite: Advanced Precalculus, Accelerated Precalculus, or Advanced Calculus Students achieve a deeper understanding of current Students are exposed to classical mechanics, environmental issues and improve their ability to electrostatics, and circuits on a level similar to that rationally judge environmental arguments. presented in an introductory college physics course. Study of the underlying concepts of physics, multistep Advanced Topics in Chemistry (MSON) problem-solving, and applications to the real world Spring; Grades 11–12 are emphasized. Students will learn to use graphical Prerequisite: Chem Study or equivalent and algebraic representations of functions to model Taught by: Maret School the physical world, make predictions, and discover This semester course explores aspects of chemistry that patterns. Labs and lecture demonstrations occur are often skimmed over or omitted in most chemistry throughout the course and involve qualitative and courses—chemical applications and the history of quantitative analysis of experimental results. Topics chemistry. Real-world applications abound in areas covered include the graphical description of motion, such as nuclear, medical, atmospheric, industrial, food, constant acceleration, two-dimensional motion, forces water, and consumer product chemistry. We will begin and Newton’s Laws of motion, conservation of energy, with an exploration of energy sources such as nuclear electrostatics, and circuits. power, solar power, and lithium ion batteries. We will then explore computing—both the properties of Accelerated Physics C: Mechanics the elements that power the computers we use every Corequisite: Advanced Calculus or Accelerated day, as well as computational techniques that have Calculus or beyond revolutionized the ability of scientists and students This fast-paced, mathematically rigorous college-level to visualize and understand chemical processes at a introduction to physics is intended for students likely molecular level. to pursue college science or engineering. Students study Throughout the semester, we also explore the classical mechanics, the analysis of motion, Newton’s history and life events of scientists who discovered laws, projectiles, momentum, friction, springs, energy, the chemical elements and have impacted the history gravity, and rotational motion. Students demonstrate of the world through chemistry. In independent their understanding by making predictions, solving projects, students will explore the periodic table for problems, and performing labs. Labs occur every two daily applications and technologies, from cell phones weeks and emphasize finding and analyzing patterns to photovoltaic cells to medical treatments. This course MARET 2021–2022 CURRICULUM | UPPER SCHOOL 62

will be heavy in applications and theory, with less of Einstein’s Relativity and the Evolution of the Quantum the traditional problem-solving found in other courses. Model (MSON) Fall; Grades 11–12 Biotechnology: Techniques and Applications Prerequisite: Any Maret upper school physics course Fall; Grades 11–12 Corequisite: Advanced Calculus or equivalents Prerequisites: Biology, Chem Study Taught by: Hopkins School Students explore the many techniques used in a This is a mathematically rigorous course in which biotechnology setting and develop an understanding students study contemporary physics. The course of how these techniques are used in scientific begins with Einstein’s theory of relativity and research. Students must be able to function relatively then takes on a chronological exploration of the independently in the laboratory (after directions development of quantum mechanics. Time travel, and demonstrations are provided) and to complete quantum tunneling, and the acceptance of seemingly independent follow-up. The course mimics a National impossible dualities mark highlights of this course. Institute of Health (NIH) internship experience. Students perform hands-on techniques, including the Genetics and Genomics (MSON) extraction and electrophoresis of DNA and proteins, Fall; Grades 11–12 restriction digestion of DNA, amplification of DNA Prerequisites: Chem Study and any Maret upper school using the polymerase chain reaction, and the cloning biology course or equivalents of DNA. They are introduced to the use of computer Notes: Laptop required software to conduct bioinformatics research. Students Taught by: Manlius Pebble Hill School discuss how these techniques help solve real-world This course will emphasize classic Mendelian genetics, problems. They also learn how to use the biomedical molecular genetics, and population and evolutionary research bibliographic database PubMed and begin genetics. The topics include structure and function the transition from using online resources to primary of genes (and the genome), biological variation, and scientific literature. Students choose a final research regulation of gene expression. Subsequently, the course project and give an oral presentation. will explore current genome analysis methods and genome manipulation technologies such as CRISPR. CSI: MSON—Forensic Science We will also discuss the implication of our use of this Spring; Grades 11–12 information in society. Topics include recombinant Prerequisite: Completion or concurrent enrollment DNA technology, mathematical models, and statistical in Chem Study or Biology 9 and Algebra 2 or methods for data analysis. Papers from the current and equivalents classic literature will supplement lecture materials. Notes: Lab kit required (sent by teacher) Taught by: Trinity Preparatory Day School Introduction to Organic Chemistry (MSON) This course is designed for those interested in learning Fall; Grades 11–12 the discipline of forensic science and crime scene Prerequisite: Chem Study investigation. Students will be introduced to some Taught by: Maret School of the specialized fields of forensic science, and This semester course will provide useful background topics will include blood spatter and pattern analysis, information in organic chemistry by covering topics death, ballistics, trace and glass evidence, toxicology, not typically found in high school chemistry courses. entomology, anthropology, serology, and DNA The course will give insight into the importance of fingerprinting. Students will explore the forensic the chemistry of carbon compounds to our daily lives. analysis of substances such as glass, soil, hair, bullets, Topics covered will include organic nomenclature, gun powder, blood, and drugs. This class includes a structural formulas, stereochemistry, bonding, mixture of laboratory experiments, demonstrations, reaction mechanisms, and chemical transformations of and speakers who are experts in the field. functional groups. Completion of the course should make students more confident in their chemical background when entering college biology or chemistry courses. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 63

