Academic Policies Course Catalogue 2014-2015

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UPPER SCHOOL CURRICULUM GUIDE

Academic Policies & Course Catalogue 2014-2015 Upper School Curriculum Guide

Academic Policies & Course Catalogue 2014-2015 Greens Farms Academy 35 Beachside Avenue P.O. Box 998 Greens Farms, CT 06838-0998 (203) 256-0717 www.gfacademy.org 02/2014 TABLE OF CONTENTS Upper School

Mission Statement 5

U.S. Curriculum Requirements 6

Academic Policies 7

Off-Campus Programs 12

ACADEMICS 16

English 16

History 20

Mathematics 23

Performing Arts 27

Science 31

Visual Arts 35

World Languages 39

World Perspectives Program 46

Independent Studies at GFA 49

Global Online Academy 50

Athletics 52 Greens Farms Academy 4 Greens Farms Academy Curriculum Guide Upper School

Greens Farms Academy Mission Statement Greens Farms Academy is a PreK-12, independent day school dedicated to guiding students through a rigorous course of study encompassing academ- ics, arts and athletics. In a supportive community built on trust, we give our students the opportunity to become critical, independent and creative think- ers and encourage them to explore particular passions that will sustain them throughout their lives. We believe that a diverse school environment enriches learning, creates respect for differences and prepares students to become socially responsible leaders. By practicing good citizenship, demonstrating moral character and actively engaging in commu- nity service, our students embody the school motto, Quisque Pro Omnibus, Each for All.

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UPPER SCHOOL Graduation requirements

English 4 credits English 9, 10, 11 and electives or AP in 12th grade.

History 2 credits The required Foundations course is taken in 9th grade, with occasional allowances made to fulfill this requirement in 10th grade. All 11th grade students must take either United States History or AP United States History.

Mathematics 3 credits Algebra 1, Geometry, Algebra 2. Students must be enrolled for a full-year mathematics course through 11th grade.

Science 2 credits Biology and a physical science. Students are encouraged to take Biology in 9th grade and a yearlong physical science course in 10th-12th grades.

Visual and Performing Arts 1 credit Fulfilled by taking 1 full-year, full credit course or two half-credit courses, a full-year of the Studio Art courses, or by participating for one year in Concert Choir, Chamber Choir, Jazz Ensemble, Wind Ensemble or Chamber Orchestra, or for two years in the half-credit drama or video courses.

World Languages 3 credits or 4 credits 3 years in one language or 2 years in each of two languages.

World Perspectives Program 1 credit or 1 ½ credits International Relations and one course from the global studies list on p. 46.

Athletics 9th grade and 10th grade students are required to participate in the athletic program all three seasons, with two of the three on a team. 11th grade students are required to participate in two seasons, one on a team, and 12th grade students are required to participate in two seasons.

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Section I: Academic Policies

Credits Greens Farms Academy requires the successful completion of at least 20 academic credits between 9th and 12th grades. A minimum equivalent of five full-credit courses must be taken each semester. Students may take up to 6.5 credits with permission of the Academic Coordinator at that grade level in consultation with the Head of Upper School. (The only exception is in the Performing Ensemble groups; students may take an additional full credit above six courses. Concert Choir, Chamber Choir, Chamber Orchestra or Wind Ensemble may not be a student’s fifth credit.) Students must complete four years of English, three years of mathematics, three years of a world language or two years of two languages, biology and a yearlong physical science, two years of history, including Foundations, United States History, World Perspectives Program requirements, and one year of the arts—performing or visual.

Students must also carry a mathematics credit in 11th grade. Decisions on the applicability of credits earned in other schools or in summer programs will be made by the Head of Upper School and Assistant Head for Academic Affairs in consultation with department heads.

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Advanced Sections shall have a minimum B+ average with no grade below Courses designated “H” (Honors) or “AP” (Advanced B- while High Honors requires a minimum A- average Placement) present a greater intellectual challenge with no grade below B+. and a higher level of conceptual thought, utilize more Effort Point Guidelines challenging materials, have more demanding work- 5: Excellent—Evidence of work beyond the loads, testing and grading standards, and move at a required assignments, and class participation faster pace than regular courses. Students are admitted that shows evidence of exceptional effort. to these courses by departmental permission using 4: Very Good—Homework is always done criteria established by that department. H and AP carefully and promptly, and class participation courses will be specifically designated on transcripts. is consistently good. If a student enrolls in an AP course, the student is 3: Satisfactory—Homework is turned in regularly, required to take the Advanced Placement Examination and the student is usually prepared for class. of The College Board. The fee for each exam is paid 2: N eeds Improvement—Unexcused or frequent by the student in April. Further information on the lapses in either class preparation or turning in AP program can be found at the following web site: assignments on time. http://apcentral.collegeboard.com. 1: Unsatisfactory—Chronic failure in either class Grading Policy and Reports preparation or turning in assignments on time. Grades and/or comments are issued at the end of each Head of School List semester. Interim or commendation reports can be The Head of School List is an honor awarded to sent any time there is a significant change in level of students whose commitment to excellence derives achievement or effort. Beginning in 2011-2012, GFA from their interest in the academic material beyond a uses the following grading scale: concern for grades. To earn this distinction, a student A+ 96-100 A 93-95 A- 90-92 should seek to invest himself or herself in the life of the B+ 86-89 B 83-85 B- 80-82 classroom by playing a pivotal role in the daily work of C+ 76-79 C 73-75 C- 70-72 the class. As such, the student would model such quali- D+ 66-69 D 63-65 D- 60-62 ties as intellectual courage or initiative; willingness to F 0-59 hear or offer alternate points of view; and enthusiasm or curiosity about learning for its own sake. These Honor and High Honor Rolls are published at the characteristics may exhibit themselves in a variety of end of each semester, but are not noted on the formats: verbally or more subtly, depending on both student’s transcript. A student on the Honor Roll the student and the discipline. 8 Greens Farms Academy Curriculum Guide Upper School

A teacher considering a student for this honor must COURSE ADD/DROP begin by awarding a 4 for effort, but of greatest impor- After the course selection process concludes by early tance are the above-mentioned characteristics of May, students must commit to their choices; accord- scholarship. Further, a majority of the student’s teach- ingly their selections become final as of June 1st. Once ers for that academic term must vote affirmatively to school begins, there is a period of ten school days during grant the honor; in addition, there must be no effort which time students may change or drop courses if they grade below a 3 in any course. Once these criteria are obtain the appropriate approvals. During the first five met, the name of the student will be submitted to the days, any changes must also have the approval of the Head of School for final approval. The Head of School Head of Upper School, the Academic Coordinator, and List thus recognizes excellence of particular value and the student’s advisor, in addition to the other signatures impact, and as such is a distinct honor. The Head of required for course changes. For seniors, the college School List is noted at the academic awards assemblies advisor’s signature is also required. Only a department and on the student’s transcript. head can approve a course change for any Honors or AP placement. After the add/drop period, any course EXAMS change must be initially approved by the Head of Upper Exams for most full-year courses will be given at the School. Transfer of credits and grades beyond the add/ end of the academic year. The grade on the exam will drop deadline will be affected as follows: be factored as a percentage of the year grade. In a section change (like class to like class) after DEPARTMENTAL POLICIES the official add/drop period has ended, grades are Each department determines the relative value of transferred from one teacher to the other, and the homework, quizzes, tests, papers, and class discussion transferred grades are weighted according to the when calculating averages. The criteria for grading percentage of time elapsed in the grading period. in each course will be explained to students at the In a change from one level of a course to another beginning of the course and published in course policy (i.e. Honors to regular, regular to Honors, or to sheets. The penalty for late work will be between 5% another course entirely), is made after the add/ drop and 10% per day, and each department will publish period, the original course is denoted as a Withdraw- its policies regarding penalties for late work on course Fail (W/F) or Withdraw-Pass (W/P) on the transcript, policy sheets. with the dropped course denoted as 0 credit on the transcript. A grade for the added course will ultimately

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include either additional new assessments devised by for any reason in any particular subject (except for an the teacher of the new course OR a portion of the old excused medical leave) during a year may be required course grades transferred, depending on how far to do summer work in the subject before receiving into the term the change occurs and the similarity credit. An underclassman who fails a course for the of programs. year will be asked to repeat the course the following year or, in some exceptions, over the summer with the In a drop from a year or semester course beyond the approval of the appropriate department head. A senior required course load or course requirements, and who fails a course will be required to make up the cred- beyond the add/drop period, a W/P or W/F is placed on it before receiving a diploma. A student failing more the transcript, and no credit is offered for that course. than one course or having low grades with minimal INCOMPLETES effort may be asked to repeat the year or leave GFA. An incomplete grade is defined as an excused exten- sion of a term grade with a defined timeline for ACADEMIC PROBATION completion. The classroom teacher initiates the If it is warranted, a student will be placed on process after a discussion with the student; the teacher academic probation. A student is placed on and the student’s Academic Coordinator at the appro- probation for the following reasons: priate grade level must agree on the rationale and • Failure in one or more courses at the end of timeline. A note is sent to the family, Registrar, and a semester; Head of Upper School. Missing the deadline to com- • Grades in the D range in two or more courses, plete work may result in a ‘0’ for the work missed or, and/or a grade point average below 1.67 at the if the work is deemed essential to the content of the end of a semester. course, it is possible to fail the course in its entirety. Furthermore, in determining probation, the Head In this rare event, the Head of Upper School will make of Upper School will also consider the level of the every effort to ensure that deadlines and process are student’s effort. The duration of academic proba- fair before reaching such a decision. tion and time given before a counseling out process begins may vary according to whether a student is ACADEMIC DIFFICULTY new to the school, returning to the school, or the time If a student is experiencing difficulty in a course, the of year when the probation starts. These terms will Head of Upper School, academic coordinator and the be explained at a meeting with parents, the Academic appropriate department head may recommend that the Coordinator and Head of Upper School. Probation student do summer work or attend summer school. alerts the student and parents that they ought to A student who misses more than 20% of the classes 10 Greens Farms Academy Curriculum Guide Upper School

consider whether GFA is the right match as a school. Students should not have more than two tests or major At this point, a family may begin the search for a more assignments (consuming 50% of class time or valued appropriate fit, however, GFA also wants to give a at 50% of a test grade) on any given day. However, if a student who is committed to being at GFA every student is carrying six subjects, the student may have chance to succeed within a specific time frame three major assignments or tests on certain days. If a designated for that improvement. student needs to have a test or assignment resched- uled, that request should be made as far in advance HOMEWORK as possible. Generally, a student is asked to make up The purposes of homework are to teach self-reliance, work within 24 hours after a brief excused absence. In to develop intellectual curiosity, to give practice in the the case of an “allowed” absence, for which the student skills of a course, and to prepare students for class gets permission to take days off for reasons other than topics. Teachers will assign as much homework as illness, family obligations, or college visits, the student necessary to accomplish these purposes—and no is asked to complete work prior to the absence and more. Homework is not an end in itself. Homework may not expect extra help upon return. Work submit- assigned for weekends or vacations will not be longer ted after an unexcused absence is penalized according than daily assignments. It is appropriate that teachers to department policies. GFA recognizes that religious suggest review work during vacation for students who obligations may from time to time prevent students during the prior term have performed poorly or have from preparing their daily assignments. In such cases, failed to master material that they will need to know students will not be held responsible for assignments for future success in the course. All work done on stu- and will be permitted to postpone any tests or quizzes. dent papers must be done by the student. STUDY HALL While variations in the work rate among students Students in 10th-12th grades are excused from study make it difficult to specify exact assignment length, halls except for those that result from a teacher’s the following guidelines are suggested: absence or because a student has been assigned 9th and 10th Grades: roughly 30-40 minutes them for academic or disciplinary reasons. 9th grade per night per full credit subject. students are required to attend study halls throughout 11th Grade: roughly 40-45 minutes per night per the year. An unexcused absence from study hall will full credit subject. be treated the same way as an unexcused absence from class. 12th Grade and all AP courses: roughly 45-60 minutes per night per full credit subject. Greens Farms Academy 11 Upper School Curriculum Guide

