Dwight-Englewood School Course of Study 2012 - 2013 Department Chairs Introduction As a community of learners, Dwight-Englewood Main Number (201) 569-9500 School strives to foster in each student a passion for life-long learning. We seek excellence, honor integrity, and embrace diversity in order to develop the

visual arts and art history Department Chair skills, values and courage to meet the challenges of a Gregg Emery...... 4028 changing world and make it better.

performing ArtS Department Chair This revised mission statement of Dwight-Englewood School was approved by John Littlefield...... 3302 the Board of Trustees in September of 2007. The faculty, inspired by this two sentence charge, continues to revise and expand its curriculum to better align English Department Chair itself with our objective to produce students who are best prepared “to meet the Fred Daly...... 3230 challenges of a changing world and make it better.” Ethics Department Chair In the Middle School, students are engaged in a balanced curriculum of academic Joseph Murphy...... 3228 content and skill development that is delivered in developmentally appropriate History Department Chair ways. Relevant, meaningful experiences are connected to core concepts in every subject. Our intent is to provide a learning environment which supports critical Carole De Vito...... 3229 and creative thinking, productive contributions to society, lifelong learning, Language Department Chair and healthy relationships among members of our school community. Diana Stone...... 4037 The academic program for grades 9-12 is based on the faculty’s vision of Mathematics & Computer Science Department Chair providing a coherent core of studies that are critical to a twenty-first century John King...... 3259 humanitarian education, along with a selection of elective courses to meet the interests and needs of individual students. The variety of backgrounds and Physical Education Department Chair experiences of both our students and faculty allows Dwight-Englewood to offer Chris Schmid...... 4062 wide-ranging types of courses geared at intellectually rigorous levels. As students mature through the program, they will gain increasing choice over their course Science Department Chair load, and their programs will tend to vary. Jessica Leiken...... 3600 The first two years of the Upper School provide students with this core experience, followed by a predominately elective program in grades 11 and 12. This program allows students to complete their requirements in a manner www.d-e.org that also suits their individual interests and planning. Students and parents, in consultation with advisors and deans, will create a program that works best from the many options that are available. In keeping with the rich academic Dwight-Englewood School is a nonprofit corporation and is accredited by the Middle States Association of Colleges and Schools and the New Jersey Association of Independent Schools. history of Dwight-Englewood, departments will continue to offer courses that Dwight-Englewood School does not discriminate on the basis of gender, race, religion, age, national or ethnic challenge students at Honors, Advanced Placement and College preparatory origin, or sexual orientation in its admissions or employment, or the administration of any of its programs. levels. 1 Curriculum Overview Mathematics Mathematics is simultaneously a language, a science, an art, and an analytical tool. English A student completing the course of study in mathematics at Dwight-Englewood School should experience each facet of this discipline. The goals of the program are The English Department’s mission is to prepare students for a lifetime of reading, to foster precision of expression and clarity of thought, to promote creative problem writing, and thinking. Our courses include a wide range of texts to promote an solving, to use mathematics in solving “real world” problems, and to have students understanding of both Western literary heritage and that of other cultures. To see the connections between mathematics and the other academic disciplines. In develop independent reading lives, we encourage students to read additional books addition to the traditional mathematical skills of numerical computation and of their own choosing. We teach vocabulary and grammar contextually to build algebraic manipulation, each student is expected to learn to intelligently use a reading and writing skills. As writers, students produce a variety of pieces at every scientific calculator in their Middle School math courses, a graphics calculator in level, beginning with paragraphs and short responses in grade 6 and continuing their Upper School math courses, and a computer to solve problems and explore with assignments of increasing sophistication and complexity in the upper grades. concepts that are encountered in the classroom in both divisions. At the end of the year in grades 8 and 10, each student submits a portfolio that emphasizes revision skills and writing in a variety of genres. Science History Through study of the sciences, Dwight-Englewood School encourages each student to develop the ability, confidence, and enthusiasm to inquire; a command The goal of the history program is to develop in students a sense of the of rational thinking; and an understanding of the scientific method and its connectedness of their own lives to history, of historical events to one another, limitations. The science curriculum provides students with a sound foundation and of the social sciences to other disciplines. Students are expected to master in all of the major science disciplines and emphasizes how scientific knowledge basic, defined course content and to think about current problems in the light and skills are used to solve many challenges facing society. Students gain extensive of past experience. Our program seeks to give students an understanding of the experience designing and carrying out research projects, both in the laboratory and nature of Western civilization in the context of world civilizations and cultures. in the field. Students also learn how to use laboratory and computer technology as It acknowledges multiplicity of world views and a diversity of traditions, explores tools for scientific investigation. the ethical dimensions of historical periods, and seeks to develop awareness on a global scale of cultural diffusion and interaction. The department is committed to Languages interdisciplinary education wherever possible and appropriate. The teaching of languages is an integral part of Dwight-Englewood School’s Ethics commitment to the classical concept of education, and the School provides instruction in Spanish, French and Latin. Through the speaking, reading, and Every academic discipline is rooted in philosophical thinking. A person’s self writing of at least one world language, students become aware of the universality concept, understanding of the world and human behavior are all molded by it. It is of certain aspects of world cultures, learn to appreciate and respect the differences a sense of wonder and philosophical investigation that structures our consciousness, among specific cultures, and acquire a better perspective on the world. Students shapes our world and helps to give rise to culture. The goal of the Ethics program is acquire knowledge of international events and historical, cultural, and literary trends to help students realize this and to help them develop their early ruminations into that affect the United States and the world in general. They come to understand clear and explicit thinking about life and their place in it. Our required sophomore that knowledge of a foreign tongue serves as a vehicle of communication, aiding ethics course is designed to teach ethical and moral decision-making. Our junior in the investigation and appreciation of those cultures and civilizations that have and senior major electives in philosophy are both a further development of the ethics employed it as a primary means of expression. course and an introduction the full discipline of philosophy. The methodology of the program is entirely Socratic. While epistemological humility is an important Fine and Performing Arts value within this program, it is also our intention to inspire students to give full reign to their imaginations and sense of inquiry to pursue and develop knowledge Dwight-Englewood School believes that all students will benefit from participation to the fullest extent possible. in rigorous, sequential curricula in each of the arts disciplines. Experiences will encompass emotional awareness (aesthetics), production and performances, analytical skills and critical evaluation. Students will develop an awareness of the multicultural, historical, social, and political contexts in which art is created and

2 3 exists. Literacy and facility with both the symbolic and verbal vocabularies of each discipline are developed through multifaceted curricula that encourage direct middle School Program engagement in the creative process. Grades 6-8 The School selects material for all classes and performing ensembles from a rich and broadly encompassing spectrum of historical and cultural sources. Students The Middle School program is an exceptional combination of vigorous curriculum use tools and materials utilized in professional studios, classes and performances. and skill development. Each grade level is unified around a central concept which Students work first-hand with artist-teachers to acquire the skills and understanding serves to connect the experiences in the core curriculum of Social Studies, English, necessary to discover and develop their own creative voice in each discipline. Science, and Math. The teaming of teachers in these four major disciplines has a Outlets for both visual and performing arts are numerous and include gallery positive impact on the delivery of instruction and enhances the close coordination and exhibition spaces, as well as performing venues both on and off the Dwight- of curriculum, skills development, and individual student needs. The program Englewood School campus. is designed to help students develop the organizational, academic, and personal skills they will need to meet the challenges of our Middle School and our Upper Experiences in a variety of visual arts media are available. These include painting, School college preparatory course of study. The teaching of reading and writing drawing, ceramics, sculpture, printmaking, photography, video, architectural skills, study skills, organizational skills, and note-taking skills, for example, occur drawing and innovative design. Performing ensembles in music include chorus, in a coordinated manner throughout the student’s school day and throughout the orchestra, English handbells, guitar, chamber ensembles, and stage band. Students student’s Middle School experience. may elect to study voice and instruments privately. Concerts range from informal opportunities for small groups to more formal evenings utilizing all the performing Our HomeBase program promotes the development of an intentional community ensembles of the school. Theatre productions are mounted frequently for all and healthy relationships among students and between students and teachers. grade levels; there are full, main stage productions, as well as works for smaller Using an inter-grade, interdisciplinary curriculum that addresses the affective ensembles produced in Hajjar Auditorium and the Leggett Theatre Lab. Repertoire needs of our young adolescents, HomeBase is a safe haven where students can includes works ranging from monologues to large cast musicals and draws from explore issues of growing up. Included here is our HomeBase Ethics program in the historical riches of traditional theatre, as well as contemporary pieces including which students learn to recognize important ethical questions by reading original original student works. stories. The issues raised are discussed in class following a clear framework and our Ethical-Decision-Making-Process. Opportunities for students to see or be a part of work by their artist-teachers are abundant and natural. Special trips to performances and exhibits in New York City All students in the Middle School have Tablet PCs. These are used to collect, and in New Jersey occur each school year. organize, and analyze information as students master academic concepts and develop appropriate learning strategies and study skills. Homework is posted on Physical Education and Health a School web-site and students are taught to use the tablet as an organizational notebook. Specific technology skills taught include word-processing, spreadsheets, Physical Education is an important part of educating the whole child and is required e-mail, research on the Internet, videography, and use of the library’s extensive for all students at Dwight-Englewood School. The coeducational program of the web-based reference materials. School develops awareness of the personal fulfillment that can be found in exercise, play, and sport. Physical Education aids in developing an improved self-image and Grade 6 helps students discover their own potential in various areas of physical activity. Students learn skills for team sports, as well as for lifetime leisure activities such The unifying concept of Grade 6 is “What makes us who we are?” and is centered as tennis, ultimate frisbee games and golf. Through required courses in Physical on hands-on experiences and projects, several of which are interdisciplinary. Education and health, each student discovers the joy of his or her physical being, For example, one of the Grade 6 interdisciplinary units is, “Where do we come its interrelationship with the well being of others, and the importance of concern from?” With the teachers in the 4 core subjects working in tandem and planning for issues of health and human sexuality. Content of all courses is taught in a together as a team, the students are immersed in a coordinated unit that stretches sequential and age appropriate manner. their minds and emphasizes the connections among the subjects. In Math, the students grapple with number systems. In Science, they study different theories of evolution. In Social Studies, the topics are hominids and fossils and in English, the students examine various creation myths. Interspersed within the unit is a

4 5 trip to the Hall of Human Origin at the Museum of Natural History and the final Grade 8 assessments are student-generated presentations. The Grade 8 concept of “Where we live affects who we are” challenges students’ higher level thinking skills. As with the 6th grade and 7th grade, the 8th grade The program includes the core curriculum of Social Studies, English, Math and team of teachers works closely with each other so that the connections among their Science. All students take Spanish or French, Music, Studio Art, and Physical disciplines can occur when meaningful and appropriate. An example of this is Education. They also have the opportunity to participate in intramural sports, the creative use of Flex Time in 8th grade. Noting the need for global awareness, extracurricular team sports, the Middle School Orchestra and a variety of Middle the teachers developed a geography unit based on the 8th grade theme, “How School clubs. All students participate in Targeted Academic Growth (TAG); one does where you live affect who you are?” Starting close to home and moving period a week where they can work with teachers for specific support or enrichment outward, the students engage in lessons with a New Jersey perspective, a United or may work independently. At the same time, students have opportunities to States perspective, and a global perspective. The use of Google Earth complements make choices and to develop independence. Silent reading periods are part of each the unit. week. The core curriculum of Social Studies, English, Science and Mathematics is Grade 7 complemented with a continuation from 7th grade of one or two of our offered “Universal and Unique” is the organizing theme connecting the four disciplines languages of Spanish, French, and Latin. Eighth grade students take a semester of that all seventh graders are required to study. At various points throughout the creative drama, and those not involved in the Middle School Chorus or Middle year, the subjects are tied together through deliberate lessons and units. One such School Orchestra take a semester of handbells. Our musically talented youngsters example is the 7th grade unit called, “Mayhem”, which focuses on the life and can take Handbells as a second music course. Physical education incorporates a times of Shakespeare and occurs during the month of May. In English classes, four-week unit of health in its year-long course. One to three periods of Targeted the students delve into Shakespeare’s Midsummer Night’s Dream, gaining a solid Academic Growth (TAG) each week provides for extra help and the opportunity to understanding of the play, its characters and its themes. Working in small groups, do homework or make-up from absences. Additionally, Flex time is an extension they memorize complete sections and add a dramatic flair to their acting with the of regular class time or is used for interdisciplinary projects. At other times it is help of the drama teacher. In their other classes, the students exercise their growing scheduled flexibly to meet the needs of students for extra help or enrichment. independence by choosing a topic to investigate; one that, of course, connects to Clubs and sports provide opportunities for choice and independence. the world during Shakespeare’s time in the 16th century. The culminating activity is the creation of 2 villages, Thisbe and Pyramus, where the students present their Intermester findings. Held during the week of Upper School exams and the outgrowth of scheduling needs, Intermester has quickly gown into a Touch-stone Experience for our Middle Besides the aforesaid classes, seventh graders study one or two languages from School students. It is an innovative week of experiences and activities that enrich among Spanish, French, and Latin. All students also participate in Physical our students’ thinking, learning, and sense of community while simultaneously Education, which includes a health component; they also take one semester of providing them meaningful experiences in 21st century skills. Each grade level studio art and one semester of drama. Students may also participate in the Middle uses a theme to tie the week together, and students engage in Service Learning School Chorus or the Middle School Orchestra. In addition to regularly scheduled opportunities, problem-solving activities and relevant field trips that bring the classes, seventh graders have Targeted Academic Growth (TAG) one to three periods curriculum alive. a week. TAG is a time when students can work with teachers for specific support or enrichment, or they may work independently. There are an additional two Flex periods a week which can be extension(s) of regular class time or can be used for interdisciplinary projects connected to students’ regular academic program. Clubs, Silent Reading and competitive sports provide additional opportunities for student choice and independence.

6 7 common language to discuss writing. Students are also introduced to the five- Middle School paragraph essay, and continue to practice creating specific and arguable theses and topic sentences, which they support with strong textual evidence. Seventh grade Course Offerings in itself is a rite of passage, and strong emphasis is placed on making connections across literature and life.

THE COURAGE OF OUR CONVICTIONS (0201) or (0212) ______ENGLISH Grade 8 The eighth grade English course uses the theme of standing up for one’s beliefs to THE HERO’S JOURNEY (0061) give the year coherence and a strong interdisciplinary connection to eighth grade Grade 6 history. The course continues the Middle School focus on skills in writing, reading, In sixth grade English students begin the process of becoming critical readers and and speaking. Students continue their work on the five-paragraph thesis essay, with writers. The students are encouraged to understand themselves as readers and an emphasis on deepening the thesis statement and more effectively integrating and become more adept at drawing inferences, finding evidence, and making meaning analyzing evidence from the text. A portfolio during the second semester brings from the texts. The literature curriculum focuses on heroes and anti-heroes, taking together a student’s written work, both expository and creative, and demonstrates note of the diversity of voices and experiences, and the ways individuals can a student’s improvement of revision skills and grammatical usage. Students explore affect the world in which they live. Students are introduced to fiction through the year’s theme and hone their critical reading abilities with the challenge of such such works as The Giver; Roll of Thunder, Hear My Cry; The Adventures of Ulysses; works as To Kill a Mockingbird, Fahrenheit 451, The House on Mango Street, and and Gilgamesh; they also have extensive opportunities to read independently. The Romeo and Juliet. Another hallmark of the year’s program is the emphasis on oral writing program emphasizes paragraph development, with the students beginning presentations through such vehicles as the Living Wax Museum, a personal dream to work on multi-paragraph essays. They are asked to respond critically to the texts speech inspired by Martin Luther Kings’s famous address, and a grade-wide festival they are reading and to support their arguments with evidence, inferences, and of poetry recitation. quotations. The models established in English class are employed across the sixth grade core curriculum. Students practice revising and proofreading their work and the work of their peers. There are several opportunities for creative writing, including regular free-writing sessions and periodic open writing projects, in which students can choose to write short stories, memoirs, or personal essays. Strong emphasis is placed on student-centered activities and extensive group work.

RITES OF PASSAGE (0101) Grade 7 Seventh grade English explores the rites of passage experienced by characters within various literary and cultural texts. The course delves into such questions as, “How do we define a rite of passage, and how do rites of passage influence character development?” Students read a variety of works that address these questions, including Walk Two Moons; Ties That Bind, Ties That Break; Ender’s Game; the graphic novel American Born Chinese; and The Moonlight Bride. The culminating project is the Shakespeare Festival, a D-E rite of passage, in which small groups of students perform and direct scenes from A Midsummer Night’s Dream. Throughout the year, students develop critical reading skills by learning to make inferences about figurative language and by tracing the development of characters and themes in works of literature. The seventh grade writing program builds upon the lessons learned in sixth grade. In the fall, the entire grade gathers for an interdisciplinary Writer’s Workshop to ensure that all disciplines share a

8 9 AMERICAN FREEDOM (1211) or (1222) ______social studies Grade 8 Are we the nation we set out to be? Through the development of critical thinking CREATING CULTURES: MESOPOTAMIA, ANCIENT EGYPT and writing skills students will address this question in Eighth Grade History. AND ANCIENT GREECE (1001) Students will begin their exploration of this question with the Declaration of Grade 6 Independence and the American Revolution. Moving through to the Civil Rights Movement, students will study critical moments in the history of the United States The sixth grade social studies program uses an interdisciplinary approach to where Americans wrestled with their ability to live up to the ideas on which the studying the development of human behavior and thought, as well as exploring country was founded. Because this course aims to teach students that their choices the evolution of human culture from the dawn of early humans through three matter, the focus on choices and freedoms are tied closely into the social-emotional ancient civilizations: Mesopotamia, Ancient Egypt and Ancient Greece. Themes curriculum of the year, as eighth graders wrestle with who they are and what they include defining what it means to be human, learning how humans adapt, want to be. invent and survive in a complex and changing worlds, and understanding the interconnectedness of humans through economic activity. Skills development is emphasized throughout the year, with special attention paid to reading, writing, vocabulary, and research. Research is taught through a program designed to help students learn how to choose a topic, research it, and write an original report. Current events and ethics discussions provide students the opportunity to apply lessons from their studies to their lives.

CULTURAL CONNECTIONS: TRADITIONAL WORLDS OF CHINA AND AFRICA (1101) Grade 7 Social Studies 7 is part of an interdisciplinary program that seeks to help students understand non-Western cultures. It focuses on China and Africa and explores connections between history, literature, science, and the arts. The course’s thematic structure encourages students to explore such concepts as cultural confrontation, tradition and change, adventure and discovery. In addition, the content of the course provides students with the opportunity to draw connections between the ancient cultures of China and Africa and the ancient civilizations studied in sixth grade. Concepts such as imperialism, nationalism and self-determination in government are introduced as well and provide a bridge to the eighth grade course. Current events are incorporated weekly through the teen publication of Newsweek and through resources on the web. Class discussion and assignments vary, depending on the relationship of current events to the course curriculum. At the center of the course is skills development, especially as it relates to reading, writing, note taking, map work, and research.

10 11 ______math THE DWIGHT-ENGLEWOOD PROGRAM FOR MATHEMATICALLY TALENTED STUDENTS MATH 6 (2000) or (2010) Grade 6 For Middle School students of exceptional talent for an interest in mathematics, the Mathematics Department offers a challenging, three year sequence of courses The sixth grade mathematics program focuses on understanding mathematical in grades 7, 8 and 9 designed to stimulate and further that interest. Students are ideas through the use of logical thinking and effectively communicating them identified by the Mathematics Department and invited to participate prior to using a variety of tools. There is an emphasis on number sense, estimation, mental seventh grade. Students can join the program in subsequent years, but most likely computation, algebraic thinking and problem-solving. Students use hands-on summer work will be required. Individual course descriptions follow: materials to learn concepts, participate in activities that show math connections to their everyday lives, and work individually as well as in small groups to discuss and Grade 7: The primary theme of the course is Properties of Functions (Linear, solve problems. Basic operational skills with fractions and decimals are reinforced, Quadratic and Exponential), but topics in Number Theory (properties of sets and while operations with integers are introduced. This course builds upon the ideas of operations, constructible numbers, irrational and transcendental numbers) and fractions and decimals to lay a foundation for the concepts of ratio and proportion Data Analysis are included. It is assumed but not required that most of the skills of and percent. Geometric ideas are also explored. The use of technology, such as Algebra I will be mastered prior to this course. tablets and calculators, are integrated into all activities. Students use computer programs such as Microsoft Excel, Poly and Geometer’s Sketchpad as tools to Grade 8: This is a course in Plane and Solid Geometry. Topics included are: explore mathematics. The advanced section covers all of the above topics as well as Inductive Reasoning, Coordinate Geometry, Constructions, Proof (both Indirect others, at a different pace and depth. and Deductive), Transformations, 3-D Geometry, and Triangle Trigonometry up to the Laws of Cosines and Sines. MATH 7 (2105) or (2115) Grade 7 Grade 9: This is a course designed to prepare students to study calculus in 10th This course has two primary content themes: the strengthening of those grade. Topics covered include: Linear functions and rates of change, Quadratic computational and algebraic skills that are required for future math courses functions and concavity, the Exponential function and its inverse, the logarithmic and problem solving. This course includes problems from algebra, geometry, function; Transformations of graphs of functions, Circular Functions, Polynomial probability, and statistics. The use of scientific calculators and computers enables and Rational Functions, Vectors and Parametric equations. many types of problems to be considered. The advanced section covers the above topics at a different pace and depth.

MATH 8 (2205) or (2215) Grade 8 This course has the goal of having students master algebraic and geometric skills and preparing them for success in Upper School mathematics courses. All students will be thoroughly grounded in the concepts and skills taught in a traditional Algebra I course. In addition, they will be familiar with geometric ideas involving parallel lines, angles and polygons. Students in the advanced course further develop these skills in the study of coordinate geometry.

