2016-2017

UPPER SCHOOL CURRICULUM

22 Spackenkill Road Poughkeepsie, NY 12603 Phone: 845-462-4200 Fax: 845-462-4251 http://www.oakwoodfriends.org ACADEMIC STAFF PHYSICAL EDUCATION

Head of School Chad Cianfrani PHYSICAL EDUCATION & ATHLETICS

Associate Head for Academics & Anna Bertucci Minimum requirement: Four years- one course per trimester. Student Life/ Head of Upper Participation in one interscholastic team sport per year is required for all School upper school students. However, students are encouraged to participate in a team sport each trimester. If a student decides not to join a team in a Academic Programs Assistant Camisha Oates particular trimester, he or she is required to choose and participate in a life sport activity. Students must pass each trimester to receive physical Director of College Counseling Nancy Doolittle education credit for the year.

Humanities Department Chair Stephen Miller Oakwood's Physical Education program emphasizes participation. There is a wide variety and range of physical activities offered, including life sports, Math/Science Department Chair Lacey Fredericks intramural teams, and interscholastic competition. Most of these offerings meet after classes during the afternoon sports period. Arts Department Chair Michael Farrell LIFE SPORT ELECTIVES OFFERED IN RECENT YEARS: Coordinator of Academic Support Vanessa Budetti Athletic Director Charlie Butts FALL WINTER SPRING Walking Club Crunch Fitness Running Club Gardening Team Manager Team Manager Dance Parks Martial Arts Musical

FALL WINTER SPRING Boys Varsity Cross Boys Varsity Basketball Varsity Baseball Country Boys JV Basketball Varsity Softball Girls Varsity Cross Girls JV Basketball Girls Varsity Tennis Country Girls Varsity Basketball Boys Varsity Tennis Boys JV Soccer Coed Varsity Ultimate Boys Varsity Soccer Frisbee Girls Varsity Soccer Coed JV Ultimate Thirds Soccer Frisbee Girls JV Volleyball Girls Varsity Volleyball

Page 51 THE SENIOR PROGRAM Curriculum Guide 2016-2017 THE SENIOR PROGRAM

The senior program is designed with two goals in mind. One is to provide students with a culminating experience at Oakwood Friends School. The Table of Contents other is to give seniors the kinds of skills and abilities, academically and socially, they will need in order to succeed in the years that follow high school. Mission Statement 4 The senior year begins with an orientation trip—three days of being Academic Program 5-15 together with an emphasis on collaborative problem solving and planning the year’s senior-led events. Senior classes include three Classroom Expectations 6 Senior History Seminar courses and three trimesters of English. A Academic Status 6-9 student must achieve a passing grade in all of these courses each term to receive an Oakwood Friends School diploma. Study Halls 9-10 Graduation Requirements 11-12 There is an extensive community service involvement for seniors. A total of 70 hours of service is required. This includes 20 Grading System 13 independently completed hours, hours working on all-school Advisory Program 14 projects on Work Share Days, and a week of service that seniors complete after their coursework is completed in June. In the recent College Counseling 14-15 past, students have been involved in community service projects Course Descriptions 16-45 working with local organizations including the Mid Hudson Children’s Museum, Lutheran Care Center, Vanderbilt Gardens, English 16-18 Poughkeepsie Farm Project, Bowdoin Park , Beacon Institute, Foreign Languages 19-20 Sprout Creek Farm, Stonykill Environmental Center, Omega Center for Sustainable Living, Hudson River Sloop Clearwater, Tweefontein History 21-28 Herb Farm, Poughkeepsie Day Nursery and Astor Head Start. Mathematics 29-30

The school year ends for seniors with a final evaluation trip. This Science 31-33 provides seniors with the opportunity to reflect on their careers at Arts 34-41 Oakwood Friends School, to share their experiences and insights, and to make the kinds of connections with each other that will make Special Offerings 42-43 a difference for them in the years to come. Academic Support 44

Along with everything else, the senior year includes the entire college ESL 45-49 selection and application process. Seniors receive a great deal of Senior Program 50 support and guidance through this process from their advisors. The senior program is challenging, but it is also exciting and fulfilling. Physical Education 51

Page 50 Page 3 SPECIAL OFFERINGS

407 ESL WORLD HISTORY

Oakwood Friends School The goal of this course is to familiarize English language-learning students Mission Statement with important events and themes of world history, beginning with the ancient civilizations of Mesopotamia, Egypt, India, and China. Beyond Oakwood Friends School, guided by Quaker learning dates, persons, and events in American history, the goal of this principles, educates and prepares young course is to understand why certain historical situations occurred. We will people for lives of conscience, compassion focus on building a vocabulary with which to discuss world history, and and accomplishment. Students experience a look to maps, images, and other audio-visual resources to aid us in our challenging curriculum within a diverse learning. Throughout the year, students will take turns teaching materials community, dedicated to nurturing the spirit, to their classmates, complete projects, and papers. the scholar, the artist and the athlete in each (full year/ 1 credit) person.

To fulfill this mission, Oakwood Friends offers each student

· an academically challenging program in preparation for college

· a shared search for truth through Friends Meeting for Worship and the unique Quaker process of decision making

· an opportunity for growth in a community of cultural and ethnic diversity and close, supportive friendships

· an awareness of physical well-being through sports, physical education and instruction in health 411 ESL LITERATURE & WRITING · an opportunity for participation in the arts This course is taken concurrently with a non-ESL English class. It is de- signed to offer ESL students additional support with their study of a variety · an experience of off-campus community service to of literary genres including the novel, short stories, poetry, and drama. Ex- strengthen effectiveness, responsibility and participation in posure to World Literature is a central component of the course. Students the wider world. will learn the elements of writing, proper grammar, and through their use of the English language, they will explore effective styles of public speaking. Writing and speaking English will be a main concern of this course. Stu- dents will build their English vocabulary through daily class discussions and cooperative learning (full year/ 1 credit)

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404 ESL LAB 402 ESL GRAMMAR The Academic Program

ESL Lab is a yearlong course that This course in English structure Our course offerings are designed to teach students to think focuses on speaking and listening. and written expression for students critically, to analyze and evaluate carefully, and to be open to Activities draw from the following: enrolled in the Core ESL program. students speaking on assigned top- ideas. Literature, scientific experiments and historical Course work includes the study of research are all pursued with an intent to discover ics and then answering questions parts of speech, subject-verb agree- from the teacher and classmates; ment, nouns, pronouns, noun relationships, absorb new knowledge, and discard class discussions using questions clauses, all verb tenses, coordinat- unfounded notions — in other words, to search for truth. and speaking prompts; scripted ing conjunctions, adjective and Our arts courses emphasize the process of creation, through dialogue practice; and listening adverb clauses. By improving fa- which students may experience their growth and practice using recorded material. A miliarity with the rules of English development immediately and directly. Interdisciplinary required component of the ESL language structure, students will Core Program, grades are based on seminars and electives are grounded in commitment to both greatly improve their overall lan- traditional fields of study and contemporary issues. Our preparation, participation and guage skills. overall effort. (full year/1 credit) physical education program is based on sports and games (full year/1 credit) played in an atmosphere that emphasizes cooperation and sportsmanship. Special Offerings include courses in the Ac- ademic Support Center and English as a Second Lan- guage.