EXTRA HELP Each unit is designed to equip the Upper School If a student is having difficulty in a specific course, it students with information and skills that lead is recommended that the student seek extra help from to better decision-making and more informed, the teacher of that course during mutually free time productive lives as young adults and global citizens. and arrive with specific topics to discuss. Students (no credit; full year; once per week) should take the initiative in making appointments for CLASS TRIPS help, but teachers may also require students to attend Each class in the Upper School has the opportunity such sessions. Should there be any difficulty in finding for a special class trip of three to five days in duration. a convenient time to meet, the Advisor or Academic The trips emphasize individual responsibility, group Coordinator will help the student schedule the time. cooperation, and unique skills, and are seen as experi- TUTORING ences that complement the mission and curriculum of Parents or students who wish to explore tutoring (for the school. remedial purposes and exclusive of standardized test • Freshmen spend four days at the Sharpe Reservation prep tutoring) should first consult with the Learning near Fishkill, NY during the first week of school. Specialist regarding the need for and advisability of • Sophomores sail the Atlantic Ocean on large tutoring. Tutoring should be a last resort, considered schooners for five days during August. only after extra help options have been exhausted, and • Juniors explore New England historical sites for a careful examination of the student’s work habits has three days during the first week of school. been conducted. The Learning Specialist may then • Seniors attend a retreat during the first week of provide a list of tutors, including GFA faculty and non- school to explore their leadership role as a class GFA tutors, or parents may select their own. If tutoring and set their personal goals for the year. They does occur, the Learning Specialist must be informed, also design and finance their own class trip to be and the tutor must be in touch with the student’s taken in May, subject to the approval of the Class teacher in that subject. If tutoring takes place on cam- Dean and Head of the Upper School. pus during school days, it must occur before 7:30 am OFF-CAMPUS PROGRAMS OF STUDY and/or after 4:00 pm. Each year qualified students have the opportu- 9th Grade Seminar nity to apply to off-campus programs of study. All ninth-grade students take this seminar course Currently, these programs are School Year Abroad which includes the topics of Study Skills, Health, and four semester programs, The Island School, High Current Global Issues, and Ethics/Character Education. Mountain Institute, The Mountain School, and the

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Oxbow School although the school will consider other academic or disciplinary standing or for whom time programs. These programs provide rich alternative away from GFA would be detrimental to his or her aca- learning experiences. The College Guidance Office and demic progress will not be approved. Those students the Director of Global Studies also have information who are approved should then submit their applica- on a number of summer educational travel programs, tions directly to the programs of interest, which will including study in England, South and Central then process the applications and decide whether or America, and French and Spanish language enrichment not to offer the students admission for the following programs. The World Languages Department also takes year. Applications are available online or directly from students on trips, which may include home stays in the programs. The programs have the final choice other countries during portions of school vacation. of which candidates to accept. Students, particularly Juniors, accepted to off-campus programs must work The school reserves the right to set a reasonable limit with the College Guidance Office well in advance of on the number of students who can attend off-campus their departure in order to complete any stages of the programs during the academic year. Students who are college planning process that will be conducted during interested in applying to one of these programs must their absence. first submit to the Head of Upper School a written statement explaining why they want to attend their GFA requires that the 10% enrollment deposit be programs of choice. In these statements, applicants paid by the family to hold the student’s place for the should also explain why they feel the program will following year. serve to advance their educational experience and No student will be permitted to attend more than one how it will serve to fulfill their educational goals. semester or year long program during his or her time Applicants should also give careful consideration to in the Upper School at GFA. how attending such a program might impact their GFA program of study and completion of GFA graduation Off-Campus Study Programs—Each year a small requirements. This statement should be signed by group of students may apply to study abroad dur- both students and parents or guardians. The signed ing their sophomore or junior year. Currently, GFA statement is due to the Head of Upper School by the endorses School Year Abroad (SYA), a full-year lan- beginning of January. After the submission of the guage immersion college preparatory program student statement, the Head of Upper School will in France, Italy, Spain, China, or Vietnam affiliated review the application to determine whether the with Phillips Academy and Phillips Exeter Academy. student is eligible for consideration for the program. Other semester programs currently endorsed include The candidacy of any student who is not in good The Island School (in the Bahamas), a three-month Greens Farms Academy 13 Upper School Curriculum Guide

program affiliated with the Lawrenceville School, Full or Partial Year Off-Campus Programs the focus of which is sustainable development, During the Academic Year: These courses receive marine biology, and Caribbean culture; and High credit as well and are noted in a transcript attachment Mountain Institute, a three-month program in but are not included in the GPA. It is recommended leadership training, outdoor skills, and environmental that students attending off-campus programs that sustainability; the Mountain School (in Vermont), do not offer an equivalent course to one the student program affiliated with Milton Academy the focus intends to take at GFA postpone that course to the next of which is sustainable living on a working farm; school year. Foreign language, because it is sequential, and the Oxbow School (in Napa, CA), the focus of must be completed over the summer in an approved which is an in-depth study of Visual Arts; The Sage program in order to progress to the next level. Program at the Woodstock School in India, an English Likewise, any other courses left incomplete that are language boarding school. All of these programs prerequisites to higher level courses (e.g. Chemistry) include demanding college-prep academics and adhere must be completed over the summer. Students should closely to GFA’s own requirements. discuss their choices with the department head and Head of Upper School prior to departure, including OFF-CAMPUS PROGRAM OF STUDY—CREDITS, the advisability of hiring a tutor. GFA cannot COMPLETION, AND TRANSCRIPT POLICIES guarantee that GFA faculty will be available over the At the discretion of the department head and Head of summer to tutor students who wish to complete Upper School, students may on occasion take courses such courses. Furthermore, families are responsible for credit off-campus. Typically these courses either for paying the tuition or tutorial fees required to meet in the summer or are part of off-campus partial- complete courses over the summer upon return from or full-year programs such as those described above. an off-campus program. Summer Programs: The only courses that may earn credit are those offered at GFA’s summer program, Note: Students who have failed a required course at another approved summer program (again, at the cannot expect to make up that course over the summer discretion of the appropriate department chair), or or in an off-campus program, but may be required to GFA faculty tutorials designed to complete a GFA repeat the courses at GFA the following year. course after a student returns from an off-campus program during the year or other approved long-term leave (including medical leaves).

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HONOR CODE should familiarize themselves with these terms to During the 1999-2000 school year, a committee of avoid breaking the Honor Code Pledge. the Greens Farms Academy Upper School Student • Cheating: Eluding the rules set forth on any form Council created the first Honor Code, which carefully of academic work by using unauthorized materials details the high standards to which GFA students or by being dishonest in any way. hold themselves. The expectations of the Honor • Plagiarism: The unauthorized use of the language Code are not only the expectations of the faculty and thoughts of another and the representation of and administration; they are also the standards that them as one’s own. Greens Farms Academy students have set for them- • Fabrication: Constructing or inventing any selves and for one another. information that is false or untrue, in any aspect of academic work. The Greens Farms Academy Honor Code is an impor- • Multiple submission: Submitting whole or partial tant document created in the spirit of integrity and parts of a work previously turned in as an assign- honesty, based upon trust and responsibility. It is the ment to fulfill later or unrelated academic work. responsibility of GFA students to understand and sign • Facilitating academic dishonesty: the Honor Code Pledge and to abide by the standards To knowingly aid another individual’s act of established by the Honor Code in all areas of academic academic dishonesty. life. When students are unsure of whether or not • Unfair advantage: To obtain any forbidden or certain behaviors violate this code, they are obliged selective information in an academic exercise that to consult the appropriate faculty members for clari- other students do not have means to obtain or that fication. The excuse that a student did not know that puts other students at a disadvantage. certain behavior constituted a violation of this code • False citation: To knowingly credit an incorrect or is not an acceptable defense. Likewise, GFA faculty false source of quotes and ideas. should give clear assignments that avoid encouraging • Unauthorized collaboration: To work with any academic dishonesty (e.g. a closed-book take-home other person or gain any outside assistance on an test). The faculty should outline any specific standards academic exercise which was specifically assigned for their courses at the beginning of the year or the to be individual work, or for which permission to term (e.g. special instructions about how to work with collaborate was not obtained from the teacher. either a lab partner or homework partner). (Please refer to The Source (GFA Handbook) for a full The following definitions of acts of academic dishones- copy of the Honor Code and the school’s response to ty are included as a reference for students. All students academic dishonesty in GFA’s Discipline Code.) Greens Farms Academy 15 Upper School Curriculum Guide

SECTION II: each student will be responsible for daily contribu- UPPER SCHOOL ACADEMICS tions to class discussion. In addition students will be expected to give at least one oral presentation in class ENGLISH and produce a multifaceted project. Although study English 9: A Literary Odyssey—The freshman of vocabulary and grammar continues, the grammar course focuses on literature from a variety of genres topics shift to usage and application of rules learned and periods as a means of enriching students’ reading in earlier courses. Themes explored in the course will experiences. The literature core includes The Odyssey, include the importance of culture, tradition and nar- a Shakespeare play, selections of short stories and rative voice with an emphasis on expanding students’ poetry, and the contemporary novels Life of Pi and worldview while improving their analytical and critical Their Eyes Were Watching God. Much of the read- skills. (1 credit; full year) ing focuses on journeys. These journeys are as much English 11: American Literature—The junior course, metaphorical as literal; they capture the experiences, a survey of American literature, moves through a study challenges, transitions, and discoveries of fictional of major works from early America to the present characters which, in turn, reflect our own. Writing day to explore American identity and the American assignments will emphasize literary analysis and cre- voice as it has emerged in the years since the arrival of ative expression. Students will be responsible for daily European settlers in the New World. In reading works contributions to discussion around the table, will prac- from modern Native American authors, Hawthorne, tice vocabulary exercises, and will spend considerable Fitzgerald, Morrison, and others, students will trace time deepening grammar skills through practice and the development of varied and sometimes competing application. (1 credit; full year) visions of America as they explore a unique liter- English 10: World Literature—After a freshman ary tradition. Core texts will also include modern English course that works to span centuries and plays, short stories, and nonfiction. Students will also genres, the sophomore course journeys through world read a considerable amount of poetry from the early literature. Through a study of both ancient and mod- American period to the present. As students push their ern texts, this course will take students on a journey analytical skill in essays on literary works, they will around the world through literary cultures and genres. also write personal essays, the type often required on In addition to the core texts, readings will also include college applications, and practice writing timed essays a Shakespeare play and a current production at a local leading up to the SAT in the spring term. Students or regional theater. Writing assignments will include in this course may opt to take the AP Language and both literary analysis and personal/creative pieces, and Composition exam in the spring. (1 credit; full year) 16 Greens Farms Academy Curriculum Guide Upper School

English 11H: American Literature Honors— they will do based on that reading, students will also The junior honors course is designed for students do some structured exercises in the close analysis the who demonstrate strong interest and proven academic exam demands and work through practice AP tests. achievement in the subject of English. Although much Class format is largely student-led class discussion. of the literature in the course will be the same as the Prerequisite: an application and departmental English 11 American Literature course, the pace of permission. (1 credit; full year) the course is a bit faster, the reading list of the honors 11TH & 12TH GRADE ENGLISH ELECTIVES course will be more extensive, and the literature will English 12 Elective: Great Books—Drawing from be explored in greater depth. All students in the hon- both the classics and current literature, this course ors course are expected to take the AP Language and will engage students in discussion, debate, critical Composition exam in the spring. Prerequisite: thinking, and reflective writing through shared inquiry an application and departmental permission. into books of enduring value. The texts studied in (1 credit; full year) the course will be chosen collaboratively by both the AP English—The AP course is designed for the 12th- instructor and the participants. Beyond reading, writ- grade student who has a strong interest in literature ing, and discussion, the class may ask students to and writing. This advanced study offers students the engage in online discussion with students from other opportunity to engage in spirited and sophisticated schools in the United States and the world. This course scholarship as they take on intellectually and aestheti- will be a rotating elective within the English depart- cally important works of poetry, drama, and prose ment taught by different teachers in different years. fiction. The core texts for the course are Shakespeare’s (½ credit, 1st semester) Hamlet, Ellison’s Invisible Man, Conrad’s Heart of Environmental Literature and Nature Writing— Darkness, Woolf’s Mrs. Dalloway, Emily Bronte’s Beginning with the early works of Darwin, Muir, Wuthering Heights, and Dostoevsky’s Crime and Leopold, Thoreau and McLean students will explore Punishment. Interspersed between readings of these the philosophies of these early naturalists as well as the larger works will be intensive, close study of poems writings of modern nature writers who address Nature from a wide range of periods, stylistic traditions, and at risk. Through close reading, literary analysis, journal poetic perspectives. The class culminates in the spring writing and weekly outdoor fieldwork, students will AP Literature and Composition Exam, and while most question what can be learned from the environment of our preparation for it will be consist of the scholarly and consider how Nature leaves its own footprint on experience and expertise students will gain in their us. While we will look to textual analysis through class daily close reading, as well as the analytical writing Greens Farms Academy 17 Upper School Curriculum Guide

