2018-2019 350 Prospect Street Belmont, Massachusetts 02478 Contents

CURRICULUM 2018-2019 350 Prospect Street Belmont, Massachusetts 02478 Contents

Curricular Vision ...... 1

Credit and Promotion Requirements ...... 2

Diploma Requirements ...... 2

Grading System and Honor List ...... 3

Cum Laude Society ...... 3

Required Courses and Subject Sequences ...... 4-5

Elective Opportunities ...... 6-7

Course Descriptions

Arts ...... 8

Classics ...... 11

English ...... 13

Inquiry Courses ...... 22

History and Social Studies ...... 25

Mathematics ...... 30

Modern Foreign Languages ...... 32

Science ...... 38

Ethics ...... 44

Independent Study ...... 44 Curricular Vision • the ability to read thoughtfully, critical - ly, efficiently

Belmont Hill School strives to give its • the ability to find, organize and use students a rigorous program of study critically and appropriately informa - that provides a firm grounding in vital tion from a range of sources content, skills and values while also including curricular and pedagogical • the ability to communicate with clarity innovation that will make its students and concision well prepared to thrive in the complex, fast-changing world in which they live • the ability to use technological tools today and will work tomorrow. The pro - constructively and fearlessly as part of gram balances a set of carefully consid - the learning process ered requirements with elective opportu - nities throughout the curriculum. The • the ability to compute accurately, to school seeks to give its students a well- understand mathematical principles balanced grounding in a range of disci - and to apply mathematics effectively plines, even as it hopes that its students will reach further in areas of particular • a grasp of scientific approaches to passion. problem-solving

Over the years the school has modified • an essential understanding of the its requirements steadily and thoughtful - political, philosophical, cultural and ly. The Middle School recently went social background of American and through careful review, providing a pro - western civilization gram of study that has unifying themes for each Form and an array of curricular • an understanding and appreciation of and co-curricular programs that are age- non-western culture, history and civi - appropriate. The Upper School follows a lization program of study that provides the rigor needed for boys to thrive at college, • facility and confidence in at least one while also giving them chances to foreign language explore more deeply in areas of choos - ing. An extensive independent study • artistic sensitivity and awareness program, plus a range of off-campus study opportunities and a commitment • creativity to global education through travel and on-campus programs ensure that boys • the ability to work both independently understand that their education is not and collaboratively limited to a narrow band of courses or even to their home campus. • familiarity with important global issues, and Transcending particular courses or dis - ciplines, the curriculum is designed to • an understanding that matters of char - foster intellectual curiosity, growth, and acter remain the most important, tran - a love of learning. It aims to develop in scendent issues in this school students distinctive qualities of mind, including:

1 Credit and Promotion 3. Algebra 2A or Algebra 2, and Requirements Geometry A or Geometry.

Each student in Forms I-V is expected to 4. English must be studied in each carry a program of study equivalent to semester. In Forms V and VI, sem- five full courses. Beginning in Form III, ester-length elective courses chosen one credit is awarded for every full year must include English 15 and three course and one half credit for every courses drawn from the groups semester-length course completed with a English 16-20 and 21-33, two from grade of D- or above. Students in Form one group and one from the other. VI may reduce their programs to four 5. Completion of the third level of one courses during one semester. Enrollment foreign language, either modern or in six courses in any given semester classical. Those who enter in Form I requires special permission. are expected to study both Latin and To be promoted to the next form, a stu - a modern language. dent must complete the year with no 1 grades of F, no more than two full credits 6. 1/2 years of History in Forms V and at D level, and with enough credits to VI. graduate by taking no more than five courses in each of the ensuing years. 7. Two year-long courses drawn from Biology, Chemistry, Physics, AP Environmental Science, Advanced Marine Biology, Geology/ Diploma Requirements Astronomy.

A diploma is awarded to those in Form 8. A semester course in Art History, VI who have completed the following: Music Composition, Theory of Jazz, 1 or Music Appreciation. 1. 18 /2 units of credit in the last 4 years. 1 full year’s study = 1 unit 9. A semester course in participatory No more than 6 of these credits may arts, numbered Art 31-46. be D’s. (By special petition to the Chairman No credit is given for a course of the Arts Department before the repeated to raise a D. con clusion of Form V, it may be pos - sible for a student to submit evidence No credit is given for an F. of significant work in the arts com -

1 pleted by some means other than one 2. At least 4 /2 units of credit in the senior year. Of these, no more than 2 of these courses for meeting this may be D’s and none may be F. With diploma requirement.) the approval of the Senior Projects Committee, a student in Form VI may 10. The carving and finishing of a wood - withdraw from one or more designat - en panel to be permanently dis - ed second semester or year-long played at the School. courses during the final quarter of the academic year to undertake a Senior Project. Successful completion of such a project (with a grade of Pass) shall then become a requirement for Graduation.

2 Grading System and Cum Laude Society the Honor List The Belmont Hill chapter of the Cum A is given for academic work of ex cel - Laude Society, established in 1928, lence. B is an honor grade and C a annually may elect for membership in college-certifying grade. D is a minimal this national independent school honor passing grade, suggesting the need for society Sixth Formers of good character supplemental work before moving ahead who stand in the top fifth of their class in the subject. F is a failing grade, and in academic achievement. courses in which it is given earn a stu - dent no credit. Summary of Courses The school posts Honor and High Honor lists at the conclusion of the first quarter, Courses labeled f are given in the Fall first semester, third quarter and aca - semester only. demic year. In the computation of honor Courses labeled s are given in the standing, passing grades are assigned a Spring semester only. point value in the range of D- (1) to A+ Courses labeled A are for especially (12). To qualify for the High Honor list, a capable students. student must earn an average in a four or five course program of 10 or above, Ordinarily, no course will be given for with no D’s or F’s. To qualify for the fewer than ten students except arts Honor list, a student must earn an aver - courses and advanced courses in age in a four or five course program language or mathematics. between and including 8.8 and 9.99 with no D’s or F’s. A summary of required courses and subject sequences appears on pages 4-5. A Certificate is awarded at Commence - A listing of elective opportunities follows ment to special or visiting students in on pages 6-7. Form VI as evidence of attendance.

Diploma Designations

At the conclusion of the Form VI year, a Cum Laude diploma is awarded for a cumulative academic average for Forms IV-VI between 8.8-9.9 on the 12-point Honor List scale.

A Magna cum laude diploma is awarded for a cumulative academic average for Forms IV-VI between 10.0-10.49.

A Summa cum laude diploma is awarded for a cumulative academic average for Forms IV-VI of 10.5 or above.

3 SUMMARY OF SUBJECT SEQUENCES —

ENGLISH MATHEMATICS HISTORY SCIENCE

ANCIENT Form PRE -ALGEBRA/ FORM I I ENGLISH 1 GREECE PRE-ALGEBRA A SCIENCE (Gr. 7) AND ROME

2nd - 4th Quarters 1st - 3rd Quarters

U.S. INTRODUCTORY PHYSICAL II ALGEBRA 1/ GOVERNMENT ENGLISH 2 SCIENCE (8) ALGEBRA 1A f or s f or s

(Returning Students) MIDDLE EAST CONCEPTUAL ENVIRONMENTAL PHYSICS AND CHINA SCIENCE INTRO ENGINEERING GEOMETRY/ f or s f or s COMPUTER SCI. 1 III ENGLISH 3 f or s (9) (New Students) GEOMETRY A Facing Conceptual Physics ENVIRONMENTAL Intro Engineering History SCIENCE Computer Sci. 1 s f or s f or s one semester required Two year-long Modern Modern courses in European European laboratory science ALGEBRA 2/ History f History s IV ENGLISH 4 in Forms IV-VI (10) ALGEBRA 2A required, drawn from AP MODERN EUROPEAN Biology HISTORY AP Biology (usually Form IV) Chemistry Am. Lit. until 1900 Intro to U.S. AP Chemistry f (usually Form V) V Pre-Calculus, HISTORY / (11) Pre-Calculus A AP U.S. Advanced Earth Science or Pre-Calculus HISTORY I, Advanced Earth One Course Science II, each semester (usually Form V or VI) selected from AP Environmental Statistics, English 16-35. Science Calculus One Semester Physics, AP Physics AP Calculus AB VI Course (usually Form VI ) AP Calculus BC (12) drawn from AP Statistics AP Computer Science Inquiry History 62-74 Multivariate Principles Calculus AP Computer Science A

Acceleration in Mathematics and Modern Language sequences may be possible, depending upon testing results at time of entrance.

4 Required courses listed in BOLDFACE type. See also Diploma Requirements, page 2. LANGUAGES ARTS OTHER CLASSICAL MODERN

FIRST FORM CHINESE LATIN ALPHA FRENCH or FIRST FORM ART SPANISH 1st Quarter

4th Quarter

LATIN GAMMA CHINESE ART, MUSIC or GAMMA A FRENCH or AND Required for SPANISH 1 PERFORMANCE returning students

Elective at appropriate CHINESE 1 or 2 ETHICS * level for returning students FRENCH 1 or 2 (fall only or full year) or SPANISH 1 or 2 (full year) One LATIN 1, 2 or 2A For students not semester taking Latin For students not taking course French, Spanish or Chinese required in Forms III-VI CHINESE 2 or 3 LATIN 2, 2A, 3 or 3A For students not FRENCH 2 or 3 selected from taking French, Spanish or One or Chinese Acting semester SPANISH 2, 3 or 3A Independent Ceramics course Study Digital Video required in Forms IV-VI Drawing Forms III-VI Music Technology

CHINESE 3 or 4 Painting selected from LATIN FRENCH 3, AP or Cs Photography 3, 3A, 3-4 or AP SPANISH 3, 3A, Woodworking Art History, AP or Cs Adv. Ceramics Music Appreciation, 21 st Century Photography Music Composition, Adv. Woodworking or Theory of Jazz LATIN CHINESE 4, 4A, 3-4, AP, or 5 5, or 5A FRENCH AP or 5 GREEK 1 SPANISH 4, AP or 5

* These courses meet for just a portion of the year and are taken in addition to the regular 5-course program.

5 Elective Opportunities FORM IV only Modern European History F or S AP Modern European History*

Full year courses are indicated by *. All other listings are one-semester courses. FORMS IV-VI Before registration each spring, students Art History learn which electives will be offered each Music Appreciation semester. Music Composition Theory of Jazz Latin: 3-4*, AP Latin*, 5 FORM III only Chinese: 4, 4A, 5, 5A Latin 1* (new students) French: AP Language*, Culture et Chinese*, French*, or Spanish* commumication Spanish: 4*, AP Language*, AP Facing History and Ourselves L i t e r a t u r e * , C u l t u r e & Conceptual Physics Communication, Cinema Computer Science 1 Intro Pre-Calculus Advanced Topics in Mathematics Introduction to Engineering (beyond the AP curriculum) AP Calculus AB* AP Calculus BC* FORMS III-VI Pre-Calculus*/Pre-Calculus A* AP Statistics* Acting Calculus Ceramics Statistics Digital Video Music Technology Advanced Earth Science I Painting and Drawing Advanced Earth Science II Photography Biology*/ AP Biology* Woodworking Chemistry*/AP Chemistry* Advanced Ceramics Computer Science 1 Advanced Photography Advanced Marine Biology Advanced Woodworking Independent Study

6 FORMS V and Vl INQUIRY COURSES English Electives Maine Coast The Art of the Essay God, Man & Myth The Beat Generation Identity & Meaning Comedy Pathways to Justice Creative Writing Statistical Revolution in Sports Faulkner and the Southern Tradition Energy Policy and Climate Change The Hero in Literature American West The Literature of Social Reflection Advanced Science Research Modern American Literature Advanced Historical Research Modern American Poetry Monsters, Inc. Non-Fiction Writing Rites of Passage Search for Faith Shakespeare Theater Perspectives: Greek, Shakespearean, and Modern Drama It’s Debatable: Argument, Persuasion, and Rhetoric Advanced Science Research* Advanced Historical Research Energy Policy and Climate Change AP Computer Science Principles* AP Computer Science A*

FORM VI only

Greek 1*

History Electives African-American Studies Facing History and Ourselves International Relations World Religions Global Economics American Politics and Policy

AP Environmental Studies* Physics*/AP Physics*

7 Courses of Instruction FORM I AND II ART, MUSIC AND PERFORMANCE Students in Form I and II are required to Arts participate in both visual and performing arts activities. Students in Form I must choose to participate in a performing arts The purpose of the Arts Department at based elective in either the winter or Belmont Hill is to offer formalized and spring season. Students in Form II must individual instruction in studio arts, art choose one season of visual art activity history and music. Departmental courses and one season of performing art activity are organized sequentially, and a boy’s (fall, winter or spring) during the course progress in any one of them is regularly of the year. Participation in a year-long evaluated. instrumental program may also satisfies the requirement. Annually, a list of activi - The ultimate goal of the courses, sepa - ty choices will be published during the rately and together, is to nurture a boy’s course selection process own creative imagination and facility with arts materials and media, to expand Art 31 his sensory awareness, and to instill in CERAMICS him an appreciation of beauty as it is Forms III-VI found in his own work and in that of others. This course is designed to give an introduction to work in clay. Hand- Unless otherwise indicated, all arts building and wheel work are covered as courses given above the Form II level well as the proper application of simple count fully toward the 18 1/2 units glazes. With an emphasis on an under - required for graduation and are taken standing of the relationship between as a part of the regular course load. A design and function, the coursework student in Forms IV-VI may not elect begins with the construction of traditional in a given year more than two semester pottery vessels and moves towards a courses in Photography, studio arts or development of style. A final project will a combination thereof without the take the place of an examination. approval of the Arts Department chair - man and the Registrar. Art 32 Courses marked with an asterisk (*) are ADVANCED CERAMICS taken in addition to the regular course load. Forms IV-VI This course allows students an opportuni - * FIRST FORM ART ty to further develop their skill in work - This is a course required of all boys in ing with clay and the making of more Form I. It meets daily throughout the challenging forms. Not only will students first quarter serving as an introduction to be asked to make significant works but studio work at Belmont Hill. Fostering they will also be required to research both active obser vation and creative thinking, traditional and current trends within the the course focuses on projects in two field of ceramic art. The course concludes and three-dimensional media with an with each student displaying a related introduction to specific skills in drawing, body of work. This class is open to stu - painting and sculpting. Studio work dents who completed Ceramics with a draws upon subject matter from other B- or better. courses to help unify the learning ex perience across disciplines.

