The Pingry School Basking Ridge Campus, Middle & Upper School

2014-2015 Curriculum Guide

The Pingry School Basking Ridge Campus, Middle & Upper School Short Hills Campus, Lower School 131 Martinsville Road Basking Ridge, NJ 07920 Mission Statement and Philosophy ...... 3 Diversity Statement ...... 3. . . Statement of Objectives ...... 4 The Honor Code ...... 4. . .

Lower School Philosophy of the Lower School Curriculum ...... 5. . Computer Science ...... 6 . . . Decisions ...... 7. . . . Drama ...... 8 Health ...... 9 . . . Library Media Center ...... 10 Mathematics ...... 11 Music ...... 13 . . . Physical Education ...... 14. . . Reading, Writing, Language Arts ...... 15 . . Science ...... 17. . . . Social Studies ...... 19 . . . Visual Arts ...... 21 THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY World Languages ...... 22

Middle School Philosophy of the Middle School Curriculum ...... 23. . Athletics ...... 24 Grade Six Co-Curricular Courses ...... 25 Drama ...... 26 Educational Technology ...... 27 Health ...... 27 . . . Humanities ...... 29 Mathematics ...... 31 Music ...... 32 . . . Science ...... 33. . . . Visual Arts ...... 34 World Languages - Classical Language ...... 35 . World Languages - Modern Language ...... 36 Other Courses ...... 37

Upper School Philosophy, Graduation Requirements, Etc ...... 38 Computer Science ...... 42. . . Drama ...... 44 English ...... 46. . . . Fitness Education ...... 52 Health ...... 53 . . . History ...... 54 Mathematics & Economics ...... 58. . . Music ...... 61 . . . Science ...... 63. . . . Visual Arts ...... 71 World Languages - Modern Language ...... 75 World Languages - Classical Language ...... 79 . Interdepartmental Courses ...... 81 2 Other Courses ...... 83 . . . Summary of Course Offerings ...... 84. . Mission Statement and Philosophy

Founded in 1861, The Pingry School is an independent, coeducational, college preparatory day school for students in kindergarten through the twelfth grade . Situated on two spacious campuses in Martinsville and Short Hills, New Jersey, the school draws students of varied talents and diverse backgrounds from many communities in the central New Jersey region . Mission Statement

The mission of The Pingry School is to foster in students a lifelong commitment to intellectual exploration, individual growth, and social responsibility by inspiring and supporting them to strive for academic and personal excellence within an ethical framework that places the highest value on honor and respect for others . Philosophy

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Pingry promotes excellence at all levels of school life . Students participate in a demanding college preparatory program, complemented by extensive cocurricular opportunities . The total Pingry experience encourages students to reach their fullest intellectual, moral, aesthetic, creative, and physical potential . Implicit in this challenge is the School’s belief that, as students mature, they should assume an increasing responsibility in shaping their own educational experiences . Accordingly, they develop the initiative, self-reliance, and independence essential for reaching their full potential and for making the most of their years at Pingry and beyond . The Pingry experience is based on mutual respect and personal integrity . All members of the community are expected to honor the rights of others, to conduct themselves at all times in a moral and decent manner, and to see this responsibility as an integral part of their lives at Pingry and as citizens of the larger community of the world . The foundation of this belief is Pingry’s Honor Code, which, since 1926, has set the ethical standard that underlies every dimension of school life . Pingry encourages close personal relationships among all its members, in order to nurture and guide its students . These relationships create an atmosphere of trust and support in which students see independence, initiative, and imagination as the means to pursue self- discovery, develop qualities of leadership, and affirm a sense of self-worth . Imbued with these values, students give freely of their time and talents, mindful of how these contributions of individuals enhance the quality of school life for the entire community . Pingry is a diverse community joined by a single vision . All members, including trustees, administration, faculty, staff, students, parents, and alumni, contribute to the School in many different ways but share a unified and consistent commitment to Pingry’s mission . The core of this commitment, and the link between Pingry’s past and future, is John Pingry’s founding motto: “Greatest respect is due students ”. Diversity Statement

The Pingry School is committed to sustaining a welcoming and supportive environment for all children and families in its community and those interested in joining the Pingry family . Pingry values and celebrates ethnic, racial, religious, and socioeconomic diversity . Pingry strives to promote multicultural inclusion through its curriculum, programming, and outreach efforts to all students, faculty, and staff who are dedicated to meeting the challenges and enjoying the opportunities Pingry has to offer .

3 Statement of objectives

Pingry’s primary objective is to bring together good students and good teachers . It seeks students able to benefit from the challenge of a broad and thorough education and teachers dedicated to the student as an individual and to their own fields of instruction . Pingry strives to maintain small classes in order to foster a close relationship between faculty and students and promote the give and take of thinking and communication . It strives to provide ample conference time for giving personal attention to each student’s needs . To further its goal of developing all aspects of the individual student, Pingry strives to achieve a good balance among academic, physical, and extracurricular programs, and to provide for cultural development and involvement of the student in community service . In carrying out the academic aspects of its program, Pingry’s objective is to develop fundamental intellectual skills which make possible critical thinking and independent judgment . It stresses the ability to communicate as an aid to clear thinking . It strives to stimulate the development of curiosity and imagination . It offers extensive opportunities in music, drama, and the arts to develop the student’s aesthetic sense . In physical education, Pingry emphasizes healthy physical development and the value of teamwork, group loyalty, sportsmanship, and the cultivation of control under pressure . In extracurricular activities, the School seeks to provide a diversity of stimulating programs to furnish students with healthy diversion and opportunities for widening their horizons . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Woven through all of Pingry’s endeavors is the objective of developing character . The School seeks to teach students from an early age the meaning and importance of self-discipline, personal integrity, respect for the rights of others, and an appreciation of traditional values, including the ability to work with others and a sense of social responsibility . The Pingry Honor System strives to reinforce the development of character through student participation and personal assumption of responsibility in all phases of school life . Since education is an enterprise that should be shared between school and parents, Pingry seeks to encourage good communication with parents, their participation in school activities, and their understanding of the interdependence of school and home responsibilities . Pingry seeks to serve the daily needs of students in a concerned way, monitor their curriculum at all stages of their educational careers, and aid them in making decisions that will lead to appropriate college choices . To furnish its faculty the best possible tools, Pingry seeks to provide modern, efficient, and stimulating physical facilities — classrooms, libraries, laboratories, computer facilities, and playing fields — and to maintain them in good order . To continue to meet its objective of providing a broad and thorough education to students able to accept the challenge, Pingry recognizes that it must adapt to change . It aims to review critically and periodically its curriculum, methods, and facilities and to remain open, flexible, and responsive . The Honor Code

Pingry believes that students should understand and live by standards of honorable behavior which are essentially a matter of attitude and spirit rather than a system of rules and regula- tions . Decent, self-respecting behavior must be based on personal integrity and genuine concern for others and on the ethical principles which are the basis of civilized society . The members of the Pingry community should conduct themselves in a trustworthy manner that will further the best interests of the school, their class, and any teams or clubs to which they belong . They should act as responsible members of the community, working for the common good rather than solely for personal advantage . They should honor the rights of others, conducting themselves at all times in a moral and decent manner while at Pingry and throughout their lives as citizens of and contributors to the larger community of the world . – Adopted by the Pingry Faculty 1949/Revised 1988

4 LOWER School Philosophy of the LOWER THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY School Curriculum

A curriculum describes what students should be learning through the grades. It should give clear statements of goals and objectives and should leave to teachers the decisions about how to realize them. A good curriculum should be organized clearly and structured logically within and between subjects and from grade to grade. It should gradually become more complex and difficult in terms of skills and objectives. While Pingry is structured to assure that all students who attend can go on to higher education, its primary aim is to develop all aspects of the individual student. It wants its students to know themselves, to respect themselves, and to develop their individual strengths. Pingry seeks to stimulate intellectual curiosity and critical thinking. Pingry would have its students constructively question the world around them. It would have them gain the ability to analyze critically and objectively. It would encourage them to seek to change that which they conclude should be changed and defend and strengthen that which they conclude should be preserved. Pingry expects its students to work hard and to meet these challenges. It is only through continued maintenance of its standards and of the full partnership of the Pingry community that students can fulfill these goals.

5 COMPUTER SCIENCE Students in the Lower School are provided with ample opportunities to explore, experience, and understand various forms of technology . From Kindergarten through grade Five, students use technology including iPads, desktop and laptop computers, interactive whiteboards, and digital cameras as part of a technology/ computer science curriculum and, with their classrooms, as part of units of study . They use these systems to do work with graphics, story-writing, multimedia presentation, critical thinking, Lego robotics and simple programming . This positive interfacing of skills and knowledge prepares students to actively contribute to their community .

Grades K-Two Grade Four Numerous software applications expose students to Keyboarding is introduced throughout the first semester . the computer as a learning tool . Students receive group Students work with their teacher and the Academic Tech-

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY lessons in a particular application before attempting to nology Facilitator to research topics on the Internet and work independently . Technology is woven throughout utilize numerous software applications to reinforce skills the curriculum . In grade Two, the students use a word taught with their self-contained classrooms . They use processor for final drafts of writing pieces and vocabulary Microsoft PowerPoint and Publisher to create posters that work . Students also use developmentally appropriate connect with their study of New Jersey . Children continue search engines and subscription databases for research to use new skills through a variety of word-processing projects . Both the iPad and desktop computers are used activities such as the creation of an immigration experi- as a presentation device for drawings created in Pixie3 ence . Children experience an introduction to SCRATCH, which are then incorporated into books and slideshows a programming language learning environment, created for differentiated instruction in mathematics . They also at MIT, which uses simple programming to create short work to create several Lego robotics projects that they animations . program to do simple movements . Grade Five Grade Three Throughout the year the children develop keyboarding Children work with their classroom teacher and the skills using both text and computer-related programs . Academic Technology Facilitator on learning to research They also learn file management and how to save their topics on the Internet related to classroom learning . They work to the network . Students work to refine their Inter- also work with numerous software applications that net search skills and learn to copy and save information incorporate and reinforce critical thinking skills and are including images . Formal instruction in Microsoft Word directly related to their work in the classroom . is offered in conjunction with a creative writing project During the second semester, emphasis is put on research- experience . Using Microsoft Publisher, they create posters ing topics related to the study of the United States using about themselves . During the cross-curricular unit of online databases such as the World Book and other study of China, they learn more simple programming Internet sites . Using this information, the children learn to skills, using SCRATCH, to create a musical animation con- use a multimedia application, such as Pixie3, to create a nected to a study of Chinese music . A brief introduction slideshow that showcases their research and hand-drawn to the use of spreadsheets is capped by a student-created slides . They also work with publishing software to create electronic checkbook register and food menu . Children projects, such as e-books, brochures and detailed draw- also work with numerous software applications to rein- ings that are reflective of their in-depth studies . force academic skills and develop critical thinking .

6 Decisions

Grades three and Five Helping new students adjust successfully to Pingry is the The basic skills essential for successful decision-making emphasis in Grade Three . In Grade Four, the focus is on include identifying feelings, choosing goals, thinking in the skills needed to make and keep friendships . Through terms of long- and short-term consequences, self-control, a series of class discussions, students negotiate the dif- social skills for group participation, and overall social ficult task of learning how to be a friend . awareness . The program focuses on learning through discussions Classroom discussions of hypothetical situations are used and in class practice of decision making skills . The Fifth to practice decision-making skills . Through role-playing Grade program introduces new areas of personal and and brainstorming, students become comfortable with social competencies that are developmentally important the steps needed to make decisions that will help them for students . The following skills are taught: understand- in their lives, including: (1) Stop, calm down, say the probing feelings, building self-esteem, managing stress, and lem . (2) Think of alternative solutions . (3) Think ahead to setting personal goals . the consequences of your actions . (4) Try your best plan . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

7 DRAMA The Short Hills Drama Program aims to develop creative, collaborative, and critical thinking skills through dramatic exercises designed to help students in all facets of their natural development: emotional, intellectual, physical, vocal, and social . Kindergarten students work to develop physical creativity and focus . In First grade, sound and voice are added to the actor’s toolbox . Second-graders devise characters using body, voice, and manipulatives such as puppets . Third grade drama explores plot structure in collaborative storytelling . Group performance projects and process dramas challenge Fourth grade students to consider how a character’s world affects his or her perspective, feelings, and actions . By Fifth grade, students are ready to examine text and subtext like professional actors, performing from various types of scripts and, finally, take on the role of playwrights to capture their dramatic ideas on paper . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

8 Health Children today are growing up in a complex society characterized by uncertainty and rapid change . The issues our youth confront daily make health education an integral part of a balanced and comprehensive school program . The health curriculum is continually examined and modified to keep current with such a dynamic, ever-changing field . The program is designed to develop specific skills that we believe are essential to maintaining one’s health — emotionally, socially, and physically . Students gain practice in applying these skills as various health topics are introduced . While major topics are emphasized through the health program, certain aspects of the curriculum are addressed in science and in the regular classroom as well . Information on each topic is age-appropriate and is taught sequentially, with each year building on the previous one .

Kindergarten, Grades one and three Grade FIVE THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY In Kindergarten, Grade One, and Grade Three, the follow- In Grade Five, topics include disease prevention; AIDS ing topics are covered: identifying and expressing one’s education; relationships with family, friends, and peers; feelings; promoting self-esteem; personal safety; safe and expressing feelings positively; making responsible deci- unsafe substances; disease prevention; basic body and sions; tobacco, alcohol, and other drugs; coping and dental hygiene; and fire safety . communications skills; growth and development and nutrition; personal hygiene; dental and auditory awareness; and benefits of exercise .

9 Library Media Center The Library Media Center supports and enriches the curriculum at the Short Hills campus and serves as an integral component of the school . The facility underwent a total renovation during the summer of 2002, transforming it into a state-of-the-art library media center . The collection contains diverse materials in various formats . Present holdings include almost 12,000 volumes, subscriptions to 50 periodicals and ten online research databases, newspapers, videocassettes, and audiovisual software and hardware . A network of ten computer workstations provides access to the online library catalog, Internet, and subscriptions to the online databases which serve as information resources for student research . In addition, there are sixteen laptop computers with wireless Internet access which accommodate a class for instruction on effective search strategies as well as independent research .

Each class from Grades One through Five has topics, students receive instruction in basic THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY one regularly scheduled library period per library and research skills . In the primary grades week . In addition, students are encouraged to these skills include circulation policies, care of visit the media center any time to exchange books and materials, parts of a book, and basic books or research topics . library terminology . After Grade One, skills Through exposure to classic and contempo- expand to include the use of the online Public rary children’s literature, students develop a Access Catalog, encyclopedias, and other print sense of appreciation for books and reading . In reference materials such as almanacs, atlases, addition to story times, book talks, and video indexes, and guides . An emphasis is placed on presentations related to curricular themes and the development of information literacy skills through the use of the Internet, online data-

10 Mathematics The elementary program stresses the acquisition of mathematical power — the ability to use, explain, and justify mathematics . Students study the number system and the relationships of numbers and operations in that system . Fluency and accuracy are critical . The program values the arithmetic basics, and in addition stresses understanding of the underlying concepts that prepare students for higher mathematics . The curriculum enables children to make and investigate mathematical conjectures, then develop and evaluate arguments and proofs . Encouraged to use various types of reasoning and methods, children develop flexible and resourceful problem-solving skills and learn the importance of being able to communicate their strategies and methods to others . There is flexibility in the program, meeting individual needs and abilities . Students can use strategies and tools that are appropriate for them, such as manipulatives to model the problem, or elegant mental strategies . Extensions enable students to further THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY explore the mathematical ideas presented or connect the work to other areas of study . From the earliest grades, students interpret data and graphs, learn the characteristics and relationships of geometric objects, and begin to understand and predict change in the world . Teachers consistently use concrete materials such as counters, pattern blocks, tiles, geoblocks, balance scales, interlocking cubes, attribute logic blocks, geoboards, and coins, as well as calculators and computer software to clarify concepts . The curriculum reflects the standards established by the National Council of Teachers of Mathematics .

Kindergarten Grade One Beginning in Kindergarten, the children are introduced In First Grade, students build their understanding of num- to a way of approaching mathematics that emphasizes bers and number relationships and use their growing un- thinking, strategy use, communication, and collaboration . derstanding of the number system to solve addition and Daily routines include the Counting Jar and attendance, subtraction problems . Daily routines include counting in calendar, and survey questions . different ways, data exploration, estimation, time, money, Students create, compare, extend and shrink, record, and and the concept of change over time . Students represent predict patterns . They count and compare various sets of and compare larger numbers and work to master number items and play mathematical games that involve count- combinations up to 20 . They find the total of several ing and accumulating amounts . They use pictures, num- single-digit numbers, count, read, write, and sequence bers, and words to represent quantities . Measurement is numbers up to 100, and continue to develop strategies introduced, as well as sorting and classifying by attributes . for solving story problems, including the writing of equa- Children collect, record, and represent data in a variety of tions . The total of several 2’s, 4’s, 5’s, and 10’s is also found . ways and solve problems based on data . They describe Children invent and interpret representations for data and explore relationships between 2-D and 3-D shapes, they have collected, sorted, and categorized and begin to then combine them to make other shapes or fill an area . describe data in quantitative terms . Geometric patterns Students develop strategies for solving story problems, and the connections between two and three dimen- using combining and separating as they work to master sions are explored . A hands-on approach with a variety of combinations of numbers up to 10 and beyond . tools is used to develop language for describing weight, capacity, and length, and students learn to use units to measure and compare .

11 Grade Two fractions as decimals . Familiarity with common equiva- lents is built, and students begin to make exchanges, Children look for patterns and relationships in the num- such as 1/6 + 1/3 = 1/2 . Daily routines include probability ber system in Grade Two, deepening their understand- discussion, estimation and mental math, creation of ing of how the system works . As they explore landmark equations to equal the date, exploring alternative ways to numbers such as 5 and 10 and their multiples, they use arrive at the same numerical solution, and problem solv- those numbers to develop facility with addition coming by multiple methods . binations . They use doubles and the 100 chart as other tools for adding . The relationship between addition and subtraction is explored as students develop their own Grade Four addition and subtraction problems that reflect a given Fourth Grade students gain fluency with multiples and equation . As they solve these problems, recording and factor pairs and learn to identify factors of numbers as communicating solution strategies clearly is emphasized . large as three digits . They solve problems using their own Multiplication concepts begin with skip counting by 2’s, strategies as well as by breaking problems into manage- 5’s, and 10’s and becoming familiar with the relationship able components, such as using known multiplication between skip counting and grouping . Children learn coin relationships to solve harder problems . The children relate equivalencies and use coins as a model for counting by knowledge of factors to division notations and recognize 5’s, 10’s, and 25’s . Classification of data becomes more prime numbers as those that have only one set of fac- sophisticated with the use of Venn diagrams, which help tors . They gain understanding of how division notation students think flexibly about characteristics, use the idea represents a variety of division situations (partitioning of negative information to clarify a category, and build and sharing) and realize that what is done with leftovers theories about data . Construction and deconstruction depends on the situation . Working with factors of 100 of 2-D and 3-D shapes is used to investigate rectangular THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY and 1000, they explore the multiples of those numbers arrays and how they relate to number, symmetry, and and get a sense of the magnitude of 10,000 . They learn equal fractional parts . Students explore linear measure- to solve multi-digit multiplication and division problems . ment by constructing paths on and off of the computer Students explore fractions by dividing rectangular areas that are compared and measured using units of different into halves, fourths, eighths, thirds, sixths, and twelfths . sizes . They also study concepts of time and rhythm as Using both areas and numerical reasoning (an under- they sequence events using timelines . Classroom routines standing of the meaning of numerator and denominator), include hour and half-hour intervals recorded in both they compare and order fractions, including fractions analog and digital time and equations written to equal greater than one, and identify equivalent fractions . the number of days in school . They are able to estimate the complex fractions they encounter using familiar ones, e .g ., 12/25 is about one Grade Three half . Students learn about the sides, vertices, and angles of polygons, and then recognize how the components In Grade Three, students explore number relationships of polygons are put together to form solid shapes with in the context of time, money, and linear measurement . faces, corners, and edges . Their solid geometry work They work with things that come in groups, patterns in extends to find the volume for boxes . In statistics, the stu- the multiplication tables, and rectangular arrays as the dents move from noticing individual features of the data model for multiplication . Arrays help to find factor pairs, to describing the overall shape of the distribution and and the children use their knowledge of factors and mul- realizing how that yields usable information . They learn to tiples to invent and solve word problems in multiplication express what is typical, what kind of landmark the median and division as they explore the relationship between is, and how to use that information to compare data sets . those two operations . Addition and subtraction strategies become more sophisticated with the use of landmark numbers in the hundreds and thousands and positive Grade Five and negative net change . Children use subtraction to Fifth Grade builds on the foundations laid in earlier cancel addition as a strategy for solving long equations . grades . The curriculum emphasizes computational com- Net change is also found on graphs . Halving and dou- petence, use of manipulatives, cooperative learning, and bling as a means to solving multiplication equations is a critical thinking . Students extend their knowledge of sta- natural outgrowth of their positive and negative change tistics through the use of more sophisticated graphs and work . Students develop spatial visualization abilities as surveys . Algebraic formulas, expressions, and functions they investigate, compare, and measure area of shapes in are introduced . Fraction work includes review of least units and half-units . They explore geometric motions — common denominator and is expanded to multiplication slides, flips, and turns — to determine congruence . The and division and the conversion of fractions to decimals need for standard measurement is explored, and children and percents . Geometric constructions, measurement of learn to use different measurement tools and systems angles, perimeter, circumference, area, volume, and the (standard and metric) . They interpret and evaluate data multiplication and division of decimals are also covered . they collect by measuring, with an emphasis on develop- Fifth Grade incorporates individual and group projects ing conjectures and predictions from data . The children such as surveys and the Stock Market Game . These use fractions and mixed numbers as they solve sharing projects provide the opportunity for students to apply 12 problems and build wholes from fractional parts . They learned skills . connect fractions to division and use calculators to see Music Students are exposed to the elements and styles of music in a variety of ways, such as singing, listening to musical compositions, reading notation, composing, playing recorders, playing rhythm and Orff instruments, and using music technology with computers and keyboards .

Grades Kindergarten through Four Grade Five In Grades Kindergarten through Four, emphasis is placed In Grade Five, in addition to expanding on the materials on rhythm (feeling and responding to the beat and tem- covered earlier, choruses meet to continue music study po, reading notation) and melody (direction, solfeggio, and rehearse for choral performances . Correct technique, part-singing) . Activities include larger motor movement individual vocal development, and group choral sound and Orff instrumentation . Later concepts include forms in are emphasized . Supplemental experiences include music (repetition and contrast), tone colors (instruments), Band, Jazz Band, Orchestra, Handbell Choir, and Chamber and textures (harmony) . Grades Two through Four study Ensembles . Group instrumental lessons are offered in the recorder to develop music-reading skills . Fourth Grad- Grades Four and Five . ers are invited to begin participation in our instrumental program . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

13 Physical Education The Physical Education program follows a carefully defined curriculum that encourages greater understanding of the importance of promoting whole- some physical development . The program is designed to meet the needs of the individual child and to create positive experiences that will enhance the child’s ability to develop his or her body to the fullest . At the same time, it provides the child with the tools necessary to make healthy decisions about exercise and future athletic and recreational activities . All students receive equal opportunities to reach their potential and are encouraged to progress at individual rates . Our primary goal is to provide maximum opportunity for children to enjoy physical activity and thus realize that it is a desirable and worthwhile endeavor, one they will want to continue throughout their lives .

Kindergarten and Grades One and Two Grades Three through Five THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY In Kindergarten and Grades One and Two, the P .E . curricu- In Grades Three through Five, a more specific program lum is a balanced design that enhances perceptual/mo- of skills development is followed . Students practice and tor skills and develops basic movements in response to become more proficient in lead-up skills to team sports varying space, time, force, and flow . Students participate and participate in a full range of physical activities such in activities that improve balance, endurance, strength, as rhythms/dance, physical fitness, basic movement skills, flexibility, and agility . They also experience movement and lifetime sports . Social development continues to be though creative games, traditional games, and rhythms . emphasized, as is a positive self-image . Students learn to Appropriate social behaviors are developed by working evaluate their own capabilities and to establish realistic independently and with others during planned physical personal goals . activities .

14 Reading, Writing, Language Arts The goal of our balanced literacy program is to develop engaged, independent readers and writers who can acquire and evaluate information and express ideas with clarity and eloquence . The program emphasizes the relationship between reading and writing and the developmental nature of each . In the primary grades, students learn the connection between real experiences and the written form . Picture books, big books, leveled readers, nonfiction books, poetry, and anthologies are used to teach the basic skills of reading and comprehension . As students become fluent readers, novels, literature, and textbooks are used to further develop comprehension and critical thinking skills .

Written communication is valued from Kinder- are immersed in different forms of writing such garten onward . Students are introduced to the as personal narrative, memoir, poetry, nonfiction, structures and expectations of writing . Writing essays, and reports .

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY offers children a marvelous opportunity to com- A core curriculum of word study, taught in municate personal experiences and thoughts . Kindergarten through Grade Five, focuses on They learn to write clearly and logically, and as phonemic awareness, phonics, common word they become more adept at using the symbols structures in the English language, and vocabu- of the language, they focus on the acquisition lary, as well as use of high-frequency words . of spelling, grammar, and editing skills . Children

Kindergarten Grade One The goal of instruction is to immerse students in a In Grade One, students are immersed in a print-rich envi- print-rich environment that develops oral language skills, ronment to develop oral language skills, phonetic skills, phonological awareness, print awareness, vocabulary, vocabulary, fluency, expression, comprehension, and an fluency, an appreciation and understanding of literature, awareness of print materials as sources of information and a love of reading and writing . To attain these goals, and enjoyment . Picture books, leveled readers, nonfiction Kindergarten students use multisensory, multileveled books, poetry, and author studies are used to teach vo- activities for learning sound-symbol relationships and cabulary and comprehension skills . Basal readers are used phonetic principles . They learn that stories have a to teach and reinforce the phonetic principles and word beginning, middle, and end and develop vocabulary to families . Guided reading, individual book baskets, and describe people, places, and events . Students develop book clubs enhance the reading program by meeting beginning reading skills through a variety of activities, the needs of individual students as they develop reading such as rhymes, songs, morning messages, poetry, big fluency and strategies to read new words . Writing skills books, guided reading, and read-alouds . Journal writing are developed with student journals, daily writing tasks, begins in the earliest days of Kindergarten . Students use word walls, and writer’s workshop . The writing process is drawings, labels, and developmental spelling to express expanded in writer’s workshop through mini-lessons . Stu- complex ideas . They become authors and illustrators as dents continue to edit and revise their work, and children they create books during the writer’s workshop program . publish and celebrate their works throughout the year . By sharing their books with classmates, children learn to expand, clarify, refine, and edit their writing .