12 13 ______science ______languages

SCIENCE 6 (3000) All students in the Middle School are required to take one language. Students Grade 6 who demonstrate a proficiency in languages may elect to take a second language beginning in 7th grade. In sixth grade, there is an emphasis on the hands-on exploration of scientific concepts and the way science is related to everyday life. Students use laboratory LATIN 7, 8 AND 8 ADVANCED (4101) (4201) (4210) activities and projects to develop an understanding of concepts and vocabulary. Grades 7-8 They apply the scientific method with a focus on asking questions, forming hypotheses, analyzing data, and using variables in experiments. Application of The Latin program in the Middle School serves to introduce students to material reading and writing skills, interdisciplinary work and awareness of current issues at once familiar and foreign. Students will find numerous similarities between are also part of the 6th grade curriculum. Specific curricular topics include the use Latin and English vocabulary words; on the basis of these similarities they will of the microscope and an exploration of the microscopic world, a cross-curricular begin a study of word construction that builds a strong foundation for their study diversity unit, an introduction to chemistry, and a culminating unit called of modern languages and facilitates acquisition of a complex and sophisticated experimental design and data analysis. English vocabulary. In the study of Latin sentence structure they will develop their metacognitive skills by exploring the possibilities of an inflected language, as ENVIRONMENTAL LIFE SCIENCE (3107) well as reinforcing their understanding of basic language structure. Through the Grade 7 continuous reading of Latin texts, as well as supplementary materials in English, students become acquainted with Roman daily life, history and culture. The two- Life Science continues to further students understanding of the scientific process year sequence allows students to advance to Latin Level Two in the Upper School through investigations of biological systems and their interaction with their language program. environment. Students gain an understanding of biological systems and an overview of life processes through investigations of concepts such as classifications, LATIN: MIDDLE SCHOOL 8 (4308) comparative anatomy, physiology, and interactions within ecosystems. Most of Grade 8 what students learn is applied to real-world ecosystems and environmental issues. Students gain extensive laboratory and field experience. Fieldwork takes advantage Latin (4308), combined with US Latin (4300), uses a grammatical approach in of several local environments, including the campus Nature Sanctuary and the which reading serves to build basic translation skills. The readings underline the Hudson River. The year also includes projects that stress data presentation and similarities in grammar and vocabulary between Latin and English and provide an analysis. introduction to the culture of the Roman people in the first century C.E. This is a course for eighth grade students who have never before studied Latin. The course EARTH SCIENCE (3208) completes the first year of Upper School Latin. Grade 8 FRENCH AND SPANISH This course covers most of the traditional topics of earth science, focusing on their direct connections with everyday life. Some of the topics covered include astronomy, The Middle School French and Spanish classes use, in addition to the text, audio/ geology, meteorology, global warming and renewable energy. Students do frequent visual aids such as music and songs, as well as recorded exercises, drills and testing investigations, experiments, and projects designed to foster a deeper, more critical materials, transparencies, maps and slides. Interactive CD-ROMs, target language understanding of both the earth science concepts and the implications for human videos and videotaping, film and Internet are also used as aids in instruction. impact on the environment. The data gathering, computer, and analytical skills These aids also help to create an atmosphere of the target language and of cultural acquired in seventh grade are developed further, with emphasis on using data immersion within the classroom. to support hypotheses and theories. The end of the year culminates is a student production of “Sci-tube” video that documents an earth science problem of their Exclusive use of the target language is encouraged in all modern language classes. choice. These language courses teach and reinforce grammatical structures and vocabulary, involve students in the practical use of the language in everyday situations and acquaint students with the cultures of French and Spanish speaking countries. They are also the foundation courses necessary for higher-level academic study and 14 15 instruction aimed at using the language for professional purposes. The students SPANISH: MIDDLE SCHOOL 1 ADVANCED (6121) engage in cooperative small group work and oral presentations. The course Grade 7 descriptions below give further information specific to the level of instruction. Spanish MS 1 Advanced completes the equivalent of one year of high School Spanish. The four skill areas – listening, speaking, reading and writing – as well FRENCH 6 (5106) as cultural and geographical units are integrated into the curriculum. Students Grade 6 enlarge their vocabulary base, aim for exclusive use of Spanish, and increase the This sixth grade language program studies the sound system of French and basic accuracy and scope of their writing. Prerequisite (6116) conversational patterns. Key language structures are also taught. The course is designed around practical vocabulary modules and uses inductive oral/aural SPANISH: MIDDLE SCHOOL 2 (6208) techniques to present content. Students also investigate geographical, historical, Grade 8 and cultural themes. Classes are taught primarily in French. In this course, all the skills and content areas of Spanish 6107 and 6117 (7th FRENCH: MIDDLE SCHOOL 1 (5117) grade) are reinforced and expanded. The four skill areas – listening, speaking, Grade 7 reading, and writing – as well as cultural and geographical units are integrated into the curriculum. Students enlarge their vocabulary base, aim for exclusive use of Students learn French pronunciation, vocabulary, beginning grammar, culture and Spanish, and increase the accuracy and scope of their writing. With this course, the geography. As students become more comfortable with the French language, they student completes the equivalent of Spanish: Upper School level one. Prerequisite begin to work in all four areas of language acquisition: listening, speaking, reading (6107) or (6117) and writing. Classes are taught primarily in French. Prerequisite: (5106) or the equivalent. SPANISH: MIDDLE SCHOOL 2 ADVANCED (6218) Grade 8 FRENCH: MIDDLE SCHOOL 2 (5208) Grade 8 Students in Spanish MS 2 Advanced study more advanced topics in grammar along with a more in-depth coverage of chosen aspects of Hispanic civilization. French MS2 builds on the experience of French MS1. Students enlarge their Their reading ability is enhanced through various texts appropriate to their level vocabulary, expand their understanding of grammar, and increase the accuracy and of proficiency. With this course, the student completes the equivalent of Spanish scope of their writing. This course completes the equivalent of one year of Upper Upper School level two. Prerequisite: (6121) School French. Classes are taught primarily in French. Prerequisite: (5117)

SPANISH 6 (6106, 6116) Grade 6 Sixth graders are given the opportunity to begin or continue Spanish. The beginning Spanish course is not grammar based. The continuing Spanish 6 includes an explicit study of basic Spanish grammar. The sixth grade language programs familiarize students with the sound system of the foreign language, with basic conversational patterns, and with key language structures. The course is designed around practical vocabulary modules and uses inductive oral/aural techniques to present content. Students also investigate geographical, historical, and cultural themes.

SPANISH: MIDDLE SCHOOL 1 (6107) or (6117) Grade 7 Spanish MS 1 acquaints students with the fundamentals of the Spanish language. Students learn Spanish pronunciation, vocabulary, beginning grammar, culture and geography. As students become more comfortable with the Spanish language, they begin to work in all four areas of language acquisition: listening, speaking, reading, and writing. 16 17 art BELL CHOIR 8 (7225) ______Grade 8

STUDIO ART 6 (7021) Students work to develop a fluent literacy in the symbolic language of music through Grade 6 playing English handbells. They work on both the individual and the ensemble skills needed to play in a group. The experience and pleasure of performance are This course uses projects to expose students to the basic elements of both two- a part of the focus of the class. Performances are held at various times through dimensional and three-dimensional art, including line, shape, form, texture, space, the year, and participation is required of all students. A core repertoire of works is depth, proportion, and volume. Interdisciplinary projects are a strong focus in used to practice active critical listening skills and to develop skills of analysis and this yearlong course that focuses on two-dimensional work during first semester critique. The School selects material for all classes and ensembles from a rich and and three-dimensional work during the second semester. Slides, reproductions, broadly encompassing spectrum of historical and cultural sources. Students are and discussion related to on-going projects allow students to study relevant expected to be engaged fully with all the materials used in a class or in a performing contemporary and historical artists and their works. Viewing the artwork of others ensemble. Please note attendance requirements at the end of this section. and evaluating one’s own work introduces the idea and process of critique. MIDDLE SCHOOL CHORUS (7737) STUDIO ART 7 (7121) Grades 7-8 Grade 7 This chorus is open to all seventh and eighth graders without audition. Performances This semester course challenges students to build on the skills and terms introduced occur regularly throughout the year and are required of all members. The school in Studio Art 6. Students will discover, through the manipulation of different selects material from a rich and broadly encompassing spectrum of historical and cultural sources. Students are expected to be engaged fully with all the materials media, the physical and conceptual properties of the elements of art and their used in a class or in a performing ensemble. Please note attendance requirements use to communicate. This course places a strong emphasis on developing drawing at the end of this section. skills. Study of the student’s own work and the work of contemporary and historical artists – through slides, reproductions and discussions – builds the development of MIDDLE SCHOOL ORCHESTRA (7779) an aesthetic awareness and the vocabulary for critical analysis. Grades 6-8 DRAMA 7 and 8 (7122) (7222) Open to students without audition who have studied an orchestral instrument Grades 7-8 (not including guitar or piano) for one year. All students in the ensemble should be enrolled in private lessons. These can be arranged through the school or may Students focus on a progressive series of activities, exercises, and projects designed be scheduled by the student outside the school. The ensemble performs music to foster the capabilities of each student. The emphasis is on the development of from the Baroque period to the Contemporary. Performances are held at various the individual and group creative process rather than on the product. The basic times during the year and are required of all members. Please note the attendance Who? / What? / Where? of drama is explored through a variety of active problem- requirement at the end of this section. solving activities. Opportunities for informal class or grade-level performances may be available. INDIVIDUAL MUSIC LESSONS Grades 6-8 MUSIC 6 (7736) Lessons are arranged through the Arts department, given at the school and Grade 6 taught by select, highly qualified professionals on a contractual basis. Additional All sixth grade students meet in a choral experience two times each week. Students information and contract forms are mailed to all students in August, to be returned who have played an orchestral instrument for one year and are currently studying during the first week in September. may instead elect to be in the MS Orchestra. (Please note the description that ATTENDANCE REQUIREMENT follows.) Performances are held at various times through the year and are required Orchestra, Choruses and Instrumental Ensembles of all students. The school selects material for all classes and ensembles from a rich Attendance is required at all performances and final rehearsals. Concert and broadly encompassing spectrum of historical and cultural sources. Students are dates are available at the opening of School. Required rehearsals are added expected to be engaged fully with all the materials used in a class or in a performing during the two weeks before major concerts. Attendance at rehearsals and ensemble. Please note attendance requirements at the end of this section. concerts is a component of the student’s semester grade.

18 19 health and ______additional programs Physical education ______Students who do not take two languages will fill out the remaining time in their daily schedule with either Support Classes or Discovery Classes. Support Classes Grades 6-8 are full-year courses and are available every year to students who would benefit The Middle School Physical Education program is designed to promote a healthy from this kind of experience. Discovery Classes are electives and run for the full lifestyle through active participation in a wide variety of activities and sports. The year. Discovery Classes at the 7th grade level are graded Pass/Fail while those at curriculum is rich in experiences that establish sound principles of physical- and the 8th grade level are given traditional grades. Also, these classes are subject to skills-based fitness. Each semester, students engage in a variety of programs. In scheduling limitations, so alternate choices are sometimes needed. the sixth and seventh grade, students experience activities such as lifetime sports, fundamentals of movement, stick skills, new games, fitness for life, and field games. SUPPORT CLASSES Students in grade eight experiences a curriculum that is sport specific and include activities such as touch football, creative games, volleyball and basketball. ORGANIZATIONAL LAB Grade 7 (9651) Grade 8 (9652) Our students experience a sequential, overlapping and age-appropriate education The teaching of organizational and study skills is included in all classes in the in health and wellness. Health Education courses, which are required beginning Middle School. Students who need instruction beyond that provided in their in Grade 6 and extending through Grade 10, are offered through the Physical regular classes participate in an organizational lab that is scheduled in addition Education curriculum. While students at the Middle School level may exhibit to their other classes. In the course students are taught to set up and use their varying levels of maturity, we recognize that socially and developmentally they are assignment pads, backpacks and lockers and also to organize their homework not ready for adult relationships. These courses enable students to make better and assignments and long term projects. The course also provides students time during more responsible decisions concerning their feelings, attitudes, beliefs, and most the school day to organize themselves and their belongings and to keep current importantly, their actions. Throughout the Middle School years, students will be with their assignments. engaged with topics that range from puberty and hygiene, values, decision making, conflict resolution, reproductive anatomy and physiology, sexuality, relationships READING LAB 6 and abstinence to reproduction, peer pressures and consequences associated with Grade 6 (6956) the use of tobacco, drugs and alcohol. The teaching of reading skills is included in all classes in the Middle School. Students who need instruction beyond that provided in their regular classes participate in Reading Lab three periods a week. The course provides support and instruction in specific reading strategies.

ACADEMIC SKILLS Grade 7 (6957) Grade 8 (6958) The teaching of strategies to approach academic tasks is included in all classes in the Middle School. Students who need instruction beyond that provided in their regular classes participate in an Academic Skills course which is scheduled in addition to their other classes. The course further develops students’ understanding of themselves as learners and teaches strategies that they use independently.

20 21 DISCOVERY CLASSES (all are full year courses) a foundation of hand building skills, including pinching, coil building, hollowing, and slab rolling through individual and collaborative projects. Students will also TRADITIONAL WEST AFRICAN DRUMMING, SINGING have the opportunity for personal exploration of the materials and techniques in and DANCING the creation of their art work. Grade 7 (9271) Grade 8 (9281) 20th CENTURY AMERICAN FILM & MUSIC STUDIES This Middle School ensemble will learn recreational, warrior, and harvest music Grade 7 (9371) and dance styles from Ghana. Students will use a large family of traditional Ghanaian drums, bells and rattles. All of the students drum (stick drumming, hand In conjunction with the theme of cultural connections, we will explore the history drumming, stick and hand too), and sing and dance. This music is taught in the and progression of American popular film and music during the 20th century. traditional West African oral tradition, using call and response, dialog drumming, After a brief historical framework, students will investigate the history of American with the mnemonic drum syllables of the Ghanaian drum language. Students will film, tracing its inception and progression throughout the 20th century. In much learn to talk and listen with their hands in vibrant polyrhythmic conversation. the same way, we will also investigate the birth of truly “American” forms of music There is no sheet music to read and no baton to follow. There will be at least two and trace their developments throughout the 20th century. Students will get the required performances throughout the year and there are attendance requirements. chance to watch and analyze several of the more influential films of the century, and through a variety of projects, presentations and moderated discussion formats SHOW CHOIR we will explore exactly how film and music influenced American society and vice- Grade 7 (9273) Grade 8 (9283) versa. As a culminating project, students will create their own short film or musical piece that reflects the “American Experience”. Students taking this class will explore popular music from films and musicals. The performance style of Show Choir will often include small elements of acting, D.I.G. (DWIGHT-ENGLEWOOD IN THE GARDEN 7th GRADE) costumes and props to highlight the dramatic action of the songs. Repertoire Grade 7 (9276) will be chosen from a broad spectrum of influences: from the “Golden Years” of Hollywood and Broadway to music written in our mega-musical age. There will be Students in this class will engage in hands-on discovery of basic conservation at least two required performances throughout the year and there are attendance concepts and learn gardening skills in the school’s organic vegetable garden and requirements. greenhouse space. The class will work together on a series of projects such as tending garden beds, harvesting vegetables and herbs to eat in class, and planning STUDIO ART 8 and planting the next year’s garden. We will also do some research, reading, and Grade 8 (9182) watching of documentary films to help us explore questions such as “What are organic methods and why are they better for the environment?” and “What is soil This course challenges students to build on the skills and terms introduced in Studio stewardship?” Includes regular light manual labor outdoors. Art 7 and helps build a visual arts foundation for the Upper School. Students will discover, through the manipulation of different media, the physical and conceptual D.I.G. (DWIGHT-ENGLEWOOD IN THE GARDEN 8th GRADE) properties of the elements of art and design, and their use to communicate with an Grade 8 (9286) aesthetic sense of purpose. The focus of the class will be explorations of the figure in regards to artmaking. The concentration of this term is on the broad definition This course gives students the opportunity to envision and build a new planting and creation of the figurative art genre. Besides creating their own works, students area to enhance the school’s organic vegetable garden. As we design the new bed, will also study, discuss and analyze the works of artists throughout history and the class will look to tidy the areas around our garden and consider such practical today who use the figure as inspiration. elements as access paths and exposure. In the process of planning, construction and planting, the class will develop its gardening skills and learn more about soil, CERAMICS 7 compost management, and selection and cultivation of foods plants appropriate Grade 7 (9275) for our situation. Students will also engage in discussion of current issues in food gardening such as maintaining the genetic diversity of seeds and the effect of This course introduces students to clay as an artistic medium, with a focus on hand climate change on agriculture. We will do some research, reading and watching building sculptural and functional works of art. Students will become familiar of documentary films to support that discussion. Includes regular light manual with the ceramics studio as an equipped working space while being involved in labor outdoors. each step of the ceramic process. The core focus of this course will be establishing

22 23 GLOBAL STUDIES AND CITIZENSHIP Grade 8 (9381) Upper School Program Through a careful examination of current international events, this class will Grades 9-12 explore the vast interconnections and responsibilities of global citizenship. We will investigate major political, military, social, humanitarian, and natural events Credits are awarded on a scale of six credits per major course per year. Semester around the world paying careful attention to the underlying causes and global courses are awarded three credits. Major courses meet four times per week most impact. Over the course of the entire year, we will explore the cultures and current weeks. Credits for minor courses are prorated on the basis of the number of events of the five major continents. We will use film, television, radio, photography, meeting times. social media, online magazines and print journalism as resources. As part of the Students must accumulate 138 total credits to graduate, and fulfill the following course, students will receive a subscription to the magazine The Week and we will requirements. often use articles from this magazine both for discussions and larger projects. The main goal of this class is to help students better understand major global events and English – Twenty-four credits (three credits each semester for four years), the symbolic relationship of all countries and people. Another goal of this class is including grades 9 & 10, and four semesters in the elective sequence. to respect, appreciation and understanding of the diversity of cultures and people on our planet. It is also the goal of this class to motivate students to take action History – 18 credits (three years), including one year in Ancient & Medieval on behalf of their community. This course will include participation in service history, one year in either Modern World or AP Modern European History, and two semester electives (3 credits each) in US History in grades 11 and/or 12. learning trips. Language – Through high school level 3. If level one was completed before SUPPORTING ADOLESCENT GROUP EXPERIENCES grade 9, language is recommended through grade 11. (SAGE) (9250) (Taken by all seventh graders) Mathematics – Eighteen credits. Students must take a mathematics course in This class fosters a mentoring relationship between 11th and 12th grade students grades 9 & 10. The other six required credits can be completed in grades 11 & 12. selected for leadership and small groups of Middle School students. Through experiential (hands-on) learning, Upper School students will develop skills in Science – Eighteen credits, including two years of integrated biology and chemistry in grades 9 & 10, and 6 elective credits, with at least one semester (3 mentoring, problem-solving, and social intelligence, all of which are necessary credits) of physics in grades 11 or 12. for success in one’s educational and professional life. Leaders will learn how to help group members develop self-awareness, sensitivity to others and those skills Arts – Six credits recommended in grade 9 and an additional three credits that contribute to effective group dynamics such as listening, collaborating during grades 10-12. and cooperating. By helping Middle School students to clarify values, express Essential Skills for the 21st Century – Required one semester themselves and feel understood, respected and supported among peers, leaders course in grade 9. bolster students’ self confidence and compassion. Leaders will be assigned weekly readings on topics in adolescent life and leadership. They will learn how to write Physical Education – Three credits per year in grades 9-12. and implement lesson plans and participate in planning and debriefing sessions as a group. Upper School leaders will serve as role models, address topics related to Health – One credit per year offered as part of the Physical Education program in grades 9 & 10. transition to the upper school and lead weekly activities and discussions that foster effective peer groups. Leaders will collaborate with each other, faculty and Middle Ethics – One and a half graded credits, which are added to the student’s GPA. School students to promote interactions that reinforce D-E’s core values: respect, This is a required, minor, academic course for all tenth graders. It is a one semester honesty, judgment, commitment, courage and community. course that meets twice weekly. Community Service – Each student must complete a prescribed 40-hour community service requirement. This requirement should be completed by the end of the junior year or students will forfeit certain senior privileges.

College Knowledge – Students are required to take this one semester course offered during the second semester (non-credit) of grade 11.

24 25 PROGRAM COUNSELING the Upper School will make the determination as to whether to grant the request. ______In some circumstances they may seek the advice and/or consent of the curriculum committee. Consideration for being granted more than five major courses includes THE SCHEDULING PROCESS academic history, motivation and outside commitments. Beginning in the spring, students meet with their advisors to plan courses for the following year. Each student, with advice from advisor, teachers and parents, will HONORS AND ADVANCED PLACEMENT (AP) COURSES create his or her program and submit it to the class dean for review and approval. In making course selections, students should be aware of the differences between In the case of juniors, approval will also be required from the appropriate college an Honors/AP course and a College Prep (non-honors) course: counselor. Parents will be invited to an evening to discuss curriculum as the process begins, to inform them of the choices that students will have. Parents are also 1) The workload in an Honors/AP course is more demanding, in terms of both encouraged to speak with advisors during this process, and will be asked to sign-off the amount and the difficulty. The pace of an Honors/AP course is also accelerated. on their child’s proposed roster of courses. Students in Honors/AP should expect their homework assignments to take longer and to be more challenging than those they would receive in a College Prep course. Because of the breadth of courses being offered, and the large proportion of courses that may be offered during only one block of the day, the School cannot guarantee 2) The standards for achievement in Honors/AP are more rigorous; in other words, that all of the courses that a student has selected will fit into his or her schedule. it is harder to achieve high grades in Honors/AP courses. Students will be asked to make alternate choices as much as possible to allow for 3) Students in honors courses are expected to be self-motivated and to function this possibility. Class deans will notify students of conflicts prior to the first day of with a high degree of independence. the semester. Schedules will be available to students before School starts and the class deans will take requests for changes at that time. 4) Students who accept placement in Honors/AP are expected to understand the challenges of the course before committing themselves to it, and to continue to SCHEDULE CHANGES embrace those challenges throughout the course. Students and their families must accept the amount and difficulty of the workload, as well as the rigor of the grading Schedule changes can only be made with the approval of the dean, department policy. chair and/or the Upper School Principal. Changes may only be made during the first two weeks of each semester. Students in full year courses may only change that AUDITING COURSES course during the first two weeks of the fall semester; otherwise they are expected to finish the entire year. Auditing a class provides the opportunity to take a course without carrying all the expectations of the workload for that course. Students are expected to attend WORKLOAD all classes, like any student in the course. However, they are not expected to take quizzes, tests or exams, or to do written work. Successful audits will be recorded Students are normally expected to carry five major courses per semester, plus on the transcript. In each case, the teacher must agree to allow a student to audit minor courses as necessary or chosen by each student. Students in grades 9-11 are a course, and students taking the course for credit will always have preference for expected to accumulate 36 credits for each year, with at least 15 credits gained per entrance. semester. Seniors are expected to carry at least 30 credits for the year, including five major courses per semester. The appropriate course load will maintain the proper level of challenge, balanced with what is most suitable. For instance, honors and advanced placement (AP) courses are especially demanding, and so it is important to choose the number of honors or advanced placement courses carefully. Normally, freshman and sophomores do not take more than four honors or advanced placement classes. Students seeking to enroll in six majors should first initiate such a request with their advisor during the normal registration process. With advisor support, students should submit an application to the dean of the class. The dean and principal of 26 27 AMERICA: CHOICES AND VOICES H (0412) Upper School Grade 10 6 credits The Honors course parallels the College Prep English course but moves at an Course Offerings accelerated pace, covering more material and engaging more demanding texts. The course presumes a high level of proficiency in reading and writing, intellectual ambition, and an ability to work independently. ______ENGLISH UPPER LEVEL ENGLISH ELECTIVES 2012 - 2013 THE QUEST (0301) Students in grades 11 and 12 may choose from the following semester-length courses. Grade 9 6 credits This course focuses on the development of reading and thinking skills through Semester One Semester Two close examination of literature, and on achieving increased precision, clarity, and style in writing. Students will read The Odyssey, Purple Hibiscus, The Adventures America in the Civil Right Era America in the Vietnam Era of Huckleberry Finn, Macbeth, short fiction, and poetry. Language skills are (English or history credit) (English or history credit) emphasized throughout the year; significant class time is devoted to developing students’ skills in vocabulary, grammar, and writing, which we teach using a Coming to America America Post 9/11 workshop approach. Gender and Identity Creative Writing THE QUEST H (0310) Grade 9 6 credits Gothic Literature Harlem Renaissance