discussion and writing in pursuit of these answers, Creative Writing: Narrative Non-Fiction—In this a large part of this course will consist of outdoor writing workshop-style course students read nar- fieldwork designed to inspire original writing in the rative nonfiction by writers including Joan Didion, form of personal essays, poetry and photography. Patricia Hampl, Vladimir Nabokov, Raymond Carver, Students should expect to be outdoors in all weather E.B. White, Susan Orlean, Brent Staples, Lucy Grealy, and produce a final semester project that includes Philip Lopate, and David Foster Wallace, analyzing an extended fieldwork study, work with an environ- craft and then applying what they have learned to mental organization, and a photographic journal. their own work. Students learn through their read- (½ credit, 2nd semester) ing and writing that the best nonfiction writers use traditional storytelling techniques of plot, character, Literature of the American South: Imagination, metaphor, dialogue, and scene, shaping their own Tradition, and Conflict—In no American region experiences and observations into personal essays, is storytelling so closely intertwined with culture as profiles, travel narratives, and memoir. Students also in the South. From folklore and spirituals to William discuss the ethical considerations that arise when writ- Faulkner’s experimental masterpieces, Southerners ing about real people and events. In daily workshops have always had the need—and the knack—for students read their work aloud and receive peer com- storytelling. What makes Southern literature even mentary both in class and again in writing. The final more fascinating, however, is that its home occupies a project will ask students to create a portfolio of their unique and conflicted corner of the American imagi- writing. (½ credit, 1st semester) nation and literary landscape. On the one hand it is pictured as a genteel and mannerly land of leisure and Creative Writing: Fiction—In this writing workshop- tradition; on the other, as a backdrop for the most style course students read short stories by writers bitter and unjust scenes from American history. This including Raymond Carver, Grace Paley, Denis course will seek to map the reality of this conflicted Johnson, George Saunders, Jamaica Kincaid, T.C. territory through what is undoubtedly its most valued Boyle, James Salter, and Lorrie Moore, analyzing craft contribution to American culture: vernacular stories. and then applying what they have learned to their We will read representative authors including Mark own work. Students write short stories using tools Twain, William Faulkner, Flannery O’Connor, and and techniques of the writers studied, working toward diverse contemporary authors as we come to grips developing their own style and voice. As students with this rich and vibrant body of literature. investigate the writing process they will keep a (½ credit, 2nd semester) writer’s notebook for free-writing and specific

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exercises including recording images, overheard Greek Literature in Translation: Ancient and conversations, story ideas, dreams, and memories. In Modern—The purpose of this course is to explore daily workshops students read their work aloud and major works from Greece’s ancient past as well as its receive peer commentary both verbally and again in modern texts. After an introduction to history and cul- writing. The final project will require students to create ture of the area, students will read a trilogy of ancient a portfolio of their writing. (½ credit, 2nd semester) tragic plays and a comedy from the same time. They will then explore literature from the Modern Greek New World Voices—This course is designed to intro- era, appreciating the works both for their lyricism and duce students to current literary works from a selected their current relevance. Attention will also be paid to group of developing nations, including Afghanistan, the ways in which Greek consciousness and thought Iran, Pakistan, Egypt, Turkey, Nigeria and India. In has evolved throughout history; some translated short these works of fiction and personal narrative, students texts from Turkey will specifically address the interplay will learn about the social and historical environments of Turkish and Greek culture. Students will respond to from which the voices arise. At the same time they will the texts, films, and other material in frequent informal recognize the uniqueness of each time and place and writing as well as analytical essays and other types of learn to appreciate the common human struggles faced assessments. The course will conclude with a major by each character. The class will discuss and write independent study project, which will include a written about a variety of themes including the need for an and an oral component. (½ credit; 2nd semester) individual voice, the role of traditional values in rapid- ly changing societies, and the recognition of the power Confusion’s Masterpiece: Moby-Dick—Near the of the written word in bringing order from chaos. Time middle of Herman Melville’s Moby-Dick, the narra- permitting, students will read additional short stories tor asks the reader, “Why then do you try to enlarge or poems from some of the countries. Films and film your mind? Subtilize it.” This course will attempt to do clips from several of the countries will also be part of just that by reading, writing, discussing and writing the curriculum. Students will respond frequently to about literature that tries to, in Melville’s terms, “Strike the texts and films in informal writing, as well as in through the mask” of appearances to find a reality analytical essays and other assessments. At the end of beneath. Our readings of Shakespeare and Melville will the term, each student will work independently provide the warp and woof for our efforts to differentiate on a major project to be presented to the class, appearance from reality and perception from represen- incorporating reading, analysis, writing and a creative tation; to consider both the shadow and the substance. component. (½ credit, 1st semester) Coursework will include personal writing, analytical writing, and online discussions. (½ credit, 1st semester) Greens Farms Academy 19 Upper School Curriculum Guide

HISTORY Cold War, and the creation of a “New World Order.” Foundations of World History—This course offers a Special emphasis will be placed on the changing rela- topical and thematic survey of world history from the tionships between the West, the Middle East, and East earliest times to the beginning of the modern world. Asia. Students will prepare a substantial research paper The origins and development of the major world civi- on a topic in current world history. This course is nor- lizations and major religions lay a solid foundation for mally taken in 10th grade. Prerequisite: Foundations of understanding the complexities of the modern world, World History. (1 credit; full year) the rise of China, globalization and world economic AP Modern European History—This course offers a development, and the role of Natural Law. Readings college-level preparation for the Advanced Placement emphasize a variety of sources from traditional text- Examination in Modern European History. The course book accounts to primary source readings to current focuses upon intellectual and cultural developments, critical essays and reviews. The course also makes and the political, diplomatic, social, and economic use of a range of online documentaries. Critical writ- history of Europe from the High Renaissance to the ing skills are fostered through a variety of analytical present. The many topics surveyed are: the secular- writing assignments and research exercises. This is ization of learning and culture; changes in religious normally taken in 9th grade and must be completed thought and organization; developments in social, by 10th grade; permission to take this course in 10th economic, and political thought; the rise and function- grade requires permission of the Head of Upper ing of the modern state; development and growth of School. (1 credit; full year) nationalism; war and military conflict; urbanization; The Modern World (1500-Present)—This course interdependence in global and world markets; private carries the study of World History down to the pres- and state contributions to economic growth; and the ent. The survey begins with an analysis of the rise of development of mixed economies. This course may be the first European empires and the creation of the taken in 10th-12th grades. Prerequisite: departmental first global system. In the process, new relationships permission. (1 credit; full year) formed between the West and the civilizations of United States History—This course is a survey of the the Americas, Africa, and Asia. The course will then important concepts in the development of the United explore the rise and fall of Western global domination States from colonial times to the present, stressing through the study of the Scientific, Industrial, and social, economic, and political developments and relat- Democratic Revolutions, Nationalism, Imperialism, ing them to contemporary issues. Students will write the world wars of the 20th century, Decolonization, the short critical papers and develop their research skills

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through the completion of the Junior research paper. and as individual countries. Second, it will explore This course also employs primary source documents, American foreign policy and its impact in the region, and students learn the skill of historical evaluation. beginning with Wilson’s (WWI) appeal to Congress, This is normally taken in 11th grade; permission to and leading to the Iraq conflict. Finally, it will conclude take this course in 12th grade requires permission of with one of the most complex, divisive issues of modern the Head of Upper School. (1 credit; full year) world history: the Arab-Israeli conflict. Given the very fluid nature of the course and its overwhelming rele- AP United States History—This is a college-level vance in today’s world, current events will be integrated survey course dealing with the history of the United into discussion on a weekly basis. Readings will be States from the colonial period to the present. Students drawn from a Course Reader: selected articles, excerpts read a wide variety of sources, both primary and from several books and primary source documents secondary, detailing the social, economic, political, and including Dennis Ross, The Missing Peace, cultural development and growth of the United States. R. Stephen Humphreys, Between Memory and Desire; This course stresses the historiography of United States Films (Islam; Empire of Faith, Promises and others…) history. Prerequisite: Foundations of World History; To be successful in this class, students will need a very The Modern World (1500-present) or AP Modern open mind, a commitment to listening to others’ points European History; departmental permission. of view and a willingness to ask difficult questions but (1 credit; full year) expect no definitive answers. (½ credit; 1st semester) 11TH & 12TH GRADE HISTORY ELECTIVES Introduction to Economics—This course will intro- The Modern Middle East—“9/11 changed every- duce students to the basic tools of economic theory thing.” Or did it? Certainly, it forced Americans to pay and their most common applications. The first half attention to the Middle East in a way most of us never of the course will focus on microeconomics theory, anticipated. But the issues in this region have a very which deals with the interaction of consumers and long history. Now more than ever it seems important firms through markets. A major theme of this section to understand the Middle East carefully and on its own will concern the strengths and weaknesses of markets terms, and in relation and response to American inter- as a mechanism for coordinating the production and ests and Foreign policy. The course will approach the distribution of goods and services. The second half of region with many goals in mind. First, it will provide the course will turn to macroeconomic theory, which an overview of the historical and contemporary Middle deals with the operation of the national economy. This East, Israel, and Arab / Muslim world by examining section will explore the causes and consequences of the multiple challenges the region is facing, as a people

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recessions and booms, Inflation, and unemployment ways did the bourgeoisie determine the composition and the policy responses to each. Throughout the and content of art? What is Modernity? The second course, students will read articles from the Economist half of the course will focus on the important stylistic magazine and The Wall Street Journal in search for trends of the 20th century. As such, students will common uses of economics. The course’s textbook consider the growing popularity of abstract art. What will be Gregory Mankiw’s Principle of Economics. is Cubism? What is its significance? Students will also (½ credit; 1st semester) pursue an understanding of the psychological dimen- sions of Surrealism. The course will conclude with an Art from the Renaissance to Neo-Classicism— in-depth study of America’s contribution to the world This course will explore the important stylistic devel- of modern art. Works of abstract Expressionism, opments in the 15th-18th centuries. The course begins Pop Art and Photorealism will all be featured in with an in-depth analysis of Renaissance art, exploring discussions. (½ credit; 2nd semester) such topics as humanism, classicism, and naturalism. From Caravaggio to Velazquez, the Baroque style Black Gold—Oil: A Study of the 20th and 21st will provide a window into the soul of the creative Centuries—This course will examine oil as a force process. Similarly, the Rococo style will shed light on shaping the 20th and 21st centuries. While study- the coming collapse of the Old Regime. The class con- ing the history of oil students will examine the rise cludes by examining the development of Neo-Classical of capitalism, economic globalization and today’s style and its influence on the French Revolution. “hydrocarbon society.” This will ultimately provide (½ credit; 1st semester) a backdrop for probing economic concepts such as monopolies, cartels, supply and demand principles, Art from Neo-Classicism to Modern Art— risk-and-reward factors, and globalization. Core read- This course will begin with an examination of the ings will include Daniel Yergin’s The Prize, The Epic Neo-Classical style of art and its interest in the mytho- Quest for Oil, Money and Power and Thomas Sowell’s logical themes of antiquity. From there, students will Basic Economics: A Citizen’s Guide to the Economy in explore the Romantic style and its obsession with the an attempt to merge historical events with economic sublime. A study of the significant styles of the latter theory. To complement these books, various videos half of the 19th century (Realism, Impressionism and and articles from journals will be used. Assessment will Post-Impressionism) will provide students with an be in the form of presentations, discussions, tests, and opportunity to consider the following questions: Do papers. (½ credit; 2nd semester) artists have a responsibility to improve society? In what

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Independent Study in History—Students may (including analytical methods) and the development propose topics for independent study by approach- of strong communication skills will be emphasized. ing a mentor and writing and submitting a course of Prerequisite: Algebra 1; a TI Nspire CAS graphing study proposal. In the past, topics have included work calculator. (1 credit; full year) in AP Government and Politics and topic research in Geometry H—This is an honors-level course that art history. (½ credit; full year) explores similar content and themes as in Geometry MATHEMATICS with additional rigor. Supplementary topics may be Algebra 1—This course is a standard first-year high included at the discretion of the instructor based school introductory algebra course. While most of the on the interests of the students, but as stated above focus is on assuring proficiency in basic algebraic skills students will be introduced to the study of geometric and processes, considerable time will be devoted to objects and their properties such as parallel lines, applying these skills to realistic, interesting problems. symmetry, congruency and similarity of triangles Topics include solving equations, inequalities and and polygons, properties of secants and tangents systems, factoring, polynomials, rational expressions, to circles, area and volume of various shapes, irrational numbers, radicals, and quadratic equations. right triangles (including trigonometric ratios), and It is in Algebra 1 that students acquire an appreciation vectors. Occasional investigations utilizing dynamic for the value and power of their new algebraic and geometry software such as The Geometer’s Sketchpad graphing tools. A TI Nspire CAS graphing calculator is or GeoGebra will introduce a new topic, while rigorous required for the course. (1 credit; full year) proof of geometric statements (including analytical methods) and the development of strong communica- Geometry—This course introduces the students to tion skills will be emphasized. Prerequisite: Algebra 1; the study of geometric objects and their properties departmental permission; a TI Nspire CAS graphing such as parallel lines, symmetry, congruency and calculator. (1 credit; full year) similarity of triangles and polygons, properties of secants and tangents to circles, area and volume of Algebra 2 & Trigonometry—This course focuses on various shapes, right triangles (including trigonometric the study of functions—linear, quadratic, polynomial, ratios), and vectors. Occasional investigations utilizing rational, exponential, logarithmic and trigonometric— dynamic geometry software such as The Geometer’s and provides an introduction to matrices, sequences Sketchpad or GeoGebra will introduce a new topic, and series, and basic probability concepts. These while rigorous proof of geometric statements topics are explored algebraically, graphically and