15 Grade Two scanning for information, identifying the main idea and supporting details, and locating answers . Students also Reading, writing, speaking, and listening continue to be develop research skills by gathering and using informa- developed and refined in Grade Two . The reading empha- tion from print and multimedia sources . Teachers inte- sis shifts from mastering decoding skills to developing grate independent reading, class novels, and trade books reading fluency and comprehension . Students develop that focus on the higher level skills required at this time . a love of literature and reading while learning, using, Book selections develop values and the understanding of and mastering basic strategies necessary for reading cultural differences, which are explored through written and writing . Teacher-selected trade books are used for and oral responses . Students keep reading journals and thematic studies, often integrated with social studies writing folders . They plan, draft, revise, and edit written or science . Student-selected books are used to develop work in the form of narrative essays, poetry, reports, and reading fluency and comprehension . Students gain creative writing . As students transition from Grade Three deeper understanding of texts as they respond to critical to Grade Four, their literacy skills improve in terms of questions in both oral and written form . Free-writing degree of depth as well as independence . Organizational and journal-writing exercises further develop vocabulary demands also increase as a result of Grade Four’s Depart- and communication skills . Reading and writing poetry mental structure . and beginning research skills provide opportunities for Second Graders to make presentations to small and large groups . Students find their voice through the writing of Grade Five personal memoirs in a writing workshop setting . Students In Grade Five, the traditional English, reading, and study revise and proofread their work and apply simple gram- skills courses are combined . Basic language arts skills matical principles to writing . are incorporated into the program through extensive

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY writing and the reading of literature . Students read texts Grades Three & Four and acquire information to answer questions, generate hypotheses, make inferences, support opinions, com- Reading instruction in Grades Three and Four assumes pare and contrast relationships, and draw conclusions . new dimensions, resulting from the increasing maturity Examples of contemporary and classical literature are of students and the increasingly more complex and studied through the use of novels, nonfiction stories, and varied reading materials to which they are exposed . The current-events publications . Each child records feelings, program stresses the skills that lead to early indepen- experiences, and ideas in a writing journal, which is not dence in reading . More detailed and broader discussion an end product but a means for collecting and express- questions involving inferential thinking give students ing thoughts . Children begin an invaluable study skills greater opportunity to expand their comprehension and course, which is particularly helpful as they are no longer vocabulary . Direct instruction in a variety of specific skills in self-contained classrooms . Organizational skills and such as sequencing, noting details, drawing conclusions, study habits are stressed . The art of class discussion and and following directions gives students further opportu- the skill of note-taking are modeled and refined . Students nities to improve their level of comprehension . Making write personal journal pieces as well as original “caution- inferences, understanding literal and implied meanings, ary tales” which are revised, edited, and presented in both thinking critically, and evaluating meanings are important oral and written form . They experiment with personal comprehension skills taught in these middle elementary style and different genres, including poetry . Later in the grades . Theme, symbol, and character development are year students write their own personal memoirs, incorpo- explored . In addition, students learn to use reference and rating the knowledge gained from their literature exami- informational materials as they expand their knowledge nation and assigned writing . Grammar and mechanics are in various curriculum areas . Special emphasis is given presented in sequential mini-lessons, but emphasis is on to vocabulary development and use of dictionaries and accountability in actual written work . thesauruses for word meaning and pronunciation . Im- portant study skills are introduced, such as skimming and

16 Science Science is the exploration of the universe for the purpose of seeking orderly, testable explanations of objects and events . The Pingry School elementary science program offers a balance of hands-on experiences and science content . Each year, students study topics in three major areas: life science, earth science, and physical science . The processes of observation, investigation, collection of relevant data, discussion and confirmation of findings, and experimentation are emphasized throughout the program .

Kindergarten Grade Two In Kindergarten, students begin using some of the basic In Grade Two, students examine the structure and func- techniques of scientists . They actively collect samples of tion of the parts of different kinds of plants and animals . the environment surrounding them and classify these They learn that all living things have structures by which and other samples by noting different characteristics they can be classified . Animals are classified by their and using all their senses . They study animals and their groups — mammals, birds, reptiles, amphibians, and families . They learn about buoyancy from objects that fish . Students learn why animals become extinct, with THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY float and sink . Students observe changes around them emphasis on endangered animals today . Dinosaurs and by looking at seasons, weather, and day and night . They other prehistoric animals are studied in detail . In earth study plants by collecting samples of plants and seeds science, students study the ocean and the variety of plant and by growing new plants . and animal life it contains . Emphasis is placed on how Grade One humans are dependent upon oceans and their natural resources . Students also study the water cycle and how In Grade One, life science includes learning about the air and water create the earth’s weather and climate . parts of plants and the ways plants and animals depend Cloud formation, temperature, and weather instruments on each other . Students study animals by looking at their are also studied . In physical science, students explore the coverings, the way they move, and their young . Animal way heat changes matter . Sound as a form of energy is in- growth and development are studied though the life vestigated . Light energy is studied, and students observe cycles of fish, frogs, and butterflies . In earth science, how light enables us to see . students study the structure of the earth by observing what makes up various geographic features . They learn about weathering, erosion, and soil formation, and they Grade Three study the sun and its relationship to the earth . Students In Grade Three life science, students explore how living simulate the earth’s rotation by using models of the earth things grow and change . Animal growth and develop- and sun . In physical science, the three states of matter are ment are studied by looking at the stages of insect explored . Magnets are introduced, and students observe growth using meal worms . Plant and animal environ- that magnets have poles that attract and repel each ments are studied by looking at the characteristics that other . make life possible in ponds, oceans, deserts, and forests . Students learn the ways living things interact with the environment . In earth science, students study the changes in the earth’s surface due to weathering and erosion . The rock cycle is studied, and students classify rocks and minerals . Students explore the sun, moon, and earth as a system in terms of their relationships of size, position, movement, and effects upon one another . In physical science, work, force, and energy are studied along with gravity and friction . Simple machine are introduced and identified in everyday objects .

17 Grade Four Grade Five The Fourth Grade begins the year with a unit on geology . The year begins with a unit on chemistry . Physical and The layers of the earth, types of rocks, plate tectonics, and chemical properties of matter are discussed as well as the continental drift are covered . Students grow crystals and structure of the atom . Students learn how to read and study the effect of different cooling rates on their size . use the Periodic Table of Elements . The basics of ionic and The introduction of paleontology includes the study of covalent bonding are covered as students build up and geological time, dinosaurs, and fossilization . Students lean then break down compounds . Properties of acids and about the rock cycle and the effects that weathering and bases and a comparison of mixtures and compounds erosion have on different types of rocks . round out the unit . A unit on the cell introduces the students to the basics In the life sciences, students immediately follow their of plant and animal cells . The use of the compound chemistry unit with one covering the human body . The microscope is introduced . Basic cell functions such as unit covers several different organ systems and ways in diffusion, mitosis, and photosynthesis are emphasized . which they interact . Each system is explored beginning at Students learn about classification, the five kingdoms of the cellular level and expanding to include the function- living organisms, and what makes each kingdom unique . ing of the entire organism . The interdependence of all At the end of the unit, the students research different parts of the body is stressed, as is the importance of the members of the protist kingdom and view live samples of relationship between structure and function . Important their organisms . cellular processes first covered in Fourth Grade are rein- The study of electricity and magnetism has the Fourth forced and new concepts such as cellular respiration and Grade focusing on different kinds of circuits, static gas exchange are introduced . electricity, and the generation and storage of electrical In the spring, the Fifth Grade focuses on earth science THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY energy . Students learn about the parts of the atom and with a unit on the atmosphere and weather . Students how positive and negative charges cause the movement learn about the composition and layers of the earth’s of an electrical current . The close relationship of electricity atmosphere, the water cycle, and the flow of energy from to magnetism is emphasized, and the students construct one part of the biosphere to another . Students learn their own electromagnets . Uses of electrical energy and about basic meteorology, how to read a weather map, the conversion of electricity into other forms of energy and what kinds of tools scientists use to measure and are stressed throughout the unit . predict the weather . Students make detailed observations of local weather patterns and keep close track of the weather conditions on the campus by monitoring the temperature, relative humidity, precipitation, wind, etc .

18 Social Studies The social studies program includes the study of man’s relationships, both past and present, and draws its subject matter from geography, history, anthropology, economics, political science, and social psychology . As the program is developed through the grades, the child is made aware of the larger world . The social studies program is based upon the assumption that a democratic society depends upon sensitive and responsive citizens who can make rational decisions consistent with basic democratic values . The classroom provides the environment in which students can inquire into and evaluate questions which deal with man’s social behavior through a wide variety of historical and social events .

Kindergarten Grade One In Kindergarten, Social Studies begins with a unit on fami- In Grade One, the children learn about different com- lies . The students learn about each other and get to know munities, starting with the school community, then each other . They learn that there are all types of families . branching out locally and finally globally . Social Studies is THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Students read books about different kinds of families and integrated into the total curriculum as well as in several create their own class family book . They expand their special classes such as art, music, computer science, and study of families to animal families, learning collective science . The children learn about communities in North nouns of animal groups, names of animal young, and America, Latin America, and Australia . They research an their parents . They culminate this study with a trip to animal from Australia and one from the rain forest, using Turtleback Zoo . Students learn about the various cultures, books and technology . Basic geography skills are taught, cultural celebrations, and holidays within the classroom, beginning with simple maps of the school and expand- with active participation of their parents . They also cover ing to a basic world map . Character education is taught a variety of other topics such as famous people, histori- and reinforced through the teaching of tolerance and cal events, geography, current events, and maps . They acceptance of the different communities . A culminating broaden their understanding of their place in the world trip to the Bronx Zoo is taken late in the year, where the through the use of creative dramatics, celebrations, art children view their animals and use their map skills to find projects, poetry, books, films, videos, and field trips . The and answer riddles . students are introduced to sign language through music and poetry . Particular emphasis is placed on fostering self- awareness, a positive self-image, and socialization skills .

19 Grade Two Grade Four In Grade Two, the social studies concepts, beginning with In Grade Four, the pupil focuses on the study of New Jer- dinosaurs, are integrated into the language arts, science, sey . All aspects of our state’s history, geography, and phys- and math programs through the use of relevant literature . ical and cultural environments are studied . Independent Students study geography and practice map skills . The reports, primary source material, novels, poetry, field trips, concepts of diversity, compassion, and friendship are debates, role-playing, and persuasive writing techniques emphasized throughout the study of traditional Native are used to trace New Jersey’s cultural development from Alaskan ways of life, African-Americans, women in history, the Paleo-Indians to current times . Particular emphasis is people with disabilities, and the elderly . Current events placed on the Lenape culture, the European colonists, the are discussed in conjunction with reading Time Magazine waves of immigration, and the impact of each group on for Kids . the state’s history . These cultures are studied in relation to their use of New Jersey’s environmental resources and their adaptation to changing circumstances . Grade Three In Grade Three the program focuses on the geography of the United States . Emphasis is placed on the link between Grade Five the geography of each of the six regions of our nation The course builds upon concepts and skills developed and their historical, economic, and social development . through earlier years . Students begin with the study of Literature, both fiction and nonfiction, provides a rich ancient Egypt . They delve into the treasures of the an- source of material for this program, while traditional cient tombs, the personalities and reigns of the pharaohs, textbooks, maps, globes, and atlases are used as reference the architectural feats of the pyramids, the advances in

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY tools . Films, slide and video presentations, and field trips science and medicine, the roles of religion and myth, and provide additional opportunities for enrichment of basic the artistic accomplishments of the Egyptians . Continu- course material . ing into the Greek and Roman empires, the students An additional key component of the Third Grade social develop insights into the daily lives of these peoples studies program is the research, preparation, and presen- including their governments, wars, art, literature, sci- tation of a detailed state report by each student . Students ence, math, philosophy, religions, and ultimate legacies . select a state, contact its government leaders or agencies, Important individuals who helped to shape the events of and utilize materials from our media center and the world history are also studied . Technology is integrated Internet . The work is completed in school and at home through research, use of the Internet, and virtual tours of with the assistance of the homeroom teacher, Academic historic sites and museums . A two-week course on the Technology Facilitator, and librarians . Metropolitan Museum of Art is followed by a field trip to the museum . Assessment, formal and informal, is an ongoing part of the program, carried out through tests and quizzes as A variety of media and primary source material is used as well as through original map work, group projects, and well as a study of current events to connect today’s world reports . with the study of ancient cultures .

20 Visual Arts The Lower School art program is designed for young students to discover, explore, and expand their artistic identities . Art lessons are child-centered and have multiple entry points for students with varying ranges of experience and skill . The program focuses on skill development, synthesizes process and product, and encourages risk-taking and self-expression . Art allows students to make connections with their studies, notice patterns, blend content, and create ways to solve problems . The program aims to broaden and deepen students’ artistic knowledge and ability while they experience the joy and meaning found in the process of being a creative, artistic individual .

To accomplish these goals, the program fo- students to a wide range of artists and their art cuses on several areas of artistic development . forms . Students look at art in a variety of for- They include the development of sensory mats: children’s literature, art reference books

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY perception, hands-on and cognitive skill, an and DVDs, Internet images, museum and gal- introduction to the fundamental elements and lery trips, and demonstrations by visiting artists . principles of art and design, visual awareness Students learn to look closely and make ob- of art forms both multicultural and historical, servations about what they see . This not only nonverbal communication and self-expression, inspires their imagination, sense of experimen- and the development of a verbal language to tation, and vocabulary of art fundamentals, discuss art and make artistic judgments . but also stimulates and exercises cognitive Students thrive in an environment where they skills, such as the ability to visualize, compare, are comfortable trying something new and recall, analyze, interpret, predict, summarize, making their work unique; each class meeting and synthesize . Students participate in class is designed to offer kinesthetic opportunities discussions and share ideas and views about to do so . Projects tap into and reinforce each art . They learn that their own creations have child’s innate abilities to imagine, design, and value as they are put on view in the classroom create . Opportunities include exposing stu- and in the hallways for the community at large dents to a vast array of 2-D and 3-D art media to experience and interpret . and techniques, such as drawing, painting, The guiding philosophy of our program is printmaking, collage, assemblage, casting, that art permeates all of life and is an essential woodworking, clayworking, and digital pho- learning discipline vital to the construction and tography . Class time and projects also expose communication of meaning .

21 World Languages The ability to communicate in more than one language has long been recognized as a tool for enhancing student achievement . Beginning in the early school years, it is critical for today’s children to develop communicative and linguistic proficiency in English and other languages in order to understand and appreciate the cultural diversity of our rapidly developing global community . Spanish is the base foreign language at the Short Hills campus .

Grades One through Four Grade Five In the primary Grades One through Four, the Communi- In Grade Five, Spanish becomes a full academic subject, cative Approach to learning a second language through and students receive letter grades for the first time . listening and speaking, the Whole Language Approach, Classes meet more frequently and students are provided and the Total Physical Response Method highlight the with concrete and real experiences to foster success in program . These approaches are complimented by the second-language acquisition . In addition to the primary Symtalk Method of teaching students the fundamentals approaches of activity-based learning, the reading and of the language by substituting words for self-explana- writing of sentences become very important compo-

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY tory symbols thus producing authentic memorization of nents of language development, which necessitates the vocabulary . The goal is for students to structure full an increased facility with verb conjugation . Level 1A of sentences immediately in order to attain communicative Como Te Va is covered . Assessment of students is based proficiency in all skills very early in the learning process . on class participation, daily observations of oral produc- tivity, and performance on quizzes and other written assignments . Linguistic skills acquired in Spanish are a valuable trans- ferable asset to facilitate the study of any other foreign language at the Martinsville campus, where students may choose to continue Spanish or start French, German, Latin, or Mandarin .

22 Middle School Philosophy of the Middle

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY School Curriculum

The curriculum in the Middle School has a dual role: the presentation of information and the guiding of the students’ critical thinking skills from memorization to thoughtful, independent analysis of the material being presented. The curricular content continues to support the liberal arts background that Pingry believes to be an integral part of each student’s educational foundation. In early adolescence, students begin to develop analytical thinking skills. Using the material in each course, Middle School teachers challenge their students to support opinions with facts and to question the world in which they live. The purpose is to continue the shaping of responsible young people who will contribute to their society.

23 Athletics The Athletics program is designed to offer positive experiences that foster greater understanding of the importance of promoting physical development . It provides the child with the tools necessary to make healthy decisions about exercise and future athletic and recreational activities . Our primary goal is to offer maximum opportunity for children to enjoy physical activity at their own pace and thus realize that it is a desirable and worthwhile endeavor, one they will want to continue throughout their lives .

Grade Six Forms I and II In Grade Six, students are introduced to the interscholas- In Forms I and II, a full range of sports is offered in each of tic sports offered in Forms I and II . The program focuses the three sports seasons . Sign-ups take place at the start on teamwork, physical fitness, skills development, and of each season . knowledge of basic rules and strategies . Developing character traits such as respect, integrity, responsibility, accountability, and sportsmanship is paramount . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

24 Grade 6 Co-Curricular Courses Students in Grade 6 Co-Curricular Block experience a carousel of classes intended to engage them in topics and skills that will be vital to young adolescence as well as their life here at Pingry . Co-Curricular courses are approximately one half a trimester long . Cultural Competencies criteria, students generate philosophical questions that (Ms. Kooheli Chatterji) form the basis for our discussions . As for the procedural component, students learn how to engage in a model for Cultural Competency is defined as “the knowledge, philosophical inquiry, called “Community of Inquiry ”. This awareness, and skills that lead to effective interactions model consists of a set of specific rules (e .g ., “We listen with diverse individuals and groups ”. Cultural compe- to each other,” “We help each other express our ideas,” tency is a great skill to acquire, whether at Pingry or in the etc .) that encourage meaningful and productive group world beyond our campus . Through hands-on activities, discussion that allows students to independently explore discussions, and projects, this course will provide op- philosophical ideas . portunities for students to learn and practice a set of skills that will allow students to be able to answer the question, “How do I get along with people who are different from Research Skills me?” We hope that this course will help students develop (Mrs. Judy Seebald)

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY an appreciation for and an understanding of the many The Research Skills Class offers a unique opportunity for cultures represented at Pingry and in our communities students to learn valuable information literacy skills and beyond school . directly apply them to a model research project . Each session students choose a topic and then utilize library re- Financial Literacy sources, web sites, and information systems to complete (Mr. Anthony Garcia) assignments . Research is structured around the steps of the Big6 model to give students an understanding of the In Financial Literacy, “Generation Y” receives introduction research process . to key concepts such as budgeting, saving, banking, investing, risk, and taxes . The course uses selected articles from financial media sources, online resources, literature Rhetoric/Public Speaking from the Federal Reserve System, and samples of actual (Mr. Philip Cox) reports & products . While the goal is not to produce Rhetoric has been a part of Western education since instant portfolio managers, we seek to provide an aware- it was formalized as a skill by the Greek philosopher, ness of financial topics so that students can feel confident Aristotle (384 BCE – 322 BCE) . Rhetoric is, formally, the art of their ability to ask questions and comprehend answers . of written or spoken communication . In this course, we focus more on the skill of spoken communication . Healthy Decisions Student speakers attempt to motivate, persuade, or (Dr. Mikaela Kilker) inform using the categories outlined by Aristotle: Logos (λόγος), which we will translate as “reason”; Pathos The Healthy Decisions course focuses on teaching (πάθος), emotions, and Ethos ( θoʊs), meaning guiding students decision-making skills that will increase ability to beliefs or ideals . Individually, students practice vocal maintain and formulate healthy relationships . In addition, projection, enunciation, meaningful hand gestures, and the course will provide dietary guidelines about nutri- poise . tion and discuss the different aspects of physical fitness . Students will also learn the negative health effects of substance abuse (alcohol, tobacco and drugs) and will Service Learning learn to identify the physical, mental/emotional, and (Ms. Shelley Hartz, Mrs. Shauna social changes that occur during adolescence . Leffler) . In Service Learning, students investigate issues in the Philosophy community both locally and globally . The course gives (Mr. Igor Jasinski, Ms. Debra Tambor) students a chance to learn about different needs in a In Philosophy, students are introduced to communal community and, they participate in a variety of activities philosophical inquiry . The class has two equally important that will reinforce the importance of Service Learning and components: content and procedure . In terms of content, Community Service . Students also have the opportunity students develop general criteria to identify and articulate to join in a community service activity . Throughout the philosophical questions and to distinguish them from course, students reflect on service in discussions and in 25 other types of questions (e .g ., “What is time?” vs . a factual journals . question such as “What time is it?”) . Based on these Drama The focus of all three years of Drama is the development of the individual . Using the categories set forth by Brian Way in his seminal work Development through Drama, each year the Drama classes will provide opportunities for growth in concentration, sensory awareness, imagination, physical self, speech, emotion, and intellect . The central concerns are first to help each individual discover his or her own resources and then to move on to explore the individual’s environment, which demands a conscious relationship with others who inhabit it . Since the primary concerns of drama match the natural development of a student in the passage from childhood into adolescence, this program is an essential Middle School art experience .

Drama 6: Drama 8: Mask & Movement Theater Games (#10004) (#10204) THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY The Sixth Grade Mask and Movement course focuses the This course offers an articulated approach to theatrical actor’s range of motions through neutral mask exercises . improvisation in which students practice a wide range This movement-based training helps develop a range of acting techniques in order to “compete” with another of physical choices that give detail and clarity to the group in a series of “games,” or dramatic challenges . actor’s work . Mask and Movement also gives students a The ultimate goal of preparing for this competition is foundation to explore the expressiveness of their own the development of the resources that have been the bodies within their real lives . Additionally, the students cornerstone of the whole Middle School program: con- gain confidence in nonverbal communication, which will centration, sensory awareness, imagination, physical self, prove valuable in real-life situations . speech, emotion, and intellect . Improvisation allows for the discovery and exploration of the individual’s environment, demanding a sensitivity to the other people who Drama 7: inhabit it . Ethical and character education and global Devised Theater awareness are the by-products of such an engagement . (#10104) Drama 7 is a required trimester of basic drama . Students Drama Elective: will learn how to be an active part of a creative ensemble that “devises” its own piece of drama . The class will col- musical theater workshop lectively choose a topic that the students are interested in (#14222) exploring dramatically . From there the class will begin a The Musical Theatre Workshop course is an interdisciplin- series of different projects, each inspired by some aspect ary class focusing on the performance of scenes from of the topic, in order to generate as much material as American musical theater . In the workshop students possible . These projects may include silent freeze-frame will strengthen their voice, movement and acting skills . scenes made of tableaus, five-line scenes, group storytell- The course will end with a workshop performance . The ing, songwriting, and short plays inspired by activating course will be offered one trimester and will be open to questions, interviews, or movement structures . During all Form II students . the last few weeks of the course, the students then put together the most successful of these pieces into a performance . Throughout this entire process, the goal is not only to develop storytelling and performance skills, but also to teach students how to work cooperatively, create a supportive environment, and take risks together . At the end of the course, they will showcase their piece in front of a panel of drama/art teachers and an audience of their peers .

26 Health The health program at Pingry is designed to develop specific skills that we believe are essential in maintaining one’s health emotionally, socially, and physically . These skills include decision-making, communication, coping, and enhancing relationships . Students gain practice in applying

these skills as various health topics are addressed . At each level, areas relating to sexuality, nutrition, alcohol and drugs, disease, body systems, and personal loss are covered . Information regarding each of these topics is age-appropriate . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Health 6 (#18004) The Healthy Decisions course focuses on teaching students decision-making skills that will increase ability to maintain and formulate healthy relationships . In addition, the course will provide dietary guidelines about nutrition and discuss the different aspects of physical fitness . Students will also learn the negative health effects of substance abuse (alcohol, tobacco and drugs) and will learn to identify the physical, mental/emotional, and social changes that occur during adolescence .

Health 7 be both harmful and helpful . (#18202) The reproductive systems unit will explain the structures, The Middle School Health curriculum has been designed functions, and distinctive features of the male and female to help our students understand the physical, mental/ anatomies and the changes that occur during puberty . emotional, social and spiritual aspects of health, and how Throughout the course students will demonstrate the they can develop lifestyles to achieve and maintain an ad- ability to use decision-making skills, will learn to assume equate level of health . Health 7 is divided into four areas responsibility for their own personal health, and will of study: 1) communicable diseases; 2) nutrition and eat- recognize and avoid risk-taking behaviors . ing disorders; 3) tobacco, alcohol, OTC and prescription drug use; and 4) puberty and the anatomies of the male and female reproductive systems . The communicable disease unit will discuss and identify the body’s defense system, pathogens, and ways to prevent the spread of infectious diseases . The nutrition unit will help students to identify the major nutrients that are needed for optimum health . The unit includes information to assist students in making intelligent consumer choices about food labeling and health foods . The eating disorders anorexia and bulimia are also discussed . The alcohol, tobacco, and drug unit will focus on the social, physical, psychological, and legal aspects of drug abuse . Students will study the ways in which drugs can

27 Health 8 (#18204) The Middle School Health curriculum has been designed to help our students understand the physical, mental/ emotional, social and spiritual aspects of health, and how they can develop lifestyles to achieve and maintain an ad- equate level of health . Health 7 is divided into four areas of study: 1) reproductive systems, menstruation, and pregnancy; 2) sexually transmitted diseases and HIV/AIDS; 3) sexual assault; and 4) illegal drugs . The reproductive system unit will provide a review of the reproductive organs, as well as information about pregnancy and the menstrual cycle . The STD and HIV unit will cover factual information about STD’s and HIV/AIDS, as well as decision-making as it relates to the spread of sexually transmitted diseases . The sexual assault unit will prepare students to identify date and acquaintance rape, sexual harassment, sexting, and relationship abuse . The role of alcohol and drugs in sexual assaults will also be discussed .