This course demands a high degree of independent work and intellectual Looking East, Looking West (Japan) Learning an Author sophistication. The literature curriculum includes The Odyssey, Great Expectations, (English or history credit) The Adventures of Huckleberry Finn, Macbeth, short fiction, poetry, and several independent reading assignments. The syllabus will cover about a third more Myth and Archetype Literature and Film reading than will be assigned in the College Prep class. Because strong language skills are assumed, students will learn much of the required vocabulary and grammar Robots, Dreamscapes, and Psychology in Literature independently. Classroom instruction on writing skills will focus on advanced Future Worlds topics; students will confer with the teacher regularly to address individual needs. Shakespeare: Stage and Page South African Voices AMERICA: CHOICES AND VOICES (0402) Grade 10 6 credits Welcome to the 21st Century Theater in America

This course introduces students to a wide range of American literature from the Tradition and Transition (China) 18th century to the present. Students also complete their formal study of grammar, (English or history credit) usage, and mechanics, with a special emphasis on learning how to edit their own written work. The writing program stresses the development of a polished and Journalism (minor course) Public Speaking (minor course) mature style and the ability to bring focus and precision to the critical essay, a form students should master during this year. A special feature of tenth grade is the AP English Literature and Composition portfolio. Complementing the more formal writing program, this approach gives (full year course) students the opportunity to choose alternative ways to explore and revise their writing from a list of options. In the second semester, the final portfolio replaces a Honors Seminar conventional exam. (once per week, full year commitment)

28 29 PROJECTED SEMESTER ONE COURSE OFFERINGS UPPER SCHOOL ENGLISH ELECTIVES, 2013-2014 AMERICA IN THE CIVIL RIGHTS ERA (0529) (This list is subject to change.) Grades 11-12 Sem 1 3 credits Through historical writing, literature, film, music, and art, this course will explore semester One Semester Two issues connected to the Civil Rights movement from the 1950s through the early 1970s. Working with an English and a history teacher, students will examine this Deep Poetry America in the Vietnam Era controversial and inspirational period in depth through multiple perspectives. (English or history credit) Students may take this course for either English or History credit, although it will not fulfill the U.S. history requirement. Gender and Identity America Post 9/11 COMING TO AMERICA (0505) Gothic Literature Creative Writing Grades 11-12 Sem 1 3 credits

Latin American Literature Harlem Renaissance Long a magnet for immigrants from all over the globe, the United States has become the most diverse nation on earth. This course will examine the ways Literary Romance Learning an Author contemporary American literature reflects this shifting cultural landscape. In both fiction and memoir, we will read about people who live “on the hyphen,” Looking East, Looking West (Japan) Literature and Film straddling dual cultures, juggling identities, and bringing fresh perspectives on the (English or history credit) American experience. Students will explore works by such writers as Julia Alvarez, Chang Rae-Lee, Porochista Khakpour, Bich Minh Nguyen, Jhumpa Lahiri, Gish Robots, Dreamscapes, and The Post Colonial Experience Jen, and Cristina Garcia. Future Worlds DEEP POETRY (0507) Seven Deadly Sins Psychology in Literature Grades 11-12 Sem 1 3 credits (not offered in 2012-13)

Shakespeare Tragedies Understanding India This course introduces students to contemporary and historical movements in (English or history credit) American and British poetry by focusing on a few authors’ works in depth. While the emphasis is on modern and contemporary poetry, students will gain historical Welcome to the 21st Century Theater in America context by studying selected poetry by writers from the nineteenth century (Coleridge, Rossetti, Arnold, Yeats, etc.). More recent authors may include poets Ties That Bind such as W.H. Auden, Denise Levertov, Sharon Olds, and Gary Snyder.

English and Transition (China) GENDER AND IDENTITY (0509) (English or history credit) Grades 11-12 Sem 1 3 credits

AP English Literature (full year course) This course examines the evolving relationship between sexual identity and gender role norms. Students read fiction, poetry, plays, critical essays and memoirs that Journalism (minor course) Public Speaking (minor course) explore three central questions: What is sexual orientation? How do an individual’s accommodations of societal gender expectations shape identity? How do these Honors Seminar creative and destructive accommodations re-define the meaning of gender for (once per week, full year commitment) successive generations? Works may include Becoming Visible, Self-Made Man, Giovanni’s Room, M. Butterfly, Oranges Are Not the Only Fruit, Angels in America, Homosexuality and Civilization, The Celluloid Closet: Homosexuality in the Movies and the writings of Gertrude Stein, Walt Whitman, and Oscar Wilde.

30 31 GOTHIC LITERATURE (0539) Europeans, and Latinos. Readings include works by George Orwell, J. M. Coetzee, Grades 11-12 Sem 1 3 credits Bertolt Brecht, Tony Kushner, and Franz Fanon, among others; in addition, we will view several films with strongly political themes. Gothic literature forces us to consider the difference between horror and terror, between physical repulsion and psychological dread. This course will examine such LOOKING EAST, LOOKING WEST: classic novels as Frankenstein, Dracula, Wuthering Heights, Rebecca, and Wise Blood; MODERN JAPANESE CULTURE (0537) short fiction by Poe, Hawthorne, and Wilde; and a variety of contemporary literary Grades 11-12 Sem 1 3 credits works and films. This course offers an interdisciplinary approach to understanding Japan from 1853 LATIN AMERICAN LITERATURE (0533) to the present. Students will read primary source documents by Japanese observers Grades 11-12 Sem 1 3 credits (not offered in 2012-13) of the West, and by Western visitors to Japan, and will also explore Japan’s literary reaction to the West. The aim of the course will be to chart Japan’s engagement This course will allow students to direct their exploration of themes and movements with Western nations through periods of mutual admiration, criticism, and in Latin American literature. A brief introductory unit will provide the model for conflict; and to see how major historical events such as the Meiji Reformation, their investigation of questions such as “How do women’s voices shape the literature the Pacific War, the American occupation, the “economic miracle” of the 1980s, of a certain time or culture?” and “What is the role of the indigenous voice in Latin and the recent explosive popularity of contemporary Japanese popular culture have American literature?” Students will learn to craft essential questions to frame their shaped and been shaped by literary artists. Students may take this course for either investigation, and direct instruction will complement their independent and small English or History credit. group work. With regular guidance and feedback from the instructor, students will identify and read a variety of literary texts to seek answers, present their findings MYTH AND ARCHETYPE (0515) to their groups for feedback, and culminate their studies with formal written and Grades 11-12 Sem 1 3 credits multimedia responses. This course focuses on archetypal patterns in literature. Topics include the quest, LITERARY ROMANCE (0535) the move from innocence to experience, death, rebirth, and a variety of archetypal Grades 11-12 Sem 1 3 credits (not offered in 2012-13) figures. Students read a range of texts, from the classical to the contemporary. Authors may include Ovid, Shakespeare, Hawthorne, James Joyce, Philip Roth This course will explore the ways in which writers from ancient to modern times and Joyce Carol Oates. have let their imaginations run wild, telling real truths through unrealistic stories. While the job of literature might be to hold the mirror up to nature, these writers’ ROBOTS, DREAMSCAPES, AND FUTURE WORLDS: mirrors seem to have come from the fun house. In these works the universal themes SEEKING TRUTH IN SCIENCE FICTION (0542) of love, death, and divinity come at us in the shapes of pixies, knights, monsters, Grades 11-12 Sem 1 3 credits and magicians. We will focus on two kinds of Romance: pastoral and chivalric. Texts include Daphnis and Chloe, Arcadia, The Tempest, The Death of King Arthur, Masters of science fiction have found ways to ask every question, challenge all The Big Sleep, and The Nonexistent Knight. belief systems, and explore new and fantastical possibilities through the lens of scientific advancements and their impact on our culture. Through authors such as LITERATURE AND POLITICS: GLOBAL ENCOUNTERS Isaac Asimov, Philip K. Dick, Neal Stephenson, Larry Niven, Mary Shelley, and (0525) William Gibson, this course will take a critical look at how we define ourselves; Grades 11-12 Sem 1 3 credits (not offered in 2012-13) the rules we impose on society and the machines we construct; the limits of space, time, and consciousness; and the consequences when these rules begin breaking “Politics in a work of literature is like a pistol shot in the middle of a concert, down. We will explore the fine line between the real and the virtual, the human something loud and vulgar, yet something to which we must pay attention.” - and the “other,” our present world and those worlds yet to come. This course will Stendhal also include selections from film and television and will provide opportunities to Literature provides the deepest exploration of human behavior – how and why explore themes through creative writing. people do what they do, believe what they believe – so that, in a sense, all literature is political. In this course we will hear many loud pistol shots: from victims of sexism, racism and imperialism, from Africans, African-Americans, Asians,

32 33 SHAKESPEARE: STAGE AND PAGE (0518) SEMESTER TWO COURSE OFFERINGS Grades 11-12 Sem 1 3 credits This course examines several of Shakespeare’s tragedies and comedies through the AMERICA IN THE VIETNAM ERA (0634) lens of performance. How does Shakespeare’s language guide the performance of Grades 11-12 Sem 2 3 credits his works? How are different interpretations of the meaning of a work realized in Through historical writing, literature, film, music, and art, this course will explore a production? How do actors and directors find meaning through performance? controversies associated with the Vietnam War from the 1960s through the mid- By reading Shakespeare with performance in mind, studying filmed performance, 1970s. Working with an English and a History teacher, students will examine this reading performance-based critics, and creating their own performances, students divisive and tumultuous period through multiple perspectives. Students may take will develop a new way to appreciate Shakespeare’s gifts. this course for either English or History credit, although it will not fulfill the U.S. history requirement. SEVEN DEADLY SINS (0543) Grades 11-12 Sem 1 3 credits (not offered in 2012-13) AMERICA POST 9/11 (0620) Many writers and artists have been fascinated by human weakness – how it expresses Grades 11-12 Sem 2 3 credits itself, how it shapes actions and yields consequences, sometimes deadly. Dante’s This course will explore the impact of the September 11, 2001 attacks on the Divine Comedy delineates these sins, while works such as Chaucer’s Canterbury American psyche and their aftermath as viewed through literature and film. Works Tales, Shakespeare’s As You Like It, Shelley’s Frankenstein, Austen’s Pride and include Don DeLillo’s Falling Man, Jonathan Safran Foer’s Extremely Loud and Prejudice, Ibsen’s A Doll’s House, and Zola’s Therese Raquin illustrate the damning Incredibly Close, Martin Amis’s “The Last Days of Muhammad Atta,” Dave Eggers’ and deadly effects of pride, greed, envy, lust, wrath, sloth, and gluttony. As we “Zeitoun,” and others. study the fall from grace experienced by major characters in these works, we’ll consider as well the redemptive powers of such virtues as humility, temperance, CREATIVE WRITING (0622) charity, chastity, kindness, diligence, and patience. We will also examine artwork Grades 11-12 Sem 2 3 credits and film dedicated to the depiction of the seven deadly sins and their antidotes. The workshop format of Creative Writing helps students develop a personal voice SHAKESPEARE TRAGEDIES (0517) through the writing of poetry, fiction, and creative nonfiction. Students bring to Grades 11-12 Sem 1 3 credits (not offered in 2012-13) this course a variety of perspectives and preferences as readers and writers; what they have in common is that they take writing seriously and are willing both to This course will examine the arc of Shakespearean tragedy though close reading of give and to receive constructive criticism. Students read selections in each genre, four plays: Hamlet, Othello, King Lear, and The Winter’s Tale. work through a series of common assignments and exercises, and pursue their own projects, sharing and offering critiques of each other’s efforts. WELCOME TO THE 21ST CENTURY (0521) Grades 11-12 Sem 1 3 credits THE HARLEM RENAISSANCE (0628) This course will explore novels and short stories of the present century in order to Grades 11-12 Sem 2 3 credits get a sense of where we are now, what we value, and where we are going. Issues of This course will examine the cultural revolution of a small group of African- sexism, racism, violence and war will be examined through the novels Saturday by Americans from 1917 to 1935, a critical period in race relations in America. Ian McEwen, Black Girl, White Girl by Joyce Carol Oates, and Middlesex by Jeffrey Offerings will range from essays to novels, from poems to music, from satire to art. Eugenides, as well as contemporary short stories by Jhumpa Lahiri and others. Students will encounter such authors as Paul Lawrence Dunbar, Langston Hughes, Additionally, the class will listen to and discuss New Yorker short Story podcasts. Charles Chestnutt, W.E.B. DuBois, Zora Neale Hurston, and Countee Cullen, as well as representations of the period by Jacob Lawrence and other visual artists. Guest speakers will add additional insight into the various aspects of the course, especially history, art, and music.

34 35 LEARNING AN AUTHOR (0608) V. S. Naipaul’s A Bend in the River, poetry, and short fiction, as well as critical Grades 11-12 Sem 2 3 credits perspectives from such thinkers as Franz Fanon and Edward Said. From a list provided by the instructor, each student will select one poet, one SOUTH AFRICAN VOICES (0624) playwright, and one writer of fiction to study in depth. Students will do much of Grades 11-12 Sem 2 3 credits their work independently and in small groups, and will have a significant role in shaping their own curriculum. This course will examine a range of works by South African writers, both during the time of apartheid and after. Among the issues to be considered is the efficacy of LITERATURE AND FILM (0610) literature as a mode of resistance, as well as the ways writers respond to fundamental Grades 11-12 Sem 2 3 credits societal change. Readings will include fiction by Alan Paton, Nadine Gordimer, J. M. Coetzee, Zakes Mda, Damon Galgut, and Lisa Fugard, as well as poetry, drama, This course examines what happens when a story is transferred from one medium and film. to another. Students will consider the different aesthetics of literature and film, develop their repertoire of visual literacy skills, and learn some of the vocabulary of THEATER IN AMERICA (0519) film-making. As in all English courses, students can expect to continue developing Grades 11-12 Sem 2 3 credits their reading and writing skills. Works studied may include Citizen Kane, Othello, One Flew over the Cuckoo’s Nest, Adaptation, The Emperor’s Club and Ordinary This course will examine major American plays as they reflect the spirit of the times People. and the ongoing evolution of the American dream. Works by such playwrights as Lillian Hellman, Eugene O’Neill, Arthur Miller, Tennessee Williams, Edward MASTERS OF MODERNISM (0513) Albee, August Wilson, Sam Shepard, and Suzan-Lori Parks will be considered both Grades 11-12 Sem 2 3 credits (not offered in 2012-13) as literature and as performance. This course examines the extraordinary outbursts of creative energy in the first half TIES THAT BIND (0618) of the twentieth century as writers challenged traditional ideas and forms. Each Grades 11-12 Sem 2 3 credits (not offered in 2012-13) work encountered in this course reflects an attempt to experiment, to speak in an individual voice, to “make it new.” The syllabus includes such works as Kafka’s This course will examine representations of family life in twentieth century Metamorphosis, Ellison’s Invisible Man, Camus’s The Stranger, Beckett’s Waiting for literature. Readings include Edwidge Danticat’s Krik? Krak!, Michael Dorris’s The Godot, and poetry by Yeats and Eliot. Broken Cord, Judith Guest’s Ordinary People, Susan Minot’s Monkeys, and Toni Morrison’s The Bluest Eye. PSYCHOLOGY IN LITERATURE (0644) Grades 11-12 Sem 2 3 credits UNDERSTANDING INDIA (0642) Grades 11-12 Sem 2 3 credits (Not offered 2012-13) This class will introduce students to psychological theories and principles used within literature. Using lectures, assigned readings and visual media, students will This course examines the forces that have shaped Indian politics, society, and be exposed to various branches of psychology including developmental, social and culture from partition to the present. The history component of the course focuses abnormal psychology. The history of and current practices within the mental health on aspects of colonial rule, nationalist resistance, and partition, as well as India’s field will also be addressed. Works like Ordinary People, Equus, One Flew Over the more recent role as an emerging power. Literature, music, visual art, and film from Cuckoo’s Nest, Room, and August will help students connect the fields of psychology writers and artists of Indian birth or descent will help us explore issues of identity, and literature in ways that will uniquely enrich their reading experiences. gender and sexuality, modernity, and empire. Students may take this course for either English or History credit. THE POSTCOLONIAL EXPERIENCE (0614) Grades 11-12 Sem 2 3 credits (not offered in 2012-13) TRADITION AND TRANSITION: CHINA IN THE MODERN WORLD (0646) What happens when empires crumble? This course will examine the ways people Grades 11-12 Sem 2 3 credits around the world attempted to re-create their societies in the latter half of the 20th century in the aftermath of Western imperial intervention. Texts include This course will adopt an interdisciplinary approach to understanding the re- Ngugi Wa-Thiongo’s A Grain of Wheat, Salman Rushdie’s Midnight’s Children, emergence of China as a major world civilization and political power. We will start by examining the internal and external factors that led to the collapse of 36 37 Imperial China, and then shift to an examination of the many attempts at reform PUBLIC SPEAKING (0442) and revolution that characterize the last century and a half, including the Taiping Grades 9-12 Sem 2 1.5 credits Rebellion, the May Fourth Era, the victory of the Chinese Communist Party, the This course focuses on helping students become persuasive and dynamic public Cultural Revolution, and the Tiananmen Square Demonstrations. Finally, we will speakers. Students observe and listen to landmark speeches, examining the vocal look at the years following Deng Xiaoping’s reforms of the 1980s, asking whether and physical techniques employed by masters of the spoken word; they also analyze China’s rise today is something new or a return to past form. Students will read an the content and rhetorical style of historical speeches and comic monologues. assortment of literary and historical texts, including The Story of the Stone, the Students apply what they learn by writing and delivering a variety of speeches in collected works of Lu Xun, the “hooligan literature” of Wang Shuo, and selections class; these are videotaped for use as a feedback tool. Seniors in the Focus program from Jonathan Spence’s The Search for Modern China. The course may be taken may find it especially valuable as they prepare for their presentations. Texts for this for either English or history credit. course include The Use and Training of the Human Voice by Arthur Lessac. HONORS SEMINAR Grades 11-12 (0571) Sem 1 (0572) Sem 2 SUMMER OFFERINGS IN ENGLISH This non-credit course, which meets once per week, is designed to meet the needs of juniors and seniors who desire an extra challenge in addition to their elective READING, ACTING AND DIRECTING SHAKESPEARE (S031) courses. In the first semester students will study literature through a variety of Grades 10-12 3 credits critical approaches, such as psychological criticism, New Criticism, new historicism, In this course students experience a close technical reading of four of Shakespeare’s feminism, and reader response theory. In the second semester, students will write a plays, both comedies and tragedies, to understand how his poetry assists actors major essay on a literary topic of their own choosing. in developing their characters and directors in developing their concept of a production. Additional readings in selected sonnets will also be used. The course is ENGLISH AP LITERATURE (0670) not a literary criticism course, but rather one in which students learn to understand Grades 11-12 6 credits how a living drama can grow organically out of the words on a page. This course Students taking this course should expect substantially more work, more meets the requirements for one semester of English. challenging texts, and more rigorous grading than they would encounter in an elective course. Authors may include Shakespeare, Charlotte Bronte, Charles LITERARY SKILLS SEMINAR (S032) Dickens, Thomas Hardy, D.H. Lawrence, Joseph Conrad, William Faulkner, Grades 8-9, 10-11 3 credits Toni Morrison, August Wilson, and several poets. Admission to the course is by This course emphasizes analytical writing and reading and understanding literature permission of the department. through the exploration of novels, plays, films, short stories, and poems. Vocabulary development, grammar, composition and reading comprehension will be stressed. MINOR COURSE OFFERINGS Students will read three or four novels and complete essays in response to the novels and prominent themes. This course carries Dwight-Englewood credit but The following minor courses meet three times per week and may be taken in does not replace a requirement for graduation. addition to a major English course; they do not meet the English requirements for graduation. They offer valuable opportunities for students who desire to improve EXPOSITORY WRITING (S033) their skills in these areas. Grades 8-9, 10-11 3 credits

JOURNALISM (0441) This course is designed for students who want to develop their writing skills. Using Grades 9-12 Sem 1 1.5 credits selections from accomplished writers as models, students will learn to organize and edit formal and personal essays. Writing samples will include explanation and Students in this course learn the rudiments of journalism, from investigating and research essays. The essay process for exams and speeches will also be introduced. interviewing to writing, editing, and layout. Students practice composing a variety This course carries Dwight-Englewood credit but does not replace a requirement of pieces, including straight news articles, editorials, and features. The course also for graduation. deals with ethical questions involving the rights and responsibilities of a free press. One goal of the course is to provide training for students who wish to contribute to Spectrum, the School newspaper. 38 39 ______HISTORY UPPER LEVEL HISTORY ELECTIVES Students are required to take two semesters of United States History during the ANCIENT & MEDIEVAL WORLD (1320) four semesters of junior and senior year. One semester (first semester) must cover Grade 9 6 credits up through the nineteenth century and one semester must cover the twentieth Using a structure that is thematic and comparative, Ancient and Medieval World century (second semester). These courses may be taken in any order in either year explores a variety of cultures in Eurasia. Students are asked to compare and contrast but the department recommends that the U.S. history electives be taken in the different world views and examine the origins and characteristics of cultural high junior year. Seniors may choose any courses that they have not already taken. points. The first semester focuses on a variety of ancient political systems and class Classes that fulfill the U.S. History requirement are noted with an asterisk (*) and structures as well as the evolution of classical ideologies in the ancient world. The are listed in the first section of the chart below. Students in grades 10, 11 and 12 second semester continues the emphasis on comparison into the medieval world. In may choose from the following courses, but please read the descriptions carefully as addition, there is significant attention given to the increasing levels of interaction some are restricted by grade level and/or prerequisites. See course descriptions for between various civilizations and cultures of the medieval world. the honors option in many electives. Eligibility will be determined after the start of school. See chart on following page. ANCIENT & MEDIEVAL WORLD H (1325) Grade 9 6 credits *AMERICAN INDUSTRY AND WAR: 1750-1917 (1503) Grades 11-12 Sem 1 3 credits A more intensive study of the same subject matter as Ancient and Medieval World, as described above. This course examines the rise of the American industrial nation from whaling to privateering, from artisans to interchangeable parts, from canals to steam MODERN WORLD HISTORy (1401) locomotives, from the musket to machine guns, and from the turtle to the Grade 10 6 credits submarine. It will pay particular attention to the growth of technology and production and the impact this growth has had on America’s search for foreign A global emphasis is the hallmark of this course, which continues the use of a markets and sources of raw materials. It will examine how technology and the structure that is thematic and comparative. Throughout, the aim is to create an world of invention changed the direction of the U.S. from King Cotton to its rise understanding of the evolution of the modern world. During the first semester, as a world leader at the close of World War I. Additional requirements will be students trace the political, economic, and cultural transformations that define expected if taken for honors credit. the early modern era, with a special emphasis on the beginnings of genuine globalization, the elements of distinctly modern societies, and the growth of the *THE UNITED STATES & THE WORLD: European presence in world affairs. In the second semester, students examine the THE REVOLUTION TO 1900 (1505) growth of modern societies, nationalism, global industrialization, and imperialism. Grades 11-12 Sem 1 3 credits The course culminates in an examination of the radical ideologies of the twentieth century, the global impact of the two world wars, and decolonization and This course examines the political, social, and economic interactions of the US globalization in the contemporary world. with other states and societies from the Revolutionary Period to the Age of Empire. Students will look at defining moments in American history and analyze what MODERN EUROPEAN HISTORY AP (1420) they mean to Americans, what they mean to other nations, and how the two Grades 10-12 6 credits perspectives differ. Some important topics will be perspectives on the American Revolution, the struggle to abolish slavery, and the quest for global resources. They This is an intensive study of European history from the Renaissance through the will discuss the forces that have guided American foreign policy in this era and early 21st century. Themes and developments relating to the social, cultural, and explore the ways in which the US has impacted the world and has responded to political institutions of the modern Western world are studied with particular global events. Additional requirements will be expected if taken for honors credit. attention to primary sources, to varieties of historical interpretation, and to independent study and writing. Students take the Advanced Placement examination in Modern European History at the end of the course. Admission to this course is by permission of the department.

