Upper SchoolAcademic Course Catalog

2016-2017

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CONTENTS

Program of Study ............................................................................. 2

Selection of a Program of Study ...................................................... 2

Program Patterns .............................................................................. 3

Pass/Fail Option ............................................................................... 4

Dropping/Adding Courses ............................................................... 4

Academic Evaluation ....................................................................... 5

Research Guidelines ........................................................................ 5

Special Opportunities/Programs of Independent Study ................... 6

Advanced Placement ....................................................................... 7

Homework Guidelines ..................................................................... 7

Senior Projects ................................................................................. 8

Art .............................................................................................. 9-20

Classics .................................................................................... 20-25

Computer Science .................................................................... 25-28

Dance & Drama ....................................................................... 28-33

English ..................................................................................... 33-36

Humanities ............................................................................... 36-41

Mathematics ............................................................................. 41-46

Modern Languages .................................................................. 47-62

Music ....................................................................................... 62-65

Natural Sciences ...................................................................... 66-74

Publications .................................................................................... 74

Physical Education ................................................................... 74-76

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THE PROGRAM OF STUDY This booklet contains a complete description of the academic program of the Upper School, Grades 9-12. In order to provide parents and students guidelines for selecting courses at each grade level, we have included the School's requirements and suggested programs for each year of study. Advanced Placement, Independent Study/Guided Study, and the Pass/Fail option,` are explained here as well. Please note: We occasionally withdraw a course when there is insufficient enrollment or when there is a change in faculty. Students will be notified if they need to make another selection.

SELECTION OF A PROGRAM OF STUDY

1. Students should first read the Academic Handbook and discuss their interests/options with their parents and then seek the guidance of their advisor.

2. Enrollment in certain courses must be approved by the relevant department. Grade 8 faculty recommendations are made for entering Grade 9 students.

3. Initial program approval is granted by the advisor. Final approval is issued by the appropriate Grade Level Dean and Principal.

GRADUATION REQUIREMENTS For graduation, a minimum of sixteen units is required. For promotion to the next grade, a minimum of four academic courses must be passed. A minimum of five academic courses a year is expected. Any student choosing to take more than five homework-bearing courses needs parental approval on the Course Selection Sheet. SUBJECT AREA AND MINIMUM REQUIREMENTS Arts: 1.5 units in at least two of the art departments (Visual Arts, Music, or Dance and Drama) or earn 2.0 units in one of those departments. English: 4 units + 2 writing labs (Gr. 9 and 10). Foreign Language: must complete the third year of French, Spanish, Chinese, or Latin. Health: 1/4 unit (Gr. 10). Humanities: 2 units (World Civ. in Gr. 9 or 10; US History in Gr. 11 or 12). Life Skills: (Gr. 9). Mathematics: Must complete Algebra 1, Geometry, and Algebra II/Trig. Natural Sciences: 2 units in laboratory-based sciences (1 physical, 1 biological) Physical Education: 4 years, must pass each trimester unless granted an exemption.

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In addition, the Regulations of the New York State Commissioner of Education require that pupils demonstrate competency in the basic skills of reading, writing, and mathematics in order to obtain a high school diploma. Regents: Competency in reading and writing may be demonstrated by passing the Regents competency tests in each of these subjects, by passing the Regents comprehensive examination in English, or by obtaining minimum acceptable scores on the College Board's Scholastic Aptitude Test (SAT) or the American College Testing Program (ACT) tests. Competency in mathematics may be demonstrated by passing the Regents competency test in mathematics, by passing any Regents examination in mathematics, including business mathematics, or by obtaining minimum acceptable scores on the SAT or ACT. PROGRAM PATTERNS The typical program of study is five units per year in Grades 9-12. Successful completion of all requirements is necessary for graduation.

Other courses to be completed by the end of Grade 10: Algebra 1 (1) Foreign Language (completion of 1st year) English 9 & 10 Health (1/4, Gr. 10) World Civilizations Other courses to choose from in Grades 9 and 10: See catalog for listings under each Department. The program in Grades 11 and 12 allows students to explore interests to a greater extent than is possible in Grades 9 and 10. Independent Study/Advanced Topics and Advanced Placement work are options. In addition to those courses that must be completed by the end of Grade 10, other courses that must be completed by the end of Grade 12: Algebra 2 & Trig. (1) Foreign Language (completion of 3rd year) Arts (1.5 or 2.0) Geometry (1) English 11 & 12 U.S. History (1) A physical science with lab (1) Other courses to choose from in Grades 11 and 12: See catalog for listings under each Department. *Although required, Physical Education is not a credit-bearing course.

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PASS/FAIL OPTION FOR JUNIORS AND SENIORS A junior or senior may choose a Pass/Fail grading option if all of the criteria listed below are met:

1. The course in question is not an AP or Honors level course. 2. The course is not part of the Upper School required curriculum. 3. The course is the only P/F course a student is taking at the time. 4. The student is taking at least five courses. 5. The Pass/Fail option is only available to juniors and seniors.

Students taking a Pass/Fail course will receive regular grades on their tests, papers, and quizzes of their Pass/Fail course, but the grade recorded on quarter and semester grade reports will be limited to a P or an F. A student may not reverse his or her decision to take a course Pass/Fail after the published deadline has passed.

Anyone seeking exception to the above criteria must place his or her request (either in writing or through his or her advisor) before the Academic Affairs Committee. The Academic Affairs Committee, excluding its student representatives, will vote based on whether or not the change in grading option makes a positive impact on the student's program. In order for a student to receive approval for a Pass/Fail option from the committee, the student’s request must receive support from more than fifty percent of those committee members. DROPPING/ADDING COURSES Approximately four weeks after the beginning of a course is the deadline for dropping a semester length course. Approximately seven weeks after the beginning of a year-long course is the deadline for dropping this course. (A course dropped after the applicable deadlines will result in a "Withdrew/Fail" or "Withdrew/Pass" on the student’s transcript.) Students should discuss the drop with their advisor, the Grade Level Dean, or the Principal.

CHANGING COURSE LEVEL A student may change level at any point before the first quarter grades are published, and the grade of the first course is simply dropped. If a student changes levels any time after the first quarter, the student needs to take the major assessments that the student has missed from the start of the second quarter to the point of entering the new class. Students may not change levels after January 31. In individual cases, policy may be appealed directly to the Principal and the Grade Level Dean.

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ACADEMIC EVALUATION At all marking periods, letter grades are issued. (Numerical grades may be used for tests and papers.) The numerical equivalents are as follows: A+ = 100-97 (98) B = 86-83 (85) C- = 72-70 (71) A = 96-93 (95) B- = 82-80 (81) D+ = 69-67 (68) A- = 92-90 (91) C+ = 79-77 (78) D = 66-63 (65) B+ = 89-87 (88) C = 76-73 (75) D- = 62-60 (61) F = Below 60

Academic Credit: Statistically, the median grade for academic courses is B+. A grade below C- indicates that the student is having difficulty with the material. An F indicates that a student has not met the minimum standard for a particular course and will receive no credit. Summer School: No credit towards graduation is given for summer work except in making up a failed course nor is the "F" removed from the transcript. An exception to this rule is that a student may attend the RCDS summer school to fulfill the Health requirement.

Summer Work for Course Placement: Students seeking changes in their course placement as a result of summer work need to obtain permission from the appropriate Department Chair in advance of enrolling in summer work. Academic Distinction: After careful discussion and evaluation, Rye Country Day School has decided not to have an honor roll, a dean's list, or academic societies. We do not encourage students to compete against each other for grades. Rather, they are encouraged to work up to their potential and to improve on their personal best. Consequently, we do not rank our students. Written Comments: In addition to the letter grades, written comments are made available on a scheduled basis throughout the year. Teacher-initiated Interim reports may be written whenever a teacher is concerned about an individual student's performance on a given assignment, test, or over a short period of time.

ACADEMIC RESEARCH Research skills and the formal research paper are essential elements in the college preparatory curriculum. College-bound students need to know how to express personal opinions cogently in both writing and speaking. They should be able to find, summarize, synthesize, and acknowledge information available to them from a variety of sources. In each of the four grades in the Upper School, students will gain some practice with research. They should have experience with different kinds of research

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strategies, and they should be aware that research findings may be presented in different ways--the traditional paper, the oral report, multimedia presentations, portfolios, and so on.

HONORS AND ADVANCED PLACEMENT Each department evaluates individuals who request honors or advanced placement. The criteria for such placements are written in the departmental sections of this guide. Note: Any student requiring regular assistance (once or more per week) from a tutor to maintain a minimum grade should reconsider the appropriateness of the honors level placement.