Lab Research in Biology SUMMER ELECTIVE Spring: Grades 11–12 Prerequisites: Chem Study required; Biology 11/12 or Subtropical Zone Ecology Advanced Biology (fall semester) or Biotechnology Rising Grades 10–12; Vieques, Puerto Rico strongly recommended Students take advantage of the unique ecological In this laboratory-based class, students learn the characteristic of Puerto Rico during this month- practical implementation of the scientific method as long course. The course has three components: a applied to an experiment of their own design. The morning science class, a midday Spanish language nematode Caenorhabditis elegans is studied as an and community engagement class, and an evening example of a fundamentally important eukaryotic environmental literature class. In the science class, model system while the fruit fly Drosophila students study the terrestrial and marine ecologies melanogaster is used for simple research based of the island through hands-on experiential learning, experiments later in the term. An introduction to field trips, and research. Students have the opportunity PubMed and the critical reading of primary literature to interact with local community members both to assist the students’ developing understanding of the enrich their Spanish-speaking skills and to experience importance of a sound hypothesis. Students discuss and learn about Puerto Rican history and culture. several real-world experimental designs before Through the literature class, students read and discuss designing an appropriately controlled experiment, environmental literature and poetry and work on their preferably using one of the model organisms. They writing skills. Maret awards one science credit for employ the same processes used by working scientists successful completion of the program. to conduct a valid study. Students produce data that can be quantitatively analyzed for its biological implications rather than a demonstration of a fundamental principle. Students must be self-motivated TECHNOLOGY/ as daily and active class participation is required. COMPUTER SCIENCE Modern Physics and Space Topics Spring; Grades 11–12 Requirements: Tech/Computer Science courses may Prerequisite: Algebra 2 and Trigonometry be used instead of an additional arts course to Using Einstein’s revolutionary ideas as a framework, fulfill the second arts and techn/computer science students examine mind-boggling topics in modern requirement. physics such as special relativity, quantum physics, and Director of Academic Tech/Computer Science: general relativity, and how they apply to space science. Erika Eason Examples of these ideas include the Twin Paradox, wave- particle duality, black holes, exoplanets, and the search Courses in the Tech/Computer Science department for extraterrestrial life. Students engage in labs and work focus primarily on developing and reinforcing on independent projects throughout the semester. computer science skills. Introductory courses explore the fundamentals of programming; more advanced Waves, Optics, and Musical Physics courses build on those core skills and delve deeper into Fall; Grades 11–12 their applications. Coursework is usually project-based, Prerequisite: Algebra 2 and Trigonometry centering on student demonstration of mastery of Students examine the theory and applications of waves, computer science skills through completion of varied sound, and optics. They use the theory of traveling and individual and group projects. standing waves to study the properties of sound waves and their relationship to the Doppler effect and to Python musical instruments. Students explore the nature of light Using Python, students explore the design process along with everyday examples of physical optics such as from concept through software creation. They polarizing sunglasses and soap bubbles. They use the ray 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 programs, quantitative data analysis are a significant component of incorporating object-oriented programming skills, such this course; students work independently on research as defining parameters and variables, if/then statements, projects throughout the semester. looped processes, and recursive statements. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 64

Web Design and Development internship at a tech firm. This course covers the design In this project-based course, students learn HTML, and implementation of data structures, including CSS, and JavaScript in order to plan, design, and arrays, stacks, queues, linked lists, binary trees, heaps, implement effective webpages. Students enhance balanced trees (e.g. AVL-trees), and graphs. The webpages with the use of page layout techniques, course will also serve as an introduction to software text formatting, graphics, images, and multimedia, design patterns. Each pattern represents a best practice eventually producing a functional, multipage website. solution to a software problem in a specific context. The course covers the rationale and benefits of object- Computer Science: Solving Problems with oriented software design patterns. Numerous problems Computational Methods (MSON) will be studied to investigate the implementation of Spring; Grades 10–12 (Students must have maturity good design patterns. Students will receive assistance and time management to succeed in a project-based, in crafting an effective resume and go through sample independent course.) interview questions. Prerequisite: None Notes: Students will need access to a laptop and other Independent Study: devices and equipment, up to about $100. Special Topics in Computer Science Taught by: Waynflete School Students with exceptional talent in computer science This project-based course will teach computational may submit a proposal for independent study in thinking skills through problem-solving in computer computer science for approval by the department chair science. Students will choose real projects based on and a faculty sponsor. their interests in the arts, humanities, STEM, and the world around them and then leverage the power of computer science to approach them. For example, students might design a website to bring attention VISUAL ART to an issue in their communities, create a game that addresses an real-world issue, draw on big data to Requirements: answer an environmental or historical question, Grade 9: 1 credit in visual art or performing arts; compose music through code, or code a 3D scene in Grades 10–12: 1 additional credit in visual virtual reality to convey an emotion. art, performing arts, or tech/computer science For each project, students will break down a (Exception: Double-language students satisfy their problem into pieces, build a sequence of steps to two credits during grades 10–12, 1 credit must be solve the problem, and translate those steps into a in the arts, the other may be in the arts or tech/ digital or technological solution. Students will work computer science.) independently, as well as collaboratively in groups, Chair: Cynthia Hutnyan give one another feedback, and discuss/debate ethical questions related to current topics in computer science Our goal is to create visually literate students who and the world. The course is suited for students who understand the role of the artist in society. Students wish to gain exposure to computational methods, broaden their understanding of visual art and their coding, and other tools of computer science and those ability to think creatively and express themselves who wish to take their skills in these areas to a new visually by studying specific art disciplines within level and apply them. our year-long, studio-based curriculum. Teachers emphasize fundamental techniques and creative Data Structures and Design Patterns (MSON) problem-solving and guide each student to discover Grades 11–12 their personal artistic voice. Students build greater Prerequsite: Computer Science and Programming competence and deeper understanding through in Java or equivalent experience with the Java a curriculum that is progressively more complex programming language and challenging. Differentiated teaching allows for Notes: Laptop required individual modes of expression and ensures that Taught by: Chadwick School students reach their full potential. This course is a yearlong course that will give advanced students the strong foundation needed to The program instills an appreciation of historical build complex applications using object-oriented and contemporary art and how artists communicate principles and the skills needed to gain a top-level diverse ideas and experiences. Across all grade levels, MARET 2021–2022 CURRICULUM | UPPER SCHOOL 65