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numerically, and through this triplex approach, stu- Pre-Calculus—This course is designed to provide dents will continue to acquire an understanding of the essential mathematical background needed in algebraic structure and how algebra can be used to Calculus: the topics presented develop both an intui- model various situations. The graphing calculator tive base and introduce some of the working tools for becomes an integral tool used not only for numerical the study of advanced mathematics. Topics include in manipulation but also for visualization and verifica- depth algebraic concepts, elementary and trigonomet- tion. Prerequisite: Algebra 1; Geometry or Geometry ric functions with applications, matrices, parametric H is conventionally completed before this course; a TI and polar equations, vectors, analytic geometry, and Nspire CAS graphing calculator. (1 credit; full year) sequences and series. The graphing calculator is used extensively in this course as a means of exploration Algebra 2 & Trigonometry H—This is an honors- and investigation of applications. Prerequisite: Algebra level course that explores similar content and themes 2 and Trigonometry or Algebra 2 and Trigonometry H; as in Algebra 2 & Trigonometry with additional a TI-84 graphing calculator. (1 credit; full year) rigor. Supplementary topics may be included at the discretion of the instructor based on the interests Pre-Calculus H—This is an honors-level course that of the students, but the main focus is the study of explores similar content and themes as presented in functions—linear, quadratic, polynomial, rational, Pre-Calculus, with additional rigor. No textbook is exponential, logarithmic and trigonometric—and an utilized in this course, and the topics are addressed introduction to matrices, sequences and series, and almost entirely from a problem-solving standpoint. basic probability concepts. These topics are explored Supplementary topics may be introduced at the discre- algebraically, graphically and numerically, and through tion of the instructor, but as stated in the Pre-Calculus this triplex approach, students will continue to acquire description, topics in this course are prerequisites an understanding of algebraic structure and how for Calculus, and the topics presented develop both algebra can be used to model various situations. The an intuitive base and introduce some of the working graphing calculator becomes an integral tool used not tools for the study of advanced mathematics. Topics only for numerical manipulation but also for visualiza- include in-depth algebraic concepts, elementary and tion and verification. Prerequisite: Algebra 1; Geometry trigonometric functions with applications, matrices, or Geometry H is conventionally completed before parametric and polar equations, vectors, analytic this course; departmental permission; a TI Nspire CAS geometry, and sequences and series. The graphing graphing calculator. (1 credit; full year) calculator is used extensively in this course as a means of exploration and investigation of applications.

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Prerequisite: Algebra 2 and Trigonometry or Algebra Multivariable Calculus—This course introduces 2 and Trigonometry H; departmental permission; a students interested in careers in STEM related fields to TI-84 graphing calculator. (1 credit; full year) the concepts of partial derivatives, multiple integrals, vector functions and linear algebra. In addition, the AP Calculus 1(AB)—This Advanced Placement course software package Mathematica will be used to illustrate in Calculus covers all topics of the AP Calculus AB cur- surfaces and space curves. Prerequisite: B+ or better in riculum, including an in depth study of differential and AP Calculus BC; departmental permission. integral calculus, as well as applications to physics and (1 credit; full year) economics. Prerequisite: A- or better in Pre-Calculus or B+ or better in Pre-Calculus H; departmental permis- AP Statistics—This AP course in Statistics is designed sion. (1 credit; full year) to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from AP Calculus 2(BC+)—This course is a continuation data. The topics are divided into four major themes: of the AP Calculus AB course: it reviews some of the exploratory analysis; planning a project; probability; material presented in the AP Calculus AB and studies and statistical inference. Working within these themes, the additional topics of the AP Calculus BC—methods students learn to identify important variables, observe of integration, convergence of series, Taylor and Power patterns in order to detect and form conjectures about Series, and Calculus of polar and parametric functions. relationships among variables, anticipate and reason- Additional topics, at the discretion of the instructor, ably model these relationships, form hypotheses, and may include hyperbolic functions, vector calculus, draw valid conclusions based upon analytical methods. multivariable functions, and partial differentiation. Prerequisite: Pre-Calculus or Pre-Calculus H; depart- Prerequisite: AP Calculus AB; departmental permission mental permission. (1 credit; full year) (1 credit; full year) 11TH & 12TH GRADE MATHEMATICS ELECTIVES AP Calculus BC—In addition to all topics of the Fundamentals of Calculus—This semester elective AP Calculus AB curriculum this faster-paced AP course is an introduction to the study of differential course covers methods of integration, convergence and integral calculus at an elementary level. Students of series, Taylor and power series, and calculus of will learn to find limits, derivatives, and integrals and polar and parametric functions in one year. acquire the ability to apply those concepts to problem- Prerequisite: Pre-Calculus H with a grade of A-; solving situations. With the exposure of the “big departmental permission. (1 credit; full year) picture” of Calculus in this course, students will receive

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a firm foundation for future college calculus courses logistic), difference equations, Markov chains, and and for fields requiring calculus-related concepts. numbers in the news. The course will make heavy It is anticipated, though not required, that students use of technology including Fathom and Excel and enrolled in the Fundamentals of Calculus course will potential applications include, though not exclusively: enroll in the Fundamentals of Probability and Statistics The spread of the AIDS virus, population growth course during the 2nd semester. Prerequisite: and its implications, poverty and income inequality, Pre-Calculus. (½ credit; 1st semester) environment and global warming, and public health issues. This course may be taken concurrently with a Fundamentals of Probability and Statistics—This mathematics course at a level of Pre-calculus or above. semester course is an introduction to the field of prob- Prerequisite: completion of the Mathematics core ability and statistics at an elementary level. Students (Algebra 1, 2, and Geometry & Trigonometry). will work with simulated and real data sets to study (½ credit; 2nd semester, 2014-2015) the central concepts of statistics—data analysis, probability, and inference. Course content will include, Global Mathematics: Game Theory—This one- though not exclusively: exploring data arguments, semester project-based elective will use game theory probability distributions, estimation and error, and to investigate and analyze global issues and real world sampling methods. Students enrolled in this course applications. Mathematical topics include, though not will receive a firm foundation for future college statis- exclusively: social choice mathematics, Yes-No voting tics courses and for fields requiring statistics-related systems, indices of political power, conflict, fairness, concepts. This course may be taken concurrently with and escalation. The course will make heavy use of a mathematics course at a level of Pre-Calculus or technology including Fathom and Excel and potential above, excluding AP Statistics. Prerequisite: comple- applications include, though not exclusively: voting tion of the Mathematics core (Algebra 1, 2, and systems and elections, weighted voting and the UN Geometry & Trigonometry). (½ credit; 2nd semester) Security Council, the European economic community, and the arms race and the Cuban Missile Crisis. This Global Mathematics: Mathematical Modeling— course may be taken concurrently with a mathematics This one-semester project-based elective will use course at a level of Pre-calculus or above. Prerequisite: mathematical and statistical models to analyze global completion of the Mathematics core (Algebra 1, 2, issues. Mathematical topics include, though not and Geometry & Trigonometry). exclusively: graphical analysis, regression and cor- (½ credit; offered in 2015-2016) relation, curve fitting (linear, exponential, power and

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Introduction to Number Theory—The study and aesthetics, character animation, programming and use of numbers and their inherent patterns is one of graphic design. The course also includes business-ori- the oldest intellectual pursuits of humankind. This ented projects that cover topics such as leadership and semester elective course will help unlock some of the marketing. This course is open to any Upper School mysteries behind the “structure” of numbers. Topics student. (½ credit; full year) explored in the course may include: number sequences, iOS Development—Students learn how to develop, including the beautiful Fibonacci sequence; factoriza- debug, and deploy applications for the Apple iPhone, tion and divisibility; the Chinese remainder theorem; iPad, and iPod touch using iOS 7 SDK and Xcode5. figurate and perfect numbers; the Golden Ratio; Pascal’s The course reviews Objective-C basics, covers key triangle; historical systems of numeration; systems concepts such as the Model-View-Controller pattern with bases other than 10; modular arithmetic; and and delegation, and explores new features of the SDK, an introduction to group theory. This course may be including Automatic Reference Counting (ARC) and taken concurrently with a mathematics course at a level Storyboards. The course also shows students how to of Pre-calculus or above. Prerequisite: completion of create and customize user interfaces and table views, the Mathematics core (Algebra 1, 2, and Geometry & develop apps with multiple view controllers, and Trigonometry); completion of Pre-Calculus is recom- explores the differences between iPhone and iPad mended. (½ credit; offered in 2015-16) development. This course is open to any Upper School Independent Study in Mathematics—This course student. (½ credit, full year) is offered only on an as-needed basis to students who PERFORMING ARTS have completed GFA’s entire mathematics curriculum. Concert Choir—Vocal techniques, sight singing, and In the past, Independent Study has been offered in the art of performing in a vocal ensemble are incor- Linear Algebra, and the course content is mutually porated into the study of a repertoire, which includes decided by the teacher and student(s). works from the Baroque through the 21st century, both (½ credit; either semester) sacred and secular, and from many different world cul- Game Design—This course provides an introduction tures. Students perform throughout the year in school to the fundamental technologies behind computer concerts and at community events. The Concert Choir games as well as hands-on experience in the design is a non-auditioned choir and is open to any student and development of virtual environments. Each in the Upper School, but there is an audition only for student group will create its own computer game placement purposes. (1 credit; full year) incorporating interactive storytelling, usability,

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Chamber Choir—This singing group is a smaller Prerequisite: several years of experience playing a wind group, with numbers averaging between 12 and 16 or percussion instrument, guitar, electric bass, members. Vocal techniques, sight singing, and the or piano; ability to read music is essential; possible art of ensemble singing are stressed. The repertoire audition for students enrolling for the first time. ranges from Renaissance music to music of the 21st (1 credit; full year) century and encompasses a broad range of music from Music Technology—This is a hands-on course in around the world. This choir also performs throughout sound creation, sound design, and sound reinforce- the year in school concerts and at community events. ment. Using the computer and the synthesizer, Prerequisite: an audition; Concert Choir for at least one students compose sound pieces in a variety of styles. year; ability to sight sing; departmental permission. One group project involves a collaborative effort with (1 credit; full year) the Guild School in New York City. In this “Book on Chamber Orchestra—The goals of this course are to Tape” project, students create books on CD, complete further enhance a student’s knowledge of orchestral with original music and sound effects, for the visually repertoire from a variety of musical and cultural tradi- impaired students of the Guild School. Students are tions and to reinforce ensemble and instrument skills. required to complete a number of individual and group In addition, students are required to take playing tests, projects that range from composing an aleatoric piece keep a practice chart, and participate in several concerts to writing and recording a radio commercial. Students per year. Prerequisite: several years of experience play- will use Garage Band, Logic, and ProTools for recording ing a stringed instrument. (1 credit; full year) and mixing. This course is open to any Upper School student. (1 credit; full year) Wind Ensemble—This group plays a wide variety of traditional concert band and jazz band music, includ- Music Theory—This course is a study of the funda- ing music from Broadway shows, transcriptions and mentals of music in terms of notation and analysis. arrangements of orchestral literature, contemporary Emphasis is placed on developing the rhythmic, and classic big band jazz, marches, and an interesting melodic, and harmonic skills necessary to analyze mixture of music from around the world. This group pieces, compose original works, and arrange pieces performs in two or three concerts per year and attends for various ensembles. Emphasis is also placed on at least one off-campus music festival. In addition to understanding and using traditional systems of tonal serving as the core ensemble for orchestral winds and harmony through ear training, composing, and analy- percussion, Wind Ensemble students often form small sis. Creativity, keyboard skills, and compositional jazz combos that perform frequently during the year. skills are stressed. Students are asked to work on