SPECIAL OPPORTUNITIES PROGRAMS OF INDEPENDENT STUDY The overwhelming majority of Upper School students will select all of their courses from among those that appear on the following pages. In a few instances, juniors and seniors may propose to earn academic credit by completing work in an area of study that lies beyond the scope or depth of the RCDS curriculum. There are two ways, detailed below, in which they may seek to do so. Students should be aware that they may not do Independent or Guided Study in a course of study already offered in the curriculum; students who cannot fit all courses that they would like to take into their program must choose among options that fit their schedule. Students may not engage in more than one Independent Study of any kind per semester unless approved by the Academic Affairs Committee. Students may only receive permission to engage in one semester of Independent Study at a time, and must reapply in cases where they wish to continue a project for a second semester. Independent Study is not eligible for AP distinction on the transcript. Independent Study Students seeking to define their own course of study, which they desire to complete with the willing supervision of a member of the RCDS faculty who is qualified in the relevant area, but according to their own direction, may submit a proposal to the Independent Study Committee on the form that committee has designed to help students define their goals and activities. Students must submit the form to the head of the committee by the date when course selections for the coming semester are due. Guided Study In some instances, a student or group of students may wish to pursue the study of some subject that is not otherwise available in the curriculum, for example a foreign language not otherwise offered or an advanced topic beyond the scope of the curriculum. If an RCDS faculty member has the expertise and willingness to

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teach this subject, the student or students may apply to study it in Guided Study. To request permission to do so, a form describing the program must be submitted to the Head of the Independent Study Committee by the date when course selections for the coming semester are due. Online and College Courses Students are certainly welcome to take courses online and at local colleges, but in no case can such a course appear on a student transcript as if it were an RCDS offering. Students can submit transcripts from colleges and online programs as part of applications for study beyond RCDS. Those needing assistance should consult the College Counseling Office. ADVANCED PLACEMENT For the very able student, the opportunity to gain college credit and/or placement for work done in the secondary school exists in English; Chinese, French, Latin, and Spanish; Calculus and Statistics; United States Government, Economics, United States and Modern European History, and Psychology; Biology, Environmental Science, Chemistry, and Physics; History of Art, Photography, and Studio Art; Music Theory; and Computer Science. Advanced Placement (AP) courses are designed for students who have demonstrated a high level of ability in, and enthusiasm for, a given subject. Such courses make college level texts, pedagogies, and ideas available to high school students who have shown that they can handle them. These courses often require students to spend an hour or more on homework each night, take an active part in class discussions, and occasionally take over responsibility for teaching a class. Successful completion of the course and exam may lead to the granting of college credit by institutions where RCDS AP graduates matriculate, or placement into sophomore level courses in freshman year of college, or both. Students already enrolled in AP classes are required to take the AP examination in the class, and the school takes the responsibility of signing up these students for the AP examination. If a student is NOT enrolled in an AP class and still wishes to take the AP, the student needs to communicate this to his/her current teacher, the Department Chair, and the AP Coordinator by filling out an AP request form by the day before Spring Break. HOMEWORK GUIDELINES Students should anticipate 30-40 minutes of homework per course, per night for class preparation. Assessment preparation (studying for tests and quizzes, writing papers and lab reports, etc.) do not fall under these guidelines.

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Senior Projects Senior Projects provide an opportunity for seniors to pursue a self-directed independent project as a culmination of their experience at RCDS. The project topic should not be directly addressed at length in the RCDS curriculum; a Senior Project should challenge students in ways that their classes have not yet challenged them and allow them to pursue an area of dedicated individual interest in greater depth over the final weeks of the academic year. By taking a lead role in planning and implementing a project of their own design, students create a meaningful learning experience that allows them to apply the skills and interests they have cultivated throughout their career at RCDS. Senior Projects invite students to engage in an authentic exploration of relevant real-world issues and personal development.

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VISUAL ARTS

In the Visual Arts, students become aware of their potential to think, act, and learn in diverse and original ways. By re-evaluating the familiar and striving to interpret old ideas and traditions in new ways, students develop a sense of decision-making, a new enthusiasm for the visual arts, and a deep personal involvement in the creative process. Courses in the Visual Arts cover a variety of media in major areas of design, drawing, painting, sculpture, printmaking, ceramics, photography, videography, and graphic arts. Many Upper School students begin their studies in the visual arts with Painting for Beginners or Intro to Drawing, requirements for some but not all of the more specialized semester length elective courses. Students are also introduced to computer imaging and computer graphics through offerings in Digital Photography, Design Thinking, and Videography. As a senior, advanced students may enter the Advanced Placement Studio Art: 2-D or Drawing program. Ceramics/Sculpture students who have completed the requisite number of semesters working in that medium may enroll in AP Studio Art: 3D. Courses in photography are also available which cover a range of aesthetic and technical areas in both camera usage and digital imaging. The photography band of electives includes A.P. Studio Art: Design Portfolio in Photography (open to qualified juniors and seniors) and culminates with the yearlong senior course Art as Communication: Advanced Honors Photography. Videography students can progress from Intro to Video and Video 2 to Honors Filmmaking. Within the offerings are three possible tracks to creating AP Portfolios. The sequence below is a sample route to fulfilling requirements and adequately preparing for the AP Portfolio. Grade 9 Grade 10 Grade 11 Grade 12 Intro to Drawing Painting 2 Honors Drawing AP Studio Art Painting for Beginners Drawing 2 & Painting or Advanced or or Digital Painting Topics in Art ----------------------------------------------------------------------------------------------- Ceramics 1 Ceramics 2 Ceramics 3 AP Studio Art 3D Advanced Topics in Ceramics -------------------------------------------------------------------------------------------- Photography 1 Photography 2 Photography 3 AP Photography Photography 3 & Advanced Topics or Advanced or AP Photography Honors Photography

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Although studio experience plays a major role in the curriculum, courses in Art Survey, History of Art, and Advanced Placement Art History are also offered. These classes are enriched by a digital image collection of 2,500 major works of art, and video, CD, and DVD programs. The use of extensive Internet resources dealing with major themes in world cultures encourages students to become familiar with museum collections and current trends in the contemporary art world. In addition, students are encouraged to participate in apprenticeship programs, summer arts programs, museum studies, and a variety of off campus projects.

Since a work of art is never fully realized until others experience it, student work is displayed regularly, and two major art shows take place in the fall and spring of the academic year. During this time, student displays provide the school community with a total view of the school's visual creative accomplishments. During the winter months smaller exhibitions highlight specific aspects of student work and the art program. In addition to these exhibitions, the entire school community comes together annually in late April or early May to celebrate the creative spirit at our day long Arts Festival. ART OFFERINGS - SEMESTER 1 PAINTING FOR BEGINNERS There is no prerequisite to this course. All students can enjoy the power of color and its illusionistic effects by taking this course. Students will learn to mix color, be introduced to simple, easy to learn color theory relationships, and will apply color in various forms to various surfaces. Color pencil, Cray-pas, watercolor, and acrylic will be applied to different textured papers and canvas board. This course can be used to satisfy the prerequisites for AP Studio Art. (1/2 unit; Grades 9, 10, 11, 12. This course meets 5 times per cycle.) DIGITAL PAINTING There is no prerequisite for this course. Students will learn basic painting and drawing techniques in addition to digital techniques for creating exciting 21st century imagery. Working with iPads, Photoshop, and Wacom Tablets students will build upon preliminary sketches or photographs or create work directly from a blank digital canvas. The course will explore a wide range of aesthetic concepts while strengthening a clear understanding of the Principles and Elements of Design. This course can be used to satisfy the prerequisites for AP Studio Art. (1/2 unit per semester; Grades 9,10, 11, 12). PAINTING 2

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Painting for Beginners is the prerequisite to this course. Students utilize color theories that they learn from Painting for Beginners and apply them to controlling illusions of three-dimensional forms and space on a two-dimensional surface. The student makes use of watercolors and acrylics. This course can be used to satisfy the prerequisites for AP Studio Art. (1/2 unit; Grades 9, 10, 11, 12; prerequisite: Painting for Beginners. This course meets 4 times per cycle.) Digital Painting II This course builds upon the skills related to the elements and principles of design learned in Digital Painting 1, but with a more independent study approach. While continuing to gain technical and creative skill in the digital painting medium, students will also be able to incorporate any traditional medium of their choice into their work. Students will devote their time to exploring personal visual concepts in both traditional and experimental formats, such as combining photography, watercolors, and computer design images. During the semester, students will work on pieces that could eventually be used in the AP Studio Art portfolio. (1/2 unit; Grades 10, 11, 12; prerequisite: Digital Painting. This course meets 5 times per cycle). MURAL MAKING There is no prerequisite for this yearlong course. Murals can entail so much more than a large painting! The process of developing a mural for this course blends collaborative work, history, current events and art making. In the Fall Semester students will examine mural making throughout history to contemporary times. Students will have an opportunity to trace the history of a specific region and mural artist of their own. The historic overview in the fall will be a key factor in the development of a mixed media mural as the course advances. The materials used will include, photography, paint, marker, stencils and a variety of other digital medium. Students will work collaboratively to create a mural for public display on the RCDS campus or elsewhere. (1 unit, Grade 12 only; This course meets 3 times per cycle in the First Semester and 4 times per cycle in the Second Semester). INTRO TO DRAWING There is no prerequisite to this course. This is an introductory course for students with little or no formal experience in Drawing. Here, students will have the opportunity to explore both formal as well as experimental concepts of drawing using a variety of traditional and contemporary drawing techniques. The semester will engage students in gesture, contour, shading, expressive mark making, and linear perspective. Students will also learn techniques unique to charcoal, pencil, conte’ crayon, pastel, & pen and ink. Subject matter will be both realistic and abstract, evolving from life studies and from the students’ imagination. This