8 Art 33 an individual one. Assignments include DRAWING AND PAINTING improvisations, monologues, two-man and Forms III-VI group scene work, text reading, script analysis, and short role memorization. Many believe that drawing and painting Final projects include public performance are specialized skills attainable only by and a written analysis of a play and one of the few, but all people can learn to draw the characters within that play. and paint with proper instruction, allow - ing them to observe the world more Art 41 closely and to envision the worlds they WOODWORKING wish to create. This course breaks the Forms III-VI component lessons of drawing and painting: space and interspace, light and In addition to being an introduction to the dark, coloration, and texture into compo - art of fine woodworking, the course serves nent parts that can be mastered and to develop a sense of design and an aware - added together to create a clear and ness of the relationship of form and func - expressive language. Students use pencil, tion. Students will design, plan, and com - charcoal, brush, and paint on projects in plete projects in wood, learning the care the studio and out on the campus to and use of various hand and power tools. sharpen perception and develop expres - The aesthetics of design, craftsmanship, sive skills. Additional work in Google and careful planning are stressed in the SketchUp allows students to draw and course work and in evaluation procedures. model invented and imagined forms. Facilities limit the class size to a maximum of 10 students. Art 35 ADVANCED DRAWING Art 41A AND PAINTING ADVANCED WOODWORKING Forms III-VI Forms IV-VI Open to students who have completed This course provides students with an Drawing and Painting I, this course will opportunity to further their experience focus on further developing skills in per - with woodworking techniques. The mater - ception and expression. While continu - ial covered in class will include design cri - ing to use the studio and campus as a teria, drafting for woodworking and focus, this course will encourage the advanced machine operations and safety. development of an individual artistic The typical semester requires a student to voice and the production of a portfolio of design and construct a significant project of either furniture or sculpture primarily in work. wood. This class is open to students who completed Wood working with a grade of B Art 40 or better. ACTING Forms III-VI Art 43 PHOTOGRAPHY A course that approaches acting via act - Forms III-VI ing technique, character development and script analysis. It makes no differ - A comprehensive course in introductory ence whether students are experienced photography, students will learn the basics actors and, indeed, a class of mixed of camera operation, film development experiences is best. The student, though, and traditional silver printing in a wet must be willing to approach acting seri - darkroom. A SLR film cameras, film, ously and with rigor, eager to learn by chemistry and paper will be supplied by doing, and accepting of the belief that the department. Weekly shooting assign - acting is ultimately a team endeavor not ments on a range of topics assure a

9 breadth of experience and a variety of skills, along with the use of iMovie edit - tech niques. Students will also explore the ing software. Boys work in teams to cre - world of digital photography on a per - ate several video projects, including an sonal camera of any format. Each student independent project which may be suit - will work toward the completion of a able for entry in film festivals held across portfolio of mounted prints demonstrat - the country. ing mastery of both the technical and artistic elements of making photographs. Art 46 MUSIC TECHNOLOGY: Art 44 Music in the Digital Age ADVANCED PHOTOGRAPHY Forms III-VI Forms IV-VI This course covers the basics of music Advanced Photography builds on the technology, with particular focus on digi - experiences learned in the introductory tal keyboards, MIDI, and computer photography class by exploring digital, music programs. In the first quarter, stu - large and medium format and alternative dents examine basic acoustics, the histo - processes in printing. ry of music technology, synthesizers, and Students will learn to scan and process microphone and speaker design. In the film images into digital files, and will second quarter we learn how to develop more comprehensive photo edit - sequence music on a computer, record ing skills. Students should expect to cap - live sound, and create music for films. ture images daily, and will be assessed Assignments and projects range from the on the body of work generated and study of topics to the creation of original diversity of formats explored. A majority music, and students are assessed based of the coursework focuses on a student’s on quizzes, composition assignments, ability to develop an artistic and techni - live recording projects, presentations, cally sound portfolio. and their participation in group projects. At the end of the course, students com - Most supplies for the course will be sup - plete a final project utilizing what they plied by the department, but a personal have learned in the areas of live record - DSLR camera is recommended. This ing, computer sequencing, and music class is open to students who have com - production. pleted Photography I or have the permis - sion of the instructor. This course is designed for students of Forms III-VI. No prior experience play - Art 45 ing an instrument is necessary. Music DIGITAL VIDEO Technology fulfills one semester of the Forms III-VI diploma requirement in arts as a ‘partici - patory’ course. We live in an age where digital video is everywhere: how does video affect the Art History way we communicate, learn and form Forms IV-VI opinions about the world? TV and online video strive to shape our under - Through teacher led presentations, read - standing of the world through story ings, in-class discussions, on-line learn - telling. In this class, students examine ing experiences and class visits to major different methods of communication Boston Museum collections, students are through video and create stories of their familiarized with the rich heritage of the own. The course introduces students to visual arts in a variety of forms from the basic principles and practices of architecture and sculpture to drawing, video production. They learn story - painting, printmaking and photo graphy. boarding, script writing and camera A major goal of the course, paralleling the historical survey, is the development

10 in the student of a basic critical sense and but examines them through the lens of an appreciation not only of the historical the history of these specific genres. roles of the artist but also of how art Students learn how musicians improvise becomes a reflection of the societies over chords, interpret rhythms, and write which produced it. After an examination melodies and chord progressions. They of the elements of art, the course em - also learn to construct basic scales, inter - barks upon a chronological study of art vals and chords. Supplemented with through the ages from Greek and Roman learning exercises and ear training, these through recent work in the 21st Century. lessons help students understand how to listen to, play, and compose music. Music Appreciation Assign ments and tests involve analyzing Forms IV-VI melodies and chord progressions, writing original tunes, and responding to ques - To assist in the understanding and enjoy - tions regarding scales and chord func - ment of concert or “classical” music, this tions. Students will write entries in a lis - one-semester course traces the develop - tening journal in addition to the theory ment of music primarily (but not exclu - work. sively) from the Middle Ages of western Europe to today’s American concert This course is designed for students of halls. Through readings, assigned listen - variable levels of musicianship from ing, in-class projects and concert atten - Forms IV-VI and fulfills one semester of dance, this course is designed to enhance the diploma requirement in arts as an a student’s listening to many musical “appreciation” course. Form III students styles. Previous musical experience is not may take this course with permission of necessary. the Department. No prior music theory or playing experience is necessary. The Music Composition course is highly recommended for mem - Forms IV-VI bers of any of the school’s jazz or rock ensembles. Designed to explore music from the inside out, this practical one-semester ART INDEPENDENT STUDY course is an introduction to the funda - mental materials and simple composi - A student who wishes to pursue art tional procedures of tonal music. The beyond the level offered in a regular or development of basic musicianship skills advanced course may create his own augments the study and practice of direction in art study, by approval of the composing, including work on the notat - department chair and through sponsor - ing of music, on understanding and ship by a member of the arts faculty. A originating rhythmic and harmonic pro - written proposal to the Dean of gressions and two-part counterpoint, and Curriculum outlining a direction and ultimately, on the writing of original focus of study is required. music from an informed perspective. Although helpful, prior study of music is not necessary for success in this course. Classics Theory of Jazz, Rock and Blues Forms IV–VI Through the study of Classical languages, we seek to develop students with orderly This course addresses the fundamentals and well-disciplined minds, capable of of music theory as they apply to jazz, translating Latin and/or Ancient Greek rock, and blues music. As an alternative from the original, and capable of express - to Music Composition, it teaches many of ing themselves in clear and correct the same basic lessons in scales, chords, English. In the lower levels, we focus keys, music notation, and composition

11 upon the mastery of grammar and vocab - Latin 2 ulary and the understanding of syntax, This course combines rigorous grammar and we devote significant time to the review with translation and interpretation acquisition of good study skills. In the of ancient texts. Selections from Livy, upper levels, readings from Caesar, Caesar, and other authors introduce the Cicero, Pliny, Petronius, Vergil, Horace, student to concepts of accurate reading Ovid and other authors form the core of and critical analysis of seminal works of the curriculum. At each level, we incorpo - western literature. The text is Jenney's rate into our classes the study of Greek Second Year Latin , (Prentice-Hall). and Roman culture. The goal of our teaching in the Classics Department is to Advanced Latin 2 broaden and strengthen students’ intellec - tual powers and to instill an appreciation This course is open to boys who have dis - for literature, individuals, ideas and played a particularly strong aptitude for ideals long respected in the tradition of Latin at the Gamma level, regular or western civilization. advanced. It follows the syllabus of the regular Latin 2 course, but at an accelerat - Instruction in Latin begins in Form I. The ed pace. The course delves deeper in first (Alpha) and second (Gamma) years Caesar’s Commentaries and studies a of study are devoted to the acquisition of broader range of Latin authors than the a solid foundation in grammar and regular classes. In the late spring the class vocabulary indispensable to all subse - will read selections from Suetonius’ quent work. The functional approach is Caligula as a means of gaining an introduc - used in teaching forms and syntax tion to both the literature and the history through continuous use in translation and of the early Empire. Latin composition. The text is Jenney's First Year Latin (Prentice-Hall). Latin 3 Advanced Latin Gamma In a survey of Golden and Silver Age literature, a range of authors and styles This course is open to boys who have are examined. The fall semester is devoted displayed particularly strong aptitude for to Cicero and the fall of the Roman the study of Latin at the Alpha level. It Republic. Selections are read from the follows the syllabus of the regular Catilinarian Orations , the Verrines , and the Gamma course but at an accelerated pace. Pro Caelio , and close attention paid to the Students complete the Jenney First Year history surrounding these works. The Latin text earlier in the year than the reg - focus in the second semester shifts to the ular section and move on to more read - early Empire: the letters of the Younger ings from Ritchie’s Fabulae Faciles and/or Pliny, Petronius’ Satyricon , and selections Fabulae Graecae. from Apuleius’ Cupid and Psyche . In some years the teacher may also include read - Latin 1 ings from Ovid. Completion of Latin 3 sat - For new students entering Forms II or III isfies the language requirement. The with limited or no prior exposure to course is divisible and may be elected for Latin, this course is offered when there is half credit in either semester. sufficient demand. It combines the work Advanced Latin 3 normally done in the first two years and prepares the student for Latin 2. This Open to those students who have dis - course moves quickly and is best suited played a particularly strong aptitude for for motivated students with demonstrat - reading Latin at the second-year level, reg - ed linguistic ability. The text is Jenney's ular or advanced, this course explores First Year Latin. more thoroughly than the regular section both the writings of Cicero (particularly

12 the Catilinarians) and the history of the Latin 5 f late Republic. In the second semester the This course is offered to boys who have course covers a broader range of Latin authors, with a focus in the final weeks completed Latin 3 or 4, and it is designed on Ovid’s Metamorphoses as a means of to give a broad exposure to a wide vari - exposure to Latin poetry and hexameter ety of authors and styles. Readings are verse for those going on to Latin 4 (AP). selected from four areas: Lyric poetry and Latin 3A is offered by departmental epigram (Catullus, Horace, and Martial); decision if circumstances permit. philosophical and scientific observation (Cicero’s De Senectute and the Elder Latin 3–4 Pliny’s Historia Naturalis ); and “lesser known” Latin (including medieval works, This course, for students at both the third the Bayeux tapestry, and music). and fourth year levels, focuses on the lit - erary works of a range of Roman authors. Greek 1 The texts include Livy’s History (with readings on Romulus and Hannibal), the This full year course is offered as an elec - Vulgate readings from the Old and New tive to Juniors and Seniors. While an Testament, Cicero’s essay “On extensive Latin background would be Friendship”, and Ovid’s poem about helpful, it is certainly not necessary and Daedalus and Icarus from his can easily be replaced by a strong work Metamorphoses . In alternating years, the ethic. Using Hillard and Botting’s text is the Oxford Latin Course Part III, Elementary Greek Translation textbook edited by Balme and Morwood. and the accompanying workbook, the These classical works offer students a fall semester will involve a rapid perspective on our own age and the introduction to Greek grammar and the understanding that certain themes and acquisition of a strong vocabulary base. values endure throughout history. Translation assignments from the text focus on Greek History and Culture and AP Latin 4 gradually increase in difficulty to accom - This full-year course provides an in-depth modate the students’ expanding founda - reading of Vergil's great epic, the Aeneid. tion. In the spring semester, students will The focus of the fall semester is on books finish learning the essential grammar and one and two; the spring, books four and begin translating selected readings from six. Books not read in the original will be authors such as Plato, Xenophon, and read in translation. The goal of the course Sappho. The course will culminate in the is for students to continue to develop translating of selections from Homer’s their translating skills while at the same Iliad and Odyssey. time developing a critical eye for Latin poetry. In addition to substantial reading in Latin, course time will be devoted to English examining Vergil's Homeric models, studying literary criticism, mastering The study of English focuses upon the dactylic hexa meter, and reading at sight. examination of the uses of language and It is expected that all students enrolled in literature. Its primary goals are to devel - Latin 4 (AP) will take the Advanced op greater effectiveness in communica - Placement exam in May. The weeks fol - tion, to encourage clear and logical lowing the AP will be spent reading from thought, and to promote a greater aware - Latin authors chosen by the teacher and ness of human values. To this end, the class. The text used is Pharr's Vergil's curriculum is organized around the Aeneid. intellectual skills of reading, writing, Prerequisite: Latin 3. speaking, listening, and thinking.