students acquire the vocabulary used for analysis, are expected to develop a personal direction in clay, interpretation, and discussion of art. Students further acquire a strong sense of design and craftsmanship, and their understanding of the historical, technical, and an understanding and appreciation of the expressive aesthetic aspects of artistic expression through visits to potential of clay. the many museums and galleries in the DC area. The critical thinking and creative problem-solving that we nurture in our K–12 students are lifelong skills that COMPUTER GRAPHICS are essential to both their artistic growth and personal development. 0.5 credit Two progressive semester courses are offered each All art courses, except computer graphic courses, run year in Adobe Photoshop and Graphic Design and a full year and are open to all students in Grades 9–12 in Illustrator and Graphic Design. Students in both provided prerequisites are met. Computer graphic levels will attend class together, and teaching will be courses are for one semester only. Students may take up differentiated based on prior coursework in this area. to four years in a particular area or discipline, advancing Students may opt to take one or both courses. from level 1.0–4.0, or select courses from different disciplines. Students are often in classes with mixed Adobe Photoshop and Graphic Design 1.0 levels of experience, providing the opportunity for an Fall exchange of ideas across all levels, as well as exposure to This introductory semester course focuses on 2D more advanced concepts for the less experienced student. design, Adobe Photoshop editing, and various graphic Teaching is differentiated for the various levels within a design software to manipulate and alter existing images class, and students are evaluated accordingly. and text. Students are introduced to Adobe Creative Cloud and use this industry-standard software for photo editing and publication. Graphic design CERAMICS software allows students to combine text and images for newsletters, newspapers, logos, and advertising. 1 credit The class focuses on the creative aspects of developing graphic design and digital images as art projects. Ceramics 1.0–1.5 Prerequisite: 0–0.5 credit in ceramics Adobe Photoshop and Graphic Design 2.0 Students explore the various uses of clay as an art Fall medium. They learn the fundamentals of working Prerequisite: 0.5 credit in Adobe Photoshop and with clay within both functional and sculptural Graphic Design approaches. Students are introduced to various clays, Students continue to create original artwork while glazes, and finishing techniques, using the hands-on building on their previous graphic design skills. Projects techniques of coil, slab, press molds, modeling, and the focus on advanced uses of graphic design and photo potter’s wheel. They develop a strong sense of design editing software. Student expectations are higher, and and craftsmanship and the beginnings of a personal assignments are increasingly more complex. This course direction in clay. culminates with the production and printing of a final portfolio demonstrating a high level of skill and content. Ceramics 2.0–2.5 Prerequisite: 1.0–1.5 credits in ceramics Adobe Illustrator and Graphic Design 1.0 Students embark on an in-depth study of the technical Spring and conceptual aspects of clay work. Building on This introductory semester course focuses on graphic previous skills, students expand their knowledge design using Adobe Illustrator and 2D design software base and understanding of a variety of clays, glazes, to create new imagery. Students are introduced to and finishing techniques within both functional and Adobe Creative Cloud and use this industry-standard sculptural approaches. This class introduces advanced software for illustration and design. Illustrator uses of plaster molds, coil, slab, modeling, extruded, allows students to create and design graphic images. and potters’ wheel methods of clay construction as Assignments develop drawing and illustration skills students tackle more challenging assignments. Students within projects that may include cartoons, charts, diagrams, graphs, logos, and illustrations. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 66

Adobe Illustrator and Graphic Design 2.0 MIXED MEDIA Spring Prerequisite: 0.5 credit in Adobe Illustrator and 1 credit Graphic Design Students explore advanced uses of Adobe Illustrator Mixed Media 1.0–1.5 and 2D design software while completing a series Prerequisite: 0–0.5 credit in Mixed Media of assignments that expand their graphic skills. Students are exposed to the expressive possibilities Projects focus on developing mastery over the of a variety of materials and techniques. Classes are program software tools to create original drawings devoted to both observational drawing and concept- and illustrations. This course culminates with based projects, using combined media approaches. the production and printing of a final portfolio Student drawings are often used as a springboard to demonstrating a high level of skill and content. explore and experiment with combinations of materials. Maintaining a sketchbook in which students develop their technical, conceptual, and imaginative skills is a DRAWING AND PAINTING strong component of this course. Class critiques will be ongoing throughout the year and combined with 1 credit individual instruction and feedback.

Drawing and Painting 1.0–1.5 Mixed Media 2.0–2.5 Prerequisite: 0–0.5 credit in Drawing and Painting Prerequisite: 1.0–1.5 credits in Mixed Media Students build foundational drawing and painting skills, In the second year of this course, assignments are more using a variety of techniques and materials, such as concept based and require students to delve deeper graphite, charcoal, pastels, color pencils, acrylic, and into their ideas, further exploring a wide range of watercolor paints. Through a series of assignments, materials, techniques, and mixed media applications. students have the opportunity to work from the At this level, students are also expected to continue life-model, still life, landscape, and abstraction. The expanding their skillset while forming a personal area fundamentals of drawing from direct observation of investigation. Class critiques enable students to are an important part of this course. In addition to develop the analytical ability to evaluate their work. class assignments, students maintain a sketchbook in Maintaining a sketchbook in which students hone their which they develop their technical, conceptual, and technical, conceptual, and imaginative skills is a strong imaginative skills. component of this course.