40 41 Semester One Semester Two SEMESTER ONE COURSE OFFERINGS *American History offerings: Juniors & Seniors THAT FULFILL THE UNITED STATES HISTORY REQUIREMENT *American Industry & War *American Industry & War 1750 - 1917 1917 - Present *ETHNICITY, CLASS, AND GENDER: *The United States & the World: *The United States & the World: COLONIAL ERA TO 1900 (1507) Revolution - 1900 1900 - Present Grades 11-12 Sem 1 3 credits *Ethnicity, Class & Gender: *Ethnicity, Class & Gender: This course will examine the importance of ethnicity, class, and gender in American Colonial Times - 1900 1900 - Present life from the colonial period through the 19th century. Students will explore the Alternate year offerings in *American History: Juniors & Seniors experiences of African-Americans, European immigrants, and women in this era by paying particular attention to how they responded to the unique social, political, *The American Presidency: *The American Presidency: and economic challenges presented to them during this period. The course will 1787 - 1900 1900 - Present (offered 2012-13) (offered 2012-13) investigate the factors defining political status during colonial period, the struggle of these groups to achieve inclusion in American politics, the social structures *History of New York City: *History of New York City: of American society in the antebellum North and South, and the legal status of Colonial Era - 1900 1900 - Present Africans in the Americas. The course will trace how these groups struggled to be (offered 2013-14) (offered 2013-14) included in the emerging American democracy and how the great events of our Other semester offerings: Juniors & Seniors nation’s story can be seen through their stories. Additional requirements will be expected if taken for honors credit. Looking East, Looking West: Tradition and Transition: China in Modern Japanese Culture the Modern World (English or history credit) (English or history credit) *HISTORY OF NEW YORK CITY: COLONIAL ERA TO 1900 (1527) America in the Civil Rights Era America in the Vietnam Years Grades 11-12 Sem 1 3 credits (Offered 2013-14) (English or history credit) (English or history credit) Issues in American Law United States Government: Using a multidisciplinary approach which includes history texts, literature, films, (Grade 12 only) History, Structure & Criticism art, and trips to the city, this course will examine the growth and development of New York City - both as a subject in its own right and as a microcosm of broader Hollywood History (Grade 12 only) changes seen on the national level. The major historical developments of this era Latin America: Yesterday, Today will be examined but special attention will be given to how they affected New York and Tomorrow (offered 2012-13) City. Some major topics will include the eras as a Dutch and English colony, New Year-long elective offerings: Junior & Seniors York’s role in the American Revolution, its rise as the nation’s leading commercial center, immigrant New York, the 1863 Draft Riot, and New York in the Gilded *United States History AP Age. Additional requirements will be expected if taken for honors credit. Twentieth Century World History Honors Psychology *THE AMERICAN PRESIDENCY: 1787 TO 1900 (1525) (Offered 2012-13) Psychology AP Grades 11-12 Sem 1 3 credits Art History AP Like other important American political institutions, the presidency has been shaped by decisions made at the Constitutional Convention of 1787 and by Electives offered in grades 10 – 12 critical developments that have occurred during the more than two hundred years Microeconomics Macroeconomics that have passed since its founding. At the same time, presidential leadership has A Brief History of God played a critical and unique role in shaping American political development. This Minor elective offerings course explores the evolution of the Presidency between 1787 and 1900 but will also focus on the administrations of a select group of American Presidents. It will Conspiracies in American History I Conspiracies in American History II emphasize the leadership roles each exercised in shaping the character of the office (offered in 2013-14) (offered in 2013-14) as well as how each was shaped by the political, economic and cultural forces of 42 43 the respective historical periods. While the main character of the course will be the United States. By examining relevant examples of literature from all these historical, it will at times employ a political science approach to investigate the groups, students will address the struggle for political rights and social equality in major roles and powers of the office. Washington, Adams, Jefferson, Jackson, twentieth century America, the challenges of community building, and the various and Lincoln will be the primary subjects of the course, yet it will also address ways in which these groups have defined themselves within the larger American connections and lessons for the current administration. Additional requirements community. Additional requirements will be expected if taken for honors credit. will be expected if taken for honors credit. *HISTORY OF NEW YORK CITY: 1900 TO PRESENT (1628) SEMESTER TWO COURSE OFFERINGS Grades 11-12 Sem 2 3 credits (Offered 2013-14) THAT FULFILL THE UNITED STATES HISTORY REQUIREMENT Using a multidisciplinary approach which includes history texts, literature, films, art, and trips to the city, this course will examine the growth and development of New York City - both as a subject in its own right and as a microcosm of broader *AMERICAN INDUSTRY AND WAR: changes seen on the national level. The major events in the narrative of the 20th 1917 TO PRESENT (1604) century will be examined but special attention will be given to how they affected Grades 11-12 Sem 2 3 credits New York City. Some major topics will include the era of Progressive reform, This course will examine the rise of the American industrial nation following World the Greenwich Village bohemians, the age of Prohibition and organized crime, War I, exploring the development of the internal combustion engine, the building immigrant New York, the Great Depression and New Deal, Robert Moses as city of highways, and the resulting new transportation systems in the early part of the builder, New York’s rise as an artistic and financial capital after World War II, 20th century. It will explore World War II’s effects on the American economy and the city’s resiliency in the troubled 1970’s, and the tragedy of 9/11. Additional prosperity, and the failures of U.S. military technology during Korea and Vietnam. requirements will be expected if taken for honors credit. The course ends with an examination of the new wars of the 21st century as they exemplify a world order seeking in part to undermine U.S. industrial domination. *THE AMERICAN PRESIDENCY: 1900 TO PRESENT (1626) Additional requirements will be expected if taken for honors credit. Grades 11-12 Sem 2 3 credits (Offered 2012-13) Like other important American political institutions, the presidency has been *THE UNITED STATES AND THE WORLD: shaped by decisions made at the Constitutional Convention of 1787 and by critical 1900 TO PRESENT (1606) developments that have occurred during the more than two hundred years that Grades 11-12 Sem 2 3 credits have passed since its founding. At the same time, presidential leadership has played a critical and unique role in shaping American political development. This course This course examines the political, social, and economic interactions of the U.S. explores the evolution of the Presidency between 1900 and the present but will also with other states and societies from 1900 to the present. Students will look at focus on the administrations of a select group of the modern American Presidents. defining moments in American history and analyze what they mean to Americans, It will emphasize the leadership roles each exercised in shaping the character of what they mean to other nations, and how the two perspectives differ. For example, the office as well as how each was shaped by the political, economic, and cultural they will look at the American Civil Rights movement and the cold war period forces of the respective historical periods. While the main character of the course in the context of world history. They will discuss the forces that have guided will be historical, it will at times employ a political science approach to investigate American foreign policy in this era and explore the ways in which the U.S., from the major roles and powers of the office. The two Roosevelt’s, Wilson, Truman, its emergence as a world power to its position in the world in the post cold war Johnson, Nixon and, Reagan will be the primary subjects of the course, yet it will period, has impacted the world and has responded to global crises. Additional also address connections and lessons for the current administration. Additional requirements will be expected if taken for honors credit. requirements will be expected if taken for honors credit. *ETHNICITY, CLASS, AND GENDER: 1900 TO PRESENT: (HISTORY) (1608) Grades 11-12 Sem 2 3 credits Students will explore the experiences of African-Americans, Latinos, European immigrants, and women, paying particular attention to how they have responded to the unique social, political, and economic challenges presented to them in

44 45 ADDITIONAL SEMESTER ONE COURSE MICROECONOMICS (1523) OFFERINGS Grades 10-12 Sem 1 3 credits Microeconomics is a semester introductory course in the foundation of economics. A BRIEF HISTORY OF GOD (1521) Using the philosophical basis of capitalism, it explores questions of how societies Grades 10-12 Sem 1 3 credits allocate scarce resources, how free markets operate, and how firms make profit. Topics include incentives, supply and demand, and business decisions. The course This course explores the changing views of the divine across historical periods emphasizes the practice of economics and encourages students to apply the tools and geographical regions. Its central focus will be the evolving ideas of Judaism, they learn to their understanding of their immediate environment. Additional Christianity and Islam and the historical forces which helped their development. requirements will be expected if taken for honors credit. Students will read primary religious texts as well as secondary sources. AMERICA IN THE CIVIL RIGHTS ERA (1529) ADDITIONAL SEMESTER TWO COURSE Grades 11-12 Sem 1 3 credits OFFERINGS Through historical writing, literature, film, music, and art, this course will explore issues connected to the Civil Rights movement from the 1950s through the early TRADITION AND TRANSITION: 1970s. Working with an English and a history teacher, students will examine this CHINA IN THE MODERN WORLD (1646) controversial and inspirational period in depth through multiple perspectives. Grades 11-12 Sem 2 3 credits Students may take this course for either English or History credit, although it will not fulfill the U.S. History requirement. Also, students can, with departmental This course will adopt an interdisciplinary approach to understanding the re- approval, receive honors credit if taken as a history course. Additional requirements emergence of China as a major world civilization and political power. We will will be expected if taken for honors credit. start by examining the internal and external factors that led to the collapse of Imperial China, and then shift to an examination of the many attempts at reform ISSUES IN AMERICAN LAW (1517) and revolution that characterize the last century and a half, including the Taiping Grade 12 Sem 1 3 credits Rebellion, the May Fourth Era, the victory of the Chinese Communist Party, the Cultural Revolution, and the Tiananmen Square Demonstrations. Finally, we will Issues in American Law will focus on Constitutional law, particularly the area of look at the years following Deng Xiaoping’s reforms of the 1980s, asking whether civil liberties. Through the analysis of actual Supreme Court opinions, students China’s rise today is something new or a return to past form. Students will read explore such topics as freedom of press, speech, and religion; fair trial; search and an assortment of literary and historical texts, including The Story of the Stone, the seizure; sex and race discrimination; and student rights. The semester includes mock collected works of Lu Xun, the “hooligan literature” of Wang Shuo, and selections Supreme Court arguments on pressing, controversial issues. With departmental from Jonathan Spence’s The Search for Modern China.The course may be taken for approval, students enrolled in this course will be given the option of earning either English or history credit. honors credit. Prerequisite: One semester of U.S. History.

LOOKING EAST, LOOKING WEST: AMERICA IN THE VIETNAM ERA (1634) MODERN JAPENESE CULTURE (1537) Grades 11-12 Sem 2 3 credits Grades 11-12 Sem 1 3 credits Through historical writing, literature, film, music, and art, this course will explore This course offers an interdisciplinary approach to understanding Japan from 1853 controversies associated with the Vietnam War from the 1960s through the mid- to the present. Students will read primary source documents by Japanese observers 1970s. Working with an English and a History teacher, students will examine of the West, and by Western visitors to Japan, and will also explore Japan’s literary this divisive and tumultuous period through multiple perspectives. Students may reaction to the West. The aim of the course will be to chart Japan’s engagement with take this course for either English or History credit, although it will not fulfill the Western nations through periods of mutual admiration, criticism, and conflict; and U.S. History requirement. Also, students can, with departmental approval, receive to see how major historical events such as the Meiji Reformation, the Pacific War, the honors credit if taken as a history course. Additional requirements will be expected American occupation, the “economic miracle” of the 1980s, and the recent explosive if taken for honors credit. popularity of contemporary Japanese popular culture have shaped and been shaped by literary artists. Students may take this course for either English or History credit. 46 47 HOLLYWOOD HISTORY (1515) more recent role as an emerging power. Literature, music, visual art, and film from Grade 12 Sem 2 3 credits writers and artists of Indian birth or descent will help us explore issues of identity, gender and sexuality, modernity, and empire. Students may take this course for As part film study and part American history, this course seeks to explore and either English or History credit. define the relationship between Hollywood film-making and history as seen in the United States between the 1930’s and 1970’s. The primary emphasis will be UNITED STATES GOVERNMENT: on Hollywood genre films (i.e., gangster, combat, film noir, and social problem HISTORY, STRUCTURE, & CRITICISM (1618) films) as mythic and formulaic interpretations of the past and present. We will Grades 11-12 Sem 2 3 credits study the historical context in which films were made, engage in close readings of film footage, and consider the historical context of production and reception. Beginning with the history of the Constitution, this course will probe the origins, Prerequisite: Two semesters of U.S. History. structure, and effects of the governmental institutions that define American democracy. Topics include the Presidency, the Congress, the Supreme Court, the LATIN AMERICA: States, political parties, interest groups, the federal bureaucracy, the American YESTERDAY, TODAY AND TOMORROW (1620) foreign-policy and defense establishments, and the media: all will be studied with Grades 11-12 Sem 2 3 credits (Offered 2012-13) an eye towards understanding how they came to be, the role they play in our governmental system, and, most importantly, their positive and negative impact on This is a broad introduction to the history of Latin America, a dynamic region American public life. The course ends with a mock trial in which students prepare, which boasts some of the most important economies of today and potential argue, and serve as witnesses in a case designed by the NJ Sate Bar Association. growth areas for the future. The course will begin with a short examination of Prerequisite: One semester of U.S. History. the early high civilization of the pre-Columbian Americas, including Inca, Mayan and Aztec. This pre-Columbian history plays a significant role in the current national and cultural identities of important countries like Mexico and Peru. Next the course will cover the impact of the European colonization as native worlds YEAR-LONG COURSE OFFERINGS disappear and merge with invading peoples and cultures. With this foundation ART HISTORY AP (7615) in place the course will then jump forward over the era of colonization and focus Grades 11-12 6 credits on the period of revolution from 1950 till today, with special emphasis of the role played by the Cold War in altering the course of revolution, land distribution and Art History AP is a survey of painting, sculpture, and architecture from prehistoric self-governance. time to the present. Students develop a sense of discriminating taste in art, a critical aesthetic vocabulary, and a clear sense of the historical evolution of art. This course is MACROECONOMICS (1624) designed to foster enthusiasm for the works of art around us. Trips to metropolitan Grades 10-12 Sem 2 3 credits area museums are an integral part of the curriculum and allow students to choose independent study topics based on works readily available for viewing. Extensive Based on 20th century economic thought, Macroeconomics explores how national writing assignments help to prepare students for the AP examination. This course and global economies operate, emphasizing current economic issues. A semester may also be taken for arts credit. introductory course, it seeks to answer questions regarding economic systems, the nature of money, and the nature of the business cycle. Students study the state PSYCHOLOGY (1630) of the American and global economy, predicts future trends, and participate in Grades 11-12 6 credits stock market and Federal Reserve Board simulations. Prerequisite: One semester of Microeconomics. Additional requirements will be expected if taken for honors This course will provide an overview of the major content areas in the field of credit. psychology. Students will be introduced to the history of the science of psychology, current empirical practices, the biology of human behavior, cognitive processes, UNDERSTANDING INDIA (1642) neuropsychology and the human brain, developmental stages, abnormal psychology Grades 11-12 Sem 2 3 credits (Not offered 2012-13) and mental health treatments, and the impact of groups on the behavior of individuals. In-class exercises and multi-media presentations will be utilized in This course examines the forces that have shaped Indian politics, society, and addition to assigned reading, and students will be encouraged to use their personal culture from partition to the present. The history component of the course focuses experiences to interpret the information presented in class. on aspects of colonial rule, nationalist resistance, and partition, as well as India’s

48 49 PSYCHOLOGY AP (1730) MINOR COURSE OFFERINGS Grades 11-12 6 credits The AP Psychology class will provide a college-level Introductory Psychology CONSPIRACY THEORIES IN AMERICAN HISTORY I (1551) course. The class will introduce students to the empirical examination of the Grades 11-12 Sem 1 1.5 credits (Offered 2013-14) various subfields of psychology including (but not limited to) the study of behavior This course examines the vital role conspiracy theories have played, for better and and cognitive processes, developmental theories, neuropsychology and the human for worse, in American History. Were there witches in Salem? Did the British brain, sensation and perception, states of consciousness, social interactions and plot to destroy American liberties? Who else was involved in the assassination of abnormality. In addition, in all areas, there is an emphasis on the ethics and scientific President Lincoln? Who sunk the U.S.S. Maine? In investigating these questions, methodology psychologists use in their profession. Students will be required to the course seeks to explore the role paranoia played in shaping American responses access and summarize journal articles and read from a college-level Introduction to to foreign and domestic crises before 1900. Psychology textbook. The associated cumulative exams will provide students with a college-level preparation to the field of psychology. Admission by permission of CONSPIRACY THEORIES IN AMERICAN HISTORY II (1652) the science or history department. Grades 11-12 Sem 2 1.5 credits (Offered 2013-14) TWENTIETH-CENTURY WORLD (HONORS) (1622) This course examines conspiracy theories in American History to determine the Grades 11-12 6 credits role paranoia has played in how Americans have responded to foreign and domestic crises beginning in the 20th century. Did FDR know about Pearl Harbor? What This course offers an in-depth look at the most important cultural and political really happened at Roswell? Who killed JFK? Was Obama born in the United movements of the 20th century. Topics explored include Modernism and Post- States? Responses to these questions tell us much about our ‘culture of fear’ as well Modernism in the arts and sciences, totalitarianism, the two world wars, genocide, as our desire to know the truth. decolonization and neo-imperialism, the rise of modern China and 20th-century struggles for economic and political justice. Integral to the course is a world approach: students will focus not only on Europe, but on such world history topics as independence movements in India, Africa, the Middle East and Asia, Imperial Japan, China under Communist rule, and globalization.

*UNITED STATES HISTORY AP (1520) Grades 11-12 6 credits This is an intensive survey course treating the period from the American Revolution to the present. With a focus on political, social, diplomatic, and economic history, the following topics are explored in some depth: the American Revolution, the Constitution, Jeffersonian and Jacksonian Democracy, the coming of the Civil War, Reconstruction, the transformation of the American economy during the nineteenth century, the Progressive Era, World War I, the New Deal, World War II the Cold War, the 1960’s and the post 1960’s conservative reaction. Particular attention is given to the process of writing a research paper, to analyzing primary sources and to independent study and writing. Students take the Advanced Placement examination in United States History at the end of the course. Admission to this course is by permission of the department.

50 51 in the “Eastern World,” primarily from China and India. An introductory ______ETHICS philosophical text will be used to study South Asian and East Asian Philosophies as well as selected texts from each of these two very different philosophical traditions. ETHICS (9742) We will look at the ultimate philosophical questions asked by each tradition. India: Grade 10 Sem 1 or 2 1.5 credits ‘What is there (really)?’ and China: ‘What should be done?’ We will continue to The main goal of Ethics is to help students learn and apply the critical thinking free ourselves to wonder and look at life from a new perspective. skills they will need to a) actively listen to and understand the points of view of others; b) make clear ethical decisions of their own; and c) use their reasoning NOTE: In both of these philosophy courses, class participation, group skills to clearly explain their own points of view to others. To achieve this goal, presentations, some tests and quizzes, and a series of short critical papers will form students will study a brief philosophical introduction to ethical thinking. This the primary methods of assessment. The course gives perspective and depth to the basic introduction will be followed by an examination of a series of case studies, other major courses taught at Dwight-Englewood School as well as to the affective stories or issues that will be used in guided discussion about the ethical questions environment, in which we live, work and play. Students are encouraged to think raised by the actions of individuals and groups within our society. This required critically, reflect on and continue to formulate coherent thoughts of their own course for tenth graders will meet twice a week for one semester. about some of the larger, philosophical issues of life.

ANCIENT PHILOSOPHY IN SPANISH (9721) MODERN PHILOSOPHY IN SPANISH (9722) Grades 11-12 Sem 1 3 credits Grades 11-12 Sem 2 3 credits This is an introduction to philosophy taught entirely in Spanish. The readings, This is a continuation of Introduction to Ancient Philosophy in Spanish, also taught discussions and writings in Spanish develop a high level of academic proficiency entirely in Spanish. The readings, discussions and writings in Spanish continue to in the Spanish language including subtle nuance as well as a solid introduction develop a high level of academic proficiency both in the Spanish language and in to philosophical thinking. Using an authentic, but accessible text, Historia de la philosophical thinking. This course uses the second half of the text from semester Filosofía – sin temor ni temblor (History of Philosophy – without fear or trembling) 1. This course may be taken by students who have not taken the semester one by Spanish philosopher, Fernando Savater, students build on the foundation of course. Prerequisites: Spanish 4 H or any Spanish AP course or the equivalent, critical philosophical thinking established in the Ethics 10 course. Prerequisites: and Ethics 10. Spanish 4 H or any Spanish AP course or the equivalent, and Ethics 10. BIOETHICS (3621) INTRODUCTION TO WESTERN PHILOSOPHY (9745) Grades 11-12 Sem 1 or 2 3 credits Grades 11-12 Sem 1 3 credits This course, which contains a significant focus in ethical principles, has been This course builds on the foundation of critical-thinking established in the traditionally offered for credit from the Science Department. Please see the tenth grade ethics course. Students read about and discuss some of the major complete description for this course in the Science Department’s course listing. philosophical problems treated, primarily, by modern philosophers since the time of René Descartes. An introductory text and selected readings form the vehicle in which we will travel on a reflective journey. We will ask questions about life and death, knowledge, justice and equity, happiness and suffering, free will, God, mind, reasoning, love, labor and loss and a thousand other things. We will free ourselves to wonder.