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individual pieces as well as group projects. reading/study of two or three plays representative of the Prerequisite: basic knowledge of music notation; world’s theatrical literature. Performance in the spring participation in school music activities is highly in an Upper School assembly or elsewhere in the GFA encouraged. (1 credit; full year) community is part of this class. Theatre 1 meets three times per week. (½ credit; full year) Composing & Arranging—This course focuses on composing and arranging music in various styles Theatre 2—This course continues to explore the for both vocal and instrumental use. A study of clas- theatre more deeply, with an emphasis on first-hand sical, jazz, and folk forms is included. Students are experience. A field trip to see a play outside of school encouraged to perform their works at assemblies and and the productions at GFA offer opportunities to hone concerts, and to enter their works in the Connecticut critical skills in appreciation of the elements of theat- Music Educators’ Association sponsored composers’ rical production: director’s concept; sets; costumes; competition. Prerequisite: Music Theory; departmental lighting; sound. Students further their study through permission. (1 credit; full year) scene work, widening their knowledge of theatrical style and writing. Performance in the spring in an AP Music Theory—This course integrates aspects of Upper School assembly or elsewhere in the GFA melody, harmony, texture, rhythm and form, history, community is part of this class. Theatre 2 meets and style. Aural skills developed include sight sing- three times per week. Prerequisite: Theatre 1 or ing, keyboard harmony, and melodic, rhythmic and departmental permission. (½ credit; full year) harmonic dictation. Students will read, notate, and compose music. In-class performance is part of the Advanced Theatre Companies—This course focuses learning process. Students are expected to demonstrate on Shakespeare and his company, Molière and his a high level of proficiency in all areas of music theory. company, and modern theatrical companies of all Prerequisite: Music Theory; departmental permission. sorts. How did these creative artists come together to (1 credit; full year) make what we now consider “classic” theatre? How did the plays they created evolve, and what was the cultural Theatre 1—This is an introductory course in acting, impulse behind them? There is scene work with an theatre history, and concepts of performance. Emphasis emphasis on proper vocal and movement technique, is on building blocks such as correct vocal production, allowing students to explore the dynamics within breathing, and movement for the stage. Improvisation, their own “theatre company” here at GFA. Students poetry, monologues, and beginning scene work are also engage in performance opportunities around explored as the year progresses, as well as “survey style”

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the school, when and where they present themselves. will have the opportunity to sing, act and dance pieces Prerequisite: Theatre 1, Theatre 2, or departmental from representative musicals. This course will combine permission. (1 credit; full year) (Offered in 2014-2015) the historical perspective with the practical aspects of performing parts of musical productions—remarkable Advanced Theatre Production—This course empha- iconic works that have come to define The American sizes all production elements and their use. Guest Broadway Musical. Field trips, including seeing a show artists help teach with sets, lighting, sound, and cos- in New York, will be part of this class, and guests will tumes as primary elements in focusing attention and come to share their expertise in the profession with the creating mood and character in a theatrical produc- students. This course is open to any 11th or 12th grade tion. A field trip to see a local production enhances the student. (½ credit; 2nd semester) experience, and scene work is directed toward these theatrical elements. A full range of periods and styles Jazz & Blues: The Heart & Soul of American of plays is explored. Prerequisite: Theatre 1, Theatre Popular Music—The history of American popular 2, or departmental permission. (1 credit; full year) music of the 20th century is a chronicle of synchro- (Offered in 2015-2016) nous popular culture. The music that has come to be known as “jazz” is the ever-changing and evolving Advanced Theatre Directing—An acting/beginning music of the American people. This semester course directing course emphasizing the relationship of the defines and explores the various developmental styles director to the look and feel of a final production. of jazz: New Orleans jazz (Dixieland) and its roots; Students direct one another after exploring the tech- ragtime and stride piano; Chicago and the “Swing Era”; niques and skills involved in creating a production as the Big Bands; bebop; the “cool school”; fusion and a director. Scene work here is centered on the relation- the avant-garde movement (free jazz); the education ship of actors and director. A wide range of theatrical movement in jazz; and neoclassicism in contemporary literature is covered in an attempt to expose students jazz. Major figures in jazz, including Louis Armstrong, to as much different theatrical writing as possible. Charlie Parker, John Coltrane, Miles Davis, and Duke Prerequisite: Theatre 1, Theatre 2 or departmental Ellington are studied, using their leadership roles to permission. (1 credit; full year) (Offered in 2016-2017) expand on the various movements in and permuta- Music Theater: Broadway & Beyond—This course tions of jazz. The primary text for the course is Jazz combines a classic “survey style” history of how the Styles by Mark C. Gridley and David Cutler. Other American Musical was born. The course continually readings are taken from the following: The Birth of re-creates itself with hands-on performances. Students Bebop by Scott Deveaux, Ken Burns’s Jazz: The Story

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of American Music, The History of Jazz by Ted Gioia, SCIENCE A New History of Jazz by Alyn Shipton, The Oxford Biology—Through a variety of inquiry based labs, Companion to Jazz by Bill Kirchner, and Jazz 101: hands-on activities and project work, students will A Complete Guide to Learning and Loving Jazz by John investigate the major themes that connect all living Szwed. Major sources of listening materials will include things. Students will use the nearby beach habitat to The Smithsonian Collection of Classic Jazz, Ken Burns’s study ecology and biodiversity and the campus organic The History of Jazz and selected other recordings as garden to learn about photosynthesis and nutrient applicable. This course is open to any 11th or 12th cycles. Other topics include evolution, cell biology, grade student. (½ credit; 2nd semester) genetics and anatomy and physiology. In addition, students will sharpen their laboratory skills and formu- The History of the Symphony—This semester late evidence-based claims. (1 credit; full year) course will explore the origins and journey of the compositional form “the symphony.” Students Biology H—This course is for students who are will analyze major works in music history and the excited about the life sciences. Students will explore impact they had on the music scene when they were life through a more in-depth study of evolution, ecol- composed, and how they relate to the contemporary ogy, metabolism, biodiversity, cell biology, genetics, world today. These will include: Haydn’s Symphony anatomy and physiology. In addition, students will No. 104; Mozart’s Symphony No. 40 and Symphony complete a neuroscience unit, in which they explore No. 41 (“Jupiter”); Beethoven’s Symphony No. 1, the human brain and nervous system. The laboratories which caused major controversy after its premiere; are designed to provide an interactive experience in Beethoven’s Symphony No. 9 (which contains the which students learn analytical techniques and skills. famous “Ode to Joy”); Brahms Symphony No. 1; and Field studies, performance-based assessments, and Dvorak’s Symphony No. 9 (“From the New World”), projects provide time for students to explore current which is considered by some the first piece of biological issues and applications. Students who are “American” music. There will be lectures by conduc- interested may wish to take the SAT II Biology Subject tors from local symphonies, and field trips to hear test following this course; such preparation may symphony concerts, including the American Chamber require extra study beyond the material covered in Orchestra, one of the groups conducted by GFA’s class. Prerequisite: A- or better in Science and depart- Chris Hisey. This course is open to any 11th or 12th mental permission. (1 credit; full year) grade student (½ credit; 2nd semester)

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Chemistry—This course is designed to provide Physics—This course is an introduction to the students with an understanding of the fundamental principles of physics through a conceptual- and alge- principles of chemistry. Units of study include bra-based approach. These topics include Newton’s classifying and quantifying matter, atomic structure, laws, energy, motion, mechanics, heat, sound, light, bonding, chemical reactions and stoichiometry, electricity, magnetism, and the atomic structure of energy in reactions and water and solution chemistry. matter. In addition to basic physical principles, the Laboratory work forms an integral part of the course. course examines some philosophical aspects of phys- Projects give students an opportunity to examine the ics and interactions between physics and society. The applications of chemistry in society. (1 credit; full year) course has a conceptual and interactive approach, with frequent hands-on laboratories and activities, as Chemistry H—This course is designed to provide a well as, “real world” applications and problem solv- strong background in inorganic chemical principles. ing. Prerequisite: Biology; concurrent enrollment in The major topics of study include atomic structure, or completion of Algebra 2. Students wishing to take chemical reactions, stoichiometry, periodicity, Physics and Algebra 2 concurrently must consult the chemical bonding, forces and theories of matter, Department Chair. (1 credit; full year) solutions, thermodynamics, kinetics and equilibrium, acid-base chemistry, redox reactions, and electrochem- Physics H—This course investigates the traditional istry. Brief units on nuclear chemistry and organic topics of motion, momentum, energy, light, electricity, chemistry complete the syllabus. Laboratory experienc- magnetism, and atomic and nuclear physics. Emphasis es provide the students with hands-on opportunities is placed on applying math techniques to problem- to study the topics covered during lecture. This course solving and developing basic principles from analysis has a strong emphasis on problem-solving and critical of lab work. Students considering careers in the physi- thinking. Students who are interested may wish to take cal sciences or who wish to continue with AP Physics the SAT II Chemistry Subject test following this course; in another year should take this course. Prerequisite: such preparation may require extra study beyond the A- or better in Mathematics and Science (B+ or better material covered in class. Prerequisite: A- or better in Honors courses); concurrent enrollment in or com- in Mathematics and Science (B+ or better in Honors pletion of Pre-Calculus H; departmental permission. courses); concurrent enrollment in or completion of (1 credit; full year) Algebra 2H; departmental permission. (1 credit; full year)

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science ELECTIVES strong laboratory and field investigation components. AP Biology—Evolution, the biochemical and bio- The adjacent salt marsh and beach are used for field physical principles that underlie plant and animal study. Prerequisite: A- or better in Science (B+ or morphology, cells, physiology, and genetics will be better in Honors courses); Biology and Chemistry; examined in detail. This course is modeled after a col- departmental permission. (1 credit; full year) lege-level biology course and will require independent AP Physics—This college-level course is designed study beyond the material studied in class. Students for those students with a keen interest in physics will explore the dynamics of the living world through and a solid background in mathematics. Calculus is laboratories, field studies and projects. Prerequisite: used extensively. The year is split between topics of A- or better in Science (B+ or better in Honors cours- mechanics and those of electricity and magnetism, and es); Biology and Chemistry (may be taken concurrently much of the material is discussed from a theoretical with Chemistry H with departmental permission); point of view. Analytical and problem-solving skills departmental permission. (1 credit; full year) are developed, and lab work is more open-ended than AP Chemistry—This course is modeled after a first- in previous science courses. Prerequisite: A- or bet- year college chemistry course. It focuses on some areas ter grades in Mathematics and Science (B+ or better of chemistry not previously explored in Chemistry. in Honors courses): Biology, Chemistry, and Physics The five major areas of study are: structure of mat- H; concurrent enrollment in or completion of AP ter; states of matter; reactions; descriptive chemistry; Calculus; departmental permission. (1 credit; full year) and laboratory work. Topics from Chemistry and AP Psychology—This college-level course is designed Chemistry H to be explored in greater depth include: to introduce students to the scientific study of the periodic law; thermodynamics; electrochemistry; behavior and cognitive processes of humans. Topics and equilibrium. Prerequisite: A- or better grades in will include the history of psychology, research Mathematics and Science (B+ or better in Honors methods, biological bases of behavior, sensation courses): Biology and Chemistry; departmental per- and perception, states of consciousness, learning, mission. (1 credit; full year) cognition, motivation and emotion, developmental AP Environmental Science—This college-level psychology, abnormal psychology, and treatment of course examines ecological principles and the scientific psychological disorders. Prerequisite: 11th and 12th basis behind many current environmental issues of grade students only; B+ or better in Science; depart- local, national, and global importance. It will include mental permission. (1 credit; full year)

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Astronomy—This semester elective focuses on Students will study these environments to acquire understanding how the laws of physics have led to our an understanding of these principles and of the current understanding of the universe. Students inves- ecosystems in this region, and will apply these basic tigate classical astronomy, astronomical instruments, concepts to a variety of marine ecosystems. They will and the solar system. Composition of the sun and relate the properties of saline water to the structure stars, the evolution of stars, the big bang, and relativity and function of marine organisms and explore interac- are also discussed. Assessments include labs, several tions of man and the sea. The questions why and how major tests, and a twenty-minute presentation. There summarize the approach of this course. Fieldwork will may be a field trip to a local observatory and observa- be prefaced by and supported with studies of scientific tions of any special celestial events, i.e. solar or lunar literature and working knowledge of flora and fauna eclipses. Prerequisite: Biology; Chemistry or Physics. that characterize the ecosystems. Prerequisite: Biology. (½ credit; 2nd semester) (1 credit; full year)

Environmental Science—This multidisciplinary Research and Experimental Design—This one- course will provide students with a widely-sourced semester course will expose students to the principles perspective on the many interrelationships among and practices inherent in college level scientific environmental systems and human actions. This research. Topics covered include proper reading of perspective will enable them to develop their own scientific publications, scientific literature searching informed response to the pressing environmental including citation research, statistical design of issues their generation will inherit. In addition to experiments (BOX etc.), project planning (PERT, exploring ethical issues, this is a hands-on science GANTT), visual presentation of numeric data (Tufte’s course. Students will design and conduct research work), scientific writing, and presentation methods for on the nearby Audubon property, and perform field scientific findings. During the class, students will laboratories to analyze and interpret data they collect select a specific project to plan. Many assignments in the saltmarsh and beach habitats adjacent to GFA. will be applications of the topics studied to the chosen Prerequisite: Biology and Chemistry. (1 credit; full year) project. The end product of the class will be a complete research plan, which the student may choose to follow Marine Biology—The study of marine biology during further research. This course is a prerequisite explores a variety of concepts and ecosystems. The for independent research studies in the sciences and backbone of the course is a set of ecological principles should be taken in the spring by students planning to that operate throughout the marine environment.