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course can be used to satisfy the prerequisites for AP Studio Art. (1/2 unit; Grades 9, 10, 11, 12. This course meets 5 times per cycle.) DRAWING 2 Introduction to Drawing is a prerequisite to this course. The focus of the course will be on developing skills necessary to express personal ideas through a variety of traditional and experimental media. Students in this course will work on more thematic approaches to the work and be expected to show mastery in both concept and execution of techniques learned in Intro to Drawing. This course can be used to satisfy the prerequisites for AP Studio Art. (1/2 unit; Grades 9, 10, 11, 12; prerequisite: Intro. to Drawing. This course meets 5 times per cycle.) HONORS DRAWING AND PAINTING This yearlong course is designed for the junior or senior interested in continuing the study of two-dimensional art on a more advanced level. The emphasis of the class is on creating a portfolio for college review and/or on beginning to build the AP Portfolio for the senior year. Students will continue to build drawing and painting skills in a variety of assignments that showcase and develop both technical skill and personal style. This class meets 5 times per cycle. (1 unit; Grades 11, 12; prerequisite: Intro to Drawing and Drawing 2; and Painting for Beginners or Digital Painting). ADVANCED TOPICS IN ART This course is designed to allow the advanced student who has demonstrated the capacity to work independently an opportunity to pursue a concentrated area of interest or explore a range of concepts and media in the studio arts or art history. In the semester prior to taking the course, students must meet with the advisor and submit a written statement describing the projects with which they will be engaged and a schedule for their completion of the course. When it is necessary, written and oral competency as well as critiques will be part of the course. By conducting a course on an individual level such as this, it is hoped that students will gain a broader understanding of themselves and their relationship to the visual arts. (1/2 unit per semester; Grade 11, 12; Department approval required. Course may be repeated for credit.) ADVANCED PLACEMENT STUDIO ART – 2-D or Drawing Portfolios A yearlong course, the A.P. program in Drawing or 2-D Studio Art is the equivalent of an introductory Drawing or 2-D course on the college level and is designed for the highly motivated student interested in the serious study of art. Interested students should be aware that the work for this course involves significantly more time than the typical high school studio arts course. The student

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will have the opportunity to become involved with a wide range of art media and will pursue three basic areas of work: The Concentration: An area where the student is required to demonstrate a commitment to an intense exploration of a specific idea involving both creative capacities and intellectual understanding; a written commentary form documenting the student's progress is required of this section; Breadth: An area involving the exploration of a rich variety of means and media that extends the student's intellectual and perceptual experiences; Quality: Work that emphasizes the quality of the total work of art in concept, composition, and realization of the artist's intentions. (1 unit; Grade 12; Prerequisites: Two introductory courses chosen from Painting for Beginners, Intro to Drawing, or Digital Painting; also Painting 2 and Drawing 2. Department approval is required. All candidates enrolling in the AP Studio Class will be required to execute an assignment to be completed over the summer. This work will be assigned by the instructor in June, and will be designed to develop the candidate’s capacity for independent work and technical competency. It is required that all students approved for this course will submit an AP portfolio in May.) CERAMICS / SCULPTURE 1 This course is designed to introduce interested students to a wide variety of approaches that develop an awareness of Three Dimensional Design through clay and sculptural materials. Students are taught the basic techniques of forming clay into both functional and sculptural forms by using hand-building techniques. The student explores form, texture, and volume as they relate to three-dimensional spatial organization. This course is designed to introduce a sensitivity to 3-D design and to prepare students that may be interested in pursuing the AP 3-D portfolio in the senior year. (1/2 unit; Grades 9, 10, 11, 12.) CERAMICS / SCULPTURE 2 Level II ceramics continues to build on the skills and technical information introduced in the first level of Ceramics. While clay is the primary material that will be used in this class, other sculptural materials will also be introduced. At this level, more advanced projects are introduced that are complex in concept and technique. Students are also introduced to the potter’s wheel. Students are expected to work independently and to create works that are visually strong and show distinct individual direction as well as mastery of technique. It is expected that students in this class will devote regular out of class time working on their projects. Ceramics II is a pre-requisite for the Advanced Placement 3-D portfolio class. (1/2 unit; Grades 9,10,11, 12.) CERAMICS / SCULPTURE 3

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Level III ceramics continues to build on the skills and technical information from previous levels. While clay continues to be the primary material that will be used in this class, other sculptural materials will also be introduced. At this level, more advanced projects are introduced that are complex in concept and technique. Students are expected to work independently and to create works that are visually strong and show distinct individual direction as well as mastery of technique. It is expected that students in this class will devote regular out of class time working on their projects. Students have the opportunity to continue working on the potter’s wheel in Ceramics 3. Students completing this level will qualify to be a candidate for the Advanced Placement 3-D portfolio class. (1/2 unit; Grades 10,11, 12.) ADVANCED TOPICS IN CERAMICS This course is designed to allow the advanced student who has demonstrated the capacity to work independently an opportunity to pursue a concentrated area of interest or explore a range of concepts within the medium of ceramics. In the semester prior to taking the course, students must meet with the art advisor and submit a written statement describing the projects with which they will be engaged and a schedule for their completion of the course. By conducting a course on an individual level such as this, it is hoped that students will gain a broader understanding of themselves and their relationship to the ceramic medium. (1/2 unit per semester; Grade 10, 11, 12; Department approval required. Course may be repeated for credit.) ADVANCED PLACEMENT STUDIO ART- 3-D A yearlong course, the A.P. program in 3-D Studio Art is the equivalent of an introductory 3-D visual art course on the college level and is designed for the highly motivated student interested in the serious study of art. While the medium of clay is the primary emphasis of the course, other sculptural media will be used as well. Interested students should be aware that the work for this course involves significantly more time than the typical high school studio arts course. The student will have the opportunity to become involved with a wide range of techniques and will pursue three basic areas of work: The Concentration: An area where the student is required to demonstrate a commitment to an intense exploration of a specific idea involving both creative capacities and intellectual understanding; a written commentary form documenting the student's progress is required of this section; Breadth: An area involving the exploration of a rich variety of means and media that extends the student's intellectual and perceptual experiences. Quality: Work that emphasizes the quality of the total work of art in concept, composition, and realization of the artist's intentions.

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It is required that all students will submit a portfolio to the College Board in May. (1 unit; Grade 12; prerequisite: For 3-D Studio Art, successful completion of Ceramics/Sculpture 1, Ceramics/Sculpture 2, and Ceramics/ Sculpture 3. All candidates enrolling in the AP 3-D class will be required to execute a sculpture assignment for AP 3-D to be completed over the summer prior to entering the AP level course. This work will be assigned by the instructor in June, and will be designed to develop the candidate’s capacity for independent work and technical competency. It is required that all students approved for this course will submit a portfolio in May of their senior year). PHOTOGRAPHY 1 This is an introductory course designed for the student with little or no previous knowledge of photography. The course will deal with both creative and technical uses of the digital camera. Basics of picture taking, image development, composition, scanning, printing, and mounting will be covered. On a variety of levels, students will also explore Adobe Photoshop. Specific photographic assignments will be given and a portfolio of work will be required of the student at the end of the semester. (1/2 unit; Grades 9, 10, 11, 12) PHOTOGRAPHY 2 In this course, students explore experimental techniques with the camera and the Photoshop software. Students experience working with studio lighting, image and text, panoramas, environmental portraiture, and digital image manipulation. Students are encouraged to refine their skills with the digital slr camera (available for use during the school day) while advancing expertise in digital editing. (1/2 unit; Grades 9-12; prerequisite: successful completion of Photography 1 or permission of instructor.) PHOTOGRAPHY 3 This is a course for the highly motivated student who has successfully completed the requirements of Photography Level II. With an emphasis on the development of individual style, students explore more sophisticated and experimental techniques and the work of master photographers. Students explore oversized images, time-lapse photography, photo essays, and the collaged manipulation of prints. An important component of the course entails the student's analysis and integration of the work of a mentor master photographer. (1/2 unit: Grades 10, 11, 12; prerequisite: successful completion of Photography 2 or permission of instructor.) ADVANCED TOPICS IN PHOTOGRAPHY This course is designed to allow the advanced student who has demonstrated the capacity to work independently an opportunity to pursue a concentrated area of

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interest. In the semester prior to the course, the student must submit a written statement describing the projects with which they will be engaged. Students must also submit an approximate schedule for the completion of these investigations. (1/2 unit per semester; Department approval required; course may be repeated for credit.) A.P. STUDIO ART: DESIGN PORTFOLIO IN PHOTOGRAPHY A yearlong course for the most highly motivated student interested in the serious study of photography. The student will have the opportunity to explore photography in great depth with an emphasis on developing personal style and expression. Each student will pursue three basic areas of work: Area of Breadth: the student is required to demonstrate a rich variety of means of working in the photographic media that extends the student's intellectual and perceptual experiences Area of Concentration: the student is required to demonstrate a commitment to an intense exploration of a specific idea involving both creative capacities and intellectual understanding; a written commentary documenting the student's progress is required of this section; Area of Quality: the student is required to create a series of photographs that achieve quality in concept, composition, and the realization of the artist's intentions. (1 unit; Grade 11, 12; prerequisites: Photography 1, Photography 2, & Photography 3. Department approval is required. In preparation for the course, a summer shooting assignment must be completed for the start of class in September. It is required that all students approved for this course will submit an A.P. portfolio in May.) ADVANCED HONORS PHOTOGRAPHY This yearlong course is for the photography students who have completed the A.P. Studio Art: Design Portfolio in Photography and want to continue the serious study of photography. In this course students will explore a variety of avenues for communicating visual ideas. Highlights of the course include the curating and exhibition of a portfolio of work in the PAC Lobby Gallery by each student and the creation of a book based on the student’s work. (1 unit; Grade 12; prerequisites: Photography 1, 2, 3, and A.P. Studio Art Design Portfolio in Photography. This course meets 3 times per cycle. Department approval is required) DIGITAL DESIGN WITH DESIGN THINKING Design thinking has the power to change your way of seeing and solving complex problems by thinking as a product designer would. This course will challenge students to find creative and innovative solutions to existing real world problems

