Moses Brown Upper School Course of Study 2015-16

Moses Brown School INTRODUCTION Course of Study

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Table of Contents

Page

Introduction 1

Arts 8

English 18

Humanities 25

Mathematics 34

Science 38

World Language 44


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Introduction

In planning a course of study, students should consult with their advisors, speak with current

teachers for placement recommendations, review the course of study guide for updated

requirements, and complete a four-year academic planning guide. Rising seniors should also

consult with their college counselor. In general, each course of study should

meet all graduation requirements;

create a well-rounded, balanced experience;

match strengths with appropriate challenges, and develop less confident areas; and

provide opportunities and enthusiasm for growth, exploration, and risk taking.

Yearly course selections should be made with a four-year program of courses in mind.

Graduation Requirements:

To receive a Moses Brown diploma, a student must complete these requirements:

1. Earn a minimum of 34 credits.

2. Satisfy these departmental requirements:

ARTS…………………………………2 Credits

(Visual, Drama, Music)

ENGLISH…………………………….8 Credits

HUMANITIES…………………….....6 Credits

(5 credits from Topics in World History, Modern World History &

U.S. History and 1 Credit from Religion Studies)

MATHEMATICS…………………….6 Credits

(must include Algebra 1, Geometry, Algebra 2)

SCIENCE…………………………….4 Credits

(laboratory science)

WORLD LANGUAGES……………..6 Credits

(sequential in one language)

3. Meet the school’s co-curricular requirements.

4. Complete these additional academic requirements:

Freshman Studies

Service Learning

Senior Project

Credits:

Yearlong courses earn 2 credits and semester courses earn 1 credit. Only coursework completed in

the Upper School counts toward graduation credit; no credit is given for work done during eighth

grade or at a summer school. Students normally enroll in 5 or more semester or yearlong courses in


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addition to any technology, or visual or performing arts classes. Exemptions require support of the

student’s College Counselors and approval of the Academic Meeting.

Co-curriculum Requirements

The Co-curricular Program helps foster connections among students beyond the classroom and

creates a sense of community between students and faculty. At the same time, the Co-Curricular

Program strives to recognize students’ passions and the diversity of talent each student brings to

Moses Brown; the program recognizes that the educational experience at MB includes more than

our academic offerings. Similarly, the Co-Curricular Program aims to cultivate leaders, develop

lifelong passions, build resiliency, and strengthen collaborative spirit, all leading to a stronger

and more cohesive school community. See the Co-curricular Planning sheet for all requirements.

Service Learning

Service is an essential component of a Moses Brown education. MB students are expected to

perform at least 40 hours of service learning during their time in the Upper School. This

service, coordinated by the Director of Service Learning, must be completed by January of the

senior year. A service project must include the following in order to be eligible for graduation

credit:

occur off campus

be sponsored by a recognized nonprofit agency

be a single project for the full 40-hour time requirement

be completed after the student’s freshmen year

Freshmen Studies

Freshmen Studies is a program designed to expose first year Moses Brown students to a wide

variety of topics to help them better acclimate to the campus community. Every ninth grader

takes Freshmen Studies. Topics include Friends Education, Service Learning, Health Education,

Leadership, Stress Management, and Naviance training. Each year new topics are integrated into

the curriculum.

Senior Projects

The Senior Project Program gives twelfth graders the chance to create an experience away from the

classroom setting with a focus on independent inquiry and personal growth. Whether the focus is

on sampling a potential career, finding an opportunity to participate in an extended community

service project, or exploring a personal interest, seniors challenge themselves through this process.

Seniors are required to share their studies and experiences with the school community at an

exhibition in early June.


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Transcripts

All requests for student records and/or official transcripts should be emailed to. The following

information is required in order to begin processing

a request for an official transcript: student name while at Moses Brown (i.e. maiden name),

graduation year, grade and year of withdrawal/transfer from Moses Brown, and address of where to

mail official transcript. Please allow 7-10 business days for completion of your request. An email

confirmation will be sent. The school does not fax official transcripts, and any documents handed

directly to students or parents are marked “unofficial” unless in a sealed envelope. A current

student’s unofficial transcript can be accessed through MyMB, under the Performance link.

Study Abroad/Off‐Campus Study

The number of spaces reserved for off-campus study is limited; students should register their

interest with the Head of the Upper School. Preference is given to juniors and seniors. For a

semester off campus, students must meet all graduation requirements and complete major

department expectations (E-Search, I-Search, Humanities research paper). Grades earned during

off-campus study will not appear on the Moses Brown transcripts or contribute to the MB GPA.


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Course Registration Guidelines

Registration for Courses: Registration should be completed with the intent of taking all

courses selected. All elective selections must list two alternates. All course offerings and

registrations are subject to change depending on availability, section size, facilities, and

staffing.

Registration for Electives: Students registering for departmental electives should note:

first preference is given to seniors; juniors may enroll in departmental electives if space is

available; and the lowest priority is given to students registering for a second departmental

offering.

Adding, Dropping, and Changing Courses: All adds, drops, and changes must be made

through the Registrar. Students may make course changes during the drop/add period at the

beginning of each semester. It is the student’s responsibility to be aware of the final date for

course changes, typically one week after the start of classes. Courses dropped after the

drop/add period appear on the student’s official transcript as withdrawn.

Course change forms are obtained from the Registrar and/or Scheduler and require the

approval of the advisor, teacher, and parent(s). Seniors making a course change must also

consult their college counselor. Course or section changes may be granted for a variety of

compelling reasons. Teacher preference is not a valid reason for a course or section

change.

Waivers: A student who seeks a waiver of a graduation requirement should submit a

written petition to the Academic Meeting. Until the student and parents receive official

written notice from Moses Brown approving the waiver, the student will remain enrolled in

the course that satisfies the requirement.

Substitutions: In exceptional circumstances, a course may be substituted for one of the

requirements upon recommendation by the appropriate department chairperson.

New students: Students entering Moses Brown in the tenth, eleventh, or twelfth grade will

have their graduation requirements established at the discretion of the Registrar. They will

meet all requirements (or the equivalent) of our four year program.

Summer school: Summer school courses may not be used to satisfy a graduation

requirement. The grade of the course taken will not be incorporated into the Moses Brown

Grade Point Average. Students may request that a summer school record be attached to the

Moses Brown transcript for the purposes of college applications.

Generally, students will be required to make up a failed course in a pre-approved summer

school or repeat the course the following year at MB.


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Grading System

Grades: Moses Brown School does not rank students or have an honor roll system. Grades are

issued as letters: A (superior) through E (failure) in the Upper School. There are plus and minus

grades for each category except E.

Attendance: The Dean of Students and/or the Upper School Head, in consultation with a

student’s advisor and teacher(s), will contact families with significant concerns about

attendance, credit, and graduation. In each case, we endeavor to balance individual issues

(health, family situation, etc.) with academic expectations. A 90% attendance rate for excused

and unexcused absences will act as the primary guideline; normally, students who miss 20% or

more of classes will not receive credit.

Senior Attendance: Seniors who miss approximately 15% or more of classes during second

semester will be required to take the final exam in the class in which total excused and/or

unexcused attendance is in question. With regard to college visits, please take advantage of

special opportunities for seniors identified in College Counseling communications.

Grade Reports: The school year is divided into two semesters; students receive letter grades

four times a year with narrative comments written for yearlong and semester courses for each

mid-semester report. (Teachers may submit a comment at the end of a semester to note an

inadequate effort, an unsatisfactory grade, or a positive change in performance.) Advisors and

parents access grades and comments through MyMB.

The mid-semester grades and comments are intended to serve as indicators of a student's

progress; they are not recorded on student transcripts. Semester and year-end grades are entered

on a student's transcript.

Academic Warning: Students who are not meeting the academic and attendance expectations

of the school will be reviewed by the faculty and may be placed on Academic Review or

Warning.

Semester Exams: Cumulative exams are given twice a year at the end of each semester

(January and June) in most academic disciplines. These two-hour exams account for 20-25% of

the semester grade.

Transcripts & GPA: The Grade Point Average (GPA) is cumulative, unweighted, and

represents the average of semester grades in all courses. Transcripts show semester grades for

semester courses, semester and final grades for yearlong courses. The GPA is automatically

calculated and recorded on transcripts.

Senior Grades: Seniors must pass all second semester courses in order to graduate from Moses

Brown School.


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Incompletes: When a student's work is incomplete at the end of a term, the teacher may assign

a failing grade at that time or grant the student an extension of up to ten academic class days.

An extension is normally granted only when a severe medical or family issue exists. In any

event, the school will not grant credit for a course unless all major assignments have been

completed.

Pass/Fail: Students have an option of taking a course for credit on a pass/fail basis if it is not a

requirement for graduation. This option exists to encourage students to explore academic areas

that might not fall within their strength or stretches their programs. Students must request this

option through the Registrar. Final approval rests with the department head and the Head of the

Upper School.

Independent Study: This opportunity allows a student to pursue an interest that goes beyond

the curriculum offered in the Course of Study. The independent study must be the student’s

sixth course and taken pass/fail; an independent study does not receive graduation course

credit. To apply for an independent study, the student must find both a faculty and department

sponsor and write up a description of the academic study. The proposal must be approved by

the Academic Meeting.


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INFORMATION FOR FIRST-YEAR STUDENTS

The transition to the Upper School at Moses Brown presents many challenges for first-year

students. For many, the expectations of our rigorous college preparatory program are intense, and

the work becomes much more analytical. It is important, therefore, for first-year students to

recognize faculty expectations, establish healthy and productive study habits, manage time

successfully, and make responsible choices that will contribute to a productive, enjoyable

experience. Here are a few helpful hints:

Get to know your advisor, the Dean of Students, the Class Dean, the Registrar, and the Head of

Upper School as soon as possible. These adults will prove to be helpful advocates.

Seek out your teachers for extra assistance and, if needed, establish a regular meeting time.

Getting extra assistance is not a sign of ignorance but, rather, signals to the teacher your earnest

desire to learn. Visit the Learning Center after school.

Ask questions in class. If you don't know or understand something or if you need help finding a

solution to a problem, ask your advisor or a teacher. Only by asking can you discern answers to

suit your individual needs.

Homework and daily preparation for classes are the keys to success in the Upper School.

Preparing for class means following up on materials covered in class, reviewing class notes,

outlining and taking notes on reading, and mapping out strategies for longer term assignments.

Do not let work pile up. If you find yourself falling behind, seek out your teacher or advisor

right away to develop a strategy for correcting the problem. You do not have to feel

overwhelmed.

Take time to review the many academic, extracurricular and co-curricular offerings in the Upper

School, and take advantage of at least one activity.

It is important early in the year to establish good habits and time management skills, so allow

some time to relax, but make sure to use time during the day effectively by studying, seeing

teachers for extra help, or completing homework.