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY The illegal drug unit will focus on the effects that drugs have on the brain, and the process of addiction and recovery . The effects of illegal drugs (such as metham- phetamine and Ecstasy) will be covered . Students will also practice using resistance skills to avoid drug use . Throughout the course students will demonstrate the ability to use decision-making skills, will learn to assume responsibility for their own personal health, and will recognize and avoid risk-taking behaviors .

28 humanities The Middle School Humanities program functions as a transition between the world of childhood and the adult world . We guide students through this transition with lessons and student-centered investigations in an intellectually safe atmosphere . The program fosters deep engagement and builds toward higher- level thinking, using cumulative assessments in the form of written work, performances, and applications of new knowledge and skills .

Decisions 6: readers in the human experience . This will be accom- self & community plished through an exploration of different genres: heroic (#15000) myths, short stories, poems, plays, and novellas . (Some units will be interdisciplinary in nature; others will be dis- The Decisions course focuses on learning through cretely literary .) Students will learn to apply a wide variety discussions and in class practice of decision-making skills . of strategies to comprehend and analyze texts . Especially Students explore how their decisions and behavior are significant will be the introduction of the five-paragraph affected by their feelings . Discussions center on the effect essay . Thus, students will learn to contribute as reflective, of stress on their lives and the role of peer pressure in

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY creative, and respectful members of a literarily, socially, decision-making . Students identify social support systems and historically aware community . that they can go to when they need help with difficult situations in their lives . History 7 (#11104) Classroom discussions of hypothetical situations are used to practice decision-making skills . Through role-playing English 7 (#15104) and brainstorming, students become comfortable with Form I Humanities expands the Grade Six program in the steps needed to make decisions that will help them two ways . Academically, it continues the thread explor- in their lives . ing how diverse influences coalesce into unified cultures . Developmentally, the program draws parallels between communities in the world at large and the Middle School History 6 (#11004) community here at Pingry . The goal is to teach Middle English 6 (#15004) School students to identify and build on their own talents Grade Six Humanities explores how various societies, and potential, and to value those of their peers . each with its own traditions, beliefs, and values, share In History, the children learn about the transformation commonalities with other cultures around the world . One of community through the study of two cultures: the of our primary goals is finding ways of associating this United States in the 19th century and China in the 20th . theme with the personal experiences of the Sixth Graders, The primary focus is on the foundation events of each who are bringing a diverse range of experiences, talents, country: the history, the myths, and the inevitable con- and backgrounds to form a new community at Pingry . flicts, both internal and external . Questions will be posed, In Grade Six History, our journey will begin with an in- including “How do you build a community?”, “How does terdisciplinary unit of three case studies of civilizations be- identity change?”, and “How is loyalty defined?” Through fore 1500: ancient Mali, India, and China . Next, our travels the exploration of these and other questions, students will lead us through medieval Europe, the Renaissance, are exposed to issues of moral choice, justice, and power . the age of exploration, and the scientific revolution . We In addition, we focus on practicing coherent and logical will end with a study of global exchanges and encounters writing, developing research skills, and understanding that left a lasting impact on the world . graphic information such as that found in maps, tables, Students will be exposed to several assessments that will and charts . both help them strengthen their critical reading, thinking, In English, students will explore literature that focuses and writing skills and provide the sense of individual ex- on defining and integrating a community . The literature ploration and ownership that is the essence of the Middle includes plays and novels that provide a broad range School experience . These assessments will also provide of social perspectives dealing with oppression, racism, opportunities to begin learning formal research skills, and injustice in the world . We stress careful reading and including the proper use of in-text citations, electronic insightful thinking so students can express themselves note cards, and a Works Cited page . with clarity and precision . Through writing, students learn In English, aside from vocabulary and grammar study, to articulate ideas in a more sophisticated five-paragraph students will gain an appreciation of the wide range of analytical essay . 29 social and ethnic voices of various cultures that unite History 8 (#11205) English 8 (#15204) Form II Humanities explores the theme of a mature community and global leadership . Students will analyze how the United States exercised power and leadership in the global community in the 20th century, how the nation addressed its troubled racial history, and how American society and culture were transformed by the upheaval of the 1960s and 1970s . As America emerges as the most powerful and influential nation in the world, the Eighth Graders emerge as leaders of the Pingry Middle School community . In History, students study the Great Depression, World War II, the Cold War, the civil rights movement, the Viet- nam War, the counterculture, and Watergate . The goal is to make students more interested in and knowledgeable about the contemporary world . In English, students continue to examine the American journey and the themes of power and leadership in the 20th century . They explore connections between representative literature and history . Students continue THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY their academic development in three main areas: reading, composition, and grammar . Students will learn the literary genres by reading short stories; modern novels; lyric, dramatic, and narrative poetry; modern drama; and autobiographies .

30 Mathematics Math offerings in the Middle School are designed to introduce students to more symbolic and graphical representations of mathematics while reinforcing the number sense developed in early grades . Students will be introduced to topics in pre-algebra, algebra, geometry, probability and statistics throughout the curriculum in preparation for higher level course work . All Middle School students’ math records are carefully reviewed each spring so that placement in the course sequence will best suit their needs .

Math 1 Algebra 1: (#13127) Grade 8 (#13226) This course is designed to engage students in learn- This course covers the first half of a traditional algebra se- ing mathematical concepts through collaboration and quence, beginning with signed numbers and continuing self-discovery . Topics to be covered include: integers, through equation-solving . Word problems and factoring fractions, decimals, mixed numbers, percentages, and are emphasized . Methods of solving quadratic equations their related applications to real world problems . Equa- are introduced . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY tion solving, as a main thread, will be woven throughout the course to create connections to algebra . Ratios, rates, and proportions will be emphasized . Graphing, data Algebra 2: analysis, and probability will be introduced . Geometry Grade 8 (#13216) concepts will include angles, area, circumference, perim- This course covers the second half of a traditional algebra eter, volume, and surface area . sequence, from equation-solving and factoring through quadratics and radical equations . The course emphasizes theory and solutions to quadratic equations and inequali- Math 2 ties . Analytic and co-ordinate geometry are discussed . (#13128) This course will build off of the framework of Math 1 Geometry and add higher levels of mathematics in a collaborative learning environment focused on self-discovery and (#13316) group sharing . Real world connections to functions and Major year course . 3 credits . Forms II, III, & IV . Prerequisite: problem solving will be emphasized throughout the Elementary Algebra . course . A large portion of the course will focus on early Geometry is an integrated course in plane and solid algebra including inequalities, equation solving, interpret- geometry which begins with a brief history of geometry ing graphs, exponents, polynomials operations, factoring, and a discussion of logic and methods of proof . The usual systems of equations, and radicals . Geometry topics will theorems of Euclidean geometry are studied, and at ap- cover volume and surface area of three-dimensional fig- propriate times the natural extensions of solid geometry ures as well as early concepts with angles and similarity . are made . Students are not required to memorize the Students will explore probability and expected value as proofs of theorems, but are expected to be able to well as work with bivariate data, sampling and inference construct good proofs of original problems . Much work is between two populations . done with “numericals,” and considerable skill in algebra is necessary .

31 Music Music is required of all Middle School students . Pingry’s Middle School music program seeks not only to foster skill development in singing and playing in ensembles but also to help cultivate an appreciation for many diverse styles of music . Performance material is selected from a rich and broad spectrum of historical and cultural sources . The Department has an adjunct staff which provides private lessons on most instruments at the school . These lessons are given after school hours and are billed separately to the student account . As an integral part of the learning process, private lessons are strongly recommended . They can be ar- ranged through the school or scheduled by the student outside the school . Students who participate in the program usually go on to play and/or sing in the Upper School .

General Music General Music, a required course for Grade Six, provides SIXTH GRADE BAND THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY students with the opportunity to understand concepts For Sixth Grade students playing band instruments in in music theory and to prepare music for performances early proficiency levels . Emphasis on teaching instrumen- in a variety of venues . Students may sing or play musical tal and ensemble techniques, with limited performance instruments at age- and skill-appropriate levels . Students opportunities . will be exposed to diverse forms of American music as well as music of other world cultures and analyze the music of other regional and world cultures . MIDDLE SCHOOL BAND For students in Grades Seven and Eight playing band in- Elective Music Ensembles struments . Performance of standard repertoire for Middle School wind/band ensembles . Music Ensembles provide students with the opportunity to prepare music for performances in a variety of venues . Students may sing or play musical instruments at age- TENOR/BARITONE CHORUS and skill-appropriate levels . For tenor/baritone students desiring performance The teamwork experience is crystallized in the Music repertoire that continues to build on the skills learned in Ensemble . Learning to work together toward specific General Music . Each form rehearses separately one class student-driven performance goals is key to the Ensem- meeting per week . bles’ value and success . Music Ensembles provide the basis for seasonal school wide festivals and concerts . They serve as the logical out- MIDDLE SCHOOL GIRLS CHORUS growth of the General Music program, allowing students For girls in Grades Seven and Eight desiring performance specifically interested in music performance the opportu- repertoire that continues to build on the skills learned in nity to hone their musical and performance skills . General Music . Each form rehearses separately one class meeting per week . SIXTH GRADE STRINGS For string players in the Sixth Grade . Emphasis on teach- String Orchestra ing basic string ensemble techniques . Limited perfor- For string players in Grades Seven and Eight . Perfor- mance opportunities are offered . mance of standard repertoire for Middle School string ensembles .

32 Science The Middle School science program fosters a curiosity about the natural world and a love of science . The program addresses the needs of the full spectrum of abilities, interests, and developmental stages of Middle School students . The program builds toward higher-level thinking skills using both formative and sum- mative assessments . It aims to develop the knowledge, understanding, and skills that will appropriately support the development of students who are scientifically literate in our increasingly technological society . The theme of the Middle School Science Curriculum is “The Individual in the Natural World ”.

Science 6 Science 8 (#17004) (#17204) The theme for Grade Six is “Cycles of Matter and Energy ”. The Theme for Form II, “The Nature of Matter and Energy The year is divided into four modules . Module A: Biol- and Its Connection to Our World,” builds upon the Form ogy (Ecosystems); Module B: Physics (Wave Properties); I course . Form II science is divided into four modules: THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Module C: Earth Science (Ocean Planet); and Module D: Module A: Environmental Chemistry; Module B: The Science in My Life (Independent Research) . Atomic Nature of Matter; Module C: Forces and Motion; and Module D: Extended Projects on Energy, Machines and Motion . Science 7 (#17104) The Theme for Form I is “Matter, Energy, and Human Tech- nology ”. The year is divided into four modules: Module A: Biology (Our Place in the Universe – The Visible World); Module B: Physics (Understanding Matter and Energy – Physical Properties of Matter); Module C: Earth Science (Planet Earth – Lithosphere and Atmosphere); and Module D: Science in Our Lives (Global Issues – Energy and Environment) .

33 vISUAL ARTS The Middle School Fine Arts program aims to provide students with a visual vocabulary in order for them to speak about their lives in a way that is authentic and meaningful . Students will have artistic experiences in a safe and supportive studio . This climate allows our students to take risks in the creative process utiliz- ing a wide range of materials . Gallery visits are regularly scheduled in the Hostet- ter Arts Center to teach students how to approach and read a work of art and to encourage a deeper engagement by regularly viewing masterworks . Students become open to the possibilities when they discover the transformative power of art in their lives . Our program allows students to find their voice through a supportive, confidence building arts curriculum . Art 6 ects may include graphic design, typography, pen and ink (#12103) portraits, oil pastel, painting, sculpture, and collage . Each class will have a unique opportunity to choose from a In Grade 6 students maintain an art journal to document

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY variety of themes which excite and inspire their individual their life stories . Weekly themes are assigned to aid in this artwork . We will continue to use the gallery exhibits and process . Student artwork is shared in a positive non- visiting artists as a first-hand resource . judgmental format that is rich with specific feedback . Every student has the opportunity to become an acting curator of one of the group projects . In our studio time, ART AND NATURE-8 skills in observational drawing, color theory, painting, (12111) sculpture, and design are developed . Students are intro- Art and Nature students will utilize the Pingry environ- duced to previously unfamiliar materials to expand their ment as their palette to make art in this course . Students knowledge . Assessment is based on individual improve- will observe, interpret, and interact with the environment ment, willingness to be creative, and, most importantly, and learn to communicate through artistic language . demonstrated effort . Students will collect interesting materials, such as colorful leaves, and make sculptures with these materials, and Art 7 they will experiment with cyanotype – a photo develop- (#12105) ing process that utilizes sunlight . Students will also use photography to make photo transfers onto their own Students are introduced to the concept of art as lan- hand-made paper . A toolbox of hand tools will give stu- guage while building on traditional fine art practices . dents experience in shop and studio practice . The course Grade 7 art students continue the practice of keeping an will culminate with students creating a group sculpture art journal to explore themes pertaining to their interests on campus . and passions . Journal homework is assigned weekly . During studio time, students develop their observational drawing skills and learn to explore the interior world of digital filmmaking-8 the imagination . Major projects include painting a per- (#12007) sonally meaningful image from observation or memory . Whether making serious art or sharing an experience The emphasis of this project is on the application of color with peers, our students need filmmaking skills to theory as an expressive vehicle for storytelling . Gallery communicate in the 21st century world . Building on visits are scheduled in the Hostetter Arts Center on a the natural comfort Middle School students have with regular basis . Student curators facilitate respectful discus- technology, students will learn to use this medium in so- sions about the meaning and purpose of art . Assessment phisticated and artful ways . Students will be introduced is based on individual improvement, willingness to be to fundamental filming techniques and to the basics creative, and, most importantly, demonstrated effort . of editing on “IMovie” and “Adobe Premier” software . Students will make a series of short films and will work STUDIO Art 8 both collectively and individually on these projects . They (#12204) will explore thematic works, documentary, and narrative filmmaking . Students will be able to share their projects Grade 8 students create a one-of-a-kind art journal with through a video blog and on YouTube and through a divi- mixed media . Studio work strives to create a balance be- sion wide screening at the end of the year . tween traditional skills and contemporary practices . Proj- 34 world Languages – classical language The classical language program provides a comprehensive introduction to Latin . Students will learn and practice all the skills necessary to become proficient readers of Latin . Latin focuses on the acquisition of vocabulary and grammar while also immersing students in Roman life and culture . They will read and translate stories concerning the life of a Roman family in Pompeii, Romanized Britain, and Egypt . Through these texts, their understanding of the social and political history of the Romans during the first century is developed . A strong emphasis is also placed on learning English vocabulary with Latin roots . Finally, students will further enhance their skills by using the online curriculum Operation Lapis . The course presents Latin not as an abstract linguistic system but rather as a medium of the great culture and literature that molded it and as the source of more than half of the vocabulary of modern English . . As with modern language, when students choose Latin, they are committed to that choice through their Middle THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY School years . Students are grouped according to their previous experience in the language, with the Department Chair and the Middle School Director making all placement decisions .

Latin 1A Latin 2 (#19100) (#19334) Year course. Major year course. 3 credits. Forms II-VI. Prerequisite: Latin 1 In this course, students learn vocabulary, grammar, or Latin 1B. and syntax by reading and translating stories of events This course, which builds on previously established surrounding a Roman family from the city of Pompeii . foundations, reviews and integrates items already met Through these texts their understanding of the social and while introducing new vocabulary, grammar, and syntax . political history of the Romans during the first century is The historical novel continues, covering such themes as developed . The course presents Latin not as an abstract the history, science, medicine, and religion of Alexandria, linguistic system but rather as the medium of the great Egypt, and Roman Britain . culture and literature that molded it .

Latin 1B (#19200) Year course.Prerequisite: Latin 1A. This is a continuation of Latin 1A . New vocabulary, grammar, and syntax are introduced . While the events in the first book took place in and around Pompeii, the action has now moved to Roman Britain . The history of Roman Britain is presented in detail . Level 1A and Level 1B Latin is roughly equivalent to Level 1 of Latin in the Upper School . Students usually take 1A and 1B in Grades Six and Seven and Level 2 in Grade Eight . Students in Grade Six can anticipate beginning Level 3 in the Upper School . Some students may qualify for a language offering provided in the Upper School . This may be elected, although the final decision on placement rests with the World Languages Department . (See pages 39–42 for Upper School offerings .) 35 world Languages – MODERN language The modern language program provides a comprehensive introduction to modern language study . Students will learn and practice skills necessary to acquire a second language . They will be encouraged to take risks and to communicate in the language studied . We work toward a total immersion classroom where the language is modeled by the teacher and media resources . Emphasis is placed on the relevance of the language to a student’s own life . We encourage students to see things through the culture of the target language by drawing parallels to and contrasts with the student’s own culture . Pronunciation, spelling, vocabulary acquisition, and grammar are taught progressively . When students choose a world language, they are committed to that choice through their Middle School years . Students are grouped according to their previous experience in the language, with the Department Chair and the Middle School Director making the placement decisions . All the languages are taught in a similar way . CHINESE 1A (#19903) THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Oral skills that include both speaking and lis- French 1A (#19114) German 1A (#19124) tening are constantly presented and reinforced . Spanish 1A (#19144) Reading and writing skills are introduced in Year course. Available to Grades 6 and 7. class and reinforced through working with the textbook, the accompanying workbook, and CHINESE 1B (#19904) teacher-developed materials . Work in grammar French 1B (#19214) and spelling familiarize the student with the German 1B (#19224) structure of the language . The Chinese course Spanish 1B (#19244) uses the Pinyin phonetic system and simplified Year course. Available to Grades 7 and 8. characters . Level 1A and Level 1B Chinese, French, German, and Spanish are roughly equivalent to Level 1 of the language As the student becomes more knowledgeable in the Upper School . Students usually take 1A and 1B in in the subject, writing assignments advance Grades Six and Seven and Level 2 in Grade Eight . Students in Grade Six can anticipate beginning Level 3 in the Up- through the sentence, paragraph, and short per School . essay stages . Areas such as geography, history, Some students may qualify for a language offering pro- literature, current events, and culture are also vided in the Upper School . This may be elected, although the final decision on placement rests with the World covered so that students can begin to expand Languages Department . (See pages 39–42 for Upper their intellectual and cultural horizons . Class- School offerings .) room activities often challenge the student to use the newly acquired language in meaning- Chinese 2 M.S. (#19913) ful real-life situations . The instructors also take FRENCH 2 M.S. (#19344) GERMAN 2 M.S. (#19325) advantage of textbook online resources as SPANISH 2 M.S. (#19245) well as language learning websites like Word Major year course. 3 credits. Prerequisite: French 1B, German Champ and Quizlet . 1B, or Spanish 1B. The second-year language experience reinforces skills that were introduced at the first-year level, develops them to a higher degree, and continues to present grammatical structures and tenses . Classes are conducted — and the student is expected to think, speak, and write — exclusively in the foreign language . Students read for under- 36 standing and appreciation while also building vocabulary and grammar skills . other courses

FINANCIAL LITERACY 6 SERVICE LEARNING (#11000) (#6000) 1/2 trimester course. Required of all Grade 6 students. In this course, students will investigate issues in the This course is designed with the Sixth Grade learner in community both locally and globally . The course will give mind and uses language and examples geared toward students the opportunity to learn about a need in the their interests and level of understanding . It covers such community; design and implement an effective service topics as saving, budgeting, interest, credit and credit learning program that will make a difference . Reflection cards, stocks, bonds, banks and banking, paychecks, and is an important part of the curriculum . It is an essential checkbooks . Students also learn financial literacy through and lasting part of service learning . Reflection is ongo- a project-based approach . ing incorporating learning and experience with personal growth and awareness . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

37 UPPER School Philosophy of the upper School Curriculum THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY The Upper School curriculum is designed to provide a rigorous, comprehensive, intellectually challenging academic program that prepares students to perform at the highest level in college as well as to lead and serve honorably in the greater community. Through their course work in the Upper School, Pingry students have the opportunity to develop an informed, nuanced picture of the world as viewed through the various disciplines; to practice and hone their powers of higher-order thinking and analysis; to refine their skills of lucid, persuasive written and oral communication; to exercise and expand their creative imagination; and to establish a lifelong passion for learning. Traditional courses, with their emphasis on the amassing of knowledge in a classroom setting, are necessarily the foundation of the Upper School curriculum; but, through group discussion, one-on-one conferences with faculty, and individual work, students are always encouraged to think and perform independently and to solve problems in innovative ways. In addition to the core academic curriculum, every student must take courses in health and fitness, to promote the wellness and mind/body integration essential to adolescent development. Courses in the arts are also required, to develop appreciation for and facility in the creative, intutitive dimension of life along with the analytic. Courses in technology, financial literacy and public speaking prepare students to be responsible leaders in an ever-changing society and a complex global economy. Information literacy skills — the ability to locate, evaluate, and use information critically — are taught in the context of research assignments in the various disciplines. It is our expectation that Pingry graduates will be fully prepared not only to take on their college programs successfully and enthusiastically, but to step into the world with confidence in their abilities as thinkers and leaders.

38 Graduation Requirements

A total of 51 credits is required for graduation . Each major semester course yields 1 .5 credits . Each major year course yields 3 credits . Each minor year course yields 1 credit . Fitness and Health courses are organized on a trimester basis; all others are semester- or year-long courses .

The distribution of required Upper School courses is as follows: Arts (Visual Arts, Drama, Music) ...... 1 Year-long. . Course English ...... 12. Credits. . . Health* ...... 2 Credits. . . History** ...... 9. Credits . . Mathematics† ...... 9. Credits . . World Languages†† ...... 9 .Credits . Laboratory Science ...... 6 .Credits . .

* Students will take one trimester of health in Form III (Grade Nine) and one in Form IV (Grade Ten) . ** One major year course must be U .S . History . † Must be earned in the Upper School by the end of Form V (Grade Eleven) . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY †† A student must complete three consecutive years of the same language in the Upper School .

• All students must take math, history, and a world or classical language through Form V (Grade Eleven) . English must be taken every year . • All students are required to perform ten hours of Community Service each year . • Fitness Education: All Students in the Class of 2018 must complete Introduction To Physical Fitness by the end of Form IV (Grade 10) . All students in Form IV must be on a Pingry athletic team or enrolled in a Fitness class, Health, Dance, or Drivers Education during all three trimesters . All Students in Forms V-VI will be enrolled into Fitness Education but have the option of selecting an approved activity in its place as long as it meets the minimum physical fitness requirement . • All students in Form III (Grade 9) must complete a trimester of Financial Literacy . All students in Form VI (Grade12) must complete a financial literacy lecture series . • A student who repeats a grade is expected to fulfill all grade-level obligations . • Courses are graded on a standard letter grade scale unless noted otherwise . To receive credit for a course, a student must earn a passing grade of D– or better .

Independent Senior Project: ISP offers an opportunity for all Form VI students in satisfactory academic and disciplinary standing to complete their Pingry education outside of the school . Seniors apply to participate in a project of their own design by submitting a proposal to the ISP Committee . The ISP experience should offer students an opportunity to learn a new skill or trade, to participate actively in real-life situations in business, the arts, or a vocation, and to continue to broaden their knowledge while learning its practical application . Pingry believes this kind of experience enriches an education by requiring students to employ both new skills and previously learned concepts and to display a high degree of responsibility in the workplace . It also helps students evaluate their own areas of interest and expertise for college and career . Each ISP is overseen and evaluated by a committee of faculty along with the student’s ISP advisor and the actual job supervisor . Requirements are outlined and carefully reviewed at regular intervals to ensure the student’s satisfactory completion of all requirements necessary for graduation . All seniors are expected to participate in ISP; successful completion is a requirement for a Pin- gry diploma . Students will outline and propose their ISP beginning in January of their senior year and fulfill their proposals during the month of May, according to a timeline provided by 39 the ISP committee . Some students’ startup dates may be adjusted to accommodate A .P . com- mitments . General Notes

1 . Students in the Upper School carry a normal course load of five majors each semester . Students in Grade Twelve, depending on the rigor of their program, may take four majors each semester with the approval of the Academic Dean and their college counselor . No student may take fewer than four major courses each semester . Unless otherwise specified, all courses meet four periods each cycle for 65 minutes . 2 . Every student must take English every semester . Students in Grades Eleven and Twelve may not take two or more English semester courses as part of the four-major-course minimum . They may take additional English courses as fifth majors with Departmental permission and the approval of the Academic Dean . 3 . Juniors and seniors choose an English course and two alternates each semester . If a student is successfully scheduled for the first choice or the alternate, no change can be made . There- fore serious thought should be given to English course selections . Occasionally it is impossible to schedule any of a student’s choices for a given semester; in such cases the student will meet with the Upper School Director or Academic Dean to select the class . 4 . Students may drop a full-year or semester course with no prejudice by the end of the fifth week from the start of the course . When a student drops a course after the fifth week of school, that course will appear on the student’s transcript with a mark of withdrew while passing, denoted W/P, or withdrew while failing, denoted W/F . After the fifth week, a student may THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY not withdraw except for reasons of health or for other compelling reasons . Such exemptions will be given only by the Upper School Director after consultation with the Academic Dean . In those cases in which a student has withdrawn from a course for reasons of health or for other compelling reasons that have faculty support, the fact will be noted on the transcript, denoted W/MED . 5 . Honors and Advanced Placement courses are selective . Although any student may apply for these courses, the final selection is approved by the appropriate Department Head . 6 . Placement testing in math and world languages for students new to Pingry will take place in May and June prior to entry . The Pingry Admission Office will coordinate the placement testing process . 7 . In addition to course materials specified by their teachers, each student is expected to have a laptop that meets the minimum requirements outlined by our technology department . Standardized Testing

Pingry administers the PSAT to Form IV and Form V students each fall in preparation for the SAT administered by the College Board . A practice ACT is offered to sophomores each spring . Upon satisfactory completion of certain courses, students may choose to take the appropriate SAT Subject Test . Students should consult their teachers, advisors, or college counselors to determine the best time to take the ACT, the SAT, or a particular Subject Test . Additional information on the timetable for taking and preparing for subject tests may be found on the College Counseling website, http://www .pingry .org/academics/college .html .