Drawing and Painting 2.0–2.5 Prerequisite: 1.0–1.5 credits in Drawing and Painting PHOTOGRAPHY This course offers continued study of the materials and concepts of drawing and painting to further 1 credit an awareness of space, image, and color. While drawing remains the basic organizer of thought and Photography 1.0–1.5 composition, a range of materials are explored, as well Prerequisite: 0–0.5 credit in photography as representational and non-representational subject Loaner cameras available for this course matters. Landscape, still life, the figure, and abstraction Students study photography as both an art and a are sources of visual material for creative personal craft and learn to express their creative ideas with research. Class critiques enable students to develop imagination and clarity. Using both digital and the analytical ability to evaluate their work. Students darkroom-based processes (COVID permitting), they maintain a sketchbook in which they will develop their master camera controls, lighting, and composition in technical, conceptual, and imaginative skills. their in-depth explorations of portraiture, landscape, and experimental photography. Assignments help students understand and interpret historical and contemporary trends and practices and apply their skills towards developing a personal vision. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 67

Photography 2.0–2.5 PUBLICATION DESIGN Prerequisite: 1.0–1.5 credits in photography Loaner cameras available for this course 1 credit Students further develop their skills and ideas within longer-term projects and short photo series. Publication Design 1.0 Continuing to explore both digital and darkroom- Students learn to create layouts for print and web based processes (COVID permitting), advanced that are visually compelling and communicate content students move beyond fundamentals of technique through effective design elements and solutions. towards building a portfolio that demonstrates The interdisciplinary approach focuses on such personal vision and sensibility. Assignments help fundamentals of print design as fonts, color, using students improve their ability to develop ideas and images/graphics, visual consistency and flow, etc. make them visual through effective combination Hands-on practical skills include taking, editing, and of form and content. Assessment expectations will managing digital photographs; using InDesign for take into consideration students’ past experience and page layouts; art appreciation and critical analysis; growing proficiency. and writing/editing captions and other text elements. Students create personal publications, as well as Photojournalism and Documentary 1.0 occasional assignments for Maret’s yearbook and the Loaner cameras available for this course Literary and Visual Arts Magazine. Students study photography as a form of powerful communication about people and the world. Using Publication Design 2.0 both digital and darkroom-based processes (COVID Prerequisite: Publication Design 1.0 permitting), they master camera controls, lighting and Building on their previous skills, second-year students composition in their in-depth explorations of various go deeper into advanced visual design concepts and subject matter. Students learn about images within the techniques for print and web. The interdisciplinary role of media, and the difference between shooting for approach remains—typography, photography, visual the needs of editorial publications (photojournalism) content, writing, art appreciation, composition on and personal, subjective explorations of a topic the page—and students will explore new aspects of (documentary). Assignments may include portraits, InDesign in greater detail. Students will conceive and school/community news, sports, photo essays, and produce longer, more independent publication projects other investigations of real-world subjects that interest based on both assignment criteria and their own ideas the student. and interests, as well as contributing to the production of Maret’s yearbook and the Literary and Visual Arts Photojournalism and Documentary 2.0 Magazine where possible. Assessment expectations will Prerequisite: Photojournalism and Documentary 1.0 take into consideration students’ past experience and Loaner cameras available for this course proficiency. Advanced students develop longer-term projects and photo essays that demonstrate more advanced skills and ideas. Continuing to focus on photography ART SEMINARS as visual storytelling, students may use digital and darkroom-based processes (COVID permitting) in 1 credit expressing those ideas with increasing power and control of craft. Students learn to push the boundaries 2D Studio 1.0 of media photography, whether shooting for an editor Prerequisite: 2 or more credits in Drawing and (photojournalism) or for themselves (documentary). Painting and/or Mixed Media Assignments help direct the student toward a portfolio Designed for students who are ready to explore a more that reflects students’ growing proficiency, expression, rigorous studio art curriculum, the seminar format and understanding of visual narrative. of the class focuses on ideas and group dynamics. Students generate a conceptually coherent body of artwork based on personal inquiry and self-reflection. They develop a fluent, art-based vocabulary and participate in group critiques and discussions. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 68

2D Studio 2.0 Prerequisite: 2/D Studio 1.0 WORLD LANGUAGES Students complete a more challenging curriculum with an increased focus on conceptual thinking and Requirements: 3 credits of one language or 2 credits of self-reflection. Emphasis is on creating independent two languages projects and a compelling portfolio of work that Chair: Jaime Estrada demonstrates a high level of skill and thought. See charts on pages 47–50 for sequence of world language courses.

ADVANCED LEVEL ART COURSES OVERVIEW

1 credit Language both informs and reflects human experience. Language instruction and culture are therefore Art Courses 3.0–4.0 intentionally and inextricably intertwined at Maret. Prerequisite: 2–3 credits in the same art discipline Because global competence requires today’s learners to These courses feature greater individualized attention understand their own culture as well as those of others, and increasingly rigorous expectations as students our courses open a unique door to understanding the build on their experience. Students pursuing a third culture of the people who speak the languages we teach. and fourth year of study in a chosen medium produce a coherent body of work demonstrating personal Maret requires three language credits for graduation; expression, quality of ideas, conceptual ability, and however, many students study language all four years. technical mastery. Class placement is based on individual learning style, skill development, level of interest, and performance in a current language course (for returning Maret students) or on placement tests and data in the WELLNESS admissions files (for students new to Maret).