Moses Brown School ARTS Course of Study

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1

PERFORMING ARTS: DRAMA 2

3

The drama program aims to provide a variety of opportunities for students to build performance 4

and writing skills in theater and film. Drama is an expressive art that requires careful analysis and 5

observation of the self - alone and in relation to others. To study drama is to study what it means 6

to be human in a universal way and what it means to be us as individuals in a very specific way. 7

We incorporate a variety of schools of dramatic thought but are strongly influenced by naturalistic 8

theatre training of 20th

Century American practitioners. During our variety of projects and 9

processes, we build a strong sense of community, support and teamwork. 10

11

12

Fall Semester Electives Spring Semester Electives 13

14

Playwriting Acting and Directing 15

16

17

18

19

FALL SEMESTER ELECTIVES (1 credit) 20

21

22

PLAYWRITING (open to 11th

& 12th

graders) 23

24

This class will study the craft of playwriting by creating monologues, scenes and one-act plays. As 25

students write their own plays, they will study the work of leading playwrights being produced in 26

the American Theater as a means to understand current trends and styles of contemporary dramatic 27

artists. Members of this class will also read each other’s plays, offer feedback and help with the 28

development of all dramatic pieces throughout the semester. Students will share their final one-act 29

plays in a showcase at the end of the semester. This course may be taken for either Arts or 30

English credit. 31

32

33

SPRING SEMESTER ELECTIVES (1 credit) 34

35

ACTING AND DIRECTING 36

37

The purpose of this course is to build skills as an actor and a director. Students will study 38

naturalistic acting techniques as developed by American theater practitioners over the last 150 39

years. The community of actors in the class will build a strong, collaborative team and create a 40

safe space through drama games and theater exercises. Students will use improvisational acting to 41

create character and define all elements of creating a scene. All members will be responsible for 42

acting and directing specific scenes, which have been made legendary by world-class theater artists 43

over the past century and a half. This course is designed for students who are comfortable speaking 44

and performing as well as for the shy student interested in improving confidence and 45

communication skills. 46

47


10

48

PERFORMING ARTS: MUSIC 49

50

The Upper School music program offers a variety of courses and performing ensembles that cater 51

to non-musicians, the beginning musician, and the more advanced student of music. The program 52

emphasizes the practical/performance aspect of music and at the same time provides for academic 53

development within the subject. 54

55

Yearlong Courses Fall Semester Elective Spring Semester Elective 56

Wind Ensemble Music & Computers Introduction to Guitar 57

String Orchestra String Orchestra with String Orchestra with 58

Chorus Chamber Music Chamber Music 59

The Pianist as Accompanist 60

61

62

YEARLONG COURSES (2 credits) 63

64

WIND ENSEMBLE 65

66

This ensemble is open to brass, woodwind, and percussion players. Repertoire will consist of 67

current, contemporary concert band music that will include themes and traditional compositions 68

from American composers, as well as transcribed classics. The Wind Ensemble will give several 69

performances, both on and off campus, including Open House, a winter and spring concert, 70

special assemblies, and a festival competition or adjudication. An audition is not required; 71

however, a student must have reasonable instrumental skills. 72

73

74

STRING ORCHESTRA 75

76

The String Orchestra is offered to any orchestral string instrumentalist. An audition is not 77

required. Repertoire consists of literature written and arranged for 5-part string orchestra. The 78

orchestra will give several performances, both on and off campus, including Open House, a 79

winter and a spring concert, and special assemblies. In addition, class time will be spent 80

improving sight-reading skills, intonation, blending and ensemble playing. At various times 81

throughout the orchestra may be broken up into smaller groups to explore chamber music 82

literature. Students not enrolled in String Orchestra with Chamber Music will have one class a 83

rotation dedicated to practicing their ensemble music, either individually or by section. 84

85

CHORUS 86

87

Chorus is open to any student who expresses an interest in singing. An audition is not required, 88

but blind auditions will take place at the beginning of the year for voice placement. Repertoire 89

will consist of classical, sacred, secular, world music and jazz. In addition, class time will be 90

spent concentrating on music theory, vocal and sight reading skills. The chorus will give several 91

performances, both on and off campus, including Open Houses, winter and spring concerts, 92

special assemblies, and occasional festival competitions or adjudications. 93

94


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THE PIANIST AS ACCOMPANIST 95

96

This class will be scheduled concurrently with the Chorus and will provide training and practical 97

experience in piano accompaniment. Accompanists from the class will work as rehearsal and 98

performance pianists for the Chorus throughout the year. There may also be opportunities to 99

work with instrumental soloists and small ensembles. Enrollment will be by permission of the 100

Choral Director based on previous playing experience and ability. 101

102

103

104

SELECT ENSEMBLES – NO ACADEMIC CREDIT 105

106

JAZZ ENSEMBLE 107

108

This ensemble is open to those students who play saxophone, trumpet, trombone, piano, guitar, 109

bass or drums. Placement is by audition or by invitation of the Director. Repertoire will consist 110

of big band, jazz, jazz rock, rock, blues, and funk. The Jazz Ensemble will give several 111

performances, both on and off campus, including Open House, winter and spring concerts, 112

special assemblies, MB Rocks (a fund raising concert), and a festival adjudication. There are 113

two jazz ensembles; one meets Monday and Thursday, and the other meets Tuesday and Friday 114

both at 7:15 – 8:00am. (Participants may receive one term of co-curricular credit.) 115

116

PERCUSSION ENSEMBLE 117

118

This ensemble is offered to any student who can read rhythms and is interested in exploring the 119

world of percussion. Repertoire includes standard percussion ensemble literature, world music, 120

and improvisational exploration. The Percussion Ensemble will give several performances 121

throughout the year, which may be on or off campus, including special assemblies and a winter 122

and spring concert. In addition, class time will be spent improving sight-reading skills, blending, 123

and ensemble playing. It meets on Friday mornings, 7:15 – 8:00am. (Participants may receive 124

one term of co-curricular credit.) 125

126

127


129

130

MUSIC AND COMPUTERS 131

132

This course combines the teaching of musical concepts, basic music theory and compositional 133

technique in an electronic setting. The course introduces music composition through a self-paced, 134

hands-on experience using various computer software. Students will have the opportunity to create 135

several original pieces and arrange existing music for various ensembles. No musical experience is 136

necessary. 137

138

139

140

141


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STRING ORCHESTRA WITH CHAMBER MUSIC 142

143

This course is for students who are enrolled in String Orchestra. Students who opt to participate in 144

chamber music should sign up for “String Orchestra with Chamber Music”. They will participate in the 145

regular string orchestra class and in addition they will be assigned to a chamber ensemble. One day out of 146

the class rotation chamber ensembles will rehearse their chamber music with a coach. Chamber groups 147

will be expected to rehearse together outside of class, without a coach, once a rotation as well. Musicians 148

must practice their chamber music and come to their coaching session with their music fully prepared. 149

Students will present their work at a semester end concert, as well as perform off campus in service 150

related venues (nursing homes, senior centers, public schools). 151

152

153

154

SPRING SEMESTER ELECTIVES (1 credit) 155

156

INTRODUCTION TO GUITAR 157

158

This is an introductory course designed for beginning students with little or no prior guitar skills. 159

The course will contain an overview of note and rhythm reading, single note melodies, 160

strumming, basic chord construction, 12 bar blues, and reading tablature. Guitars will be 161

provided but students are encouraged to bring their own if they choose. 162

163 164

STRING ORCHESTRA WITH CHAMBER MUSIC 165

(see above) 166

167


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VISUAL ARTS 168

169

Artistic expression can take many forms, and the Visual Arts faculty offer classes in a variety of 170

media, from foundation level to more advanced courses. Students are encouraged to build 171

technical skills and creative awareness, as well as to develop a vocabulary to discuss and critique 172

work. Students engage in semester-long coursework that broadens creative thinking while 173

recognizing different learning styles. Process-oriented instruction, evaluation through 174

participation, critique, and exhibition are all part of the learning environment. 175

176

Fall Semester Classes Spring Semester Classes 177

178

Drawing / Painting Studio* Drawing / Painting Studio* 179

Adv. Studio/Portfolio Preparation Drawing / Printmaking* 180

Studio Art* Studio Art* 181

Textile Arts and Construction* Introduction to B & W Photography* 182

Introduction to B&W Photography* Introduction to Ceramics 183

The Digital Image* Tinker Maker 184

Introduction to Ceramics Foundations of Hand Building* 185

Foundations of Hand Building* Foundations of Wheel Throwing* 186

Foundations of Wheel Throwing* 187

188

*These courses are taught from beginner level through intermediate and advanced within each 189

semester offering. See course listing details below. 190

191

192


194

DRAWING / PAINTING STUDIO 195

196

Using the elements of art and principles of design as a foundation, this course explores drawing 197

and painting techniques. Students are also exposed to and encouraged to reflect upon various 198

contemporary and historical styles. Original artwork will be created in a variety of media such as 199

pencil, charcoal, pastels, ink, watercolor, and acrylic paint. 200

201

DRAWING / PAINTING STUDIO II 202

203

This course, offered sequentially, builds upon skills previously acquired in Drawing/Painting I 204

and offers students an opportunity to continue in-depth study through new sets of projects and 205

media. Prerequisite: Drawing/Painting I 206

207

ADVANCED DRAWING / PAINTING STUDIO 208

209

This course builds upon skills previously learned in Drawing/Painting I, II and offers students an 210

opportunity to continue in-depth study through a more individualized program. 211

Prerequisite: Drawing/Painting I, II 212

213


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ADVANCED STUDIO / PORTFOLIO PREPARATION 214

215

This course is designed for the serious senior art student looking to produce a strong body of 216

work. Self-motivation, dedication, and a willingness to challenge existing skills are among the 217

course expectations. Instruction will include organization and assessment of work in order to 218

build and refine a cohesive portfolio. 219

Prerequisite: Senior level, previous visual arts course work, and permission of instructor 220

221

STUDIO ART 222

223

This course enables students to explore the fundamentals of art and design through both two- 224

dimensional and three-dimensional formats. Students use a broad array of materials such as 225

paint, charcoal, wood, and wire through different techniques that include drawing, painting, 226

printmaking, sculpture and design. Contemporary and historical traditions and styles are 227

introduced as students develop and evaluate their own visual ideas.STUDIO ART II 228

229

Building on skills developed in Studio Art, students work to create a cohesive body of work that 230

explores a self-selected area of study. Development of thematic ideas, in-depth exploration of a 231

specific technique, documentary story-telling, and research into past and contemporary artists 232

will be encouraged. Prerequisite: Studio Art or permission of instructor 233

234

TEXTILE ARTS AND CONSTRUCTION 235

236

In this course students will explore how two-dimensional forms can be transformed into three- 237

dimensional structures. Students will learn basic pattern making methods, traditional clothing 238

design and construction techniques and apply them to create garments and sculptural forms. 239

Students will use a variety of materials in constructions, including, but not limited to, fabrics, 240

recycled materials, household products, and natural materials. 241

242

TEXTILES II 243

244

This course builds upon skills and concepts covered in Textile Arts and Construction. Students 245

are encouraged to develop an in-depth course of study focusing on particular techniques and 246

concepts. Introduction to more complex construction technques, experimentation, and inquiry 247

are components of this course. Prerequisite: Textile Arts and Construction 248

249

INTRODUCTION TO B&W PHOTOGRAPHY 250

251

This introductory course will help students gain a working knowledge of their cameras while 252

exploring black and white photographic technique including film developing, printing, and 253

mounting. Composition, the Zone System, and presentation will be stressed through group and 254

individual critiques. (A 35mm manual camera is required.) 255

256

257

258

259


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B&W PHOTOGRAPHY II 260

261

Building on skills developed in Introduction to B&W Photography, students work to develop a 262

cohesive body of work that explores a self-selected area of study. Development of thematic 263

ideas, documentary storytelling, and research into past and contemporary photographic artists 264

will be encouraged through individual weekly critiques. (A 35mm manual camera is required.) 265

Prerequisite: Intro to B&W Photography 266

267

THE DIGITAL IMAGE 268

269

This course guides students in creating original photographic compositions. Using current media 270

programs such as Adobe Photoshop, students move through each stage of image creation from 271

original conception, exploring different methods of capture, to producing the final print. Students 272

will combine working with text, images, and technological media to explore such topics as 273

family, community, social commentary, and the human condition. 274

275

276

DIGITAL IMAGE II 277

278

This course builds upon skills and concepts covered in The Digital Image. Students are 279

encouraged to develop an in-depth course of study focusing on particular techniques and 280

concepts exploring their interests in greater depth. 281

Prerequisite: The Digital Image or permission of instructor 282

283

INTRODUCTION TO CERAMICS 284

285

This class is for the beginning clay student. It will investigate both hand building and wheel 286

throwing. A taste of pinch, coil, slab, solid built, and the rudiments of throwing on the wheel will 287

all be explored. 288

289

FOUNDATIONS OF HAND BUILDING 290

291

This introductory class is for the student who would like to explore the hand building process in 292

clay. The four pillars of hand building will serve as a springboard for investigation. These 293

include pinch, coil, slab and solid building. Function, form, and sculpture will be explored. We 294

will take the opportunity to look at ceramic artists who specifically hand build either functional 295

or sculptural forms. 296

297

HAND BUILDING II 298

299

This class is for the student who would like to further examine hand building techniques. Here an 300

exploration of one or two hand building methods can be focused on. The sky is the limit (and as 301

long as it fits into the kiln)! Prerequisite: Foundations of Hand Building or Intro to Ceramics 302