Students are assigned an advisor to help in the process of 403 ESL WRITING 406 ESL READING registering for courses. In addition, the Head of Upper

This course for students en- This course for students enrolled School/Associate Head for Academics is available for rolled in the Core ESL pro- in the Core ESL program focus- academic counseling. gram focuses on improving es on improving overall English overall English language writ- language reading skills. Course Oakwood Friends School admits students of any race, color, ing skills. Course work in- work includes the study of word, cludes the study of the writing religion, ethnic or national origin to all programs and priv- sentence, and discourse strate- ileges made available to its students. Admissions and finan- process with units on noun gies to enable students to be- clauses, adverb clauses, parti- come efficient, fluent, and criti- cial aid decisions are made regardless of race, color, religion, cipial phrases, paragraph struc- cal readers of English language ethnic or national origin. The School reserves the right to ture, unity and coherence, sup- texts. Increasing the student’s change or modify any programs, provisions, offering, porting details, types of sen- English language vocabulary is requirement, or fee at any time in accordance with its pur- tences, using parallel structures. also a major component of this poses and objectives. Through creating multiple course. In addition to assigned drafts of paragraphs and essays readings, students also work and by editing each other’s through individual reading as- work, students learn to address signments they choose them- common sentence and organi- selves to read and enjoy. zational problems. (full year/ 1 credit) (full year/ 1 credit)

Page 48 Page 5 SPECIAL PROGRAMS

CLASSROOM EXPECTATIONS Graduation requirements for International Students are below: Diligent effort, serious thought, and full engagement with academic work is expected of all students by the Oakwood Friends faculty. Students are responsible for appropriate Other Graduation Re- Most Interna- classroom conduct: daily cooperation, participation in class, quirements for Interna- tional Students and thorough preparation. tional Students Also Take:

English ESL classes as deter- mined by the school Oakwood Friends School is a place where we value a English 11 or 12 comfortable and respectful rapport between adults and during the senior year students. To support this climate, it is essential that students Math Algebra I, Geometry, Pre Calculus, distinguish between informality and behavior that detracts from Algebra II (or equiv- Calculus AB, the smooth running of a class. Deliberately disrupting a class, alents) and/or Calculus repeated lateness, or defacing classroom equipment are BC examples of behavior that interrupt students’ opportunity to History ESL World History, World History II, learn and a teacher’s ability to teach. This kind of behavior is US History, Senior History Elective History Seminars not appropriate. Foreign Language not required Level I, II Span- ish or French Teachers at Oakwood Friends are available for one-on-one Science three lab sciences four or more support and consultation at designated times. science courses including those at ACADEMIC STATUS the advanced or AP level As a way of providing academic support and evaluation, the Public Speaking one term faculty distinguishes among the following categories: Visual and Performing four terms or more

INDEPENDENT STATUS (IS) Arts combination

Students who have demonstrated to the faculty their ability to Health one term . structure their own study time will be placed on IS. Quakerism one term Consequently, they are not required to study in assigned areas Physical Education three terms each year and are also granted "open campus" privileges (they may study enrolled at Oakwood in the library, work in the computer center, or receive extra Friends School help from a teacher without obtaining faculty permission first). IS boarding students may leave campus in the evening only with direct permission from the Administrator on Duty (AOD) and/or the on-duty dorm faculty.

Page 6 Page 47 SPECIAL PROGRAMS

ESL Cont. Students may earn IS status by meeting the following terms.

Concurrent with ESL classes at either tier, students are also enrolled Academically, IS students must be on good academic standing, in math courses and science courses based on previous coursework, have a B (3.0) average with no grades below a B-, and have no their performance on placement tests, and the recommendation of cuts in a term. They also must have established a pattern of Oakwood Friends School department chairs. Students are also en- completing assignments on time, have no outstanding couraged to enroll in art courses. International students may not incompletes, and have proven they are not disruptive in class. enroll in academic electives while enrolled in the Core Program with- Socially, IS students must be on social good standing. out the permission of the instructor. Furthermore, IS students may not be disruptive in the dorm or study hall, may not have any dorm violations for three months, All international students for whom English is not a first language, and must fully meet all commitments (Community Service, regardless of proficiency, are encouraged to work on their English sports practices, games, Meeting for Worship, Advisory, language skills throughout their time in the upper school. Regularly activities, Collection and Community Meeting). IS students are reading books in English (beyond class reading assignments), reading closely reviewed at the end of each marking period. Students a daily periodical such as the New York Times in English (available new to Oakwood will be eligible for IS after the completion of online), and keeping a writing journal in which entries are made daily one full term. in English are all activities that have proven effective for other inter- national students and are highly recommended for increasing college ACADEMIC GOOD STANDING readiness. Students should also participate in class discussions, seek Students in this category are achieving a satisfactory level of extra help from instructors, join clubs and activities, and take ad- performance and fulfilling the normal requirements for grad- vantage of the many opportunities in the community to use spoken uation. Unless notified otherwise, students may assume that English. they are in good standing.

ACADEMIC PROBATION Students who have failed to maintain a C (2.0) or better average in academic courses for the most recently completed term or who have failed to maintain a C or better average for the year will be placed on Academic Probation. The Head of Upper School may suspend from participation in activities those students who are on Academic Probation.

Page 46 Page 7 SPECIAL OFFERINGS

STRUCTURED FEEDBACK STATUS Structured Feedback is one of the academic support systems ENGLISH AS A SECOND LANGUAGE (ESL) available at Oakwood Friends. The purpose of Structured Feedback is to provide frequent information from teachers to a During the academic year students from many different countries call student, parents, his or her advisor, and the Head of Upper School Oakwood Friends School their home. Oakwood Friends School concerning a student's academic performance. enrolls international students whose English is deemed to be at the “high intermediate” level. Students are assessed prior to admission Structured Feedback applies to a) all students on Academic based on standardized scores, (SSAT, TOEFL Jr. or TOEFL), inter- Probation, b) students who have been placed on Structured views, writing samples, and grades and recommendations from previ- Feedback by either the Head of Upper School or due to grades ous schools. Once students arrive on campus they are assessed again lower than C-, and c) those incoming students whose academic through interviews, writing samples, and placement exams. record is weak. Most new students for whom English is not a first language are The structured feedback program includes a biweekly review of placed into the ESL (English as a Second Language) program. The progress which will be provided to students and advisors. program has two tiers. The first tier is the Core Program, which in- Periodic updates of progress will be provided for parents. cludes courses in ESL Reading, ESL Writing, ESL Grammar, and ESL Lab. Some students entering Oakwood Friends School with ACADEMIC INTEGRITY higher English language proficiency are not required to take the Core Academic integrity is central to the values of the Oakwood ESL courses and may place into the second tier of ESL support. Friends School community. Plagiarism is the act of These students take ESL Literature & Writing, ESL World History, misrepresenting another’s work or ideas as being one’s own. and are also enrolled in non ESL English classes usually English 9 or English 10. Plagiarism is a severe violation of the trust Oakwood Friends School places in its students. Using another’s words or ideas without documentation in a presentation, paper, or assignment is unfair, not only to the original author but also oneself and others. To ask for help, and to accept the consequences of not doing one’s own work are important parts of learning and growing. ESL TIER ONE: ESL Grammar Cheating and plagiarism create an atmosphere of suspicion, Core Program ESL Reading ESL Writing mistrust, and tension, which are unhealthy for the entire ESL Lab community and detract from the learning process. ESL TIER TWO: ESL World History Students who cheat risk failure in the course, long-term ESL Literature & suspension, or dismissal. All cheating and plagiarism offenses are Writing while enrolled in non cumulative over a student’s tenure at Oakwood Friends School. ESL English (usually English 9 or 10)

Page 8 Page 45 ACADEMIC SUPPORT CENTER ACADEMIC DISMISSAL Since we believe that all students admitted to Oakwood Friends The Academic Support Center offers two programs: can succeed in our program, our goal is to have no student dismissed for any reason. To the extent that students and faculty 450 LEARNING SKILLS: outlining, researching, test prepara- work for it together, this is an entirely attainable goal. However, The Learning Skills Program of- tion/taking and time manage- there are circumstances under which we may find it necessary to fers support services for students ment. An important program goal dismiss a student. with documented learning differ- is to instill self-advocacy skills so ences and ADHD. Sessions meet that the student can effectively Students may not be invited to return if they fail half of their three times a week on a 1:1 or 1:2 communicate his/her needs to academic courses in any one trimester or have been on Academic basis led by Academic Support subject area teachers. Accommo- faculty. The goal of the program dations of extended time on tests, Probation for two consecutive terms. In addition, students may is to provide students with a reper- computer use, spelling waiver and not be invited to return at the end of a trimester if they are toire of strategies that enhance calculator use can be provided deemed by the faculty to be detrimental to the community by learning inside and outside the based on documented testing. virtue of behavior or attitude. Another reason for academic classroom. Strategies are taught (full year /non credit course) dismissal is ending the year on Academic Probation. Such and applied through work from students will be invited to return only if the faculty concludes that the student's content area cours- it is in the best academic and personal interest of both the student es. Instruction is individualized and might include pre-teaching, and the school. assessing prior knowledge, read- ing, writing, note-taking, STUDY HALLS Every student at Oakwood Friends School is invited to take a daytime study hall to allow time to study and complete homework. Students not on Independent Status (IS) can expect to have all 451 FOCUSED INSTRUCTION periods in which they are not taking a scheduled course filled with Focused Instruction is available to mandatory study halls. Boarding students not on IS are required any upper school student in need of to attend evening study hall in the dorms. Furthermore, students support in the areas of organization, whom the Upper School Head deems to be having academic time management and work com- difficulty may be required to attend special study halls at other pletion. It is also available to stu- dents who are deemed by the times throughout the week. school to no longer require Learn- ing Skills. Students work inde- Members of the senior class not on IS, Academic Probation, or pendently to complete content area Social Probation can expect to have one free period during the assignments or to prepare for tests academic day. Any other periods without classes will be study under the guidance of a Focused halls. Instruction teacher. Up to five students and one teacher meet three The Upper School Head may decide it is in a student’s best times a week in a multi-age setting. interest to enroll in a daytime study hall at any time, regardless of (one trimester/non credit course) his/her academic status.