13 As readers, students are encouraged and A discussion-based teaching culture expected to develop the following skills: heightens boys’ awareness of discussion • the sound comprehension of ideas ex- dynamics, methods of preparation, and pressed in the various forms of writing attendant alterations in their thinking • the ability to recognize implications and about their individual responsibilities for to make inferences what occurs during any given class time. • the ability to distinguish the literal from the figurative Middle School English • the ability to distinguish fact from Forms l-III fiction • the recognition and identification of The emphasis lies in the development of point of view orderly, concise expository writing and • the ability to recognize faulty reasoning informed reading. The reading in the • the perception of cause-and-effect rela - lower forms is chosen to balance contem - tionships porary with traditional reading sel ec tions • the recognition of the different forms and to promote an introduction to each of and purposes of written expression the principal literary genres. • the development of a larger, more Given in conjunction with the reading, varied vocabulary the writing assignments are frequent and As writers, students are encouraged and emphasize conventional English usage. expected to seek proficiency in the follow - ing areas: Additionally, students are introduced to • the generating of ideas about an the skills necessary for the acquisition of assigned topic a larger active vocabulary: efficient use of • the expression of these ideas in well- the dictionary, recognition of context ordered paragraphs clues, familiarity with common Latin and • the construction of sound sentences and Greek roots and affixes, and the methodi - the use of varied syntax cal study of new words drawn from both • the correct application of the rules of vocabulary resources and the course texts punctuation, grammar, spelling and cap - italization English 1 • the control of diction and tone Form I • the processes of drafting and revising English in the First Form presents stu - Since the early 1990s the English depart - dents with a rich and varied array of liter - ment has shifted away from more conven - ature and language experiences. The tional modes of instruction to discussion- theme for the course is the hero. What based teaching around Harkness tables. characteristics do heroes have? What do we value in ourselves and in others? The Discussion-based teaching counters deriv - short stories, poems, myths, and selected ative, “safe” thinking, encouraging stu - novels challenge readers to look beyond dents to derive answers for themselves, to mere events into the dimensions of voice, venture forth, and to take the kinds of tone, theme, character, and style. Exposi - risks that promote intellectual growth and tory writing responses to literature move self-confidence. The department believes from the book report format to more ana - that discussion-based teaching provides lytical, in terpre tive pieces and must show the most effective forum for discourse and evidence of organization, critical thinking that the kind of verbalization that occurs skills, sound mechanics, and a sense of in it encourages a deeper level of under - style. The readings may also serve as standing, something qualitatively better inspiration for creative writing, in which than the learning that occurs in teacher- character development, plot, sentence centered classrooms. Teachers in the structure, or attention to detail might be department seek to be more the “guide on the focus of an exercise. In close conjunc - the side” than the “sage on the stage.” tion with the literature comes language

14 learning, with grammar and vocabulary English 3 studied from separate workbooks but Form III always with an eye to application in the student’s own writing. This class emphasizes and builds on writ - Texts include: ing, discussing, and close reading skills. The Diary of Anne Frank , Goodrich Our goal is to continue to develop critical The Pearl , Steinbeck thinking as we tie reading and writing to The House on Mango Street , Cisneros Form III themes: Leadership, Responsi - The Call of the Wild , London bility and Em pathy. As in Forms I and II, Vocabulary from Classical Roots (B) , students read and write about several lit - Fifer and Flowers erary genres, including nonfiction and Principles Plus , Stewart poetry, that introduce them to different Heroes, Gods, and Monsters of the Greek voices and perspectives. We continue to Myths , Evslin study vocabulary throughout the year, as A Midsummers Night’s Dream , Shakespeare well as to address grammatical issues as Warriors Don’t Cry, Melba Pattilo they arise in student writing. Although we Aeneas, Emily Frenkle emphasize the turn to analytical writing as the course continues, we mix person - English 2 al/imaginative essays with analysis Form II throughout, concluding the course with a longer Autobiographical Profile. English 2 continues much of the skill de velopment in grammar, mechanics, Books include: The World’s Best Short syntax, and vocabulary begun in English Stories , ed. James Daley; Old School by 1. Additionally, students read a wider Tobias Wolff; The Odyssey by Homer; The range of literary genres, applying an ex- Catcher in the Rye by J.D. Salinger; Romeo panding variety of learned terms and and Juliet by Shakespeare; and True Grit by methods to their literary analyses. Charles Portis, The absolutely True Diary of Producing clear, correct, engaging prose a Part Time Indian by Sharon Alexie, and remains the goal of writing assignments. Their Eyes Were Watching God by Zora While brief narrative, descriptive, and Neale Hurston. reflective pieces are written, expository composition, particularly as a response to English 4 readings, receives special attention. Form IV Students learn or refine the use of thesis As a transition between Middle School statement, paragraph unity, and idea English and the electives, English 4 seeks development in work produced both in to improve reading techniques, to develop and out of class. Students learn, as well, further skills in expository writing and in to write in drafts and to share work with public speaking, to encourage sound classmates. As in English 1, poetry is read inductive reasoning, and to broaden stu - and recited but with a fuller view of poet - dents’ literary experience. Texts include: ic language and devices. Other texts Of Mice and Men, Steinbeck include: All Quiet on the Western Front, Remarque Introduction to Short Stories, Brave New World, Huxley Boynton & Mack Macbeth, Shakespeare To Kill a Mockingbird, Lee Goodbye, Columbus, Roth The Lord of the Flies, Golding 1984, Orwell Cyrano de Bergerac, Rostand The Great Gatsby, Fitzgerald The Outsiders, Hinton -Tale of Two Cities Othello, Shakespeare -Oedipus Rex Membean.com (vocabulary) Night, Wiesel

15 ELECTIVES FORMS V and VI The Literature of Social Reflection (19) Comedy (20) Designed to introduce students to signifi - Shakespeare (21) cant literature and to prose expression African-American Literature (22) that is clear, convincing and accurate, Creative Writing (24) elec tives continue to emphasize student Faulkner and the Southern Tradition (25) responsibility for the effective integration Non-fiction Writing (26) of their thinking, reading, and writing, The Art of the Essay (27) especially about literature. Students tackle Modern American Poetry (31) increasingly challenging material as they proceed through each course, discovering English 15 the deliberate tools and techniques AMERICAN LITERATURE TO 1900 authors use to manipulate readers. Each course gives students the op por tunity to Early American Literature and its flex their independent thinking and ques - Influences tioning skills, and to develop and recog - Echoing Jefferson’s appeal for social nize their own critical resources. renewal with each generation, Ralph Requirements are described as follows: Waldo Emerson wrote in “The American Introduction Scholar”: “Each age…must write its own books.” We’ve included Emerson in this The junior-senior program provides a course, and continue to value his appeal, core curriculum that ensures a wide expo - even while we work toward a balance sure to genre and period, balances broad- between the ideas comprising the tradi - based and specialized approaches to liter - tional works of American literature and ature, and supports the principle of elec - those from other diverse, contending voic - tion with few constraints. The program es. As a nation of immigrants, we have allows students to round out their literary many traditions from contributing cul - experience, shoring up areas that may tures, and each group’s literary traditions need extra attention, opening new vistas both influenced the traditional canon and or allowing for further concentration in a reflect its unique perspective. We begin particular area of interest. In guiding with some of the established classics in choices, the department wants students to order to identify foundational themes, look ahead, planning their pathways then we examine how those themes and through the requirements care fully and literary language evolved over the years. deliberately. Student inquiry is invited, We open up, through reading, writing and especially from boys as they are just discussing, different interpretations of our entering the program. American traditions. Many of the books read in this course share a concern with English 15 American history (and the material cov - Required Course: ered in U.S. History and AP U.S. History). AMERICAN LITERATURE Early readings typically include selections from Emerson’s essays and Thoreau’s All juniors must take this course in the Walden ; Hawthorne’s The Scarlet Letter ; first semester. Frederick Douglass’s Narrative; short Electives (course numbers are given in stories by Poe, Stephen Crane, and parentheses) Charlotte Perkins Gilman; and poems by The Search for Faith (16) Walt Whitman and Emily Dickinson. The Hero in Literature (17) Huckleberry Finn is the final book in the Rites of Passage (18) course.

16 English 16 English 17 THE SEARCH FOR FAITH THE HERO IN LITERATURE The course considers literature that ex - This courses focuses on different concep - plores the spiritual development of the tions of heroism. Class discussions individual, and man’s universal quest for explore both the heroic qualities in litera - (or relinquishment of) faith in a god ture and the social context in which it amidst uncertainty and confusion about occurs through assignments in fiction and human destiny. It brings students face to non-fiction. While the focus of the course face with the agony of the human condi - is literature, class discussions also explore tion, its weakness, sin, and suffering, and film, painting, sculpture, and the concep - with the hope for transcendence from tions of the heroic in popular culture. pain and injustice through faith in a higher being, through the preservation of Texts include: something in the realm of religious values. One Flew Over the Cuckoo’s Nest Central themes include the paradox of All the Pretty Horses good and evil; the precarious balance A Clockwork Orange between man’s disposition to do good Into the Wild and his liability to fall: the potential Bright Lights, Big City collision of his propensities toward a faith The Loneliness of the Long-distance Runner in and an obedience to something un seen, Nine Short Stories and toward rebellion, betrayal, and apos - On the Road tasy; free will versus predestination: the tension between wanting to believe that English 18 “character is destiny” and wanting to RITES OF PASSAGE believe that there is “a di vinity that (not offered 2018-2019) shapes our ends”; spiritual collapse and regeneration; pride and humiliation; An exploration of the universal journey narcissism and the egocentricity of ques - from childhood to adulthood. This course tioning; the nature of reconciliation; the will examine different cultural perspec - triumph of the human will over its own tives on growing up: learning language, weakness and vulnerability. going to school, making friends, falling in love, developing a sense of self, leaving The course examines manifestations of home, becoming independent, and getting this archetype in texts as varied as The married and having a family. We will Book of Job, the religious poetry of the examine how different cultures initiate sixteenth and seventeenth centuries (John and recognize the passage from childhood Donne and George Herbert), John into adulthood. In addition to critical Milton’s Paradise Lost and Samson expository and personal essay writing, Agonistes, portions of The Confessions of St. students will be required to keep a jour - Augustine, Boethius’ The Consolation of nal. Philosophy, and a variety of twentieth-cen - tury works, including Bernard Malamud’s Selected texts include: The Fixer, Graham Greene’s The Power and Life Studies, ed. Kavitch the Glory, Toni Morrison’s Song of Solomon The Color Purple, Walker and Beloved , James Baldwin’s Go Tell It on Romeo and Juliet, Shakespeare the Mountain, J. M. Coetzee’s Disgrace, The Once and Future King, White Flannery O’Connor’s Wise Blood , James The Dubliners, Joyce Joyce’s “The Dead,” T.S. Eliot’s Murder in Black Boy, Wright the Cathedral , George Orwell’s Coming Up China Men, Kingston for Air, Elie Weisel’s “The Sacrifice of The Norton Anthology of Poetry, Isaac” and The Trial of God, and Oscar Shorter edition Hijuelos’ Mr. Ives’ Christmas.

17 English 19 course include analysis of literature, reac - THE LITERATURE OF tions to performances, and the creation of SOCIAL REFLECTION original comic pieces in narrative and Arresting and original language, new dramatic script. ideas, classic ideas from a new perspec - Texts will include: The Birds , tive, characters who live and breathe— Aristophanes ; A Midsummer Night’s these are the gifts of literature, which Dream, Shakespeare; The Misanthrope, inspire us and change us in terms of how Moliere (Richard Wilbur translation) ; we live in the world and how we interact School for Scandal, Sheridan; The with people in our lives and far away Importance of Being Earnest, Wilde; around the world. This course asks stu - Pudd’nhead Wilson, selections from The dents to consider topics of both timeless Innocents Abroad, Twain; A Handful of and contemporary concerns, such as Dust, Waugh; short stories by Eudora immigration, sexual assault, applications Welty and F. Scott Fitzgerald; Fever Pitch, of scientific knowledge, race, and gender, Hornby; and The Electric Kool-Aid Acid and to explore deeply how accomplished Test, Wolfe. In addition, the class will authors present their ideas and questions. study a number of films, television pro - Students will interpret literature, debate grams, and web-based resources. theories, and hopefully embrace and adopt some ideas and attitudes about the English 21 social contract. Student-led discussion, SHAKESPEARE imitative writing, and college-essay writ - ing accompany traditional analytical This course gives students the oppor - writing. tunity to develop their independent thinking and questioning skills, and to Principal texts may include the develop a critical, analytical framework following: for the better understanding and appreci- Frankenstein by Mary Shelley, On Beauty ation of Shakespeare’s dramatic narra - by Zadie Smith, The Piano Lesson by tives and poetry. Discussions involve August Wilson, Tess of the D’Urbervilles artistic, linguistic, structural, and drama - by Thomas Hardy, The Lone Ranger and tic explorations: considerations of figura - Tonto Fistfight in Heaven by Sherman tive language, prosodic techniques, lin - Alexie, Drown by Junot Diaz, Short guistic ‘play’ by association, and staging. stories by Flannery O’Connor and others Poetry Rich in traditions of Renaissance thought, The class also views selected films. the course offers a study of selected canonical plays with their historical, liter - English 20 ary, philosophical and political contexts. COMEDY Selected ‘interpretations’ of Shakespeare’s works include film versions by Olivier, This course examines a broad field of lit - Jacobi, Branagh, McKellen, Zeffirelli, erature and film in western culture with a Kozintsev, Kurosawa, and Peter Brook, primary focus on comedy and additional and the dramatic re-castings of Stoppard, study in satire. Students focus on literary Harwood, Madden, and Verdi. Students and theatrical works that provoke “seri - prepare critical essays in conjunction ous laughter” directed toward imbal - with their reading, and take a compre - ances in social or political power, foolish hensive, written final examination. behavior in the realm of human relation - Choice of texts varies: Romeo and Juliet , ships, and ironies in the human condi - Richard II , I Henry IV , Henry V , Hamlet , tion. Class meet ings utilize group discus - Othello , King Lear , Measure for Measure , sion, re sponse to dramatic works, and Antony and Cleopatra , The Tempest, Twelfth student performances of poetry and the - Night, and Macbeth .as well as a variety of atrical scenes. Writing assignments in the poetry and shorter fiction.