303

304

305

306


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FOUNDATIONS OF WHEEL THROWING 307

308

This class is an introductory exploration of throwing on the wheel. Both functional and 309

sculptural ideas will be investigated. Students will learn the process of wedging and centering the 310

clay as well as raising the walls. Function and form will be addressed as we inquire into what 311

makes mugs, bowls, and vases usable items of the everyday household. What is the fine line 312

between sculpture and a functional form? What makes a functional piece pleasing to the eye? 313

Historical and cultural perspectives of the wheel will be brought to light throughout the course. 314

Who made the first wheel? Why do the Japanese throw off center? Limit 14 Students. 315

Prerequisite: Introduction to Ceramics or Foundations of Hand Building 316

317

WHEEL THROWING II, ADVANCED 318

319

This class is for the student who would like to explore the wheel further, either sculpturally or 320

functionally as well as learning how to raise the walls to “new heights and forms.” This may 321

include creating pitchers, teapots, vase forms or place sets. The possibility of incorporating hand 322

built elements with wheel work may be explored. We will cover the historical and cultural 323

perspectives that sent clay into the modern age of art, no longer to be thought of as simply craft. 324

Limit 14 Students. Prerequisite: Foundations of Wheel Throwing 325

326

327

328

SPRING SEMESTER COURSES (1 credit) 329

330

DRAWING/PAINTING STUDIO I, II, ADVANCED 331

332

Same descriptions as fall semester 333

334

DRAWING / PRINTMAKING 335

336

In this process-oriented course students develop a personal style as they explore a variety of 337

different printmaking techniques, such as intaglio / dry point, etching, relief / woodcut, linoleum, 338

polycarbonate plate, monotype, pronto plate and silkscreen. Students are exposed to and 339

encouraged to reflect upon various contemporary and historical styles as they create their 340

designs. Drawing is an integral part of the creation of original artwork. 341

342

DRAWING / PRINTMAKING II 343

344

This course builds upon skills and concepts covered in Drawing / Printmaking. Students are 345

encouraged to develop an in-depth course of study focusing on particular techniques and 346

concepts. Introduction to fabric silkscreen printing, experimentation and inquiry are components 347

of this course. Prerequisite: Drawing / Printmaking 348

349

350

351

352

353


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TINKER MAKER 354

355

Tinkering typically blends the high and low-tech tools of science along with a strong aesthetic 356

and artistic dimension supporting self-expression. This course will focus on tinkering activities 357

involving Arduinos, puppetry, creating gadgets, electricity, magnetism, wearable technology, 358

force and motion, as well as repurposing toys and other materials. If you want to take things 359

apart, explore tools and materials, build wondrous, wild art that’s part science and part 360

technology then this is the class for you. No Prerequisites. 361

362

STUDIO ART I, II 363

364


366

INTRODUCTION TO B&W PHOTOGRAPHY I, II 367

368


370

371

INTRODUCTION TO CERAMICS 372

373

Same description as fall semester 374

375

FOUNDATIONS OF HAND BUILDING, II, ADVANCED 376

377


379

FOUNDATIONS OF WHEEL THROWING, II, ADVANCED 380

381


383

384

Moses Brown School ENGLISH Course of Study

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ENGLISH

The English curriculum develops and enhances the skills of close reading, thoughtful

writing, and respectful speaking and listening. Students practice their critical thinking skills in

seminar-like classes, which encourage them to interact in collaboration with their teachers and

each other. Harkness discussions (text-based, student driven dialogues) occur regularly in all

classes and require participation by all. Over the course of four years, students encounter a wide

range of increasingly challenging literature which, combined with their personal experiences,

provide a rich mine of shared experience – the subject matter for the extensive writing they do in

each of the rhetorical modes. In a multi-layered process, beginning in the ninth grade with

complex thesis construction and culminating with the research and organization associated with

the

I-Search in the eleventh grade, students develop independence of judgment, mastery in the art of

persuasion, and familiarity with effective research techniques.

Moses Brown requires students to take four years of English. In the first three years,

students enroll in the yearlong course appropriate to their grade level. In the senior year, students

may choose among various semester electives or apply for admission to the yearlong Advanced

Placement course. With guidance from their teachers, students

may elect to take the AP exam in either Language and Composition or Literature and

Composition in May of either their junior or senior year—or both.

Yearlong Courses

English 1, 2, 3

AP English

Fall Senior Electives Spring Senior Electives

Expository Writing Fiction into Film

Shakespeare Reading & Writing Poetry

Literature of War Literature of the Mind

Literature of Power & Protest The Art of Social Change

Playwriting Philosophy

Civilizing America: Literature & Civilizing America: Literature of

Legality of Race Gender & Sexuality


19

YEARLONG COURSES (2 credits)

ENGLISH 1

This full-year course is required of all ninth graders and seeks to create a shared literary and

rhetorical experience aimed at establishing a foundation of critical thinking, reading and writing.

Students write in a variety of modes with an eye to developing an analytical voice. As they

continue to build linguistic awareness and thematic focus, they encounter a wide range of genres

in world literature, including Macbeth, Sophocles’ Antigone, and various collections of poems,

personal essays and short stories. In the spring, ninth and twelfth graders traditionally collaborate

on an exercise connected to the performance and school visitation of a poet of national

distinction.

ENGLISH 2

This full-year course is required of all tenth graders. Students concentrate on various modes of

composition with emphasis on critical analysis and writing in response to setting or place. Works

to be studied include a Shakespearean comedy, Mark Twain’s Adventures of Huckleberry Finn, a

contemporary novel of place, essays related to appreciation of place, and the department’s

collections of short stories and poems. The Enviro-Search Paper, central to the course, explores a

location of significance to each student and introduces students to writing as a way to appreciate

place. Throughout the process of writing this paper, students learn research and interviewing

techniques, the structure of the research paper, and the use of secondary sources in their writing.

ENGLISH 3

This full-year course is required of all eleventh graders. American writers provide the primary

focus for an examination of the American experience. Attention is given to the cultural and

historical contexts of the works studied, which might include Toni Morrison’s Song of Solomon,

Nathaniel Hawthorne’s The Scarlet Letter, F. Scott Fitzgerald’s The Great Gatsby, Walt

Whitman’s Leaves of Grass and Emily Dickinson’s poetry. Students focus primarily on writing

critical papers, which emphasize original, literary analysis. The I-Search Paper, central to the

course, explores some aspect of each student’s personal interests and focuses on interviewing

techniques, the conventions and structure of the research paper, and the use of secondary

sources. With encouragement from their teachers juniors may elect to take an Advanced

Placement examination in May, usually the Language and Composition exam. Some test

familiarization sessions are required.


20

ADVANCED PLACEMENT ENGLISH

For seniors who have demonstrated a committed and earnest approach to the study of English,

this full-year course involves frequent writing exercises and intensive reading in poetry, fiction,

drama, and non-fiction prose. Works might include Homer’s The Odyssey, Sophocles’ Oedipus

Cycle, Dante’s Inferno, Milton’s Paradise Lost, Shakespeare’s Hamlet, Morrison’s Beloved,

Woolf’s To the Lighthouse, Ellison’s Invisible Man, and McCarthy’s The Road. AP candidates

must exhibit both a high level of interest in reading and writing about challenging literature and a

willingness to engage actively in frequent discussions. AP students must be motivated to do

consistent, honors level work. All students enrolled must take the AP Literature & Composition

exam in May, 2016.

While the English Department considers all students who express a desire to take AP English,

the strongest candidates will have attained grades of B+ or higher in both English 2 and English

3, as well as the final approval, by consensus, of the English Department. Students admitted to

AP English are required to read one extra book over the summer

ENGLISH 4: SENIOR ELECTIVES (1 credit)

Senior electives in the twelfth grade continue to emphasize the reading and writing skills taught

in English 1, 2 and 3. Frequent writing assignments make up a major portion of every elective.

Seniors must take a fall and spring elective unless enrolled in AP English, and may elect to take

the Advanced Placement exam in either Language and Composition or Literature and

Composition, for which some test familiarization sessions are required. For seniors with a special

interest in English, taking a second elective in either semester is possible if space is available.

Juniors may take a second English course as an elective, also on a space available basis and with

permission of the Academic Dean or Registrar.

ENGLISH 4: FALL SEMESTER ELECTIVES (1 credit)

EXPOSITORY WRITING

This course will take an intensive approach to the writing process. Students will write frequent

short essays as they learn various composition strategies and aspects of style. Students will

generate personal essays, descriptive pieces, editorials, and a final analytical essay, in addition to

more frequent journal reflections on the texts. Students will also read essays by such writers as

Virginia Woolf, George Orwell, E. B. White, James Baldwin, Joan Didion, Alice Walker,

Edward Hoagland, Richard Rodriguez, Maxine Hong Kingston, as well as selections from

contemporary periodicals. They will examine and apply to their own work what published

writers have to say about the art of the essay.


21

SHAKESPEARE

According to scholar Harold Bloom, Shakespeare's plays are our "secular Scripture, or more

simply the fixed center of the Western canon"; Hamlet, for example, "is the [second] most cited

figure in Western consciousness." But what is it that makes the Bard of Avon so timeless, so

universally acclaimed and applicable, reflecting his time but still speaking to our own? How did

he compose such vital characters with such diverse voices, from beggars to kings? How did his

theatrical innovations revolutionize the nature of playwriting and stage performance? Addressing

these questions, we will engage Shakespeare’s plays as theatrical texts through traditional

analysis as well as performance, exploring their remarkable depth of meaning as well as how

they work onstage. We will study Shakespeare’s sonnets and two or more of his plays

(possibilities include Othello, The Taming of the Shrew, King Lear, and Henry IV, Part I),

approaching them as actors, designers, directors, and members of an audience, investigating how

the playwright "hold[s], as 'twere, the mirror up to nature."

LITERATURE OF WAR

This course will explore the ways war has been captured in American poetry and prose and

expressed to a public who lacks the experience of combat. It traces the differing perspectives

from nationalistic pride and heroism through the disappointment and devastation that war

creates. Possible texts include poetry and short stories representing conflicts throughout history

and longer works like Julie Otsuka’s When the Emperor Was Divine, Tim O’Brien’s The Things

They Carried, Ishmael Beah’s A Long Way Gone, and Kevin Powers’ The Yellow Birds. We will

also invite war veterans to speak to the class about their experiences related to the texts we read.

In December 2015 students in the class will have the opportunity to travel on a TRIP to

Washington, DC to tour Memorial Parks dedicated to fallen soldiers of our country’s wars.

LITERATURE OF POWER AND PROTEST

The first aim of this course is to explore how Suzanne Collins’ The Hunger Games and

Shakespeare’s 1 Henry IV question the role of the individual in society and one’s moral

responsibility to one’s self and one’s communities. Students will explore the power

of sacrifice and the forces (both known and subconscious) that shape our identities within

different contexts. Themes covered will include dystopia, reality media, rebellion, government

control, and justice. The course’s second aim is to study the texts which inspired these works and

literary criticism of each, close reading primary and secondary sources through the lenses of

feminism, genre studies, Marxism, historicism, and psychoanalysis.


22

PLAYWRITING (open to 11th

& 12th

graders)

This class will study the craft of playwriting by creating monologues, scenes and one-act plays. As

students write their own plays, they will study the work of leading playwrights being produced in

the American Theater as a means to understand current trends and styles of contemporary dramatic

artists. Members of this class will also read each other’s plays, offer feedback and help with the

development of all dramatic pieces throughout the semester. Students will share their final one-act

plays in a showcase at the end of the semester. This course may be taken for either Arts or

English credit.