All students who take an Advanced Placement course are required to sit for that course’s A .P . exam in May in order to receive the A .P . designation on their transcripts . If a student does not earn and report a score for the A .P . exam, 1) the A .P . designation will be removed from the student’s transcript and replaced with an Honors designation, 2) the student will take a Pingry exam or complete a project or paper, which will be incorporated into the student’s final grade, and 3) colleges which have received a transcript will be sent an amended transcript . Any student with a first-semester grade of B or better is expected to earn a passing grade (a 3 or above) on the A .P . exam . If a student with a first-semester grade of B or better earns a 1 on the A .P . exam, the A P. . designation may be removed from the student’s transcript and replaced with an Honors designation, and colleges may be notified of the change .

40 Registration Procedure

To register for courses, the student, working with family and advisor, selects the proposed courses, completes a course selection form, and takes it home for parental approval and signature, in ink . Any questions about the course selection should be addressed to the advisor, Academic Dean, or College Counselor . The form is then returned to the advisor and the Upper School Director for signatures . For students rising to Grades Eleven and Twelve, the form must also be reviewed by the College Counseling staff . Changes in registration are allowed, with permission of the Academic Dean and Upper School Director, until June 1 . After June 1, students will be required to fill out a Course Schedule Change Request Form and acquire the appropriate signatures to indicate approval of the change . It must be emphasized that since dropping or changing a course after June 1 frequently affects class size, balance, etc ., such requests may not be honored . All options should be carefully considered before June 1 . The School reserves the right to withdraw any course in which there is insufficient enrollment . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

41 computer science The computer science department at Pingry focuses on introducing students to the discipline of computer science and developing the skills necessary for pursu- ing computer science in both academia and real-world environments . Computer science is a constantly evolving field and computer science at Pingry similarly evolves, while still reinforcing the important concepts of problem solving and logic that are the foundation of computational thinking . The Pingry computer science curriculum covers much of what students will generally encounter during their first 2 years at the college level, but still has the flexibility to allow students to engage in projects with immediate applications .

survey of computer science A.P. Computer Science (#09448) (#09447) Major year course. 3 credits. Forms IV-VI. Prerequisite: Success- ful completion of Programming, or equivalent experience THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Fall semester course. 1.5 credits. Forms III–VI. and permission of Department Head. This project-based course will focus on defining what computer science is, including the history, goals, and This course continues work on the material introduced scope of the discipline . The course will touch upon in the Programming elective and focuses on gaining integral computer science topics, including logic, algo- a mastery of programming methodology, algorithms, rithms, data representation, networking, the internet, and object-oriented program design . Students will learn web design, artificial intelligence, and game building . the Java programming language and the benefits of Projects will be done both individually and in teams and using an object-oriented language . The course will also will combine computer science skills with ideas from cover good design practices, sorting algorithms, and other disciplines . Many projects will be completed using run-time efficiency . Coursework will consist of problem the Scratch (scratch mit. .edu) environment, which allows sets and labs, as well as preparation for monthly written students to build programs without worrying about unit exams . There will also be opportunities for students programming syntax . There is no previous experience or with strong programming backgrounds to challenge other prerequisite required for this class . themselves with more in-depth assignments . All students will be prepared for the Advanced Placement Computer Science exam and are expected to sit for it in May . After Programming the AP exam, each student will choose from a list of (#09449) topics and pursue a project of his or her own design . The prerequisite for this class is the Programming elective or Spring semester course. 1.5 credits. Forms III–VI. This course equivalent coursework . is a prerequisite for those intending to take A.P. Computer Science. This course will introduce core programming concepts, primarily using the Python programming language . Focus will be on developing good programming techniques and style . Topics covered will include primitive data types, mathematical operations, structured programming with conditional and iterated statements, algorithm design, and an introduction to object-oriented programming . Students will design programs that solve problems, such as performing calculations, designing a logic game, and creating an artificially intelligent agent . No prior programming knowledge is necessary . This course is the prerequisite for AP Computer Science .

42 ADVANCED TOPICS IN Computer Science (#09446) Major year course. 3 credits. Forms V-VI. Prerequisites: Success- ful completion of A.P. Computer Science, either Math 4A or Analysis, and Departmental permission. The focus of this project-based course is on both program development and research methods . Students will be expected to conduct research and work on projects both individually and in groups, while improving their logic and problem solving skills . In the first semester, the course will focus on gaining a mastery of data structures in the Java programming language . Topics will include linked lists, queues, stacks, trees, and other structures In the second semester, each student will accumulate knowledge of and proficiency with a number of programming languages, such as JavaScript, C++, C, Ruby, and others . Assignments for this course will include programming labs, in-class presentations, and maintaining a course website . This class may be repeated for credit with prior approval of a proposed outline of topics . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

43 Drama As a part of the academic curriculum, the four elective courses that comprise the Drama program in the Upper School demand that the students use themselves, express their unique personalities and life experiences, find their own voice in the service of artistic creation . In a real sense they are the primary material of all the Drama courses . At the same time the courses in the program require that the students learn a discipline, a craft that develops a variety of personal resources and academic skills: listening, concentration, physical flexibility, emotional self awareness, openness to others, critical reading skills and analysis, problem solving, etc . At the core of the work is the development of the dramatic imagination . This kind of learning is unique to the Dramatic Arts . Unlike the other academic disciplines, Dra- challenging plays gives the actors and the school ma is always about the “Other ”. This requirement community (the audience) a chance to partici- to involve, acknowledge and, at times, sublimate pate in the “stories of others ”. It brings the larger THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY the “Self” in favor of the “Other” makes the Dra- world into the smaller world of the school . matic Arts and its most visible creation--the stage Drama teaches its varied “lessons” by play--an invaluable experience for young adults . having the students “do it ”. Personal and artistic The student actor is trained to place his atten- growth is “tested” by having the students contin- tion on the other actors in the scene, to react to ually put their “knowledge” about themselves and what is happening in the other actors . In a larger their craft to use in daily exercises, scene study sense a Drama Program that stages a variety of performances and staged plays .

Drama 1: Drama 2: Creative Dramatics Introduction to Acting (#10724) (#10744) Major year course. 3 credits. Forms III-VI. Major year course. 3 credits. Forms IV-VI. Prerequisite: Drama 1. Drama 1 is a workshop course that employs an approach This course uses character/scene improvisation and the generally known as Creative Dramatics, the use of drama exercises of Sanford Meisner and Robert Lewis to develop as a means of developing creativity and other personal the actor’s basic resources: imagination, listening, concen- resources . A problem is posed or an “inspiration” given tration, and “truthfulness ”. Students are also introduced to which must result in a short play . Students spend some some basic techniques of scene analysis, practicing them time brainstorming possible solutions . The goal is to in several scenes and monologues . discover as many options as possible . Students then plan the overall structure of the piece and discuss the characters . With this in mind, they improvise the play . During the second semester, students may script some of the plays after the first improvisation, polishing the material by using the criticism of the class .

44 Drama 3: MOVEMENT FOR ACTORS advanced acting (#10794) (#10754) Trimester course.1 credit. Meets Monday, Wednesday, and Drama 3 is our advanced acting course in scene study . Friday during Conference Period. Prerequisite: For actors in Students strengthen their ability to analyze a scene the current fall production. from a play; they memorize and rehearse the scene and The course consists of a daily actor’s warm-up, which perform it several times, making adjustments using the includes centering exercises, body isolations, rhythmic criticism of the class . The goal is to strengthen the ability movements, locomotor exercises through space, and to “live truthfully under the imaginary circumstances of a relaxation work . The actors will be led in yoga-styled play ”. movements that will stretch, strengthen, balance, and During the first semester, students explore acting tech- improve their neuromuscular coordination . Depending niques by working on scenes from modern plays . During on the production, the class may explore mask work, the second semester, students concentrate on Shake- a particular style of dance/movement, or character speare . They learn how to use the heightened language movement . Moving as a character requires the actor of the plays and how to find the “hidden direction” that to first become self-aware about his or her own move- the verse provides . Also during the second semester, ment preferences and points of tension . All movement students explore play structure and work with techniques for acting work is based on increasing the awareness of for play analysis . At some point during the year, members the mental, physical, and emotional aspects of life and of the class will perform a showcase of their work for the making choices so the student actor can walk in another person’s (character’s) shoes . Pingry community . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Drama 4: Play Production (#10764) Major year course. 3 credits. Form VI. Prerequisite: Drama 3. Drama 4 is our production course for students who have demonstrated a serious commitment to the dramatic arts and wish to work on the staging of a classic or challenging modern play . There will be one major and one minor production each year staged in the Attic Theater or Macrae Theater . Students in the course will be involved in all aspects of production — stage and lighting design, set building, costumes, props, make-up, etc .

45 English The Pingry English Department’s goals can be summed up in Francis Bacon’s famous triad: “Reading maketh a full man, conference a ready man, and writing an exact man ”. These three goals are intertwined, each adding to and enriching students’ experience and achievement in the other . Toward these complex and important ends, students in Forms I through IV take yearlong courses, designed to acquaint them with a broad spectrum of authors and writing experiences; in Forms V and VI, students take more sharply focused one-semester courses .

The literature that Pingry students read spans essays related to the literature being studied; the comprehensive range of human experi- others may be personal narrative or analysis, ence, from the tragic drama of Sophocles to fiction, or poetry . By “exact,” Bacon also under- the lyrical idealism of the British Romantic stood that writing is an aid to thinking; journal poets, from the humanistic comic vision of writing and online conversations (using such Chaucer to the heroic quest of Frederick Doug- programs as Bboard and Moodle) challenge THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY lass, from the romantic realism of Emily Brontë students to formulate their reactions to as- to the pessimistic naturalism of Edith Wharton . signed reading before class discussions and In the upper grades, books are presented as take responsibility for setting class agendas . significant artifacts of the cultures, philoso- All courses offered by the English Department phies, and streams of artistic development that provide a rigorous, challenging structure within produced them . Where possible, connections which students learn to appreciate literature, are made between ideas and movements be- draw informed inferences, and express them- ing studied in history and those being studied selves in a mature, lucid writing style . Histori- in English . Teachers utilize film, music, and art cally, a majority of students who have com- where they connect with literature . pleted our program and taken the A .P English By “conference” Bacon means the ability to Language and Literature exams have posted communicate orally, an important skill in superior scores . virtually every field and an important tool of Implicit in the English program is the goal of thinking . Students are encouraged to discuss helping students develop a sense of ethical logically and articulately, stating their own and social responsibility . From Harper Lee’s To views with confidence while listening to and Kill a Mockingbird to Shakespeare’s Macbeth to considering those of others . Participation in Thoreau’s “Civil Disobedience” and Coetzee’s large and small group discussions is considered Waiting for the Barbarians, Pingry literature an important component of each course and is study includes probing discussions of ques- a factor in determining grades . tions about the human condition and the Our goal in teaching writing is to develop human being as a part of society . the ability to communicate in a clear, concise, Vocabulary development is stressed through- interesting, and effective manner . To this end, out the program . teachers assign compositions every three to four weeks, the lengths varying according Note: Books and authors listed in course descriptions are as specific as possible . Actual works taught may vary to the grade level . Many of these papers are somewhat from year to year .

46 ENGLISH 9 ENGLISH 10 (#15304) (#15404) Major year course. 3 credits. Form III. Major year course. 3 credits. Form IV. A major objective of the English 9 program is to increase In English 10, students move to a new level of sophistica- student knowledge of the way language works and how tion, reading literature that spans the period from the authors strategize to produce a variety of literary genres; Middle Ages to the 20th century . Although some of the students read, discuss, and write analyses of short stories, texts are American and serve as a transition from the novels, dramas, and poetry . Other key aims are to help freshman-year focus on coming of age, most are drawn students improve their essay writing skills, elevate their from English literature, including works by Chaucer, vocabulary, and shore up grammar mechanics . Students Shakespeare, and Swift . Students are encouraged to ex- read some seminal texts of Western Literature: Oedipus plore the connections between this body of literature and the King, Antigone, and Othello . More modern works European history, which they are studying concurrently . deal with the theme of coming of age and offer different Students also become more adept at critical interpreta- cultural perspectives: Hurston’s Their Eyes Were Watching tion; as they are exposed to various critical theories and God, Miller’s Death of a Salesman or Fugard’s Master Harold major literary movements, they are urged to recognize and the Boys, Alexie’s The Absolutely True Diary of a Part- that literary works are open to multiple interpretations Time Indian, and Salinger’s teenage classic The Catcher in and that, with the proper skills and knowledge, they can the Rye . Satrapi’s powerful graphic novel Persepolis has infer themes themselves . Writing assignments and class been added to introduce the students to an exciting new projects are designed to foster critical thinking, intellec- method of storytelling . tual self-awareness and self-reliance, creative experimentation, research skills, and a more mature, precise style of

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY expression . Oral participation is emphasized to promote active learning . Vocabulary is assigned each cycle .

english offerings grade form Fall spring 9 III english 9 10 IV english 10 any spring elec- 11 V american lit tive euro/brit lit Any spring elec- 12 VI or world lit tive

47 ENGLISH Offerings: Forms V-VI Fall and Spring Semester Courses: All juniors and seniors take two one-semester courses per year . The fall offerings are survey courses designed to acquaint students with the sweep of literary history . Juniors take American Literature in the fall semester; seniors may choose either World Literature or European and Brit- ish Literature . Spring offerings are elective courses that encourage students to explore more specialized interests . All spring electives are open to all juniors and seniors; there are no prerequisites . Some spring courses are offered only in alternate years — students should plan their elective choices carefully over a two- year period . Additional English Courses: Juniors and seniors with a keen interest in English may, with permission of the Department Head, take additional English courses from the junior/senior selections . Full credit will be given, but the course will not count towards fulfillment of English course requirements or toward the requirement that seniors take four major courses . Non-credit auditing of extra courses is also possible by arrangement with the instructor and the Department Head . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

Fall Semester focus on literary movements such as Romanticism, Real- ism, Modernism, and Existentialism, students are encour- American Literature aged — in class discussions, essays, and journals — to (#15701) examine all course selections through a variety of critical Major semester course. 1.5 credits. Form V. approaches . After a brief review of British romantic poetry, we follow the rise of the realistic novel as it reveals the American Literature is a chronological survey course lives of ordinary individuals, the tensions between social featuring authors who made significant contributions classes, and the pressures of middle-class life in a period to the mosaic of American letters from its beginnings of growing industrialization . In the last half of the course, to the twentieth century . Students begin with essays by we turn to the ways 20th-century writers confronted the Emerson and Thoreau, exploring the Transcendentalist crises of their century . Authors may include Wordsworth, reconciliation of individual and collective identities, a Blake, Austen, Brontë, Dickens, Hardy, Tolstoy, Chekhov, theme also central to the mid-century works of authors Woolf, Shaw, Forster, Barker, Sillitoe, and Garcia Lorca . such as Hawthorne, Melville, Douglass, and Twain, and poets such as Whitman, Dickinson, and Poe . With the century’s end, the focus shifts to the Naturalism of Gil- World Literature man, Crane, and Chopin, a sometimes brutally pessimistic (#15721) reaction to 19th-century optimism . Turning to the ’20s and ’30s, the course highlights a period of ascendancy Major semester course. 1.5 credits. Form VI. for American literature with selections from Fitzgerald, This course explores the complexity and cultural variety Ellison, and various modern poets . Finally, the discus- of our world as reflected in literature from several sion turns to more contemporary selections which may continents . As a mirror of culture, literature shows us include such authors as Williams, Miller, Anaya, and how universal human qualities emerge within cultural Morrison . The course considers major critical modes, and boundaries . As a record of events, literature enables us students are encouraged to make connections between to better understand history (which largely consists of historical/biographical elements in the course and their collisions between different cultures) as we become more work in junior-year American history . of a global village . Students will be asked in essay topics and seminar-style discussions to explore their own connections to parts of the world previously hidden to them . European & British Literature What are our commonalities? What makes each culture (#15711) — and each individual within it — unique? Will we be Major semester course. 1.5 credits. Form VI. able to bridge cultural gaps in the future? If so, perhaps literature can offer us entrée to peaceful interaction in the This chronological survey course examines central literary 21st century . works of England and the Continent written between the mid-18th century and the present . The course explores Authors may include J .M . Coetzee, Athol Fugard (South how individual writers were affected by literary move- African); Gabriel García Márquez (Colombian); Arundhati ments, scientific developments, social mores, and histori- Roy (Indian); Li Po, Tu Fu, Tao Chien (Chinese); and others . 48 cal events during the last 250 years . Beyond a strong Spring Semester Creative Writing New Voices (#15012) (#15042) Major semester course. 1.5 credits. Forms V-VI. Major semester course. 1.5 credits. Forms V-VI. This is a workshop course for students who want to get in Many of the books students read in school were written touch with their writer’s voice, who feel moved to express before they were born, often by people no longer alive . themselves through poems, stories, sketches, and other This course has been designed for the student who has traditional forms of writing . The only prerequisite is the been wondering, after reading some of the older classics, understanding that the romantic image of oneself as a what serious writers of fiction are producing today . How writer is not enough; one must actually write . The assign- are they mirroring the world in which we live, raising ments will be fun, exciting, expanding, sometimes scary, questions about our society and history, and illuminat- but they will be work . Every student will be expected to ing contemporary experience as well as the diversity complete a writing exercise in preparation for every class of our population? How can an educated reader begin meeting . Assignments will be supplemented with read- to examine and evaluate today’s fiction, poetry, and ings from the texts Telling Stories and Literary Nonfiction drama, considering the politics and fashions of publish- along with assorted poems, short stories, and handouts . ing, reviewing, and marketing? How can an interested Toward the end of the course, the short exercises will young reader find out about the works of writers of his or lead to the construction of a longer, more complex work . her own generation? Readings are selected from works Students will be encouraged to submit their best pieces published within the last fifteen years that have provoked for publication . critical applause and controversy and that suggest a mul- tiplicity of styles and approaches . In addition to writing THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY essays on the literature, students will be encouraged to Literature of Enlightenment find connections between contemporary literature and (#15212) contemporary life . Authors may include Dubus, Kushner, Lahiri, Morrison, and others . Major semester course. 1.5 credits. Forms V-VI. Is enlightenment real? Is it attainable? Is it the same for everyone? Can it be taught? Does it occur – as a brief Shakespeare flash of clarity, perhaps - and then go away, or can it last a (#15052) lifetime? Does it appear all at once, or can it be acquired Major semester course. 1.5 credits. Forms V-VI. gradually through experience? Was Shakespeare, as his contemporary Ben Jonson wrote Is enlightenment definable? Is it happiness, serenity, inner of him, “not of an age but for all time”? This course will at- peace, detachment, brain chemistry, or something else? tempt to answer that question by providing an in-depth Do people achieve it only to find out that it isn’t what study of the playwright, five of his major plays, and a they thought it was? Does enlightenment or its pursuit variety of secondary sources . The goals will be to explore have any negative aspects, or is it wholly desirable? the four types of plays Shakespeare wrote (tragedies, Is enlightenment acquired through achievement, pursuit, comedies, histories, and romances), to examine how discovery, understanding, or some other means? Are Shakespeare was very much a man of his own time, and some people more able or likely to achieve it than others? to consider the critical debate and inquiry that continue To find out how these questions have been explored by to surround the Bard . In addition to the plays themselves, writers, we will read and examine Lost Horizon by James students will read some literary history and criticism and Hilton, Siddhartha by Herman Hesse, The Razor’s Edge by write scholarly critical analyses themselves . Possible read- Somerset Maugham, and The Dharma Bums by Jack Ker- ing selections include the sonnets, Twelfth Night, Hamlet, ouac . As we analyze the novels, we will examine the lives Henry IV Part I, Othello, and The Tempest . Critical articles will of their authors in an attempt to discover whether they generally be included in the required texts as well as in write from experience, from wishful thinking, or whether supplemental sources in the library . they are writing conscious fantasy .

49 THE ETHICAL DILEMMA Spring Semester 2014-2015, 2016- (#15152) 2017, etc. Major semester course. 1.5 credits. Forms V-VI. Myth in Literature This course looks at the ways in which writers have tried (#15112) to make sense of a world that they find hostile and alien Major semester course. 1.5 credits. Forms V-VI. by portraying ethical people searching for guidelines For many years, especially in the 19th century, myths in an unethical world . Because of the eclectic variety of were dismissed as mere fictions . With the advent of mod- poetry, novels, and plays, students will be exposed to ern psychology in the first decade of the 20th century, a wide variety of styles and will have an opportunity to critics began to discover that myths pervade literature, test a number of different critical approaches . Each work assuming numerous guises and taking on different will be placed in its historical context with an analysis of characteristics . Stripping away these guises, the critics dis- the intellectual and artistic world in which it was written; covered patterns and symbols with the power to move us there will be a particular attempt to show that literature deeply . Through both old and new literature, this course is not created in a vacuum, that it is derived from the hopes to explore the nature of the mythic patterns which conditions of the world in which the author lived . Authors help people to orient themselves in a complex world of may include García Márquez, Ibsen, Shakespeare, Graham danger and temptation . The different families of myths Greene, Oscar Wilde, and Maxine Hong Kingston . which will be investigated include the resurrection myth, the hero myth, and the jokester myth, as found in the Civil War Studies Tristan legend and in the works of Conrad, Eliot, Shake- (#15246) speare, Joseph Campbell, and Sigmund Freud . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Major semester course. 1.5 credits. Forms V-VI. Magical Realism Civil War Studies uses novels, poems, journals, speeches, (#15122) and film to explore the causes and aftermaths of the war and its individual battles . A wide range of perspectives Major semester course. 1.5 credits. Forms V-VI. draws together modern writers such as E . L . Doctorow This cross-cultural course is devoted to the literature and Civil War veterans such as John W . De Forest . We will whose basis is a world where archetypal magic is very explore, from both Northern and Southern points of view, much a facet of everyday life . The various literary and why the war was fought and why soldiers continued to visual works from around the world will explore how the fight, as well as how civilians responded to the war and traditional issues of people confronting themselves, their how the war affected them . Finally, we will explore the societies, their environment, nature, and the metaphysical battles themselves . Novels and poetry are selected to are influenced by a sense of wonder and magic . Besides correspond to particular battles and are read in order the magical content of the course, the form of the works of the battles . When we read Stephen Crane’s The Red will also be examined within the context of the cultures Badge of Courage, for example, we will examine battle that produced them . Artists who may be studied include maps of Chancellorsville and try to locate characters and Jean Rhys, Ang Lee, Isabel Allende, Franz Kafka, Toni Morri- events . Primary texts may include Crane’s The Red Badge son, Gabriel García Márquez, and Laura Esquivel . of Courage, Doctorow’s The March, Nat Turner’s Confes- sions, Nancy Rawles’ My Jim, and William Faulkner’s The Unvanquished . Background texts will include De Forest’s Miss Ravenal’s Conversion, Harriet Beecher Stowe’s Uncle Tom’s Cabin, Margaret Mitchell’s Gone with the Wind, and Michael Shaara’s Killer Angels . Poets include Walt Whit- man, Emily Dickinson, Sidney Lanier, and Henry Timrod .

50 Spring Semester 2015-2016, 2017- Literature & Madness 2018, etc. (#15242) American Perspectives Major semester course. 1.5 credits. Forms V-VI. (#15232) Our increasingly complex and chaotic modern world Major semester course. 1.5 credits. Forms V-VI. has inspired many writers to investigate the ways we live, often on the edge of sanity . This course will examine An extension of American Literature, this course enables the ways in which fiction writers, poets, and dramatists students to examine different facets of the ever-evolving have sought to explore connections between mad- American literary heritage . Organized thematically, the ness, insight, and art . We will seek to define the terms course draws from the foundation of the junior-year “madness” and “insanity,” drawing from popular culture as survey course, focusing in depth on a particular move- much as psychology and sociology, and then read the ment, period, region, or theme . Possible works include literature as it confirms or shatters those definitions . While a wide spectrum of literature, ranging from the earliest some writers romanticize insanity, envisioning the mad as works of the Transcendentalists to selections from the intuitive and profound, others use it as a metaphor for the current best-seller lists . Potential topics are equally varied: individual’s struggle to survive society’s confining social perhaps literary responses to the industrialization of the codes and mixed moral messages . Still others attempt U .S . and attendant socioeconomic changes, the reaction to objectively document the realities of mental illness . of U .S . writers against the European literary establishment, Reading selections may include works by Conrad, Gilman, the emergence of the African American voice during the Didion, Plath, Kesey, Sexton, Haddon, and Shaffer . Course Harlem Renaissance, or the evolution of Native American projects will encourage students to think beyond the voices . required reading and analyze the depiction of madness in

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY contemporary books and films . Philosophy (#15035) Major semester course. 1.5 credits. Forms V-VI. Throughout history, the human imagination has posed problems which cannot be answered from experience . They deal with time, space, change, the nature of human beings, the nature of experience, and the place of people in the universe . As people have contemplated these imaginative problems, they have created systematic answers and perspectives about the nature of the world which we now call philosophies . This course is designed to investigate some of the world’s philosophies which have influenced the thinking of 20th-century Western cultures by reading primary source material, literary works which embody particular philosophies, and secondary commentary . Students will be encouraged to re-create the thought processes of philosophers from the pre- Socratics to Sartre, including the Taoists and Confucians, in both assigned essays and exercises, and independent research . Readings will include extracts from Aristotle, Marx, Descartes, Plato’s Republic, Lavine’s From Socrates to Sartre, and other texts .

51 fitness Education The Pingry School’s Fitness Education Program emphasizes all aspects of a student’s physical well-being . Its mission is to educate each student to the importance of physical activity along with providing a positive, energetic, and safe environment in which to explore the various components of physical fitness .