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by utilizing modern technologies and traditional artistic approaches. Throughout the class students will analyze, plan and create prototypes for challenges while exploring digital imaging utilizing Photoshop, Illustrator, Weebly, and Pagemaker. The course will incorporate a variety of approaches for relating the principles of good design to computer-generated art. Students complete the course with the skills they need to create posters, ads, and similar design work. Work from this class may be included in the AP Studio Art 2-D Design Portfolio. (1/2 unit; Grades 9,10, 11,12. This course meets 4 times per cycle.) DIGITAL DESIGN WITH DESIGN THINKING II This course expands on the Design Thinking process (problem-solving) learned in Digital Design Thinking I. Students will apply a combination of computer and design skills to satisfy various real world graphic and communication needs while working toward incorporating self-expression and self-discovery. To attain this goal students will develop awareness of the presence of design in all aspects of our environment and as the basic structure in all art. Through continued study and experimentation with elements and principles of design, greater emphasis will be placed on how to combine the concepts of design and design thinking to achieve the desired visual outcome. The course will also further develop student knowledge and skills in using graphics software such as Adobe Photoshop and Illustrator. Work from this class may be included in the AP Studio Art Portfolio. (1/2 unit; Grades 10, 11,12. This course meets 4 times per cycle.) INTRO TO VIDEO Learn how to take your ideas from script to screen in this introductory video course. In this semester long course, students will be working on multiple projects that will teach them all aspects of the production process, including script writing, story boarding, shooting, and the power of editing. Through these projects and assigned movie screenings, students will begin to demonstrate a better understanding and knowledge of film history and film/video vocabulary. In-class critiques, written reflections, and homework are also requirements for this course. (1/2 unit; Grades 9, 10, 11, 12. This course is a prerequisite for Video 2 & Honors Filmmaking.) VIDEO 2 Intro to Video is the prerequisite for this course. This class is designed for students who are serious about raising the caliber of their video production skills and want to create more sophisticated projects. Students at this level will go deeper into the elements of narrative story telling. Everything from pre-production to editing will be explored more in depth. In-class critiques, written reflections, and homework are also requirements for this course. (1/2 unit; Grades 10, 11, 12.

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This course is a prerequisite for Honors Filmmaking. Prerequisite: Intro to Video.) HONORS FILMMAKING In this course, students will spend the entire year working on one film of their choosing. This endeavor will allow students to spend more time on each stage of the filmmaking process including script read-throughs, writing a casting notice and holding auditions, how to write a film budget and film grants, and how to apply for film festivals and create a production reel. Students will also have screenings throughout the year of classic movies to inspire their own work and help expand their filmmaking vocabulary. At the end of the year, students will screen their final films to the RCDS community. (1 unit; Grades 10, 11, 12. This course meets 4 times per cycle. Prerequisite: Intro to Video & Video 2) COSTUME DESIGN In this year long course, students will be designing and implementing costumes, hair & makeup for the Upper School drama productions. Students will work with the faculty costume-coordinator as designs are created for the fall play. During the second semester students will branch out to create full looks of their own for the Winter Musical. Students will study costume designs for past school shows as well as professional productions to help inform their own designs. By the end of the year, students will have a fashion design portfolio, some of which can be used towards a 2D AP art portfolio. (1 credit, .5 Drama, .5 Art 3x a cycle with 1 long block) AP ART HISTORY This course is open to all 11th and 12th grade students who would like to study the history of art at an advanced level and who are committed to taking the AP exam in the spring. This is the first year of a newly configured exam and course, whose emphasis will be less on memorization and more on mastering global concepts about world art. Interested students should email Mrs. Ordway in order to make an appointment to speak about the curriculum and about qualifications for placement. ART HISTORY This course is open to all 11th and 12th grade students who are interested in studying the history of art, but who do not choose or who do not qualify to take it at the advanced placement level. Please email Mrs. Ordway, should you wish additional information. ART OFFERINGS - SEMESTER 2

CERAMICS / SCULPTURE 1

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See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12.) CERAMICS / SCULPTURE 2 See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12.) CERAMICS / SCULPTURE 3 See description Semester 1 (1/2 unit; Grades 10, 11, 12.) ADVANCED TOPICS IN CERAMICS See description Semester 1 (1/2 unit; Grades 10, 11, 12.) PAINTING FOR BEGINNERS See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12; This course meets 4 times per cycle. This course is a prerequisite for AP Studio Art.) DIGITAL PAINTING See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12; This course meets 4 times per cycle. This course is a prerequisite for AP Studio Art.) Digital Painting II See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12; This course meets 4 times per cycle. This course is a prerequisite for AP Studio Art.) PAINTING 2 See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12; prerequisite: Painting 1. This course meets 4 times per cycle. This course is a prerequisite for AP Studio Art.) INTRO TO DRAWING See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12; This course meets 4 times per cycle. This course is a prerequisite for AP Studio Art.) DRAWING 2 See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12; prerequisite: Intro to Drawing. This course meets 4 times per cycle. This course is a prerequisite for AP Studio Art.) ADVANCED TOPICS IN ART See description Semester 1 (1/2 unit per semester; Grade 11, 12; Department approval required.) Course may be repeated for credit. PHOTOGRAPHY 1

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See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12) PHOTOGRAPHY 2 See description Semester 1 (1/2 unit; Grades 9-12; prerequisite: successful completion of Photography Level I or permission of instructor.) PHOTOGRAPHY 3 See description Semester 1 (1/2 unit: Grades 10, 11, 12; prerequisite: successful completion of Photography level II or permission of instructor.) ADVANCED TOPICS IN PHOTOGRAPHY See description Semester 1 (1/2 unit per semester; Department approval required; course may be repeated for credit) DIGITAL DESIGN WITH DESIGN THINKING See description Semester 1 (1/2 unit; Grades 9,10, 11,12. This course meets 4 times per cycle. Course may be repeated for credit.) DIGITAL DESIGN WITH DESIGN THINKING II See description Semester 1 (1/2 unit; Grades 9,10, 11,12. This course meets 4 times per cycle. Course may be repeated for credit.) INTRO TO VIDEO See description Semester 1 (1/2 unit; Grades 9, 10, 11, 12. This course is a prerequisite for Video 2 & Honors Filmmaking.) VIDEO 2 See description Semester 1 (1/2 unit; Grades 10, 11, 12. This course is a prerequisite for Honors Filmmaking. Prerequisite: Intro to Video.)

CLASSICS

The program of the Classics Department is based on the firm belief that the study of Classics - Latin and Greek language and literature - remains one of the strongest foundations of a truly liberal education. Through the study of Latin and Greek, students keep alive a vital link with one of the major sources of contemporary American culture. The broad objective is to develop understanding of the cultural heritage of Greece and Rome and its influence on the modern world. The discipline of translation has the added benefit of clarifying thought and expression in English. Classics students gain a great advantage in the expansion of their vocabulary in English, since over 60% of English is derived from Latin and/or Greek; furthermore, since Latin and Greek are the major sources of the

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Romance languages, students gain great advantage toward the study of these modern tongues. Instruction in Latin includes not only grammar and vocabulary, but also readings in Latin that provide opportunities for in-depth study of Roman and Greek history, society, culture, and mythology. At various points in their program of Latin study, students read Cicero, Caesar, Vergil, Catullus, Horace, Ovid, Augustus and others, along with relevant literary criticism. The Department offers an Advanced Placement course, which prepares students to take the AP Latin exam, as well as a post-AP, college-level Latin literature course. Ancient Greek instruction, which is offered as a guided study, focuses on Attic grammar and vocabulary, leading in the upper levels to the study of the prose of Lysias, Plato, and Herodotus, and the poetry of Homer. Classics Department policies regarding honors and AP courses:

A. For entry from a regular into an Honors Latin course (except AP), a student must have:

1. Recommendation from the current teacher. 2. Minimum year grade of A- in a regular course, or year-grade of E in

8th grade. 3. Minimum grade of B+ on the Upper School exam, or E on the Middle

School exam. 4. Placement test given at the discretion of the Department Chair

B. For entry from regular Latin 3 into AP Latin, a student must have: 1. Recommendation from the current teacher. 2. Minimum year grade of A in a regular Latin 3. 3. Minimum grade of B+ on the Latin 3 exam. 4. Placement test given at the discretion of the Department Chair.

C. For maintenance of placement in an Honors or AP course during the

school year, the policy is as follows: 1. If an Honors or AP student receives a grade below B- at either the first

quarter or the first semester, his or her situation will be reviewed by the teacher of the course in consultation with the Department Chair to determine the appropriateness of course placement.

2. AP students are required to take the AP exam as the culmination of the course.

As a result of review concerning either of the situations above, the student either may not be allowed to continue in the Honors/AP course or may be allowed to continue on a probationary basis.

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D. For entry from an Honors or AP course into another Honors or AP course, a student must have:

1. Recommendation of the current teacher 2. Minimum year grade of B-, with B- or better on exam

E. Honors Intensive Latin

1. The requirements for entry into this course are as follows: students must have a year grade of A- or better in their first foreign language, the recommendation of their language teacher, and the approval of the Department Chair.

2. Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late or otherwise incomplete, may be required to move to Latin 1, after review of the student's performance by the teacher in consultation with the Department Chair.

3. Upon completion of this course, placement into Honors Latin 3 (instead of Latin 3) requires the recommendation of the teacher and a grade of B or better both in the course and on the exam.