CIVILIZING AMERICA: LITERATURE AND LEGALITY OF RACE

Through a multi-media examination, this course will consider the literature of race in twentieth

century America through the lens of United States Supreme Court decisions. Ultimately, we

must examine whether legal decisions can change the perspective and philosophies of the nation

or if the legal domain is one of sheer mechanics. Is it possible that art identifies immorality years

before we, as a government, are willing to mandate behavior as illegal? Is art compelled to

examine what the law cannot resolve – the prejudices, the pain and the probability of a peaceful

society? For instance, Loving vs. Virginia invalidated laws prohibiting interracial marriages in

1967; in the same year, Guess Who’s Coming to Dinner explored America’s difficulty in

accepting that mandate. Through reading, art and video, we will assess which has had more

impact on our lives – literature or the law – or whether they work in tandem to move society

forward.

ENGLISH 4: SPRING SEMESTER ELECTIVES (1 credit)

FICTION INTO FILM

In an age of mass consumption, literary works are eagerly transformed into feasts for the eyes

and, sometimes, the intellect as well. But what makes a successful adaptation? We will look at

the tools of writing - narrative voice, structure, setting, and vocabulary - juxtaposed with

cinematic approaches to those same stories. Film, in a sense, has many authors: screenwriters,

directors and actors bring the work to life and all are responsible for the achievement or failure

of the adaptation. Students will have the opportunity to examine both viewpoints and analyze

what determines success. Works may include The Virgin Suicides, Million Dollar Baby, No

Country for Old Men, and Slumdog Millionaire.


23

READING AND WRITING POETRY

This course will expose students to a wide range of poets, styles, and sensibilities in a workshop

format, which will involve frequent writing both of and about poetry. Each student will compile

a collection of original, thematically focused work and participate in the creation of a class

anthology. The primary text will likely be Strand and Boland’s The Making of a Poem. Other

texts may include poetry by Sharon Olds, Billy Collins, Naomi Shihab Nye, Lucille Clifton,

Coleman Barks, and other prominent poets who have read at Moses Brown. Students will be

encouraged to attend two or three poetry readings during the semester.

LITERATURE OF THE MIND: PERCEPTION VERSUS REALITY

This course uses fiction to discuss the way the human brain can be challenged and altered based

on perceptions of reality. It uses literature in which memory and mystery play a large role in how

reality is created and embraced. Possible texts include SJ Watson’s Before I Go to Sleep, Liane

Moriarty’s What Alice Forgot, Michael Levigne’s Not Me, Kazuo Ishiguro’s Never Let Me Go,

Mark Haddon’s The Curious Incident of the Dog in the Nighttime, and short stories by Julio

Cortàzar, Luisa Valenzuela, Shirley Jackson, John Cheever, Haruki Murakami, Jorge Luis

Borges, and Fyodor Dostoevsky.

THE ART OF SOCIAL CHANGE (open to 12th graders)

This twentieth century U.S. History course examines the relationship between movements for

social change, mass culture, and the performing arts. We will explore the lives of individual

artists and the work they produced to grapple with questions such as: How have activist-artists

expressed their views through plays, film, song, television, or spoken word? How do artists

influence social movements as well as how we understand and remember them? What is the

power and shortcomings of creative work as vehicles for learning about U.S. history? The goal

of this course is to deepen students understanding of the social movements to which they were

introduced in U.S. History. This course will focus on analytical writing and discussion; students

will complete a major project that will ask them to produce and/or perform their own creative

work as a means to explore a particular social, economic, or political problem in U.S. society

today. This course may be taken for either Humanities or English credit. (This course does

not qualify for English credit by the NCAA and cannot be used for NCAA initial eligibility

certification for Division 1 or Division 2 colleges.).


24

PHILOSOPHY (open to 11th

& 12th

graders)

In ancient Greek, philosophia means “the love of wisdom.” Doing philosophy means

scrutinizing beliefs about the world to understand if they are logical and to explore what these

beliefs tell us about our common humanity. We will examine the roots of Eastern and Western

philosophy by reading primary texts from a number of influential philosophers. We will start our

work by investigating the value of philosophical inquiry and the importance of logical

reasoning. From there, we will spend time with the ancestors of Western philosophy: Socrates,

Plato, and Aristotle. We will then investigate the rich philosophical tradition inspired by the

ancient Indian text, the Bhagavad Gita. An examination of early Buddhist scriptures and of the

philosophy of Confucius will follow, allowing us to compare the development of philosophical

traditions around the world. Throughout our engagement with these texts, we will identify how

ancient philosophers defined the ideal person and what they believed was the most important

quest(ion) in human existence. These texts will further allow us to delve into the philosophical

fields of ethics, epistemology, and metaphysics, and to investigate the intersection of philosophy

with other academic disciplines such as theology, science, and anthropology. This course may

be taken for either Humanities or English credit.

CIVILIZING AMERICA: LITERATURE OF GENDER & SEXUALITY

This multi-media course will consider the artistic representation of gender and sexuality through

the lens of critical United States Supreme Court decisions. Ultimately, we must examine whether

legal decisions change the perspective and philosophies of the nation or if the legal domain is

one of sheer mechanics. For instance, Christopher Isherwood wrote A Single Man in 1964,

chronicling the limitations and loneliness of being gay in America, though twenty years later, in

1986 Bowers v. Hardwick upheld restrictions on physical relations between couples of the same

sex. Shockingly, it was not until 2003, that the Court finally outlawed such restrictions. Today, in

2015, we are still anticipating a ruling concerning gay marriage, fifty years after Isherwood’s

novel. Similarly, Dorothea Lange published her images of migrant mothers in the 1930’s but it

was not until 1971 that Phillips vs, Martin Marietta mandated that companies cannot refuse to

hire women because they have pre-school aged children if the same is not held true for men.

Ultimately, through reading, art and video, we will assess which has had more impact on our

lives – literature or the law – or whether they work in tandem to move society forward.

Moses Brown School HUMANITIES Course of Study

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HUMANITIES: HISTORY & SOCIAL SCIENCES

These course offerings are designed to provide students with an understanding of history

and its legacy for current national and world affairs. In ninth grade, students begin their inquiry

with an exploration of world civilizations. In tenth grade, students continue with an examination

of twentieth century global conflicts and struggles for human rights, followed by a study of

United States history during their junior year. Beyond those requirements, students are

encouraged to pursue advanced study through electives. All courses help students further

develop the skills of critical reading, historical thinking, thoughtful discussion, and effective

writing.

Yearlong Required Courses Semester Required Course Why Europe? Modern World History

US History (College Prep, Honors)

Yearlong Elective Course

AP Comparative Government and Politics

Fall Semester Electives Spring Semester Electives

Art History The Art of Social Change

Human Geography Modern to Contemporary Art History

Civics in Action

YEARLONG REQUIRED COURSES (2 credits)

WHY EUROPE? The Story of Europe’s Rise to Power --Required for 9th

graders

This course spans from the 14th century to the end of World War I and the signing of the Treaty

of Versailles in 1919. These centuries were marked by a significant increase in global activity

that connected peoples across continents as never before. This time period also resulted in the

rise of European dominance around the world, which marked the dawn of modern society.

While Europe's ascent created the mold of how to become an industrialized, militarized and

imperialist power, some historians argue that there was nothing inevitable or predestined about

Europe's global power. Students will explore how and why Europe emerged as the leading

economic, political and military power by the dawn of the 20th century. In addition, students

will examine the consequences of Europe's rise to dominance for the peoples of the Americas,

Africa, Asia and Europe. A variety of original documents supplement the texts and aid students

in developing the essential skills of careful reading, analytical thinking, research, and writing.


26

UNITED STATES HISTORY – Required for 11th

graders

Students will examine the conflicts, events, and persons important to the expansion of

democracy in the United States. Assignments include debates, seminar discussions, essays,

research, creative projects, and document-based questions. We will utilize a variety of primary

sources to help students engage the diverse experiences of people past and present. In addition

to further developing the skills of analytical writing and critical thinking, students will become

more adept at demonstrating the significance of an event by showing how it is connected to

enduring issues, contextualizing primary sources and making inferences from them, and

identifying patterns of continuity and change. Prerequisite: Modern World History

UNITED STATES HISTORY HONORS

We invite students who want an additional challenge in U.S. history to earn the distinction of

Honors. Throughout the year, students will engage in a long-term project that extends and

enhances the required coursework in U.S. History. As a result, students will gain a more in-

depth understanding of critical issues and cultivate their independent thinking and research skills.

Prerequisite: Modern World History

SEMESTER REQUIRED COURSES (1 credit)

MODERN WORLD HISTORY – Required for 10th

graders (offered both semesters)

This semester-long course will explore the major issues and turning points of world history by

examining events from the end of WWI through the Cold War era to the present. By reading a

variety of primary and secondary sources, students will examine historical concepts and events

of the 20th century including world war, holocaust and genocide, nationalism, fascism,

communism, human rights, and movements of independence. An emphasis will be placed on

enhancing students’ analytical skills and understanding of world history through discussion,

debate, research, and writing. Prerequisite: Why Europe?


27

YEARLONG ELECTIVE COURSE (2 credits)

AP COMPARATIVE GOVERNMENT AND POLITICS (open to 12th

graders)

This course is about political change – its causes and consequences – in six countries: Great

Britain, Russia, China, Iran, Mexico, and Nigeria. Major themes of the course include

globalization and democratization. This course combines history, current events, and political

science. Students will understand the underlying social, economic, and political issues that are

behind the news stories we see from around the world. While our own country is not a focus of

this course, by the end of our time together, students will be better equipped to understand and

evaluate the issues facing the U.S. Lastly, the course will prepare students for the advanced

placement exam in May. Taking this exam is a requirement for all students enrolled in the

course. Our coursework will be consistent with an introductory college course. Prerequisite:

permission of the department chair

FALL SEMESTER ELECTIVES (1 credit)

ART HISTORY (open to 11th

& 12th

graders)

This course will consider world history through a visual lens. Students will explore art and

architecture to understand the political and social climate of a given time period and to become

familiar with themes represented in art, including, power, gender, and race. Through our

investigation of art from ancient to contemporary times, students will develop a vocabulary to

talk about art, as well as sharpen their analytical writing skills. The goal of this course is for

students to emerge from the class with an appreciation of art and an ease and fluency in

discussing visual culture and its history. Students will be asked to do an assignment at the RISD

Museum and attend a field trip to Boston. Prerequisite: none

CIVICS IN ACTION: Empowering Students to Shape Public Policy (open to 12th

graders)

Civic engagement is at the heart of our mission at Moses Brown as we seek to prepare students

to be active citizens in the world into which they graduate. In the Humanities in particular, we

educate our students about the history of the United States and the expansion of democracy—

which is still taking place today. Created using the tenets of Project Based Learning, this course

provides students with the opportunity to work in teams to identify, research and draft public

policy initiatives for a local, state or national need or issue. This course also utilizes the flipped

classroom model, which exposes students to various types of educational technology and gives

them an online learning experience similar to those that they will encounter in college. Plans are

also underway for students in this course to attend the Friends Committee on National

Legislation Fall Lobby Weekend in Washington D.C. Students would travel to Washington D.C.

to participate in the Lobby Weekend, which culminates with meetings with members of the

Rhode Island Congressional Delegation.


28

HUMAN GEOGRAPHY (open to 10th

, 11th

& 12th

graders)

We will use spatial concepts and analysis to examine society, past and present. These concepts

include place, scale, region, and spatial variation. You will learn about the theories, methods,

and tools geographers use, including what is revealed and what is hidden in maps. Key topics

may include: population and migration, culture, agricultural production and rural land use,

industrialization and economic development, and cities and urban land use. This course will

introduce students to geography as a means to better understand a changing world and its

consequences. Prerequisite: none

SPRING SEMESTER ELECTIVE (1 credit)

THE ART OF SOCIAL CHANGE (open to12th

graders)

This twentieth century U.S. History course examines the relationship between movements for

social change, mass culture, and the performing arts. We will explore the lives of individual

artists and the work they produced to grapple with questions such as: How have activist-artists

expressed their views through plays, film, song, television, or spoken word? How do artists

influence social movements as well as how we understand and remember them? What is the

power and shortcomings of creative work as vehicles for learning about U.S. history? The goal

of this course is to deepen students understanding of the social movements to which they were

introduced in U.S. History. This course will focus on analytical writing and discussion; students

will complete a major project that will ask them to produce and/or perform their own creative

work as a means to explore a particular social, economic, or political problem in U.S. society

today. This course may be taken for either Humanities or English credit. (This course does

not qualify for English credit by the NCAA and cannot be used for NCAA initial eligibility

certification for Division 1 or Division 2 colleges.).