One class per week CLASSICS Wellness In this year-long class, upper school students, grouped Students in Maret’s Classics program not only build by grade level, learn about and reflect upon their health their ability to read Latin, but more broadly, they gain and well-being. The curriculum in the class covers, in an integrated and cohesive interdisciplinary study of different balances and in age appropriate ways, the Latin and Roman culture within the greater ancient six essential prongs of wellness: identity, human Mediterranean world. To fully acquire and appreciate development and sexuality, social-emotional learning, Latin and Roman history, students must contextualize mental health, physical health, and digital citizenship. their studies by having an awareness of Greco-Roman The class also considers how these prongs intersect mythology, history, archaeology, architecture, politics, with students’ academic health and provides ample art history, religion, philosophy, and gender studies. space to be both preventative and responsive to issues At every point in their studies, students think critically in students’ lives and the world. about language, literature, and cultural topics, and make connections to the real world. Taught by Maret’s faculty, including counselors and nurses, the class runs 45 minutes, once a week. Intermediate Latin: Heroes and History Although a stand-alone class, Wellness is also taught in Intermediate Latin students expand their knowledge of conjunction with other elements of Maret’s program, ancient Roman history and legendary heroes through including Advising, PE and Athletics, College readings that build their repertoire of vocabulary and Counseling, and other co- and extracurricular activities. grammar. Students explore linguistic and etymological relationships between Latin, English, and Romance languages, and work toward bolstering their familiarity with, and comfort in, using sophisticated derivatives that have a basis in Latin roots. In addition to advancing students’ abilities to read with fluency, MARET 2021–2022 CURRICULUM | UPPER SCHOOL 69

apply new vocabulary, and master increasingly Lovers, Warriors, Poets, and Thinkers of the Ancient complex grammatical structures, students explore the Mediterranean enduring presence of ancient Roman historical and May also be taken as a literature elective legendary figures from their readings from antiquity Murderous mothers, philandering gods, and avenging into the twenty-first century. Thus, intermediate furies are just some examples of tensions and conflicts Latin represents an interdisciplinary approach in to examine and explore in ancient literature. Students which students expand their knowledge of Latin and come to comprehend the context of the original simultaneously examine the long-standing impact of pieces of literature, but more importantly, they also Greco-Roman myth, Roman history, art, and culture, realize that little has changed among mortals in their paying particular attention to classical references expressions of horror and fear, love and inspiration, within modern advertising, branding, literature, film, and the fundamental goal to understand the world and the arts. around them. Works by such prominent male authors as Plato, Euripides, and Vergil and surviving poems by Advanced Latin Literature (MSON) female writers such as Sappho and Sulpicia are covered. Spring; Grades 11–12; advanced Grade 10 students Students explore a survey of classical literature from with permission of instructor a range of genres (poetry, tragedy, comedy, satire, Prerequisite: Advanced Latin: Rhetoric and Epic philosophy). Finally, as classical works have over the Literature or equivalent last two millennia exerted a consistent and undeniable Taught by: Canterbury School influence on arts and literature, students appreciate This course will delve into both the prose and poetry parallels in modern works of visual arts, contemporary of Roman authors. Students will translate and analyze literary adaptations, film, and music. While there are Latin in the original, with an emphasis placed on essays and response questions to help guide readings, morphology, syntax, literary devices, and style, and there also are many opportunities for creative projects— a contextual study of the literature’s deeper meaning. both individually and in groups—in this highly Authors will vary based on student interest but will interactive and engaging course. Students who take this generally revolve around the core of Catullus, Seneca course as a Latin credit read selections of the curriculum the Younger, Cicero, Vergil, Ovid, Livy, Sallust, Caesar, in the original Latin. and Horace. The instructor is, however, willing to read other authors based on student interest and commitment. Ancient Greek 1 (MSON) Grades 11–12 Advanced Latin: Rhetoric and Epic Literature Prerequisite: None Advanced Latin students culminate their formal Taught by: Casady School studies of complex Latin grammar and vocabulary via This is a beginning course for students who have not authentic ancient Roman authors of rhetoric and epic— studied ancient Greek before or whose background namely, Cicero and Vergil. In addition to syntactical in Greek is not sufficient for more advanced work. studies, students explore poetic and rhetorical devices, Students proceed through a study of grammar and which permeate Latin literature and enhance the vocabulary to the reading and writing of sentences and effectiveness and drama of Cicero’s speeches and the short narratives in the language of Athens of the fifth beauty of Vergil’s poetry, filled with “word pictures.” century BCE. Selected topics in Greek history and art By building their familiarity with figures of speech, are also considered. students become more adept at noticing their presence in both ancient and modern literature alike. In application of their learning, students compare modern MODERN LANGUAGES and ancient oratory in politics and other arenas, as well as the impact of Vergil’s works on subsequent ancient Linguistic fluency and cultural competency are the Roman writers’ works and even on contemporary primary goals of Maret’s Modern Languages program. fiction. Students also gain familiarity with works of art Students learn to adapt resourcefully to new situations and film that relate to Vergilian themes and exposure and cultural contexts; to build relationships with others to aspects of ancient Roman law and order, Cicero’s based on mutual respect and understanding; and to use legacy, and their impact on modern legal policies and their language skills to communicate, persuade, and international affairs. negotiate. Specifically, students learn to: MARET 2021–2022 CURRICULUM | UPPER SCHOOL 70