Page 44 Page 9 SPECIAL PROGRAMS STUDY TIME GLOBAL AFFAIRS CERTIFICATE PROGRAM Throughout the week we set aside time for students to complete important work outside of the classroom. Students are expected It has by now become a commonplace to talk about how rapidly and deeply to use this time wisely. Some appropriate uses of Study Time the world is changing. Economic and political events in countries include seeking assistance from a classroom teacher or peer tutor, thousands of miles away affect everyone, often immediately. Increasingly, meeting with a study group, purchasing supplies from the campus the importance of a strong grasp of the cultural, political and geographical roots underlying these trends grows clearer. Recognizing this, Oakwood book store, attending a club or committee meeting, participating in Friends School has established the Global Affairs Certificate Program. Our community business such as bake sales and other fund raisers, aim is for students graduating with a Global Affairs diploma to have a solid speaking with an advisor, seeing the school nurse, or eating a footing in current affairs and an ability to negotiate new globalization trends snack. as well as long standing cultural practices. The focus of the program concerns rigorous academic work in conjunction with practical experience. CLASS RANK While all Oakwood Friends School students receive a serious global education, this program looks to take those with a particular interest in this In keeping with the tradition of the Society of Friends (Quakers), area and allow them to take this interest to an even higher level. Oakwood Friends School does not rank its students nor does it calculate a GPA. We do offer other data to assist in the evaluation This program involves choosing among courses such as Ethics, Asian Religion, International Relations, Cultural Anthropology, Modern Middle of performance of our students. Students who maintain at least a East, Postcolonial Studies, Revolutions in Three Countries, Economics, B average and are in good standing with the school can be placed Greek Philosophy and Globalization. The program also includes Mandarin on Independent Status, which is an academic honor. Chinese as a language option for students enrolled in the program. Finally, Global Affairs students also participate programs and trips. The program wraps up with individualized capstone projects in the spring of senior year. The capstone project is designed as an independent research project to be completed in the spring of either Junior or Senior year. The project will be written under the guidance of the Director of the Global Affairs Certificate Program and the Upper School Head. The project will be presented to a panel of three history teachers. Students will receive one full credit during the term which they write their projects. These projects should be approximately 20 pages long. Topics will need prior approval. Rising 11th and 12th graders are eligible to apply for the program. Please contact the Upper School Head for more information.

Page 10 Page 43 SPECIAL PROGRAMS Graduation Requirements 430 QUAKERISM This course explores the religious ideas, ethical issues and social con- cerns of the Religious Society of Required: Recommended: Friends (Quakers) in the context of their Christian foundations. These Course Credits Credits are examined in the light of classical English 4 4 theology. We also compare Quak- erism to other religious traditions Math 3 (Alg I, Geometry, 4 and closely track Quaker values in Alg II or equivalents) relation to recent findings in various History 4 (including US His- 4 humanities fields. Texts include tory and Senior His- primary and secondary source mate- tory Seminars) rial as well as readings in appropri- Foreign Language 3 4 ate literature. This course is a gradu- ation requirement for all students. Science 3 lab sciences 4 (one trimester/one third credit) Visual and Performing 1.3 2 or more Arts combination Health .5 .5 Quakerism .3 .3 Physical Education 4 years 4 years

452 FRESHMEN SEMINAR: 439 LEADERSHIP AND SO- Total Credits Required 19.1 20-24 CRITICAL THINKING IN CIAL JUSTICE THE CLASSROOM This one term course, required Critical Thinking in the Classroom for sophomores, provides stu- Please note: Graduation Requirements must be met by courses taken by is required for all ninth graders. dents a background in leadership the student while in high school. The course prepares students for theories and social justice con- the sort of abstract and critical cepts and encourages self- thinking that will be asked of exploration of leadership skills them in the Upper School. Stu- and qualities. Students will re- dents study deductive reasoning, flect on their own selves as lead- how to make and deconstruct ers and will engage with social arguments, logical fallacies, media justice topics as they learn peer literacy, and debate skills. facilitation skills. (one trimester/ one (one trimester/one third credit) third credit)

Page 42 Page 11 ARTS EVALUATION OF STUDENTS The school year is divided into three terms. At midterm and at the end of the term, the faculty review student performance and grade 213 BEGINNING ACTING reports are posted to the Parent Portal. Faculty advisors discuss This course offers an introduction to acting techniques, studying several progress with each of their advisees and write summary reports that major acting teachers and their methods. Focus is placed on effort and crea- are sent home at midterm. At midterm, teachers will include an tivity as students explore new ways to use their bodies and voices while additional comment report if a student’s grade is C– or below or if learning the foundational building blocks of performance and orienting the teacher wishes to report significant progress. Additionally, themselves in a theatrical setting. Students will work primarily on solo per- teachers will communicate with parents and faculty advisors through formance pieces. Opportunities to perform using these skills will be offered an Academic Feedback Form as needed during the term. at the end of the term. Beginning acting lays the groundwork for future acting, directing, and performance classes offered as the year progresses. (fall, winter terms/one-third credit) ADD/DROP PROCEDURES Students are encouraged to take full course loads and to discuss their registration options with both their advisor and their parents/ guardians. Registration for the next trimester is usually done in Advisory two weeks prior to the end of a term. However, with the approval of their teacher and the Upper School Head, students may 214 INTERMEDIATE ACTING add and drop courses without penalty during the first two weeks of a Utilizing more advanced techniques from a different pool of major acting teachers, intermediate acting builds on the skills attained in Beginning Act- trimester. Forms are available for this purpose. After two weeks, ing. More attention will be paid to character development and the use of life students may drop a course only with the approval of the teacher and experiences as tools to create well-rounded characters. Students will work Upper School Head. Usually a “Withdraw/Fail (WF)” is the together on short scenes in pairs. Opportunities to perform using these reported grade. On rare occasions, the Upper School Head, the skills will be offered at the end of the term. Beginning Acting, though rec- faculty member and the advisor will approve a “Withdraw (W)” if ommended, is not a requirement for this course. (spring term/one-third credit) there are extenuating circumstances.

INDEPENDENT STUDY With faculty supervision, a student who has achieved I.S. may pursue independent academic study in a particular area of interest that is not included in the regular list of course offerings. No student may take 175 THEATER ARTS AND TECHNOLOGY more than one independent study course in a trimester. The individuals in this course work collaboratively to conceptualize, design and construct all aspects of technical production for the main stage play In order to undertake an independent study project, the student must during the current trimester. Students are responsible for all areas of tech- submit a project proposal in writing to a faculty member and the nical production including set, scenic painting, props, costumes, sound de- sign, lighting, publicity and general maintenance of the theatre. Students also Upper School Head. If the faculty member agrees to supervise the assume the roles of Assistant Director, Stage Manager and Technical Direc- project, a written contract of agreement between the student and the tor. No previous experience is necessary. All are welcome. teacher must be approved by the Upper School Head no later than (one trimester/one third credit) one week after the beginning of the trimester. The method and form of evaluation are to be established by each student and teacher and included in the contract. Page 12 Page 41 ARTS

DRAMA

GRADING SYSTEM 170/171 THEATER PRODUCTION A play is produced each trimester. Emphasis is on ensemble work, process and creative interpretation. GRADE NUMBER RANGE (one trimester/one third credit) A+ 97-100 A 93-96 Outstanding A- 90-92