LATIN 1 Elementary Latin is taught with twin aims in mind: acquisition and, through consistent reinforcement, complete mastery of fundamental grammatical forms, and reading facility. Grammatical principles, morphology (word-endings), and vocabulary are introduced, discussed, applied, and mastered. The reading of narratives about Roman life, culture, and history incorporates and reinforces language instruction. Latin is regularly read aloud, with special attention paid to correct pronunciation. Through study of Latin vocabulary, students learn a great deal about English words derived from Latin; through the study of a highly inflected language, students have the opportunity to strengthen their general grammatical skill set. (1 unit; Grades 9, 10; Grades 11, 12 by permission) LATIN 2 In this course, students continue the study of grammatical forms and vocabulary acquisition begun in Latin 1. Students develop and refine their translation skills, and by year’s end are successfully reading passages of connected prose adapted from various Roman authors, such as Cicero, Martial, and Catullus, with increased facility and speed. Topics of Roman and Greek culture and history relevant to the readings are emphasized throughout the course. This course offers consistent practice and reinforcement of concepts previously studied. (1 unit; Grades 9, 10; Grades 11, 12 by permission) HONORS LATIN 2

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This course moves more quickly and covers more material than Latin 2. By year’s end, students have been introduced to almost all of Latin grammar, and have begun to focus on reading unadapted passages of connected prose by a variety of Roman authors, with emphasis on identification and proper translation of increasingly complex grammatical concepts. Students requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 2. (1 unit; Grades 9, 10, 11; Grade 12 by permission) HONORS INTENSIVE LATIN This course is designed for the student who, having demonstrated mastery of the grammatical principles of one foreign language, has an interest in acquiring Latin at an accelerated pace (i.e., covering Latin 1 and 2 in one year). Grammatical forms and constructions are introduced in quick succession, with an emphasis on ever-increasing fluency and speed of reading. By the end of the course, students are able to read slightly adapted passages of Latin prose from authors like Caesar, Cicero, and Pliny. Students are expected to continue the sequence in their first foreign language concurrently with Intensive Latin Honors, at least through the fourth year. It is assumed that students in Intensive Latin Honors will demonstrate self-motivation and the ability to work independently; thus, students requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 1. (1 unit; Grades 9-12, by permission) LATIN 3 This course completes the acquisition of the few remaining grammar skills not covered in Latin 2 and begins the reading of unadapted passages of Latin authors, prose and poetry. The beginning of the course is focused on Roman history, with readings from authors such as Eutropius, Cicero, and Caesar illustrating the last days of the Roman Republic and the beginnings of the Empire. Emphasis shifts from merely reading and translating to interpreting and commenting on the substance and literary style of the text. Essays, oral reports, projects and debates (in English) on historical, cultural, and literary topics enhance the reading of the texts. When grammar instruction is complete in the second semester, students shift their focus to Latin poetry, with readings from Catullus, Horace, Ovid, and Vergil. (1 unit; Grades 10, 11, 12) HONORS LATIN 3 This course moves more quickly and covers more material than Latin 3. Students read more extensively from a variety of Roman authors in both prose and poetry, developing facility with advanced grammar and syntax while engaging in literary analysis through class discussions and critical essays. When grammar instruction is complete, students turn their focus to Latin poetry, with readings from Catullus, Horace, Ovid, and Vergil. This course prepares students for AP Latin. Students

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requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 3. (1 unit; Grades 10, 11, 12) AP LATIN AP Latin is designed for students who have successfully completed Honors Latin 3. The course focuses on both the prose of Caesar and the poetry of Vergil. Students read selections from Caesar’s Bellum Gallicum and Vergil’s Aeneid required by the AP syllabus, with an eye toward precise and literal translation as well as historical and literary sensitivity. Students write essays (in English) containing clear and textually- supported arguments that demonstrate comprehension and sophisticated literary analysis of the Latin text. Students requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 4. (1 unit; Grades 11, 12) LATIN 4 This is a reading course focused primarily on the historical prose of Julius Caesar and the civil wars that ended the Roman Republic. Extensive reading of relevant texts in English translation helps to complement the Latin readings by providing background and context, and projects, including presentations, essays, and performances, are central parts of the curriculum. There is consistent reinforcement of grammatical and syntactical constructions, as well as emphasis on vocabulary retention, fluidity of translation, mastery of Latin metrics, analytical essay writing, and close reading. (1 unit; Grades 11, 12) LATIN 5 This is a reading course focused on a text chosen each year by the teacher. Recent texts studied include Plautus’ Roman comedies, Suetonius’ biographies of the emperors, and Ovid’s Metamorphoses. Readings of relevant texts in English translation help to complement the Latin text by providing background and context, and projects, including presentations, essays, and performances, are central parts of the curriculum. There is consistent reinforcement of grammatical and syntactical constructions, as well as emphasis on vocabulary retention, fluidity of translation, mastery of Latin metrics, analytical essay writing, and close reading. (1 unit; Grades 11, 12) HONORS LATIN 5 This course offers Latin students who have successfully completed AP Latin an opportunity to continue their study of Latin literature. The purposes of this advanced course are, first, to read a significant amount of advanced Latin prose and poetry, both prepared and at sight, with an emphasis on improving both speed and accuracy of translations; secondly, to place the literature within the general narrative of Roman history by introducing students to the world of classical

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scholarship. The course focuses primarily on the literature produced during the tumultuous and intellectually rich period encompassing the end of the Roman Republic and the transition into Principate and, finally, Empire. The choice of individual authors and texts to be read is partly student-driven. At the end of the course, each student submits a seminar paper on an approved topic of his or her choice. (1 unit; Grades 11, 12) ANCIENT GREEK: GUIDED STUDY (Note: This course may not be taken to fulfill the language requirement.) The Ancient Greek program introduces students to Attic (Athenian) Greek, focusing first on the acquisition of a non-Roman alphabet, the system of accentuation, grammar and vocabulary for reading and writing. In Greek 2 and 3, while continuing their acquisition of grammar and vocabulary, students read the poetry of Homer and the prose of Lysias and Plato. Once a cycle, upper level Greek students teach the Greek 1 course. For Greek 1, there are five meetings per cycle; in the upper levels, classes typically meet three to four times per cycle, with testing done on non-meeting days. See Department Chair for more course details. (Grades 10,11,12)

COMPUTER SCIENCE

Every facet of our daily lives has become increasingly dependent on the computer; it has become an essential tool in our society. Though a powerful tool, it has unique limitations as well. Our students need knowledge of the computer if they are to excel as they continue their education and enter the work force. The Computer Science Department offers courses in both computer programming and in various applications. The programming courses are for those who are interested in computer science and in how computers work. The applications courses are for those who want to become accomplished at using computer programs to perform various tasks. Some of the department’s offerings require no prior experience. These courses are designed to be accessible to every student. There are also many intermediate classes that have Introduction to Computer Science as a prerequisite, including AP Computer Science A. If you do have prior experience, please consult a member of the department about placement. INTRODUCTION TO COMPUTER SCIENCE This course will introduce students to the basic principles of Computer Science and the Java programming language. We explore object-oriented design and the

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fundamental tools of programming through problem solving increasingly complex games. Students will learn to create efficient and effective programs as they complete several programming projects. This course (or equivalent experience) is required to take Advanced Placement Computer Science. (1/2 unit, grades 9, 10, 11, 12; prerequisite: none) ADVANCED PLACEMENT COMPUTER SCIENCE A Familiarity with computing has become one of the most essential 21st century skills. The AP Computer Science A course thoroughly explores computer science fundamentals through the Java programming language. Students will learn different algorithms, data structures, and approaches to the design of programs. Students will complete several programming projects that cover the breadth of computer programming skills. Students will also take the AP Computer Science A examination at the end of the year. (1 unit; grades 10, 11, 12; prerequisite: Introduction to Computer Science or permission of the department) ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES AP Computer Science Principles is a new AP offering that challenges students to reason about and apply technology and Computer Science to real-world problems. This course discusses the central concepts of computing science, instilling the ideas and practices of computational thinking and inviting students to understand how computing changes the world. Students are encouraged to develop deep algorithmic thinking skills while demonstrating creativity through programming. Students will have freedom of choice in the development and programming of long-term projects. These will constitute part of their submission to the College Board for AP credit. This course will empower students to follow their passions in science and technology and to design innovative solutions using the same processes as artists, writers, scientists, and engineers. (1 unit; grades 10, 11, 12; prerequisite: AP Computer Science A or permission of the department) ADVANCED TOPICS IN COMPUTER SCIENCE Modern Computer Science allows us to model and analyze our world with continually evolving tools. In this course, students will experience some of the unique specialty fields in Computer Science. Students will study sophisticated organization techniques, artificial intelligence, language processing, robotics, and parallel computing. The course will feature a variety of projects designed to explore this diverse and fascinating science. (1 unit; grades 11, 12; prerequisite: Advanced Placement Computer Science A or permission of the department) ROBOTICS

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This course introduces students to low-level automaton engineering. Students will build and program a variety of robots from scratch, with emphasis on analogues to real-world robotic applications. Students will learn some principles of electrical and mechanical engineering, sensors, motors, and remote control. This project-based course will culminate in a friendly competition between autonomous student-created machines. (fall, grades 10, 11, 12; prerequisite: Introduction to Computer Science or permission of the department) MOBILE APP DEVELOPMENT Mobile apps represent a new and exciting direction in communication tools. In this course, students will learn to create applications for various modern mobile computing platforms. The course will discuss universal concepts and paradigms in mobile apps, with concentration on iOS and Android. Parallels to other platforms will be discussed as well. This project-based course will introduce a variety of standard app features, such as tabs, lists, maps, and images. (1/2 unit, fall, not offered 2016-2017, grades 10, 11, 12; prerequisite: Introduction to Computer Science or permission of the department) 2D/3D GAME DESIGN Game development has rapidly surged into a multi-billion dollar gaming industry. Games are, however, quite challenging to design. They require a synthesis of strong programming technique, meaningful and interesting content, and thoughtful organization. This course will teach students to recognize various game genres, identify their important components, apply advanced programming and graphics techniques, and implement several game projects. Students will create efficient, reusable code elements that can be applied to any game program. Students will complete a capstone project where they create a game of their own original design. 2D Game Design and 3D Game Design are offered on alternate years. (1/2 unit, spring, grades 10, 11, 12; prerequisite: Introduction to Computer Science or permission of the department) SOFTWARE ENGINEERING Modern society operates on large scale, tightly coordinated programs operating in a global environment. New devices and technologies demand constantly evolving applications that are accessible to a broad audience but that also meet detailed specifications. This project-based course will immerse students in the engineering process as they work in partnership with real-world clients to design, implement, and deploy fully functional and professional quality. Example cases will be drawn from emergent trends in technology and the needs of certain communities. This class will meet three times per cycle. (1/2 unit, fall, grades 11, 12; prerequisite: Introduction to Computer Science or permission of the department)