Our teaching staff consists of certified strength • Nutrition: Although we are not nutritionists and conditioning specialists with degrees in or dietitians, encouraging students to lead a exercise sciences, qualified to answer most healthy lifestyle and choose foods wisely is a questions regarding fitness or nutrition . The main concern . Fitness center, where most of the classes take place, is considered one of the finest in the Pingry’s Physical Fitness Requirement state . The program uses a hands-on methodology, where each student’s goals are taken into All Students in the Class of 2018 must com- consideration and integrated into a balanced plete Introduction To Physical Fitness by the THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY approach encompassing strength training, end of Form IV (Grade 10) . All students in cardiovascular conditioning, and flexibility Form IV must be on a Pingry athletic team or development . The training philosophy of The enrolled in a Fitness class, Health, Dance, or Pingry School is that there are no shortcuts, Drivers Education during all three trimesters . quick fixes, or gimmicks to promoting good health and wellness . We encourage all students Students in Forms IV-VI the have the opportu- to work to their potential in the safest manner nity to fulfill their physical fitness requirement possible . by performing a variety of activities of their Four areas stressed within each Fitness Course: choosing . These activities must meet the following • Strength training: Each student will fully guidelines, which are in accordance with the understand the importance of improving American College of Sports Medicine (ACSM) and maintaining muscular strength as it recommendations for active individuals . relates to physical fitness and health . • Cardiovascular conditioning may be 1 . A minimum of 180 minutes (3 hours) of either “steady state,” or “interval training” as moderate to intense physical activity per calen- practiced on one of the stationary machines dar week . in the Fitness Center . All students will have 2 . Physical activity should be performed a some choice of modality, subject to staff ap- minimum of 3 workouts or sessions per calen- proval . dar week on separate days . • Flexibility is overlooked in many fitness pro- 3 . Exercise choices should include strength grams . Each student will be exposed to vari- training, cardiovascular activities, and flexibility ous stretching methods, ranging from static training . isolated stretching for specific muscle groups 4 . All exercise sessions must be documented to dynamic or movement drills designed to and submitted to the Fitness Department enhance body awareness and coordination . Director for review . 52 Approved Activities: The following courses Introduction to and activities meet the Fitness Education Physical Fitness requirement, and are pre-approved and require (#introfit) no documentation: Form III. 1 trimester. This course is designed to develop students’ basic under- 1. Fitness Education Class (#EDFIT) standing of the importance of physical fitness and how 2. A.M. / P.M Fitness class (Forms V-VI Only) to incorporate it into their school lives . Each component of physical fitness (muscular strength, cardiovascular fit- 3. Movement For Actors (Trimester I only) ness, flexibility, nutrition, and recovery) will be explained in detail and students will learn various ways to improve 4. Pingry Musical (Trimester II only) their health and wellness by learning how use the Fitness 5. Pingry Dance Class center equipment (free weights, strength machines, and cardiovascular equipment) safely and with a purpose . 6. Hip Hop Dance (on campus) 7. Pingry Yoga Offerings Fitness Education 8. Participation on a Pingry Athletic Team (#edfit) Forms IV-VI. 1 trimester. 9. Off Season (on campus) Pingry team In this course the student will build upon the previously workouts learned concepts of physical fitness as well as learn how

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY to develop and tailor an exercise routine suited to their individual goals . The intent of this class is to foster a pas- Other Activities: Students may apply for an sion for fitness while attending to the unique goals of exemption from an on-campus activity . The each participant . following activities may meet Pingry’s Physical Fitness Requirement . Before-School & After-School Fitness Program (#AMFIT) (#PMFIT) 1. Organized club sports team (out of play Forms V-VI. Offered only to students who have a full season), or activity (with a coach or instruc- academic schedule (7 periods) and therefore no scheduled Fitness Education class. 1 trimester. Prerequisite: Introduction tor) to Physical Fitness. 2. Off campus dance academies (with in- The before-school program begins at 7:00 A .M ., the structor) after-school program at 3:30 P .M .; each section meets Monday, Wednesday, and Friday . It is the understanding 3. Organized fitness programs with a profes- of the Fitness Center staff that all participants have had sional trainer. * No gym memberships. an introduction to the Center, know how the equipment works, and can work independently towards improving their fitness . Unlike the other courses, these programs have no formal class structure, but they are supervised Students’ exemptions will be audited several and monitored . times a trimester to insure compliance with the requirements outlined above. All students should keep accurate records of each exercise session. Students must submit the necessary documentation at the end of each trimester to the Fitness Department Director for review.

53 Health The health program at Pingry is designed to develop specific skills that are essential to maintaining one’s health emotionally, socially, and physically . Emphasis is placed on the individual’s responsibility to make appropriate choices in order to meet this goal . Skills that are stressed include decision-making, problem-solving, communication, coping, and enhancing relationships . Students gain practice in applying these skills as various health topics are addressed . Topics are presented factually, in the recognition that only accurate knowledge can lead to suitable decisions . The classroom environment is viewed not only in an academic mode, but as a sociological group or collection of groups where students learn to develop and maintain mutually supportive relationships with peers . We believe that this skill development is essential to create a healthy, fully functional adult . Homework assignments, quizzes, projects, and tests are given in each course . Form III and IV students are required to take one trimester of Health . Health is THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY letter-graded A, B, C, D, F .

Health 9 Health 10 (#18305) (#18404) 1 trimester. 1 credit. Required of all Form III students. 1 trimester. 1 credit. Required of all Form IV students. The Health 9 curriculum is designed to teach students The American Heart Association’s Healthcare Provider and the information and skills they need to become health-lit- First Aid courses are the topics of study for Form IV Health erate and maintain and improve health, prevent disease, students . The Healthcare Provider course teaches the and reduce health-related behaviors . The goal of the basic techniques of CPR and the use of an AED (auto- course is to help students become health-literate indi- mated external defibrillator) . Students also learn to use viduals – individuals who are critical thinkers and problem barrier devices in CPR and give first aid for choking in the solvers, responsible and productive citizens, self-directed responsive victim . The course teaches how to recognize learners, and effective communicators . the signs of four major emergencies: heart attack, stroke, The following topics will be taught to give students the cardiac arrest, and foreign body airway obstruction . The opportunity to practice using healthy decision-making First Aid course teaches students to effectively recognize skills and resistance skills: nutrition and eating disorders, and treat emergencies in the critical first minutes until body image, care of the male and female reproductive emergency medical services personnel arrive . Topics cov- systems, sexually transmitted infections, contraceptives, ered include controlling bleeding, shock, diabetic emer- sexual responsibility, sexual orientation, the legalization gencies, heat and cold related emergencies, seizures, of marijuana, doping in sports, consequences of binge stroke, and poisoning . Upon successful completion of the drinking, drug and alcohol driving laws, the potential courses, students will receive certification cards from the harmful effects of caffeinated beverages, current trends in American Heart Association . prescription, legal, and illegal drugs, bullying and hazing, “sexting” laws, and how to effectively use the decision- making process .

54 History The Pingry history curriculum is based upon the belief that a thorough and sophisticated knowledge of the past is vital to understanding and appreciating the complexity of human experience . History is much more than a recitation of the facts; it is a way of seeing and making sense of the world around us . In addition to teaching students how to unlock the meaning of the past, the History Department introduces them to the concepts, vocabulary, and methodologies of the other social sciences, including economics and psychology . Throughout our curriculum, we expect students to: (a) compile, organize, and analyze facts effectively; (b) ask the types of questions posed by historians and other social scientists; (c) answer these questions logically after carefully considering the evidence; and (d) express their own judgments and conclusions in precise and literate ways . We also encourage students to exhibit imagination and curiosity, personal integrity, tolerance and respect for others, and a sense of civic responsibility . Our hope is that our students will become independent thinkers, capable of making informed decisions as citizens and leaders in a democratic society . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY WORLD HISTORY 9: also examine how the world’s oceans ceased functioning Prehistory–1750 as barriers between the separate civilizations and began (#11306) operating as the means of uniting these civilizations, initially under European domination . Major year course. 3 credits. Form III. We focus not only on how Europe imposed itself and its This survey course introduces students to the ideas, rapidly changing values on the rest of the world, but also practices, values, and achievements of the pre-modern on the achievements of the peoples of Africa, Asia, and world . Beginning with an examination of the Agricultural the Middle East, and on the creative ways in which the Revolution and the emergence of the first river valley non-Western world has responded to European expan- civilizations, the course focuses on developments in the sion and the forces of modernization . The course culmi- Middle East, the ancient Mediterranean, Asia, Africa, pre- nates with Europe’s self-destruction in the first half of the Columbian America, and medieval Europe, culminating 20th century and the emergence of a post-colonial world with the European Renaissance and Reformation and the order in the second half-century . Class discussion centers beginnings of the modern world . Students learn that civi- on the analysis of primary sources and a wide range of lizations are entities that can be analyzed and evaluated, historical scholarship . that they share certain characteristics, and that differences between them can be explained historically . They also learn that all civilizations undergo change and that they AMERICAN SOCIETY & CULTURE do so for specific reasons . The course emphasizes critical (#11509) thinking and encourages the development of reading Major year course. 3 credits. Form V. comprehension, note-taking, and writing skills . Students are introduced to the analysis of primary sources, includ- This survey course focuses upon the broad intellectual, ing literary texts, artifacts, and visual art . Assessments social, political, and cultural developments that have include a research project and a final exam . shaped American history . Themes include the formation of a national identity; the development of a democratic political culture; the impact of industrialization; the WORLD HISTORY 10: experiences of African-Americans, women, and immi- 1750–PRESENT grants; and the emergence of America as a world power (#11405) in the 20th century . Class discussions are devoted to the analysis of textual and digital primary sources, including Major year course. 3 credits. Form IV. literary works and visual art . We examine historical issues This survey course focuses on the development, between from multiple perspectives; students are encouraged the 18th century and the present day, of a single, continu- to recognize how the ideas and experiences of the past ally evolving world civilization . We explore European influence the attitudes and perceptions of the present . society’s remarkable self-transformation, a process that in- Assessments include a research project and a final exam . volves the development of absolutism and constitutional Note: This course satisfies the U .S . History graduation monarchy, the French Revolution, the Industrial Revolu- requirement . 55 tion, and the emergence of the modern nation-state . We U.S. Environmental History The first part of the course is designed to provide HONORS students with a college-level introduction to American government . Building upon skills and information gained (#11007) in the U .S . History course, the course centers upon Major year course. 3 credits. Form V. the governmental institutions and recent (post-1960) This course surveys the history of the United States political developments of the United States . Among the from the colonial period to the present using the lens of topics covered are the constitutional underpinnings of environmental history as its organizing principle . Envi- U .S . government; the political beliefs and behaviors of ronmental history can be generally defined as a branch individuals, political parties, and interest groups; the roles of historical analysis that focuses on the relationship of the formal and informal institutions of government; between humans and their non-human environment . It is civil liberties; and current affairs . The emphasis is upon the an approach that lends itself well to interdisciplinary work analysis of the processes involved in the making of public and thinking, particularly bringing in concepts and as- policy . Readings will include American Government sumptions from the sciences and literature . This course is, (Wilson and DiIulio), source documents, and the current however, a survey of U .S . history and as such moves in a press . Students must sit for the A .P . exam in United States chronological fashion, with major essential and historical Government and Politics . questions that look at the human/non-human relation- The second part of the course is a college-level study of ship within the context of American political, intellectual, various topics in comparative government . It acquaints and social history . students with the governmental institutions and political Note: This course satisfies the U .S . History graduation life of other nations and examines some of the problems requirement . in contemporary world affairs . Among the nations that may be studied are Great Britain, France, China, Russia, THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY and Mexico . Readings include Comparative Politics at the A.P. United States History Crossroads (Kesselman, Krieger, and Joseph), source read- (#11508) ings, and the current press . Major year course. 3 credits. 4 class meetings, one of which will be 90 minutes, per cycle. Form V. Prerequisite: Depart- Postwar American Culture, mental permission (past performance in history and other 1945–1965 disciplines is taken into account). (#E11520F for fall, #11520S for spring) This is a rigorous survey course designed to explore American history from the “discovery” of the Americas Major year course (3 credits) or fall semester only (1.5 credits). through Watergate and beyond, providing a perspec- Forms V-VI. Students who wish to take the full year course tive for informed citizenship . It covers many of the major should sign up for both semesters. Honors. events and developments of United States history . In the The contours of contemporary American life first took process, students learn to evaluate causes, analyze the in- shape in the two decades immediately after the end of terrelationships among events, and recognize the roots of World War II . Rather than follow the usual chronological present-day problems and issues . The analysis of primary divisions of the traditional postwar survey course, we and secondary source materials will serve as the basis of focus intensively on a series of key topics: suburbia and its reasoned discussion . discontents; the political and cultural impact of anticom- Note: This course satisfies the U .S . History graduation munism; the “affluent society” and its critics; race and the requirement . civil rights revolution; changing conceptions of sexuality and the role of women; rock ’n’ roll and the impact of the new youth culture; avant-garde movements in the A.P. Government & Politics visual arts and music; religion, philosophy, and the “age of (United States, Comparative) anxiety”; and the bohemian challenge to “conformity ”. The (#11920) course makes extensive use of fiction, film, and music, as well as contemporary social criticism and autobiography . Major year course. 3 credits. Forms V-VI. Prerequisites: Depart- Students are expected to read carefully and critically; mental permission (past performance in history and other frequent short papers, as well as occasional research disciplines is taken into account) and either American History projects, are required . and Culture or A.P U.S. History. This course is divided into two sections: American Government and Politics, and Topics in Comparative Government .

56 A.P. European history World Religions (#11510) (#11740F for fall, #11740S for Spring) Major year course (3 credits). Forms V-VI. Offered every other year: 2011–12, 2013–14, etc. This challenging AP curriculum surveys the course of Major year course (3 credits) or fall semester only (1.5 credits). modern European history from the late Middle Ages to Forms V-VI. Students who wish to take the full year course the fall of the Soviet Union . Students will explore the should sign up for both semesters. Honors. major political, social, intellectual, cultural, and economic Religion is a universal phenomenon in human society . trends of this history and emerge with knowledge equiv- As human beings have engaged with “Big Questions” — alent to that gained in a college-level introduction to why does the world exist? is there a purpose to life? does Western Civilization . Some classes will be lecture-based, God exist? how should one live? — one of their major covering content required by the AP Exam, but many responses has been religion . will rely on discussion informed by readings in primary In this course, we will examine varied responses to these sources, historiography, and literature . Students will read big questions and to the human condition through the major works of the modern European literary canon, in- study of a variety of world religions, including Judaism, cluding Machiavelli’s The Prince (1513), Voltaire’s Candide Christianity, Islam, Buddhism, Hinduism, Confucianism, (1759), Joseph Conrad’s Heart of Darkness (1902), and and Taoism, as well as smaller religions, such as Native George Orwell’s Nineteen Eighty-Four (1949) . This course American religion and small emerging religions around also uses visual resources in film and art history to provide the world . Students will gain a general familiarity with the cultural context for the significant themes and events beliefs of world religions and will also be encouraged to of modern Europe . Writing assignments will focus on think for themselves about the general issues and ques- developing skills of critical thinking, synthesis, interpreta-

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY tions that religions try to address . We will study religions tion, and primary source analysis . Students will emerge and the religious impulse through a wide variety of with a thorough understanding of European history and sources, including sacred texts (the Bible, the Quran, the the development of Western civilization, as well as with Bhagavad-Gita, the Analects, the Tao Te Ching), nonfic- concrete skills in written and oral communication . tion (The World’s Religions, Black Elk Speaks), fiction (The Chosen), newspaper and magazine articles, poetry, film, CIVILIZATIONS and art . In-house speakers and field trips will likely be part (#11744F for fall, #11744S for spring) of the course . Assignments will take a variety of forms, including papers, presentations, and journals . Classes Offered every other year: 2012–13, 2014–15, etc. will be discussion-oriented, and throughout the course Major year course (3 credits) or fall semester only (1.5 credits). students will be encouraged to take the lead in formulat- Forms V-VI. Students who wish to take the full year course ing questions and responding to the readings and ideas should sign up for both semesters. Honors. in thoughtful and creative ways Few words capture the potential of human achievement or provide license for the darkest tendencies of human- ity like “civilization ”. The word has come to represent the A.P. PSYCHOLOGY height of human sophistication in cultural, social, and (#11905) technological spheres . At the same time, it implies a set Major year course. 3 credits. Forms V-VI. of ideas according to which all other communities — the This course introduces students to the study of psychol- “uncivilized” — may be judged, and it suggests a right ogy as a social science by focusing on the behavioral and and a responsibility to make the world better according mental development of humans and other animals . To to the standards of “civilized” people . But just what does that end, students learn the basic skills of psychological it mean to be civilized? How far does the mandate to research, including elementary statistics; each semester bring civilization to the rest of the world extend? What they design and conduct research projects and report happens when two communities with opposing ideas their results, following the guidelines of the American about civilization come together? Psychological Association . Through lectures, group This course is a cross-disciplinary exploration of the projects, films, class exercises, and assigned readings in problems and the possibilities that the concept of civiliza- the text and professional journals, the course covers the tion has created over the past three thousand years of following topics in the depth: the history of the discipline human history . Students will examine these ideas in a of psychology; the biological and physiological bases of critical discussion-based setting centered on readings in behavior, including a detailed study of the brain, sensa- philosophy and literature from the ancient world to the tion, perception, and memory; states of consciousness; present day . Readings include Sigmund Freud, Civiliza- learning theory; motivation and emotion; developmental tion and Its Discontents; the Analects of Confucius; theory; language, thought, and intelligence; personal- Friedrich Nietzsche, On the Genealogy of Morals; Virginia ity development; psychological disorders and psycho- Woolf, Three Guineas; George Orwell, 1984; Franz Fanon, therapy; and social psychology . Assessments include a The Wretched of the Earth . Classes will follow a seminar research project and a final test . format informed by principles of the Harkness method . 57 Discussion of readings will be supplemented with art and film as well as field trips and guest speakers . HISTORY OFFERINGS FULL YEAR SEMESTER 1 SEMESTER 2 FORM III (9) WORLD HISTORY 9 FORM IV (10) WORLD HISTORY 10 AMERICAN SOCIETY & CULTURE ENVIRONMENTAL US HISTORY FORM V (11) AP US HISTORY ELECTIVES ELECTIVES ELECTIVES FORM VI (12) ELECTIVES ELECTIVES THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

58 Mathematics & Economics The study of mathematics as one of the great fields of human culture has many values . Although many people think of mathematics as a tool or a subject with only utilitarian value, we try at Pingry to help the student see broader aspects of problem-solving . In teaching mathematics we aim to help students: 1 . develop understanding of the concepts of mathematics . They should learn in detail, as well as in broad meaning, such concepts as number, operation, equation, inequation, function, relation, congruence, and similarity; 2 . develop ability to handle the skills and techniques of mathematics and to use symbolic notation; 3 . become aware of and able to use patterns of thinking and to recognize various kinds of reasoning; 4 . enjoy the intellectual stimulus of mastering difficult problems and discovering new ideas; 5 . prepare for and appreciate the significance of application of mathematics to other fields;

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY 6 . develop related skills such as proper study habits, ability to organize and plan one’s work, and skill in self-expression . A Pingry graduate should understand that the structure of mathematics is based on agreement and conventions and that, when these are changed, different structures of study and activity result, thereby aiding thinking in college and in the future . A Pingry student should also understand and have first-hand knowledge of the use and capabilities of the computer . Intermediate Algebra Geometry (#13327) (previously Algebra 2) (#13426) Major year course. 3 credits. Form III. Major year course. 3 credits. Forms III-IV. This course covers the second half of a traditional algebra Prerequisite: Intermediate Algebra. sequence . The course begins with equation-solving and Geometry is an integrated course in plane and solid factoring and continues through quadratics and radical geometry which begins with a brief history of geometry equations . The course emphasizes theory and solutions and a discussion of logic and methods of proof . The usual to quadratic equations and inequalities . Functions and theorems of Euclidean geometry are studied, and at appro- co-ordinate geometry are discussed . priate times the natural extensions of solid geometry are made . Students are not required to memorize the proofs of theorems, but are expected to be able to construct intermediate Algebra & good proofs of original problems . Much work is done with Geometry “numericals,” and considerable skill in algebra is necessary . (#13307) (previously Math 2-A) Students’ laptops must be capable of running a school- Major year course. 3 credits. Form III. provided copy of The Geometer’s Sketchpad Version 5 . Prerequisite: Permission of the Department Head. This course covers the material found in Intermediate Advanced Algebra & Algebra and in the first half of Geometry . It is designed for Trigonometry those Form III students who have excelled in Algebra 1, (#13416 for Form IV, #13527 or for Form III students new to Pingry who are not placed in Geometry . This course is the first part of a three-course for V) (previously Algebra 3 & accelerated track allowing a student to take Calculus as Trigonometry) a senior . The next course in this sequence is Geometry & Major year course. 3 credits. Forms IV-V. Advanced Algebra . . Prerequisites: Geometry. Students’ laptops must be capable of running a school- This is a course in modern algebra and trigonometry provided copy of The Geometer’s Sketchpad Version 5 . which continues the work in Algebra and Geometry . Logarithmic and exponential functions are covered in 59 detail . A full examination of the topics in trigonometry is presented . Analytic geometry is introduced, including work with conic sections . Geometry & advanced analysis Algebra (#13617) (#13425) (previously Math 3-A) Major year course. 3 credits. Form VI. Prerequisite: Advanced Major year course. 3 credits. Form IV. Algebra & Trigonometry. Prerequisite: Intermediate Algebra and Geometry or permis- This course prepares students for further study of math- sion of the Department Head. ematics in college . The concepts of function, numbers This course is the second year of a three-year program and number systems, trigonometric functions, analytic leading to Calculus as a senior . This course covers the geometry, limits of functions, series and sequences, and second half of the material covered in plane and solid ge- combinatorics are some of the topics covered in Analysis . ometry . It then covers the material in Advanced Algebra Early concepts of differential calculus are covered, includ- up to but not including trigonometry . ing curve sketching of rational functions . Students’ laptops must be capable of running a school- provided copy of The Geometer’s Sketchpad Version 5 . A.P. Calculus AB (#13619) Note to all students in Pre-Calculus (previously Math Major year course. 3 credits. Form VI. Prerequisite: Advanced 4a) or above: In order to comply with NCTM standards Pre-Calculus or Pre-Calculus and permission of the Depart- and with the new Advanced Placement curriculum, the ment Head. A minimum average of B+/A– in Advanced Mathematics Department has incorporated the use of Pre-Calculus is expected. graphing calculators into all of its calculus and analysis This course is equivalent to a one-semester college fresh- courses. The TI-83 or TI-84 is recommended and should man course in calculus . Course content follows the A .P . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY be acquired by all students. outline for AB Calculus . Students are required to sit for the AB Calculus A .P . exam in May . pre-calculus (#13535) (previously math 4a) A.P. Calculus BC Major year course. 3 credits. Form V. (#13629) Prerequisite: Geometry & Advanced Algebra or permission of the Department Head. Major year course. 3 credits. Form VI. Prerequisite: Advanced Pre-Calculus (with an expected average of A or A+) and This is an integrated course in advanced algebra and trig- permission of the Department Head. onometry, whose unifying link is the concept of function . A great deal of analytic geometry is studied, in addition This course is equivalent to a full-year college freshman to advanced algebraic and trigonometric functions . To course in calculus . Course content follows the A P. . outline prepare students to continue their studies with calculus for BC Calculus . Students are required to sit for the BC in their senior year, the elements of limits and differential Calculus A .P . exam in May . This course is very rigorous and calculus are introduced . suited for students who wish to pursue math or science in college . advanced pre-calculus Calculus (#13516) (previously Analysis) (#13618) (previously calculus & Major year course. 3 credits. Form V. Prerequisite: Advanced Analytic Geometry) Algebra & Trigonometry. Major year course. 3 credits. Form VI. This course is designed for students who plan to study Prerequisite: Advanced Pre-Calculus or Pre-Calculus. calculus . The concepts of sets, logic, function, numbers and number systems, trigonometric functions, ana- This course is designed for seniors who wish to improve lytic geometry, limits of functions, limits of series and their algebraic and analytic geometry skills first, and then sequences, and vectors are some of the topics covered . study the differential calculus of algebraic functions and The concepts of differential calculus are covered in detail integral calculus . Topics such as related rates, maximum- through trig functions and their derivatives . Maximum/ minimum curve-sketching, and area under a curve will minimum and related rate word problems along with be included . This course does not prepare students for curve sketching are also discussed . Advanced Placement .

60 A.P. Statistics Math 6: (#13641) Mathematics Seminar Major year course. 3 credits. Form V-VI. Prerequisites: B+ or (#13640) better in Advanced Pre-Calculus, A- or better in Pre-Calculus, Major year course. 3 credits. Form VI. Open to students who or permission of the Department Head. have successfully completed BC Calculus and who have dem- This course introduces students to the tools and concepts onstrated a high level of ability in mathematics, by permis- of exploring data, planning a statistical study, producing sion of the Department Head. models using statistics and probability, normal distribu- This course starts as a third-semester college calculus tions, sampling distributions, and statistical inference . A .P . course and then explores other selected topics, including Statistics is the equivalent of a one-semester college-level higher-order differential equations, volumes and areas introductory statistics course and meets the requirements related to curved surfaces, linear algebra, and computer outlined by the College Board . Students enrolled in the programming for all topics . A full discussion of math- course must take the Advanced Placement exam in May . ematical statistics is also included .

Math 9 10 11 12 Offerings Math 6 A.P. Calculus BC = current sequence Geometry Advanced Algebra Advanced Pre-Calculus Generally, a grade of & Trigonometry THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY A.P. Calculus AB B or better is (Algebra 3/Trig) (Analysis) necessary to remain Intermediate in the current sequence. Calculus (Calculus/ Algebra & Geometry & Pre-Calculus Analytic Geometry) Geometry Advanced Algebra (Math 4-A) = summer work (Math 2-A) (Math 3-A) required with AP Statistics department approval Intermediate Advanced Algebra Algebra Geometry & Trigonometry Analysis (course) = previous name (Algebra 2) (Algebra 3/Trig)

ECONOMICS: PRINCIPLES & ISSUES A.P. Macroeconomics & (#11779F for fall, #11779 for full year) MicroEconomics Major year course (3 credits). Forms V-VI. (#11777) This two-semester course is an introduction to basic Major year course. 3 credits. Form VI. Prerequisite: Depart- economic concepts and principles . Students will learn to mental permission (past performance in history, mathemat- apply these concepts and principles to current economic ics, and other disciplines is taken into account). issues and global events . Some of the major areas of This course is the equivalent of two semesters of focus are the (recent) financial crisis, economic goals, college-level economics . The course will cover macroeco- externalities, poverty, globalization, and what makes an nomic principles such as supply and demand, inflation, economy function to the best of its ability . Students are unemployment, and fiscal and monetary policy, as well as introduced to supply and demand analysis, fiscal and microeconomic topics including the nature and function monetary policy, and trade . A class company which the of product markets, price determination, perfect and students develop and manage is usually established imperfect competition, efficiency, equity, stability, growth, with company profits going to a charity of the students’ and the role of government . Assessments include a final choice . Students who complete this course may wish to test covering both macroeconomics and microeconomic . further their study of economics through enrollment in AP Economics in their senior year; however, this course is not a prerequisite for admission to the AP course .