B+ 87-89 B 83-86 B- 80-82 Above Average

C+ 77-79 C 73-76 Average C- 70-72

D+ 67-69 D 63-66 Minimally Passing D- 60-62 174 INTRODUCTION TO DRAMA: "You are a human being, not a human doing." Students are introduced to F 0-60 Failure (No Credit) the fundamentals of acting, staging, movement and design. We work with our bodies, voices and minds as instruments to serve us in the exploration of characters, physical dialogue, and expression. We focus on building W Withdraw (no credit) confidence and getting out of our own way. Students work collaboratively W/F Withdraw/Fail (no credit) to create scenes, develop monologues, and explore our bodies as instru- I Incomplete (no grade until all work is made up) ments for self-expression. A brief introduction to the history of the theatre P Pass (no credit) is included in this course. Students see one play per term and enjoy guest CR Pass (with credit) speakers throughout the year. This course is required as part of the ninth grade arts curriculum. (one trimester/one third credit)

Page 40 Page 13 ARTS ADVISOR PROGRAM Each student is officially connected to a faculty member who 144 INTRODUCTION TO MUSIC This is the required music course for all ninth grade students. Students in serves as his or her advisor. Faculty advisors are instrumental this course are introduced to the fundamentals of music, through listening in supporting students in their academic and social life at and studying music from various places, times and cultures, hands on exer- school. They serve as a bridge between student and school and cises, as well as class discussion. We will explore the many ways in which between student and home. Faculty advisors help students music has been used throughout time as a celebration of community, as well develop individual courses of study, monitor academic as a means for the individual to express him/herself. This class is designed to give students, with or without prior musical training, a better understand- progress, and interpret midterm and end-of-term reports. ing of music and the role it plays in shaping the world around us. This course Faculty advisors also give advice and assistance with is required as part of the ninth grade arts curriculum. (one term/one third credit) nonacademic and personal issues. Each faculty advisor has about five or six advisees and meets with them as a group at least once a week. Faculty advisors maintain lines of communication with each student’s parents or guardians. 172 SPRING CONCERT CLASS 160 WINTER CONCERT CLASS Parents are urged to contact faculty advisors if they have any This class is for all students interest- This class is for all students interest- ed in taking part on the spring con- ed in taking part on the winter con- questions about their student’s progress. cert. Students will create a program, cert. Students will create a program, learn, practice and rehearse all mate- learn, practice and rehearse all mate- COLLEGE COUNSELING rials. (spring term/ one-third credit) rials. (fall term/ one-third credit) The College Counseling program is designed to make all students aware of the multitude of postsecondary options and the academic preparation required to achieve their goals. The 152 MUSIC COMPOSITION AND SONGWRITING goal of the office is to educate and counsel students and This course is designed for students interested in writing their own music. families to help them make choices that reflect the interests, Students will work to complete an original composition in a style of their abilities, and needs of each student. The College Counseling own choosing. In the process, students will learn about form, music theory, orchestration, and word-painting as needed. program includes the following programs: (fall, winter, spring terms/ one-third credit)  Programs for parents and students to promote col- lege awareness  Student programs on writing the college essay and 201 GUITAR FOR BEGINNERS the application process This course is designed for students who want to learn to play guitar but  Local college visits have little or no experience with the instrument. Students will learn the most  A quarterly newsletter that informs parents and stu- common open chords and barre chords, and they will also learn to play sin- dents on timely topics gle lines. Students will learn to read traditional music notation along with  Trips to college fairs guitar tablature, skills that will eventually allow them to learn new music on their own. (fall, winter, spring terms/ one-third credit)  Financial aid education

Page 14 Page 39 ARTS MUSIC The goal of the Oakwood Friends School Music program is to provide  A Regularly updated College Resource Room that is students with the necessary skills to succeed as future musicians. Students available to all students and parents may take courses exploring music theory, music history, world music, musi-  Parent and student individual meetings cianship skills, music composition, performance practice, and much more.  Access to The Best College Fit, a valuable resource Students also have the opportunity for lessons and/or coachings on various instruments. Students are able to perform in two concerts and/or the musi- for the College process cal each year, as well as various chamber performances. Students also work  Visits from approximately fifty college representa- with various guest clinicians and artists in the field of music to gain more tives knowledge of various career paths in music. The College Counselor works closely with the Senior Class MUSIC PRODUCTION Advisors to guide seniors and their parents through the college This course will include the auditions, casting and full production of a large application process in the fall of the senior year and continues musical event. Students will learn how to complete a character study, dis- to advise students as they sort through financial aid and cover character traits through studying the music and how to prepare a role admission offers. and perform. Students will also learn methods of memorization for music. Students will be required for participation on the stage and to perform in the orchestra. Auditions will be held in March for vocalists and musicians. All students are encouraged to audition for this course. (spring term/one-third credit)

213 COMMUNITY SERVICE 219 ORCHESTRA THROUGH THE ARTS In this course students will have This course involves planning and the opportunity to work togeth- engaging in artistic community ser- er as an orchestra. The class vice projects. Students will perform aims to improve technique and musical numbers or theater pieces in musicianship of students both as retirement homes, hospitals, or juve- individual players and as part of nile detention centers; students will an ensemble. Musicians will de- volunteer to teach art, photography, velop a sense of responsibility music, or acting lessons to people in and diligence through consistent the community who cannot afford practice, learn new repertoire in it; students will engage in creative preparation for school concerts, project exchanges with students at gain a basic understanding of the other schools or juvenile detention performance conventions of centers; and students will create and different time periods, and have donate art works to local, socially fun sharing music with the com- conscious organizations. munity. (fall, winter, spring terms/ (winter, term/one-third credit) one-third credit)

Page 15 Page 38 ENGLISH ARTS

COURSE DESCRIPTIONS 109 SCULPTURE Explore the exciting field of contemporary sculpture! Students will learn skills and sample both traditional and conceptual approaches to sculptural fabrication, such as: ENGLISH modeling in clay, mold-making and casting multiples, kinetic mobiles, found objects, social-practice art (or "social sculpture"), digital fabrication (3D printing), and site- Requirement: Four years of English specific installations. Select readings and study in the history and contemporary practice of sculpture will enrich this studio class. (winter term/one-third credit) The goal of the Oakwood Friends School English Department 105 DRAWING: SEEING AND RESPONDING is to create well-rounded English students who can read This class will explore perceptual drawing practice and methodologies using comprehensively, write expressively, and communicate fluently. a range of observable subject matter: the figure, still life or object-based To this end, students take courses designed to acquaint them work, and interior space. We will use monochromatic graphic media (pencil, with a variety of authors as well as expose them to the various conte, charcoal, pen-and-ink). Key concerns will include the depiction of aspects of composition and speech. form, light, texture, depth/ space/ perspective, and how to design pictorial space (composition) in a compelling way. Students will be exposed to a range of amazing drawings from art history and contemporary art to help Students read texts varying greatly in both era and origin. The guide this process. There will be regular homework projects throughout the curriculum aims to expose students to the diversity of the term. Students will keep a "Drawing Diary/" sketchbook which can also written word from ancient Greek plays to twenty-first century include drawings from memory, imagination, etc. Students will participate in novels, as well as texts from countries all around the world. periodic group discussions of their work as they learn to analyze and re- spond to drawing. Students learn to make the drawing process a part of the Students write extensively throughout the curriculum, with a way they can express themselves in the world. This class may be taken mul- focus on close textual analysis and formation of original tiple times for credit. (fall term/one-third credit) analytical arguments. Students learn the mechanics of expression as well as composition form and writing style. The 126 DRAWING II: FREEDOM AND PRECISION ability to communicate fluently is practiced in class discussion, This class takes the foundations of Drawing I and builds on them, and stu- dents are encouraged to "go deeper" in their drawing practice. We will con- cooperative learning groups, and one-on-one dialogue with the tinue to explore perceptual drawing practice and methodologies using a teacher. Vocabulary development is stressed throughout the range of observable subject matter: the figure, interior space, still life or program. object-based work, and architecture. We will use monochromatic graphic media (pencil, conte, charcoal, pen-and-ink) as well as explore a more paint- Note: books and authors listed in course descriptions are as erly approach to drawing incorporating color either with pastel or watercol- or. Key concerns include formal ones: the depiction of form, depth/ space, specific as possible. Course content may vary somewhat from light and effective design of pictorial space (composition); as well as expres- year to year. sive concerns: a sense of mood, content, and personal voice, as students advance in their skills. Students will participate in periodic group critiques/ discussions of their work. There will be regular homework projects throughout the term. Students will keep a "Drawing Diary/" sketchbook which can also include drawings from observation, memory, imagination, etc. Students will do research on historical and contemporary artists' ap- proaches to drawing. Prerequisite: Drawing I or permission of instruc- tor. This class may be taken multiple times for credit. (winter term/one-third credit) Page 16 Page 37 ARTS ENGLISH