• Understand the language when spoken at a normal pronunciation, tones, and basic grammatical structures speed on a topic within the range of the student’s through oral/aural and written exercises. Substantial experience use of audiotapes and internet-based materials are • Communicate efficiently with a native speaker on a required. Units on Chinese culture and customs topic within the range of the student’s experience complement the language instruction. • Write using authentic patterns of the language and appropriate registers of speech Chinese 2: Elementary Chinese • Read and understand materials without recourse to Building on their foundation, students accelerate translation or dictionary acquisition of characters. There is further emphasis on Mandarin pronunciation and tones, as well as Advanced-level courses provide an introduction and consistent review of grammatical structures. Units on exploration of literary analysis in a modern language. Chinese culture and customs complement the language For students who wish to study abroad, Maret offers instruction. summer programs in Spain (Spanish) and France (French). Certain Advanced classes can be claimed as Chinese 3: Intermediate Chinese humanities credits or world language credits. Students continue to expand their vocabulary, study and review grammar, and gain increased language fluency through classroom activities and reading and ARABIC discussing simple texts and articles. There is increased emphasis on writing, with frequent, short writing Arabic 1 (MSON) assignments such as reports and correspondence. Grades 9–12 (Juniors receive priority) Readings and assignments based on Chinese history Prerequisite: None and culture are an integral part of the course. Taught by: Hopkins School, Stanford Online High School Chinese 4: Advanced Intermediate Chinese This first-year course of a two-year sequence is an Students continue to study grammar and broaden introduction to Modern Standard Arabic, the language their vocabulary through intermediate textbook of formal speech and most printed materials in the readings and authentic materials—including articles Arab-speaking world. Students will learn to read and on current social topics, plays, and short stories—of write the Arabic alphabet and will develop beginning increasing complexity. Students improve their listening proficiency in the language. Through frequent oral comprehension skills and understanding of Chinese and written drills, students will develop their basic culture by watching a Chinese television series. They communication skills. participate in class discussions and prepare written assignments. Students may have the opportunity to Arabic 2 (MSON) use their language skills by helping recent immigrants Grades 10–12 from China navigate life in their new community. This Prerequisite: Arabic 1 course requires a significant time commitment outside Taught by: Hopkins School of class. This course is a continuation of the introduction to Modern Standard Arabic, the language of formal Chinese Seminar (MSON) speech and most printed materials in the Arab-speaking Grades 11–12 world. Students will learn to read and write the Arabic Prerequisite: Chinese 4 or honors level; placement test alphabet and will develop beginning proficiency in required the language. Through frequent oral and written drills, Taught by: Hopkins School students will develop their basic communication skills. This intermediate level course, conducted entirely in Chinese, involves the reading of authentic texts of modern Chinese society and culture. Students explore CHINESE current cultural topics through stories, dialogues, and documentaries using multimedia materials ranging Chinese 1: Elementary Chinese from Internet, television, and films to traditional Beginning students are introduced to Mandarin textbooks. Throughout the year, students write papers, Chinese using the Pinyin system of Romanization and critique films, and participate in oral discussion and simplified characters. They learn standard Mandarin debates. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 71

FRENCH level topics are chosen to prepare students for studying French beyond high school and to provide French 3 deeper insight into French and Francophone Students consolidate and integrate high-intermediate cultures. Students examine various topics in French second-language skills. Students develop language, history, culture, cinema, and literature significant accuracy in reading, writing, and spoken while interpreting authentic documents. Faithful to communication, and receive a sound linguistic base for the idea of a seminar, the course requires students to further study of advanced concepts. They discuss short be responsible for extensive reading and preparation. stories, magazine articles, video news clips, and internet Activities including compositions, oral presentations, sources, and engage in an intensive review of grammar. and discussions enable students to achieve a high Students are introduced to contemporary topics in level of proficiency in speaking and writing. The French culture with opportunities for enjoyment, literary texts studied are often paired with a film in creativity, and intellectual stimulation. order to give students an opportunity to gain a deeper understanding of Francophone culture and to improve French 4 their listening skills. Each work is also studied with This class anchors advanced French skills. Students an historical perspective. For example, La Chanson study the intricacies of French grammar through de Roland is studied along with the hit comedy Les extensive oral and written practice to improve accuracy Visiteurs (1993) and an exploration of Charlemagne, the and enhance understanding of French language Battle of Hastings, and the crusades. Similarly, L’Exil structure. Students read literary and journalistic texts et le Royaume by Albert Camus is studied along with in French as a basis for literary analysis and as models the film Loin des Hommes (2014) and an exploration for writing assignments that demand stylistic skill and of France at the time of Algerian War (1954–1962). sophistication. These assignments include compositions With an eye towards the theme of “national identities,” and critical essays. students are asked to consider how each work helps to reinforce and question an individual’s sense of identity Advanced French Grammar and belonging to a nation and its values. This class is Students consolidate and integrate advanced skills. In conducted entirely in French. addition to completing an extensive grammar review, students develop significant accuracy in their reading, The Question of Evil from Voltaire to Camus (MSON) writing, speaking, and listening skills. Materials include Grades 11–12 audio-visual reports, documentaries, and newspaper Prerequisite: Francophone Cultures or equivalent articles covering current events. Students actively Taught by: Maret School participate in class discussions and prepare a number of May also be taken for a humanities credit special presentations. Students explore how Francophone literature represents and makes sense of the manifestation of Francophone Cultures evil in the modern world. From Candide’s satirical Grades 11–12 treatment of theodicy and optimism to The Plague’s Students develop high proficiency in speaking, reading, absurdist yet hopeful approach, students examine the listening, and writing. They improve their ability to many facets of evil, how they face it, and its sources. understand spoken French in various contexts and Students also explore in detail the historical events express themselves coherently, resourcefully, and that frame their readings, with a particular emphasis with reasonable fluency and accuracy. They develop a on the impact those events have had on the arts and sufficiently ample vocabulary for reading newspapers, philosophy. By the end of the year, students will magazine articles, and literary texts. This course possess the skills to read any literature that might emphasizes a better understanding of the civilizations be presented to them in college; to write a cohesive, and cultures of the Francophone world. well-articulated academic paper in French that is linguistically fluid and intellectually inquisitive; to French Seminar: National Identities (MSON) deliver a TED Talk-style presentation on a literary Grades 11–12 or philosophical topic. Readings include: La peste Prerequisite: Francophone Cultures or equivalent (Camus), Huis-Clos (Sartre), Antigone (Anouilh), Le Taught by: Hopkins School Horla (Maupassant), Tous mes amis (Ndiaye), Candide This course is designed for students who have (Voltaire), Le Petit Prince (Saint-Exupéry). This class is successfully completed French level 5. The college conducted entirely in French. MARET 2021–2022 CURRICULUM | UPPER SCHOOL 72