61 Music Organized music had its official start at Pingry with the formation of a few groups in an all-boys’ school: the Band, the Glee Club, the Buttondowns (a small singing group), and the Middle School Chorus . Since those days, the program has expanded to include over a dozen performing groups, extensive girls’ groups, and an Advanced Placement course . The Department now consists of three full-time faculty . In addition, ten adjunct teachers provide private voice and instrumental lessons during the day . The program has been successful — some 300 students are involved, over one half of the Upper School . Our goal is to provide the opportunity to experience music in many aspects so that students become lifelong appreciators of and participants in music . The program is founded on the belief that human expression is an integral part of life, and experiences in the arts, including music performance, are essential to a holistic education . A high level of performance is expected of all of our performing groups . All instrumentalists, Balladeers, and Buttondowns are expected to be enrolled in private lessons . The THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Music Department does provide support for students who chose to audition for New Jersey All-State Orchestra and Chorus .

CONFERENCE PERIOD ORCHESTRA/ styles . Through rehearsal and performance, students de- WIND SINFONIA velop their vocal abilities, sight-singing skills, and sense of ensemble . Study culminates in performances, often with (#14701) full orchestra and brass choir for the school festivals . There Minor year course. 1 credit. 2 class meetings per week. Graded are also many collaborative concerts with other schools . on a pass/fail basis. No audition is necessary . Wind Sinfonia is comprised of all woodwind (flute, clarinet, saxophone, oboe, bassoon, etc .), brass (trumpet, trombone, french horn, tuba, etc .), and percussion (timpa- Conference Period Men’s/ ni, bass drum, mallets, etc .) instrumentalists of the Upper Women’s Glee Club School . The Wind Sinfonia performs works from various (#14705/14703) musical periods while focusing on the vast repertoire for Minor year course. 1 credit. 2 class meetings per week. Graded symphonic bands . All brass players in Wind Sinfonia are on a pass/fail basis. also members of the Brass Choir . The mission of the Pingry School Glee Clubs is to The Upper School Orchestra is comprised of string play- experience the joy of making music together . Main ers . Musical skills are refined by the preparation and per- goals include training singers to “use their voices with formance of challenging repertoire ranging from Baroque versatility, ease, endurance, and without discomfort in through Romantic . The Orchestra and the Wind Sinfonia the throat” (from How to Train Singers, 2nd Edition) . Vocal both perform at all major concerts during the year . techniques are developed through awareness of proper posture, breath management, resonance, all while being free of tension in the body and vocal tract . In addition, Upper School Men’s/ stage presence is developed through consistent concert Women’s Glee Club opportunities . Through consistent practice and encoun- (#14704/14714) ters with varied and substantive repertoire, our students Minor year course. 1 credit. 3 class meetings per cycle, 1 of develop their individual potential and self-reliance, all them during Conference Period. Membership in this group within an atmosphere of trust and support . We strongly is required for concurrent membership in Balladeers/But- believe that through encounters with beautiful music, our tondowns. students learn to be creators of something beautiful and ultimately become responsible and compassionate citi- These are large performing ensembles numbering ap- zens . Repertoire in recent years have included selections proximately 75–125 members . Students in the glee clubs from both the Western Classical and World traditions . study the master works of the choral-orchestral repertoire as well as music from a variety of periods, cultures, and 62 JAZZ ENSEMBLE Buttondowns / Balladeers (#14755) (#14764 / #14774) Minor year course. 1 credit. 4 class meetings per cycle. Prereq- Minor year course. 1 credit. 4 class meetings per cycle. Prereq- uisites: Membership in good standing in the Wind Ensemble uisites: Membership in good standing in the Men’s/Women’s and permission of the Director. Glee Club and permission of the director. A class for moderate to advanced players comprising a In this ensemble, students work with equally motivated band of saxophones, trumpets, trombones, piano, bass, peers to achieve excellence in the performance of choral drums, and guitar . The main emphasis in Jazz Ensemble music . A wide variety of literature is studied with the is on ensemble interpretation and performance . Through aim of learning many styles of music . Through intensive rehearsal, performance and study of various arrange- rehearsals and performances, students develop and ments from the jazz repertoire the student will learn refine their vocal abilities, sight-singing skills and sense the musical vocabulary necessary to play swing and to of ensemble . Students in Buttondowns/Balladeers are improvise . The Ensemble performs for school events and expected to perform mostly unaccompanied repertoire concerts as well as for community service events in and at the highest artistic level possible . Members study and out if school . Previous work in theory is helpful . This is a perform choral-orchestral repertoire through their par- graded course . ticipation in Men’s/Women’s Glee Club . These are graded courses . CONFERENCE PERIOD BRASS Audition is required . CHOIR (#14734) A.P. Music: Theory THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Minor year course. 1 credit. 2 class meetings per week. Prereq- (#14919) uisites: Membership in good standing in the Wind Sinfonia. Major year course. 3 credits. 4 class meetings per cycle. Forms Graded on a pass/fail basis. IV-VI. Prerequisites: Basic familiarity with the fundamentals of This group acts as a service organization, providing music music notation and permission of instructor. for such occasions as opening convocations, Veterans’ The goal of this course is to develop a student’s ability Day assemblies, commencements, and festivals . It is com- to listen and understand the processes of music that are posed of brass players from Wind Sinfonia . heard or read in a score . At the conclusion of the course the student will be expected to take the Advanced Place- ment Music examination given by the College Board . Departmental approval is required .

63 Science Although the specific topics of science courses differ, they all have a common purpose: to prepare the student to think scientifically . The student’s understanding of nature and ability to handle the tools of science develop as the courses become increasingly sophisticated . • The Department maintains a very heavy • All members of the Department go the extra emphasis on building student skills that enable mile in order to get to know each student, the students to grow into more sophisticated and often design approaches with a particular thinkers . Classroom activities, labs, and tests are student’s learning style in mind, both in the designed with components that require ap- classroom and in extra-help sessions . plication of learned items in new situations and • The Department has the knowledge and synthesis of knowledge with other concepts resources to make use of advanced technol- in addition to simple recall and comprehen- ogy, both instructional and scientific, in the sion exercises . The proportion of higher-level classroom and the lab . CBL data collection, thinking exercises increases with grade level, as spreadsheet simulations and data regression, students build upon the foundations estab- video capture, and specific high-tech equip- THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY lished in previous courses . This emphasis on ment for labs are employed, often in ways the growth of critical thinking skills enables that give students hands-on experience with students to develop to their full potential and sophisticated devices . begin to become self-reliant learners . • The Department members model moral and • The Department places an emphasis on ethical behavior in their classrooms and in oth- active learning by students, making students er interactions with students, both in groups a partner in their own education . This is ac- and individually . Ethical decisions and social complished by conducting highly interactive responsibility are discussed in the appropri- classes where questions are encouraged, by ate context, with a particular emphasis on the using group response techniques (voting on necessity of scientific literacy in making these questions, responding via whiteboards, writing decisions in the modern technological world . answers to questions in notes, and frequently • In order to facilitate student development, designing group/cooperative learning exercis- the Department members maintain a free es) . Labs are also, when possible, constructed exchange of ideas and material from col- so that students are able to participate in the league to colleague . Teachers are friendly and design of the procedure (when safety concerns professional in the way they behave with one do not present an insurmountable barrier) . another, and they take every opportunity to • All members of the Department are enthusi- share resources and engage in intellectual astic about science and science teaching, and dialogue . Teachers often attend each other’s that enthusiasm is visible to the students . It re- classes (in full or in part) or just discuss the sults in a positive feeling-tone in the classroom, high and low points of each day in order to the creation of “discovery” exercises where exchange ideas about presentation of subject teachers aim to share the sense of awe and material or teaching techniques . This leads to a excitement that generated their own interest Department that is aware of new strategies in in science, and increased student motivation . their disciplines, and agile enough to adapt to The Department members exhibit a passion for change where it is perceived to be beneficial . excellence that is exemplified by an ongoing • Generally science courses meet four commitment to intellectual exploration and in- times per cycle . Three meetings are 90 minutes tellectual play, and, importantly, their students in length . 64 often adopt the behavior they model . Notes on Requirements this sequence from among registrants based upon criteria enumerated elsewhere . Students A minimum of two years of a laboratory sci- may earn an Honors designation in Biology 1 ence, including Chemistry 1 (semester) and through the procedure described under “Notes Biology 1 (semester) is required for graduation . on Procedures and Requirements ”. The Science Department also offers college- level Advanced Placement courses, open to Important Note: An alternative sequence is selected seniors . Selection is by Departmental to take Conceptual Physics in freshman year, approval after considering a student’s demon- then the Chem/Bio/Bio/Chem sequence in strated high scientific aptitude and achieve- sophomore and junior years . This sequence is ment . Seniors are given enrollment priority strongly recommended for students who wish over qualified juniors . to develop their problem-solving and mathematical skills in a concrete environment before Honors Courses: Biology 1 students who meet encountering the more abstract realm of certain criteria may attempt to achieve an Hon- chemistry . Students registered for Intermediate ors designation . Honors Biology 2/Chemistry 2 Algebra or Intermediate Algebra & Geometry and Honors Physics 1 are open only to selected during their freshman year should seriously students . consider this alternative, as should students THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Please note that the selection criteria for Hon- with a math grade of B– or below in Form II . ors Biology 2/Chemistry 2 and Honors Physics encompass more than just the science grade The Pingry School Science Research from the previous year . As evaluated by a De- partmental aptitude test, grades and effort in Program other subjects (particularly math and science), The Pingry School is committed to providing and teacher comments, students must have students with the most relevant and realistic demonstrated (1) quick comprehension and exposure to the world of science and research . insight; (2) strong problem-solving skills and Our core curriculum, elective courses, and the ability to make logical connections; (3) the extracurricular experiences work together to ability to present well-reasoned arguments in a create a complete experience for students . All clear, organized fashion; (4) sound fundamental components of the program seek to expose study skills and consistent motivation; and (5) students to scientific literature, encourage stu- good spatial-relation skills . dents to research answers to novel problems, think critically about experimental design, Chem/Bio/Bio/Chem Sequence analyze data, and present their findings . Hands- on participation in lab is essential . Key compo- Freshmen at Pingry will normally take our four- nents of the Pingry School Research Program semester Chemistry/Biology sequence, which include the Waksman Student Scholars Pro- consists of Chemistry 1 in the fall of fresh- gram, the S .M .A .R .T . Team Program, the Inde- man year, Biology 1 in the spring of freshman pendent Projects in Molecular Biology (iRT), year, Biology 2 in the fall of sophomore year, Journal Club, and the Introduction to Research and Chemistry 2 in the spring of sophomore Design and Methods elective course . Each is year . Descriptions of these courses are below . headed by a member of the science faculty Students who are interested in science and and targets a specific component of the overall have been successful in Chem 1 and Bio 1 research experience . Together, they serve to are invited to register for Honors Bio 2/Chem provide students with a comprehensive experi- 2 . The Department will select students for ence . 65 science Offerings

FORM III FORM IV FORM V FORM VI

Physics 1 Biology 2/Chemistry 2 Honors Physics 1 Conceptual Physics Chemistry 1/Biology 1 Honors Bio 2/ Chem 2 AP Chemistry AP Biology

Research Anatomy and Physiology Science for the 21st Research Century Anatomy and Physiology Science for the 21st Physics 1 Century Honors Physics1

AP Physics - Mechanics AP Physics - Electricity & Magnetism AP Chemistry AP Biology Physics 1 Biology 2/Chemistry 2 Advanced Physics Chemistry 1/Biology 1 Honors Physics 1 Honors Bio 2/Chem 2 Research THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Anatomy and Physiology Science for the 21st Century

Chemistry 1: Biology 1: Bonding & Reactivity The Molecular Basis of Life & (#17405) Cellular Biology Major semester course. 1.5 credits. Form III (fall) or Form IV (#17304) (fall). Major semester course. 1.5 credits. Form III (spring) or Form IV In Chemistry 1, the concepts of the structure and (spring). Prerequisite: Chemistry 1 or consent of the Depart- interaction of matter are explored in detail . The nature of ment. matter, early observation-based laws, atomic theory, the Biology 1 is an introductory biology course with a strong electronic structure of the atom, periodic properties and emphasis on molecular biology, concentrating on depth trends, VSEPR and orbital hybridization, nomenclature, of knowledge and understanding rather than breadth of reaction writing, and reactivity theories (principally acid- coverage; it is not a typical survey course . This course and base and oxidation-reduction) are discussed . Examples Biology 2 are required for graduation . (For students enter- come from inorganic and organic chemistry, with the ing after ninth grade or with a previous year-long biology organic examples providing a basis for the chemistry of course, the graduation credit may be satisfied by a course life as explored in subsequent biology classes . taken previously at another school, or by A .P . Biology at A coherent understanding of the fundamentals of chem- the discretion of the Department .) The course is designed istry is essential to the full appreciation of more advanced to provide a smooth transition for Middle School students chemistry as well as molecular biology . The foremost to the study of a specific scientific discipline as well as intent of this class is to provide students with the skills, assist them in developing higher-level thinking skills . The vocabulary, and spatial visualization tools required to course analyzes fundamental biological processes on dif- develop this understanding . A great deal of importance ferent scales . As topics are introduced, emphasis is placed is placed upon the development of critical thinking on presenting a framework of knowledge for the student skills and a thorough understanding of the underlying to utilize in solving problems while employing deductive concepts and connections that give rise to particular and inductive reasoning . chemical and physical phenomena; factual recall and By using current research and online resources (NCBI, memorization of problem-solving processes is deempha- the RCSB’s Protein Data Bank, and molecular modeling sized . This course has very little quantitative content and software), the course integrates topics including the includes extensive laboratory work intended to develop chemical and molecular basis of life, cell composition and proper technique and observational skills . function, cellular energetics, and the molecular biology of The course ends on the last day of December prior to the gene . Labs are designed to be inquiry-based and en- 66 Winter Break . courage students to design and run original experiments to test their own predictions . In this way students are Chemistry 2: not merely taught scientific methodology, but actually Quantitative Chemistry emulate the process by which scientific research is done . (#17404) The focus of the lab experience is student-generated exploration and expansion of concepts through hands- Major spring semester course. 1.5 credits. Forms IV-V. on experience . Additionally, the instructors seek innova- The second half of introductory chemistry investigates tive ways to facilitate student understanding with online gas laws, stoichiometry, acid-base theory, thermochemis- testing, essay writing, project-based learning, and the use try, chemical equilibrium, rates of reaction, and electro- of various Internet resources such as student-generated chemistry . The course seeks to enhance a student’s basic wikis . knowledge of descriptive chemistry while emphasizing Honors: Students in Biology 1 may elect in January to the growth of critical thinking and problem-solving attempt to attain an Honors designation if they earned an skills . Students will develop a thorough understanding A– or higher in Chemistry 1 or an average of A- in all five of the fundamental concepts and forces that give rise to academic courses during semester 1 . To earn an Honors particular chemical and physical phenomena . Laboratory designation, students will be required to exercises are designed to acquaint the student with scientific methods and procedures of analytical qualitative 1 . attend additional classes during the semester; and quantitative chemistry . 2 . submit several additional projects assigned by the Department (e .g ., research papers, essay responses to questions) that reflect deeper understanding of the mate- Honors rial in the course; BioLOGY 2 / ChemISTRY 2 3 . pass a test on advanced concepts a few weeks before (#17309/17408) THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY final exams at a high level of competency; Major year-long course. 3 credits. Forms IV and V. Open to 4 . maintain a B+ or higher average in the course through- selected students. out the year (if the average falls below B+, the student will As mentioned elsewhere, students apply for honors Biol- have one test to restore it to the required level); ogy 2/Chemistry 2 near the end of freshman year and are 5 . display the interest, enthusiasm, and curiosity about selected for the two-semester sequence by the Depart- science expected of an Honors student . ment according to criteria enumerated above . Students must complete all additional requirements Acceptance into the course is based on prior perfor- satisfactorily to achieve the Honors designation . Students mance in foundational courses such as Chemistry 1, Biol- are permitted one “second chance” if a project or test is ogy 1, and Math . Participation in the Biology 1 Honors unsatisfactory; a second unsatisfactory project or test Projects may also be considered but is not a primary fac- will result in the Department’s withholding the Honors tor . Honors students in both classes are expected to have designation . (The unsatisfactory test or project must also a higher degree of mathematical sophistication, quicker be redone satisfactorily .) comprehension and insight, more consistent intellectual dedication and maturity, and a greater facility for making logical connections . Biology 2: Energetics & Adaptation Biology 2 Honors “Mechanisms of Cancer” (#17307) The Biology 2 course is predominantly project-based and requires a substantial commitment from the student . This Major fall semester course . 1 .5 credits . Forms IV-V . is a semester-long course designed for organized and The second half of introductory biology investigates me- highly motivated students who seek a more in-depth tabolism, nuclear division by mitosis and meiosis, inheri- understanding of modern molecular biology . This class tance, population genetics, evolution, and comparative shifts the scope of learning from the specific modalities anatomy . The course seeks to enhance a student’s basic of gene expression to larger, systemic human views . The knowledge of biology in an evolutionary framework . class is taught through the lens of cancer so that students Students will develop a thorough understanding of the learn first how normal biological systems function and underlying concepts of biology as well as the ability to then how mistakes in that system generate this disease synthesize the knowledge necessary to understand the state . Foundational information from Biology 1 is built forces that shape organisms . They will acquire laboratory upon as students are taught to focus their research on skills including experimental design, hypothesis testing, primary scientific literature and prepare presentations of manipulating organisms (both live and preserved), and breakthroughs in modern molecular biology . The course communicating results . also requires students to synthesize a deeper understand- The course ends on the last day of December prior to ing of topics such as the cell cycle, sexual reproduction, Winter Break . molecular genetics, heredity, and evolution by integrating information from a variety of sources and focusing on

67 their relevance to society as a whole . Students will learn PHYSICS 1 the necessary skills of a successful scientist such as access- (#17504) ing primary data, evaluating novel and previously unseen problems, dealing with science in the popular media, and Major year course. 3 credits. Forms V-VI. effectively communicating what they have learned . Physics 1 begins to acquaint the student with meticu- Chemistry 2 Honors lous conceptual and mathematical analysis of physical phenomena . Physical laws pertaining to the fields of Honors Chemistry 2 is a second semester course classical mechanics, wave motion, sound, light, electric- designed for motivated students who are interested in ity, magnetism, and selected topics in modern physics and prepared for a more in-depth study of chemistry . A are studied in historical and philosophical context, with heavy emphasis is placed on the detailed understanding extensive laboratory practice . Special emphasis is placed of the fundamentals of quantitative chemistry, including on developing a student’s ability to answer scientific the mastery of stoichiometry, acid-base theory, chemical questions with clarity, to form cogent logical connections equilibrium and kinetics, colligative properties, thermo- in an unambiguous manner, to use technical vocabulary dynamics, and the behavior of ideal and non-ideal gases . properly, and to discuss the answer to the required depth . Laboratory exercises are designed to reinforce material learned in the classroom . Significant time is spent developing and reinforcing the required mathematical techniques, developing the skill of translating a physical situation into the appropriate math- conceptual Physics 1 ematical relationship, and bolstering and extending the (#17503) student’s command of problem-solving methods . Topics such as trigonometry, accurate algebraic manipulation Major year-long course. 3 credits. Form III. of equations, logarithmic and exponential functions, Conceptual Physics 1 introduces the student to detailed and proportional reasoning are practiced and applied to THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY conceptual analysis of physical phenomena . Physical physical problems . In appropriate situations, students are laws pertaining to the fields of classical mechanics, wave introduced to the graphing calculator for data regression, motion, sound, light, electricity, magnetism, and selected numerical solutions to equations, and graphical represen- topics in modern physics are studied in historical and tations of physical models . philosophical context, with extensive laboratory practice . The course encourages students to construct their own concepts using researched-based instruction techniques HONORS PHYSICS 1 of investigation and discovery . Special emphasis is placed (#17508) on developing a student’s ability to answer scientific Major year course. 3 credits. Selected students in Forms V-VI. questions with clarity, to form cogent logical connections Prerequisites: Generally, A– or above in Honors Chemistry in an unambiguous manner, to use technical vocabulary 2, or A or above in Chemistry 2; A or above in an advanced properly, and to discuss answers at the required depth . algebra course, or A– or above in Pre-Calculus or Advanced Although some basic algebraic manipulation of equa- Pre-Calculus; also see note on Honors Courses (above). tions is required, the course intentionally limits the Honors Physics 1, like Physics 1, acquaints the student amount of mathematical problem-solving . This course with the detailed conceptual and mathematical analysis engages students with analogies and imagery from real- of physical phenomena but at a more accelerated pace world situations to build a strong conceptual understand- and with a greater degree of sophistication . Physical laws ing of physical principles ranging from Newtonian me- pertaining to the fields of Newtonian mechanics, waves chanics to electromagnetism . With this strong conceptual (light, sound, and mechanical), optics, electricity, magne- foundation, students are equipped to understand the tism, thermodynamics, and modern physics are studied underlying principles of physics and to make connec- in historical and philosophical context with extensive tions between them and the everyday world . Under most laboratory practice . Students must answer scientific ques- circumstances, students successfully completing this class tions with clarity, form cogent logical connections in an would not be encouraged to sit for the SAT II in Physics, unambiguous manner, use technical vocabulary properly nor would they be prepared, on the basis of this course and discuss answers to the required depth . alone, to enroll in A .P . Physics C at Pingry . In contrast to Physics 1, students in Honors Physics are expected to have a greater degree of mathematical sophistication and physical intuition . Consequently, the course assumes that students possess a greater facility at translating a physical situation into the appropriate mathematical relationships and extends the students’ command and range of these problem-solving methodologies . Topics such as trigonometry, accurate algebraic manipulation of equations, logarithmic and exponential functions, and proportional reasoning are practiced and applied to various physical phenomena . In appropriate situations, students are introduced to the graphing calcu- 68 lator for data regression, numerical solutions to equations, and graphical representations of physical models . SCIENCE FOR THE 21ST CENTURY: A.P. BIOLOGY PAST, PRESENT, & FUTURE (#17609) (#17612) Major year course. 3 credits. Selected students in Forms V-VI. Major year course. 3 credits. 4 65-minute class periods per Prerequisites: A full year each of biology, chemistry, and phys- cycle. Form VI (open to Form V students if space is available). ics. Physics may be taken concurrently. The emphasis of this course will be to acquaint students This course is a rigorous survey of the major biological with the tools, skills, and background information needed themes and leads to the Advanced Placement examina- to evaluate intelligently current or historical scientific tion, which students enrolled in the course are required claims . Topics studied include mathematical probabil- to take . Because of the ongoing information explosion ity, statistical analysis and graphical representation of in biology, the goals of this course cannot be based data, history and philosophy of science, science versus solely on the accumulation of facts and technical details . pseudoscience, informal logic and rational argumenta- Rather, students are expected to develop a framework tion, scientific ethics, and methodologies of science . The for modern biology wherein they understand concepts, topics will be discussed in the context of various scientific themes that integrate and unify the major topics, and sci- disciplines which may include assessment of risk, ecology, ence as a process of inquiry . The course emphasizes the health care and medicine, climatology, astronomy, genet- development of thorough and accurate observation skills, ics, or others according to the interests of the class and the careful consideration of facts to substantiate thoughts the unfolding of current events . and ideas, and the solving of problems in a thoughtful The goal of this course is to instill an awareness, greater and organized manner . understanding, and appreciation of science and technol- Heavy reading assignments reinforce material presented ogy as an integral part of everyday life . Students will leave

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY in class . Some content areas are addressed in depth in the course with a broad and sophisticated understand- order to promote a more sophisticated understanding . ing of both the accomplishments and the limitations of Laboratory periods are designed to provide a greater science . This course will involve active class discussion, understanding of lecture material through hands-on debate, independent research both in the library and on experimentation . Lab activities are designed to make the the internet, and the use of modern technological tools student familiar with hypothesis testing, experimental de- such as graphing calculators and spreadsheets . sign and practice, data collection and analysis, and formal This elective course may not be used to satisfy the gradu- interpretation through scientific writing . ation requirement of two laboratory sciences . A.P. CHEMISTRY Human Anatomy & Physiology (#17619) (#17604) Major year course . 3 credits . 1 65-minute class period, 3 Major year course. 3 credits. Forms V and VI. Prerequisites: 90-minute class periods, and 1 C .P . per cycle . Selected Biology 1 and 2. students in Forms V-VI . Prerequisites: A full year each of Human Anatomy and Physiology is a full-year course in biology, chemistry, and physics . Physics may be taken which human anatomy and physiology are studied using concurrently . a body systems approach, with an emphasis on the inter- This course continues a student’s investigation of relationships between form and function at the gross and chemistry that began with Chemistry 1 and 2 but at a microscopic levels of organization . The course includes much more sophisticated level . A .P . Chemistry follows a basic anatomical and directional terminology; fundamen- first-year college-level syllabus, and students are required tal concepts and principles of cell biology; histology; the to take the CEEB Advanced Placement exam at the end integumentary, skeletal, muscular, and nervous systems; of the year . Given the depth and breadth of coverage of special senses; and the endocrine system . the material in the first-year chemistry course (typically The course involves a significant amount of laboratory taught during the sophomore year), A .P . Chemistry builds work . The lab experiences include exercises that demon- upon this strong foundation and often pushes beyond strate both anatomical and physiological concepts . The the normal A .P . curriculum into challenging problems and course will be supplemented with field trips to provide topics often reserved for advanced first-year or second- real-world experiences . year college-level courses . The concepts of electronic structure of the atom, bonding (including valence bond, molecular orbital, and ligand field theories), acid-base theories (Arrhenius, Bronsted- Lowry, and Lewis), reaction kinetics, thermodynamics, oxidation-reduction and electrochemistry, chemical equilibrium, solution chemistry, and solubility are treated in considerable depth . Extensive lab exercises (a minimum of 2-1/2 per cycle) are designed to reinforce lecture topics as well as familiarize students with important qualita- 69 tive and quantitative analytical techniques and selected special topics . A.P. PHYSICS C - Mechanics AP Physics C - Electricity and (#17660) Magnetism Major year course. 3 credits. Selected students in Forms V-VI. (#17661) Prerequisites: A full year each of biology, chemistry, and Major year course. 3 credits. Selected students in Forms VI. physics; Calculus AB or BC (recommended — may be taken Prerequisites: A full year each of biology, chemistry, and concurrently). physics; Calculus BC. The goal of the class is to take an in-depth look at the The goal of the class is to take an in-depth look at physical, macroscopic world . Students learn to apply the nature of electrical charge, electrical current, and physical law and sophisticated mathematical techniques, magnetism . Students learn to apply physical law and acquiring the ability to observe phenomena, abstract sophisticated mathematical techniques, acquiring the general rules regarding their occurrence, analyze the ability to observe phenomena, abstract general rules phenomena both conceptually and mathematically, and regarding their occurrence, analyze the phenomena predict the future course of such phenomena . The course both conceptually and mathematically, and predict the syllabus is closely linked to the E .T .S . suggested syllabus future course of such phenomena . The course syllabus is for the A P. . C-level mechanics course, and thus students closely linked to the suggested syllabus for the A .P . C-level will be required to sit for that exam . Topics covered in- electricity and magnetism course, and thus students will clude formal vector notation, two- and three-dimensional be required to sit for that exam . Topics covered include statics, torque, kinematics with differential equations, formal vector notation, electrical charge, charge polariza- dynamics, work and energy, impulse and momentum, tion, electric force, electric field, field lines, superposition rotational motion, gravitation (including elliptical orbits), of fields, electric potential, electrical shielding, electrical simple and damped harmonic motion, and a brief intro- circuits, resistance, capacitance, inductance, magnetic THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY duction to electricity and magnetism . force and field, and induction . They will be presented in Extensive use is made of the graphing calculator for ma- both theoretical and applied contexts . trix solution of simultaneous equations, data regression Extensive use is made of the digital tools including via least-squares fits to appropriate models, numerical graphing calculators and computers for matrix solution solutions of equations, and graphical representation of of simultaneous equations, data regression via least- physical models . One of the major focuses of the course is squares fits to appropriate models, numerical solutions computer simulation of physical laboratory experiments of equations, and graphical representation of physi- using spreadsheets and commercially available physics- cal models . One of the major focuses of the course is modeling software . Numerical integration and various computer simulation of physical laboratory experiments force relationships are studied . using spreadsheets and commercially available physics- modeling software . Numerical integration and various force relationships are studied .