100 ADVANCED CERAMICS This class builds on the foundation of skills established in Ceramics. Students in this 303 ENGLISH ELEVEN: class divide their time between working on challenging wheel throwing and hand- 301 ENGLISH NINE: This course is designed to ex- building projects. Students will be required to supplement in-class time with addi- A major objective of the English pose students to American Liter- tional time in the ceramics studio to complete their projects. Students will keep a Nine program is to increase stu- ature from 1840 to 1940. Stu- sketchbook to develop their ideas, and also do research on historical, modern and/ dent knowledge of the way lan- dents read a variety of American or contemporary ceramic artists. Prerequisite: at least one term of Ceramics and guage works to produce a variety authors of this period including basic proficiency using the wheel. This class may be taken multiple times for credit. of literary genres: the novel, the Emerson, Whitman, Dickinson, (spring term/one-third credit) short story, poetry and drama. Douglass, Hemingway, Fitzger- 102 PAINTING: COLOR LIGHT The course is also designed to ald, and Faulkner. Students are Students will work with Pastel, Acrylic and watercolor in this painting course. There show students the elements of a exposed to the literary move- will be projects developed from among the following subjects: color theory, still-life, good paper, including composi- ments of the period including figure, landscape, botanical forms, and organic abstraction. We will spend time tion form, a mature writing style, Transcendentalism, Romanti- working en plein aire, painting outside or in the new Oakwood greenhouse. When proper paper mechanics, and con- cism, Realism, Naturalism, and working perceptually, from observation, the course/ instruction will primarily ad- tent generation. Class time in- Modernism. dress the formal issue of "light logic" -- the depiction of light, form, and space, using cludes thoughtful discussion, indi- (Fall/Winter Terms/two thirds color to do so. We will also address issues of effective pictorial composi- vidual and cooperative learning. credit) tion. Students will participate in periodic group critiques/ discussions of their Exposure to vocabulary will also work. There will be regular homework projects throughout the term. Students will keep a sketchbook. Students will do research on historical and contemporary paint- be part of the course. Core texts ers to help guide the inquiry and process of this class. Prerequisite: Drawing I or include Shakespeare's Romeo and permission of instructor. This class may be taken multiple times for credit. (spring Juliet, Bradbury’s Fahrenheit 451, term/one-third credit) and Twain's Huckleberry Finn, as 312 ENGLISH TWELVE: well as a number of short stories 103 INTRODUCTION TO VISUAL ARTS The twelfth grade year focuses and poems. (full year/one credit) A design course that explores a variety of media utilizing both two and on college level work with an three dimensional techniques. Projects include mural painting, media arts, emphasis on elevated composi- printmaking and sculpture. This class is designed to give students a true tion, including expository writ- 302 ENGLISH TEN: sampling of the visual arts. This course is required as part of the ninth grade arts ing. The reading and writing English Ten is a year-long curriculum. load is intense and mirrors that course in World and Multicultur- (one term,/one third credit) of a college course. Students read al Literature. Students consider a variety of genres including po- 122 ANIMATION questions of identity, origin, and etry, fiction, drama, and nonfic- In this class students learn how to make animated short videos by combining tradi- the concept of home. Authors tion. Reading selections span tional art techniques with digital media. Each student works on three projects, indi- of course texts may include Cis- four centuries and four coun- vidually and in groups: a hand-drawn animated GIF, a stop-motion animation, and a neros, Shakespeare, Kafka, and tries. Students work in depth computer-drawn animation using original source video and rotoscoping. Students others from all over the world. will plan their projects through a process of brainstorming, scripting and storyboard- with literary elements, terminolo- Vocabulary and usage study sup- gy, and cultivate essential close ing. Improvisation and chance discoveries during the production process will also plement the textual work. A play a key role in the final outcome of their projects. Students will learn a selection reading skills in preparation for hallmark of the English Ten of post-production techniques in film-editing and sound production. Students are college work. exposed to historical and contemporary artist/ animators who express their ideas experience is the comprehensive (Fall/Winter Terms/two thirds through the versatile media of stop-motion and experimental animation. Students research paper . credit) have the option to organize a screening of their work by the Oakwood communi- (full year/one credit) ty. This class may be taken multiple times for credit. (fall term/one-third credit)

Page 36 Page 17 ENGLISH ARTS 127 PORTFOLIO PREPARATION: YOUR ARTISTIC VOICE 304 ADVANCED PLACEMENT JUNIOR/SENIOR This year-long, upper-level art course builds on skills already established ENGLISH LITERATURE ENGLISH ELECTIVES through prior study, and focuses on the creation of a high-quality portfolio This course for seniors is designed to of original work. The approach of the class is interdisciplinary, incorporat- serve as a bridge between high school During the third trimester of ing both 2D and 3D media. Students have choice in the media they use, and and college level English classes. Stu- 11th and 12th grades, English 11 help to determine the media and direction most appropriate for the expres- dents tackle a variety of challenging and English 12 students choose sion of their ideas. The pedagogy of this class is "idea-driven skill develop- poems, novels, plays, and essays that an elective to complete the year’s ment" and instruction is given on an individual basis, as well as through span four centuries. Exploration of English requirement. monthly group critique. Students work to develop coherent bodies of inter- these works includes reading, written related works, and deepen their engagement with the world through a con- reflection and analysis, and discussion. Recent 11th/12th grade English tinual creative process of inquiry and art-making. Works of other artists, The AP examination in English Litera- electives have included: past and present, serve as examples and guides throughout the course. This ture comes near the end of the year. exposure to art history and contemporary art develops cultural and aesthetic Students work on the skills and  Caribbean Literature literacy and enriches individual studio practice. Students keep a daily sketch- knowledge necessary to perform well  Truman Capote book. This course requires self-direction, and the serious commitment to on that exam, but the goals of the  Postmodern Literature develop yourself as an artist. You will take big creative risks and work hard! course extend far beyond a single ex-  Dystopian Literature Prerequisite: At least three terms of Visual Arts electives, and instructor am. Active student engagement in all  Plays of Shakespeare approval. Class size limited to 8 students. This class may be taken multiple aspects of the course is required. This  Harlem Renaissance times for credit. (full year/one credit) course has specific requirements for  Bestial Literature admission and is taken in lieu of Eng- lish 12.  Literature of Civil 101 CERAMICS Disobedience Students will create and gain deeper appreciation for Prerequisites: expressive, beautiful three-dimensional clay forms. Stu- End of year grade of A– or higher in English dents will become proficient at forming clay objects using traditional ceram- 11, a minimum score of 550 on SAT Criti- ic hand-building methods such as pinch, coil construction, and slab build- cal Reading, and permission of instructor. ing. Students will also have a chance to work on a pottery wheel and gain basic throwing and trimming skills. Students will learn to use (and in some cases, make) devices such as: slab rollers; clay extruders; hump, slump and/ 316 PUBLIC SPEAKING: or sprig-molds; modeling, carving, and embossing tools and stamps. The In this course students explore a variety of styles and modes of communi- primary emphasis of this course is on building forms in low-fire earthen- cating with multiple opportunities for verbal presentation. Students exam- ware clay, though basic glazing and surface decoration will also be explored. ine the art of public speaking through writing, critical analysis, and work in Surface/ glazing techniques might include: sgraffito/ incisions, slip trailing, large and small groups. Students learn ways of overcoming fear, shyness, and using a wax resist. Students will also learn and apply ceramics studio or insecurities in public speaking through technical and practical means. etiquette to maintain a clean and properly organized work environment, Source materials for presentations are drawn from the English Department which forms an important part of the total experience of this course. Pro- curriculum, and may include poetry and fiction, as well as other subjects of jects will explore both sculptural and functional approaches to ceramics and interest. The emphasis is on developing comfort with vocal range, physical might include any of the following: tea bowls, cups/ mugs, bowls, vases, stance, and logical and articulate presentation of written work. Students and using coil, pinch, slab, or extruded elements to make sculptures. Stu- focus on presenting their work with confidence and ownership, while also dents will research historical or contemporary ceramic art or artists to gain a practicing the art of active listening and consideration of others. deeper appreciation for this exciting creative field. This class may be taken All are encouraged to take this class; required for all international students. multiple times for credit. (Offered each term /one third credit.) (fall, winter terms/one-third credit)