18 English 24 the high-minded appeal to honor, loyalty, CREATIVE WRITING and courage even in the face of the This course is for students who want to racism and prejudice that corrupted these write stories, poems, and drama, and are high-minded values; the guilt, shame, ready to examine closely the building and hypocrisy that accompanied the divi - blocks of good writing. Using a wide sion between practice and principle; the range of examples, from master writers implacable resistance of the Southerner to as well as past student work, the class outside interference or criticism (especially investigates and tries out specific ele - from the North); the pride in the ments of fiction (such as character, set - Confederacy and the bitterness and ting, dialogue, and point of view) and of shame that some Southerners still feel poetry (such as image, metaphor, lin - over its defeat. The work of many eation, and rhythm). Southern authors is equally steeped in this history. The details of their stories — In weekly exercises designed to engage the particular characters, the variant the imagination and to keep in shape as scenes, the life stories – are all fictional, writers, students experiment with differ - but all rooted in the permanent truths ent techniques and forms. In addition to which comprise the South’s history and closely analyzing distinct styles of writ - character. ing – from Robert Browning to Billy Collins; from Virginia Woolf to Michael The Faulkner fiction includes: Cunningham – students workshop each “Tomorrow,” “Barn Burning,” “An Odor other’s poems and stories in order to of Verbena,” The Bear, As I Lay Dying, understand and artfully manipulate read - Light In August, and The Sound and the er reactions and, ultimately, to revise Fury . more consciously. Emphasis is on devo - tion to reading, learning to read like a Other major works include Flannery writer, and the revising process. The per - O’Connor’s The Violent Bear It Away , formance aspect includes acting scenes Robert Penn Warren’s Brother To Dragons: from both original and professional A Tale in Verse and Voices , Jean Toomer’s scripts and performing original stand-up Cane , and representative pieces by comedy. Eudora Welty, Carson McCullers, Katherine Anne Porter, Allen Tate, Peter Final portfolios of best work include: Taylor, and Zora Neale Hurston. short stories, a children’s story, poetry, a one-act play or stand-up comedy routine, English 26 and a writer’s statement. NONFICTION WRITING Short readings may include the play Based in the school’s computer lab, this Topdog/Underdog by Suzan Lori-Parks, writing course explores the world of fac - stories by Raymond Carver and others, tual writing through over forty assign - and poetry by Mary Oliver and others. ments of 1-2 pages and a fifteen page final project. For example, in any week, English 25 students might be asked to write abut a FAULKNER AND process in sports, an important relative, THE SOUTHERN TRADITION or an encounter with death. The class As an historical interpreter of the South, focuses on writing as a process that William Faulkner (1897-1962) reflects includes careful observation, rhetorical historical fact in his fiction: the unlawful invention, and thorough editing. appropriation of Indian land; the sys tem - Students organize their work electro - atic and institutionalized oppression of nically as the basis for learning how to blacks as an integral function of Southern edit. Each class also constructs its own economy during and even after slavery; electronic writing text by compiling an

19 on-line manual. Readings by authors like immediate–and in some ways E.B. White, John McPhee, Joan Didion, opposite–successors, poets like Robert Tom Wolfe, Edward Hoagland, Mark Lowell, Sylvia Plath, and John Berryman. Kramer, Susan Orlean, and Ted Conover The course ends with a study of some show effective prose models and writing contemporary poems by writers of this strategies. area. Besides the usual work of an English class, students write poetry themselves, English 27 trying out different styles as one way of THE ART OF THE studying the work of the writers at hand. PERSONAL, FAMILIAR ESSAY The class attends at least one local poetry reading, watches some of the “Voices and This is a course in personal and familiar Visions” videotapes on the moderns, and essay writing and rhetorical analysis. hosts a guest poet or two for class meet - Students read a selection of essays from a ings. collection called Life Studies. Each essay is examined with a focus not so much on its English 33 content but on how it is written. Using MODERN AMERICAN LITERATURE these essays as models, students are expected not only to develop their own While the study of American Literature voice, but also to incorporate into their often explores how, in Emerson’s words, writing the rhetorical techniques gleaned “An institution is the lengthened shadow from their reading. Students are asked to of one man,” Modern American Literature make two speeches as well as a recitation will focus on the chorus of voices that and analysis of a great speech from move outside of the realm of the single American history. Finally, students are Canonical author. By focusing on the mar - required to keep a journal and share their ginal voices that both singularly and col - writing with the class on a regular basis. lectively lend themselves to the richness, diversity, and complexity of contemporary English 31 American identity, students will draw MODERN AMERICAN POETRY comparisons between the texts that they (not offered 2018-2019) read during the previous semester in American Literature. In addition, they will Poetry can say things that other kinds of draw parallels between the texts that they writing can’t. Its form and music can will read this semester and the world make poetry exciting but also, at times, around them. By exploring a variety of daunting. The aim of this course is to do texts—prose and poetry, fiction and non - two things: to examine the specific poetry fiction, print and film—this course seeks of modern America–and its cultural out what is uniquely American in a spec - roots–and to make this poetry more trum of writers’ constructions of and com - accessible and understandable. Students mentary on class, race, and gender in examine conventional ideas about poetry modern America. While American and what makes a poem in order to see Literature courses often explore literature what the modern poets were reacting chronologically, Modern American against ; how they changed the landscape Literature will place texts in dialogue of poetry; and how their work reflects based on shared themes and topics. Over and critiques American culture. Along the course of the semester, students will with the standard “greats,” such as T.S. consider what it means to be a part of Eliot, Wallace Stevens, and W. C. what we as a society traditionally label as Williams, the class examines those who “American” and also what it means to live defined things differently, such as the outside of these traditional notions of Beat poets, e.e. cummings, Langston identity. Hughes, and Robert Frost, as well as their

20 English 34 tradition, and the Southern Gothic tradi - THEATER PERSPECTIVES: GREEK, tion, Gothic Literature explores how texts SHAKESPEAREAN, AND MODERN both old and new construct fear and shock DRAMA in order to frighten their readers. Students will work to consider both where and how Theater Perspectives will trace the devel - the sensations of horror, suspense, and opment of Drama as both performing art shock are created within texts. Moreover, form and literature by focusing on three by considering the evolution of specific significant periods: Greek, Shakespearean, types of monstrosity, for example vam - and Modern Drama. In beginning with pires in literature, Gothic Literature will Greek comedy and tragedy, we learn the root itself in a consideration of how mon - origin, structure, and design elements of strosity ultimately rests upon the stereo - Western Theater, and in studying these types that lie at the center of how society plays through Athenian eyes, we explore defines its collective identity. By consider - attitudes towards women, marriage, fami - ing monsters as a form of otherness, the ly, honor, and foreigners. From this van - course will show how fear and horror are tage point, we jump ahead in time to not organic reactions to what we read and Elizabethan England to study one of see but rather learned qualities that reflect Shakespeare’s best-known comedies, stereotypes and beliefs instill within us Much Ado about Nothing, a battle-of-the- begin as children. At its core, Gothic sexes love story that contains darker Literature will examine how what we fear themes of jealousy, revenge, and misogy - is what we have been taught to fear by ny. In moving on to post-World War II exploring the distance and difference be- America, students will study the plays of tween acceptable social norms and mon - the Modern period, all of which reflect the strosity. In addition to studying print texts, protagonist’s struggle to maintain identity, students will view a number of film texts status, reputation, and hope within the outside of class. The course’s graded work confines of the American Dream. will consist of crafting analytical, personal, Texts: and creative essays; developing and deliv - Ajax, Sophocles ering group presentations; and working to Medea, Euripides create a culminating video project in The Oresteia Trilogy: Agamemnon, The which students dive into crafting a gothic Libation Bearers, The Eumenides, Aeschylus text of their own. Lysistrata, Aristophanes Primary Texts Much Ado about Nothing, William Shakespeare Frankenstein. Shelley A Streetcar Named Desire, The Shining. Stephen King Tennessee Williams A Good Man is Hard to Find. Flannery Cat on a Hot Tin Roof, Williams O’Connor A Raisin in the Sun, Lorraine Hansberry –“A Good Man is Hard to Find” Death of a Salesman, Arthur Miller –“The River” Antigone, Jean Anouilh –“The Life You Save May Be Your Own” (a Modern adaptation) –“A Late Encounter with the Enemy” The Crucible, Miller American Gothic Tales. Ed. Joyce Carol The Children’s Hour, Lillian Hellman Oates Excerpts from History of the Theater text –“Masque of the Red Death.” Poe, Edgar Allan English 35 –“The Yellow Wallpaper.” Gilman, GOTHIC LITERATURE Charlotte Perkins 2015 Junior Elective, Spring Semester –“Afterward.” Wharton, Edith –“A Rose for Emily.” Faulkner, William By considering texts from the Victorian –“The Lovely House.” Jackson, Shirley Gothic tradition, the American Gothic March Break Independent Reading Project

21 Secondary Texts (considered in short –Katherine Boo, Behind the Beautiful selections) Forevers Skin Shows: Gothic Horror and the –Ta-Nehisi Coates, Between the World and Technology of Monsters. Halberstam, Judith Me Gothic America. Goddu, Teresa A. –Narrative of the Life of Frederick Douglass The Cambridge Companion to Gothic Fiction. –Speeches by Abraham Lincoln, Lou Hogle, Jerrold. Gehrig, General Douglas MacArthur, “The Uncanny.” Freud, Sigmund Michelle Obama, and others Film Texts –Short pieces by Mary Wollstonecraft, Poltergeist. Jonathan Swift, Malcolm Gladwell, Alien. Susan Orlean, David Sedaris, Harriet Jacobs, and others IT’S DEBATABLE: ARGUMENT, –Films: Hoop Dreams, Supersize Me , Ted PERSUASION AND RHETORIC Talks, Comedy by Louis CK, and others This course seeks to illuminate the power POETRY AND VERSE of language, to give students greater understanding of how we create our - I, too, dislike it. selves through the words we use, and to Reading it, however, with a perfect enrich their ability to use those words—in contempt for it, one discovers in it, after writing and speaking—more deliberately all, a place for the genuine. and persuasively. By examining and then - composing a variety of rhetorical texts, Marianne Moore, “Poetry” (1967) students would refine critical-thinking In Marianne Moore’s last published itera - skills and develop personal yet profes - tion of “Poetry”, her speaker empathizes sional expression on the page and in spo - with audiences’ ranging responses to ken delivery. Through readings ranging poetry. What is it about poetry that con - from speeches to monologues to journal - jures such strong reaction from readers? ism and beyond, students would learn For that matter, what today even qualifies about the traditions, conventions, and ele - as poetry, when popular songwriters are ments of language that build and enhance crowned Nobel laureates “for having cre - argument, including such categories as ated new poetic expressions” and who, in claims, evidence, warrants, qualifiers, turn, invoke the Muse of the Homerics? conclusions, and rebuttal. Course texts Ben Lerner’s accessible but provocative would come from many disciplines and The Hatred of Poetry will open our explo - historical periods, incorporating diverse rations alongside theories of poetics, perspectives, and would also include film ancient (Aristotle, Horace) to modern and graphic nonfiction. Focusing on the (MacLeish, Milosz, and Moore, among relationship among authorial purpose, others.) From there, we will embark on a audience’s expectations, and proposition - formal course of study, moving between al content, students would discover and canonical and student-directed interest. practice the approaches that can effective - ly explain, persuade, motivate, criticize, Weekly courses of study will involve two inquire, and the like. days of conventional poetry readings and analyses, developing and applying liter - Texts ary tools specific to poetry genre studies; –Aristotle, Rhetoric a long-block workshop of creative student –Alison Bechdel, Fun Home output, often in the form or style being –Riad Sattouf, The Arab of the Future explored; and culminating, student-led –Isabel Wilkerson, The Warmth of Other discussions on the implications of form Suns and its functional impact. Frequent per - –Philip Gourevitch, We Wish to Inform formance periods, incorporating a variety You That Tomorrow We Will Be Killed with Our Families

22 of approaches—recitations and oral provide an alternative to the microscopic presentations, critical annotations and in- view of Western medicine, the second unit class writings, multimodal adaptations of entails a survey of Chinese medicine. poems, and beyond—will assess students’ With some guidance from a licensed growth and achievement in our course. At Chinese medicine practitioner, students semester’s end, students will be expected will study holistic medicine and the tradi - to collaboratively design and execute a tional Chinese approach to health and public project for Belmont Hill or another treatment. local community. GOD, MAN, AND MYTH Course Texts: Ben Lerner, The Hatred of Poetry (2016) Does God exist? How do you know? What is the ultimate goal in the practice of a religion? This course blends a selective survey of all the major (and some of the minor) religions of the world with world Inquiry Courses literature that addresses the relationship between God and man. Students will com - In Inquiry courses teachers will explore pare and contrast stories from particular some of the intricacies and fascinations of faiths about creation, the flood, the apoca - their own intellectual passions. Organ ized lypse, and the afterlife. Guest speakers around a particular theme, each course from our community and beyond will talk will make use of different types of knowl - about their own religious backgrounds edge and ways of thinking – history, sci - and search for meaning. Texts will include ence, economics, etc. – to examine core selections from The Inferno, Paradise Lost, controversies and sometimes cutting-edge Don Quixote, The Canter bury Tales, The debates within subjects. Many Inquiry Tao Te Ching, 1001 Arabian Nights, and courses will be interdisciplinary to a The Bhagavad Gita as well as stories from degree, combining different ap proaches more modern authors such as and materials, to raise key questions about Dostoyevsky, Camus, Joyce, and Kafka. To what we know and how we know it. broaden our perspectives, we will have Specific assignments for the courses will the opportunity to practice yoga, meditate vary but will include collaborative work, in a Zen garden, and listen to popular use of technology, and op por tunities for music dealing with the themes of god, the public speaking; visits by outside lecturers devil, man, and myth. will add a real-world dimension. Each Inquiry course will be a means to practice ENERGY POLICY AND the art of good writing, and papers will CLIMATE CHANGE include an in-depth study of a limited This Inquiry Course investigates the topic chosen by the student. intersection of science and politics in the critical field of ENERGY. We aim to make ADVANCED SCIENCE RESEARCH sense of rapidly changing energy markets, In the Advanced Science Research Inquiry, specifically the new-found abundance of students already enrolled in the year-long US oil and gas through fracking and the Advanced Science Research course will rise of renewables. Energy choices have a explore the core question of what leads to definitive impact on all levels of the sound, unbiased scientific research. Using economy, on the environment, and even selected readings from the field of on national security. Understanding Research Ethics and current professional energy from a cross-disciplinary approach journals, students will first examine the will prepare seniors to confidently engage methodology of impartial laboratory in scientific, economic, and political research and determine what constitutes solutions. concise yet sound scientific writing. To