70 ADVANCED PHYSICS INTRODUCTION TO SCIENTIFIC (#17630) RESEARCH (#17631) Major year course . 3 credits . Selected students in Forms V-VI . Prerequisites: Physics 1 or Honors Physics; Precalculus Major year course. 3 credits. Additional out-of-class time or Calculus (may be taken concurrently) . during free periods and CPs will likely be required to complete Advanced Physics is a college-level course that builds laboratory procedures. Selected students in Form V-VI. upon the foundation in Newtonian mechanics that is Students who complete this course will be prepared to established in Physics I [or Honors Physics] . The cur- work productively in a scientific research laboratory . In riculum moves on to an in-depth examination of this course, students will be designing and implement- rotational dynamics and kinematics, thermodynamics, ing research projects . The first project is completed as special relativity, gravitation (including Kepler’s laws, a group around a common goal in order to expose the the complete derivation of Newton’s law of universal students to scientific literature, experimental design, gravitation and the analysis of elliptical orbits), and some and modern molecular biology techniques . The second aspects of quantum and nuclear physics, topics that are course component is design and execution of an inde- seldom covered in great detail in a first-year, introductory pendent project; projects may vary in subject but will be course . The investigation of these topics includes the shaped by student interest and resources available at the use of increasingly sophisticated mathematical methods school . including differential and integral calculus . In addition, The majority of the course is devoted to working at the the curriculum is built around Microsoft Excel as a tool laboratory bench . The successful student will develop for analyzing and modeling physical systems, developing confidence working with scientific literature, familiarity important mathematical techniques (numeric integra- with experimental design, knowledge and experience THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY tion and numeric approximations), and performing data with modern techniques in molecular biology, and tech- regression and analysis . Students complete a number of nical proficiency at a laboratory work station . Students Excel lab exercises that are designed to explore the physi- will learn the essential scientific skills needed to maintain cal principles and mathematical constructs as well as a laboratory notebook, collect data, and troubleshoot employ and examine different aspects of the spreadsheet procedures . In addition, students will be expected to software . They are expected to develop and demonstrate participate in a student-lead, discussion-based journal a facility with the software in order to present solutions club in which they will be required to read and analyze and discuss and interpret their results in a clear and visu- scientific literature . ally appealing fashion . The nature of this work requires that students be dedi- Students in Advanced Physics are prepared (and may cated, creative, and willing to commit additional time choose to sit) for the Advanced Placement Physics C outside of class to complete experiments and meet with exam (Mechanics only) . the instructor . Students will be evaluated on their level of preparation and planning for lab activities, the complete- ness and depth of the lab notebook, written updates and project summaries submitted to the instructor, and overall attitude and participation in the class . Placement into the course is dependent on approval of the department and the course instructor . Students may register for a second year of research with instructor approval . In the second year, students will conduct an independent research project . In addition to the research project, they will be expected to participate in journal club and will assist the instructor with laboratory protocols and instruction .

71 Visual Arts The Visual Arts program at Pingry is designed to foster the development of aesthetic insights and appreciation on a personal, social, and cultural level . Through wide exposure and critical examination, the Pingry student can develop a lasting appreciation, understanding, and enjoyment of art . Our program provides students with a wide range of opportunities for participation in the art program, allowing them to study many media in depth .

On a personal level, the Visual Arts program strives to challenge students to: see in new ways VISUAL ARTS OFFERINGS

and develop creativity through personal ex- FORM III IV V VI pression of their thoughts, ideas and emotions; GRADE 9 10 11 12 develop character and a positive self-image by art FUNDAMENTALS 4 4 4 4 fostering the growth of problem-solving skills; CLAYWORKING 1 4 4 4 THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY cultivate their intellectual curiosity by present- PHOTOGRAPHY 1 4 4 4 ing a broad range of visual studies; discover FILM & VIDEO 4 4 4 and improve new skills, strengths, and interests; METALWORKING (SEM) 4 4 4 and enhance their sensitivity and introspection PRINTMAKING (SEM) 4 4 4 through critical analysis of personal works . ENVIRONMENTAL 4 4 4 On a social level, the Visual Arts program aims ART (SEM) to challenge students to: examine their environ- SCULPTURE 4 4 4 ments in new and different ways; respect, appre- architecture, DRAFTING, 4 4 4 and Design 1 ciate, and support the creative efforts of others; DRAWing & PAINTing 1 4 4 4 and examine and objectively analyze the culture CLAYWORKING 2 4 4 they have inherited and the range of roles and PHOTOGRAPHY 2 4 4 responsibilities they can assume within it . architecture, drafting, 4 4 On a cultural level, the Visual Arts program aims and design 2 to encourage seeing and expressing in new DRAWING & PAINTING 2 4 4 ways, thereby enriching lives and to lead to a PORTFOLIO DEVELOPMENT 4 4 more thorough understanding of past cultures ADVANCED TOPICS 4 4 including recognizing the contributions of ethnic and social groups in today’s pluralistic world . Note: Due to the wide selection of course offerings in studio art and due to fluctuations in enrollment, some courses may be offered on an alternate-year basis .

72 Art Fundamentals: Filmmaking & Video 2-D & 3-D Design (#12707) (#12304) Major year course. 3 credits. Forms IV-VI. Major year course. 3 credits. Forms III-VI. This course is a This course offers instruction in the fundamentals of prerequisite for all other courses in the visual arts except A.P. filmmaking, video, and animation . Students learn basic Art History. techniques including scripting, lighting, filming, editing, This introduction to the principles of two-dimensional sound, and special effects . We begin with practice with and three-dimensional design enables students to equipment and study of films to understand principles develop a critical visual vocabulary . Principles of design of good filmmaking . Montage, documentaries, and are studied in depth . Basic materials and art techniques special effects are among the featured projects . This is a introduce the various disciplines in the visual arts and production-oriented course, and selected films are shown provide a foundation for future art studies . Students at school assemblies . Film students are required to furnish enjoy a diversity of materials and technical processes and an approved portable hard drive for project storage . deepen their appreciation through a historical perspective of art . Museum trips and related activities enhance the studio experience . METALWORking (#12717) Clayworking 1 Spring semester course. 1.5 credits. Forms IV-VI. (#12756) This course introduces students to the basic technical aspects of fine metalworking and to conceptual Major year course. 3 credits. Forms IV-VI.

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY approaches within the arts of mixed metal hollow ware, Art forms which may be executed in clay may range from jewelry making, mixed-media assemblage, lapidary, and two-dimensional, through reliefs and murals, to the full small-scale metal forging . Soldering, brazing, and cold- three-dimensional forms of sculpture and art pottery . connection techniques will be studied, and students will This course develops the skills and sensibilities that will design artworks using lost-wax casting and fabrication allow students to pursue their interests in any of these techniques . Traditional and nontraditional materials are directions . Wheel-throwing and hand-building are taught, explored as students draw from the rich history of the using stoneware and porcelain clays and glazes fired metal arts, including contemporary movements in the in both oxidation and reduction . Glazes will be formu- design field . lated with the aid of the computer and special software . Mixed media techniques and clay will also be explored . The history of clay art forms, as well as contemporary PRINTMAking movements, are studied with the emphasis on design, (#12715) organization of form, and the development of an expres- Spring semester course. 1.5 credits. Forms IV-VI. sive personal visual vocabulary . A museum trip or other This course will instruct students in the basic graphic-de- related activities will enhance the studio experience . sign qualities of printmaking, while developing imagery through a variety of techniques, including woodblock Photography 1 and linoleum printing, embossing, collagraphy, etching, (#12807) mono-printing, and silk-screening . Photo techniques will be introduced in conjunction with silk-screening, and Major year course . 3 credits . Forms IV-VI . new digital technologies for making multiples such as Students will study photography as an art form and learn photo transfers will be explored . By examining the histori- to incorporate individuality and the principles of design cal development of various methods, students will learn into their work . Students learn to use a 35mm camera how this useful art form has evolved . Particular attention and gain the necessary technical skills for developing will be given to contemporary printmaking, including and printing . The course develops the students’ powers various uses by artists for small-edition bookmaking . of observation, inquiry, and imagination, and demands that they learn to follow procedures that require careful timing, close attention, patience, and planning . Coopera- tion with others and the careful handling of chemicals and photographic equipment are stressed . The history of photography and its graphic applications are covered . The school will furnish a 35mm SLR camera to each student enrolled for the period of the course .

73 Environmental art Drawing & Painting 1 (#12718) (#12104) Fall semester course. 1.5 credits. Forms IV-VI. Major Year Course. 3 credits. Forms IV-VI. Students will study environmental art, land art, and The core goals of this course are to practice observ- earth art . They will study artists who make artwork from ing the world with clarity and imagination, to develop natural elements, artists whose work is about their natural analytical skills from a visual perspective, and to interpret environment, and artists who make social and political experience expressively using visual tools . The emphasis commentary through their work . This will give students during the first semester will be on drawing and painting a greater understanding of the potential relationships from life . Students will draw with a variety of tools offer- between art and the environment and can provide ing range and flexibility in expressing ideas, including ideas that can inform/influence the individual student’s charcoal, pen and ink, and pastels . They will also develop artmaking practice . Students taking this semester-long skills working with acrylic and oil paint media . During the art course will explore the possibilities for using natural second semester, assignments will encourage students to materials found on campus in making art and will explore develop a visual point of view and find creative, original how to make site-specific work to be viewed in Pin- solutions to visual problems . Students will receive regular gry’s natural landscape . Students will make paper from feedback and evaluation of their work from the instructor, invasive plants, sculpture from clay dug on campus, and and also periodic feedback and exchange of ideas from from materials such as wood and stone . Projects that classmates . encourage sustainable art making will include video and Field trips, museum visits, shows in our gallery, and the assemblage of found objects . A major project will be to study of relevant artists will be integrated into the process continue to blaze an inter-disciplinary art trail . Sites along of developing ideas for assignments . Student will be THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY this path through the nearby woods present natural encouraged to display their work and to communicate science projects and creative writings in addition to through their art . sculptures made in class . Clayworking 2 Sculpture (#12766) (#12726) Major year course. 3 credits. Forms V-VI. Major year course. 3 credits. Forms IV-VI. Prerequisite: Clayworking 1. Students study various media to produce three-dimen- This course centers on wheel-throwing as a means of sional sculptural forms . Pâté de verre, hot glass, casting, making clay forms . Basic and advanced throwing skills, clay, wood, stone, hydro-stone, plaster, and metals are materials, concepts, glazing, and firing are covered . The employed to communicate a personal visual vocabulary . computer will be used to conceive some designs, which Modeling, mold-making, carving, casting, and fabrica- will be translated into three-dimensional forms . Hot glass, tion techniques are introduced . Large-scale works are pâté de verre, and casting will also be combined with the created through collaboration . The computer is, at times, clay medium . Glazes will be formulated with the aid of employed as a designing tool, and the two-dimensional glaze calculation software and the computer . Students images are then translated into three-dimensional sculp- learn how formulated minerals react to heat and produce ture . The history of sculpture, contemporary movements, crystalline glazes . Oxidation, reduction, raku, overglaze, and architectural applications is stressed . Group projects and luster-finishing techniques will be explored as the and individual expression heighten the students’ under- student constructs utilitarian and non-utilitarian expres- standing and appreciation of art and sculpture . Museum/ sive works in clay . Museum/gallery visits and other related gallery visits and other related activities will enhance the activities will enhance the experience . experience .

Architecture, Drafting, and design 1 (#12837) Major year course. 3 credits. Forms IV-VI. The first directive of the study of architecture and of interior and industrial design is learning to design . Design is the process of planning, problem solving, development, construction, and presentation of ideas . Students will develop skills in visualization through sketching, drafting, and constructing models . Computer -aided design programs will be used as tools to develop and grow conceptually . Students will study the work of a variety of 74 artists, architects, and product designers . Photography 2 Portfolio Development (#12805) (#12739) Major year course. 3 credits. Forms V-VI. Major Year Course. 3 credits. Forms V-VI. Prerequisite: Photography 1. Prerequisite: Departmental permission. Honors. This course is designed for advanced photography This course is designed for the serious art student who students . Students will learn more complicated skills in has mastered basic art skills and is interested in produc- printing, shooting, lighting, and special effects . Aesthetic ing a substantial body of work . Emphasis is placed on awareness and individual expression through photog- developing a portfolio which may be used for college raphy will be stressed . Students will learn sophisticated admission or to support an application . Students will digital photography applications in Photoshop and they work both independently and collaboratively with other will also learn to use a cellphone for making “serious” art- students employing the different disciplines of art . This work . Museum/gallery visits and other related activities course will foster the highest level of concentration in the will complement the classroom coursework . The school visual arts . will furnish a 35mm SLR camera to each student enrolled If it is appropriate for their work, students’ laptops must for the period of the course . be capable of running a school-provided copy of Adobe Students’ laptops must be capable of running a school- Photoshop 6 . provided copy of Adobe Photoshop 6 . ADVANCED TOPICs in Art architecture, drafting, (#12743) and design 2 Major year course. 3 credits. Forms V-VI. Prerequisites: 2 years

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY (#12847) of art in the Upper School + Departmental permission. Major year course. 3 credits. Forms V-VI. Prospective students must apply for permission and submit Prerequisite: Architecture, Drafting, and Design 1. a portfolio and statement of purpose during the course Students will continue in-depth study in architecture, registration period. drafting, and design . They will develop higher-level The serious art student at an advanced level may choose skills of drafting, site and floor plan creation, and model to undertake an individual art project under the direction building, and they will acquire an understanding of the of a member of the art faculty . Project content, meeting concepts of plot plans, mapping, landscape design, times, and deadlines will be established on an individual topography, and interior design . Advanced computer- basis to best accommodate and support the learning aided design programs will be used to develop creations . process . This course provides a suitable working environ- Students will continue to develop their compositional un- ment for the highly motivated student . derstanding, critical thinking, and problem -solving skills with more complex and challenging projects . A.P. Art History DRAWING & PAINTING 2 (#12909) (#12204) Major year course. 3 credits. Forms V-VI. Prerequisite: Permis- sion of the teacher and the Upper School Director. Art Funda- Major year course. 3 credits. Forms V-VI. mentals is not a prerequisite. Prerequisite: Drawing and Painting 1. Art from prehistoric to contemporary times is studied Independent thinking and thoughtfully considered analytically and historically . Concentrating mainly on art self-expression are emphasized in this course . Students in the Western world, paintings, sculpture, and architec- will return to the touchstone of drawing, with regular ture are shown in slides, films, and photographs, and a drawing assignments scheduled throughout the year . few visits are made to art galleries and museums . The Skills developed in Drawing and Painting I will be honed, cyclical nature of art history is explored as is the relation- and nontraditional mark-making materials will also be ship of each period of art to the events of the time . Thus explored . Most students will have reached a level where art is interrelated with the political, religious, historic, they understand that the greatest challenge is not how to economic, social, and scientific developments of each era . draw and paint, but what to draw and paint . Ideas from key art history movements and major issues in contem- In addition to preparing to see the world with new porary art will be featured elements in assignments . insights and more discerning and appreciative eyes, Watercolor, mixed media, and collage are examples of students must take the Art History Advanced Placement methods and media that will be introduced and explored exam in May . in depth . Working with multiple images, digital technology, and various other nontraditional media will give students more resources and more freedom to create work that meets a high standard of original and critical expression . Personal expression and effective visual communication of ideas will be the overarching goals, and 75 the instructor will work individually with each student to move forward in that effort . world Languages – MODERN language Our program emphasizes oral skills early in language learning . After the students have been exposed to a given concept and are able to apply it in speech, the skills of grammar, reading, and writing reinforce this oral ability . Upon completion of this sequence, Pingry students can both communicate and comprehend the spoken word effectively . They have an in-depth understanding of different cultures through the study of geography, history, literature, the arts, and civilization . The students develop an open-minded attitude toward alternative ways of viewing reality and should be able to see themselves and their own culture from different perspectives . french 1/2 ; Spanish 1/2 Language (#19715) (#19345) Requirements Major year course. 3 credits. Forms III-VI. Prerequisite: First year of a foreign language. Pingry offers Chinese, French, German, Latin, The first semester of this course reinforces the stu- THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY dent’s language learning skills and mastery of the most and Spanish . Language study begins in Grade important vocabulary, grammar, and cultural concepts 6 . Grades 6 and 7 together constitute Level of the previous first year course . The second semester 1 . To satisfy Pingry’s graduation requirement will present the grammatical structures, verb tenses, vocabulary, and cultural concepts introduced in the first in language, a student must complete three half of the second year course . Classes are conducted in consecutive years of study in one of these five the target language, and the student also is expected to think, speak, and write in the target language . Daily aural languages in the Upper School . A student may and oral practice, including partner and group activi- study more than one language at a time . ties, games, and student-inspired dialogue, provides an opportunity to perfect pronunciation and to develop the ability to express ideas in the target language . Visual First-Year Modern Language aids and models that portray how the grammar func- CHINESE 1 (#19901); French 1 (#19714); tions establish structures which the students should use . German 1 (#19724); SPANISH 1 (#19644) Students will also read for understanding and literary Major year course. 3 credits. Forms III-VI. appreciation to build their vocabulary and grammar skills . The first-year language experience is designed to enable students to express themselves in basic but grammati- Second-Year Modern Language cally accurate and properly pronounced sentences on CHINESE 2 (#19902); French 2 (#19314); a wide variety of practical topics . To achieve this goal of German 2 (#19324); Spanish 2 (#19344) elementary fluency without reliance on English, the basic vocabulary and structures are initially presented through Major year course. 3 credits. Forms III-VI. Prerequisite: First year various media . The oral aspect is then reinforced by read- of a foreign language. ing and writing exercises and a synthesis of the contrast- The second-year language experience reinforces skills that ing structural differences between the foreign language were introduced at the first-year level, develops them to and English . During each class period, every student a higher degree, and continues to present grammatical actively participates in pattern practice, question-and-an- structures and tenses . Classes are conducted — and the swer and cooperative-learning situations, and expression student is expected to think, speak, and write — exclu- of ideas — all in the foreign language . sively in the foreign language . Daily oral practice, including Class materials are so designed that the student must group activities, games, and student-inspired dialogues, function in the foreign language in a real-life way rather provides an opportunity to perfect pronunciation and than through mere artificial mimicking of the teacher . intonation, while developing the ability to express ideas Students are thus encouraged to think in the foreign in the target language . The presentation of vocabulary language . They initially repeat only what they have heard, through pictures and other visual aids and the use of para- and, using the patterns of the target language, they digms to illustrate how the grammar functions establish construct their own sentences, which in turn are devel- structures which students will use at the second-year level . oped into basic guided compositions . The materials used Students read for understanding and appreciation while also building vocabulary and grammar skills . 76 reflect the everyday culture of the countries where the language is spoken, helping students develop an open- minded, positive attitude toward other cultures . french 2/3; Spanish 2/3 honors/pre-a.p. (#19716) (#19346) Fourth-Year Modern Language Major year course. 3 credits. Forms III-VI. Prerequisite: Second Chinese 4 Pre-A.P. (#19906); French 4 year of a foreign language. honors (#19515); German 4 honors (#19524); Spanish 4 Pre-A.P. (#19546) The first semester of this course reinforces the student’s language learning skills and mastery of the most impor- Major year course. 3 credits. Forms IV-VI. Prerequisite: Third tant vocabulary, grammar, and cultural concepts of the year of a foreign language and teacher’s recommendation. previous second year course . The second semester will (Prerequisite for Spanish 4 Pre-A.P./French 4 Pre-A.P.: Spanish present the grammatical structures, verb tenses, vocabu- 4/French 4 or a grade of A– or better in Spanish 3/French 3, as lary, and cultural concepts introduced in the first half well as an aural exam.) of the third year course . Students learn more idiomatic The fourth-year course is conducted exclusively in the tar- forms of expression, literary vocabulary in preparation get language . The program includes extensive grammar for reading and the transition to authentic literature, and instruction and the building of vocabulary through a vari- more advanced grammatical structures which they are ety of texts, as well as through writing essays, making oral encouraged to apply in oral and written expression of presentations, and performing skits . Attention is given to ideas . Composition work reinforces grammatical skills . cultural, historical and political events as reflected in the Oral performance is a more prominent component of the texts, and to the values and customs of the various societ- language experience . ies . Students write essays and discuss topics on subjects of contemporary, literary, or personal interest . Third-Year Modern Language

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY chinese 3 (#19905); French 3 (#19414); Advanced Topics 1 German 3 (#19424); Spanish 3 (#19444) French and German Major year course. 3 credits. Forms IV-VI (Spanish: III-VI). (French #19620 and German #19630) Prerequisite: Second year of a foreign language. Forms IV-VI, Prerequisite: French and German IV Pre-AP The third year of study continues to build on the basic While this course completes the formal study of grammar, oral and written skills that the student needs to com- idiomatic usage, and stylistic conventions in expository municate effectively in another language . In addition writing, its main focus is exposing the students to two of to a review of all the grammar covered in the first two the following six thematic areas: Beauty and Aesthetics, years, students learn more idiomatic forms of expres- Contemporary Life, Families and Communities, Global sion, literary vocabulary in preparation for reading, and Challenges, Personal and Public Identities, and Science more advanced grammatical structures, which they are and Technology . The two themes will be undergirded by encouraged to apply in oral and written expression of literary works, current events articles, websites, realia from ideas . Composition work reinforces grammatical skills . the target culture, films, and various other sources . Stu- Oral performace becomes a more prolific component dents will be expected to participate in teacher-directed of the language experience . The student also begins the activities as well as pursue their own interests and engage transition to the reading of authentic literature in the in their own research in order to communicate in the target language . target language about these themes using interpersonal and presentational modes of expression . Fourth-Year Modern Language Advanced Topics 2 french 4 (#19514); Spanish 4 (#19545) French and German Major year course. 3 credits. Forms IV-VI. Prerequisite: Third (French #19621 and German #19631) year of a foreign language. ***beginning 2014-2015*** This course is designed to improve the students’ oral and Forms IV-VI, Prerequisite: Advanced Topics I (French and written skills . The students are expected to use the target German) language in all forms of communication . Literature plays This course will seek to refine and deepen the students’ an important role in the students’ language development skills in idiomatic usage, grammar, and style in both oral and and as a means for literary appreciation and cultural and written communication . It will continue and complete the historical understanding . Students will also demonstrate study of the remaining four thematic areas that were started their learning mastery through projects, oral reports, in Advanced Topics I: Beauty and Aesthetics, Contemporary and authoring their own original work . Presentation and Life, Families and Communities, Global Challenges, Personal review of grammar is closely tied into all activities . and Public Identities, and Science and Technology . The students will further develop their skills in the interpersonal and presentational modes of expression in the target language . Students who continue the language in college can 77 expect to take courses at the advanced level . Students in Advanced Topics 2 are prepared for and may choose to take the Advanced Placement exam . Fifth-Year A.P. Modern Sixth-Year Modern Language Language French 6 Honors (#19658); German 6 a.p. Chinese 5 (#19907); A.P. Spanish 5 Honors (#19678) Language (#19647) Major year course. 3 credits. Forms V-VI. Prerequisites: Fifth Major year course. 3 credits. May be taken if the language year of a foreign language; completion of the A.P. exam; requirement has already been satisfied. Forms V-VI. Prerequi- recommendation by the teacher. sites: Fourth year of modern language and permission of the This course focuses on specific literary topics . Great works teacher. of writers during significant literary movements and eras The fifth-year modern language course broadens the are studied . The role of language, replete with nuances, skills developed in the fourth-year course; it is intended more sophisticated language forms, and stylistic con- for those who have chosen to develop their proficiency siderations, is closely analyzed to enable the student to in the target language . Emphasis is on the use of the write major papers in the language using the appropriate language for active communication: ability to under- expository conventions . stand the spoken language, development of vocabulary Honors SPANISH 6 Literature (#19648) sufficient to read newspapers, magazines, etc ., ability Major year course . 3 credits . Forms V-VI . Prerequisites: A P. . to express oneself accurately both orally and in writing . Spanish 5 Language and teacher’s recommendation . These are intensive training courses to develop language skills as close to native proficiency as possible . The role In this course, literary movements, genres, authors, and of literature as fertile ground for enhancing the student’s literary criticism are covered in depth . Selected pieces by overall mastery of grammar, vocabulary, and idiomatic Lorca, Matute, Paz, García Márquez, Neruda, and Borges usage is actively recognized . Students will be required to are read . As time permits, other works in Spanish literature THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY take the A .P . language exam . may be added . Students also compose original poems and short stories . Students who wish to take the A .P . exam in Spanish Literature should consult with their instructor . French 5 (#19618) Chinese 6 honors Major year course. 3 credits. Forms V-VI. Prerequisite: French 4. (#19908) This course emphasizes oral proficiency as well as reading Major year course. 3 credits. Forms V-VI. Prerequisite: A.P. comprehension . Literature, films, and magazine articles Chinese V. are used to develop the language skills and vocabulary necessary to express oneself in French . This course will focus on developing the students’ written and oral communicative competency by writing about and discussing exciting contemporary social issues in Spanish 5 China such as the Internet culture, the health effects of (#19646) environmental pollution, economic development, interpersonal relationships, etc . The curriculum uses sophis- Major year course. 3 credits. Forms V-VI. Prerequisite: Spanish ticated materials which are directly drawn from current 4. newspapers, magazine articles, TV programs, and films . This course promotes self-expression in Spanish, both oral Modern literature, as it applies to the given themes, will and written . The grammar will be reviewed within the also be analyzed . The students are expected to write per- framework of the different readings and vocabulary top- suasive essays, make oral presentations, conduct debates, ics . The students will research daily current events, discuss and engage in performances that reflect their research as them orally, and provide a written summary in Spanish . well as their own ideas about the topics . By the end of the They will also be exposed to an overview of the major year, the students will be able to engage in meaningful artistic and literary movements in the world and read conversations and express themselves in writing using pertinent short stories from Hispanic literature . interpersonal and presentational modes of expression at the intermediate high to advanced low level of the ACTFL Proficiency Guidelines . The course will be conducted exclusively in Mandarin Chinese .