MODERN TO CONTEMPORARY ART HISTORY (open to 12th

graders)

This late 19th

, 20th

and 21st century art history course will explore artists’ responses to historic

events from the invention of the camera to present day local artwork. Students will explore art,

architecture, photography and film through the works of Impressionist artists such as Mary

Cassatt, Chinese activist Ai Wei Wei and female artists such as Georgia O’Keefe, Frida Kahlo

and Dorothea Lange. Students will have the opportunity to explore local artists outside of the

classroom and take a closer look at the art and architecture around Providence. Students will

develop a greater appreciation of the role of artist and their work and a deeper understanding of

formal art analysis. Prerequisite: none


29

HUMANITIES: RELIGION AND HUMAN VALUES

The Religion and Human Values curriculum reflects the school's Quaker heritage. The faculty

seeks to raise issues of spiritual, ethical, and philosophical significance in accord with the

mission of the school without imposing moralistic or dogmatic solutions. Consistent with this

central purpose is the following set of goals:

· To enable students to examine their deepest values and beliefs

· To enhance students’ critical ability in moral and religious thinking

· To alert students to current social concerns and ethical issues

· To validate each student’s search for the spiritual dimension of life

· To help promote a school-wide sense of community responsive to the school’s Quaker

heritage

Religious Studies is the semester-long required course that introduces sophomores to the academic study of

religion. Each year, we offer a variety of electives for students in 11th

and 12th

grades (with an

option for sophomores with permission of the instructor).

Semester Required Course

Religious Studies

Fall Semester Electives Spring Semester Electives Global Medical Ethics Contemporary Problems in Ethics

Jerusalem, Nazareth, and Mecca: Philosophy

Sacred Sites and Sacred Texts

REQUIRED SEMESTER COURSE (1 credit)

RELIGIOUS STUDIES (offered both semesters)

We begin by defining key terms such as religion, spirituality, symbol, myth, and ritual, and by

examining how religion plays a role in current events. After this introductory unit, we dive

deeply into Islam and Buddhism, studying the history, sacred texts, and practices of each

tradition. We pay particular attention to exploring the plurality of traditions within each religion

and learning from scholars as well as practitioners about the lived experience of these

religions. A culminating research project allows students to closely examine a religious tradition

of their choosing while also exploring a topic of interest such as: environmental justice in the

Pentecostal Church, the testimony of Equality as it is practiced in Quakerism, the role of women

in the Catholic Church, or the practice of meditation in Zen Buddhism. As a result of this

course, students will develop an appreciation for the religions of the world, and will use research,

critical thinking, and problem solving to explore dilemmas presented by religion’s relationship

with society.


30


GLOBAL MEDICAL ETHICS (open to 11th

& 12th

graders, 10th

graders with permission of

the instructor)

Modern science and technology have brought with them a whole new set of ethical dilemmas

that impact us all. For example, last year a young woman had an aneurysm and was pronounced

brain dead, she was also 14 weeks pregnant. Should she be taken off a ventilator? Who should

make this decision - the hospital, her husband, her parents? This course will use case studies

like this one to develop students’ critical and analytical thinking skills, so they too can

understand and discuss these dilemmas and offer their own opinions. Cases we will examine

will include drug enhancement, organ transplantations, vaccine policies and distributions, end of

life decision-making as well as others. An integral part of this course will be learning from

community members - doctors, nurses, chaplains, social workers, and psychiatrists - who share

with us about their experience with medical ethics, and present dilemmas they have

encountered. Students will have a chance to shape their learning through independent reading

selections, and a final research project.

JERUSALEM, NAZARETH, and MECCA: SACRED SITES and SACRED TEXTS (open

to 11th

& 12th

graders, 10th

graders with permission of the instructor) In this class, we will use the imagined (textual) and real (architectural) spaces of Jerusalem,

Nazareth, and Mecca to dive deeply into the beliefs and rituals of Judaism, Christianity, and

Islam. We will read from the Hebrew Scriptures, the Christian Scriptures, and the Qur’an to get

a sense of the basic mythology of the three faiths and to understand how the geography of the

Middle East plays a role in the development of the religious traditions. We will study how the

cities are used as places of pilgrimage and for other ritual practices central to each faith

tradition. Studying the architecture of the cities will also allow us to consider how humans

define and construct sacred spaces. Finally, by placing the traditions and histories of each faith

within the geography of the Middle East, we will be able to investigate not only the roots of

religious conflict, but also how peacemakers use religious texts and sacred spaces to find points

of contact between the three faith traditions.


31

SPRING SEMESTER ELECTIVES (1 credit)

CONTEMPORARY PROBLEMS IN ETHICS (open to 10th

, 11th

& 12th

graders)

Ethics is a branch of philosophy that raises questions about how we should live. In this class, we

will explore the major branches of ethical thought, spanning from the ancient Greek philosopher

Aristotle to the father of modern philosophy Immanuel Kant to modern day ethicists like Michael

Sandel and Martha Nussbaum. We will consider the following questions:

Are there universal moral laws, or does morality depend on culturally specific times and

places?

What role does the state have in regulating moral decisions?

What virtues should we develop in modern society?

How can we apply the ethical theories of philosophers in our daily lives?

We will work to understand the theoretical foundations of ethics so that we can tackle modern

day ethical dilemmas and questions, such as assisted suicide, the free market economy,

affirmative action, war, the stem cell debates, and animal rights, among others.

PHILOSOPHY (open to 11th

& 12th

graders)

In ancient Greek, philosophia means “the love of wisdom.” Doing philosophy means

scrutinizing beliefs about the world to understand if they are logical and to explore what these

beliefs tell us about our common humanity. We will examine the roots of Eastern and Western

philosophy by reading primary texts from a number of influential philosophers. We will start our

work by investigating the value of philosophical inquiry and the importance of logical

reasoning. From there, we will spend time with the ancestors of Western philosophy: Socrates,

Plato, and Aristotle. We will then investigate the rich philosophical tradition inspired by the

ancient Indian text, the Bhagavad Gita. An examination of early Buddhist scriptures and of the

philosophy of Confucius will follow, allowing us to compare the development of philosophical

traditions around the world. Throughout our engagement with these texts, we will identify how

ancient philosophers defined the ideal person and what they believed was the most important

quest(ion) in human existence. These texts will further allow us to delve into the philosophical

fields of ethics, epistemology, and metaphysics, and to investigate the intersection of philosophy

with other academic disciplines such as theology, science, and anthropology. This course may

be taken for either Humanities or English credit.


32

HUMANITIES: PEER LEADERSHIP

FALL SEMESTER ELECTIVE (1 credit - open to 12th

graders)

PEER LEADERSHIP: Bridging Theory & Practice

The transition to high school is a formative time in students’ lives. As the oldest members of the

student body, seniors can play a significant role in welcoming ninth graders to the upper school

and imparting the philosophy and culture of the Moses Brown community. But how does one

become an effective leader? What are the qualities of a good leader? What types of actions do

good leaders take? Students of this course will discuss these essential questions and work to hone

the following skills: active listening, asking open-ended questions, including all members of a

group, giving clear directions, and fostering discussions. Additionally, students will examine

leadership theories and case studies of effective leaders. Working in pairs, Peer Leaders will

practice the activities that they will present to the ninth graders, which will center on topics such

as MB school culture, diversity, time management, and decision-making. After leading an

activity with their freshmen class, Peer Leaders will reflect on their practice as a group and

develop skills for improving as leaders. Through their work with ninth graders, Peer Leaders will

model the qualities expected of all Moses Brown students: respect, integrity, tolerance and

kindness. Ultimately, Peer Leaders will serve as positive role models in the school whose work

with freshmen will aid in fostering a cohesive, tolerant, and collaborative student body.


33

HUMANITIES: PSYCHOLOGY

FALL SEMESTER ELECTIVE (1 credit - open to 11th

& 12th

graders; priority given to

seniors)

THEORIES OF PERSONALITY

This course explores research methods in Psychology and specific examples of studies conducted

on obedience and conformity. It presents different theories of personality and behavior,

including psychoanalytic, social learning, humanistic, and social-cognitive perspectives.

Assessment and therapy associated with each one are also discussed. Students will also study the

brain and nervous system in order to understand the connection between biology and

behavior. Students may enroll in either or both Theories of Personality and Topics in

Psychology.

SPRING SEMESTER ELECTIVE (1 credit - open to 11th

& 12th

graders; priority given to

seniors)

TOPICS IN PSYCHOLOGY

Students will explore theories of cognitive, psychosocial and moral development and theories of

emotion. Additional topics may include sensation and perception, psychological disorders,

intelligence, motivation and work, and memory. Students will study famous experiments

conducted in Psychology and their implications. Student may enroll in either or both Theories of

Personality and Topics in Psychology.

Moses Brown School MATHEMATICS Course of Study

34

MATHEMATICS

The mathematics program is designed to fulfill these goals:

To develop in students an appreciation for the essential character of mathematics as an

intellectual discipline

To foster development of logical reasoning skills, both inductive and deductive, and the

ability to use these skills in general problem solving tasks beyond the mathematics

classroom.

To give students a mathematical foundation that is sufficient for all levels of further study

To help students master technical skills that will be needed in their future studies

After Algebra 1, Moses Brown offers three levels of full year courses. The only exception to this

is AP Statistics. All students are placed in a level based on the recommendation of his/her current

math teacher.

All upper school math courses, except Geometry (all levels), Algebra I and some electives,

require a TI-83 or TI-84 series graphing calculator. Moses Brown does not provide

calculators to students.

Yearlong Courses (2 credits) Fall Semester Electives (1 credit)

Algebra 1 Statistics and Data Analysis

Geometry (Regular, Accelerated, Honors) Macroeconomics

Algebra 2 (Regular, Accelerated, Honors)

Precalculus (Regular, Accelerated, Honors) Spring Semester Electives (1 credit)

Calculus (Regular, *AB, *BC) Discrete Mathematics

*AP Statistics Microeconomics

Utilizing Math and Humanities to Understand

Contemporary Global Issues

* Calculus AB, Calculus BC, and AP Statistics are Advanced Placement courses. Students placed

in those courses are required to take the appropriate AP exam in May.

YEARLONG COURSES (2 credits)

ALGEBRA 1

This first year course reviews number systems and covers fundamental operations, including

fractions, exponents, square roots, functions, solving linear and quadratic equations,

polynomials, factoring, graphing, and general problem solving skills. Students are placed in

Algebra 1 based on grades and teacher recommendations.


35

GEOMETRY

This course studies traditional Euclidean geometry in two and three dimensions with emphasis

on the concept of the formal proof. Topics include lines and planes, congruency, polygons,

similarity, Pythagorean relationships, circles, triangle trigonometry, area, and volume.

Levels: Regular, Accelerated, Honors

Prerequisite: Algebra 1 and department permission

ALGEBRA 2

This course is a continuation of first year Algebra and emphasizes skill development and critical

thinking. Topics include factoring and operations with rational, irrational and polynomial

expressions, graphing of relations and various functions, solutions of linear and quadratic

equations, inequalities and systems, rational and real exponents, logarithms, and an introduction

to triangle trigonometry. The honors course will include an introduction to circle trigonometry

and conics. A TI-83 or TI-84 graphing calculator is required for this course.


Prerequisite: Algebra 1, Geometry, and department permission

PRECALCULUS (open to 11th

and 12th

graders only)

This course is an in-depth survey of the fundamental mathematical functions used to model real

phenomena, including polynomial, rational, exponential and trigonometric functions and their

applications. It will also include an introduction to probability and statistics. The course is

designed to enhance inferential thinking skills. Teachers of this course encourage creativity and

risk-taking in solving complex problems.