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do research the following year, or may be taken in the the way to Advanced Placement Portfolio levels. fall as a first step of an independent research study. In addition to studio projects, students are asked to Prerequisite: Biology and Chemistry; departmental participate in critiques and dialogues on art history. permission (½ credit; 1st and 2nd semester) Students are evaluated based on their effort and participation in class, quality of finished product, Robotics—This semester course centers around the originality of thought, and demonstrated under- engineering design process: the process an engineer standing of concepts presented. Student art is often goes through to understand, develop, and program a displayed in common areas and is returned after it robot to accomplish a task within given constraints. has been on exhibit. Students will explore topics including fundamen- tals of engineering, programmable logic, electronic Note: All art students will be required to maintain a design, mechanical design, and project management. sketchbook that will be used in their classes. Students will then apply these lessons to build robots Studio Art 1—This is a full-year, one-credit course that operate autonomously or by remote control. Class that will introduce the student to fundamental art trips will be integral to the course; students will visit concepts. It is an overview of the elements and robotics teams, design labs, and robotics tournaments. principles of drawing and design. Through the year, Prerequisite: Biology; Chemistry or Physics; Pre- students will be exposed to a variety of skills and con- Calculus (may be taken concurrently); B+ average in cepts through visual problem solving. Emphasis will previous math course. (½ credit; 1st semester) be placed on line, shape, value, composition and color. VISUAL ARTS Media will include a variety of drawing, painting and Students interested in taking AP Studio Art in printmaking materials. This course is project-based 12th grade must take Studio Art 9th-11th grades and an honest effort will produce an array of interest- as a prerequisite. ing works. Students will be required to document their project development and ideas in addition to the daily Studio Art work in the sketchbook. Students can expect to develop Students enrolled in studio arts classes in the Upper their observational drawing skills. (1 credit; full year) School explore the elements and principles of visual art through a wide variety of media and techniques, Studio Art 2—This course is a full-year, one-credit develop and expand their artistic voice, and refine their course that increases students’ skills and competency creative and conceptual visions. A variety of media are in drawing, printmaking, and painting. Continuing to covered, from the most basic overview in Studio 1 all build on skill development and visual problem solving,

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students will continue to explore composition through AP Studio Art Portfolio—This course provides an perspective, figure and gesture drawing, portraiture, enriching and challenging studio situation for the use of negative space, and color theory. The course highly motivated and advanced art student. This is will reinforce the principles of design with an emphasis a full-year, one-credit course designed for students on collage, color theory and paint. The goal is the who wish to prepare for the AP Exam in Studio Art. process, not a specific technique, and the student will (Drawing, 2-D or in special cases, 3-D) The emphasis be encouraged to experiment. Key to this process is the is on the preparation and development of a portfolio student’s visual documentation of their experiments under the guidelines set forth by the College Board, and discoveries in their sketchbook. Prerequisite is and students are required to explore a wide variety of Studio Art 1 or permission of the instructor styles and techniques. Sketchbook and written assign- (1 credit; full year) ments are given, completion of which will require time spent outside of class. Students will be expected to Advanced Alternatives In Studio Art—This is a full- work with the teacher in maintaining a digital portfolio year, one-credit course in which students demonstrate of their artwork for submission to the College Board in the ability to work more independently with a strong May. The digital portfolio may also be used by the sense of purpose on longer-term projects. Students student as supplemental material for college applica- are strongly encouraged to discover a disciplined tions. Prerequisite is a B+ in Advanced Alternatives personal style in their art and pursue it with vigor. in Studio Art, a portfolio review which includes the Both content and form are stressed through drawing, sketchbook, and permission of the instructor. painting, printmaking and 3-D projects. This course Students may be asked to complete some work emphasizes increased personal visual awareness and during the summer to strengthen their portfolios style, steady skill growth, and a thorough review of or to cover areas of omission. This is a rigorous, all art principles. Portfolio development will begin for time-consuming course with high standards. Students students interesting in preparing a portfolio for college should be prepared to spend time outside of class admission and for those intending on continuing to the working on their coursework. AP level, part of the Breadth (see below) section will • Breadth and Quality—The student works on a be completed. Visual documentation of their experi- one-to-one basis with the instructor to identify ments and discoveries in their sketchbook will be an those pieces of artwork within the student’s important component. Prerequisite is Studio Art 2 or portfolio that can be included in the AP Final permission of the instructor (1 credit; full year) Portfolio. There are twelve pieces of completed artwork necessary for completion of this section’s

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submission to the AP Board. A plan of action is the first several months. Assignments focus on visual developed for each student so that this section of problem-solving and introducing students to both the portfolio can be completed by the end of the historical and contemporary work in the medium. fall. Strong work from previous years may be Later in the course, students engage in more sophis- used in this section of the portfolio. ticated techniques and solve increasingly more • Concentration—This section is comprised of at complex visual problems. The class explores various least twelve different pieces of work (this does not photographic processes, the digital manipulation of include work done for the Breadth section above). images, and proper presentation techniques. Students The emphasis is on “work in a series” based upon are encouraged to exhibit their work both at GFA, and cohesive visual images to illustrate and define the local and national venues. (1 credit; full year) exploration of a specific visual concern and how it Photography 2—Photography 2 is the second course expands into a body of related work. The majority in the photography sequence following Photography of the year will be focused on completion of 1 which can either be taken as a yearlong course or the Concentration. as a semester elective, Photography 2 “F” in the fall • Portfolio Preparation—Students learn the proper semester, and Photography 2 “S” in the spring semes- methodology to prepare their portfolios for ter. Students in Photography 2 work on longer term presentation to the AP Board. This includes projects which are designed to reinforce and expand self-critique, sequencing, mounting and matting their knowledge of the medium and apply those skills of their work, and the preparation of digital images and concepts building upon the foundation established for the finalization of their portfolios. Upon in Photography 1. Students are required to make completion and shipment of the portfolios, the photographs during the summer or semester prior focus of the class will shift to preparation for the to entering the course and must present an assem- Senior Final Project. (1 credit; full year) blage of 500 images. Students in the fall semester of Photography Photography 2 work with the Holga and other film Photography 1—This full-year, one-credit course cameras exposing both color and black and white film. introduces fundamental concepts, materials, and Digitizing the film with Epson scanners, retouching in processes of photography. Each student is responsible Photoshop and producing final prints, students pro- for furnishing a digital camera. This course explores duce work using a variety of techniques and concepts. the fundamentals of camera operation, aesthetic In the Spring semester, students work making digital elements of focus, repetition, and contrast during negatives and print them using alternative processes

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such as cyanotypes and platinum/palladium prints. graphic prints and then placing those printed images Students also produce a digital alphabet and work on in a scene to further alter perceptions of what consti- various assignments to expand the scope and range of tutes a photograph. They also complete a book project their work. Students have the opportunity to visit local and work with web-based delivery systems for their and regional photographic exhibitions in New York images. Students have the opportunity to visit local City. (1 credit; full year) and regional photographic exhibitions in New York City. (1 credit; full year) Advanced Alternatives in Photography—Advance Alternatives in Photography is the culminating course Video in the photography sequence following Photography Video Production 1—This course explores the many 2. Advance Alternatives in Photography can either be facets of video production including camera skills, taken as a yearlong course or as a semester elective, storyboarding, editing, reporting, writing, sound track- Advance Alternatives in Photography “F” in the fall ing and animation. An integral part of this course is semester, and Advance Alternatives in Photography the student-produced “Greens Farms Art and News”, “S” in the spring semester. Students are required to a video presentation that encompasses coverage of make photographs during the summer or semester campus news, events, and student humor. These pro- prior to entering the course and must present an grams may be viewed at assemblies throughout the assemblage of 500 images. Students complete major year. Students work in crews and develop skills in the assignments designed to stretch their ability to con- visual aesthetics of videography. Some time is given to ceptualize and visualize photographic imagery. They screening films that add to the students’ understanding are also challenged by projects which further develop and appreciation of the medium. The class will meet their technical skills and explore the use of web-based three times a week. (½ credit; full year) media. In the fall semester, students work with digital Video Production 2—This class is an advanced cameras modified so that the sensor in the camera is production course for the student who has success- sensitive to infrared radiation. These cameras make fully completed Video Production 1. Students produce the students adapt their vision to that aesthetic and the an in-depth documentary project and direct and limitations and nuances of unseen illumination. produce a short narrative film. Additionally, students In the Spring semester, they work on projects in produce a collaborative work, shot on location during which (1) they create plausible yet improbable land- field trips. Students explore more sophisticated edit- scapes by combing two or more of their images made ing and special-effects techniques and software, and at different times and places; and (2) making photo- have the opportunity to enhance video images for still

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applications such as ink-jet printing or the polymer French 2—In this course, students continue to build photo gravure process. Also, students are responsible on their knowledge of the past tenses and narration for readings in both film theory and technique, and allowing them to handle daily life situations with view and discuss a variety of both traditional and confidence while improving their command of the four experimental works. Students meet with the instructor skills: reading, writing, speaking, and listening. Careful weekly for critiques of current work; the class will meet attention is paid to linguistic accuracy. Using an three times a week. Prerequisite: Video Production 1 increased vocabulary, students respond to a variety of (½ credit; full year) functions: formulating questions, describing, narrating and locution. The course combines audio-visual Advanced Alternatives in Video—Students in material as well as interactive exercises to provide an Advanced Alternatives work one on one with the immersion into the French language and culture. instructor to design a program of in depth work in Prerequisite: French 1 and/or placement by the filmmaking. They are responsible for two major video department. (1 credit; full year) projects over the course of the year. Students will also develop web pages on Vimeo to display their work for French 2H—This course is an advanced version of colleges and general interest. Students will additionally the French 2 course and covers the material in greater do web research, finding new sites with independent depth and breadth; accordingly, it is designed for films and shorts, to add to a growing library of work students who demonstrate strong interest and talent students can access at GFA. Prerequisite: Video in the subject area. In this course, students will work Production 1 & 2 (½ credit; full year) intensively with the past tenses, and narration remains a strong focus throughout the year. Students will be WORLD LANGUAGES expected to express themselves with more spontaneity, French 1—This beginning-level language course fluency, and accuracy. Additional reading and writing offers students with little or no experience with French will be accompanied by a swifter scope and sequence an introduction to the language in an intensive setting. of material with respect to vocabulary, grammar, com- It includes learning the four language skills-reading, position and cultural texts. Prerequisite: A- or better in listening, speaking and writing-as well as providing French 1; departmental permission.(1 credit, full year) students the opportunity to explore various French and Francophone cultural topics. Vocabulary is introduced French 3—This course is a continuation of French 2 thematically and expanded using beginner reading texts. and allows the student to advance his/her proficiency Students learn how to write short paragraphs, working in reading, writing, speaking and listening. The up to one page by the end of the year. (1 credit; full year) focus of the course is to recombine and expand upon