Page 18 Page 35 ARTS Foreign Languages CREATIVE AND PERFORMING ARTS Minimum requirement: Four trimesters in the Arts including a variation of visual arts, performing arts, and music. All ninth Graders are enrolled in a special arts curriculum which includes introductory classes in theater, music and studio art. All art courses are of one trimester duration. FOREIGN LANGUAGES VISUAL ARTS Oakwood Friends School current offerings are French 222 2D GRAPHIC DESIGN and Spanish. Students are required to successfully com- This course introduces students to visual design elements and principles as plete three years of language while enrolled in the upper the basis of two-dimensional graphic design communication. The visual school. All students are strongly encouraged, however, language is explored through studying a series of examples from historical to take language throughout their upper school career. and contemporary graphic design fields. This course covers the manipula- In the upper levels, instruction is exclusively in French tion of graphic form to convey meaning, strategies for idea generation, de- or Spanish, and the student is expected to use only the velopment of unique concepts, and the designer's role as visual storyteller. language of instruction in class. Upper School students must maintain a Projects follow a progression from brainstorming, hand drawing and level of proficiency in order to advance to the next level. A grade of C or sketching, to execution using Adobe software: Illustrator, Photoshop, and higher is required to pass from one course to the next course in the se- InDesign. There are homework assignments as well as in-class projects. quence and receive credit towards graduation. This class may be taken multiple times for credit. (spring term/one-third credit)

Students new to Oakwood Friends School are asked to take placement exams 223 DIGITAL 3D DESIGN AND PROTOTYPING to determine the appropriate level of instruction. Placement exams are arranged Students will learn to model 3D forms in a digital environment using CAD (computer-assisted design) software. They will then have a chance to make by the Academic Office. 3D prototypes of both sculptural forms and "products" they design using the additive process of "extrusion," from both the Makerbot 3D printer Each level is a full year/one credit course: and a ceramic 3D printer. Software used will be 123DDesign and other open source software applications. All projects will begin with brainstorm- 501 FRENCH I ing and research, as well as some manual drawing/ sketching. Students will 505 SPANISH I keep a class sketchbook/ notebook. In the first month of class, students 502 FRENCH II 503 FRENCH III 506 SPANISH II should be prepared to spend several hours per week outside of class time 507 SPANISH III 504 FRENCH IV completing software tutorials in order to gain and develop skills necessary 508 SPANISH IV 509 AP FRENCH to do projects for the class. After this, for homework, students will conduct 511 AP SPANISH research into the burgeoning field of 3D design and "printing"/ prototyping, and popular "maker-"culture. (winter term/one-third credit)

134 PHOTOGRAPHY This course is an exploration of black-and-white film photography in a pro- fessional studio and darkroom. Emphasis is placed on creative artistic self- expression. Students use 35mm manual cameras and hand make photo- graphs, learning extensive skills from the artistic, technical, mechanical and scientific aspects of fine-art photography. As students continue to explore photography they will progress to more challenging projects and themes. (fall, winter, spring terms/one-third credit)

Page 34 Page 19 Foreign Languages SCIENCE

807 ADVANCED 809 INTRODUCTION TO PLACEMENT BIOLOGY ROBOTICS AND Level I Level IV AP Biology is a college-level intro- ENGINEERING Students use simple sentences in Students speak in a more sophisti- ductory Biology course using exten- APPLICATIONS the regular present tense, past tense cated manner, concretely and ab- sive readings. Students are required A year-long course in which students and future. They develop skills to stractly. They complete a thorough to take the AP exam in May. The explore engineering curricula though speak about themselves, their fami- grammar review and more ad- course covers topics in biochemis- robotics, data analysis, lab writing and lies and friends. Students learn basic vanced graded readers are incorpo- try, cell biology, the chromosome field trips. In a series of increasing concepts in grammar such as direct rated as well as some original texts. theory of heredity, evolution by complex challenges students will de- and indirect objects, prepositional Students write about literature, give natural selection, ecology, and cur- sign, program, build, and troubleshoot pronouns and adjectives. They also oral presentations, watch foreign rent advances in molecular biology. autonomous task-oriented robots. discover the cultures of the French films, and write film reviews and The required AP Lab exercises are Students should have three years of or Spanish speaking countries reports. Most work is timed and performed and additional exercises upper school level science and and a through readings and videos. done in the classroom without are used to reinforce topics. Pre- high mathematical proficiency. dictionaries. requisites are high school courses in Physics, Chemistry, and Biology. Prerequisites: three high school science classes Level II with grades of B or higher, enrollment in or Students communicate with in- Prerequisite: Minimum end of year grade completion of Calculus AB, and permission creased facility and incorporate the in Biology of A– and permission of in- of instructor. use of the narrative past tense, ir- structor. (full year/one credit) Advanced Placement (full year/one credit) regular past tense forms, and the The AP foreign language class is conditional tense. They may also designed to prepare students to learn the use of the present perfect take the AP Exam. During the 808 ECOLOGICAL tense. Students deepen their year, students study and practice PERSPECTIVES IN knowledge of direct and indirect all sections of the exam and devel- CONTEMPORARY LIFE object pronouns. They also learn to op strategies for them. The class “Eco Perspectives” explores the use demonstrative adjectives and meets on regularly scheduled peri- scientific basis for Ecology and pronouns. ods but it may also meet during defines the various parameters of free periods, as needed. All stu- environment that affect living or- Level III dents in AP levels are required to ganisms. Students read natural Students communicate easily in take the AP exam in May. history writings and write experien- complex sentences. They learn tial and analytical essays. Human about the past perfect, commands, Pre-requisites for this class are: B+ or impacts on the environment are and present and past subjunctives, above in Level III; a minimum score of evaluated. The reasons, means, and as well as the use of if-clauses to 550 on the SAT II Language or Lan- ethics for conservation are ex- express dreams and aspirations. guage with Listening Test, and permis- plored. Field trips are taken to Graded readers are introduced. sion of instructor. identify local biodiversity and habi- tats. Prerequisites are Physics or Chemistry, and Biology (can be concurrent). (full year/one credit)

Page 20 Page 33 SCIENCE History 803 BIOLOGY 805 AP CHEMISTRY Biology is an introduction to the AP chemistry is a college-level intro- structure and function of living ductory chemistry course that ad- organisms. Students investigate heres to the College Board guidelines HISTORY cell theory, genetics, contemporary for course topics, laboratories, and molecular biology, anatomy and textbooks. Students are required to History requires an awareness of the commonalities that bind us and physiology and population ecolo- take the AP chemistry exam in May. a recognition of what defines us as individuals. By examining the gy. Comparative aspects of the six Topics include the structure and oral and written records that articulate these themes, students learn kingdoms are emphasized. The states of matter, reactions and an not only what happened in the past, but also how history is scientific method is used to test introduction to organic chemistry. constructed. Art, literature, music, and other historical and cultural student-generated hypotheses. The involvement of chemistry with documents, are examined critically, and serve to inform class Observational skills, careful meas- environmental issues is integrated discussions, simulations, and projects. The goal of the Oakwood urement of data, analytical skills, throughout the course. Proper lab Friends School history program, in keeping with the school’s Quaker and interpretation are developed. work and procedures are major com- tradition, is to engage students in an ongoing quest to live ponents of this class. (full year/one credit) peacefully. The program encourages active citizenship and ethical Prerequisites: Minimum end of year grade intelligence in our students as they seek applications of their 802 CHEMISTRY of B+ in chemistry and a minimum score of This is an upper school level intro- knowledge. 600 on the SAT Math and permission of ductory course in chemistry de- instructor. (full year/one credit) signed to introduce the language At Oakwood Friends School, teachers practice a consistent and concepts that define the prop- methodology of teaching history grades 6 through 12. Original erties of matter. Topics covered 806 CONCEPTUAL PHYSICS: sources and primary texts are emphasized and used with decreased include atomic theory, the periodic Conceptual Physics introduces the relationships and interactions we abridgement as students progress. Students are encouraged to table, molecular bonding, stoichi- actively analyze documents to develop skills in critical thinking and ometry, description and prediction have with nature in a hands-on, concrete fashion. Newtonian me- inquiry. The curriculum explores multiple perspectives and asks of basic chemical reactions, acid- students to draw their own conclusions using primary and secondary base and oxidation-reduction reac- chanics is explored during the fall tions. The use of significant fig- term through a series of design sources. Challenging materials are used at all levels, to teach close ures, scientific notation, and basic challenges. Winter term features reading of sophisticated texts. algebra skills are integrated engineering guest lecturers, thermo throughout this course. Laboratory and fluid dynamics. Special topics Requirement: four years including one year of United States History exercises and demonstrations en- in the spring range from electricity and three terms of Senior History Seminars courses in the senior rich and enhance these concepts. and circuit design, to alternative year. energy. River sensor technologies Prerequisites: Completion of Algebra I are featured as students design, (full year/one credit) solder, calibrate and test tempera- ture probes in the Hudson River. Laboratory and computer simula- tions reinforce these topics with practical experience in predicting, observing, and recording physical interactions. (full year/one credit)