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DIGITAL DRAMA This course will explore modern technical theatre. New techniques in theater require the integration of complex electronics, physical sets, and sound and lighting design. Students will design and construct Interactive and responsive sets, technology-infused costumes, and digital backdrops and environmental effects. Students will complete independent installations and projects in support of the current theater production. Interdisciplinary with Dance and Drama department. (1/2 unit, fall & spring, grades 9-12, no prerequisite, grants ½ Arts credit) CREATIVE PROBLEM SOLVING THROUGH ENGINEERING I This course will introduce students to the multiple engineering disciplines. Engineers apply the principles of mathematics and science to solve real-world problems. Students will plan, design, build, analyze, and stress test a variety of structures and machines. Have an interest in designing buildings, ships, or bridges? How about rockets, cars, or machinery? Robots, alarms, or digital maps? Renewable energy technologies? If so, Civil, Mechanical, Electrical, or Chemical Engineering may be in your future! Students will complete several such projects, including a capstone design. (1/2 unit, fall or spring grades 10, 11, 12; prerequisite: none) CREATIVE PROBLEM SOLVING THROUGH ENGINEERING II This course will enable interested students to further explore engineering disciplines. Students will dig deeper into Electrical, Chemical, and Biological engineering fields. Students will also look at the interdisciplinary aspects within the fields of engineering. Students will work on class and independent projects using the Engineering Design Cycle. All students will create a capstone design project. (1/2 unit, fall or spring, grades 10,11, 12; prerequisite: Creative Problem Solving with Engineering I or Engineering Survey)

DRAMA & DANCE

"I regard the theatre as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being." - Oscar Wilde The Drama Department was established in 1984 to complement the offerings in the fine arts, and now also incorporates dance. The Department offers the following courses: Public Speaking, Acting for Stage & Film, Introduction to Improv, Play Production, Stagecraft, Costume Design, Digital Drama,

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Intermediate Dance, Advanced Dance, and Advanced Topics in Theatre/Dance. Students also have the opportunity to work on independent study projects in areas in which they are interested. The Department encourages independent and advanced work and helps students develop projects that will most appropriately advance their ability and interests. Students may apply the skills they acquire in the courses through performance and technical work on the major theatrical productions staged during the academic year. A typical performance season includes four main stage productions; fall play, winter student/faculty/staff musical, spring one-acts, and spring dance concert. Students in grades 9-12 are encouraged to participate in the performance and/or the technical areas of each production. Students are given the time to take creative journeys. They are encouraged to take risks, make mistakes, and learn that the greatest results can come from challenging themselves. The ultimate goal of all courses and productions at RCDS is to use the skills and art of drama and dance as the vehicle through which students become more confident, mature, poised, thoughtful, collaborative, and creative. The Drama and Dance Department is critical in supporting the school’s mission for helping students find and experience creative endeavors, development of students’ understanding of their identity and their ability to see multiple perspectives. It is clear that the arts are critical to the development of the whole child. The Drama and Dance Department values the students’ deep understanding of the process that they went through to create the product. The ability to articulate that process is an indicator of high quality drama and dance instruction.

YEARLONG COURSES

ADVANCED TOPICS IN THEATRE This course is designed to allow the advanced and highly motivated theatre student an opportunity to work independently and pursue a more detailed approach to a dramatic production. A student selected for a technical leadership position or cast in a substantive acting role in one of the school’s productions is eligible to explore a more rigorous academic approach to their discipline. Topics include technical design work and implementation, advanced character study, directing, and dramaturgy. Students may also apply to pursue a performance, technical, or directorial project not connected with a RCDS production. The interested student must present a proposal to the department. If approved, the parameters of the project are established and regular meeting times are arranged with a member of the department. Previous experiences in our RCDS drama

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classes or productions are a requirement for the elective. (1/2 unit; Grades 10, 11, 12; department approval required.) INTERMEDIATE DANCE Intermediate Dance is a yearlong course for students with a solid base knowledge of the fundamentals of dance technique who are interested in furthering their skills through serious dance training. This course explores dance technique and performance through a variety of modes of movement. Dancers will train in the techniques of ballet, modern, jazz, jumps and turns, as well as supplement with explorations of Pilates, yoga, strength and stability training, dance conditioning, and stretch. Throughout the year students will not only extend their technical abilities as dancers, but also learn about important trailblazing dancers and choreographers in the past and present time. Intermediate Dance meets twice per cycle and performs it’s own piece in the Spring Dance Concert. The concert requires the after-school commitment of tech week and performances. This yearlong course fulfills the art credit. (1/2 unit; Grades 9, 10, 11, 12; departmental approval required)

ADVANCED DANCE Advanced Dance is a yearlong course for students who have a high level of technical skill, and are looking to train at a serious and extremely dedicated level. The course explores dance technique and performance through a variety of modes of movement. Dancers will train in the techniques of ballet, modern, jazz, musical theatre, jumps and turns, as well as supplement with explorations of Pilates, yoga, strength and stability training, dance conditioning, and flexibility training. Throughout the year students will not only extend their technical abilities as dancers, but also learn about dance history and take part in composition lessons to begin developing tools for choreography. Through these lessons in dance history and dance composition, students will cultivate and hone their observational skills allowing them to think and speak intellectually about dance in a scholarly manner. Advanced Dance meets twice per cycle and performs it’s own piece in the Spring Dance Concert. The concert requires the after-school commitment of tech week and performances. This yearlong course fulfills the art credit. The intermediate level of dance must be completed prior to taking this course unless cleared by the department. (1/2 unit; Grades 9, 10, 11, 12; department approval required)

STAGECRAFT This course is a yearlong course for students interested in building, painting, and designing scenery. The class provides a hands-on study of the fundamentals of technical theatre skills. Students will learn the basic crafts of scenic construction and scenic painting. In addition, the class will explore new techniques and materials that have become popular in Theatre in recent years. Such topics include

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projections and their use in scenic design, and foam construction, especially as used in contemporary puppetry. Drama Department Productions and class projects will provide practical application of skills learned in this class. (1 unit: Grades 9, 10, 11, 12) COSTUME DESIGN In this year-long course, student will be designing and implementing costumes, hair and makeup for Upper School drama productions. Students will work with the faculty costume coordinator as designs are created for the fall play. During the second semester, students will branch out to create full looks of their own for the Winter Musical. Students will study costume design for past school shows as well as professional productions to help inform their own designs. By the end of the year, students will have a fashion design portfolio, some of which can be used towards 2D AP Art Portfolio. (½ unit in Drama, ½ unit in Art; Grades 9, 10, 11, 12)

ELECTIVES - SEMESTER 1 and 2

PUBLIC SPEAKING Would you like to become a more self-confident speaker? Does speaking in front of a group make you nervous? Would you like to learn how to get people to listen to what you have to say? This course is designed to help you improve your public speaking skills by practicing in front of supportive peers. You will learn how to improve your writing and organization of speeches, as well as to strengthen your delivery. This course will help you become a better and more confident public speaker. (1/2 unit, fall & spring, grades 9-12, no prerequisite, grants ½ Arts credit) INTRO TO IMPROV Improv seeks to expand the student's capability for spontaneity, flexibility of thought, creativity, communication and teamwork through the use of theatre games and specifically structured improvisation exercises as seen on Saturday Night Live and Second City. No previous acting experience is necessary for this course. Every level of performer or non-performer will have something to contribute and learn from this experience. Topics such as non-verbal communications, staying positive, building on ideas offered by others, and developing narratives will be explored throughout this class. This course meets twice a cycle. (¼ unit, fall & spring, grades 9-12, no prerequisite, grants ¼ Arts credit) ACTING FOR STAGE & FILM