23 THE AMERICAN WEST gin to explore how that knowledge can (not offered 2018-2019) help guide our search for purpose and Form VI meaning. Texts will include the novel The “The West is America, only more so.” Art of Fielding (Harback), selections from –Wallace Stegner The Social Animal (Brooks), The Art of The Western landscape has lured Ameri - Happiness (the Dalai Lama), The Tao of Pooh cans to its mountains, rivers, canyons and (Hoff), the essay How to Land Your Kids in open spaces for centuries—from Lewis Therapy, and the films Good Will Hunting and Clark’s Corps of Dis covery to today’s (1997) and The Truman Show (1998). outdoor enthusiasts. Many who have slept PATHWAYS TO JUSTICE under a Montana sky, climbed a Colorado fourteener, cast for trout in a western What is the purpose of law? What are the creek, or gazed upon the majestic Saw - basic tenets upon which it rests? How do tooths, Sierras, or Tetons have chosen to laws reflect specifically American interests stay. In turn, they have defined and trans - and values? By examining the evolution of formed this once wild frontier. Our goal in our system of justice, we can achieve a this inquiry course is to tackle three big fuller sense of what we most value and questions: what pulls us West, historically stand for as a nation. This course will be and now; what has been the impact of that an exploration of the concept of justice in migration on native peoples and the land; the context of the American legal system. and how has the American West defined Besides reading various literary texts, our national identity? We will dive into a watching films depicting legal issues, and range of disciplines – American history, hearing outside speakers with different literature, art, film, and politics – to areas of expertise, we will study tran- answer these ques tions. Books will in - scripts of celebrated court cases that in - clude such classics as Larry McMurtry’s volve major challenges to established law. Lonesome Dove and Norman Maclean’s A The class will visit the Moakley Federal River Runs Through It . Courthouse to witness trials in progress. IDENTITY AND MEANING THE STATISTICAL REVOLUTION IN SPORTS This course examines the complexity of With ballooning professional sports con- individual identity and the ways knowl - tracts and the high stakes of major league edge of self can inform a larger explora - athletics, the ways in which players are tion of the search for purpose or meaning. evaluated are being re-examined. Are fan- Building from a broad overview of the tasy sports leagues using the right statis- three main schools of psychological tics? How should teams use the draft? thought, the course delves deeply into the What impact do general managers have various forces that may influence adoles - on teams? How does the salary cap impact cent identity development. Armed with a decision making? With the recent success firm foundation in Erikson and Marcia’s of Moneyball and the controversial work conception of identity development, the of Bill James, the conventional measures of class compares Beverly Daniel Tatum’s talent are being questioned. This course concept of a “looking glass self” to ele - will investigate the statistical revolution ments of the 2004 film Crash. Moving be - that is going on in professional sports yond broad discussions of identity devel - right now, challenge students to make up opment, the course then explores the role their own minds about how to evaluate of gender, race and socio-economic class talent, and look to answer the question in identity development, reading excerpts “Who is the greatest of all time?” In addi- from Reviving Ophelia, Raising Cain, Real tion to specific athletic applications, stu- Boys, Ophelia Speaks, Why Are All the Black dents will be asked to explore other areas, Kids Sitting Together in the Cafe teria, and such as financial markets, where discrep- the novel Old School. Build ing on our ancies exist between mathematics/tech- deeper knowledge of the self, we then be - nology and practice.

24 THE MAINE COAST: Ancient Greece and Rome A CULTURAL HISTORY Form I The Maine Coast has developed a par - History 1 explores the history and culture ticularly rich history and unique culture of Ancient Greece and Rome. This survey from the time of its indigenous settle - course begins by examining the Bronze ments, to its early history as a European Age civilizations of the Minoans, Trojans fishing outpost, to its ascendancy as a and Mycenaeans, drawing connections to shipbuilding center, to its most recent the Greek mythology inspired by these role as an anti-city, an escape from the cultures. It then moves on to study the context of urban America. This course development of the Greek city-states, with will start with a study of the literature, a particular focus on Athens and Sparta, art, history, and geography that help us culminating in the life of Alexander the understand the unique culture of the Great and the spread of Hellenistic cul - Maine coast. ture. The second half of the course exam - In the second half of the course, we will ines the rise of Rome from a small village build Dacron skin on wood canoes on the banks of the Tiber River to Pax which represent a blend of Native Romana, when Rome’s empire extended American design, New England boat- well beyond the Mediterranean basin. The building practices, and 20th century course emphasis is on study skills, with materials. We will take the canoes on a particular focus on critical reading, main - two-day journey along a section of the taining an effective notebook, essay writ - coast to understand the geography and ing and test preparation. A biographical the unique culture that has grown up paper in the spring about a historical along its shores. The boats are designed character from the Classical world gives to be constructed by amateurs with no the students the opportunity to consider previous wood-working experience and the role of heroes in history. A culminating take 60-80 hours to build. experience for the entire Form is the par - ticipation of each class in the Greek and Roman Field Day held near the end of the year. History and Social Studies U.S. Government f, s Through the following course offerings, Form II the History Department provides a bal - This required course provides an ance between required courses and elec - overview of the American governmental tives. Our goal across our curriculum is system. An introduction to the theoretical to cover both content and skills, empha - and historical background of our sizing critical reading, analytical writing, Constitution and system of government is and clear thinking. Each course employs followed by an in-depth study of the three a variety of perspectives and a wide branches of government and the separa - range of sources from textbooks and pri - tion of their powers. Special attention is mary documents to websites and video. given to the study of the Bill of Rights, As a department we are committed to which is examined by analyzing signifi - engaging students in active daily discus - cant legal precedents that have come sion, relevant projects and activities, and before the Supreme Court. Students are inquiry-based research. asked to examine our electoral system with a specific focus on how we elect our

25 President and the effect a two-party sys - issues in the Middle East and China. As tem has on our democratic method of students become more adept at reading, government. Finally, students complete interpreting, and analyzing history, they an 8-10 page research paper in Chicago- will become more confident in applying Turabian endnote style to complete the what they know to understand the world course. Class meetings stress individual at large. participation in class discussion as well as performance in debates and oral presenta - Facing History f, s tions. Frequent short papers and in-class Form III essays are required. In this discussion-based course, students investigate genocide in the twentieth cen - At least two semesters of History must tury, emphasizing The Holocaust in par - be chosen in Forms III & IV by boys ticular. In doing so, students examine the who enter Belmont Hill in the Middle forces that led to these horrific moments School. Middle East & China is a in history and discover connections that required course in Form III, and one impact their world today. The course semester of Modern European History is also looks at the notion of “choosing to required in Form IV. Additional courses participate” by seeing examples of ways from the list below may be taken on an ordinary people challenged the status elective basis. quo and advocated for change, while oth - Offerings in Form III ers stood by. Students additionally Middle East & China f or s) explore issues related to identity, belong - Facing History f, s ing, justice, democracy, and civic engage - Offerings in Form IV ment throughout the course. Facing Moderen European f, s History utilizes primary and secondary AP Modern European History (all year sources, including videos and works of literature. Assignments include nightly Middle East & China f, s readings, journal reflections, tests, several Form III short research papers, and presentations. This semester-long course immerses stu - Modern European History f, s dents in the modern history of the Middle East and China. Through examination of Form IV these countries’ unique and storied histo - A semester-long survey of modern ries, experiences with European contact, European history, the course examines transformations into sovereign nations the last two centuries of European history during the 20th century, and emergence through the lens of competing “big as major global players in the 21st centu - ideas”: authoritarianism vs. political lib - ry, students come to understand core con - eralism; protectionism vs. economic liber - cepts that pertain to economic, political, alism vs. socialism; nationalism vs. and national identity development. Europeanism; paternalism vs. self-deter - Drawing upon diverse historical, primary mination. Employing a series of histori - and secondary written and audio-visual cal simulations and DBQ-centered discus - sources, the course challenges boys to sions, the course seeks to engage students explore and articulate their questions and by exploring how countries’ domestic understanding via Harkness discussions, and foreign policies reflect ongoing negotiation simulations, and individual debates over the nature of national and research, writing, and presentations. This individual sovereignty, status, and securi - course aims to provide students with a ty. Assessments include primary docu - deep understanding of the key historical ment analyses (paragraph and essay- patterns that have shaped these modern length), quizzes/; quests, an independent states so that they have the tools and research essay, and a final exam. knowledge to discuss contemporary

26 AP Modern European History f, s examination of selected issues, events, Form IV and concepts. Frequent papers, oral pre - This course is a full-year elective for stu - sentations, and deep classroom discus - dents possessed of a strong interest and sions foster clarity of thinking and histori - ability in the study of history. Opening cal argumentation. A wide variety of sup - with a study of the Renaissance, the plemental readings is used to complement Reformation and age of absolutism, the AP the primary textbooks. All students com - course commences at an earlier point than plete a major research paper and take the our regular Modern European History American History Advanced Placement course. As such, while it concludes with examination in May. A minimum of an A- contemporary European topics and in Modern European History or a B+ in addresses all of the same themes, it moves AP European History or department at a faster pace and is more comprehen - approval are required for enrollment in sive, specifically preparing students for AP US History. the Advanced Placement examination. Both the AP and regular courses empha - One of the following courses must be size skills of thoughtful reading, active dis - taken by each student in his senior year. cussion, test preparation and critical writ - He may elect to take more than one. All ing. are semester courses except AP Comparative Government and Politics Two separate comprehensive full year which is a full-year commitment. courses in United States History are offered. Students are required to take one AFRICAN-AMERICAN STUDIES (Fall) of them in Form V. Form VI U.S. History The goal of this semester-long course is to foster a better understanding of African- Form V American identities and the struggles that U.S. History immerses students in the have produced Black culture in this coun - characters, conflicts, compromises, and try. Although only an introduction, the controversies that define the uniquely course is ambitious, drawing parallels American story. Through a question-driven between historical and contemporary curriculum, we investigate critical periods events, arts, culture, and institutions in U.S. History, from the Colonial Era to within and across the breadth of African- the Modern Presidency, including the American history. Intentionally multi- Obama years. The periods are broad, yet disciplinary, the course moves beyond the they do not cover everything. Our goal is traditional boundaries of a history course. to dive deeper into each subject, allowing Students explore the Black experience in for time to reflect on important events and America drawing from primary and sec - ideas from a range of perspectives. Our ondary sources, reading classics such as objective in teaching this course is to Lorraine Hansberry’s Raisin in the Sun empower students to confidently discuss and Solomon Northrup’s 12 Years a Slave , and coherently analyze major issues in while delving into music, social and print American history as well as understand media, poetry, film, and video. Projects the historical context underlying today’s include traditional analytical essays, conflicts and crises. reflective responses, and presentations on a variety of subjects, including Quentin AP U.S. History Tarantino’s Django Unchained and its rela - tionship to the legacy of slavery. Class- AP U.S. History is designed for the student based group experiential activities pro - with a well-defined background and inter - mote perspective-taking and foster an in- est in history. Individual responsibility for depth and critical understanding of the most assigned reading is assumed, allow - varieties of African-American experience ing extensive class time for thorough and tradition.

27 AMERICAN POLITICS AND POLICY addition, we study the political impact of (Fall) supranational organizations such as the Form VI European Union and the United Nations.

The goal of this course is to provide GLOBAL ECONOMY (Fall) seniors with a set of conceptual tools to Form VI facilitate well-informed, coherent reason - ing about American politics and policy. This semester course examines key issues This course introduces students to the in the international economic community. competing players in the American politi - In the first part of the course, we will cal system and to the distinctly American explore major microeconomic and macro - institutions within which they vie for economic concepts. From there, we will power over the policy process. Students branch out to investigate the basics of learn and apply theories to analyze past globalization and development, examin - political outcomes as well as present-day ing how these issues play out in different politics. Students are expected to keep regions of the world. We will use Charles abreast of daily political developments in Wheelan’s Naked Economics as our main addition to assigned readings and analytic text for the first half and draw from an writing. Our final project dives deep into array sources in the second. These include a policy arena of choice and will include handouts, online newspapers, scholarly the impact of presidential, party, and con - articles, and audio-visual sources. By the gressional politics on the outcome of legis - course’s end each student should be able lation. to assess broad patterns at play in the international community and draw his AP COMPARATIVE GOVERNMENT own conclusions on the challenges and AND POLITICS (not offered 2018-2019) important issues facing the United States (Fall) in today’s global economy. Form VI Why are some countries politically stable INTERNATIONAL RELATIONS and others on a political rollercoaster? Form VI How does a country’s political structure This course introduces students to classic influence its citizens and its future? How and contemporary theories of Inter - do countries become communist or demo - national Relations in order to analyze and cratic? What factors lead to the emergence understand the major crises and conflicts or decline of authoritarianism? How does that dominate today’s global politics. We economics affect the political landscape in will examine the clash of ideas and ideolo - countries around the world? Do ideals gies in the post-9/11 world and we will matter in politics? This class explores and attempt to answer critical questions such attempts to answer these and many more as: what is power in the modern world questions. Comparative Government is an and who holds it; and how do nation interdisciplinary course, employing tools states function in an “age of terrorism”. and stories from history, political science, Our case-study driven analysis covers a international relations, and economics. range of regions and conflicts including Students gain the conceptual tools and the war in Syria and the rise of ISIS, knowledge necessary to understand the Chinese territorial expansion in the South world’s diverse political systems. We China Sea, drug wars in Mexico, and the examine seven of the world’s most impor - immigration crisis in Europe. We will also tant political entities: two “Durable consider the role of the United States in Democracies” (United States and Great international conflict and cooperation, and Britain), three “Developing Democracies” evaluate the strengths and weaknesses of (Russia, Mexico, and Nigeria), and two international organizations from the UN “Non-Democracies” (Iran and China). In to NGOs. Students are expected to keep

28 abreast of world news, engage in daily Inquiry Courses discussion on assigned readings, and com - (listed under English Department) plete projects, all of which have written and class presentation components. ENERGY POLICY AND CLIMATE CHANGE WORLD RELIGIONS (Fall) Form VI This Inquiry Course investigates the intersection of science and politics in the This semester course explores the sacred critical field of ENERGY. We aim to make stories, texts, images, sounds, and tradi - sense of rapidly changing energy markets, tions of the five major world relig - specifically the new-found abundance of ions: Hinduism, Judaism, Christianity, US oil and gas through fracking and the Islam, and Buddhism. The course is cen - rise of renewables. Energy choices have a tered around essential questions: what is definitive impact on all levels of the religion?; what is sacred/ profane?; what economy, on the environment, and even religions have shaped world history and on national security. Understanding cultures?; how does religion shape com - energy from a cross-disciplinary approach munity?; what does it mean to be obser - will prepare seniors to confidently engage vant? Beyond text and tradition, students in scientific, economic, and political examine how faith communities have solutions. evolved (and often splintered) over time, as well as consider some of the conflicts THE AMERICAN WEST that have shaped, and continue to shape, (not offered 2018-2019) (Spring) them. Centered on lived religion, the Form VI course explores the living practices of each tradition through assignments that “The West is America, only more so.” call for reflection, meditation, and scrip - –Wallace Stegner tural/ ritual explication in addition to The Western landscape has lured standard analysis. Americans to its mountains, rivers, canyons and open spaces for centuries— FACING HISTORY from Lewis and Clark’s Corps of Form VI Discovery to today’s outdoor enthusiasts. Through the study of events such as the Many who have slept under a Montana Holocaust, American slavery, and the sky, climbed a Colorado fourteener, cast ethnic wars in the former Yugoslavia, for trout in a western creek, or gazed students examine historical and current upon the majestic Sawtooths, Sierras, or situations that involve decision making on Tetons have chosen to stay. In turn, they a moral level. They are asked not just have defined and transformed this once “What happened?” but also “How could wild frontier. Our goal in this inquiry it have been prevented?” and “How can it course is to tackle three big questions: be avoided in the future?” The materials what pulls us West, historically and now; are books, readings, videos, guest speak - what has been the impact of that migra - ers, and a daily reading of the New York tion on native peoples and the land; and Times. Students are expected to show a how has the American West defined our thorough knowledge of the events studied national identity? We will dive into a via tests, essays, class discussions, and range of disciplines—American history, reports. They also practice critical think - literature, art, film, and politics—to ing and decision making through oral and answer these questions. Books will written analysis of the various questions include such classics as Larry McMurtry’s and essay prompts. The final project Lonesome Dove and Norman Maclean’s A requires that each student research, pre - River Runs Through It . pare, and present a written case study of a specific, historical moral dilemma.