Page 32 Page 21 History SCIENCE

601 WORLD HISTORY I/THE 602 WORLD HISTORY II/ SCIENCE ANCIENT ERA THE MEDIEVAL AND Minimum Requirement: three years of science while enrolled as an upper The development of critical reading MODERN ERAS school student, plus one half credit of upper school level health. Students and thinking, note taking and writing This course is devoted to the are strongly encouraged to continue science throughout upper school. The skills are important goals developed study of European history from Oakwood Friends School sequence in science is Conceptual Physics, in ninth grade history. The study of 500 CE to the present. The fol- Chemistry, Biology. AP Biology, AP Chemistry, Ecology, and Robotics & ancient civilizations of Mesopotamia, lowing themes and topics are cov- Topics in Engineering are offered at the upper grade levels. Egypt, India, China and Persia is the ered: early Christian Europe and focus of the fall term. Readings in- Feudalism, the Byzantine Empire clude the Old Testament, the Vedic and Islamic Civilization, the Re- hymns and the Chinese philoso- naissance and Reformation, the phers. During the winter term stu- Scientific, Revolution, the Rise of 801 HEALTH dents study ancient Greek and Ro- Capitalism and the Atlantic A wide range of topics dealing with all aspects of human health are cov- man civilizations. Readings are from Economy, the Enlightenment, ered in this course. Students gain a clearer sense of who we are, both phys- primary sources such as Homer, the French Revolution, Napoleon ically and mentally. This knowledge helps us to live healthier and happier Herodotus, Thucydides, Aristopha- and the Rise of Nationalism, lives. Topics include healthy interpersonal communication, making overall nes, Cicero, Plutarch and Suetonius. Communism, Fascism, and the healthy choices, human development, coping with stress, sexuality, STD's, During the spring term students twentieth Century. nutrition and substance use/abuse. explore and study the civilizations of (full year/one credit) (one trimester/one half credit) Meso-America and the Andes, pre- Columbian North America and the civilizations of West Africa. Read- ings are from the Mayan texts and other sources, including the writings 605 US HISTORY 749 INTRODUCTION TO COMPUTER PROGRAMMING of IBN Battuta and Bernal Diaz et The United States History course IN PYTHON Alia. (full year/one credit) acquaints students with the devel- Computer programming is becoming an extremely useful skill in today’s opment of American political and ever changing world. From Facebook chat bots to tracking how many steps economic institutions. We also you take in a day, we see evidence of its use all around us. In this course we examine the lives of ordinary peo- will explore the python programming language to understand the funda- ple as they are affected by events, mentals of how to speak to a computer and automate simple to complex economic change, and social and tasks for us, as well as have a little fun. The python programming language political struggle. The first term is popular among programmers due to its simple and intuitive syntax and deals with US History through the powerful features. Topics in this course will include understanding data Civil War, the second term with types, dealing with input and output, basic logic, simple loops, and some reconstruction through World basic graphics. Students will be creating simple games and utilities as they War II, and the third term with move through the course to further their understanding. Prerequisite: Alge- US History since World War II. bra II (fall term/one-third credit) (full year/one credit)

Page 22 Page 31 MATHEMATICSHistory History

704 PRECALCULUS This course 708 MATH ELECTIVE: CHAOS HISTORY ELECTIVES 607 TOPICS IN ART HISTORY is intended to prepare students for THEORY AND FRACTAL History electives are open to This course is designed to introduce Calculus by building upon many of GEOMETRY 11th and 12th graders and are students to the discipline of art histo- the topics studied in Algebra II. Top- Throughout this course we will be term long. Tenth graders must ry through the examination of select ics to be covered include: formal exploring the intriguing history and have permission from the in- topics and themes in art histo- definitions of function, domain, and applications of two closely related structor to be enrolled in history ry. Some of the topics we will ex- range; composition and inversion of modern mathematical fields: chaos electives. plore include the role of art in west- functions; polynomial, rational, ex- theory and fractal geometry. During ern and non-western societies, and ponential, and logarithmic functions; the course, while enjoying the per- the relationship of art and religion, triangle and circle trigonometry; in- sonalities of mathematicians such as the function of the modern museum, verse trigonometry; trigonometric John Conway, Benoit Mandelbrot, and the use of new scientific advanc- identities. All functions will be exam- and Edward Lorenz, we will read 604 ETHICS es to detect art forgeries and restore from James Gleick’s CHAOS. We ined from both an algebraic and a This course is an introduction to works of art. At the completion of will play the Game of Life and study graphical perspective, and students ethical theory. It surveys major this course students will understand the logistic growth equation as mod- are asked to make more connections positions in ethics (egoism, de- the role art plays in the lives of hu- els of chaos. We will study and gen- between topics. A graphing calcula- ontology, utilitarianism, and man across time and space and the erate for ourselves many famous tor is required (TI-83 recommend- virtue ethics) and considers a role of the art historian in interpret- fractals including Sierpinksi’s Trian- ed). Prerequisites: A year-end Algebra II number of issues relating to ing a work of art and shaping percep- gle, the Cantor Set, and the Koch grade of B or higher. ( full year/one credit ) ethical theories in general tions of the past. Students will also Curve as well as the fractal icons— (relativism, skepticism, moral be introduced to the process of art the Mandelbrot and Julia Sets. Real- alienation, and cultural diversity historical writing. 705 AP CALCULUS AB life applications of our topic of study in ethics). In this course, we (winter term/one-third credit) A college level introduction to differ- – fractal image compression, cancer take two approaches to the field ential and integral calculus, this detection, and the certainty of the of Ethics. We focus on the 606 THE MODERN MIDDLE course is designed to prepare stu- unpredictability of weather will be ideas of some of the most im- EAST dents for the Advanced Placement explored. This is an intensive, senior portant thinkers in the field The Spring of 2010 saw massive exam. We will review functions and -level course, with an emphasis on (Plato, Aristotle, Nietzsche, Mill, change sweep across much of the Mid- limits, and then the development of reading assignments and synthesis. Kant, Rousseau, Singer, dle East, catching many political scien- rules of differentiation and integra- (full year/one credit) tists off guard. The effects of this up- tion, including applications. All stu- etc...). We also come up with case studies and practical exam- rising are still being felt across the dents take the AP exam in May. Pre- world. This course is a survey of the requisite: Year end grade of B+ or higher ples to see how these theories play out in our world. Using history, religion and recent current in Precalculus and permission of instructor. events of the Middle East. We will also (full year/one credit ) this Applied Ethics approach we examine issues like poverty, use contemporary theorists like Thom- military ethics, abortion, eutha- as Friedman, Samuel Huntington, Rob- nasia, and law. ert Kaplan, Tariq Ramadan and foun- 710 AP CALCULUS BC (fall term/one-third credit) dational thinkers like Qutb, Atatürk, AP Calculus BC builds on topics Iqbal and Al-Afghani. completed in AP Calculus AB. All (fall term/one-third credit) students take the AP exam in May. Prerequisite: Permission of instructor. (full year/one credit )