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This course is designed to use the craft of acting as the vehicle through which students explore and develop essential skills professionals need in the 21st century workplace. Through the study of film and stage acting, students are encouraged to problem solve, take risks, embrace and learn from mistakes, and persevere towards innovation. The course fosters a lifelong love of learning, investigates important 21st century skills through acting, and provides daily opportunities to build confidence and work collaboratively. This course meets four times per cycle and is equally appropriate for students interested in exploring acting for stage and film for the first time and those with previous experience. (½ unit, fall & spring, grades 9-12, no prerequisite, grants ½ Arts credit) ADVANCED ACTING FOR STAGE & FILM In this advanced-level course, students will build upon the fundamentals learned in Acting for Stage & Film in order to explore their voice as a developing artist. Over the course of 18 weeks, students will participate in projects and activities that further strengthen their ability to take risks, make bold choices, and express themselves with confidence and clarity. Advanced Acting for Stage and Film puts a heavy emphasis on scene-work, text analysis, listening as an actor and deconstructing human behavior. Students will also explore the art and science of comedic acting, and how to effectively direct a scene. After taking Advanced Acting for Stage and Film, students will be better able to examine text, read “between the lines” and form a better understanding of characters and their motivations. They will advance their ability to collaborate in small groups and express themselves vocally and physically. The skills and concepts emphasized in Advanced Acting for Stage and Film will prep them for next phase of the drama curriculum (Play Production) and prepare them to become a responsible, caring citizen in our global community. (½ unit, fall & spring, grades 9-12, no prerequisite, grants ½ Arts credit. Department approval required) PLAY PRODUCTION This honors course is designed to build on the skills of the Acting for Stage & Film classes. Working with the speed and skill of a college level class, students continue to use the craft of theatre as the vehicle through which they explore and develop essential 21st century skills. Sophisticated presentation skills are developed through the rehearsal of a play for performance. The crafts of acting and directing are of primary focus, with additional exploration of dramaturgy, design, and technical theatre. Topics include audition techniques, in-depth text and character analysis, and formulating an artistic vision and how to realize that vision on stage. In this lab environment, students explore the creative process while concretely working on their communication skills, problem solving, gameness for risk taking, adaptability, productivity, and critical thinking skills. The course culminates in a fully produced show. (½ unit, fall & spring, grades 9-12, no prerequisite, grants ½ Arts credit. Department approval required)

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DIGITAL DRAMA This course will explore modern technical theatre. New techniques in theater require the integration of complex electronics, physical sets, and sound and lighting design. Students will design and construct Interactive and responsive sets, technology-infused costumes, and digital backdrops and environmental effects. Students will complete independent installations and projects in support of the current theater production. Interdisciplinary with Computer Science Department. (½ unit, fall & spring, grades 9-12, no prerequisite, grants ½ Arts credit)

ENGLISH

The principal goal of the English program is to equip students with the tools and the understandings they need to know about themselves and others. Who am I, what do I value, and why? How can I respond reasonably and sensitively to views that are different from my own? In order to engage with these and related questions, students must learn to read more perceptively, write more rigorously, and listen and speak with greater nuance. At all grade levels, students are expected to craft analytic essays; to experiment with journal writing, narrative, and poetry; to read challenging works of literature; and to come to class prepared to contribute to discussion every day. There are honors sections in grade 10 and Advanced Placement sections in grades 11 and 12. Admission to Honors and Advanced Placement sections is dependent upon:

1. Year-end grade of B+ or higher in a regular section or a B- or higher in an Honors or AP section

2. Recommendation of teacher from previous year 3. Written statement of interest, if requested 4. Approval of the department chair

During the course of the year, a student's standing in an Honors or AP section may be subject to review if performance is consistently below the B- mark. Students in grades 10, 11, and 12 are also encouraged to take an English elective in addition to the required English course for each grade. ENGLISH 9 Readings in English 9 provide an introduction to literature, including poetry, drama, the novel, and the short story, with many of the texts addressing the tension between individual and community. Core texts include works such as Homer’s The Odyssey, Shelley’s Frankenstein, Shakespeare’s Romeo and Juliet, and Dickens’s Great Expectations. The writing program in English 9 is designed to improve all basic writing skills, with special attention given to the formation of

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thesis statements, the organization of ideas and paragraphs, and the clarity of sentences. All ninth graders participate in the Writing Lab program, which meets once per cycle, for additional practice and further development of their writing skills. Students also submit creative pieces of writing and collaborate on various projects with their classmates. Grammar instruction reviews punctuation, standard usage, parts of speech, sentence structure, and phrases and clauses. Vocabulary work consists of Vocabulary Workshop, Level E. (1 unit; Grade 9; required) ENGLISH 10 and ENGLISH 10 HONORS Students in English 10 read selections in British and world literature in a study of themes such as power, ethics, and cultural identity. Texts include Sophocles’s Antigone, Shakespeare’s Macbeth, Conrad’s Heart of Darkness, Achebe’s Things Fall Apart, Adichie’s Purple Hibiscus, contemporary poetry, and short fiction and nonfiction. English 10 and English 10 Honors emphasize the analytical essay and the research paper, but students also craft their own narratives and poetry. Assignments underscore the importance of the writing process and incorporate strategies for proofreading and revision. All tenth graders participate in the Writing Lab program, which meets once per cycle, for additional practice and further development of their writing skills. Grammar instruction reviews standard usage, punctuation, and sentence structure. Vocabulary work consists of Vocabulary Workshop, Level F. (1 unit; Grade 10; required) English 10 Honors requires additional readings and has more demanding writing and speaking requirements. ENGLISH 11 and ENGLISH 11 (AP Language and Composition) The readings in English 11 survey the major achievements of American literature from its beginnings to the present day; texts are selected for their intrinsic literary merit, as well as for their value in illustrating and extending themes encountered in the junior year American history curriculum, and an in-depth research paper is required of all English 11 students. Texts include Hawthorne’s The Scarlet Letter, Douglass’s The Narrative of the Life of Frederick Douglass, Twain’s The Adventures of Huckleberry Finn, Fitzgerald’s The Great Gatsby, Morrison’s The Bluest Eye; other poets and writers studied include Emerson, Whitman, Dickinson, and Hughes, among others. All students continue to practice analytical, persuasive, personal and creative writing. Grammar review continues, with emphasis on revising and proofreading skills. Students also study vocabulary from Vocabulary Workshop, Level G. English 11 Advanced Placement Language and Composition follows a similar structure but has greater reading demands and more stringent writing requirements. In addition, the Advanced Placement course requires more focus on non-fiction reading and writing and a focus on rhetorical strategies and styles. All students in the Advanced Placement section are required to take the Advanced

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Placement Language and Composition examination given at the end of the 11thgrade. (1 unit; Grade 11; required) ENGLISH 12, ENGLISH 12 AP Language and Composition, and ENGLISH 12 AP Literature and Composition) English 12 emphasizes the close analysis of fiction and nonfiction works. We focus on some of the major achievements of English, American, and world literature, including Shakespeare’s Othello, Orwell’s 1984, Allende’s The House of the Spirits, Greene’s The Third Man, Gordimer’s Jump, and a selection of short stories. Students write frequent critical and analytical essays based on their reading and write a comprehensive research paper, in addition to shorter creative pieces. Students also collaborate on various group projects throughout the year. English 12 Advanced Placement Language and Composition also includes texts such as Othello and 1984 but its focus is much more on non-fiction reading and writing, with an emphasis on rhetorical strategies and styles. The Norton Reader is a primary text, supplemented by contemporary newspaper and magazine articles. Students write frequent critical and analytical essays based on their reading and write a comprehensive research paper. All students in the AP Language section are required to take the Advanced Placement Language and Composition examination given at the end of the 12thgrade. English 12 Advanced Placement Literature and Composition focuses on works such as Dante’s Inferno, Shakespeare’s Hamlet, Austen’s Pride and Prejudice, Morrison’s Beloved, and works of modernist poetry, including T. S. Eliot’s The Waste Land. The analytic writing requirement is intense, and students should expect to complete both reading and writing homework each night. Students produce a research essay, in addition to creative work such as a Hamlet performance or film. All students in the AP Literature section are required to take the Advanced Placement Literature and Composition examination given at the end of the 12th grade. (1 unit; Grade 12; required)

ELECTIVES CREATIVE WRITING 1 Creative Writing provides an opportunity for working creatively on several planes: in word play, genre experimentation, and the cultivation of writerly habits and sensibilities. Students are invited to test the limits of the relationship between word and idea, form and pure content. In tandem with reflective study of important pieces by literary masters and new voices alike, students will develop their own craft through projects in fiction, nonfiction, and a range of poetic forms, including spoken word. Class time is largely dedicated to workshopping. (1/2 unit; Grade 10, 11, 12)

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CREATIVE WRITING 2 Creative Writing 2 builds on students' fundamental understanding of fiction, nonfiction, and poetry. Structured in terms of advanced technique and approaches to process, the course seeks to deepen students' craft across the genres. It also offers exposure to humor writing (parody and satire) and screenwriting and, to stimulate further experimentation with the versatility of language, opportunities to collaborate on interdisciplinary projects with peers in the concurrent visual arts and filmmaking electives. Class time is largely devoted to creating, workshopping, and revising. (1/2 unit; Grade 10, 11, 12) EXPOSITORY WRITING Expository Writing is a semester course whose purpose is to bolster specific writing skills that are important for an individual’s success – not only in academics, but also in the world at large. Students review the basic “building blocks” of sentence, paragraph, and essay construction, with an eye towards both form and style. Class time is spent studying model essays, practicing composition, and engaging in peer review, and students ultimately build a portfolio of work from which they select pieces for formal assessment. In addition to sharing their work with an audience of their peers in class, students are encouraged to submit to a range of publications, from RCDS’s Crop to local and national newspapers and magazines. This is a non-homework bearing course. (1/2 unit; Grades 10, 11, 12) JOURNALISM Journalism is a semester course that is offered to all students in the 9th, 10th, 11th, and 12th grades. More than simply writing for a publication, students will learn a combination of highly developed skills in a number of areas: brainstorming, establishing contacts, interviewing, writing, and editing. Each student will have his/her own beat to cover and will submit multiple articles during each cycle; these articles will serve as the central form of assessment. Also, student submissions may be published in Crop, the RCDS online student newspaper. Daily reading of news is a requirement, as is the use of a stylebook and a journalism text. (1/2 unit; Grades 9, 10, 11, 12)

HUMANITIES The purpose of the study of the humanities is to help individuals understand themselves and their relationship to history and culture through the study of human experience. The Humanities Department curriculum provides opportunities