Students enrolling in Precalculus Honors can expect little to no review of linear and quadratic

functions, a faster pace that covers more material such as polar coordinates, math on the complex

plane, sequences and series, and the derivative, as well as a more in-depth treatment of all

function types. A TI-83 or TI-84 graphing calculator is required for this course.


Prerequisite: Algebra 2 and department permission

CALCULUS

The main topics covered in this course include limits, derivatives, and integrals. Students learn to

compute derivatives of a variety of functions, and apply them to solve problems, including those

involving optimization and motion. Students also learn methods of computing integrals as well

as their applications. Regular Calculus begins with further development of selected Precalculus

topics. A TI-83 or TI-84 graphing calculator is required for this course.

Levels: Regular, AP Calculus AB, AP Calculus BC

Prerequisite: Precalculus Accelerated or Precalculus Honors, and department permission


36

AP STATISTICS

This course follows the curriculum for the Advanced Placement exam given in May. It is

generally equivalent to a half year of college statistics. Major topics include exploratory data

analysis, experimental design, probability, and statistical inference. Technology used includes

TI-84 calculators and Minitab computer software. All students enrolled must take the AP exam.

This a required course for sophomores who have completed Geometry and Algebra 2 Honors by

the end of their freshman year. A TI-83 or TI-84 graphing calculator is required for this course.

Prerequisite: Precalculus Accelerated, Precalculus Honors, or Algebra 2 Honors and department

permission


STATISTICS AND DATA ANALYSIS

This introductory statistics course provides a conceptual overview of research study design,

descriptive and inferential statistics. Students will conduct their own studies and apply the

methods learned in class to analyze their data and make conclusions about their research

question. Analyses will be done via calculator (TI-83/84 graphing calculator) and computer

(Minitab statistical software). By the end of the course, students will [1] be educated and critical

consumers of statistical information. For example, what does it mean when a study is published

stating that vitamins don’t prevent chronic health problems? Is this study to be taken at face

value (i.e. should we all stop taking vitamins?) or is there bias in their design or

lurking/confounding variables that could be driving the finding? Could the reverse actually be

true?, [2] be able to create and interpret graphs and summary statistics appropriate to qualitative

and quantitative data, and [3] have the tools necessary to form an interesting research question,

design a study to answer that question, collect and analyze study data to answer that question.

Prerequisite: Algebra II or Precalculus and department permission. (This course is not intended

for students who are taking another year-long mathematics course.)

MACROECONOMICS (open to 11th & 12th graders only)

Using a college level text, the course focuses on national economic issues such as growth,

unemployment and inflation. Students will study topics such as gross domestic product, the cost

of living, investment and the financial system, the monetary system including the Federal

Reserve, aggregate demand and aggregate supply and various macroeconomic schools of

thought. Macroeconomics asks questions such as, “If the interest rate goes up, how is national

saving affected?”

Prerequisite: Algebra 2


37


DISCRETE MATH

This course may be taken in conjunction with or independently from Statistics and Data

Analysis. This course looks at mathematical structures and computations that are discrete or

finite (countable sets) rather than continuous functions. Topics include simple and more

complicated probability calculations; special probability models for binary data; social decision

making through election theory and fair division; matrix applications with Markov chains and

population growth models; graph theory with traveling salesman or shortest route algorithms;

and counting techniques of permutations and combinations with an introduction to game

theory. Students will address real-world issues of efficiency route planning for snowplow trucks

and telecommunications circuits, the level of security of passwords, and the process for selecting

the next host city for the Olympics.

Prerequisite: Algebra 2 or Precalculus and department permission

MICROECONOMICS (open to 11th & 12th graders only)

Using a college level text, students will study the economic principles that apply to small groups

such as households and firms. Students are introduced to topics such as scarcity, efficiency,

supply and demand, and production possibility frontiers. Students will then investigate more

advanced topics such as elasticity, the cost of production, earnings and discrimination, and

consumer choice. Microeconomics asks questions such as, “Why do consumers buy both

insurance and lottery tickets?”

Prerequisite: Algebra 2

UTILIZING MATHEMATICS AND THE HUMANITIES TO UNDERSTAND

CONTEMPORARY GLOBAL ISSUES (open to 11th & 12th graders only)

This co-taught, interdisciplinary course combines Mathematics and Humanities as it aims to help

students develop their global awareness through mathematical modeling. The course will begin

by exploring the foundations of both global studies and mathematical modeling. Throughout the

semester, students will investigate current global issues in historical, political, cultural, and

societal contexts. For each issue studied, students will use statistics and mathematical models

they develop to deeper understand the issues and recognize new perspectives. Students will then

use what they have learned to develop a plan of action for some of the global issues studied.

Potential units of study will include population, spread of disease, and availability of resources.

Due to the nature of this course, units of study will also reflect events/issues of global

significance that arise during the semester.

Co-requisite: Precalculus Accelerated or higher

Moses Brown School SCIENCE Course of Study

38

SCIENCE

The Science Department strives to nurture a spirit of inquiry as we guide students in the

study of the natural and physical sciences. Engaging in field and laboratory work and studying

scientific literature enriches their study of the natural world. We explore the history of science

and consider the implications of science in modern life. Students develop their analytical

thinking skills as they learn to apply the scientific method.

Students typically enroll in Biology in 9th

grade and Chemistry in 10th

grade and Physics

in 11th

grade (see below for levels). In cases where students may not feel confident about their

level of mathematics preparation, Chemistry or Physics may be deferred for a year. Science

electives and AP classes are available to 12th

graders who would like the opportunity to continue

their studies in science. These courses are also available to 11th

grade students who have

satisfied the necessary prerequisites and are recommended by the science department faculty.

Electives may be open to grades beyond 11th

and 12th

grade; please see course descriptions for

details.

Year Introductory Courses Year Electives

Integrated Biology AP Biology

Biology AP Chemistry

Honors Biology AP Environmental Science

Integrated Chemistry AP Physics

Chemistry

Honors Chemistry

Physics

Honors Physics

Fall Semester Electives Spring Semester Electives Astronomy Computer Programming in Python

Genetics Human Anatomy and Physiology

Local Ecology Introduction to Robotics

Engineering Design Global Ecology

Computer Programming w/Arduino Marine Biology

Meteorology

FULL YEAR INTRODUCTORY COURSES (2 credits)

INTEGRATED BIOLOGY (open to 9th

graders) Study in this course begins to show students the connection between chemistry and biology. The

year starts with an introduction to science followed by the properties of matter and atomic

theory. This background then leads to the study of the chemical origin of life, and the anatomy

and physiology of the working cell. The year ends with a study of the diversity of living

organisms. There is a strong laboratory component that exposes students to a wide range of

techniques. Study skills related to science will be stressed. Placement is by recommendation

only.


39

BIOLOGY (open to 9th

and 10th

graders) The general biology course covers a broad range of biological topics. Darwin’s Theory of

Evolution is the foundation of the course and the tie that binds topics in biochemistry, cellular

biology, molecular biology, genetics, anatomy and physiology, biodiversity, and ecology. In

addition to these concepts, there is a strong study skills component as it applies to the study of

science. Both semesters end with a non-cumulative semester exam. Learning to take notes, use

the textbook effectively, and write scientifically are stressed.

HONORS BIOLOGY (open to 9

th and 10

th graders)

The honors biology course is designed for students with a strong background in laboratory-based

science and an interest in the natural world. Topics covered are similar to general biology

(biochemistry, cellular biology, molecular biology, genetics, anatomy and physiology,

biodiversity, and ecology), but are introduced in greater depth and with more analytical detail.

Along with a strong background in science, students should have good reading, analytical, and

mathematical skills. Both semesters end with a cumulative semester exam. Placement in this

class is dependent upon recommendations from middle school science teachers in consult with

the Freshman Class Dean.

INTEGRATED CHEMISTRY (open to 10th

graders)

This course is designed to follow Integrated Biology, and continues to make connections

between chemistry and biology. The topics of study will include genetics, the periodic table,

chemical reactions, and energy as it relates to cellular respiration and photosynthesis. The year

ends with evolution, ecology, and the study of acids and bases. Laboratory work and study skills

are an integral part of the curriculum. Prerequisite: Integrated Biology or permission of

department chair.

CHEMISTRY (open to 10th

, 11

th and 12

th graders)

This year-long course is an introduction to the science of chemistry. Inorganic and physical

chemistry topics are the primary focus of the course. Examples include acid and base chemistry,

chemical nomenclature, stoichiometry, solutions and states of matter. Organic, nuclear and

environmental chemistry is covered on a smaller scale. A significant portion of time is spent in

the lab where students learn how to problem solve, draw conclusions from experimental data

and, apply principles learned in class and in their reading. The use of computers and probe-ware

is an integral part of the lab curriculum. Prerequisite: Biology or permission of department

chair, Algebra 1


40

HONORS CHEMISTRY (open to 10th

, 11th

and 12th

graders) This year-long course, for students with a strong background and interest in science and

mathematics, covers a syllabus similar to Chemistry, but in greater depth and more mathematical

detail. Additional topics such as electrochemistry, organic chemistry, nuclear chemistry, and

mathematical treatments of equilibrium and acid-base chemistry are covered. This course

involves a significant amount of laboratory work. Students are expected to collect, analyze, and

interpret scientific data and use their mathematical skills to understand the underlying chemical

principles. Prerequisite: Biology and/or department chair permission. Co-requisite: Algebra II.

PHYSICS (open to 11th

and 12th

graders) This is year-long course designed to help students develop an understanding of how physical

laws and concepts apply to everyday phenomena, and acquire the skills needed to analyze and

solve basic problems. This course covers motion, energy, momentum, electricity, and

magnetism. Other topics, such as waves, sound, light, optics, thermodynamics, and nuclear

physics, will be covered if time permits. The material is presented through lectures, discussions,

activities, and laboratory work. Excel software is used to process and analyze data. Co-

requisite: Algebra II.

HONORS PHYSICS (open to 11th

and 12th

graders) This year-long course is an algebra- and trigonometry-based general physics course. The first

semester emphasizes the study of linear and circular motion and develops concepts of force,

energy, and momentum. Much of the second semester is devoted to the study of electricity and

magnetism, including both electric circuits and electromagnetic fields. Other topics covered vary

at the instructor's discretion and may include solid and fluid mechanics, thermodynamics, wave

motion, optics, and introductions to relativity, quantum theory, and nuclear physics. Students

also learn skills for analysis and presentation of quantitative laboratory data. An explicit aim of

this course is to help students develop problem-solving skills that require sophisticated algebraic

reasoning and manipulation of equations with several variables simultaneously. Co-requisite:

Honors Pre-calculus or recommendation from math department chair.


41

FULL YEAR ELECTIVES (2 credits)

AP BIOLOGY (open to 11th

and 12th

graders) This advanced-level biology course investigates the ways chemical and physical laws govern the

form and function of living things. The first semester includes exploration of cellular and

molecular biology, reproduction, the nature of DNA, molecular synthesis, gene theory, and

inheritance. Gel electrophoresis, photosynthesis, modern genetics, and enzyme studies are just a

few of the many laboratory investigations undertaken. In the second semester, the emphasis

shifts to organismal biology, evolutionary theory, population biology, and ecology. Laboratory

work complements all the major topics investigated throughout the year. This course prepares

students for the Advanced Placement Exam in Biology. All students enrolled must take the AP

exam. Prerequisites: Biology and Chemistry and permission of department chair are required;

Prerequisite or Co-requisite: Physics

AP CHEMISTRY (open to 11th

and 12th

graders) This second-year course provides an in-depth study of the topics covered in college general

chemistry: elements, compounds, and chemical reactions; properties of gases, liquids, solids, and

solutions; chemical equilibrium (including acid-base chemistry); thermodynamics;

electrochemistry and oxidation/reduction reactions; chemical kinetics; and an introduction to

modern theories of atomic and molecular structure. In this course, students are taught the

foundations of chemistry from a mathematical framework, including the important relationships

between kinetics, thermodynamics, and equilibrium. This course prepares students for the

Advanced Placement Exam in Chemistry. All students enrolled must take the AP exam.