SPANISH addition to analyzing and discussing films shown in class, students read and write reviews, critiques, and Spanish 1 essays. Students focus on fundamental spoken and written Spanish. Intensive classroom discussions are conducted Topics in Latino Cultures almost exclusively in Spanish. Students use a Students acquire language proficiency through the multimedia program in conjunction with other audio- exploration of Latin American history through visual materials. They read short stories and simple historical documents, literary works, films, and visual magazine articles, and complete writing exercises on arts. This intermediate-level Spanish course includes topical subjects. the African, the Indigenous, and the Iberian cultural heritages in Latin American history, and seeks to Intensive Spanish show how these strands have combined to produce a Students who have had some exposure to Spanish but unique Latin American culture. Students also explore have not yet reached an elementary level sharpen and the relationship to Anglo-America, and especially the acquire elementary Spanish skills at an accelerated pace. United States, on a cross-cultural basis. Depending on their development, students are placed in either Spanish 2 or 3 the following year. Advanced Spanish Through Film and Literature (MSON) Spring; Grades 11–12 Spanish 2 Prerequisite: Spanish 4 or equivalent Building on work begun in Spanish 1 or Intensive Taught by: Indian Springs School Spanish, students build their mastery of oral and This course exists to equip students with at least four written language and learn about issues of current years of Spanish exposure with the content knowledge, interest in the Hispanic world. Reading and writing skills, and confidence necessary to communicate activities are more complex and sophisticated. at an intermediate or advanced level of proficiency Consistent vocabulary and grammar review, verb in Spanish (or higher), to enjoy and appreciate the formation and use, and word building are integral to Spanish language and associated cultures, and to this course. A comprehensive multimedia program continually reflect on how language both shapes and complements the course work. reflects culture. We will watch films and shows and read literary works, all in the Spanish language. We Spanish 3 will use the content of the films and readings as fodder Students consolidate and integrate high-intermediate for discussion and analysis. As we are not limiting the second-language skills. They develop significant content to one geographic area nor to a time frame, accuracy in reading, writing, and speaking as they read this will be a random but diverse sampling of film and discuss short stories, magazine articles, video news and literature choices. Therefore, we will also focus clips, and internet sources. Students review grammar on creating and then using a list of course ‘Essential intensively and learn about contemporary topics in Questions’ whenever approaching a new selection to Latin American culture. guide our understanding and discussion.

Spanish 4 Survey of Hispanic Literature A sound understanding of standard Spanish grammar Students acquire comfort and fluency at a sophisticated that facilitates creativity and clarity of expression and conceptual level by becoming immersed in a helps develop students’ writing skills in Spanish. They fast-paced, Spanish-speaking environment. Students achieve extensive vocabulary acquisition and are develop significant accuracy in their reading, writing, expected to recall and apply the grammatical rules speaking, and listening skills through the incorporation in context. In addition, students are introduced to of new materials and are evaluated on their Hispanic literature and study the fundamentals of spontaneous class participation, as well as extensive advanced composition. reading and writing assignments. Students read two novels, write well-constructed essays on abstract Spanish in Film topics, and complete an overview of Spanish and Latin Students in this intermediate-level Spanish course American literature. develop their listening, speaking, reading, and writing skills by examining cultural and historical issues depicted in Latin American and Spanish films. In MARET 2021–2022 CURRICULUM | UPPER SCHOOL 73