INTRODUCTION TO EASTERN PHILOSOPHY (9746) Grades 11-12 Sem 2 3 credits This second semester course builds on the foundation of critical-thinking laid in the tenth grade ethics course and on the Introduction to Western Philosophy course offered in the fall, but it can also be a stand-alone course. Students will read about and discuss some of the major philosophical problems treated by philosophers

52 53 INTEGRATED MATHEMATICS WITH MODELING 2H MATHEMATICS and (IMM2H) (2417) ______COMPUTER SCIENCE Grade 10 6 credits This course follows up on the mathematical ideas and concepts introduced in IMM INTEGRATED MATHEMATICS WITH MODELING 1 (IMM1) 1H. The two principal mathematical concepts on which the work of the course (2307) will focus are Transformations and Functions. Modeling is used a problem-solving Grade 9 6 credits tool throughout the course. While students will see transformations applied to geometric figures and sets of data, in this course they will see a transformation This course is designed for ninth graders who have completed Dwight-Englewood as an example of a function. Other examples of functions which will be studied School’s Middle School mathematics sequence or its equivalent. The course builds are polynomial, rational, circular, exponential and logarithmic. As in IMM2, an on a foundation of concepts in algebra, but with a greater emphasis on applications investigative approach is emphasized regularly in the course, but a greater emphasis and problem solving. Students acquire experimental data and perform data analysis is placed on rigor in this class. Computers and graphics calculators are used when using the TI-84 graphing calculator and Excel. The topics covered include algebra, appropriate. Students who complete this course successfully may consider Calculus geometry, and data analysis. Specifically, the students study proportionality and for their junior year course, with departmental approval. linearity, quadratic functions, and exponential functions. The geometry portion of the course includes similarity and proportions, parallel lines, right triangles, areas and volumes. UPPER LEVEL MATHEMATICS ELECTIVES INTEGRATED MATHEMATICS WITH MODELING 1H SEMESTER COURSE OFFERINGS (IMM1H) (2317) Grade 9 6 credits INTRODUCTION TO STATISTICS (2810) This course covers the same topics as IMM 1, but at a faster pace and with greater Grade 11 Sem 1 & 2 3 credits rigor. The topics extend to include linear programming (after linear functions), an This one semester course is designed especially for eleventh graders who intend introduction to complex numbers and solving equations by completing the square, to take AP Statistics in their senior year. It is not a requirement for enrollment (in the unit on quadratic functions), matrices (to solve linear systems), and triangle in AP Statistics, but it will give students a through introduction into the kinds of trigonometry. problems that they will encounter in that course. The course will cover descriptive statistics including creating and interpreting different visual displays of data such INTEGRATED MATHEMATICS WITH MODELING (IMM) 2 as Stem and Leaf Plots, Box Plots, Frequency Distributions and Scatter Plots. In (2407) addition, students will learn different counting principles such as combinations Grade 10 6 credits and permutations and also sequences and series as lead-ins to solving problems This course follows up on the mathematical ideas and concepts introduced in related to probability, a fundamental tool in the study of statistics. Department IMM1. The two principal mathematical concepts on which the work of the course approval is required for students to enroll in this course. will focus are Transformations and Functions. Modeling is used a problem-solving tool throughout the course. Students will learn that transformations can be applied ADVANCED TOPICS IN GEOMETRY & TRIGONOMETRY to geometric figures, sets of data and graphs of functions, while a function is a (2530) fundamental mathematical concept which is seen in many real world applications. Grades 11-12 Sem 1 & 2 3 credits Units on the geometry of the circle as well as triangle trigonometry are included. This course will afford students the opportunity to relate concepts from prior math An investigative approach is emphasized regularly in the course. Computers and courses to geometric ideas and to further advance their current knowledge of this graphics calculators are used when appropriate. In addition, periodic review of interesting and important branch of mathematics. basic algebra skills is a staple throughout the year. Emphasis will be placed on developing critical thinking skills as students use logical reasoning and argument in an axiomatic approach to Euclidean Geometry. This course will focus on both abstract geometry and real-world problem situations.

54 55 The topics covered will include logic and proof (using deductive and inductive FUNDAMENTALS OF FINANCE (2604) reasoning), parallel lines, polygons, triangle congruence, tessellations, triangle Grades 10-12 Sem 1 or 2 3 credits trigonometry and coordinate geometry. It is essential for everyone to have a basic understanding of finance, both for those A cross-disciplinary approach will be taken where students will be encouraged to intending to enter into a career in that field, and for everyone else who wishes to be flexible and creative in how they view geometry in areas of their own interest, make informed financial decisions throughout their lives. Students in this class such as Visual Arts, History or the Sciences. Students will use very diverse media will learn the basics of finance using practical application of mathematical skills. to discover and explore much of the course content: for example, we will read Beginning with the central concept of the time value of money, the course will Edwin Abbott’s book, Flatland (originally published in 1884), watch the 2009 develop the idea of “net present value,” enabling students to understand terms like short film of the same name and use Geometers’ Sketchpad to develop original “annuities,” “amortization,” and “internal rate of return,” as well as the impact of artwork, based on the style of M. C. Escher. inflation on investment decisions. Topics to be covered will include compound interest, risk/reward tradeoff, cash on cash returns, stocks, options and, time DISCRETE MATHEMATICS (2561) allowing, financial derivative products. Personal finances will also be addressed, Grades 12 Sem 1 3 credits including 401K’s, IRA’s, income taxes, and portfolio management. Cautionary illustrations of Ponzi schemes and pyramid schemes, as well as the notion of This course is offered for students who wish to take a mathematics course in their protecting one’s investment will round out the curriculum. Prerequisite: Integrated senior year, and who wish a different experience from Calculus. Topics include: Mathematics with Modeling 1. graph theory, applications of Eulerian and Hamiltonian Circuits, minimum spanning trees, logical argument and truth tables, sets, induction and recursion. YEAR- LONG COURSE OFFERINGS THE PRACTICE OF STATISTICS (2801) Grades 12 Sem 1 or 2 3 credits PRECALCULUS (2540) This is a course tailored for those who wish to use statistics in daily life or in Grade 11 6 credits academic research. The course focuses on key ideas, rather than on mathematical This two semester course is designed for eleventh graders who intend to take AP formulation and shows the student how a sound understanding of statistics can Calculus in their senior year. This is a fast paced course designed to introduce the help them make better decisions as consumers, students, or professionals. The type of experience that they will encounter in an AP Calculus class. The course emphasis of this course is reasoning. A workshop, activity-based approach to builds on the foundation laid in IMM 2 related to the various classes of functions learning the concepts is emphasized, utilizing statistics software. such as linear, quadratic exponential functions. In addition, the course will give a thorough treatment of trigonometry and circular functions, as well as such diverse DIFFERENTIAL CALCULUS (2601) topics as complex numbers and parametric equations, sequences and series. As a Grade 12 Sem 1 3 credits transition to calculus, students will be introduced to the concepts of limits and This course offers to students an introduction to differential calculus. In this continuity. Departmental approval is required for students to enroll in this course. course, students learn to evaluate problems critically and to analyze and interpret results while solving problems that arise in realistic situations requiring the tools of PRECALCULUS H (2550) calculus. A graphing calculator is required for this course. Grade 11 6 credits This course is designed for those students who complete IMM2H, and who choose INTEGRAL CALCULUS (2602) not to take AP Calculus in their junior year. This rigorous course will build on the Grade 12 Sem 2 3 credits strong function work done in IMM2H to introduce students to such topics as This course offers to students an introduction to Integral Calculus. In this course, analytical trigonometry, parametric equations, polar coordinates, conic sections, students learn to evaluate problems critically and to analyze and interpret results functions of a complex variable and hyperbolic functions. Successful completion while solving problems that arise in realistic situations requiring the tools of of this course qualifies students for AP Calculus, but students opting for Calculus calculus. Prerequisite: Differential Calculus. BC need departmental approval. In addition, this course prepares students well for the SAT II Level 2 standardized test.

56 57 STATISTICS AP (2815) MULTI-VARIABLE CALCULUS H (2723) Grade 12 6 credits Grades 11-12 6 credits (Offered 2012-13) This course covers a curriculum in statistics following a syllabus defined by the Calculus is the study of properties of the elementary functions of a single Advanced Placement Program. Topics to be studied are divided into 4 major independent variable. This course is for those students who complete either of themes: 1) exploratory data analysis and interpreting graphical displays; 2) planning the AP Calculus courses and wish to further their knowledge of Calculus. Topics and conducting a study (surveys, experiments and generalizability of results); 3) of study are functions of two and three variables, partial derivatives, vectors, the probability; 4) statistical inference (estimating population parameters and testing gradient vector, unconstrained and constrained optimization, double and triple hypothesis). Prerequisite: Departmental approval. integrals, line and surface integrals, and Green’s Theorem. Prerequisite: A grade of 4 or 5 on either the AB or BC Calculus AP exam is strongly recommended for CALCULUS AB AP (2620) enrollment in this course. Grades 10-12 6 credits NONLINEAR DYNAMICS H (2565) Calculus AB AP consists of all the material in the Calculus AB Advanced Placement Grades 11-12 6 credits syllabus. The course pursues topics in differential and integral calculus with special emphasis on their applications. Analytic geometry, trigonometric, and logarithmic As much computer science as it is mathematics, this course leads students on functions are other areas defined in depth. A graphics calculator is required for this an exploration of deep mathematical concepts that lend themselves nicely to course. Prerequisite: Departmental approval. graphical representation. The course touches on dynamical systems, fractals, chaos, numerical analysis, software design, complex variables, cellular automata, and CALCULUS BC AP (2720) iterated function systems, to name a few key topics. Students are expected to be Grades 10-12 6 credits competent Visual Basic programmers and strong mathematicians. The course uses the modern tools of technology to explore modern boundaries of mathematics. Calculus BC AP consists of all the material in the Calculus AB Advanced Placement Prerequisite: Completion of multi-variable calculus is recommended. syllabus plus the additional topics required for proper preparation for the BC AP exam. The course pursues topics in differential and integral calculus with special emphasis on their applications. Analytic geometry, trigonometric, and logarithmic COMPUTER SCIENCE functions are other areas defined in depth. The additional “BC” topics include Infinite Series, Polar Curves, Parametric Equations and advanced Integration PROGRAMMING I (2901) techniques. A graphics calculator is required for this course. Prerequisite: Grades 10-12 Sem 1 1.5 credits Departmental approval. Explore the science and art of computer programming. This course will introduce COLLEGE LINEAR ALGEBRA WITH APPLICATIONS H students to algorithms and programming and the elemental features of writing a (2730) computer program, such as the notion of variables, loops, conditionals, input and Grade 11-12 6 credits (Offered 2013-14) output. Several different programming languages will be used, including Scratch, Visual Basic, Python, and Java, among others. This course, for students who have completed any of the AP courses offered by the department, covers topics normally found in a college Linear Algebra course. PROGRAMMING II (2902) Students will “Enter the Matrix” and learn to use matrices to represent systems of Grades 10-12 Sem 2 1.5 credits equations, transformations of 2- and 3-dimensional objects, and Markov Chains. Topics such as determinants, characteristics of invertible matrices, eigenvalues and The continuation of Programming I, for those students who wish to move on eigenvectors, orthogonality, and Cramer’s Rule will also be covered. Applications to more complex and demanding programming problems. This course will focus of linear algebra topics are interesting and diverse. They include: balancing on the use of Java and Python and will utilize the object-oriented programming chemical equations, optimizing networks, population analysis and urban planning, paradigm, taking a closer look at: class definitions, inheritance, methods, fields, electric circuit analysis, the behavior of economic, financial and ecological systems, and arrays and/or lists. Prerequisite: Programming I computer graphics, sound systems, and alternative methods of statistical analysis.

58 59 COMPUTER SCIENCE AP (2920) ADVANCEMENT ALGEBRA 2 (S233) Grades 10-12 6 credits Grades 9-11 6 credits Computer Science AP consists of the material in the Computer Science Advanced This course covers the essential concepts of a full-year course in Algebra 2. Topics Placement syllabus and more. Students learn the Java programming language, include review of Algebra 1, quadratic equations, irrational numbers, complex starting with its basic syntax (variable declaration, conditionals and iteration) and numbers, and linear systems with two and three variables, inequalities, exponents, progressing to an understanding of primitive types and objects as well as the subtle logarithms, sequences, series, the binomial theorem, and word problems. This interactions of various kinds of classes. Students are subsequently introduced to course does not replace IMM 1 or IMM 2. This course carries Dwight-Englewood classic computer science topics such as data structures and algorithm analysis. credit, but does not replace a requirement for graduation. Modularity will be rigorously emphasized both by the instructor and by the Java language itself. The course is project-oriented and students will work on creating, ADVANCEMENT PRECALCULUS (S234) among other things, a variety of games. Students will collaborate on group Grades 9-11 6 credits programming projects as much as possible. Prerequisite: departmental approval Topics covered include Function Analysis, Sequences and Series, Exponents, based on the achievement, curiosity and potential of the student. No prior Logarithms and Trigonometry (including graphing, solving equations, proving experience in Java is required or expected. identities and De’Moivre’s theorem). Upon completion of this course, students will be well-prepared to take a course in Calculus. A graphing calculator is required ADVANCED TOPICS IN COMPUTING: 3D GRAPHICS AND for this course. TI-83+ (or higher) calculator required. Pre-requisite: Two years of ANIMATION (2905) Algebra and one year of Geometry. This course does not replace Precalculus (2540) Grades 11-12 Sem 1 or 2 3 credits for placement purposes for Dwight-Englewood students without prior approval This one semester minor course is designed for those students who have completed from the Mathematics Department. both Programming I and II courses or who have completed the Computer Science AP course or who can demonstrate a strong programming background. In this course, students will learn to use two programming languages: Python and Blender. Both languages work together to create 3D graphics and animation. Department approval is required for students to enroll in this course.

SUMMER OFFERINGS IN MATHEMATICS

ADVANCEMENT ALGEBRA 1 (S231) Grades 8-9 6 credits This course covers the basic concepts of a full-year course in Algebra 1. Topics include fundamental operations, factoring, fractions, functions, linear systems, graph of linear equations and functions, simple quadratic equations and word problems. This course does not replace IMM 1 or IMM 2. This course carries Dwight-Englewood credit, but does not replace a requirement for graduation.

ADVANCEMENT GEOMETRY (S232) Grades 9-11 6 credits This course covers the fundamental concepts of a full-year Geometry course and provides an introduction to inductive and deductive reasoning. Topics include plane and solid Geometry, with an emphasis placed on formal proofs. This course does not replace IMM 1 or IMM 2. This course carries Dwight-Englewood credit, but does not replace a requirement for graduation.

60 61 ______SCIENCE UPPER LEVEL SCIENCE ELECTIVES

Students entering in ninth grade will take a two-year integrated science sequence. semester One Semester Two Beginning with the class of 2012, students must then complete two more semesters of science, at least one semester of which much be a physics course. Bioethics Bioethics

Students currently in grade 11, who have completed Science 11, may enroll in the Environmental Science Environmental Science elective or AP Science choices listed below. AP Science courses require the approval of the department chair. Forensics Forensics

INTEGRATED BIOLOGY AND CHEMISTRY (IBC) I (3307) Robotics Robotics INTEGRATED BIOLOGY AND CHEMISTRY (IBC) I H (3317) Grade 9 6 credits Engineering Engineering Integrated Biology and Chemistry is a two-year sequence that integrates key Astronomy Physics Mechanics aspects of biology and chemistry and provides students with a solid foundation in both disciplines. Students will develop and construct ideas that are based on their Physics Mechanics Brain & Behavior experimental results and that incorporate and integrate key biological, chemical and environmental concepts. These will build up from states of matter and atomic Brain & Behavior Ethnobotany structure to basic biochemistry and include cellular functions, human anatomy and physiology and populations (and their changes). There will be a continued Ethnobotany Physics EM/Waves (Sem 1 emphasis on energy and evolution as unifying themes. Tablet computers and Physics Mech is a prerequisite) calculators are the tools used to collect, analyze, and present data and to construct models and programs that can provide enhanced visualizations of major concepts. Physics Honors This course is carefully coordinated with the mathematics course. Biology AP INTEGRATED BIOLOGY AND CHEMISTRY (IBC) II (3407) INTEGRATED BIOLOGY AND CHEMISTRY (IBC) II H (3417) Chemistry AP Grade 10 6 credits Physics AP This second course in a two-year sequence builds upon the foundations in both disciplines laid down in the previous year course. Understanding of chemical Environmental Science AP structures and fundamental concepts such as thermodynamics, energy flow and equilibrium will lead to a more in-depth understanding of biochemical systems, Psychology AP genetics, evolution, cellular functions and the interaction of living organisms with their environment. Enduring understanding is fostered by a combination of laboratory investigations and long-term projects, especially in genetics and a field work investigation in a near-by nature sanctuary. Students will be encouraged to develop and construct models that are based on their experimental findings and that incorporate and integrate key chemical, biological, and environmental reasoning. Tablet computers will again be used to collect, analyze and present data, to provide enhanced visualizations of major concepts, and to serve as portals to the scientific literature and the science community. This course is coordinated with the mathematics courses.

62 63 SEMESTER COURSE OFFERINGS FORENSIC SCIENCE (3660) Grades 11-12 Sem 1 or 2 3 credits BIOETHICS (3621) Forensic Science is a broad interdisciplinary field that encompasses many aspects Grades 11-12 Sem 1 or 2 3 credits of science including Biology, Chemistry, and Physics, as well as other fields such as The Bioethics course is designed to expose students to the many complex issues Mathematics, History, Sociology and Language Arts. In this one semester course, surrounding the use of modern technology in the biomedical field, and the you will take on the role of a forensic scientist, studying and employing a variety effect of modern technology on the environment. Students will be presented of techniques and analytical methods used in criminal investigations. Topics with several case studies involving issues such as brain death, transplantation, will include types of evidence, fingerprinting, hair and fiber analysis, toxicology animal experimentation, genetic engineering, and DNA fingerprinting. In order reports, blood and DNA analysis, human remains examination, soil analysis and to examine each case, students will use formats that are common to bioethical handwriting analysis. Activities and experiments are primary components of this research. Students are expected to research the scientific facts that underlie each course. Prerequisite: Completion of the IBC I and II sequence or equivalent. situation, examine the relevant legal codes, and apply various ethical and moral philosophies in an attempt to make the critical decisions required by each situation. ROBOTICS (3607) Prerequisite: Completion of the IBC I and II sequence or equivalent. Grade 11-12 Sem 1 or 2 3 credits Robotics is a multi-disciplinary course that incorporates elements of physics, BRAIN AND BEHAVIOR engineering and computer programming into real world, hands-on problem Grade 12 3 credits Sem 1 & Sem 2 (3701) solving. Students are expected to build a “bot” that can meet the challenges Was King George III really mad? Is lead poisoning reflected in the paintings of outlined in that year’s VEX robotic competition. Students will collaborate in all Goya and Van Gogh? This course aims to look into these and other similarly aspects of the building and designing process and be asked to present their work at fascinating questions by exploring how the brain works. The goal is to recognize various points. Through the semester, the class will investigate topics that include and understand the biology behind development, learning, memory, cognition, kinematics, forces and energy, simple machines, structural design and stability, and general brain function, and to use the brain as a gateway for exploring some circuitry and basic computer programming. They will also be required to keep an key biological concepts in greater depth. Students will also examine how chemicals engineering notebook to chart their progress. Prerequisite: Grade 10 math and drugs affect the brain and, therefore, subsequent behavior. Prerequisite: Completion of the IBC I and II sequence or equivalent. ASTRONOMY (3656) Grade 11-12 Sem 1 3 credits ENVIRONMENTAL SCIENCE (3654) What is the difference between a pulsar and a quasar? Could we build a colony on Grades 11-12 Sem 1 or 2 3 credits Mars? Why isn’t Pluto a planet? And, what does it mean to think about the shape The Environmental Science course studies the concepts of ecology, ecological of the Universe? This course will answer these and many other questions while research, and applications of ecological principles to key environmental issues. giving students a basic introduction to the field of Astronomy. Topic will include Students study population ecology, community interactions, and energy flow and celestial mechanics, methods of observation, stars, galaxies and the Universe. The nutrient cycling in ecosystems. Students set up laboratory and field experiments, emphasis is on conceptual understanding although there will be basic mathematical making use of the campus Nature Sanctuary and other field sites. The course analysis. Computers will be used for research as well as sky simulations. Hands-on also includes study of issues related to water and air quality, global warming, activities, field trips, and evening sky observation will be incorporated throughout biodiversity, and a range of smaller topics, particularly those currently in the news. the course. Prerequisite: completion of the IBC I/II course sequence or equivalent Several field trips are taken to local facilities related to the course. Students are asked to become an expert on a campus-based sustainability issue, and to design PHYSICS-MECHANICS Sem 1 or 2 (3551) and implement a solution to that problem. Prerequisite: Completion of the IBC I PHYSICS EM/WAVES Sem 2 (3552) and II sequence or equivalent. Grades 11-12 3 credits each semester Students can take the first or both semesters of this course. This is a hands-on experimental course designed to familiarize students with fundamental physics laws and concepts. This course will emphasize investigative activities, descriptive understanding, fundamental problem solving skills and simple mathematical

64 65 modeling. Students are expected to be comfortable using basic algebra and physiology, developmental biology, evolution, and ecology. Laboratory work in trigonometry. Topics covered first semester include kinematics, forces, energy and this course includes the use of the microscope and frequent opportunities for momentum. Topics covered second semester include electricity, magnetism, waves, students to design their own laboratory procedures. Prerequisite: IBC II or one sound and optics. full year of biology and departmental approval. Students are expected to take the College Board AP examination in May. ENGINEERING (3605) Grades 11-12 Sem 1 or 2 3 credits CHEMISTRY AP (3670) Grade 11-12 6 credits This is a hands-on course that is designed to introduce students to the basic elements of Engineering. Topics covered will include structures, mechanics, electronics, and Chemistry AP is a college-level course that offers students a systemic continuation other types of engineering. Beginning with some basic principles of physics, the to the study of matter and its changes with a strong emphasis on developing class will investigate materials and design. Students will develop skills such as problem- solving abilities. This course will revisit many of the chemistry principles problem solving, working in a team, planning and presenting a project. Projects that were first covered in earlier science courses and cover in more detail topics such will be done both individually and in groups. Students will use their tablets to as nuclear chemistry, thermodynamics, oxidation - reduction, colligative properties, learn 3-D drawing, to do research, and to document their work. electrochemistry, and organic chemistry. There is a rigorous laboratory component. Students should be comfortable with algebra and some geometry. Chemistry AP ETHNOBOTANY (3623) course provides a solid foundation in chemistry for the life, physical and applied Grades 11-12 Sem 1 or 2 3 credits sciences including pre-medicine, engineering and other fields not directly related This course will explore the complex relationships between cultures and their use to science. Prerequisite: IBC II and departmental approval. Students are expected of plants. We will examine how plants are used, managed and perceived by human to take the College Board AP examination in May. societies. This will include use of plants for food, clothing, currency, rituals, medicine, dye, construction and more for a variety of regions around the world. PHYSICS AP (C LEVEL) (3615) Students will be involved in investigations through lab activities, research projects, Grades 11-12 6 credits and a possible field trip. Prerequisite: completion of the IBC I/II course sequence The Physics C AP course provides a systematic approach of the main principles or equivalent of physics and emphasizes the development of problem-solving abilities. It is assumed that the student is familiar with algebra and geometry. Calculus is used YEAR- LONG COURSE OFFERINGS occasionally, and students must have either completed a course in calculus, or be concurrently enrolled in a calculus course. This rigorous college level course PHYSICS H (3555) provides a foundation for physics in the life sciences, pre-medicine, engineering Grade 11-12 6 credits and some applied sciences, as well as other fields not directly related to science. Topics covered are Newtonian mechanics, Newton’s laws of motion, work, energy, This is a full-year problem-solving based course with an emphasis on student power, momentum, circular motion, oscillations, kinetics and thermodynamics discovery and experiments. Basic math pre-requisites include strong algebra skills and electricity and magnetism. Prerequisite: Departmental approval is needed for and basic trigonometry. This will be a fast paced course designed for students this course. Students are expected to take the College Board AP examination in who are very comfortable with “word problems”, have strong lab skills, are able to translate concepts from mathematical models to conceptual explanations, and have May. good work habits. Topics covered first semester include kinematics, forces, energy and momentum, gravitation, and simple harmonic motion. Topics covered second ENVIRONMENTAL SCIENCE AP (3635) semester include electricity, magnetism, waves, sound and optics. Grades 11-12 6 credits Environmental Science AP is a rigorous college level science course that stresses BIOLOGY AP (3625) scientific principles and analysis, and includes a major laboratory and field Grade 11-12 6 credits investigation component. The course provides students with the scientific concepts Biology AP is a rigorous college-level course that approaches biological principles and methodologies necessary to understand the interrelationships of the natural in depth, focusing on evolution as a unifying theme. Study covers a variety of world, to analyze environmental problems both natural and man-made, and to topics including biochemistry, energetics, genetics, comparative anatomy and examine solutions for correcting and preventing them. Specific topics include air

66 67 and water quality, global warming, energy resources, mining, forestry, fisheries, SUMMER OFFERINGS IN SCIENCE agriculture and biodiversity. The course is interdisciplinary by nature, and while primarily focused on the sciences, also includes connections to computer ADVANCEMENT BIOLOGY (S361) applications, politics, economics, law, philosophy and ethics. Students will do field Grades 8-10 6 credits work in the campus Nature Sanctuary as well as nearby ecosystems such as Flat Rock Brook Nature Center. Several field trips are taken to local facilities related to This course emphasizes the investigative processes of biological science and the the course. Approval from the department chair is required. Students are expected history of scientific ideas. Laboratory experiments, microscopic investigations, to take the College Board AP examination in May. dissections and various audiovisual aids are used to explain the basic concepts of life. Topics include cell biology, biochemistry, organic chemistry, photosynthesis, PSYCHOLOGY AP (6730) ecology, evolution, genetics, human reproduction, anatomy and physiology. This Grades 11-12 6 credits course does not replace Integrated Biology & Chemistry I or II. This course carries Dwight-Englewood credit but does not replace a requirement for graduation. The AP Psychology class will provide a college-level Introductory Psychology course. The class will introduce students to the empirical examination of the ADVANCEMENT CHEMISTRY (S362) various subfields of psychology including (but not limited to) the study of behavior Grades 8-10 6 credits and cognitive processes, developmental theories, neuropsychology and the human brain, sensation and perception, states of consciousness, social interactions and This course emphasizes the unifying concepts and principles of chemistry presented abnormality. In addition, in all areas, there is an emphasis on the ethics and scientific and illustrated by means of laboratory experiments and problem-solving exercises. methodology psychologists use in their profession. Students will be required to Topics include matter, energy, atomic theory, chemical quantities and equations, access and summarize journal articles and read from a college-level Introduction to kinetic theory, equilibrium, the periodic table, acids, bases, salts, organic chemistry, Psychology textbook. The associated cumulative exams will provide students with nuclear chemistry, and electrochemistry. This course does not replace Integrated a college-level preparation to the field of psychology. Admission by permission of Biology & Chemistry I or II. This course carries Dwight-Englewood credit but the science or history department. does not replace a requirement for graduation.