Prerequisites: Chemistry and Physics and permission of the department chair are required.

Prerequisite or Co-requisite: Physics.

AP ENVIRONMENTAL SCIENCE (open to 11th

and 12th

graders) This course provides students with the scientific principles, concepts, and methodologies

required to understand the interrelationships of the natural world. Topics include land use,

biodiversity, ecosystem management, agriculture, energy resources, pollution, and climate

change. Students will identify and analyze environmental problems both natural and human-

made to evaluate the relative risks associated with these problems. Ethics and economics will be

considered while seeking solutions for resolving and/or preventing these problems. This course

prepares students for the Advanced Placement Exam in Environmental Science. All students

enrolled must take the AP exam. Prerequisites: Biology and Chemistry and permission of

department chair are required; Prerequisite or Co-requisite: Physics


42

AP PHYSICS (open to 12th

graders) The Advanced Placement Physics C course provides one year of college physics at the level

normally required of students who are majoring in science or engineering. This is a calculus-

based course. The year is divided into two parts: mechanics and electricity/magnetism. Strong

emphasis is placed on solving a variety of challenging problems, many which require calculus.

This course prepares students for the Physics C Advanced Placement Exams. All students

enrolled must take the AP exams. Prerequisite: Physics, Co-requisite: Calculus. Permission of

department chair is required.


ASTRONOMY (open to 11th

and 12th

graders) This one-semester elective explores the history of our understanding of the cosmos and the

evidence that leads to that understanding. Specific topics include the apparent changes in the

night sky, including explanations; the properties of the Moon, the Sun and the other planets in

the solar system; the properties, life cycles, and distribution of stars in our galaxy (the Milky

Way); other galaxies and their distribution in space; Big Bang cosmology and the past, present,

and future of the universe. Prerequisite: Chemistry; Physics is helpful, but is not required.

GENETICS (open to 11th

and 12th

graders) To understand the physical nature of DNA and its importance in inheritance as well as learn to

approach genetic issues in society with a critical mind and educated perspective. Topics of this

course include meiosis and mitosis, protein synthesis, Mendelian and non-Mendelian inheritance

patterns, mutation and repair, gene regulation, and cancer. The laboratory portion of the class

will be very independent and will encourage students to analyze data gained from experiments of

their own design. The final project will consist of a formal lab write up and a defense of key

results. Prerequisite: Biology and Chemistry

LOCAL ECOLOGY (open to 11th

and 12th

graders) This course will focus on the ecology and environmental issues facing R.I. Students will delve

into what it means to be sustainable, learn about Rhode Island’s natural history and think about

how the state can be better off in the future. Topics include: energy, agriculture, eating local,

composting and recycling. Prerequisites: Biology and Chemistry.


43

ENGINEERING DESIGN (open to 10th, 11th, and 12th graders)

This semester course focuses on essential math and science concepts in the information age and

teaches students how engineers create and design new technologies. Exploring various

technology systems and manufacturing processes students learn how engineers and technicians

use math, science and technology within an engineering problem solving process to design and

create beneficial solutions to a variety of real-world applications. The course is designed to help

students understand the real-world relevance of engineering. (This course does not qualify for

science credit by the NCAA and cannot be used for NCAA initial eligibility certification for

Division 1 or Division 2 colleges.).

COMPUTER PROGRAMMING WITH THE ARDUINOTM

(open to all grade levels) This semester course introduces students to the principles of digital design, Boolean algebra,

programming, and electronic circuitry through hands-on experimentation with the Arduino™, an

open-source electronics prototyping platform. The Arduino™ board promotes physical

computing – commands and syntax that light and color LEDS, activate sensors, and control

motors. Students will learn the Arduino™ programming language, which is based on the C/C+

language; student code will enable the Arduino microcontroller to interact with the real world.

No previous programming experience necessary. (This course does not qualify for science credit

by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or

Division 2 colleges.).


COMPUTER PROGRAMMING IN PYTHON (open to all grade levels)

This semester elective introduces the basic concepts of computer programming, the Python

language, and various techniques of computational problem solving. Programming structures

introduced include variables and expressions, procedures and functions, conditions and

recursion, and string vectors. Students will learn through hands-on experience by writing

programs to solve specific challenges. No previous programming experience necessary. (This

course does not qualify for science credit by the NCAA and cannot be used for NCAA initial

eligibility certification for Division 1 or Division 2 colleges.).

GLOBAL ECOLOGY (open to 11

th and 12

th graders)

In order to understand Environmental issues, it is imperative that one knows the ecology of the

planet. This course focuses on the ecology of the planet: the anatomy of soil, abiotic cycles,

population dynamics, biomes and succession. This information is then used to tie global issues

together. Students are asked to present what they have learned for each unit and the exam.

Prerequisite: Biology and Chemistry


44

METEOROLOGY (open to 11th

and 12th

graders) In this laboratory course we discuss the causes and effects of various phenomena observed in the

Earth’s atmosphere. We start by studying the composition of our atmosphere and the variables

that describe it, such as temperature, pressure, and water vapor. After understanding the basic

principles that govern the atmosphere we examine events that occur within it, including

hurricanes, tornadoes, nor’easters, monsoons, and El Nino. Prerequisites: Chemistry; Physics is

helpful, but not required.

HUMAN ANATOMY and PHYSIOLOGY (open to 11th

and 12th

graders) This course examines the structure and function of the human body. We study the complexity of

interactions among major organ systems in order to gain a complete understanding of human

physiological systems. We will also investigate basic pharmacology affecting each of the organ

systems. Systems of study include the musculoskeletal, cardiovascular, respiratory, nervous,

endocrine, reproductive, excretory, and gastrointestinal. Laboratory investigations, including

exercise physiology experiments and extensive dissections of the fetal pig and cow heart

comprise a significant part of the course. Interested students should possess good laboratory

techniques, strong reading skills and an interest in and enthusiasm for biology. Prerequisites:

Biology and Chemistry.

MARINE BIOLOGY (open to 11th

and 12th

graders) This course examines the relationships and interactions between marine organisms and their

environment. We first learn about the physical characteristics of the oceans and then conduct a

detailed survey of the specific organisms (from sponges to whales) of the New England rocky

shore. We also study the organisms and ecology of intertidal, coral reefs, salt marshes/estuaries,

deep sea and hydrothermal vent communities. There will be opportunities for field trips to

locations such as salt marshes, rocky coast tidal pools, and the New England Aquarium. Hands-

on labs (such as dissection) supplement our study of marine plants, invertebrates, fish, and

marine mammals. Interested students should possess good laboratory techniques, strong reading

skills, and an interest in and enthusiasm for biology. Prerequisites: Biology and Chemistry

INTRODUCTION TO ROBOTICS (open to 10th, 11th, and 12th graders)

In this course, students will be introduced to the basics of the Mindstorms NXT robot and learn

the fundamentals of computer programming using both Scratch 2.0 and the NXT-G

programming environments. Students will build a robot, study its characteristics, and program it

to navigate in various environments and perform a variety of missions. This course is project-

based, collaborative, and is designed for students from a wide range of backgrounds. Field trips

and guest presentations will help provide context for understanding the possible applications of

robotics. No prerequisite required. (This course does not qualify for science credit by the NCAA

and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2

colleges.).

Moses Brown School WORLD LANGUAGE Course of Study

45

WORLD LANGUAGES

The World Language Department offers full programs in French, Mandarin Chinese,

Spanish, Italian, and Latin. The primary goal of language study is to prepare each student to

communicate and to comprehend cultural differences more effectively in today's complex and

inter-connected world. Modern language instruction puts equal stress on the language itself and on

reading, history, and national culture. Classical language study includes the structure of Latin as

well as readings in a variety of literary selections.

The honors program is offered for both French (starting in the 3rd

level) and Spanish

(starting in the 2nd

level). This program is a rigorous course of study in advanced grammar and

written and oral expression designed for those students who want to study the language intensively

and have the recommendation of their current language teacher. Students in these classes are

expected to take the national language exams in the second semester.

Yearlong Courses (2 credits)

French 1, 2, 3, 3H, 4, 4H, 5, AP

Italian 1, 2, 3, 4, AP

Latin 1, 2, 3, 4, AP, Advanced Topics in Latin

Mandarin Chinese 1, 2, 3, 4

Spanish 1, 2, 2H, 3, 3H, 4, 4H, 5, AP, Spanish for Heritage Speakers

CLASSICAL LANGUAGES

LATIN

LATIN 1

Fundamental grammar, syntax, and vocabulary are the foundation for this course, which also

includes elementary readings and composition, etymology of English words, and an introduction

to ancient Roman civilization.

LATIN 2

This course covers grammar, advanced translation (Caesar and The Millionaire's Dinner Party),

mythology, etymology of English words, and aspects of Roman civilization. Prerequisites: one

year of Upper School Latin or two years of Latin at the Middle School level. Placement will be

at the discretion of the department chair, including a possible placement examination.

LATIN 3

This course has students study selected readings in Latin literature, including prose (Cicero),

poetry (Ovid), and comedy (Plautus). The time period ranges from early Rome through the

Middle Ages. Prerequisite: Latin 2


46

LATIN 4

Students will read selections from Vergil’s Aeneid as well as from Caesar’s Gallic Wars.

Prerequisites: Latin 3 and the permission of the department

AP LATIN

This course follows the College Board syllabus for the Advanced Placement course with

selections from both Vergil’s Aeneid as well as from Caesar’s Gallic Wars. All students enrolled

must take the AP exam. Prerequisites: Latin 3 and the permission of the department

ADVANCED TOPICS IN LATIN

This course has students study the poets Catullus and Horace as well as other authors that the

class chooses. The texts will be read as literature, social commentary, and entertainment.

Prerequisites: Latin 3 and the permission of the department

MODERN LANGUAGES

FRENCH

FRENCH 1

This course introduces students to the four language skills: reading, writing, listening, and

speaking in French. This course covers elementary grammar with an emphasis on vocabulary and

pronunciation. Students are exposed to a range of themes and an overview of French culture,

history, and geography. A particular emphasis on oral drills will emphasize the verbal aspect of

the French language. This course uses a multimedia approach to learning. Prerequisite:

Placement is at the discretion of the department.

FRENCH 2

This course is a continuation of French 1 and reinforces grammatical structures and vocabulary

from the beginning level. Intermediate grammar and speaking skills are introduced with various

themes that emphasize the study of Francophone culture and history. Students further their

listening, speaking, writing, and reading skills with an emphasis on oral and written work. The

Honors level works at a quicker pace and takes on more advanced readings. Prerequisite: For

French 2: French 1. For French 2H: Placement is at the discretion of the department chair,

including a possible placement examination.


47

FRENCH 3 or FRENCH 3 HONORS

In this course, students solidify previously learned grammatical concepts and increasing

vocabulary while continuing to develop reading, writing, speaking, and listening skills. Students

are encouraged to use their language skills more actively and at a more sophisticated level. In

addition to these skills, students will also familiarize themselves with the geography of the

Francophone world, including the provinces, territories and capitals within these countries. The

Honors level involves more advanced readings and more frequent writing assignments.

Prerequisite: For French 3: French 2. For French 3H: Placement is at the discretion of the

department chair, including a possible placement examination.

FRENCH 4 or FRENCH HONORS

This upper-level course includes an accelerated review of basic grammar with continued

emphasis on greater proficiency in the four language skills. Students focus on advanced

grammatical structures, syntax, lexicon, and idiomatic expression. The French 4 Honors course is

framed by a historical overview of France and the readings and projects reflect that bias. The

Honors level works more in-depth and at a quicker pace. Prerequisite: For French 4: French 3.

For French 4H: Placement is at the discretion of the department chair, including a possible

placement examination.