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elements previously learned, enabling students to of the work expected of the students. Grammar is express themselves in greater detail. Formal gram- reviewed in context. This is not a pre-AP course. matical structures will be taught, with a culmination Prerequisite: French 3 or French 3H and/or placement in learning the subjunctive mood. This course follows by the department. (1 credit; full year) thematic units, focusing on French and Francophone French 4H: Advanced Grammar and Language history and culture. Prerequisite: French 2 or French Skills—This honors course is designed for the student 2H and/or placement by the department. who is preparing for the Advanced Placement Language (1 credit; full year) Examination during the following year. This demanding French 3H—This honors course is an advanced ver- program focuses on the development of polished writ- sion of the Level 3 course and covers the material in ten and oral expression, in addition to the exploration more depth; accordingly, it is designed for students of numerous literary works. Students are expected to who demonstrate strong interest and talent in the function with fluency and accuracy in a wider range of subject area. Additional reading and writing will be open-ended situations. Activities encourage debate and accompanied by a swifter scope and sequence of discussion among the students who also read literature material. Students will be expected to express them- of different genres from which they are expected to draw selves with more spontaneity, fluency, and accuracy. inferences and comprehend abstract ideas. Based on the More advanced literary works are read and are material presented in class, compositions expressing complemented by relevant historical and cultural personal feelings and supporting ideas are required. The information. Emphasis is placed upon the frequency elimination of errors is an on-going process and special of writing and the scope and sequence of grammar. attention is given to analytical writing. Prerequisite: Prerequisite: A- or better in French 2 or B+ or better A- or better in French 3 or B+ or better in French 3H; in French 2H; departmental permission. departmental permission. (1 credit; full year) (1 credit; full year) French 5: Expressions of Identity in Francophone French 4: Classics of French Cinema—This is a Film and Literature—This course focuses on films course designed to help students discover aspects of that provide the context for introducing students to the French and Francophone culture via the medium of diversity of Francophone cultures and themes such as film. Students learn film vocabulary and read articles colonialism, independence, and immigration. Topics about the historical contexts that frame the films in may include the French occupation of IndoChina; the question. Discussions, presentations, debates, as well revolution and liberation of Algeria; the struggle for as a culminating research project are some examples identity in the Caribbean; Québec’s history and culture;

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and immigrant workers in Belgium. Reading, writing, context and make reference to their knowledge of listening and speaking skills will be developed via the the Francophone world. Prerequisite: B+ or better in medium of film that provides ample contextualized French 4H; departmental permission. and meaningful material for study and reflection. (1 credit; full year) Students will demonstrate their skills, knowledge and Latin—Students who have previous experience and/ creativity via a final project on identity. Prerequisite: or coursework in Latin will be able to continue their French 4 or French 4H and/or placement by the studies through an online medium. Online support will department. (1 credit; full year). be matched to the level of each student. While students AP French Language—This course is the equivalent will not attend classes with a teacher, progress will be to an intermediate to advanced college level course; supervised by the GFA faculty. Prerequisite: previous it demands focus and attention to detail. The course experience or coursework in Latin. (1 credit; full year) is organized around the following six themes: Global AP Latin—This course is equivalent to an upper- Challenges, Science and Technology, Contemporary intermediate college course. Students will be reading Life, Personal and Public Identities, Families and selections from Caesar’s Gallic War as well as from Communities, Beauty and Aesthetics and exposes Vergil’s Aeneid. This course sharpens a student’s students to information, ideas and language from a ability to translate at sight and to analyze and interpret variety of authentic sources from the Francophone literature with close attention to word choice, word world. Students’ interpretive comprehension will be order, theme, grammar, sound and/or meter. Students assessed through the use of multiple-choice questions will compare literary genres and examine themes and and short written or spoken presentations in response purpose such as leadership, history and memory, to audio and/or textual stimuli. Students’ presenta- war and empire, self-reflection and the portrayal of tional language will be assessed through the writing foreign cultures. Reading responses, short analytical of persuasive essays and on spoken presentations in essays and comprehension quizzes are featured tools response to a given stimulus on which they compare for exploring and evaluating the selections. An aver- cultural features of their own community to those age of at least B in Latin 3 is required for entry to this in the Francophone world. Student’s interpersonal course as well as permission of the Department Head. language will be assessed through the writing of (1 credit; full year) letters and emails and by participating in a simulated conversation. All the while students must pay careful Mandarin 1—This is a course for beginners offered to attention to appropriate register, social and emotional students in 9th-12th grades. Mandarin 1 emphasizes learning the four language skills: listening, speaking,

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reading and writing. In this immersion course students The focus of the course is to recombine and expand learn to express themselves and understand others by elements previously learned in order to enable the focusing on topics closely related to their own experi- students to express language more accurately. The ence and their daily life. They study pronunciation, students learn to read and understand short essays and tones, character writing and basic grammar. Hanyu to produce compositions on class themes. This course “pinyin” is used as the phonetic transcription system begins a formal introduction to literature and read- for Chinese characters. Students learn to read and ing selections. The text, Integrated Chinese, combines write simple passages in Chinese characters about the audio-visual material as well as interactive exercises to themes learned. The course also aims to improve the provide an immersion into the Chinese language and students’ general knowledge of Chinese culture, geog- culture. Honors sectioning may be available if appro- raphy and history. (1 credit; full year) priate. Prerequisite: Mandarin 2 and/or placement by the department. (1 credit; full year) Mandarin 2—The course continues to introduce Chinese grammar, vocabulary, characters, and Mandarin 4—This immersion course empha- usage. The four language skills (listening, speak- sizes oral communication and listening skills through ing, reading and writing) will be further developed. vocabulary exercises, readings and discussions around Careful attention is paid to the accuracy. Using an various themes. Students will be able to communi- increased vocabulary and sentence structures, the cate with greater confidence. They discover different students respond to a variety of functions: formulating aspects of Chinese culture through literary excerpts, questions, describing, narrating and locution. movies and songs. They will be encouraged to discuss The text, Integrated Chinese, combines audio-visual current events and to develop their creativity through material as well as interactive exercises to provide projects using posters, videos, and oral presentations. an immersion into the Chinese language and culture. Extensive reading materials will be used and essays are Honors sectioning may be available if appropriate. written regularly. Honors sectioning may be available Prerequisite: Mandarin 1 and/or placement by the if appropriate. Prerequisite: Mandarin 3 and/or place- department. (1 credit; full year) ment by the department. (1 credit; full year)

Mandarin 3—This course is designed to continue Mandarin 4H—This immersion course aims to pre- learning the four skills (reading, writing, speaking, and pare students for the Advanced Placement Language listening). The student is given regular opportunities Examination during the following year. Focusing on for meaningful communication in different themes reading, writing, listening and speaking, students by using more complex structures and vocabulary. learn to express themselves using a greater variety of

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structures, themes and cultural topics. Vocabulary is Spanish 1—This is a beginning-level language course. introduced in a significantly larger volume and higher The goal for this course is to give Upper School students speed. Readings will be much more advanced and will an opportunity to begin a foundation for the Spanish cover social, cultural, international, economic and language with an intense focus on vocabulary and political issues which students are then encouraged grammar. This immersion course will emphasize to discuss and debate in depth. In addition, students learning the four skills: reading, writing, speaking work to polish their writing skills. Prerequisite: and listening. Students are expected to read begin- A- or better in Mandarin 3; departmental permission. ning pieces of literature and to learn how to write (1 credit; full year) essays. Upon successful completion the student may enter into Spanish 2 or Spanish 2H. (1 credit; full year) AP Mandarin—This course is intended for qualified students who are interested in completing studies Spanish 2—This course builds on students’ knowl- comparable in content and difficulty to a full-year edge of grammar, structure, and syntax in Spanish course at the second-year college level. The course is while allowing them to handle daily life situations with taught entirely in Chinese. It includes aural/oral skills, confidence. Students improve their command of the reading comprehension, grammar, and composition. four skills: reading, writing, speaking and listening. Course content reflects intellectual interests shared In addition, this course covers a multitude of cultural by the students and the teacher (cultural celebrations, topics to give students a broader understanding of beliefs and attitudes, interests and career, teen life/self the Spanish-speaking world. Careful attention is paid and global community, famous people, social issues to the accuracy of the four skills. Using an increased and current events, art and music appreciation, vocabulary, the students respond to a variety of func- literature and poetry, geography/climate/ political tions: formulating questions, describing, narrating divisions, etc.). Students are expected to read and and locution. This course combines audio and visual write on a weekly basis. Oral skills are also emphasized material for a communicative approach. Prerequisite: through class discussion, which provides opportunities Spanish 1 and/or placement by the department. for students to articulate and debate their understand- (1 credit; full year) ing of the materials in Chinese. Students following Spanish 2H—This honors course is an advanced this course take the AP exam at the end of the year. version of the Spanish 2 course and covers the Prerequisite: B+ or better in Mandarin 4H, departmen- material in greater depth and breadth; accordingly, tal permission. (1 credit; full year) it is designed for students who demonstrate strong interest and talent in the subject area. Students will

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work intensively with the past tenses and will be are accompanied by a swifter scope and sequence of expected to express themselves with more spontaneity, material and more advanced literary works will be fluency, and accuracy. Additional reading and writing introduced. Students are expected to use the target will be accompanied by a swifter scope and sequence language consistently and to express themselves with of material with respect to grammar, composition, more spontaneity, fluency and accuracy. Grammar and literature. Prerequisite: A- or better in Spanish 1; topics will include: the preterit vs. the imperfect, com- departmental permission. (1 credit; full year) mands, the present and imperfect subjunctive, the conditional, the future and perfect tenses. Throughout Spanish 3—This course is designed to continue the year, students will complete a variety of both practicing the four skills: reading, writing, speaking, individual and group projects using numerous techno- and listening. The student is given regular oppor- logical tools. Prerequisite: A- or better in Spanish 2 or tunities for meaningful communication with much B+ or better in Spanish 2H; departmental permission. practice in sustaining talk beyond simple statements (1 credit; full year). or questions. The focus of the course is to recombine and expand elements previously learned in order to Spanish 4: Footprints of the Spanish Speaking enable the students to express language more accu- World: Refining cultural and linguistic profi- rately. Formal grammatical structures are learned, ciency—This course focuses on the historical origins such as the subjunctive mood, with stress placed on of the Spanish-speaking world and is meant to refine written and oral accuracy. Compositions are required students’ proficiency, both in terms of language and on a regular basis. In addition, this course deepens culture. Students will strengthen their linguistic the study of Spanish literature and film. A communi- and analytical skills in Spanish through the study cative approach continues to provide an immersion of literature as well as film and current events. Over experience in the program. Prerequisite: Spanish 2 or the course of the year, students will be encouraged to Spanish 2H and/or placement by the department. discuss ideas and to develop their creativity through (1 credit; full year) projects using videos, oral presentations and a variety of technological tools. In Spanish 4, students will learn Spanish 3H—This honors course is an advanced to differentiate between the uses of the Conditional, version of the Spanish 3 course and covers the Preterit and Imperfect tenses and to incorporate these material in more depth; accordingly, it is designed for tenses in their original writing. In addition, they will students who demonstrate strong interest and talent continue their study of the Subjunctive Mood and will in the subject area. Additional reading and writing work to use this form more often in both speaking and

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writing. Grammar is reviewed in class and at home. economic context. Works of art, literature, music Structures previously learned are consolidated. This and poetry will be used in conjunction with current course is not a pre-AP course. Prerequisite: Spanish 3 events in Latin America to explore the perspective of or Spanish 3H and/or placement by the department. countries like Chile, Argentina, Bolivia, and Peru on (1 credit; full year). paths to economic development. Students will have the opportunity to apply the language they have learned in Spanish 4H: Spanish and Latin American Voices: previous courses in their effort to gain a contemporary Advanced Analysis of Grammar, Film and understanding of Latin America. Prerequisite: Spanish Literature —This course is designed for the stu- 4 or Spanish 4H and/or placement by the department. dent who is preparing for the AP Spanish Language (1 credit; full year) Examination during the following year. This demand- ing program focuses on the development of polished AP Spanish Language—This course covers the written and oral expression, and the exploration of equivalent of an advanced college course in writing and numerous literary works. Students are expected to conversation. It encompasses aural/oral skills, reading function with fluency and accuracy in a wider range comprehension, grammar and composition. Such a of open-ended situations. Activities encourage oral course emphasizes the use of Spanish for active com- debates and discussion among the students. Students munication. The student will be able to comprehend read literature of different genres and are expected formal and informal spoken Spanish, acquire vocabu- to draw inferences and comprehend abstract ideas. lary and have a grasp of structure to allow accurate Also, they write compositions based on the material reading of newspapers, magazine articles, and other presented in class, expressing personal feelings and modern literature texts. Also, the student will be able supporting ideas. The elimination of errors is an to compose expository passages and to express ideas on-going process and special attention is given to orally with accuracy and fluency. Extensive training avoiding direct translation. Prerequisite: A- or better in the organization and writing of compositions is an in Spanish 3 or B+ or better in Spanish 3H; depart- integral part of this language course. Texts include mental permission. (1 credit; full year) “Preparing for the AP Spanish Language and Culture Exam” and “Temas”, as well as selected literature Spanish 5: An Interdisciplinary Approach to Latin and articles from Spanish language press and news. American Political Economy—This interdisciplin- Prerequisite: B+ or better in Spanish 4H; departmental ary course will study the history of Government in permission. (1 credit; full year) 20th Century Latin America with a special focus on