ADVANCED INDEPENDENT RESEARCH SEMINAR (AIRS) ADVANCEMENT PHYSICS (S363) (3325/3425/3525) Grades 9-12 6 credits Grades 9-11 Non Credit This intensive course teaches the principles of a full-year of Physics including The Advanced Independent Research Seminar (AIRS) is an opportunity for talented mechanics, electricity, magnetism, the kinetic theory of heat, waves and optics, and motivated students to pursue an advanced and specialized topic in science and atomic and nuclear physics. This course satisfies the physics requirement as over a period of three or four years, leading to an extended independent research well as the third year science requirement. project, often as part of the Senior Focus program. Students begin in the 9th or 10th grades, and for the first year or two they will meet once or twice a week with a science teacher as they define, develop, and gain background in their chosen area of specialization. Students will also learn more about scientific research methods, and begin to contact potential mentors – scientists or engineers working in the field or the laboratory. This process will then lead to designing and carrying out an independent research project, many of which evolve into Senior Focus topics. Throughout the entire program, students will continue to have regular contact with a science teacher for advice and support. Students are expected to continue their work over a period of several years including a significant amount of summer time, although not necessarily each summer.

68 69 LATIN: LEVEL 3 H (4515) ______LANGUAGES Grades 10-12 6 credits Latin 3H concludes the formal study of grammar and strengthens vocabulary and LATIN and GREEK translation skills. Course work begins with adaptations of literature and progresses to original selections from various authors such as Livy, Cicero, and Caesar. The LATIN: LEVEL 1 (4300) second semester emphasizes the translation of selections from poets Vergil, Ovid, Grades 9-12 6 credits Catullus and/or Horace. Ancillary materials supply the background needed for a full appreciation of the authors and their context. Prerequisite: Latin completed Latin 1 uses a grammatical approach in which reading serves to build basic translation through level two and departmental approval. skills. The readings underline the similarities in grammar and vocabulary between Latin and English and provide an introduction to the culture of the Roman people LATIN LEVEL 4 H (4605) in the first century C.E. Grades 11-12 6 credits LATIN: LEVEL 2 (4400) The late Republic and early Empire witnessed remarkable developments both at Grades 9-12 6 credits home and abroad in many areas of life. Latin IV Honors will present original materials which reflect trends in Roman government, literature, values and mores In Latin 2 students continue to master vocabulary and grammatical concepts, from the mid-first century through the acquisition of provinces, the collapse of while they read more about Roman civilization. Texts include mythology and the republic and the establishment of the empire. Works studied will include the history adapted from selected authors of the first century B.C.E. Prerequisite: Latin poems of Catullus, Caesar’s Bellum Civile, Cicero’s Pro Caelio and Somnium completed through level one. Scipionis, and Livy’s Ab Urbe Condita. We will conclude with a reading from Vergil’s Aeneid. LATIN: LEVEL 2 H (4415) Grades 9-12 6 credits LATIN: LEVEL 4 EPIC AP (4615) (4715) The Latin 2 Honors course will cover more grammar and culture than the regular Grades 11-12 6 credits class. The course will cover participles, indirect statement, and most uses of the Reading selections from Books I, II, IV, VI, X, and XII of Vergil’s Aeneid in the subjunctive. Some selections from ancient authors will be read, and the students original, students in Latin Epic AP arrive at an understanding of early Augustan will delve more deeply into topics of Roman culture. Prerequisite: Latin completed poetry, politics, society, and culture. Investigations into the history and culture through level one and departmental approval. of the late Republic and early Empire heighten the students’ perception and appreciation of one of the world’s greatest pieces of writing. Class work further LATIN: LEVEL 3 (4500) accents scansion, reading aloud, and translation of poetry. The course fully prepares Grades 10-12 6 credits students to take the Advanced Placement examination in Vergil. Prerequisite: Latin Latin 3 concludes the formal study of grammar and strengthens vocabulary and completed through level three and departmental approval. translation skills. During the first semester of this course, students conclude the Cambridge series, completing the study of all the major grammatical structures GREEK: LEVEL 1 (4740) including all uses of the subjunctive. Students then read adaptations for the Roman Grades 11-12 6 credits (Not offered 2012-13) historians, beginning with the stories of the founding of Rome and progressing up Ancient Greek teaches its students the fundamentals of the language of Plato through the Republic and early Empire. The readings become more difficult as the and Herodotus. The class is designed as both an extension and reinforcement semester progresses, ending with prose passages that are close to the original. At this of students’ language backgrounds. Knowledge of the language and culture of point students are also introduced to some Latin poetry, reading selections from ancient Greece greatly expands the understanding of the ancient Mediterranean, Catullus, Martial and other Latin poets. Ancillary materials supply the background exposing students to a culture upon which the Romans and all of western needed for a full understanding of the history and literary selections. Prerequisite: culture have laid their foundations. In addition, on a linguistic level, students’ Latin completed through level two. previous experience with Latin and romance languages will greatly enhance the

understanding of the structure, composition, and translation of Greek, allowing for a more comprehensive syllabus than might otherwise be expected. Student will

70 71 use a university-level text supplemented with readings from authors ranging in FRENCH: LEVEL 2 (5400) time and subject from Homer’s Iliad to Matthew’s Gospel. Prerequisite: Latin Level Grades 9-12 6 credits two or departmental. French 2 builds on foundations already established, concentrating more on French grammar, and furthering the students’ exposure to French culture and civilization. ARS HISTORIAE ANTIQUAE GRATIS (4050) Readings employed are appropriate to the ability and proficiency of the class. Grades 11-12 Sem 1 and/or 2 1.5 credits per Sem Prerequisite: French completed through Level one. The myths, fables, and great historical figures of Ancient Greece and Rome have been the inspiration of masterworks for nearly three millennia. These works provide not FRENCH: LEVEL 2 H (5415) only an effective means of examining the history and politics of these two societies Grades 9-12 6 credits but also their social and moral character. To better understand these core ideas and A more intensive and accelerated immersion in the Level 2 curriculum, the French ideals that have formed the Western Tradition is to better understand the society we honors section gives students the opportunity to investigate additional readings inhabit today. With this as the goal, we will analyze sculptures, paintings, mosaics, appropriate to their level of ability and proficiency. Prerequisite: French completed plays, and dances with classical subject matter. The works will be divided by theme: through Level one and departmental approval. The Ancient Greek Pantheon; Greek Virtues- Kalos (beauty), Arete (excellence), and Kleos (glory); Roman Virtues-Pietas (duty), Dignitas (reputation), Gravitas FRENCH: LEVEL 3 (5500) (dignity), Virtus (courage); The Founding of the Roman Empire. Through detailed Grades 10-12 6 credits analysis of art in a variety of media these foundational concepts and histories will come alive. To support and broaden students’ understanding of the Western French 3 refines grammatical abilities in speaking, reading, and writing, the goal Tradition, sections of Hesiod’s Theogony, Homer’s Iliad, Vergil’s Aeneid, and being to broaden use of French in every way. For this purpose, the course includes Livy’sAb Urbe Condita will be read. This course is taught entirely in English; no more extensive readings, longer written exercises, and participation in class exercises knowledge of Latin is required. conducted in French. Prerequisite: French completed through Level two.

FRENCH: LEVEL 3 H (5515) FRENCH Grades 10-12 6 credits

Advanced grammar and vocabulary review fortify students’ reading skills and FRENCH: LEVEL 1 (5300) oral/aural performance, as short essays and free composition help develop their Grades 9-12 6 credits proficiency in writing. Readings are chosen from a variety of sources, primarily Le French 1 combines an oral/aural communicative and proficiency approach and Petit Prince. Prerequisite: French completed through Level two and departmental a variety of other techniques to lead students through the basic components approval. of grammar. Additional aspects of the course introduce French cultures and civilizations. Classes are taught primarily in French. FRENCH: LEVEL 4 H (5630) Grades 11-12 6 credits HONORS ACCELERATED FRENCH (5741) French 4 Honors is aimed at increasing both the students’ fluency in using French Grades 11-12 6 credits and their exposure to French literature and civilization. The course employs a Research and experience both show clearly that the ideal time to learn a second variety of everyday readings, including periodicals, and also selections from some foreign language is on the heels of the first. Knowledge of the one language serves of the major French authors such as Sartre, Camus, Hugo and Molière. Essays on as a springboard to faster acquisition and fluency. This is particularly true for two a variety of cultural topics, some textual analysis, and creative writing develop the romance languages, such as French and Spanish. The course will address all four students’ thinking and writing skills. Prerequisite: French completed through Level skill areas – speaking listening, reading and writing – with particular emphasis three and departmental approval. on conversation. This is an accelerated, college level course in beginning French, which covers one and a half to two years of material. Successful completion allows students to advance to third level French. Prerequisite: Spanish or Latin completed through Level two.

72 73 FRENCH: LEVEL 5 AP LANGUAGE (5625) (5725) LITERATURE OF THE FRANCOPHONE WORLD 2 (5742) Grade 12 6 credits Grades 11-12 Sem 2 3 credits French Language AP is offered to seniors who want to perfect their reading, This course develops linguistic proficiency and cultural awareness through the writing, and speaking skills and are interested in taking the Advanced Placement study of literature, songs and films from Belgium, Asia, North Africa and France. Examination in French Language. Readings taken from a variety of authors fuel Students will learn about the French-speaking world through a variety of literary discussions on contemporary issues and provide material for writing during the genres including but not limited to articles from comic books, short stories, poems, first semester. The second semester includes intensive preparation for the AP exam. novels and classic fairytales. They will also listen to popular songs and view current Prerequisite: French completed through Level four and departmental approval. films from each of the countries explored. Students will broaden their verbal communication skills through literary and film analysis with particular attention to language and culture. Periodic written assignments will reinforce writing, SEMESTER COURSE OFFERINGS vocabulary and grammatical skills.

LITERATURE OF THE FRANCOPHONE WORLD I (5731) FRENCH THROUGH THE CINEMA (5732) Grades 11-12 Sem 1 3 credits Grades 11-12 Sem 2 3 credits This course develops linguistic proficiency and cultural awareness through the French Cinema is used as the basis for the development of both conversational study of literature, songs and films from France, Canada, the French Antilles and skills and historical, cultural and artistic understanding. Films from France and Africa. Students will learn about the French-speaking world through a variety other areas of the Francophone world will give students an authentic experience of of literary genres including but not limited to articles from current periodicals, another society with its distinctive values, customs and ambiance. Hearing native comic books, short stories, poems and novels. They will also listen to popular voices in authentic, often contemporary conversation will enhance students’ ability songs and view current films from each of the countries explored. Students will to both speak and understand. Movies will be shown in French in short segments, broaden their verbal communication skills through literary and film analysis with without subtitles, while the teacher provides key vocabulary words and idiomatic particular attention to language and culture. Periodic written assignments will expressions. For each segment, the teacher will promote conversation using the new reinforce writing, vocabulary and grammatical skills. vocabulary. Students will have an opportunity to develop their writing skills with summaries, short essays and other assignments related to each film. Prerequisite: FRENCH CONVERSATION (5751) French completed through level three. Grades 11-12 Sem 1 and/or 2 3 credits The advanced level conversation class gives students the opportunity to concentrate SPANISH on developing their conversational skills in French. One focus will be on the acquisition of vocabulary to be utilized in settings which reflect the Francophone SPANISH: LEVEL 1 (6300) world. Authentic audio materials, newspapers and magazines will be used to enhance Grades 9-12 6 credits students’ exposure to language used in real-world situations. Another focus will be on giving the students the opportunity to interact with each other in simulating various Spanish 1 combines an oral/aural communicative and proficiency approach and situations using vocabulary generated by individual interests. Music, film and field a variety of other techniques to lead students through the basic components of trips will provide enrichment. Prerequisite: French completed through Level three. grammar. Additional aspects of the course introduce Hispanic cultures and civilizations. Classes are taught in Spanish. CHILDREN’S LITERATURE IN FRENCH (5744) Grades 11-12 Sem 2 3 credits SPANISH: LEVEL 2 (6400) Snow White, Cinderella, Madeline, and Little Red Riding Hood: all the stories we Grades 9-12 6 credits remember fondly from childhood will be brought to life in French. Students will Continuing the approach of Spanish 1 this course studies more advanced topics read, discuss, and analyze the stories and will be guided to see the universal themes in grammar along with a more in-depth coverage of chosen aspects of Hispanic found in literature across cultures. The fact that students will already be familiar civilization. Prerequisite: Spanish completed through level one. with most of the stories will provide a useful context for their comprehension in French. The culmination of the course will be the creation of an original project, based on the stories they have studied, to be presented to a group of young children. 74 75 SPANISH: LEVEL 2 H (6415) a wide range of literary movements and genres in both Spain and Latin America, Grades 9-12 6 credits from the Middle Ages to the present. It is structured in part chronologically and in part in order of difficulty. Students read authentic texts ranging from the poetry A more intensive and accelerated immersion in the Level 2 curriculum, the Spanish of Sor Juana, a seventeenth century Mexican nun and early feminist to modern honors section gives students the opportunity to investigate additional readings short stories by Gabriel García Márques. Students gain skills in essay writing appropriate to their level of ability and proficiency. Prerequisite: Spanish completed and literary analysis. Some attention is also given to reinforcing grammar skills through level one and departmental approval. and developing vocabulary. The course covers one half of the current advanced placement curriculum and is a prerequisite for Spanish AP Literature (6710). SPANISH: LEVEL 3 (6500) Prerequisite: Spanish completed through level three and departmental approval. Grades 9-12 6 credits Spanish 3 is designed to teach and improve skills in oral communication. SPANISH: LEVEL 5 AP LITERATURE (6715) Conversational methods encourage students to use active speaking vocabulary and Grades 11-12 6 credits structures taught in levels 1 and 2. Writing assignments take the form of dialogues Spanish AP Literature continues the survey of Spanish and Latin American or the written expression of opinions, thus reinforcing the conversational approach literature begun in Spanish 4 Honors and completes the process of preparing of the course. Prerequisite: Spanish completed through level two. students for the Advanced Placement exam in Spanish Literature. Authors range from Cervantes and other writers of Spain’s Golden Age to the contemporary SPANISH: LEVEL 3 H (6515) authors of Latin American “boom”, such as Jorge Luis Borges and Isabel Allende. Grades 9-12 6 credits Evaluation is based on class participation and written essays. Prerequisite: Spanish The advanced grammar study and vocabulary development of Spanish 3 Honors completed through level three and departmental approval. refine students’ speaking, reading, and writing skills. Students study a variety of Hispanic authors and learn the culture, customs, and history of the Spanish- SPANISH: LEVEL 5 AP LANGUAGE (6625) (6725) speaking nations. Prerequisite: Spanish completed through level two and Grades 11-12 6 credits departmental approval. Spanish AP language is offered to seniors who want to perfect their reading, writing, and speaking skills who intend to take the Advanced Placement Examination in SPANISH: LEVEL 4 H LANGUAGE (6616) Spanish language. Students work toward oral/ aural and written fluency using Grades 10-12 6 credits tapes, readings from Spanish periodicals and popular authors. Discussions revolve The purpose of this course is to enable students to develop their use of Spanish around current issues and readings done in class. Prerequisite: Spanish completed for active communication. Class activities and assignments will focus on aural/ through level four and departmental approval. oral skills, reading comprehension, grammar and comprehension as students acquire a large working vocabulary and versatility in using the target language for various contexts. The class will read authentic articles and stories in Spanish and SEMESTER COURSE OFFERINGS listen to a great variety of podcasts, interviews and radio broadcasts, all focused on the acquisition of Spanish in the context of the modern world. Both orally and ANCIENT PHILOSOPHY IN SPANISH (6021) in writing, students will practice various modes such as description, narration, Grades 11-12 Sem 1 3 credits inquiry and discussion as they fine tune grammatical points and improve writing This is an introduction to philosophy taught entirely in Spanish. The readings, skills in the target language. This course is required for those students wishing to discussions and writings in Spanish develop a high level of academic proficiency prepare for the AP language class. Prerequisite: Spanish completed through level in the Spanish language including subtle nuance as well as a solid introduction three and departmental approval. to philosophical thinking. Using an authentic, but accessible text, Historia de la Filosofía – sin temor ni temblor (History of Philosophy – without fear or trembling) SPANISH: LEVEL 4 H LITERATURE (6615) by Spanish philosopher, Fernando Savater, students build on the foundation of Grades 10-12 6 credits critical thinking established in the Ethics 10 course. Prerequisites: Spanish 4 H or Spanish 4 Honors is aimed at increasing both the students’ fluency in using any Spanish AP course or the equivalent, and Ethics 10. Spanish and their exposure to Spanish literature and civilization. The course spans

76 77 CULTURE OF PRE-COLUMBIAN SOCIETIES (6743) SPANISH AND LATIN AMERICAN LITERATURE H (6755) Grades 10-12 Sem 1 3 credits Grades 10-12 Sem 1 and/or 2 3 credits The Pre-Colombian Jewel! Aztecs, Mayans, and Incas. This class will provide This course is offered to students who have completed the Spanish AP Literature students with the opportunity to further enhance their knowledge and course, or to any student with a good level of proficiency in the language. The understanding of the three major Latin American Pre-Columbian groups. In main prerequisite is a love of literature and the desire to know, in depth, works this class, students will apply their skills and knowledge of Spanish to study these of some of most engaging contemporary writers of Spain and Latin America. The cultures in greater depth. This class will provide them will a greater understanding course may include readings and discussion of works by Gabriel García Márquez, and appreciation for these cultures. Students will study their habits, cultural and Jorge Luis Borges, García Lorca, Isabel Allende and Pablo Neruda. The selection of social lifestyles of both yesterday and today. They will work on different projects readings can be tailored to the interests of the students. Evaluation is based on class to recreate, revive or familiarize themselves with the way that these Pre-Columbian participation and written essays. people lived in the past, and how they continue to live today. Evaluation is based on the range and quality of their project presentations, as well as on regular tests MODERN PHILOSOPHY IN SPANISH (6022) and/or quizzes. Prerequisite: Spanish III. Grades 11-12 Sem 2 3 credits This is a continuation of Introduction to Ancient Philosophy in Spanish. It too SPANISH: HISPANIC STUDIES, SPAIN (6731) is taught entirely in Spanish. The readings, discussions and writings in Spanish Grades 10-12 Sem 1 3 credits continue to develop a high level of academic proficiency both in the Spanish This is a course designed to immerse students in the richness of Spanish culture. language and in philosophical thinking. Using the second half of the text from Students will become familiar with everyday life and traditions based on the history, semester 1 of this course, students continue to build on the foundation of critical geography, and culture of the regions of Spain from prehistoric times through the thinking established in the previous course and / or in Ethics 10. This course may middle ages. Through the presentation of an overview of changes brought about be taken by students who have not taken level I. Prerequisites are Spanish 4 H or by historic events, students will be able to see the connection between events in any Spanish AP course or the equivalent and Ethics 10. the larger world and in the lives of individuals. Art, music, architecture and local SPANISH: HISPANIC STUDIES, LATIN AMERICA (6732) language-dialects are included in our historical study. As a supplement, modern Grades 10-12 Sem 2 3 credits Spain is also brought into the classroom through radio, television, newspaper and other media sources. This course introduces students to the civilization and culture of Latin America. It will cover the traditions of Spanish America based on the history, geography, and SPANISH CONVERSATION (6736) culture of Mesoamerica and the Caribbean as well as South America. It will include Grades 11-12 Semester 1 and/or 2 3 credits the principal Indian, Iberoamerican, and colonial cultures, as well as the discovery and colonization of the new world, through the time of the conquistadores. In the The purpose of an advanced level conversation class is to help students hone their process of studying the history of these countries, students will be able to see the speaking and listening skills through authentic and realistic experiences. The connection between events in the larger world and in the lives of individuals. Art, content of the course may vary depending on student interests. Conversations may music, architecture and local language-dialects are included in our historical study. be based on studies depending on student interests. Students hone their speaking As a supplement, modern Spanish America is also brought into the classroom and listening skills through authentic accounts of school events or controversies, through radio, television, newspaper and other media sources. news stories or broadcasts, movies, books or television shows. Authentic audio materials as well as guest speakers may also enhance students’ exposure to other CHILDREN’S LITERATURE IN SPANISH (6753) accents. Assessment is based on frequency and clarity of class participation as well Grades 10-12 Sem 2 3 credits as vocabulary acquisition. Students are able to enroll in either or both semesters of this course. The content of the course may vary depending on student interests. It may not be easy to create a children’s story book in Spanish, but we will try! In this Students hone their speaking and listening skills through authentic accounts class we will read a selection of authentic children’s stories in Spanish and familiarize of school events, news stories or broadcasts, movies, books or television shows. ourselves with the format and the genre. Although these stories are written for Spanish level 3 is a prerequisite. children, many offer a strong message or moral and are structurally challenging. There is a lot to learn about the culture as well as the language. The ultimate goal of the class is for the students to create an original project, based on the stories they have studied, which they will share with the Lower School Spanish students. 78 79 FOREIGN FILMS IN SPANISH (6752) the program for which certificates are awarded by the University of Salamanca. Grades 11-12 Sem 2 3 credits (Not offered 2012-13) Students may also personally elect to take Spanish dance, guitar, and/or folksong classes in the afternoon. Students live with Spanish families and study at the This course is open to students who want to continue their work with the language. University of Salamanca with professors from the University faculty. A placement Films from Spain and Latin America will give students an authentic experience of test is given by the University at the beginning of the program, so students study at other societies with their distinctive values, customs and ambiance. Hearing native their own level with students from around the world. The program is chaperoned voices in authentic, often contemporary conversation will enhance students’ ability and culturally guided by Dwight-Englewood School teachers. Other organized to both speak and understand. Movies often will be shown in Spanish in short activities included swimming, touring historic cities and sites, mid-day planning segments, without subtitles, while the teacher provides key vocabulary world and meetings, athletic activities, group fiestas, Spanish film series, dancing, and an idiomatic expressions. For each segment, the teacher will promote conversation afternoon conversation class with a professor from the university. The trip is open using the new vocabulary. Students will have an opportunity to develop their to all Dwight-Englewood School Upper School students regardless of the language writing skills writing assignments related to each film. they study. For more information, please see the web site www.d-e.org/Spain. This course carries Dwight-Englewood credit but does not replace a requirement for LEARNING SPANISH THROUGH FILM MAKING (6750) graduation. Grades 10-12 Sem 2 3 credits This class will provide students with the opportunity to further enhance their skills in the Spanish language in a classroom setting that allows them to apply their knowledge of Spanish by creating short films. They will use their knowledge both of the language and of the culture of Spanish speaking countries to create film scripts. All aspects of the process of filming the scripts will be conducted in the Spanish language. While the intention of the course is to provide students with an intensive experience in speaking, listening, reading and writing the language, they will also have the opportunity to use any skills in making videos which they have already acquired. Prerequisite: Spanish completed through level three.