FRENCH 5

This upper-level course includes a consolidation of basic grammar with continued emphasis on

greater proficiency in the four language skills. Students focus on idiomatic expression. This

course includes a unit on French gastronomy and a unit on France during the Occupation.

Prerequisite: French 4 or equivalent.

AP FRENCH LANGUAGE

This course prepares the student for the College Board AP French Language exam and focuses

on the four target-language skills at an advanced level. It is organized around an in-depth look at

the Francophone world and the readings reflect this bias. Authentic materials are used

extensively in this course, including French newspapers and news programs as well as podcasts

and other on-line sources. Prerequisite: A grade of B or better in French 4 Honors and the final

approval of the department. All enrolled students take the AP exam.


48

ITALIAN

ITALIAN 1

This course introduces students to the development of four skills: reading, writing, listening, and

speaking in Italian. This course covers elementary grammar with an emphasis on vocabulary

and pronunciation. Students will be exposed to a range of themes and introduced to Italian

culture and geography. This course uses a multimedia approach to help students develop an

interactive learning style. Prerequisite: Placement will be at the discretion of the department.

ITALIAN 2

This course is a continuation of Italian 1 and will review grammar structures and vocabulary

learned in the beginning level. Intermediate grammar and conversation are introduced with

various themes that emphasize the study of Italian culture and history. Students further their

listening, speaking, writing, and reading skills with emphasis on oral and written work.

Prerequisite: Italian 1

ITALIAN 3

In this course students concentrate on solidifying previously learned grammar concepts and

increasing vocabulary while continuing to develop reading, writing, speaking, and listening

skills. It includes a systematic review of Italian grammar and the development of conversational

skills (comprehension and speaking), as well as reading literary and cultural materials and

writing compositions. Students are encouraged to use their language skills more actively and at a

more sophisticated level. Prerequisite: Italian 2

ITALIAN 4

This upper level course includes an accelerated review of basic grammar with continued

emphasis on greater proficiency in speaking and listening skills. Students focus on advanced

grammatical structures, syntax, and idiomatic expressions, and engage in readings, conversation,

and composition writing primarily in the target language. For cultural enrichment, the students

discuss current events and aspects of culture, such as Italian music and art. The second semester

of the course centers around a specific historical or cultural topic (for example, Fascist Italy,

Italian cinema, or Italy in the 1960s), which the students research and present to the class, as well

as participate in class discussions. Prerequisite: Italian 3


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AP ITALIAN

This course prepares the student for the College Board AP Italian Language and Culture exam

and focuses on the four target-language skills at an advanced level. Students who enroll in this

course should already have a solid understanding of grammar and considerable competence in

listening, reading, speaking and writing in Italian. In AP Italian, students review and refine those

skills while learning more vocabulary so as to communicate in Italian with greater depth and

fluency. Students are expected to demonstrate an understanding of Italian culture, make

connections among interdisciplinary topics, and make comparisons between English and the

target language. An emphasis is placed on using the target language in real-life settings. The

teacher and students use Italian exclusively in the classroom, and authentic materials are used

extensively, including Italian newspapers and news programs, as well as podcasts and other on-

line sources. Prerequisite: A grade of A or better in Italian 3 or 4 and the final approval of the

department. All enrolled students are required to take the AP exam.

MANDARIN CHINESE

MANDARIN CHINESE 1

This course is a basic introduction to modern standard Chinese (Mandarin). Students will be

exposed to the fundamental building blocks of Chinese that are necessary for future linguistic

development, including lessons on pronunciation and tones, pinyin (the official phonetic

transcription system for Mandarin), and the structural components of simplified Chinese

characters. The first-level class will focus on vocabulary and sentence structures that are useful

for personal introductions and conversations about families, friends, and hobbies. The course is

centered on successful communication, and classroom activities are designed to engage students

in active listening and speaking. At the same time, Chinese characters are introduced

methodically and at a reasonable pace, so as to foster students’ interest in the development of

important reading and writing skills. Through various forms of media and interactive classroom

presentations, special attention is also paid to an awareness of Chinese culture, customs, and

history.

MANDARIN CHINESE 2

This course builds upon the progress that students have made in Chinese I. The Level 2 class

continues forward with a communication-centric approach, encouraging students to take an

active role in developing their listening and speaking skills. Students are exposed to additional

vocabulary and more advanced grammar structures, learning to converse about topics including

school life, shopping, transportation, travel, and weather, among other things. Chinese characters

are introduced at a slightly faster pace, and there is a continued focus on the structural

components of written characters that will help students to assimilate new vocabulary more

quickly in future stages of learning. By the end of the course, students should be able to read and

understand simple passages of writing in Chinese. Language study will continue to be enriched

with Chinese history and culture through various multimedia sources. Prerequisite: Mandarin

Chinese 1


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MANDARIN CHINESE 3

This course continues the communication-based approach to learning Mandarin developed in

Levels 1 and 2. Topics covered in Level 3 include eating out, asking for directions, seeing a

doctor, and socializing at parties, among other things. Grammar will gradually get more

complicated and non-intuitive for an English speaker, and students will have to employ their

analytical and other intellectual skills in order to fully master new structures and expressions.

Longer, more complex Chinese passages will be part of classroom reading and new characters

will be introduced at a quicker pace. Students will be expected to hold longer conversations with

the instructor and their classmates, and they will be required to recognize and reproduce in

writing a growing body of vocabulary and expressions. Further understanding of Chinese history

and culture will be achieved through means similar to those used in Levels 1 and 2.

Prerequisite: Mandarin Chinese 2

MANDARIN CHINESE 4

This course builds on Levels 1 through 3 and is designed for students who wish to take their

study of Mandarin Chinese to the next level. A stricter focus is placed on communicating

exclusively in the Chinese language during class, and students will continue to develop their

skills in listening, speaking, reading, and writing. Characters and expressions are introduced at a

more rapid pace, approaching the style of college-level instruction. Students will continue

working with the Integrated Chinese textbook, but there will be an increased focus on learning

from select authentic language materials such as chapter books, newspaper articles, poems,

songs, clips from television series, and movies. Prerequisite: Mandarin Chinese 3

SPANISH

SPANISH 1

This course provides an introduction to the Spanish language through the skills of speaking,

listening, reading, and writing. Students are taught basic vocabulary, idiomatic expressions, and an

essential foundation of grammar structures. Additionally, students learn about the contemporary

Spanish speaking world and its culture.

Prerequisite: Placement will be at the discretion of the department.


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SPANISH 2 or SPANISH 2 HONORS

This course builds on the elements learned in Spanish 1, developing the student's ability to discuss

present, past and future events with emphasis on vocabulary development through written and oral

communication. Classes will integrate conversation, listening, reading and writing. Students will

be presented with real-life scenarios throughout the year and culture will be integrated in the

classroom for full immersion. The honors level will work at a quicker pace and have more

advanced readings and writing. Prerequisites: One year of Upper School Spanish or a minimum of

two years at the Middle School level along with the recommendation of the department.

SPANISH 3

In this level, topics from Spanish 2 are reinforced and a broad range of new grammar topics are

explored including commands, the perfect tenses, an introduction to the subjunctive mood, and

more. Students gain new perspectives on the Spanish language through films, music, and

literature. Projects include the creation of a student newspaper, movie-making based on various

film genres, cooking, and a variety of oral presentations. Prerequisite: Spanish 2

SPANISH 3 HONORS

Students in this course strengthen their speaking skills and cultural understanding through reading

and discussion of Spanish and Latin American short stories, historical selections and feature films.

Grammar and vocabulary study is intensive. Students are expected to write more detailed and

accurate essays and to present their ideas regularly in class. There will be different projects related

to the content we are studying throughout the year. Prerequisites: Spanish 2 Honors and

recommendation of the department.

SPANISH 4

This upper level course leads the student to greater proficiency in listening and speaking skills

and includes reinforcement (1st semester) and expansion (2

nd semester) of grammar, vocabulary,

and idioms. Students work, analyze, and interpret different kind of authentic texts and media

including short movies, adapted newspaper articles, and literary texts (short stories and literary

extracts). Students will strengthen their oral and written skills by completing various individual

and group projects and by creating different multimedia products (short movies, fliers,

presentations, written essays, and more). Prerequisite: Spanish 3


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SPANISH 4 HONORS

This challenging upper level course prepares students for the AP Spanish Language program (see

below). Emphasis is placed on mastery of grammar and vocabulary at an advanced level. Students

will be asked to do extensive reading, writing, and speaking. In the first semester, each student

will present and teach a cultural topic from the Spanish-speaking world for an entire class. The

second semester includes the study of the history of Spain, including an in-depth focus on the

Spanish Civil War. Students will explore the context for that tumultuous conflict by reading

Federico García Lorca’s “La Casa de Bernarda Alba.” Prerequisites: Spanish 3 Honors and

recommendation of the department.

SPANISH FOR HERITAGE SPEAKERS I

This course is specially designed for heritage speakers of Spanish: learners who have had

considerable exposure to Spanish in non-formal, non-academic settings (households, trips, living

abroad, etc.). Through this course, students will acquire a deeper knowledge of their heritage

language and how it functions, helping them take pride in their unique language skills and

cultural roots. As traditional heritage speakers’ oral skills are stronger than that of non-heritage

Spanish students, most of the course will focus on developing writing and reading skills while

strengthening their grammar foundation so that they may become truly bilingual. This course is

organized around a range of contemporary and relevant topics, as well as some aspects of

Spanish and Latin American history. We follow a hands-on approach and students will

complete different projects, integrating new technologies to produce short movies, multimedia

presentations, and websites. * Please note: this course will be followed by Spanish for Heritage

Speakers II in the 2016 – 17 academic year, after which students can take either Spanish 5 or AP

Spanish Language.

SPANISH 5

Fall Semester: Global Issues in the Spanish-Speaking World. This course uses a range of

documentary films to shed light on some of the most complex issues facing Latin America:

immigration, poverty, the destruction of the environment, child labor, chemical substance

addition and the drug trade, war, and terrorism. Students complete detailed study guides, write

weekly journals, present creative projects and are expected to speak each day extensively in

Spanish.

Spring Semester: Suspense and Surrealism in Spanish Cinema. This semester explores the

surrealist artistic movement and its representation in a range of Spanish films. The theme of

“awakening” is central in the movies we will watch: characters that begin by living inside a

reality that later turns out to be based on false assumptions, false pretenses, self-delusions, lies or

manipulations. Awakenings can be either joyful or tragic and are pivotal for character growth.

The final project is the creation of short films written, produced, and performed by members of

the class. Prerequisite: Spanish 4

* Please note: students who enroll in AP Spanish Language can take either semester of Spanish 5

as an additional elective course.


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AP SPANISH LANGUAGE

This course focuses on speaking and writing in the target language at an advanced level.

Although this course is designed to prepare the student for the College Board AP Spanish

Language exam, it does so with the overarching objective of making the student a better

communicator in the Spanish language, as well as more culturally conscious. It is organized

around a range of contemporary and relevant topics, as well as some aspects of Spanish and

Latin American history. Throughout the year advanced grammatical concepts are reviewed

while simultaneously building vocabulary. We also work on specific speaking, writing, reading,

and listening skills necessary to achieve an advanced level of proficiency in Spanish.

Prerequisites: A grade of B or better in Spanish 4 Honors and the final approval of the department.

All students enrolled in must take the AP exam.

AP SPANISH LITERATURE

The AP Spanish Literature course, comparable to a third-year college course, introduces students

to notable works from Hispanic literature across the centuries. It is based on a required reading

list of contemporary and classic authors. Students will learn about the historical contexts of the

works as well as about literary movements, genres, geographic areas, and population groups

within the Spanish-speaking world. The objective of the course is to help you interpret and

analyze literature in Spanish. Besides reading, students will hear brief lectures, watch relevant

films, and participate in daily oral discussions. Prerequisites: A grade of B or better in Spanish 4

Honors and the final approval of the department. All students enrolled in this course must take the

AP Literature exam. (not offered during the 2015-16 academic year)

Documents

Moses Brown Upper School Course of Study 2015-16