Hispanic Cultures García Márquez, Ojos de Perro Azul Students significantly increase their vocabulary and Kafka, The Trial strengthen their advanced grammar skills. Regular Kafka, The Metamorphosis oral presentations and frequent essays help students Unamuno, Abel Sánchez attain fluency. Readings include newspaper editorials Unamuno, Don Manuel Bueno Mártir and literary selections. This course emphasizes a better Viewings: understanding of the civilizations and cultures of the Abre Los Ojos Hispanic world. Amadeus Summer Reading: Hispanic Literature García Márquez, Cien Años de Soledad Grade 12 Students survey Spanish-speaking world literature from the Siglo de Oro to the present, with an emphasis SUMMER ELECTIVES on short stories and poetry. They read such authors as Quevedo, Quiroga, Borges, García Márquez, and others. Students become well versed in literary analysis Maret in Spain in a foreign language while they explore Spanish and Students acquire language through linguistic and Latin American narratives. cultural immersion in this four-week program. Maret students experience a full-immersion environment, History of the Spanish Language: An Introduction to learning Spanish in context through daily life, Linguistics and Advanced Grammar (MSON) interactive lessons, and cultural experiences. They Fall; Grades 11–12 reside in two renovated farmhouses near Burgos and Prerequisite: Spanish 4 or equivalent Granada. The morning and evening lessons interact Taught by: Indian Springs School with the environment and setting. Students also This course exists to allow students with at least learn the language through activities and field trips, four years of exposure to Spanish to dive deeper communicating solely in Spanish. Activities include into the study of the language itself, including its cooking lessons; learning from local cheese makers, history, sounds (phonetics and phonology), structure potters, and olive growers; hiking and other outdoor (morphology and syntax), words (lexicon), their activities; and numerous cultural field trips. meaning (semantics and pragmatics), changes over time in the language, and advanced grammar topics. Maret in France The instruction will be conducted in English, and the During this four-week linguo-cultural immersion main course text is in English with Spanish and Latin experience, students focus on language acquisition. examples. They live together in a rural house in Poitou-Charentes, about two hours from Bordeaux, with the presence of Comparative Literature French students and assistant staff. Students participate Grades 11–12 in numerous day and overnight excursions to interact May also be taken for a humanities credit with local people and explore the history and culture of Students connect contemporary Spanish-speaking France from its “Gaulois” roots to modern times. authors with international counterparts through a comparative study of their works that isolates and explores common literary and philosophical concepts. Literary works are grouped by theme and studied concurrently. Selected units explore the topics of tension between the individual and society, narrative ambiguity, the monster within, the nature of reality, and Cain and Abel’s allegory in literature and film. Student papers and class discussions are in Spanish. Spanish works are read in the original Spanish text.

Texts: Camus, The Plague García Márquez, Crónica de una Muerte Anunciada 74

STUDENT SUPPORT

Guidelines for Academic Support Targeting Success At Maret, both our Mission Statement and our Some of the hallmarks of Maret’s educational program Core Values emphasize the individual and respect include: for difference. We strive to nurture and encourage the intellect, creativity, love of learning, and pursuit • Faculty who initiate close and trusting relationships of individual excellence in each of our students. We with students recognize that this may take different forms in different • Small class sizes students, and we embrace and celebrate those variations • A curriculum that offers breadth and choice within our school community. • Classroom strategies that acknowledge different approaches to teaching and learning Our appreciation of individuals helps shape the way • Open communication between teachers, advisors, we guide the education of our students with learning students, and parents/guardians differences. The Maret faculty understands that all • Opportunities for extra help, such as study halls and students approach learning in their own unique ways office hours with teachers and that some of our children have specific, identified • Limited space in school for work with tutors, hired needs. We address those needs with small class settings, by parents/guardians a curriculum that offers breadth and choice, and the • Parent/guardian-teacher conferences and narrative guidance of our student support team. comments on student progress

Parents and guardians are expected to share any Addressing Student Needs existing assessments or educational support plans. This Parents and guardians who expect that helps to determine if the School can successfully meet accommodations may be necessary for a student the needs of the student and, if so, to meet those needs to work successfully at Maret are advised to begin from the beginning of their Maret career. During a conversations with the division director, learning student’s time at the School, parents and guardians are specialist, teacher, and advisor as early as possible. responsible for obtaining any services, assessments, or therapies that are recommended by a team of teachers, In the Lower School, accommodations could include: advisors, administrators, and student support team representatives. The School has designated funds to • Preferential seating support those on financial aid who need to obtain • Verbal prompts such outside services. Suggested accommodations that • Previewing material result from professional evaluations will be reviewed • Supportive technology by the Maret team to determine the feasibility of their use in the classroom. The use and benefit of these In the Middle and/or Upper School, accommodations accommodations will be reviewed periodically. could include:

• Opportunity to use another student’s notes or teacher’s notes when available • Note-taking on a laptop, provided by the parent • Enlarged font, to increase readability • Up to 50% extended time on quizzes, tests, exams MARET 2021–2022 CURRICULUM | STUDENT SUPPORT 75

• Use of computer/laptop to take tests and exams and parents/guardians. They help interpret and • Testing in an isolated environment for reduced summarize professional evaluations for teachers, distractions attend conferences, and help plan how to best support students based on identified recommendations. The College Testing Accommodations learning specialists act as a resource for parents/ The upper school learning specialist will assist parents, guardians and teachers by making connections to guardians, and students with the College Board and outside educational professionals when appropriate. ACT process to request accommodations. Students applying for accommodations on the College Board Counseling Department and/or ACT exams must have documentation on file The Counseling Department serves as a resource to all that meets the respective guidelines of the College members of the Maret community, including students, Board and ACT. Students must have used the requested faculty, and parents and guardians. The school accommodations on school-based tests for at least counselors offer counsel to individuals and groups of four months prior to submitting the application to the students on a short-term basis, act as consultants to College Board or ACT. faculty, and maintain an extensive network of referrals and resources based in the Washington metropolitan Maret does not provide area. Students may receive these or other services • Individualized Educational Programs offered by the school counselors as part of our regular • Constant monitoring or sustained one-on-one academic program. All services are confidential as instruction/attention appropriate. Under certain circumstances, confidential • Extensive attention to drill or emphasis on rote information may be shared with people who have learning a legitimate need to know. The department is also • Written description of all class activities actively involved with diversity programs, substance abuse education programs for students and parents/ Learning Specialists guardians, advisor/advisee groups, the assembly There are three learning specialists who support program, the Wellness program, and student activity lower, middle, and upper school students, faculty, groups.