LANGUAGE INDEPENDENT STUDY Grades 11-12 In the past, the Language Department has offered independent study opportunities in German, Hebrew, Italian, Japanese, Russian, and ancient Greek. These are available based upon the expertise of present faculty members, their current workloads, and the ability to schedule study in a manner mutually convenient to the faculty member and student. Students interested in such a course should consult with the department chair to learn what languages are available for study and if arrangements can be made.

SUMMER OFFERINGS IN LANGUAGE

SALAMANCA D-E IN SPAIN (S631) Grades 9-12 3 credits Students study at the University of Salamanca, Spain, in a one-month academic Spanish course. The group departs late in June and returns in late July or early August. There are three hours of classes in the morning, Mondays through Fridays – two language classes and one elective. A cumulative exam is given at the end of

80 81 FINE AND SEMESTER ONE OFFERINGS PERFORMING ARTS STUDIO ARTS FOUNDATIONS (2D) (7441) ______Grades 9-12 Sem 1 1.5 credits All ninth graders are encouraged to take a full-year of arts courses in order to begin This semester course develops visual aesthetics by using different media and fulfilling the graduation requirement of 6 credits, from the following choices: techniques while focusing on concepts and the development of process. The Orchestra, Chorus, Handbell Choir, Stage Band, Jazz Performance Workshop, concentration of this term is on elements of art in producing two-dimensional art. Studio Arts Foundations 2D, Studio Arts Foundations 3D, Introduction to A core program of drawing, which is the foundation for a creative and technical Acting, Scene Study for the Actor, The Spoken Word: Speaking vs. Acting, Mime, experience, is the basis for this semester. Texture, value, color and composition Movement and Physical Theatre, Improvisation and Technical Theatre Arts. are the cornerstone areas of the curriculum. Class periods will revolve around Students whose schedules cannot accommodate this may request a delay of these creativity, analysis, aesthetics, and the examination of works by selected master credits until the following year. artists. This course is a prerequisite for more advanced and specialized courses. There is no prerequisite for this course.

VISUAL ARTS PAINTING AND DRAWING (7453) Grades 10-12 Sem 1 1.5 credits The following chart shows the likely schedule pairings of semester-long courses. Students may take either or both semesters of any pair. This course meets for three periods weekly for one semester. It is ideal for students who have completed Studio Arts Foundations 2D and who do not have time for semester One Semester Two Studio Art Accelerated Portfolio Development, or for those students who have completed Studio Art Accelerated Portfolio Development and wish to concentrate Studio Arts Foundations: 2D Studio Arts Foundations: 3D on painting. More experienced students will determine an individual focus in consultation with the instructor. This course may be repeated. Prerequisite: Studio Painting & Drawing Sculpture Arts Foundations 2D or permission of the instructor.

Innovative Design II Industrial Design INNOVATIVE DESIGN II (7496) Grades 11-12 Sem 1 1.5 credits Photography II Video Production II This course will utilize the foundation graphic design skills of typography, visual Ceramics II Printmaking semantics, layout and both traditional and computer illustration skills developed in Innovative Design I to design, create and produce a more thorough and advanced Non-Western Modern Art History: investigation into creative design, marketing aesthetics, branding and product Art History Survey 1900 - Present line creation. Students will apply their personal interest to the course and utilize assignments for the tangible creation of a marketable line or business. Prerequisite: Photography - Video Production I Innovative Design I or permission from instructor with previous work reviewed.

Ceramics I PHOTOGRAPHY II (7540) Innovative Design I Grades 10-12 Sem 1 1.5 credits Accelerated Portfolio Development Emphasis is on aesthetics and on the use of photography to create a mood, tell a story, or make a statement. Each student is encouraged to develop his or her own Studio Art AP individual style. The course includes instruction and hands-on experience with studio lighting, infrared film, filters, darkroom and film manipulation, and special Art History AP effects. Prerequisite: Photo/Video Production I or permission of instructor. Arts Independent Study

82 83 CERAMICS II (7475) develop those skills while providing another medium to explore and experience. Grades 10-12 Sem 1 1.5 credits The semester will focus on the production of a series of prints that are presented in a final portfolio. An exhibit of student work will take place at the end of the semester. This one semester course is a continuation of investigation into ceramics as an This semester class may be repeated. Prerequisite: Studio Arts Foundations 2D. artistic medium through use of advanced hand-building techniques, infusions and pottery. Wheel throwing, drape-mold construction and large scale sculpture will SCULPTURE (7455) be introduced. In addition to deeper inquiry into the medium, advanced surface Grades 10-12 Sem 2 1.5 credits decoration will be explored and alternative glazing techniques such as under-glazes, scrafitto and glass overlay. This course is designed for students seriously interested This course meets for three periods weekly for one semester. It is ideal for students in further developing foundation ceramic skills. Student work will be exhibited who have completed Studio Arts Foundations 3D and who do not have time for during the Winter Arts Festival. Prerequisite: Ceramics I. Studio Art Accelerated Portfolio Development, or for those students who have completed Studio Art Accelerated Portfolio Development and wish to concentrate NON WESTERN ART HISTORY SURVEY (7613) on sculpture. This course examines different construction techniques of sculpture Grades 11-12 Sem 1 3 credits using clay and other mediums. More experienced students will determine an individual focus in consultation with the instructor. This course may be repeated. This art history class introduces students to a variety of art and artists from around Prerequisite: Studio Arts Foundations 3D or permission of the instructor. the globe. Readings, discussions and writing will help acquaint students with artistic processes and history within a cultural context. Areas covered include INDUSTRIAL DESIGN (7490) Africa, Asia, and the Americas. The ultimate goals of the class will be to help Grades 10-12 Sem 2 1.5 credits students to recognize artists, artworks and styles that reflect these areas as well as their historical significance and influence. Study will also be supplemented with This course will utilize graphic design skills and exist as a branch off of the Innovative field trips to area museums. No prerequisite and may be taken one semester or Design Course Series. Utilizing two-dimensional visual semantics, this course will combined with Modern Art History for a full year course. explore three dimensional design problems such as package, furniture and product drafting and designing, urban and environmental landscape, architectural structure design and green architecture. The class culminates with a public presentation by SEMESTER TWO OFFERINGS each student that traces their select project from concept inception through various drawings and the final model. This class meets three times a week for one semester. STUDIO ARTS FOUNDATIONS (3D) (7442) Prerequisite: Studio Arts Foundations 2D and Innovative Design I or permission Grades 9-12 Sem 2 1.5 credits of the instructor. This semester course develops visual aesthetics by using different media and VIDEO PRODUCTION II (7545) techniques while focusing on concepts and the development of process. The Grades 10-12 Sem 2 1.5 credits concentration of this term is on principles of design in producing three-dimensional art. A core program of drafting for three-dimensions, which is the foundation for Through exercises and demonstrations, the class will learn advanced shooting, a creative and technical experience, is the basis for this semester. Shape, form, light lighting and editing techniques. Working in teams, students will produce a series and material are the cornerstones of the curriculum. Class periods will revolve of short digital productions. Editorial and narrative structure will be modeled around creativity, analysis, aesthetics, and the examination of works by selected through the students understanding of techniques and artistic choices in classic master artists. This course is a prerequisite for more advanced and specialized and contemporary film and television. The course will also include oral and written courses. There is no prerequisite for this course. analysis of various genres from American and international films as well as an investigation of current cinematic trends. Prerequisite: Photo/Video Production I. PRINTMAKING (7445) Grades 10-12 Sem 2 1.5 credits MODERN ART HISTORY FROM 1900 - PRESENT (7614) Grades 11-12 Sem 2 3 credits This semester course introduces students to a variety of printmaking processes including woodblock, etching, stamp prints, silkscreen, and monoprinting. Prints This art history class will help trace the progression of art from the turn of one and their creators from various periods of art history will be shown and discussed. millennium to another. Understanding artists in their own words and works within Drawing is a major component of printmaking allowing students to further a historical and cultural context will be the ultimate goal of the class. The class also

84 85 attempts to make sense of modern and contemporary art, exploring its origins and media, editorial design and traditional illustration students will produce portfolio- uncovering its future. Study will also be supplemented with films and field trips to level work. Graphic design may be applied in any media, such as advertisements, area museums. No prerequisite and may be taken one semester or combined with packaging design, product design, posters, logos, children’s book illustrations, Non Western Art History for a full year course. holiday design, self-promotion, graphic-novels, CD design, editorial art, t-shirt design and brochures/magazines. The overall focus of this course is creative thinking, idea generation and high quality crafting. Prerequisite: Studio Arts YEAR LONG COURSES Foundations.

PHOTOGRAPHY - VIDEO PRODUCTION I (7535) ACCELERATED PORTFOLIO DEVELOPMENT: Grades 10-12 3 credits ADVANCED STUDY IN ART AND DESIGN (7450) Grades 10-12 6 credits Photography I uses a semester of lecture-lab study to acquaint beginning students with the camera, the fundamentals of picture taking and black-and-white darkroom Students who have completed both Studio Arts Foundations: 2D & 3D may techniques. Students need the use of a 35mm or 2-1/4 x 2-1/4 format camera elect to take this major course. The class will have four scheduled periods a week with manual capabilities. If purchasing a new camera, a simple camera, such as with the addition of one open studio period. The instructor and student will the Pentax K-ZX-30 or the Canon Rebel, or an equivalent, is recommended. The determine this open period at the onset of the course. The year will consist of second semester of this year long course, Video Production I continues from and a semester of two-dimensional study and a semester of three-dimensional study. applies the basics of Photography I to the medium of video. Students will study Both semesters will provide portfolio guidance and direct the student toward scenes and evaluate techniques used by classic directors such as Alfred Hitchcock, technical competence, visual understanding, and the ability to communicate ideas D.W. Griffith and Frank Capra, and by current documentary filmmakers. In a and concepts articulately. Prerequisite: Studio Arts Foundations and Instructor small group setting, students will collaborate to produce short films and music Permission. videos where attention will be paid to script development, directing, camera operation, lighting, non-linear editing and special effects. This course meets three STUDIO ART AP PORTFOLIO (7480) times a week. Grades 11-12 6 credits The AP Studio Art portfolios are designed for students who are seriously interested CERAMICS I (7470) in the practical experience of art including both two-dimensional and three- Grades 10-12 3 credits dimensional instruction and projects. AP Studio Art is not based on students This course meets three periods weekly for a full year. It is a basic course that taking a written examination. Instead art AP students are required to produce a provides an introduction to clay as an artistic medium and to the studio as an cumulative portfolio for evaluation by the College Board at the end of the year. equipped working space. Focusing on hand building both functional and sculptural The full year course will have four scheduled periods a week with the addition of forms, students will learn and develop such techniques as pinching, hollowing, one open studio period. The program is open to all 11th and 12th graders who coil-building, and slab rolling. Principles of patterning texture and design will be have completed their arts requirements and have received Instructor permission. developed through stamp impressions use of tools and low-fire commercial glazes. In addition, students will have the opportunity to explore building techniques and ART HISTORY AP (7615) personal, expressive uses of material and concepts. All student work is exhibited in Grades 11-12 6 credits both the Winter and Spring Arts Festivals. Prerequisite: Beginning with Class of Art History AP is a survey of painting, sculpture, and architecture from prehistoric 2014, Studio Arts Foundations: 3D. time to the present. Students develop a sense of discriminating taste in art, a critical aesthetic vocabulary, and a clear sense of the historical evolution of art. This course is INNOVATIVE DESIGN I (7495) designed to foster enthusiasm for the works of art around us. Trips to metropolitan Grades 10-12 3 credits area museums are an integral part of the curriculum and allow students to choose Graphic design is the applied art of arranging image and text to communicate a independent study topics based on works readily available for viewing. Extensive message. This full year graphic design course is developed around the principles writing assignments help to prepare students for the AP examination. This course of marketing and advertising. By the study of color theory, logo design, layout, can also be taken for History credit. Prerequisite: Instructor permission. universal symbolism, typography, copy-writing, sequential-narrative design, digital

86 87 ARTS INDEPENDENT STUDY SEMESTER ONE OFFERINGS Independent Studies in the Arts Department are for students with demonstrated proficiency in a discipline who wish to pursue a higher level of excellence in that INTRODUCTION TO ACTING (7621) field. They cannot be used to fulfill graduation requirements in lieu of existing Grades 9-12 Sem 1 1.5 credits courses. They are subject to the availability of faculty who will take no more than This semester course introduces students to the basics of actor training and includes one student each semester. Credit is not given for independent studies. Students exercises and theatre games designed to free the actor physically and emotionally, who wish to be considered for an Independent Study should discuss their idea with build self-confidence and better communicate ideas. The target is to reveal the the faculty member with whom they wish to work and must have demonstrated individual talent of each student and to stimulate creativity – tools of enormous in previous course work that they can work independently and creatively at a high value to not only for acting but for to everyday life. level. A formal proposal with a detailed outline of the proposed area of study must be submitted and approved by the teacher and the department chair. Proposal MIME, MOVEMENT AND PHYSICAL THEATRE (7623) forms are available from the department chair. Grades 9-12 Sem 1 1.5 credits Give your voice a rest and let the silent world of mime and movement communicate THEATRE ARTS your thoughts and ideas. Work on exercises that develop spontaneous expressive movement. Vent your frustration by concentrating on the disciplined art of stage The following chart shows the likely schedule pairings of semester-long courses. combat. This course will remove competitive tensions and builds on playing off the Students may take either or both semesters of any pair. actions and reactions of others.

THE SPOKEN WORD: SPEAKING VS. ACTING (7627) semester One Semester Two Grades 9-12 Sem 1 1.5 credits Introduction to Acting Scene Study for the Actor Tailor your speech to communicate, entertain, persuade or pay tribute. Recognize obstacles and relieve tension to achieve a relaxed speaking voice. Specific exercises will be selected to overcome slurring, mumbling and speaking too fast, while others Mime & Movement Collaborative Theatre will develop delivery of content and motivation. Enjoy contrasting the various and Physical Theater Workshop methods of delivery for stage, screen and public speaking. Have fun working on dialects in the special radio segment of the semester. The Spoken Work Improvisation TECHNIQUES OF ACTING (7631) Techniques of Acting Styles of Acting Grades 10-12 Sem 1 1.5 credits Directing for the Stage Theater, Culture, Times Course work focuses on training in well known acting techniques used by actors and Places to achieve the director’s interpretation. Selection could include but not limited to Stanislavsky Method, American Method, Alexander Technique and British Arts Independent Study Arts Independent Study Technique.

DIRECTING FOR THE STAGE (7625) Grades 10-12 Sem 1 1.5 credits The fundamentals of stage directing will be covered in this one semester course. Topics to be covered will include selecting a show, basic script analysis, blocking (using stage space), casting, and producing. Students will direct dramatic scenes, one-act plays and scenes from musical theatre while working in various theatrical styles. Prerequisite: Introduction to Acting, or permission of the Instructor.

88 89 SEMESTER TWO OFFERINGS ARTS INDEPENDENT STUDY Independent Studies in the Arts Department are for students with demonstrated SCENE STUDY FOR THE ACTOR (7642) proficiency in a discipline who wish to pursue a higher level of excellence in that Grades 9-12 Sem 2 1.5 credits field. They cannot be used to fulfill graduation requirements in lieu of existing Actors and theatre lovers will practice their skills by working actively on scenes from courses. They are subject to the availability of faculty who will take no more than full-length one-act and one-person plays. The process will thrive on interpretations one student each semester. Credit is not given for independent studies. Students and discoveries made during in-depth script study. The scenes to be selected from who wish to be considered for an Independent Study should discuss their idea with all theatrical genres, and chosen in consultation with the teacher, will identify and the faculty member with whom they wish to work and must have demonstrated achieve the individual acting and academic goals of each student. The combination in previous course work that they can work independently and creatively at a high of taking this course with Introduction to Acting will give the student a solid one level. A formal proposal with a detailed outline of the proposed area of study must year foundation in acting technique. be submitted and approved by the teacher and the department chair. Proposal forms are available from the department chair. IMPROVISATION (7644) Grades 9-12 Sem 2 1.5 credits YEAR-LONG OFFERINGS Stimulate your positive energy in improvisation exercise and theatre as a means to sharpen concentration, broaden expression and be a winner in everyday situations. WRITING FOR THE STAGE (7660) Approach without fear the non –threatening techniques and stimulating exercise Grades 10-12 3 credits that bring forth your spontaneous creativity in a fun filled and trusting environment. This course may be repeated. Students will write and develop original material (plays and performance pieces). They will have an opportunity to have their work performed as fully realized STYLES OF ACTING (7648) productions or as staged readings. This full-year course will meet three times each Grades 10-12 Sem 2 1.5 credits week, twice as a full class with the instructor and once each week in independent student/teacher meetings. Opportunities to see plays and performances will be Discover and identify the social and cultural clues which shape the style of text planned during the year. This course is great for creative writers, but no previous while studying the actor’s actions as determined by the historical, social and cultural play writing experience is necessary. structure of the script. Possible styles may include but are not limited to Greek, Shakespeare, Realism, Absurd, Melodrama, Pantomime and Commedia Dell’Arte. TECHNICAL THEATRE ARTS (7680) Grades 9-12 3 credits THEATRE: CULTURE, TIMES & PLACES (7646) Grades 10-12 Sem 2 1.5 credits This course is a study of technical theatre; theatre from a backstage viewpoint. Topics covered, through text and actual involvement in productions, include Examine theatre’s evolution, from its beginnings in primitive ritual, through theatre organization, the theatre as a factory, tools and machinery of the craft, and classics, contemporary plays and the avant-garde. This is a course that will enter into play production. Facets of carpentry, scenic artistry, lighting, sound, properties, dialogues that question the impact on audiences from the issues and themes raised and stage management are experienced through hands-on participation in the by the playwright and interpretation of the director on the US and international preparation, mounting, and running of actual productions. Students in this course scene. The class will attend two contrasting performances outside of School time. meet twice a week during class time and one after School session of their choice The cost of attending performances will be covered by the students. (Monday through Saturday) for a three-hour period. Attendance at rehearsals is also required for the entire production week schedule of the three major shows COLLABORATIVE THEATRE WORKSHOP (7629) done during the year. For more information or questions about after School Grades 10-12 Sem 2 1.5 credits requirements contact Mr. DiLeone, Technical Director of the Theatre. Meeting three periods per week in an environment of trust and mutual respect, this class will research, develop and create a collaborative performance piece to be presented at the end of the semester.

90 91 THEATRE PRODUCTION CREDIT YEAR LONG COURSES Grades 11-12 In recognition of students’ dedicated time and effort beyond scheduled class time, the Arts Department provides to students, during their junior and senior years, the ATTENDANCE REQUIREMENT option of acquiring 0.5 arts credit per production – for a maximum of 1.5 credits Handbell Choir/Chorus/Orchestra/Jazz Performance per year – of the following: Fall Play, Winter Musical, Student-Written One-Act Workshop/Stage Band Plays and the Middle School Production. The maximum number of credits to be Attendance is required at all performances and final rehearsals. Concert earned through this method is 3.0. The credit will be awarded on a pass/fail basis. dates are available at the opening of School. Required rehearsals are added In order to receive a pass, a minimum of 30 hours of rehearsal and performance during the two weeks prior to major concerts. Attendance at rehearsals time is required per production. Students must work the entire production from and concerts is a component of the student’s semester grade. the beginning of rehearsals through the final performance. The option is available for both on-stage and technical crew participation. HANDBELL CHOIR (7720) Grades 9-12 3 credits MUSIC ARTS The handbell choir performs music from a variety of periods specially arranged for our beautiful set of 35 English handbells cast at the White Chapel Bell Foundry SEMESTER OFFERINGS in England. This full-year course meets three times a week. Prerequisite: Previous handbell experience is not required, but students should have had previous music INSIDE MUSIC: COMPOSERS, COMPOSITIONS AND reading experience. THEIR PLACE IN HISTORY (7752) Grades 9-12 Sem 1 or 2 1.5 credits CHORUS (7730) This is a music appreciation listening course covering the lives and music of Grades 9-12 3 credits composers from 1600 to the present in context with the political, scientific and The chorus performs on several occasions during the School year; holiday and social trends of their times. The course assumes little or no musical background spring concerts are highlights. Choral repertoire is chosen from the Medieval and no ability to read music is required. period to the present. Material is selected from a rich and broadly encompassing spectrum of historical and cultural sources. Students are expected to be engaged JAZZ: THE AMERICAN MUSIC (7753) fully with all the materials used in a class or in a performing ensemble. Emphasis Grades 10-12 Sem 2 1.5 credits (Not offered 2012-13) is on the process of developing good singing habits and ensemble skills, and on At the completion of this semester course, students will have a thorough the joy of performing music with other people. This full-year course meets three knowledge of the historical and musical evolution of American jazz. Students will times a week. work to understand and recognize the characteristics of the avant-garde free style, West Coast cool, bebop, swing, boogie-woogie, stride, Dixieland and ragtime by ORCHESTRA (7769) listening to original recordings. Students will become familiar with the primary Grades 9-12 3 credits innovators whose influences have been passed on to younger musicians. The course The orchestra, comprised of all symphony orchestral instruments, performs music will include readings and responses to jazz criticism and an independent project from the Baroque period to the Contemporary. Highlights of the year include the about a jazz artist of the student’s choice. Winter and Spring Concerts. All students enrolled in orchestra should be enrolled in private instrumental lessons. These can be arranged through the School or may be scheduled by the student outside the School. Open enrollment to students with one of more years of private study on their instrument. Placement Audition in the first week of school.