29 Mathematics Advanced Pre-Algebra or Advanced Algebra A course in the fundamental operations The courses offered by the Mathematics of arithmetic, illuminated by the intro - Department provide discipline in clear duction of topics which students will en- thinking and logical reasoning, both in- counter in later Algebra and Geometry ductive and deductive. By investigating courses. topics from different viewpoints – Text: Pre-Algebra seventh edition, Martin- algebraic, graphic, verbal, numeric and Gay. A section: Pre-Algebra , real world–students learn appropriate Malloy, Price, et al . techniques of problem solving in order to focus as much on the process as on the Algebra 1 product. An introductory course in elementary All students are prepared at appropriate algebra covering topics through the solu - levels for the College Board SAT I and SAT tion of quadratic equations. II. The course of study typically culmin - Prerequisite: Pre-Algebra ates with one of the two levels of Ad - vanced Placement Calculus and/or Ad - Text: Algebra 1, Smith, et al. vanced Placement Statistics, or the study of Finite Mathematics, with its emphasis Advanced Algebra on the kinds of modeling, economics, An introductory course in elementary probability, statistics and data analysis that algebra covering topics through the solu - are used in the social sciences. tion of quadratic equations. This course is At all levels, technology plays an impor - developed on inquiry and investigation tant part. Teachers use SmartBoards exten - of real-life applications facilitated by sively, and all students use TI-83 or TI-84 extensive use of calculators. graphing calculators. Additionally, in Prerequisite: Pre-Algebra or its equivalent. Geometry, students use computer software Text: Algebra 1, Martin-Gay to study their subject dynamically, and various other courses use statistical pack - Geometry or Advanced Geometry ages and/or spreadsheets on the computer for further exploration and analysis of This courses follows Algebra I or Algebra data. In all cases, the appropriate uses of IA. An introductory course in plane and technology are emphasized, more to numerical geometry with applications in enhance the student’s capacity to explore solid geometry. Various methods of mathematics without the burden of undue proofs will be introduced while also rein - computation than to foster reliance on the forcing Algebra skills. The A sections fol - technology. Department assessments may low a more rigorous course and move be given both with and without available more rapidly than the regular sections. technology. (Students and parents are Text: Geometry for Enjoyment and Challenge, referred to the calculator policy in the Rhoad, et al. Student-Parent Handbook.) Algebra 2 The department expects students to acquire sound mathematical literacy, This course is the continuation of Al gebra applicable technological skills and an 1. Topics include rational and irrational interest in the subject in preparation for numbers, solving rational, quad ratic and their college and work experience beyond simultaneous equations, in equalities, Belmont Hill. trigonometry, logarithms, functions and graphing, factoring, and formulas. Text: Algebra 2: An Integrated Approach, Larson et al.

30 Advanced Algebra 2 rigorously, and greater emphasis will be This course is the continuation of Alge bra placed on proof. Ordinarily, students will lA. Specific topics include complex num - be expected to go on to Calculus BC. bers, the conic sections, trigonometry, Students will be assigned to Pre-Calculus logarithms, functions and graphing. A by the Mathematics Department. Text: Advanced Mathematics, Brown Text: Algebra 2 and Trigonometry: Struc ture and Method, Book 2, Dolciani et al. Statistics Senior Math elective, half year Introduction to Pre-Calculus This course provides a data-oriented intro - This course integrates ideas of functions duction to the basic principles and tech - and trigonometry with the statistics and niques of statistical analysis, with an data analysis necessary for a person to emphasis on financial and business appli - function successfully in today’s quantita - cations. The primary text is Workshop tive world. It builds understanding of real- Statistics: Discovery With Data 4th ed., by world problems while establishing a foun - Rossman and Chance. Topics covered dation for future work in mathematics include sampling and data collection, courses. methods for summarizing data numerical - Students will also be given extensive ly and graphically, probability, distribu - pre paration for the PSAT and SAT I Math tions of random variables, basic inference tests. methods for both quantitative and cate - Text: Algebra and Trigonometry, Larson , et al. gorical data, and simple linear regression. The course also explores the fundamentals Calculus (Form VI) of supply and demand, interest and debt, and investing. Techniques for formatting, Introduction to Calculus covers the basics summarizing, and analyzing data in of the traditional theory and techniques of Microsoft Excel are integrated throughout differential and integral calculus. Equally the course, with exploration of other soft - important will be the significant emphasis ware applications as relevant. on the many applications of calculus. These include such areas as finance, eco - AP Statistics nomics, business, motion of an object (e.g., velocity and acceleration), and population This full-year, non-divisible course follows growth (both exponential and logistic, the College Board Advanced Place ment through the study of differential equa - syllabus covering the areas of: exploring tions). data, planning a study, anticipating pat - terns, producing models using probability Pre-Calculus and simulation, and statistical inference. Students will be required to take the AP This course follows Algebra 2A for stu - exam in May. dents who intend to go on in mathematics or applied sciences. Topics in clude analy - Text: The Practice of Statistics, Yates, Moore, sis of functions, curve sketching, tech - McCabe niques of solving equations, advanced Prerequisite: Advanced Algebra and trigonometry, exponents and logarithms, Trigonometry or the permission of the and sequences and series. teacher Text: Advanced Mathematics, Brown AP Calculus AB Advanced Pre-Calculus This full-year, non-divisible course in ele - This course follows Algebra 2A, and its mentary calculus covers the syllabus for syllabus is similar to Pre-Calculus, with the AB, CEEB Ad vanced Placement the addition of vectors, matrices, and Examination in May, which students are limits. The topics will be treated more required to take.

31 Prerequisite: Completion of Pre-Calculus in the target language. Through class Honors, A- in Pre-Calculus. Exceptions activities, homework, and use of the considered by Department Chair. newest technology in the school’s multi - Text: Single Variable Calculus seventh media classroom, the students are able to edition, Stewart improve their spoken, written, reading and listening skills. In addition, classes at AP Calculus BC every level participate in field trips and have the opportunity to hear guest speak - This is an extensive, rigorous, non-divisi- ers in order to better appreciate the cul - ble, full-year calculus course designed to ture of the language they are studying. meet the syllabus of the BC, CEEB Advanced Placement Examination in Although Belmont Hill students are May, which students are required to take. required to complete the third level of a Prerequisite: Pre-Calculus A language, most students opt to continue with their studies. Students begin in Text: Calculus (2nd ed.), Hughes-Hallett, seventh grade and can pursue their et al. language through the AP level. As a department, we offer AP language and Multivariate Calculus AP literature in French and Spanish and This course is intended for students who prepare the Chinese students for the SAT have successfully completed BC Calculus II. In addition, for students who have a and are interested in studying upper love of the language and/or culture but level mathematics. While the course do not feel ready to take an AP course, includes the study of Multivariable there are opportunities to continue with Calculus and Linear Algebra topics, it is each language outside the AP level. a s ubstitute for neither. Additional topics Finally, we actively encourage our stu - inc lude, but are not limited to: set theory, dents to immerse themselves firsthand in inf inite sets, real analysis, structure of cultures where the target languages are pr oof, and differential equations. spoken, through participation in our Stu dents in the course work collabora- spring vacation trips, the School Year tiv ely to develop rigor in both the nota- Abroad program in Spain, France and tio n and language of mathematics. China, or through an array of summer La rgely through problem-solving exercis- programs. es, students spend time learning how to use computer algebra systems to work New students intending to study a mod - with realistic mathematical models and ern language must take an oral and a systems. written placement test in the spring before their enrollment if there is any Prerequisite: AP Calculus BC question about the appropriate level for their placement. Modern Foreign Languages First Form Modern Language: Spanish, French or Chinese The Modern Language Department’s In the fourth quarter of the Form I year, primary goal is to introduce and develop proficiency in Spanish, French and students begin the study of a modern Mandarin Chinese communication. In language. They can opt to take Spanish, doing this, we strive to impress upon French or Mandarin Chinese. This course students the importance and enjoyment is an introduction to the language and of acquiring a second language and serves the following purposes: learning about other cultures. To achieve • to begin to provide students with a this goal, our classes, beginning with the knowledge and understanding of the lowest levels, are conducted exclusively culture

32 • to teach the basic structure of the lan - subsequent French courses. Each student guage and how words/characters fit is also required to research and give his together own PowerPoint presentation on a • to practice comprehension, both writ - country where the language he is studying ten and listening is spoken, during the third quarter. • to practice speaking and using accurate Text: Bon Voyage Text and Workbook pronunciation and/or intonation (Glencoe/McGraw-Hill) • to introduce students to the multi- media center to enhance their study of French 2 language Students will expand their vocabularies • to use songs, games, and rhymes to and learn to use more sophisticated gram - increase excitement for and interest in matical structures, including the imper - the language fect, future, and conditional tenses, and Though no formal textbook is utilized, the subjunctive mood. They will be there are numerous handouts, references required to speak in French in order to to Internet sources as well as the use of a practice their oral communication. Many picture dictionary. Students learn vocabu - supplementary readings from well-known francophone authors and the study of lary and develop fundamental writing one/two films offer topics for classroom skills, but the primary emphasis in this discussion, and with regular journal course is on developing listening and entries, written skills continue to be pro nunciation skills and on learning honed. Finally, the students will also be strategies useful for language acquisition exposed to the culture of the French- in subsequent courses at Belmont Hill. speaking world by the study of various Active participation in class, frequent countries, cities, monuments and the com - role-plays, daily homework, singing, pletion of a PowerPoint project. projects and use of flashcards will all be part of the Form I modern language Text: Bon Voyage (McGraw-Hill) classroom experience. Poetry packet: Hugo, Baudelaire, Prévert, Diop French 1- Form II or III Books: Lettres de mon moulin La rue des trois poussins In this introductory course, basic French Films: Argent de Poche oral and written comprehension and Jean de Florette expression skills are developed. Considerable oral practice and frequent French 3 exercises help students to begin to master The basic grammatical structures of French grammar, and to rapidly expand French are reviewed and fine-tuned. their vocabulary. Students learn to con - The study of different grammatical tenses verse about important ideas in French, and moods, including the imperative, including describing themselves, and imperfect, pluperfect, conditional, sub - responding to a French speaker with ease junctive and passé simple, allow students about myriad topics. Students also learn to improve their oral and written com - to write effectively in French, using the prehension of the language. Through - present, future, simple past and impera - extensive practice speaking, reading and tive tenses. Through viewing video cassettes in French, students develop a writing, students improve their abilities to better sense of understanding the gram - express themselves in the language, also. matical and cultural lessons which are In addition to the study of grammar, and presented to them each day, also. vocabulary building, students read four Through selected readings, including challenging books over the course of the poetry and a short novel, students begin year. In doing so, they build their vocabu - to develop basic literary analysis skills lary, learn how to analyze characters and which they will continue to improve in themes, and are introduced to the culture

33 and lifestyles of various French-speaking Advanced French countries. They are required to write medium-length to long compositions on This full year course typically follows each work. Each student is also required French 4 (but could also follow French 3, to research and give his own PowerPoint with permission of the department) and presentation on an important person in allows the students to continue with French history during the third quarter. French without committing to an AP level course. Focusing on short stories, movies and current events, students read, discuss, AP French Language and culture analyze and prepare cultural presenta - As the name suggests, this course focuses tions. Through these activities, the stu - on honing the students’ written and spo - dents are able to continue to develop and ken proficiency while building on their maintain their spoken and written deeper understanding of the French- French. French is spoken exclusively in speaking world by reading articles, this upper level course. poems, websites and excerpts from nov - els and by listening to interviews, pod - Spanish 1 - Forms II or III casts, newscasts, etc. Throughout the Basic oral and written comprehension and year, students will explore the six topical expression skills are developed. Students and cultural themes set out by the learn to converse about daily living situa - College Board. These themes are vast tions, and they rapidly expand vocabulary. and often intermingle. They serve as By June they are able to do limited narra - springboards for our discussions and tion and de scription in the present, past work in and out of the classroom. This and future tenses. idea of cultural understanding and cul - tural comparison is the basis for this Text: Buen Viaje 1 text, workbook course. The language is the scaffolding and tape manual we use to discuss and write about (Glencoe/McGraw-Hill) it. Along the way, students will also La guitarra misteriosa familiarize themselves with the different (EMC Paradigm) sections of the AP exam which is taken in May. Spanish 2 Students expand their vocabularies and Culture et communication learn to use more sophisticated grammati - (not offered 2017-2018) cal structures, thus enabling them to This French-language course explores express themselves with greater precision. modern and current developments in the Supplementary readings offer topics for French-speaking world, including geo- classroom discussion. Basic written com - political events, cultural trends, art, position skills are developed and prac - music, and literature in France and its ticed, and short stories are read during the territories, North and West Africa, course of the year. Belgium, Switzerland, French-speaking Text: Buen Viaje 2 (McGraw-Hill) Canada, and French-speaking areas of the United States (Maine, Louisiana). Advanced Spanish 2 Particular focus is given to French politi - cal parties, European Union issues, For students who have demonstrated Québec secession, West African soccer, exceptional skill in Spanish 1, this course and Martinique tourism. focuses on developing a student’s profi - Prerequisite: French Language (AP) or ciency in Spanish, both spoken and writ - (for seniors having completed French 3) ten, while building vocabulary and devel - permission of the department. oping an advanced grammar base. All this is done at a much faster pace than in