78 Spanish 6 honors (#19649) Major year course. 3 credits. Forms V-VI. Prerequisite: Spanish 5. This course is a continuation of Spanish 5 . Major authors in Spanish literature will be presented . The students will read poems, essays, short stories, and fragments of major works such as novels and plays . Enhancing the students’ reading comprehension and writing skills is another major focus . Students will be required to write their own original stories and deliver oral presentations . Assess- ments will also require the students to understand and explicate literary pieces — poetry and other short reading passages — to which they have not been exposed in class .

SPANISH 7 ADVANCED Literature & COMPOSITION (#19800) Major year course. 3 credits. Form VI. Prerequisites: Honors

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Spanish 6 Literature and teacher’s recommendation. This rigorous course will span literature from the medieval period to the 19th and 20th centuries up to the modern period, covering works such as El Cid to authors such as Gabriel García Márquez . Major compositions involve overall study of the various authors and their styles .

79 world Languages – classical language Latin is the gateway to the cultural, intellectual, emotional, and spiritual life of the Romans, whose culture, along with the Greek and Judeo-Christian traditions, is at the root of Western civilization, its influences appearing in our language, history, law, literature, government, philosophy, architecture, and art . The study of Latin keeps our intellectual and cultural heritage alive, affords students an opportunity to explore Roman culture, and gives them a solid linguistic base for the study of modern languages as well as a real understanding of the vocabulary of educated English . At Pingry we teach comprehension of the Latin language through readings that develop understanding of the social and political history of the Romans, especially during the first century CE .

Language THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Requirements

Pingry offers Chinese, French, German, Latin, Latin 3 and Spanish . Language study begins in Grade (#19434) 6 . Grades 6 and 7 together constitute Level Major year course. 3 credits. Forms IV-VI. Prerequisite: Latin 2. 1 . To satisfy Pingry’s graduation requirement By the end of Latin 3 our students will have met most of in language, a student must complete three the main grammatical points of Latin . The characters first consecutive years of study in one of these five encountered in Latin 1 continue from Roman Britain to Imperial Rome . The topography and history of ancient languages in the Upper School . A student may Rome, struggles for power, and contrasts between rich study more than one language at a time . and poor are some of the cultural topics covered .

Latin 1 Latin 4 (#19734) (#19534) Major year course. 3 credits. Forms III-V. Major year course. 3 credits. Forms V-VI. Prerequisite: Latin 3. Students learn vocabulary, grammar, and syntax by The readings in the Cambridge Latin Course Unit 4 bring translating stories about the historical banker Caecilius to a close the historical novel that began in Latin 1 and Iucundus, set in Pompeii in the year before its destruction . round out the student’s knowledge of Latin grammar in The story then moves on to Roman Britain . Through these preparation for reading Roman authors in the original . Latin readings and background information in English, The remainder of the term is spent on the authors Catul- students progress through gradually more difficult Latin lus, Martial, Ovid, Pliny, Vergil, and Petronius . grammar and syntax . At the same time, they encounter basic information about the social, political, and historical background of the Roman Empire . Latin 5 (#19535) Latin 2 Major year course. 3 credits. Forms V-VI. Prerequisite: Latin 4. (#19334) This is an advanced course covering a broad range of Latin literature . Within limits, the literature read will be Major year course. 3 credits. Forms III-VI. Prerequisite: Latin 1 tailored to the interests and abilities of the class . Catullus, or Middle School Latin. Cicero, Plautus, Petronius, Horace, Julius Caesar, Vergil, and This course, which builds on previously established Ovid all may be read, as well as any other writer in whom foundations, reviews and integrates items already met the students may have a special interest or who may be while introducing new vocabulary, grammar, and syntax . appropriate given the current events of the year . All works are read in Latin with attention to style (especially as it 80 The historical novel continues, covering such themes as the history, science, medicine, and religion of Alexandria, relates to intent), historical and cultural context, and the Egypt, and Roman Britain . use of rhetorical devices . A.P. Latin 5 Latin 6 HONORS (#19638) (#19641) Major year course. 3 credits. Forms V-VI. Prerequisite: Latin 4. Major year course . 3 credits . Forms V-VI . Prerequisite: Latin This course prepares students for the Advanced Place- 5, A .P . Latin 5 or departmental permission (for example ment Examination of the College Board . The required in the case of the student having completed Latin 4 with syllabus for the course includes not just readings in an A or A+ and being unable to schedule Latin 5 or A .P . Latin, but also readings in English from Vergil’s Aeneid Latin 5) . and Caesar’s Gallic War . Throughout the course students The student and teacher develop the syllabus based on will develop linguistic competence through translating the student’s interests from a list of Latin literature from prepared poetry and prose literally, reading passages of the 2nd century B .C .E . through the 3rd century C .E . If prose and poetry with comprehension, and analyzing the the student has studied sufficient Greek, some Greek texts in written arguments . Leadership, War and Empire, grammar and literature may be added . The literature is and Human Beings and the Gods will be the significant read with emphasis on accuracy in reading the language, themes of the course . recognition of rhetorical devices, analysis for theme, form, and stance, and cultural context . Examples of works which may be included are the odes of Horace, the poetry of Catullus, the Cena Trimalchionis of Petronius, the Aeneid of Vergil, the plays of Plautus and Terence, the historical writings of Tacitus, the poetry of Ovid, and the speeches and other writings of Cicero . The choice of Greek works, if read, will depend of the student’s skill level in Greek . THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY

81 interdepartmental Courses Contemporary American issues DANCE 1: (#10994 for fall, #10995 for spring) CREATIVE DANCE & MOVEMENT former course name: American Dreams (#10777 as Arts, #10777A as Fitness) Major year course. 3 credits; 1.5 credits for fall or spring only. Major year course. 3 credits. Forms III-IV. Forms V-VI. This course is open to anyone who loves to move . This interdisciplinary course examines some of the most Whether you are a trained dancer, an athlete, or someone controversial and enduring issues in American history and who locks the door and poses in front of the mirror, this culture . Students will analyze primary source documents, course will develop the dancer in you . film, and literature to help recognize the historic roots Students take class in comfortable clothes with the feet of major issues . At the core of our studies will be four bare . They learn to create and perform their own dances . units focusing on the topics of race, gender, class, and They explore dance in terms of body parts and shape, religion . Each topic will be rooted in a historic foundation energies, actions, space, and relationships . They incorpo- and then brought forward to the present day . The goal rate these values into choreographed warm-ups, guided of each unit will be to have students wrestle with their movement explorations, and group improvisations . Then, own conceptions of these topics as they relate to their combining this work with the input and skills of class everyday world . members, they create dance pieces that are shown daily, Classes will be discussion-oriented; students will write weekly, or monthly . Ideas for dances may be chosen by short reaction papers and longer research-oriented the teacher or students . The year culminates in a formal

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY papers as well as prepare projects and presentations dance showing by student choreographers with cos- and take traditional tests . Course material will include tume, music, and movement all selected by the students . interdisciplinary scholarship as well as fiction, journalism, Benefits of creative dance include increased ease of historical narratives, photographs, and film . movement as new and more efficient muscle patterns are developed, improved self-image (because moving enhances and enlivens the positive feelings of the body), Freedom: and relief from stress . Responsibilities & Limitations Students may elect this class to fulfill an Arts or a Fitness (#10999) requirement for one, two, or three trimesters . Major year course. 3 credits. Forms V-VI. Honors. This interdisciplinary course examines the many aspects DANCE 2: of freedom through an analysis of fine arts, literature, religion, and philosophy . Students address a wide range MODERN DANCE of social, political and ethical issues to gain a diverse (#10778 as Arts, #10778A as Fitness) perspective on freedom and its many manifestations Major year course. 3 credits. Forms IV-VI. in different cultures . The earliest and most influential Prerequisite: Dance 1 or permission of the instructor. principles and doctrines of freedom are evaluated in the Dance 2 explores the exciting history and innovative light of our most pressing contemporary controversies, techniques of modern dance . Modern dance, also called including affirmative action, reproductive rights, and barefoot dance, jazz, or lyrical dance, is an American- freedom of speech . born, 20th-century art form that took a new and fresh Classes are discussion-oriented, and students periodically approach to dance . Rebels of their time, Isadora Duncan, make presentations to the class . Students keep weekly Martha Graham, Doris Humphrey, and others had ideas journals as a written response to the course and are also of freedom, equality, and social concerns which needed a responsible for a series of more formal, critical writing new vocabulary of movement to be expressed . assignments . The broad nature of freedom, the interdis- Jazz dance, traditional dance rhythms, and ballroom ciplinary character of the curriculum, and the focus on dance steps round out our modern vocabulary so that current events ensure that student input is a fundamental students can become fluent with other forms of dance . component of the course . Partnering and contact improvisations are also added to Classroom discussions emphasize such seminal prin- give students experience giving and taking, following ciples of Western thought as individual rights, the social and leading with weight . Relaxation techniques, yoga contract, and majority rule . Readings include The Grand stretches, and constructive rest are stress relievers that Inquisitor, The Communist Manifesto, The Sunflower, The dancers will also use in class from time to time . Stranger, and Makes Me Wanna Holler . The textbooks Throughout the year, students will perform their work Morality and Moral Controversies and Social and Political for the class and record their work on video . Formal Philosophy provide for discussion of many ethical issues showings of student-choreographed work will be the and sociopolitical relationships . In-house speakers and culminating project of this class . field trips to New York City enrich and broaden class read- 82 ings and discussions . Students may elect this class to fulfill an Arts or a Fitness requirement . FINANCIAL LITERACY 9 public speaking: the art of (#99000) discourse Trimester course. 1 credit. 2 class meetings per cycle. Required (#99901) of all Form III students. Trimester course. 1 credit. Forms III-VI. The goal of the program is to equip students with the Public speaking is the communication of information to tools and knowledge to foster responsible financial an audience with a clear intention . Students in this course decision-making . It provides a thorough examination of develop an understanding of how language is used to such topics as financial planning, financial statements, enlighten, entertain, inspire, or challenge an audience . time value of money, investments, credit, insurance, taxes, Students will learn how to construct a speech, how to and careers . The course will be supplemented by financial select language that will help them realize their intention, speakers and problem types in the concurrent math- and how to use the voice and body in the presentation ematics courses . of their material . Students will examine the works of great presenters and their speeches as part of the course . Financial Literacy lecture Series Yearbook Design & Production (#99100) (#10725) Required of all Form VI students. Year-long course. 1 credit. 4 class meetings per cycle. Forms The goal of the senior financial literacy seminar series is III-VI. to graduate students who are informed about personal This course is designed to teach the techniques of layout finance, the importance of saving, budgeting, credit, and

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY and editing . Along with the organization and produc- thoughtful and wise investing . There are three mandatory tion of the yearbook, there will be frequent writing and seminars throughout the year, each addressing different graphic design assignments and in-class evaluation of all topics . A question and answer period will be provided work submitted . Emphasis will be on expressing ideas in at each seminar to promote student understanding . The print, drawings, graphics, and photographs . The assigned culminating seminar will be held in May to review topics work will be formulated and produced on computers already covered, and will ensure seniors are prepared for through mastery of scanning processes, InDesign, and their financial journey beyond The Pingry School . Our PhotoShop . Students desiring to serve as editor in chief, mission is that each Pingry graduate will have accumu- assistant editor in chief, or editor of any section of the lated knowledge to be an informed and responsible yearbook must take this course . This course does not financial decision maker for their own personal financial satisfy the Arts graduation requirement . lives and to be a contributing, financially ethical, and knowledgeable member of the global community . Students may be asked to run a school-provided copy of Adobe Photoshop 6 on their laptops if it is appropriate to their responsibilities .

83 Other Courses

Community Service Peer Group 10 hours per year. (#10300) Required of all students, Forms I-VI. 1 class meeting per cycle for first 2 trimesters. Required of all Pingry recognizes the need to support our community and Form III students. to encourage a sense of social responsibility among our stu- The Peer Group program is designed to help freshmen dents . The development of character, self-esteem, compas- adjust to the Upper School by providing support from sion, and leadership are key components of a Pingry educa- seniors who receive extensive training in group dynamics, tion . These objectives are the foundation of our Community leadership techniques, and values-clarification issues . The Service Program . Students are encouraged to volunteer in program is directed by three faculty advisors, including their fields of interest . Myriad opportunities are available, Pingry’s personal counselors . including tutoring, community outreach, special projects, From September through early March, all Form III stu- and work in schools, hospitals, and senior communities . dents meet one period each week in small groups with Organizations with which associations have been estab- their senior co-leaders to discuss academic and social lished include Bridges, Community Food Bank, Matheny concerns . There is a two-day camping trip for seniors and Medical and Educational Center, ECLC, and the Samaritan freshmen in September as well as two evening programs . Homeless Interim Program . New projects based on indi- In one of the programs, parents are invited to participate vidual interest are always welcomed . When possible, the in Peer Group activities with their children; the other is a

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY school provides transportation and needed resources . Senior-Freshman Activity Night .

Driver Education Peer Leadership (#10401) (#10301) Trimester course. Form IV. First 2 trimesters. Form VI. Seniors are selected for this This course meets the New Jersey Driver Education program on the basis of communication skills, leadership requirement . At its conclusion, the state test will be potential, and a sense of commitment. administered . This course may be taken during the stu- This course is designed to train selected seniors in group dent’s Fitness Education period and will fulfill the Fitness dynamics and leadership skills, while helping freshmen requirement for Form IV . adjust to their school and social environments . Course participants provide support and leadership in small- group meetings with freshmen . Two overnight retreats are scheduled along with several evening activities .

84 Summary of Course Offerings

computer science

CODE NAME USUAL GRADE lengtH 09448 SURVEY OF COMPUTER SCIENCE 9–12 SEM (F) 09449 PROGRAMMING 9–12 SEM (S) 09447* A .P . COMPUTER SCIENCE 10–12 YR 09446 ADVANCED TOPICS 11–12 YR

drama

CODE NAME USUAL GRADE lengtH 10724 DRAMA 1 9–12 YR 10744 DRAMA 2 10–12 YR 10754 DRAMA 3 11–12 YR 10764 DRAMA 4 12 YR 10794 MOVEMENT FOR ACTORS 10-12 TRI (F) THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY english

CODE NAME USUAL GRADE lengtH 15304 ENGLISH 9 9 YR 15404 ENGLISH 10 10 YR 15701 AMERICAN LITERATURE 11 SEM (F) 15711 EUROPEAN & BRITISH LITERATURE 12 SEM (F) 15721 WORLD LITERATURE 12 SEM (F) 15012 CREATIVE WRITING 11–12 SEM (S) 15212 LITERATURE OF ENLIGHTENMENT 11–12 SEM (S) 15042 NEW VOICES 11–12 SEM (S) 15052 SHAKESPEARE 11–12 SEM (S) 15152 ETHICAL DILEMMA 11–12 SEM (S) 15246 CIVIL WAR STUDIES 11–12 SEM (S) 15112 MYTH IN LITERATURE 11–12 SEM (S ’11) 15122 MAGICAL REALISM 11–12 SEM (S ’11) 15232 AMERICAN PERSPECTIVES 11–12 SEM (S ’12) 15035 PHILOSOPHY 11–12 SEM (S ’12) 15242 LITERATURE & MADNESS 11–12 SEM (S ’12)

Fitness

CODE NAME USUAL GRADE lengtH INTROFIT INTRO TO PHYSICAL FITNESS 9 TRI EDFIT FITNESS EDUCATION 10–11 TRI AMFIT/PMFIT BEFORE-/AFTER-SCHOOL FITNESS 11–12 TRI

health

CODE NAME USUAL GRADE lengtH 18305 HEALTH 9 9 TRI 18404 HEALTH 10 10 TRI

85 Summary of Course Offerings

history

CODE NAME USUAL GRADE lengtH 11306 WORLD HISTORY 9 9 YR 11405 WORLD HISTORY 10 10 YR 11509 AMERICAN SOCIETY & CULTURE 11 YR 11007 U .S . ENVIRONMENTAL HISTORY HONORS 11 YR 11508* A .P . U .S . HISTORY 11 YR 11920* A .P . GOVERNMENT & Politics 11–12 YR 11520F/11520S* POSTWAR AMERICAN CULTURE 11–12 SEM (F) OR YR 11510* A .P . European History 11–12 YR 11744F/ 11744S* CIVILIZATIONS 11–12 SEM (F/S) 11740F/11740S* World religions 11–12 SEM (F/S) 11905* A .P . PSYCHOLOGY 11–12 YR

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY Mathematics & Economics

CODE NAME USUAL GRADE lengtH 13327 INTERMEDIATE ALGEBRA 9 YR 13307 INTERMEDIATE ALGEBRA & GEOMETRY 9 YR 13426 GEOMETRY 9/10 YR 13527 ADVANCED ALGEBRA & TRIGONOMETRY 10/11 YR 13425 GEOMETRY & ADVANCED ALGEBRA 10 YR 13535 PRE-CALCULUS 11 YR 13516 ADVANCED PRE-CALCULUS 11 YR 13617 ANALYSIS 12 YR 13619* A .P . CALCULUS AB 12 YR 13629* A .P . CALCULUS BC 12 YR 13618 CALCULUS 12 YR 13641* A .P . STATISTICS 11/12 YR 13640* MATHEMATICS SEMINAR 12 YR 11779F/11779 ECONOMICS: PRINCIPLES & ISSUES 11–12 SEM (F) OR YR 11777* A .P . MACRO/MICROECONOMICS 12 YR

Music

CODE NAME USUAL GRADE lengtH 14701 C .P . ORCHESTRA/WIND SINFONIA 9–12 YR 14704/14714 MEN’S/WOMEN’S GLEE CLUB 9–12 YR 14705/14703 C .P . MEN’S/WOMEN’S GLEE CLUB 9–12 YR 14755 JAZZ ENSEMBLE 9–12 YR 14734 CONFERENCE PERIOD BRASS CHOIR 9–12 YR 14764/14774 BUTTONDOWNS/BALLADEERS 9–12 YR 14919* A .P . MUSIC: THEORY 10–12 YR

86 Summary of Course Offerings

Science

CODE NAME USUAL GRADE lengtH 17405 CHEM 1: BONDING & REACTIVITY 9–10 SEM (F) 17304 BIO 1: MOLECULAR BASIS OF LIFE 9–10 SEM (S) 17307 BIO 2: ENERGETICS 10–11 SEM (F) 17404 CHEM 2: QUANTITATIVE 10–11 SEM (S) 17309 HONORS BIOLOGY 2 10-11 SEM (F) 17408 HONORS CHEMISTRY 2 10-11 SEM (S) 17503 CONCEPTUAL PHYSICS 1 9 YR 17504 PHYSICS 1 11–12 YR 17508* HONORS PHYSICS 1 11–12 YR 17612 SCIENCE FOR 21ST CENTURY 11–12 YR 17604 HUMAN ANATOMY & PHYSIOLOGY 11–12 YR 17609* A .P . BIOLOGY 11–12 YR 17619* A .P . CHEMISTRY 11–12 YR THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY 17660* A .P . PHYSICS C - MECHANICS 11–12 YR 17661* A .P . PHYSICS C - ELECTRICITY/MAGNETISM 12 17630 ADVANCED PHYSICS 11–12 YR 17631 INTRO TO SCIENTIFIC RESEARCH 11–12 YR

visual Arts

CODE NAME USUAL GRADE lengtH 12304 ART FUNDAMENTALS 9–12 YR 12756 CLAYWORKING 1 10–12 YR 12807 PHOTOGRAPHY 1 10–12 YR 12707 FILMMAKING & VIDEO 10–12 YR 12717 METALWORKING 10–12 SEM (S) 12715 PRINTMAKING 10–12 SEM (S) 12718 ENVIRONMENTAL ART 10–12 SEM (F) 12726 SCULPTURE 10–12 YR 12837 ARCHITECTURE, DRAFTING, & DESIGN 1 10–12 YR 12104 DRAWING & PAINTING 1 10–12 YR 12766 CLAYWORKING 2 11–12 YR 12805 PHOTOGRAPHY 2 11–12 YR 12847 ARCHITECTURE, DRAFTING, & DESIGN 2 11–12 YR 12204 DRAWING & PAINTING 2 11–12 YR 12739* PORTFOLIO DEVELOPMENT 11–12 YR 12743 ADVANCED TOPICS IN ART 11–12 YR 12909* A .P . ART HISTORY 11–12 YR

87 * = Honors/A .P . YR = Year SEM = Semester TRI = Trimester (F) = Fall (W) = Winter (S) = Spring Summary of Course Offerings

World LanguageS

CODE NAME USUAL GRADE lengtH 19901 CHINESE 1 9–11 YR 19902 CHINESE 2 9–11 YR 19905 CHINESE 3 10-12 YR 19906 CHINESE 4 PRE-A .P . 10-12 YR 19907* CHINESE 5 A .P . 11-12 YR 19908* CHINESE 6 HONORS 11-12 YR 19714 FRENCH 1 9-11 YR 19715 FRENCH 1/2 9-11 YR 19314 FRENCH 2 9-12 YR 19716 FRENCH 2/3 9-12 YR 19414 FRENCH 3 10-12 YR 19514 FRENCH 4 10-12 YR 19515 FRENCH 4 HONORS 10-12 YR THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY 19618 FRENCH 5 11-12 YR 19620* FRENCH ADVANCED TOPICS 1 11-12 YR 19621* FRENCH ADVANCED TOPICS 2 11-12 YR 19658* FRENCH 6 HONORS 11-12 YR 19724 GERMAN 1 9–11 YR 19324 GERMAN 2 9–12 YR 19424 GERMAN 3 10–12 YR 19524 GERMAN 4 HONORS 10–12 YR 19630* GERMAN ADVANCED TOPICS 1 11–12 YR 19631* GERMAN ADVANCED TOPICS 2 11-12 YR 19678* GERMAN 6 HONORS 11–12 YR 19644 Spanish 1 9–11 YR 19345 SPANISH 1/2 9-11 YR 19344 SPANISH 2 9–12 YR 19346 SPANISH 2/3 9-12 YR 19444 SPANISH 3 9–12 YR 19546 SPANISH 4 PRE-A .P . 10–12 YR 19545 SPANISH 4 10–12 YR 19646 Spanish 5 11–12 YR 19647* SPANISH 5 A .P . LANGUAGE 11–12 YR 19649 SPANISH 6 11–12 YR 19648* SPANISH 6 LITERATURE 11–12 YR 19800 SPANISH 7 ADVANCED LIT . & COMP . 12 YR 19734 LATIN 1 9–11 YR 19334 LATIN 2 9–12 YR 19434 LATIN 3 10–12 YR 19534 LATIN 4 11–12 YR 19535 LATIN 5 11–12 YR 19638* LATIN 5 A .P . 11–12 YR 19641* LATIN 6 HONORS 11–12 YR

88 * = Honors/A .P . YR = Year SEM = Semester TRI = Trimester (F) = Fall (W) = Winter (S) = Spring Summary of Course Offerings

INTERDEPARTMENTAL Courses

CODE NAME USUAL GRADE lengtH 10994/10995 CONTEMP AMERICAN ISSUES HONORS 11–12 SEM (F/S) 10999* FREEDOM 11–12 YR 10777/10777A DANCE 1 (ART/FITNESS CREDIT) 9–12 YR 10778/10778A DANCE 2 (ART/FITNESS CREDIT) 10–12 YR 99000 FINANCIAL LITERACY 9 9 TRI 99100 FINANCIAL LITERACY LECTURE SERIES 12 3X/YR 99901 PUBLIC SPEAKING 9-12 TRI 10725 YEARBOOK 9-12 YR

Other COURSES

CODE NAME USUAL GRADE lengtH — COMMUNITY SERVICE 9–12 10 HR/YR

THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY 10401 DRIVER ED . 10 TRI 10300 PEER GROUP 9 2 TRI (F, W) 10301 PEER LEADERSHIP 12 2 TRI (F, W)