Page 30 Page 23 MATHEMATICS History 616 PSYCHOLOGY Other History Electives Offered This course is a study of the hu- in Recent Years: MATHEMATICS man psyche. We begin by examin- ing some of the earliest psycholog-  Introduction to Economics Minimum Requirement: three years of upper school math, including ical theories and then spend some  Micro Economics the equivalents of Algebra I, Geometry and Algebra II. A grade of C time with Freud, Adler and Jung as  Non Violence Theory & or better is required to pass from one course to the next course in representative of psychoanalytical Practice the math sequence. Students are strongly encouraged to take math views. Then we investigate some  Philosophy of Religion throughout their upper school careers. of the classic 20th century experi-  Asian Religion ments in psychology and what  Introduction to Film Studies they imply. Finally then, we will 701 ALGEBRA I  Philosophy of Science end with recent work in the field Algebra I is designed as an intro- of neurology and cognitive sci-  European Art History duction to the joy and fascination ence. This course will have a sig-  Art History: Intro to of mathematics as a discipline for nificant amount of albeit very in- Modernism more closely examining the world 711/712 ALGEBRA II A&B teresting reading. in which we live. This course sets Algebra II A&B covers the cur- (winter term/one-third credit) the ground work for working with riculum of Algebra II in two variable expressions, polynomials, courses over two years and is and problem solving. recommended to certain stu- dents for whom a more individu- 628 BEHAVIORAL ECONOMICS (full year/one credit) alized and in-depth study of Al- Classical Economics operates from a premise that humans are fundamental- gebra II is ideal. Enrollment in ly rational, and that in our economic lives, we coolly seek to maximize the 702 GEOMETRY these courses is by permission of utility we get out of our time and money. However, recent Psychological Geometry is a fundamental course instructor and Upper School and Economic studies have come to cast great doubt on this assump- in the study of shapes, angles, areas, Head only. Algebra II A is a tion. Using contemporary authors such as Daniel Kahneman, Dan Ariely and trigonometry through an analy- prerequisite for Algebra II B. and Thomas Schelling, we will explore the ways that our irrationality may be sis of physical objects and proof The Algebra II graduation re- predictable and therefore negotiable. The reading will be from contempo- making. Each area of study is relat- quirement can only be met by rary Organizational Studies, Economics, Psychology and Sociology. (winter ed to the physical world through completing both courses. term/one-third credit) hands-on experiences to help (full year/one credit per course) strengthen the connections to de- sign, art, nature, and the real world. 635 HUMAN RIGHTS & LAW (full year/one credit) This course will be a brief foray into two primary themes: 1) basic legal philosophy covering issues like jurisdiction, hermeneutics and narrative and 2) the topic of Human Rights. Sources will include legal documents and secondary sources (spring term/one-third credit 703 ALGEBRA II This course develops the concept of function through real-life scenarios, computer simulation and graphical analysis. The structure of the course provides the student with the necessary skills for a study of advanced math- ematics or as preparation for life skills. The power of mathematics is exam- ined through an analysis of the following functions: linear, quadratic, cubic, absolute value and exponential. (full year/one credit)

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CULTURAL ANTHROPOL- EXISTENTIALISM –

OGY – THE MAYA (SPRING) VISIONS OF IDENTITY 603 GREEK PHILOSOPHY: THE GOOD LIFE While Europe languished in the (SPRING) It has been said that all of the history of philosophy is merely foot- Dark Ages, the Maya of Mesoam- People have debated questions erica built a complex and far about identity and freedom at notes to Plato and Aristotle. While this clearly is an exaggeration, reaching civilization. This inter- least as long as they have been Greek philosophy is essential to the understanding of classical West- disciplinary course will look at the able to write books. In this ern culture. One thing that marks Greek philosophy off from con- Maya from many different per- class we look at the recent temporary thought is its stress on the practical aspects of thinking: if spectives including: art, architec- “modernist” school of thought an idea is good it should change how you live your life. This course ture, history, mythology, science about how individuals relate to will focus on different theories proposed by the ancient Greek think- (including astronomy and mathe- society, to each other and to ers about how to live a good life. Readings will include pre-Socratic matics) and language. Many activ- themselves often called philosophers, Plato, Aristotle, Stoicism, Skepticism and Epicuri- ities will be hands-on, meaning “Existentialism.” In doing so, anism. The primary text for the class will be Plato’s Republic, usual- students will be actively and per- we investigate God, death, life, ly considered both the first political philosophy text and one of the sonally exploring and experiencing freedom, absurdity, horror, the culture of the Maya. For ex- cruelty and beauty. We read most important books ever written. (spring term/one-third credit) ample, we’ll use our ceramics stu- from the major writers in this dio to design and fire a plate in field, including passages from the Maya style. Finally, we will Kierkegaard, Dostoevsky, Nie- examine how the coming of the tzsche, Heidegger, de Beau- Spanish impacted the Maya and voir, Arendt, Camus, Sartre, since there are millions of Maya and Foucault. Additionally, we living today, we’ll see how they’re study films, poetry and mod- faring as the region experiences ern art using the theories of globalization. these writers. The reading for this class is difficult but re- warding.

REVOLUTIONS IN THREE COUNTRIES (SPRING) 608 PHILOSOPHY OF RELIGION The twentieth century saw many dramatic political changes. This course The main goal of this class will be an exploration of the major faith themes focuses on the role 20th century revolutions played in shaping the identity in monotheism. The course aims to ferret out the beliefs and philosophi- of nations and in setting the stage for contemporary world relations. In our cal underpinnings of Christianity, Judaism and Islam. The course will cen- studies, we investigate the Russian (Bolshevik) Revolution, the Chinese ter around a few basic themes, such as: what does each religion have to (Communist) Revolution and the Iranian (Islamic) Revolution as case stud- say about the nature of God, human beings and of the world? What does ies. The course seeks to examine the impact these revolutions had on tra- each faith say about the ultimate meaning of life? And finally, what system ditional society, politics, and the spirit of the people. Literature, art, film of ethics, religious practice and ceremony does each faith arrive at from and historical texts serve as sources throughout the term. these metaphysical beliefs. (winter term/one-third credit)

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SENIOR HISTORY SEMINARS POSTCOLONIAL STUDIES As an important component of the Senior Program, Oakwood Friends (WINTER) School offers Senior History Seminars. These courses are considered the Postcolonial Studies explores the capstone of the history curriculum and are interdisciplinary in nature. In political, social, and cultural ef- addition to historical texts, these courses often include literature, film, art, fects of decolonization, focusing and philosophy. These offerings involve considerable writing and critical on the anti-colonial challenge to reading of a variety of texts. Senior History Seminar courses are one western dominance. Postcoloni- COMRADES & CABARETS: trimester and earn one third credit each. alism discusses its importance as EXPERIMENTS IN EUROPE- an historical condition and as a AN MODERNISM (WINTER) means of changing the way we The focus of the course is the inter- think about the world. We inves- section of political thought and INTRODUCTION TO INTRODUCTION TO tigate key concepts like the status artistic expression in Europe be- ANTHROPOLOGY INTERNATIONAL of aboriginal people, cultural tween WW I and the Spanish Civil (FALL) RELATIONS (FALL) nomadism, Western feminism, War, a unique moment in modern This course serves as a broad Humans have always struggled and the innovative work of theo- history. Particular attention is paid introduction to the study of with how to balance conflicting rists like Aimé Césaire, Edward to the political and social discontent anthropology. We will study interests of national culture, hu- Said, Frantz Fanon, Gandhi and reflected in the art of the modernist humans as biological organisms man rights and self- W.E.B. DuBois and the novel movement. Various Expressionist with particular emphasis on the determination. This course ap- The Pickup by Nadine Gordimer. groups, the work of the Bauhaus evolution of hominids. We will plies the basic theories in the This class will make extensive use design school, and cabaret in its study our relationship with oth- field of IR like international law, of music, art, style and other cul- many forms are areas of study. er life forms, especially primates, realism, unilateralism, multilater- tural forms. Readings include excerpts from in an effort to learn more about alism, liberalism, feminism and prominent modernist thinkers such ourselves. The term concludes others to issues such as threats as Freud, Kafka, Kandinsky, and in the realm of cultural anthro- from small non-state groups, leading political theorists. pology where cross-cultural human nature, terrorism, war, analysis will highlight our unique nuclear war, etc… development as a species.

GLOBALIZATION AND ITS DISCONTENTS (FALL) CULTURAL ANTHROPOLOGY (WINTER) There is very little consensus about what globalization means and even less This cultural anthropology course looks at three different cultures in order about its value. This interdisciplinary course looks at economics, sociology, to broaden perspectives of humanity. We look at what it was like to grow political philosophy, history and current events. This course focuses initial- up in Samoa of the 1920’s from the perspective of Margaret Mead in ly on understanding basic economic theory and then investigates how re- “Coming of Age in Samoa.” We study the Yanomamo of South America cent trends in the political and economic realm have affected people in by reading ethnographic and autobiographical accounts. Our last topic is both the developed and developing world. The texts for this class will in- the voudoun-influenced culture of Haiti. clude newspapers, The Lexus and the Olive Tree by Friedman and numer- ous contemporary sources like Foreign Affairs and the New York Times.

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