34 Spanish 2. Students should come prepared students are conversant in Spanish and to actively participate in Spanish and to ready to move on to the AP Spanish constantly push themselves in order to Language course. communicate at a more advanced level. Text: Enfoques: curso intermedio de Students need the recommendation of lengua española their current Spanish teacher in order to place into this advanced level 2 course. Spanish 4 Text: Descubre 2, Vista Higher Learning This is a course designed for students Spanish 3 who enjoy Spanish but still have not mastered some of the grammatical con - The text used in this course is Buen Viaje, cepts and are not yet ready for the AP Level 3 , in which each chapter focuses on a Language course. Students will continue specific region of the Spanish-speaking to listen to Spanish through newscasts, world. Students learn about the history, songs, tapes, etc, work on grammar, give geography and culture of each Hispanic oral presentations, read short stories, country. By reading newspaper and maga - write compositions and learn more about zine articles the students improve their the culture of the Spanish and Hispanic vocabulary and they also review and fine- world. tune the basic grammatical structures of the language. Through extensive exercises, students work toward proficiency in AP Spanish Language and Culture expressing themselves in Spanish. As the name suggests, this course focus - Listening quizzes are given in order to es on honing the students’ written and lead students to understand the language spoken proficiency while building on as spoken by native speakers. The class is their deeper understanding of the conducted in Spanish so that they gain Spanish-speaking world by reading arti - confidence while speaking it. cles, poems, websites and excerpts from novels and by listening to interviews, Advanced Spanish 3 podcasts, newscasts, etc. Throughout the year, students will explore the six topical Spanish 3A is an honor level course, and cultural themes set out by the geared towards students who have College Board. These themes are vast demonstrated outstanding ability in and often intermingle. They serve as Spanish language and whom the modern springboards for our discussions and language teachers have identified as excel - work in and out of the classroom. This lent candidates for the Spanish AP lan - idea of cultural understanding and cul - guage test, to be taken after level 4. In this tural comparison is the basis for this course, students continue to develop their course. The language is the scaffolding skills in all of the areas of the Spanish lan - we use to discuss and write about guage: listening, speaking, writing, read - it. Along the way, students will also ing comprehension and cultural literacy. familiarize themselves with the different They read and listen to a wide variety of sections of the AP exam which is taken media, from newspaper and magazine in May. articles to newscasts and Internet blogs. They hone their oral and writing skills not Cultura y comunicación only to create correct sentences but to for - (not offered 2017-2018) mulate and express opinions and thoughts By way of short stories, newspaper arti - in Spanish. Finally, they read several short cles, magazines and a wide variety of stories that begin to teach them how to sources available via the internet, this understand and analyze Spanish language course help studentss to further develop literature. At the end of the course, their ability to communicate in Spanish

35 as well as familiarizing them with many Chinese 1 - Forms II or III of the issues that play a role in the cul - Chinese 1 is a highly interactive course ture of both Spain and the Hispanic designed to provide students with the world. basic skills necessary for meaningful com - Prerequisite : Spanish 4, Spanish munication in Chinese. With strong Language AP, or (for seniors having emphasis on listening, speaking, compre - completed Spanish 3) permission of hension and writing, students explore the department. Chinese language through rhymes, poems, movement, role-playing and Advanced Spanish hands-on activities. Learning is also enhanced with cultural references to This one semester course typically fol - Chinese geography, customs, traditional lows Spanish 4 and allows the students games, and the art of the Chinese paper- to continue with Spanish into their cut. By the end of the school year, stu - senior year. Focusing on short stories, dents will master Pin-yin, the Chinese movies and current events, students sound system, and learn about 400 read, discuss, analyze and prepare cul - Chinese words. They will also under - tural presentations. Through these activ - stand the basic principles, traditions and ities, the students are able to continue to philosophies of Chinese characters. develop and maintain their spoken and written Spanish. Spanish is spoken Text: Nihao 1 and supplementary exclusively in the upper level course. materials

AP Spanish Literature Chinese 2 (not offered 2017-2018) Rigorous practice of spoken and written This course, which covers selected works Chinese in more complex communication from the literatures of Spain and Latin activities will be complemented by in - America, prepares qualified students for tensive drills to fine-tune pronunciation, the Advanced Placement Spanish Liter- expand vocabulary, and internalize more ature examination. The emphasis of this complex grammatical constructions. Basic course is on critical thinking, discussion writing skills are developed and prac - and – especially – writing skills in ticed. Supple mentary reading materials Spanish. This course thus prepares stu - such as short stories are employed. dents: Special emphasis is given to developing a 1. to understand a lecture in Spanish and greater fluidity and flexi bility in expres - to participate actively in discussions sion and response. Students will be able on literary topics in Spanish: to write a diary and social letters. 2. to do a close reading of literary texts of Text: Nihao 2 and supplementary all genres in Spanish; and materials 3. to analyze critically the form and con - tent of literary works (including poet - Chinese 3 ry) orally and in writing using appro - The basic grammatical structures of priate terminology. Chinese are reviewed and fine-tuned, Required authors this year will include and more complex structures and vocabu - Jorge Luis Borges, Federico García Lorca, lary are introduced. Through extensive Gabriel García Marquez, Ana María practice in speaking and writing, students Matute and Miguel de Unamuno. improve their ability to express them - selves in the language. Oral presentations provide students with ad ditional speak - ing opportunities. Selections from

36 Chinese videos and other materials are report topics will be assigned (and are used to deepen students’ knowledge and related to each chapter covered), students understanding of Chinese culture and will have their choice in researching indi - ways of thought. vidual articles.

Text: Nihao 3 and supplementary Chinese 5 materials This course, offered for the fall semester Chinese 4 or for the entire year, provides students with both Chinese language enforcement The course includes frequent oral presen - and a profound knowledge of the tations and spontaneous conversation Chinese culture. It covers a wide range of about various aspects of contemporary content, such as Chinese philosophy, reli - Chinese culture. Reading and discussion gions, origins of diverse thoughts or be - of supplemental materials and practice haviors, ancient innovations, poems, tra - speaking Chinese in a variety of function - ditions in various regions, social struc - al, everyday situations allow students to tures, and some cultural trends or issues expand their vocabulary and to solidify of the present day. Flexible teaching previously learned grammatical struc - methods are adopted as much as possible tures. Selections of Chinese videos are in this class–techniques that allow plenty used to deepen knowledge and under - of student participation, such as sharing standing of Chinese culture. Although points of view, active discussion, and crit - designed as a full-year course, it may be ical idea-exchanges, to achieve a most sat - taken on a semester basis. isfactory and effective learning atmos - Text: Nihao 4 and supplementary phere. materials Text: Integrated Chinese 2 and supplementary materials Advanced Chinese 4 In this course, students are expected to go Advanced Chinese 5 beyond the normal rigor of Chinese 4, Chinese 5A is a full-year course for stu - learning new and fascinating linguistic dents that have shone particular interest and cultural concepts at a faster pace. In in and aptitude for the study of Chinese. addition to the Chinese 4 textbook, In this course, students will be expected Integrated Chinese Levelb2: Part 1 , we will to go beyond the normal rigor of Chinese also be using supplementary materials 5, learning similar material but in more found in Magical Tour of China , as well as depth and at a faster pace. This course is cultural videos to supplement evening designed to further expand upon stu - assignments. dents’ knowledge of Mandarin Chinese One of the most crucial skills of the 21st through extensive oral and written prac - century is one’s ability to speak another tice and interaction. Lessons will be con - language. In Chinese 4A, we will thus be ducted in Chinese and developed from further strengthening these skills by materials in the Integrated Chinese Level 2, having frequent student reports on Part 2 textbook and workbook, though cultural, political and otherwise language- several other outside sources will be related events. These reports will be pro - incorporated as well, such as Sina Weibo, ceeded by discussion of these issues, Lingt Language and other resources. By prompting further critical thinking about the end of the year, students will be able modern life in China and what it means to to write about and discuss a variety of study Chinese Mandarin. Students will topics relevant to life in the 21st century thus also expand their breadth and under - using Mandarin Chinese such as holi - standing of vocabulary through conduct - days, traveling, religion, interviewing for ing research on said reports. While the study abroad programs, gender issues

37 and equality, as well as several other cul - turally related topics. Students will com - Form 1 Science Survey plete the course having established a level of proficiency with which they may This three-quarter course takes an inter - springboard into the next stage of their disciplinary approach to science instruc - career in Chinese. tion, exposing students to the fields of Earth Science and Chemistry. In addition, The Lingt Language Classroom online it emphasizes practical skill development tool will be used to assess students’ oral for scientific investigation and experimen - skills through recorded practice, and fre - tal design. During the first half of the quent posts will be made by students on course, and exploration of Earth Science the largest micro-blogging website on takes students through an enquiry of earth, Sina Weibo . Aided by this multipur - water resources, the atmosphere, and pose tool, students will learn to move weather principles. Students strengthen seamlessly between learning in our text - their ability to answer questions through a books, class discussions and through the more inquiry-based scientific method blogosphere, with which they may be approach, learn how to test hypotheses exposed to more cultural trends and cur - through experimental design, and com - rent issues. In addition, there will also be municate their experimental results 2-3 tests per quarter, to assess the stu - through data tables and graphs. dents’ acquisition of characters, their abil - The second half of the course provides a ity to write and their listening compre - survey of chemistry principles, including hension. an introduction to matter, the periodic Chinese 5A is designed for advanced table, atomic structure and bonding. There is a strong emphasis on developing Chinese language students who seek to presentation and public speaking skills, as pursue their studies in a full year course well as further development of data in order to improve in all four areas of analysis through use of basic statistics. linguistic communication: listening, speaking, reading and writing. In order As a culminating, two-month activity, to sign up for Chinese 5A, a student they develop an experimental question, needs to have an A- or above in Chinese design an experiment to test their 4A or an A in Chinese 4. question, and communicate their data and results through various visual aids. This work is presented at the annual Science Fest in March, which is an opportunity to showcase students’ scientific skills and Science knowledge acquired during the course. In the final analysis, the goal of this course is In order to be educated, today’s citizen to instill a passion and interest in science must have a sound understanding of the and the scientific method, as well as pro - importance and applications of scientific vide students the academic tools neces - and quantitative methods. Per haps the sary to succeed in future science courses. scientific method is best de scribed as an organized way of asking and answering Introductory Physical Science f, s questions in order to yield useful infor - This course is a semester laboratory mation Our objectives are not so much to course in Introductory Physical Science present subject content, although that is required in Form II. Students perform a certainly part of the aim, as to develop well-planned series of experiments. Each the ability through classwork, laboratory boy keeps a detailed account of every exercises, and challenging problems, to experiment in his laboratory notebook, use this organized method. There is no along with a record of the class results, a more solid groundwork for further study. summary of the class discussion, and a

38 generalized conclusion. The majority of ographic, chemical, and ecological con - concepts in the course are uncovered by cepts and in establishing the connections the process of active scientific inquiry between them. The conflicts between man and guided reasoning. Students are and nature can then be considered and encouraged to be less dependent upon weighed as a holistic analysis of these the teacher and more confident in their complex issues is attempted. The course own analytical ability. seeks to balance the study of problems with the search for new technologies and Throughout the course, many lab tech - solutions and to promote a sense of opti - niques and analytical skills are devel - mism about the future. In the face of oped: careful observation, precise mea - global challenges, the course is designed surement, clear organization of data, to put scientific information into a social using proportions, problem solving context. While there is a lab component to strategies, significant figures, scientific the course, debates and discussions will notation, histogramming, and graphing. also be held frequently so that students The metric system is used exclusively. may share their perspectives. An ongoing Topics include: volume vs. mass as a environmental study performed in the measure of matter, conservation of mass, local area or an analysis of data from a characteristic properties, and separation larger sampling collected over the techniques. The course culminates in a Internet will allow students to share in two-week long laboratory experiment the scientific assessment of several of known as the “Sludge Lab.” The experi - these issues. A final project in the course ment tests a boy’s ability to work with a can take one of a variety of public forms. partner to devise a procedure to separate Text: Living in the Environment, Miller and and identify a mixture of unknown Spoolman. solids and liquids using the techniques they learned throughout the course. Conceptual Physics f, s (Form III) Students are evaluated on their ability to work in an organized manner with mini - Conceptual Physics introduces the con - mal direction from their teacher, to keep cepts of linear and circular motion, forces detailed records, and to accurately identi - acting on objects, momentum, and ener - fy the components of the unknown mix - gy. Our study focuses on the interactions ture. of energy and matter. We will combine the theoretical approach of exploring Text: Introductory Physical Science, underlying principles through class dis - Haber-Schaim, et al. cussion with many hands-on experi - ments. Reinforcing the conceptual under - Environmental Science f, s (Form III) pinnings of the course by practical experi - This course is dedicated to the explo - ence is a valuable component of each ration of the range of environmental boy’s academic growth. In addition to problems facing humankind as it moves increasing each student’s command of into the 21st century. From resource the semester’s topics, a major goal of this depletion to environmental degradation, class is to strengthen problem-solving the course exposes students to these skills. Physical science problems have complex issues and the myriad social, similarities, and they can all be ap - scientific, technological, and ecological proached by employing one common challenges they pose for the future. strategy. Writing down the given Using a case study approach, a basic sci - quantities, keeping an eye on the ultimate entific understanding of each issue goal of the problem and recalling the rela - requires an interdisciplinary background tionships that exist between the informa - – drawing upon geological, meteorologi - tion in the problem and the unknown cal, atmospheric, biological, ocean - variable is the key. With added exposure