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Contemporary Topics in Spanish and Latin citizens of the future, they need to understand the American Literature and Film (Post AP)—This global issues confronting our world and demonstrate course is for students who have completed study in a commitment to creating a more sustainable future. AP Spanish language, heritage students or students In the Upper School, the program is highly integrated, who have returned from SYA. The course introduces exposing students to broad and diverse ideas in their students to the formal study of a representative body required courses and providing them the intellectual of texts and films from Peninsular Spain and Latin skills to critique, synthesize, and communicate. 9th America and U.S. Hispanic literature. The overarching grade incorporates the major global themes of climate, aims of the course are to provide students with ongo- health, and population into the Foundations of World ing and varied opportunities to further develop their History and Biology courses. The 10th grade English proficiencies across the full range of language skills— course focuses on world literature and cultures. with special attention to critical reading and analytical In addition, all students are required to take the one- writing—and to encourage them to reflect on the semester International Relations course (during either many voices and themes included in a rich and diverse their junior or senior year) as well as one course from body of literature written in Spanish. Also, students the following global studies list: 20/20; Black Gold–Oil: will acquire the technical vocabulary necessary for A Study; The Modern Middle East; Economics; Greek advanced literary analysis in Spanish as well as some Literature in Translation: Ancient and Modern; literary theory. Themes will include: family relations, Nature Writing: Observing the Inverted Footprint; gender construction, societies in conflict, the enigma New World Voices; Literature of War; AP English; of our existence, and a poetic look into Spanish in the AP French or AP Spanish, AP Latin or AP Mandarin; Sahara. Prerequisite: departmental permission. Arabic Language and Culture; AP Environmental (1 credit; full year) Science; Environmental Science; Marine Biology. WORLD PERSPECTIVES PROGRAM: Requests for other courses to qualify will require the AN INTER-DISCIPLINARY APPROACH approval of the Director of Global Studies. TO GLOBAL STUDIES International Relations in the 21st Century— GFA’s World Perspectives Program links the This is an introductory course on International curriculum of the school’s divisions and academic Relations. It is intended to help students understand departments around the broad topics of global and the historical background to the development of the environmental studies. Since GFA students will be modern state, the relationships between all nations,

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and the daily issues that confront them. We shall understanding of the complex links between the U.S. look at a series of questions central to the study of and Latin American countries. The course also aims to International Relations; issues such as war and push students to think critically about the world, write peace in the modern state system, the growth of the and communicate persuasively, and to view issues global economy, the role of International Law and from multiple perspectives. Assessments include tests, supranational institutions, and the challenges posed short reflection papers, simulations, and a project. by nuclear proliferation and terrorism. We also This course is open to juniors and seniors and explore the different schools of thought and philoso- satisfies the international relations course requirement. phies that have developed in international relations, (½ credit; 2nd semester) and look at their predictably divergent assessments The 20/20 Program—The 20/20 Program is an of, and answers to, the main problems in the interna- opportunity, devised by the National Association of tional arena. Throughout the course, discussion will Independent Schools (NAIS), for teams of students be grounded in real world problems, with the primary from its member schools to collaborate with schools emphasis on current global issues and their historical outside the United States. Partner schools engage in background, as well as on concepts and theories. devising the mutual solution to one of twenty identified (½ credit; 1st or 2nd semester, or ½ credit; full year) global problems, such as deforestation, terrorism, trade International Relations: U.S.-Latin America— rights, etc. This program is offered as a ½ credit, year- This course is an introduction to the field of long elective to a team of 3-4 seniors. The application international relations with a focus on U.S.-Latin process begins in the junior year when interested stu- America relations. It is taught entirely in Spanish. dents apply as teams by jointly identifying five potential We begin with an overview of the history of the global problems of interest and co-writing a piece on modern state system and the most influential theories the team’s research intentions. Applications are read by of international relations. Then we trace the history the Director of Global Studies and the Head of Upper of U.S.-Latin America relations and examine the key School. The accepted team begins its research over the issues that tie the two regions together. Latin America summer while it waits for partnering through NAIS. is the largest foreign supplier of oil to the U.S., its Over the course of the year, students are responsible for fastest-growing trading partner, and its biggest creating a website to document and share their work; supplier of illegal drugs. The region is also the the course culminates in a presentation during the largest source of U.S. immigrants, both documented World Perspectives Symposium. (½ credit; full year) and not. We will explore these issues to gain a deeper

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Global Thesis—This course aims to deepen students’ where students will cover verb tenses and basic sen- understanding of the world by guiding them through tence structure. We will also focus on the writing and an independent research project on a global issue. The reading, for a better mastery of written script and oral global thesis process is driven by students’ inquiry pronunciation. By the end of the semester, students about questions of global significance. The course should be able to comprehend and respond with begins with a period of exploration in which students increasing proficiency to spoken and written Arabic consider a wide range of questions related to their and demonstrate cultural awareness, be able to com- topic of interest. Once they select a research question, municate with others about daily life topics, and have they produce a formal proposal in which they must an active vocabulary of approximately 500 words. justify the significance of their project. Students Materials used for this course are: Alif Baa textbook, then use research methods from various academic Alkitaab fii Taalum Alarabiya part one, and relevant disciplines to collect and analyze real-world data. online sources. (½ credit; 2nd semester) They share their findings in an academic paper and Diploma with a Concentration in a presentation at the World Perspectives Symposium. Global Studies Along the way, they develop their critical thinking, For students who are truly passionate and serious research, writing and public speaking skills, as well about global studies and environmental issues, GFA as the ability to think about the issues from a global offers a Diploma with a Concentration in Global perspective. Prerequisite: 3.33 GPA for the entire Studies, which can be earned by completing the follow- high school career; statement of interest (1 page, ing in addition to regular graduation requirements: single spaced); approval by Director of World • Complete a second course from the approved Perspectives Program (1 credit; full year) global studies courses (see above) Arabic Language and Culture—This course is • Take a language through Level 4 intended to teach the fundamentals of the modern • Undertake international experiential learning standard and Levantine Arabic, within the cultural trip or, context of Arabic-speaking people. We emphasize • Attendance at The Island School, School Year the progressive development of listening, speaking, Abroad, The Woodstock School, The School for reading, and writing skills. In class we spend time Ethics and Cultural Leadership, Chewonki, on oral dialogue and conversations about how basic The High Mountain Institute or Mountain School. social interactions occur. We will also look at the • Present a Senior Global Thesis. grammatical and structural aspects of the language,

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It is recommended that students who are interested Team Independent Study in the Sciences— in pursuing a Diploma with a Concentration in Global This program follows all the criteria and descriptors Studies declare their interest in the spring of their of Independent Study (above), with the exception that 10th grade year to facilitate schedule planning. application is by a team of 2-4 students who, working with an instructor, meets together with a common INDEPENDENT STUDIES AT GFA project and goal in mind, as might be the case in GFA offers these special programs of more extended Technology, Engineering or Environmental Science, study to qualified 11th and 12th grade students ready for example. Teams will often submit work for to undertake ambitious projects and exploration. competition. Prerequisite: Research and Individual Independent Study—Any student in Experimental Design; a well-defined plan of study, 11th-12th grades who wishes to pursue a special area including goals and a syllabus, which are then may of study not offered as a specific course may, under be refined by the instructor and student together; special circumstances, create an Independent Study department permission; permission of the Head with an instructor. This course must meet a minimum of Upper School; a completed Independent Study of two to three periods per week for either the full year Application signed by the student, instructor, or for a semester, depending on the intensity of the Department Head and Head of Upper School must study and its culminating requirement. Prerequisite: be submitted in the spring prior to the year of study. a well-defined plan of study, including goals and a (½ credit; full year or either semester) syllabus, which are then may be refined by the instruc- tor and student together; department permission; permission of the Head of Upper School; a completed Independent Study Application signed by the student, instructor, Department Head and Head of Upper School must be submitted in the spring prior to the year of study. (½ credit; full year or either semester)

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While there may be books and/or supplies to purchase, GFA tuition covers the cost of Greens Farms Academy is pleased to introduce Global enrollment in GOA courses. Online Academy courses to our students in grades The following guidelines apply to GOA courses: 9-12. Established in 2011, GOA offers diverse and • GOA courses are elective course offerings and are rigorous credit bearing courses to students in member not intended to fulfill or replace core requirements. schools around the world. Students participate in a • All GOA courses receive GFA course credit truly global classroom, learning alongside peers with (semester courses ½ credit, diverse backgrounds and experiences. Courses are year-long courses 1 credit). designed, developed, and taught by teachers from • GOA courses will be scheduled and treated in the member schools and meet the standards of rigor and same manner as traditional courses in respect to high quality for which these schools are well known. academic policies. Students must have the ability and motivation to work • Students interested in signing up for a GOA class independently and will be collaborating with their should request the course on their four year classmates and instructor completely online through course plan. the Global Online Academy. • The GOA site director from each member school About Global Online Academy Courses enrolls students in every class and handles all Global Online Academy (GOA) courses are interactive, GOA requests. instructional, and experiential. There are semester- • Approval to take a GOA course will be determined long and year-long options in subjects ranging from by the GOA site director and the Head of Upper organic chemistry to graphic design. All GOA courses School based on a number of criteria. have synchronous components (when students • GOA adheres to strict drop/add policies and collaborate together, or work with their teacher, requires that students drop or add classes within at a set time, generally using video conferencing the first two weeks of the GOA semester. software) and asynchronous components (students • GOA course grades are listed and reported on choose when to participate). GFA student transcripts.

Please note that GOA courses require the same For questions about GOA courses or for full course time commitment and have similar workloads descriptions, please see the GOA site director, as any other course you would take at GFA. Justine Fellows, or visit the Global Online Academy online, www.globalonlineacademy.org

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Year Long Courses: Spring Semester Courses: ART, MEDIA, AND DESIGN: ART, MEDIA, AND DESIGN: Digital Journalism The Graphic Novel Fiction Writing INTERCULTURAL STUDIES: Music Theory and Digital Composition Japanese Language Through Culture Arabic Language Through Culture PHILOSOPHY, POLITICS, AND ECONOMICS: Gender Studies MATHEMATICS, TECHNOLOGY, AND Comparative Politics COMPUTER SCIENCE: Advocacy Computer Programming I: Java MATHEMATICS, TECHNOLOGY, AND Multivariable Calculus COMPUTER SCIENCE: Computer Programming II: Analyzing Data with Python Fall Semester Courses: Game Theory ART, MEDIA, AND DESIGN: iOS App Design Digital Photography Energy Graphic Design HEALTH AND MEDICINE: Poetry Writing Neuropsychology INTERCULTURAL STUDIES: Abnormal Psychology This We Believe: Comparative Religions Organic Chemistry in Modern Society Genocide and Human Rights Bioethics Applying Philosophy to Modern Global Issues 9/11 in a Global Context Application Process: Note on course plan PHILOSOPHY, POLITICS, AND ECONOMICS: or email signifying interest to GOA site director, Microeconomics International Macroeconomics [email protected], due by March 1st, 2014. Advanced Statistics and Data Science HEALTH AND MEDICINE: Introduction to Psychology Medical Problem Solving Global Health

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ATHLETICS Fall Offerings The GFA athletic program offers a wide selection Girls— of competitive teams and recreational programs. Teams: Cross Country, Field Hockey, Freshmen and sophomores are required to participate Soccer, Volleyball in the athletic program all three seasons, with two Recreational: Personal Fitness/BootCamp of the three on a team. Juniors are required to partici- Boys— pate in two seasons, one on a team, and seniors are Teams: Cross Country, Soccer required to participate two seasons. The competitive Recreational: Personal Fitness/BootCamp teams emphasize success through the development of positive self-esteem, cooperative effort, hard work, and Winter Offerings excellent coaching. There is a team for each student Girls— who wants to participate, except where not possible Teams: Basketball, Squash, Fencing due to facilities, personnel, or sign-up. Each team plays Recreational: Kickboxing, Personal Fitness, a full schedule of interscholastic games. The teams Spinning, Climbing practice in the afternoons five days a week. Practice Boys— times vary, but generally run to 5:30 pm. Teams: Basketball, Squash, Wrestling, Fencing The recreational programs emphasize increased fitness Recreational: Kickboxing, Personal Fitness, and ability in a variety of “lifetime” sports by providing Spinning, Climbing an opportunity to play and learn in noncompetitive Spring Offerings settings; these generally meet two or three days a week. Girls— With approval of the Director of Athletics, students Teams: Golf (coed), Lacrosse, Softball, Tennis, who participate in intensive off-campus club sports Sailing (coed), Ultimate Frisbee may do a season of off-campus independent athletics Recreational: Personal Fitness/BootCamp in lieu of their requirement. In addition, students in 9th and 10th grades may substitute the musical or the Boys— play production for a season of sports. Teams: Baseball, Golf (coed), Lacrosse, Tennis, Sailing (coed), Ultimate Frisbee Recreational: Personal Fitness/BootCamp

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