92 93 STRINGJAM (7768) D-E GUITAR ENSEMBLE (7757) Grades 9-12 3 credits Grades 9-12 3 credits This premiere performance based string ensemble consists of violins, violas, celli This is a yearlong performance course where the ensemble will rehearse and and string basses. Repertoire includes music composed or arranged specifically perform a variety of musical genres including but not limited to: Jazz, Blues, for this instrumentation from the Baroque Period through to the present. This Classical and Rock music. The ensemble will perform at school events, concerts ensemble tours annually. Enrollment is by audition and there are not openings and other opportunities. No audition is required; two years of private guitar study for every instrument every year. All applicants must be active members of the is strongly recommended. Upper School Orchestra to qualify. This graded course meets two times per week, one time during an academic block and a second required time during a lunch INSTRUMENTAL & VOICE LESSONS hour, for the full year. All students should be enrolled in private lessons on their Grades 6-12 instrument. These can be arranged through the school or may be scheduled by the All students may take private lessons in voice or on any orchestral instrument student outside the school. during the School day. The faculty consists of professional musicians from major New York and New Jersey orchestras and musical institutions. The faculty list and JAZZ PERFORMANCE WORKSHOP (7755) fee schedule are available in the spring. Students requesting lessons should indicate Grades 9-12 3 credits their choice of instrument(s) when they make their course selections. The contract This is a yearlong performance course that provides students with an opportunity to and payment should be given to the dean at that time. Individual instrumental learn the rudiments of basic musicianship and ensemble playing with an emphasis instruction is not offered within the orchestra program. on the stylings of jazz. Students will be exposed to the literature of classic and contemporary jazz arrangements. No audition required but students must have at ARTS INDEPENDENT STUDY least one year of experience on their instrument. Independent Studies in the Arts Department are for students with demonstrated proficiency in a discipline who wish to pursue a higher level of excellence in that STAGE BAND (7790) field. They cannot be used to fulfill graduation requirements in lieu of existing Grades 9-12 3 credits courses. They are subject to the availability of faculty who will take no more than This instrumental jazz ensemble consists of saxophones, brass, percussion, electric one student each semester. Credit is not given for independent studies. Students guitar, and keyboards. Enrollment is by audition and there are not openings for who wish to be considered for an Independent Study should discuss their idea with every instrument every year. This course meets two times per week for the full year. the faculty member with whom they wish to work and must have demonstrated All students should be enrolled in private lessons on their instrument. These can in previous course work that they can work independently and creatively at a high be arranged through the School or may be scheduled by the student outside the level. A formal proposal with a detailed outline of the proposed area of study must School. Prerequisite: Audition. be submitted and approved by the teacher and the department chair. Proposal forms are available from the department chair. MUSIC THEORY: RHYTHM, SIGHT-SINGING & DICTATION (7780) Grades 9-12 3 credits SUMMER OFFERINGS IN MUSIC This course covers music theory starting with the identification of the 3 “Elements” STRING SOCIETY (S702) of music (melody, harmony & rhythm) and expanding on the role of each in Grades 9-12 1.5 credits structured music. Proficiency in writing species counterpoint and four part harmony writing, interpreting rhythmic notation, sight-reading in “Fixed DO” String Society is an exciting new musical enrichment experience specifically solfeggio as well as taking melodic, harmonic and rhythmic dictation are the targeted at exceptional string students in the 13 to 18-year-old age range. The objectives of this intensive introduction to the rudimentary structures of musical creative result of brainstorming between the musical leadership and student players form. Time permitting, Sonata Allegro form, Rondos and Fugues will be explored of the D-E ensemble String Jam, the String Society program expands on summer for purposes of an introduction to musical analysis. and academic year private instruction and ensemble/ string club involvement. A variety of instruction will be offered, featuring string orchestras (including a

94 95 conductor-less experience); sectionals; quartets; improvisation class; and special guest performances/ workshops. The program culminates in a Grand Finale HEALTH and concert. Counts toward graduation requirement in Arts. ______PHYSICAL EDUCATION ITALY: AN EXPLORATION OF ART, CULTURE, & ARCHITECTURE (S703) Grades 9-12 1.5 credits PHYSICAL EDUCATION Grades 9-12 3 credits Experience an incomparable opportunity to live and make art, write, journal, photography and share and learn in Venice, Ravenna, Florence, and Rome. Physical fitness is emphasized throughout the physical education program. Students The 10-day program focuses on interpreting the landscape of both urban and in grades 9-10 participate in both team and individual activities. Each student is rural Italy through painting and drawing, photography and/or writing, while encouraged to develop and broaden his or her own levels of skills, concepts, and simultaneously integrating the rich artistic and cultural heritage of the area into strategies. Lifetime and recreational activities are the primary focus of 11th and a meaningful Italian experience. The full scope of creative approaches is possible 12th grade program. Students experience activities that they may wish to pursue - from observational art making to personal interpretation - based on the unique once they leave school and include such sports as archery, golf, step aerobics, local imagery. Students will be encouraged to learn and develop an understanding badminton, tennis, and bowling. of Italian Art, Art History and Architecture through guided tours, group & individual discussions and by keeping a ‘journal’ of observations through writing, HEALTH 9 (8390) photography, watercolor painting, and drawing. Grade 9 1 credit The ninth grade health course presents information on current health issues and is designed to help students understand the pressures and consequences associated with living healthy lifestyles. The focus on this course is to enable students to make better, more information and more responsible decisions as they encounter situations that come up in their lives. Students in grade nine will explore various aspects of alcohol, tobacco, illegal drugs, and human disease (HIV-AIDS).

HEALTH 10 (8391) Grade 10 1 credit The tenth grade health course presents information on current health issues and is designed to help students understand the pressures and consequences associated with living health lifestyles. The focus of this course is to enable students to make better, more informed and more responsible decisions as they encounter situations that come up in their lives. Students in tenth grade will explore various aspects of nutrition, wellness, breast and testicular cancer, and sexuality transmitted disease.

96 97 ______ADDITIONAL REQUIREMENTS ______ADDITIONAL PROGRAMS

ESSENTIALS FOR LIVING AND LEARNING IN THE SUPPORTING ADOLESCENT GROUP EXPERIENCES 21st CENTURY (9333) (SAGE) (9350) Grade 9 Sem 1 or 2 3 credits Grades 11-12 3 credits At certain times during the school day, the lines in the cafeteria are really long. Is there This class fosters a mentoring relationship between 11th and 12th grade students a way to solve that? and small groups of middle school students. Through experiential learning, Upper School students will develop skills in mentoring, problem-solving, and If you used Google Earth to get a picture of Leggett Field, how would you arrange the social intelligence, all of which are necessary for success in one’s educational and tents and chairs most efficiently? professional life. Leaders will learn how to help middle school group members How could you use Google Earth to help visualize the Battle of New Orleans and develop self-awareness, sensitivity to others and those skills that contribute to second-guess the commanders on the ground? effective group dynamics such as listening, collaborating and cooperating. By helping Middle School students to clarify values, express themselves and feel All these questions and situations have one thing in common: they are real- understood, respected and supported among peers, leaders bolster students’ self- world problems to be solved by a group of people working collaboratively. This confidence and compassion. Leaders will be assigned weekly readings on topics in one semester interdisciplinary course, required of all freshmen, not taking two adolescent life and leadership. They will learn how to write and implement lesson languages, will be collaboratively taught by teachers from different departments plans and participate in planning and debriefing sessions as a group. Upper School and will be organized around a sequence of challenges. While each challenge will leaders will serve as role models, address topics related to transition to the upper be grounded in academic content, the goal of the course is to develop skills of school and lead weekly activities and discussions that foster effective peer groups. problem solving, creative thinking, collaboration, and presentation through actual Leaders will collaborate with each other, faculty and Middle School students to practice, reflection, and debriefing. The goal of the course is to give a common promote interactions that reinforce D-E’s core values: respect, honesty, judgment, experience in the one essential skill for living and learning in the 21st Century: commitment, courage and community. Students are chosen by applications during problem solving. the Spring. COMMUNITY SERVICE SENIOR FOCUS HONORS (0003) Each student is required to complete a prescribed 40 hour community service Grade 12 3-15 credits project, hopefully by the end of junior year. Fulfillment towards this requirement This program redesigns the last year of high School to offer students an alternative can begin after the student completes eighth grade. Community service hours path for the senior year. In the fall semester, students produce a term paper on must be completed by the end of the junior year or student will forfeit certain a topic of their choice. Finding an area of interest, honing a credible research senior privileges. proposal and improving research and writing skills define the fall term. In the spring, students do fieldwork, working with an outside expert to gain knowledge COLLEGE KNOWLEDGE (0006) and experience beyond the campus gates. The spring semester culminates with the Grade 11 Sem 2 submission of a portfolio and a presentation before a panel comprised of evaluators This mandatory non-credit course for all juniors meets once a week in small groups from both inside and outside the School. for one semester with their college counselor. Classes are taught in an informal setting and will include such topics as: self-assessment, resume writing, college DEPARTMENTAL INDEPENDENT STUDY essays, college interviews and the application process. This course provides a wealth Grades 11-12 of information for juniors as they begin the college search process. Juniors and seniors who have the interest and ability to handle independent work may apply to do independent study. The application process requires submitting

an approved, written contract stating the specific parameters of the study to the Principal’s Office. Students must be in good academic standing and have a good attendance record. Independent study is available for two purposes only:

98 99 1. To provide opportunities for the student who has exhausted the highest offering LIST OF COURSES FOR CREDIT in an area before graduation; and, Reading, Acting, and Directing Shakespeare 2. To provide opportunities for a student in an area in which the School has no Literary Skills and Expository Writing course offerings. String Society Italy: An Exploration of Art, Culture, & Architecture D-E in Spain Introduction to 9th Grade Mathematics Summer Connections Introduction to Data Analysis using Microsoft Excel ______Plane Geometry using Geometer’s Sketchpad Dwight-Englewood School encourages its students to extend their educational Introduction to Programming using the TI-84 experiences by earning graduation credit for participation in programs which Advancement Algebra 1 take place beyond the regular school year to strengthen basic academic skills, to Advancement Geometry pursue personal interests, or to explore areas that they would not have experienced Advancement Algebra 2 otherwise. Advancement Pre-Calculus Advancement Biology Dwight-Englewood Summer Connections program is defined by variety, in the Advancement Chemistry courses offered, the settings in which they take place, and the level and amount of Advancement Physics credit of the course. The courses currently offered represent five disciplines: Math, Science, English, World Languages, and the Arts. All credit-bearing courses are listed below. ENGLISH Students interested in exploring this alternate path to earning graduation credits or meeting graduation requirements should talk with their class dean, who will guide LITERARY SKILLS SEMINAR them through the application process to make sure that successful completion of Grades 8-9, 10-11 3 credits a course of study is recognized on their college transcript. Students must earn a This course emphasizes analytical writing and reading and understanding literature minimum grade of a B to earn Dwight-Englewood School credit. Students should through the exploration of novels, plays, films, short stories, and poems. Vocabulary note that in one summer they may earn up to six credits, the equivalent of a major development, grammar, composition and reading comprehension will be stressed. course during the academic year. Students will read three or four novels and complete essays in response to the Many students take courses in Dwight-Englewood Summer Connections without novels and prominent themes. This course carries Dwight-Englewood credit but seeking credit for their work in such courses as introductory math and science does not replace a requirement for graduation. courses, SAT preparation courses, and Driver’s Education. For a full listing of all educational opportunities in Dwight-Englewood Summer Connections, please see EXPOSITORY WRITING the yearly brochure of the program, or visit the website www.d-e.org/Summer. Grades 8-9, 10-11 3 credits Credit for alternative courses is not limited to the school’s own summer program. This course is designed for students who want to develop their writing skills. Using Students wishing to take summer work for credit in Dwight-Englewood Summer selections from accomplished writers as models, students will learn to organize Connections or elsewhere must have their plans approved by their grade-level and edit formal and personal essays. Writing samples will include explanation and dean and the appropriate department chair before beginning a course. In addition, research essays. The essay process for exams and speeches will also be introduced. students must have a transcript sent to their class dean immediately upon completion This course carries Dwight-Englewood credit but does not replace a requirement of these courses. A full description of Dwight-Englewood’s policy about grades and for graduation. credits earned in summer programs is available from the Registrar. READING, ACTING AND DIRECTING SHAKESPEARE Grades 11-12 3 credits In this course students experience a close technical reading of four of Shakespeare’s plays, both comedies and tragedies, to understand how his poetry assists actors

100 101 in developing their characters and directors in developing their concept of a ITALY: AN EXPLORATION OF ART, CULTURE, & production. Additional readings in selected sonnets will also be used. The course is ARCHITECTURE not a literary criticism course, but rather one in which students learn to understand Grades 9-12 1.5 credits how a living drama can grow organically out of the words on a page. Meets Experience an incomparable opportunity to live and make art, write, journal, requirements for one semester of Junior or Senior English. photography and share and learn in Venice, Ravenna, Florence, and Rome. The 10-day program focuses on interpreting the landscape of both urban and rural Italy through painting and drawing, photography and/or writing, while LANGUAGE simultaneously integrating the rich artistic and cultural heritage of the area into a meaningful Italian experience. The full scope of creative approaches is possible SALAMANCA D-E IN SPAIN - from observational art making to personal interpretation - based on the unique Grades 9-12 3 credits local imagery. Students will be encouraged to learn and develop an understanding Students study at the University of Salamanca, Spain, in a one-month academic of Italian Art, Art History and Architecture through guided tours, group & Spanish course. The group departs late in June and returns in late July or early individual discussions and by keeping a ‘journal’ of observations through writing, August. There are three hours of classes in the morning, Mondays through Fridays photography, watercolor painting, and drawing. – two language classes and one elective. A cumulative exam is given at the end of the program for which certificates are awarded by the University of Salamanca. Students may also personally elect to take Spanish dance, guitar, and/or folksong MATH classes in the afternoon. Students live with Spanish families and study at the University of Salamanca with professors from the University faculty. A placement INTRODUCTION TO 9TH GRADE MATHEMATICS test is given by the University at the beginning of the program, so students study at Grades 9-11 their own level with students from around the world. The program is chaperoned In this course, students will review solving linear equations in one variable, rules and culturally guided by Dwight-Englewood School teachers. Other organized of exponents and simplifying exponential expressions, solving literal equations, activities included swimming, touring historic cities and sites, mid-day planning graphing linear equations in two variables using all three forms (Slope-Intercept, meetings, athletic activities, group fiestas, Spanish film series, dancing, and an Point-Slope, and Standard), writing the equation of a line, transforming the afternoon conversation class with a professor from the university. The trip is open various forms into the others, factoring quadratic trinomials with a leading to all Dwight-Englewood School Upper School students regardless of the language coefficient of one, and solving quadratic equations in factored form. Successful they study. For more information, please see the web site www.d-e.org/summer. completion of this course constitutes an excellent preparation for work in Upper This course carries Dwight-Englewood credit but does not replace a requirement School Mathematics Program at Dwight-Englewood School. for graduation. INTRODUCTION TO DATA ANALYSIS USING MICROSOFT EXCEL ARTS Grades 9-11 STRING SOCIETY In this course, students are introduced to methods of acquiring, presenting, and Grades 9-12 1.5 credits analyzing data. The data will be acquired using student-designed experiments and on-line data bases. The proper use of Microsoft Excel will be taught and String Society is an exciting new musical enrichment experience specifically subsequently used as both a presentation and an analytical tool. targeted at exceptional string students in the 13 to 18-year-old age range. The creative result of brainstorming between the musical leadership and student players PLANE GEOMETRY USING GEOMETER’S SKETCHPAD of the D-E ensemble String Jam, the String Society program expands on summer Grades 9-11 and academic year private instruction and ensemble/string club involvement. A variety of instruction will be offered, featuring string orchestras (including a In this course, students will study geometric figures including polygons, circles, conductor-less experience); sectionals; quartets; improvisation class; and special and angles by exploring their properties and relationships. They will use Geometer’s guest performances/workshops. The program culminates in a Grand Finale concert. Sketchpad, which is a powerful tool allowing them to quickly and accurately Counts toward graduation requirement in Arts. measure, calculate, construct, graph, and transform.

102 103 INTRODUCTION TO PROGRAMMING USING THE TI-84 will be well-prepared to take a course in Calculus. A graphing calculator is required Grades 9-11 for this course. TI-83+ (or higher) calculator required. Pre-requisite: Two years of Algebra and one year of Geometry. In this course, students will learn and apply concepts of programming using the TI-84 calculator, which shares common structures used in sophisticated programming languages. They will start a simple program to calculate the slope of a line and proceed to calculating the distance between two points and plotting SCIENCE the line segment. Students will also create a program that will write the equation ADVANCEMENT BIOLOGY of a line given two points and end with a program executing transformations of Grades 8-10 6 credits geometric figures using matrices. This course emphasizes the investigative processes of biological science and the ADVANCEMENT ALGEBRA 1 history of scientific ideas. Laboratory experiments, microscopic investigations, Grades 8-9 6 credits dissections and various audiovisual aids are used to explain the basic concepts of life. Topics include cell biology, biochemistry, organicchemistry, photosynthesis, This course covers the basic concepts of a full-year course in Algebra 1. Topics ecology, evolution, genetics, humanreproduction, anatomy and physiology. This include fundamental operations, factoring, fractions, functions, linear systems, course does not replace Integrated Biology and Chemistry I or II. This course carries graph of linear equations and functions, simple quadratic equations and word Dwight-Englewood credit but does not replace a requirement for graduation. problems. This course does not replace IMM 1 or IMM 2. This course carries Dwight-Englewood credit but does not replace a requirement for graduation. ADVANCEMENT CHEMISTRY Grades 8-10 6 credits ADVANCEMENT GEOMETRY Grades 9-11 6 credits This course emphasizes the unifying concepts and principles of chemistry presented and illustrated by means of laboratory experiments and problem-solving exercises. This course covers the fundamental concepts of a full-year Geometry course and Topics include matter, energy, atomic theory, chemical quantities and equations, provides an introduction to inductive and deductive reasoning. Topics include kinetic theory, equilibrium, the periodic table, acids, bases, salts, organic chemistry, plane and solid Geometry, with an emphasis placed on formal proofs. This course nuclear chemistry, and electrochemistry. This course does not replace Integrated does not replace IMM 1 or IMM 2. This course carries Dwight-Englewood credit Biology and Chemistry I or II. This course carries Dwight-Englewood credit but but does not replace a requirement for graduation. This course does not replace does not replace a requirement for graduation. Precalculus (2540) for placement purposes for Dwight-Englewood students without prior approval from the Mathematics Department. ADVANCEMENT PHYSICS Grades 9-12 6 credits ADVANCEMENT ALGEBRA 2 Grades 9-11 6 credits This intensive course teaches the principles of a full-year of Physics including mechanics, electricity, magnetism, the kinetic theory of heat, waves and optics, This course covers the essential concepts of a full-year course in Algebra 2. Topics and atomic and nuclear physics. Replaces 1 semester Physics course and satisfies include review of Algebra 1, quadratic equations, irrational numbers, complex the graduation requirement for a one-semester Physics course. numbers, and linear systems with two and three variables, inequalities, exponents, logarithms, sequences, series, the binomial theorem, and word problems. This course does not replace IMM 1 or IMM 2. This course carries Dwight-Englewood credit but does not replace a requirement for graduation.

ADVANCEMENT PRE-CALCULUS Grades 9-11 6 credits Topics covered include Function Analysis, Sequences and Series, Exponents, Logarithms and Trigonometry (including graphing, solving equations, proving identities and De’Moivre’s theorem). Upon completion of this course, students

104 105 Science & Society ACTIVITIES AND Stock Market Club ATHLETIC PROGRAMS Student Government ______T.S.T.D.E. (Stage Crew) Tour Guides

Grades 9-12 PERFORMING OPPORTUNITIES The School offers an extensive variety of co-curricular activities in such areas as Dwight Mix student leadership, publications, the arts, interscholastic athletics, special interest Jazz Rock Ensemble clubs, and volunteer work. These activities complement the academic program and MODE (Musicians of Dwight-Englewood) serve to enrich student life at Dwight-Englewood School, and we urge all students String Jam to take part in those areas that are of interest. Students try out for athletic teams; Treblemakers membership in clubs is open to all students. Proposals for new clubs are evaluated Fall Play each spring for the upcoming year by a panel of current student leaders. Winter Musical

Offerings in 2011-2012 included: STUDENT PUBLICATIONS

CLUBS Calliope (literary journal) Carpe Diem (Yearbook) AIDS Awareness Flea (satirical newspaper) Amnesty International Parnassus (world language journal) Bergen County Math League Spectrum (newspaper) Chemistry Olympics Circle of Women ATHLETICS CODES (Community Outreach at Dwight-Englewood School) DDIP (Discussion and Debate of Ideas and Philosophies) Fall D-ESPN Cross Country, boys and girls Dance Club Field Hockey, girls Debate Football, boys DEFAC (Dwight-Englewood Fights Against Cancer) Soccer, boys and girls Dumbledore’s D-E Army Tennis, girls Environmental Club Volleyball, girls Fencing GSA (Gay Straight Alliance) Winter H.O.P.E. (Helping Out People Everywhere) Basketball, boys and girls Help the Special Olympics Strength and Conditioning, boys and girls IDEA (Intensifying Dwight-Englewood Arts) Track, boys and girls Inspire Juggling Club Spring Korean Cultural Club Baseball, boys Magician’s Club Golf, boys and girls Mock Trial Lacrosse, boys and girls Model United Nations Club Softball, girls Promotional Arts Society Tennis, boys Robotics Club: Critical Mass Track, boys and girls

106 107 NOTES quick reference numbers

Main Number (201) 569-9500

MIDDLE SCHOOL

Middle School Principal Kathryn Christoph...... 3703

Grade 6 Dean Tasha Urbanowski...... 3706

Grade 7 Dean Elizabeth Traub...... 3712

Grade 8 Dean James Aitken...... 3702

UPPER SCHOOL

Upper School Principal Joseph Algrant...... 3203/3204

Grade 9 Dean (class of 2015) Alex Shaurette...... 4066

Grade 10 Dean (class of 2014) Michael Bell...... 3216

Grade 11 Dean (class of 2013) Nikki Willis...... 3239

Grade 12 Dean (class of 2012) Marian Calendrillo...... 4075

Dean of Student Life Alan Brown...... 3234 College Counsellors Eileen Cunningham-Feikens...... 3235 Tasha Toran...... 3830 Joseph Yung...... 3231

Director of Student Support Services Erika Raser...... 3704 108 Dwight-Englewood School 315 East Palisade Avenue, Englewood, NJ 07631 • (201) 569-9500 www.d-e.org