39 to the many types of problems intro - design. More importantly, this course duced in this course, each student should allows students to learn from their mis - become a more effective problem solver. takes and failures, to think critically, to Text: Conceptual Physics , Paul Hewitt. solve real-world problems, to work collaboratively and creatively as a team, Introduction to Engineering and to articulate their thought process by and Robotics f, s keeping a detail engineering notebook of (Form III) their journey. Introduction to Engineering With Text: Engineering the Future: Science, Robotics is a one-semester course for stu - Technology, and the Design Process , 1st Ed., dents who wish to learn about contempo - National Center for Technological rary engineering practices. Through its Literacy, Museum of Science, Boston, 2014 hands-on, project-based structure, and the (4) accompanying engineer’s Engineering With Robotics prepares stu - notebooks. dents to work collaboratively to create sophisticated, well designed solutions to Computer Science I optimize our daily lives. This project-based course allows students In this course students will utilize the to familiarize themselves with the funda - principles of the Engineering Design mentals of task-oriented computer pro - Process to creatively solve a series of gramming. The course seeks to foster cre - challenges. In the beginning weeks of the ative thinking, teamwork, and problem- semester, students will learn the basics of solving in a coding environment. 3D modeling through a powerful com - Beginning with a series of projects based puter-aided design (CAD) program used on an Arduino platform, students will by leaders in the design industry. acquaint themselves with programming Students will utilize this program to as they meet design challenges and dis - reimagine existing products, optimizing crete goals. The semester culminates in them for space efficiency. Through this, the independent design and execution of the students will think critically about the a solution to a real-world task. The course engineering/design process. Students is designed to introduce students to the will learn a similar design process devel - many applications of code for innovation. oped by Google Ventures for mobile app development called a Design Sprint . The AP Biology Design Sprint process will be used, along The aim of AP Biology is to give the stu - with MiT App Inventor to teach the stu - dent a strong background in biological dents about the process in building their science so that he can relate to his biolo- own application. Students will then learn gical experiences in the future. The core basic concepts in physics and apply them theme is evolution, which ac counts for towards conducting both structural and both the unity and diversity of life. failure analyses of self-designed construc - Among the supporting themes is the cor - tions. The latter half of the semester will relation of structure and function, a rela - be focused on physical computing, where tionship that students can apply at all lev - the students will utilize the Arduino plat - els of biological organization. form in order to create their own autono- The lectures and labs supplement the mous and teleoperated robots. The text with information to help achieve this semester will be culminated by a final, aim. The approach taken is de signed to capstone project where the students will develop the reasoning power of the develop a teleoperated robot in small students through the use of inquiry and groups, each group member contributing investigation of concepts rather than mere to a separate aspect of the final memorization of facts. The course is

40 specifically de signed to prepare students and rates of reactions, chemical equilibri - for the Ad vanced Place ment exam, and um, acid-base chemistry, gas laws and students are expected to take the exam electrochemistry. Students are expected to along with the SAT II in Biology E/M. take the Advanced Place ment exam upon Some of the major topics include cytol - completion of their study. ogy, mendelian genetics, Recombinant Prerequisite: Concurrent enrollment in DNA technology, anatomy and physiolo - either Pre-Calculus or Pre-Calculus A . gy, botany, and ecology, as well as topics Text: Chemistry, the Central Science, Brown, from periodicals. The lab acquaints the Lemay and Bursten student with techniques and procedures of dissection, microscopic investigation Chemistry and chemical analysis. This course is designed to give students a Text: Biology: Concepts and Connections, working knowledge of the concepts and Campbell, et al. principles of chemistry that will empower Biology them to make decisions on issues that directly affect their lives and the environ - Biology is a standard high school course ment. The skills of analysis and logical designed for the student who has not thinking are emphasized in solving prob - been exposed to a previous life science lems and performing laboratory experi - course. Focus is on the practical applica - ments. Some of the main topics studied tions of biology with less theoretical include the structure and function of mat - material than Biology AP contains. De- ter, chemical energy, aqueous solutions, velop ment of fundamental skills such as reaction rates and electrochemistry. problem solving, classifying, predicting, reasoning along with laboratory analysis Prerequisite: Algebra 2. and dissection are goals of the course. Text: Fundamentals of Chemistry , Burns The role biology plays in the everyday life of the student is also emphasized. Advanced Marine Biology f, s (Form III) Several of the topics covered through This course is designed to rigorously pur - discussion and outside reading include sue the multiple goals. Students will estab - health, nutrition, pollution, pop ulation lish an understanding of the major ecolog - growth and genetic engineering. ical and evolutionary processes that shape Text: Biology, Miller and Levine past, present and future marine communi - ties as well as gain an understanding of AP Chemistry the significance of marine biodiversity and global environmental changes, especially Designed for those who are likely to those affecting the marine environment. con tinue science study in the future, Students will also gain an understanding Chemistry AP provides students with the of how policy issues relating to marine necessary background in problem solving biodiversity and conservation are shaped and laboratory techniques for more spe - by physical and biological characteristics cialized study. Measurement and descrip - of the marine environment. The overall tive chemistry are emphasized at the goal of the course is to enable boys to be start; quantitative methods and the theo - informed, educated citizens that are capa - ries of chemical bonding are built up ble of understanding, discussins, and/or during the year. The laboratory work is voting on issues related to the marine centered on experimental design, the use environment and its biodiversity. of technology to collect and analyze data, Advanced Marine Biology will have an and the development of skills in analysis active learning component, with participa - of un knowns. Students perform experi - tory discussion by both the teacher and ments that embrace topics such as energy students. The course will be integrated by

41 a common set of principles across all who through careful observation and per - topics covered, and will identify a foun - severance proved that mortal man could dational set of environmental, ecological decipher and understand the order in the and evolutionary processes that organize heavens. The nature of electromagnetic marine communities across all of the ra diation is then considered, as is the major marine habitats considered. tech nol ogy which has served to “extend Text: Marine Biology , Castro and Huber the senses” of mankind into the realm of space. Advanced Earth Science I f A tour of the solar system, its planets, The course begins with the introduction moons, and other celestial features of the plate tectonic theory as a frame - reveals to students glimpses of the origins work for understanding global features of the Earth itself and perhaps serves to such as the distribution of earthquakes allude to the fate of the planet we call our and volcanism, the origins of mountain home. Beyond the solar system, the im- building and the features of the ocean mense scale and structure of the universe floor. Students then change their scale of challenges students to re evaluate their observation from the global laboratory to own concept of distance, space, and time. the smallest clues the rock and fossil re - Many other topics such as the evolution cord provide which are the basis for un- of stars, supernovas, and black holes are ravelling 4.5 billion years of Earth then considered. Discussions of the cur - history. rent U.S. space program and the future of Like a great detective story, the study of space exploration and related current geology is similar to putting together an events are held throughout the course. immense jigsaw puzzle with most of the Text: Astronomy: From Earth to the pieces missing. Students learn that the Universe, Pasachoff study of geology is a creative discipline and challenging, requiring an under - Advanced Science Research standing of chemical, biological, physi - In the Advanced Science Research (ASR) cal, climatic, ecological and geological course, students build upon their existing con cepts. The origins of mass extinctions classroom knowledge from the science and other natural disasters speak to the curriculum to conduct empirical projects student of a dynamic and evolving plan - in areas of cutting-edge scientific research et Earth, often unpredictable and always seldom open to high school students. spectacular. The course culminates with exercises With the school’s close proximity to some which challenge the student to recon - of the best universities and hospitals in struct paleoenvironments and millions of the world, enrolled students are placed years of the earth’s history using all that with mentors in local research facilities. has been learned about the genesis of Students learn how to conduct the “busi - rocks and as sociated structures, the ness” of doing research in the real world importance of fossils, and relative age- at their placements. ASR is modeled after dating relationships. a handful of such courses around the country. Students work intensively and Text: The Earth – An Introduction to closely for four-five hours in a laboratory Physical Geology , Tarbuck and Lutgens with a mentor who is a professional research scientist. Students then write an Advanced Earth Science II s extensive review/research paper in scien - The study of astronomy is begun with an tific journal format, presenting the results examination of the fascinating history of of their year’s research to their mentor, science. Students learn of the ingenuity members of the Science Department, and and tenacity of the early astrono mers others in the Belmont Hill community.

42 Optional competitions are available to the AP Physics 1 students. Students will have the opportu - nity to delve extensively into the nuances Advanced Placement Physics I is the of their chosen field. They will supple - equivalent to a rigorous first-semester ment their research with meetings on college course in algebra-based physics. campus with their classmates and the The course covers Newtonian mechanics course instructor. There, they examine (including rotational dynamics and angu - current scientific journal articles and lar momentum); work, energy, and explore the framework of the techniques power; and mechanical waves and sound. they utilize in the laboratory. It will also introduce electrostatics and electric circuits. Students will keep lab Prerequisites: AP Biology and either AP journals and will be heavily tested while Chemistry or Chemistry following a college level syllabus. Physics Prerequisite: Concurrent enrollment in a cal - culus course. Physics is an algebra-based course that Text: Physics, Giancoli 7th Edition provides a comprehensive introduction to classical and modern physics. Topics of AP Physics C study include Newtonian mechanics, thermodynamics, electricity and magnet - Advanced Placement Physics C is the equiv - ism, wave and geometric optics, as well alent of two rigorous second-semester as topics in modern physics, such as college courses in calculus-based physics. radioactivity and quantum mechanics. Fundamental algebraic principals will be Emphasis is placed on the significance of introduced and further explored with cal - the transition from the Aristotelian culus. The first half of the course covers physics towards the development of Newtonian mechanics (including rota - modern and non-intuitive ideas like tional dynamics and angular momen - wave-particle duality and relativity theo - tum); work, energy, and power; including ry. Physics is a laboratory-based course, changing accelerations and drag forces, allowing for the exploration of inquiry- while the second half of the year will based (both guided and open) laboratory delve into electricity and magnetism. exercises, where students examine the Students will keep lab journals and will laws of physics in real world settings be heavily tested while following a col - with the use of modern probes and sen - lege level syllabus. sors for data acquisition. Through these Prerequisite: Completion of or concurrent lab exercises, students will develop a enrollment in AP Calculus BC robust sense of experimental uncertainty, and craft ways to minimize error when Text: Fundamentals of Physics Halliday & collecting data. Students in Physics will be Resnick 10th Edition asked to reflect upon their findings in the lab by maintaining a laboratory notebook. AP Computer Science Principles Ultimately, this course is designed to be This course is designed for students who broadly beneficial to those wishing a have some experience coding, and seek solid introduction to physics whether or to delve into further detail. A new AP not they intend to go in the natural sci - course sanctioned by universities, the ences. class prepares students for the two-part AP exam consisting of a multiple-choice Prerequisite: Algebra 2 and Geometry section and a series of “performance Text: Physics, Giancoli i tasks” administered throughout the year by the teacher. While adhering to the AP curriculum, the class allows for sig - nificant student individualization and

43 innovation. Emphasizing major principles a course for people who will major in including programming, abstraction, cre - other disciplines and want to be informed ativity, and algorithms, daily class experi - citizens in today’s technological society. ence will consist of student-centered pro - jects and acquaintance with multiple com - puting languages and platforms. The course is intended for students with a Ethics strong interest in developing computa - All boys in Third Form (9th grade) partic - tional skills and engineering. ipate in an Ethics course taught by the Head of School. This seminar-style, case- AP Environmental Science based course meets one afternoon per Designed to build upon the environ mental week for one-third of the school year. science curriculum taught in the ninth The course aims to engage boys to think grade, the AP Environmental Science and talk about some of the important and course provides students with the scientif - complex issues in their lives and in the world around them. Listening to a case ic principles, concepts, and methodol ogies and then discussing it, the boys are necessary to solve environmental prob - pushed to think not only about what they lems. This course will allow students to believe, but why they believe what they understand interrelationships in the natur - believe. Often using cases covering cur - al world, identify and analyze environ - rent events or school issues, the class mental problems, evaluate the relative explores ethical issues relating to medi - costs of environmental degradation, and cine and health care, war, racism, drink - develop solutions for these environmental ing, sexual behavior, homophobia, peer issues. Environmental Science is interdis - pressure and bullying. ciplinary; it embraces and utilizes a vari - ety of topics from different areas of study, including ecology, chemistry, geology and Independent Study biology, economics, and politics. The The Independent Study program is de - course includes rigorous discussion and signed to make it possible for a student to debate, laboratory investigations, inquiry- pursue an interest which is not in cluded based and student-centered experiment - in the school’s academic course offerings. ation, and the reading of environmental To this end the Direc tor of Independent literature. Students are expected to take Study considers proposals from boys, the AP exam in May. consults with his teachers and advisors, offers suggestions and sponsors projects Prerequisites: Environmental Science, which she feels will advance the develop - Biology, and Chemistry. ment of the student. These projects may be of a traditional nature, such as a re - AP Computer Science A search project or taking a course at a The goals of the AP Computer Science A neigh bor ing school or college, or they course are comparable to those in the may involve such activities as working introductory course for computer science for a politician, museum, or local institu - majors offered in many college and uni - tion. The type of proposal which will be versity computer science departments. It accepted is limited only by a judgment of is not expectyed that students in the AP what is in the best interests of the boy. Computer Science A course will major in Projects may be given academic credit, computer science at the university level. but in past years many have not been for The AP Computer Science A course is credit. In order to be eligible for credit, a intended to serve both as an introductory project must have the academic substance course for computer science majors and as of a course for at least one semester, and

44 it must also be evaluated. Students doing projects for credit have the option of re- ceiving a letter grade or a pass-fail rating. Some projects involve a substantial amount of time, and the Director may grant what ever release seems appropriate from the normal activities of the school day. Successful projects in the past have in cluded such varied interests as a study of cartooning at deCordova Museum, de - signing a rural housing project, writing a history of the Castro Revolution in Cuba, teaching at Belmont Day School, writing an ideal curriculum for Belmont Hill, and investigations into gel electro phoresis and magnetic imaging. A candidate for Independent Study dis - cusses his goals with a member of the fac - ulty whom he asks to work with him. The project is then outlined in writing, its limits defined, its sources identified, and a method of evaluation proposed. It is submitted to the Director of Inde pen dent Study, who may at once approve it; or she may ask to discuss the project with the candidate and his advisor and may suggest modifications or improvements. When the Director approves the project, she determines how the student’s sched - ule can be rearranged to provide the nec - essary time, and what course credit, if any, is allowed. Applications for projects involving acade - mic credit for the first semester must be in the Director’s hands by June 1 and for the second semester by mid-December. Applications for projects not intended for academic course credit may be submitted at any time.

45 – Notes –

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