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for a student to investigate many areas of this experience: intellectual, aesthetic, religious, philosophical, political, economic, social, and psychological. History courses introduce students to the techniques of investigation through the study of both primary and secondary sources. The emphasis in all courses is on developing students' ability to express themselves clearly and logically, both verbally and in writing. We use art, literature, and music to enrich student understanding. The successful completion of two, year-long courses taught in the Humanities Department -- World Civilizations and United States History -- is required for graduation, but most students take Modern World, and quite a few take additional courses, as well. Students are required to pass the World Civilizations course by the end of tenth grade. Most students complete it in the ninth grade and then enroll in Modern World, which concentrates on the last century and serves as excellent preparation for the year-long course in U.S. History, which is typically taken in eleventh grade but which must be completed in eleventh or twelfth grade. In addition, the Department offers electives in various areas of the humanities and social sciences open to juniors and seniors, with two electives open to sophomores, as well. Qualified students may also enroll in Advanced Placement courses in American and European history, psychology, and sometimes other subjects. Students interested in contemporary domestic and international issues have become active in related extracurricular activities often supported by the Department. Thus, the Humanities curriculum offers students many opportunities to explore their world both past and present. ADVANCED PLACEMENT COURSES IN HISTORY AND SOCIAL SCIENCE Students who want to have the option to take A.P. courses in the Humanities Department must follow the application procedures announced each spring. Students are welcome to speak to the instructor before applying. The admissions requirements for A.P. Humanities courses follow. Please note that a student may be removed from an A.P. course if his or her work in it falls consistently below the B- level. A. If the student is applying for A.P. U.S. History: 1. The student’s current and previous Humanities teachers should support the student’s candidacy. 2. If the candidate has taken World Civilizations, the grade should be A- or better.

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3. Students are strongly encouraged but not required to complete Modern World. If the candidate has taken Modern World, the grade should be B+ or better. 4. In some cases, the department chair may require the candidate to take a course entrance examination. B. If the candidate is applying for A.P. European History: 1. The student’s current and previous Humanities teachers should support the student’s candidacy. 2. If the candidate has taken A.P. U.S. History, the grade should be B+ or better. 3. If the candidate has taken regular U.S. History, the grade should be A- or better. 4. In some cases, the department chair may require the candidate to take a course entrance examination. C. If the candidate is applying for A.P. Psychology: 1. The student’s current and previous Humanities teachers should support the student’s candidacy. 2. The student should have completed Honors Biology or A.P. Biology with a grade of B+ or better, or regular Biology with a grade of A- or better. 3. In some cases, the department chair may require the candidate to take a course entrance examination. HUMANITIES COURSES Year-Long Courses for Freshmen and Sophomores WORLD CIVILIZATIONS This course surveys the major world civilizations from their beginnings after the Neolithic Period through the nineteenth century. Emphasis is placed on the important cultures that emerged on five continents and on the political, social, cultural, and religious traditions they produced. Skill development centers on reading, writing and note-taking as well as techniques useful in research and test preparation. Students write several essays requiring the critical analysis of primary and secondary sources. (1 unit; Grades 9, 10; this course is required.) MODERN WORLD This course explores the major global events and themes of the modern world from the late 19th century up to the present. Topics examined include: industrialization; imperialism; political revolutions in Russia, China, and Mexico; the causes and impact of World Wars I and II; the Cold War; the independence struggles and subsequent challenges facing new states in Africa and Asia; the rise of fundamentalism; struggles in Latin America; and emerging global economic

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and cultural trends. The examination of current events in written and oral presentations links our studies with the contemporary world. This course builds on the critical reading, analytical writing, and discussion skills begun in the World Civilizations course. (1 unit; Grade 10; prerequisite: World Civilizations) Year-Long Courses for Juniors and Seniors ECONOMICS AND POLITICS The economic and political opportunities and responsibilities you face are likely to increase dramatically in the next few years. This course will help you prepare to meet them successfully. Making economic choices -- about your education, employment, savings, and spending, for example -- involves a recognition of costs, which are measured not only in dollars but also in time and forgone alternatives that this course will help you perceive and evaluate. As a citizen, you can vote and exercise your rights more effectively when you learn the constraints you face and the considerations that give you more leverage. This elective, which includes a significant current events component, is designed to benefit you whether you major in Economics or Politics or never take another course in either subject. Highly motivated students may have the opportunity to prepare for one of the Advanced Placement examinations in Economics or Politics. (1 unit; Grades 11, 12) ADVANCED PLACEMENT EUROPEAN HISTORY Students concentrate on developing a sense of history by pursuing a careful program of study of the history of modern Europe from the Renaissance to the present. Political, economic, social, cultural, and intellectual trends are all examined. Topics include the Reformation and Wars of Religion, the French Revolution and the Age of Napoleon, the cultural and social changes during the last half of the 19th century, the wars of the first half of the twentieth century, and the emergence of Modern Europe. Although a text is used as the core of the course, students are expected to use it as a reference book. Extensive reading is done in primary and secondary materials. A part of class time is used to discuss the issues brought up in the readings. All students enrolled in this course must take the Advanced Placement examination in May. (1 unit; Grades 11, 12; Department approval is required.) INTRODUCTION TO PSYCHOLOGY This course introduces students to the study of human behavior and mental processes. Students will examine influential theories and studies that have shaped our understanding of a variety of topics, including learning, sensation and perception, development, memory, thinking and language, motivation and emotion, personality, and social relations. The second semester of the course will

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be conducted as a seminar designed to introduce students to the study of major psychological disorders. Students become familiar with the multiple causes of these disorders as well as the ways they are viewed from different theoretical perspectives. Use of the Diagnostic and Statistical Manual of Psychiatric Disorders facilitates understanding the diagnosis of disorders as well as providing a means to discuss intervention and prevention. (1 unit; Grades 11, 12) ADVANCED PLACEMENT PSYCHOLOGY The A.P. Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings. Students examine the psychological facts, principles, and phenomena associated with each of the major sub-fields within psychology. They also learn about the methods psychologists use in their science and practice. All students enrolled in this course must take the Advanced Placement examination in May. (1 unit; Grades 11, 12; Department approval is required.) US HISTORY This course surveys United States history from before the colonial period to the present. It focuses on those issues and themes that have emerged to shape American culture, politics, and policies, both foreign and domestic. The course hones student skills in critical analysis through exercises that require locating, evaluating and integrating various kinds of historical data in debates, presentations, and frequent essays. There is a required research paper. (1 unit; Grades 11, 12; preferred for Grade 11; this or A.P. version is required) ADVANCED PLACEMENT US HISTORY This college-level course in American history traces the development of our culture from before the first contacts of the original Native Americans with Europeans to the modern era. Readings from primary and secondary sources, as well as class discussions, offer students the opportunity to probe deeply into the values of American society as they have evolved over the course of time and to consider the complexity of our society -- in particular those aspects that have served to promote a sense of national identity and those features that have caused profound disagreement over what "American" really represents. Frequent essay assignments encourage students to clarify and define their thoughts in an ordered, well-defended fashion. There is a required research paper. All students enrolled in this course must take the Advanced Placement examination in May. (1 unit; Grades 11, 12; preferred for Grade 11; this or regular version of US History is required. Department approval is required.) Semester-Long Course for Sophomores, Juniors, and Seniors

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HISTORICAL RESEARCH This course offers students an opportunity to pursue original research, whether through archives, other documents, non-textual artifacts, oral history, or some combination of methods and sources. Working with an advisor, each student in the course will develop his or her own project connected to actual historical materials. The course meets once per cycle. The course may be repeated for credit. (1/4 unit; Grades 10, 11, 12) Year-Long Course for Sophomores, Juniors, and Seniors MINORITY GROUPS IN THE US: HISTORY AND TODAY Students who wish to investigate in detail the history and current situation of racial, religious, gender, and other such groups in the US should consider this course, which meets twice per cycle throughout the year. Enrolled students will have the opportunity to learn about various aspects of these groups' histories and also to immerse themselves in relevant current events and social justice efforts related to these groups today. Stories in the news and students' own interests will help shape the curriculum, so students might, for instance, read the work of African-American intellectual W.E.B. Du Bois about the role and responsibility of black elites in the past, and then look at comparable concerns among Black Lives Matter activists today. (1/2 unit; Grades 10, 11, 12)

MATHEMATICS The mathematics curriculum is characterized by depth, breadth, and flexibility. These qualities enable students to pursue the study of mathematics as far as they are able while also enjoying the process. Algebra 1, Geometry, and Algebra 2 & Trigonometry are required of all students. These courses encourage students to be creative, precise, and rigorous when dealing with abstract concepts. For students who have acquired the necessary concepts and skills, various elective courses are offered. Most students follow the traditional analysis sequence through Pre-calculus and the Calculus. A graphing calculator (a Texas Instruments TI-84 Plus or TI-83 Plus) is required in the second semester of the geometry course and the subsequent courses to enhance the study of the algebraic, geometric, and numeric representations of problems.

A. Admissions into an Honors Math class is dependent upon all three of the following:

1. Recommendation from the teacher of the previous course. 2. Year-end grade of A+ from a regular section; Year-end grade of B from an Honors Geometry section;

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Year-end grade of B+ from an Honors Algebra 2 & Trigonometry section;

An equivalent year-end grade from the Middle School 3. Signature of the department chair, who may require a placement test

B. For entry to AP Calculus AB courses, a student must have 1. Recommendation of the current Advanced Precalculus teacher and

the math department 2. Minimum grade of 85 on the March exam in Advanced Precalculus 3. Minimum average of 85 for the second semester in Advanced

Precalculus C. A student in Honors Precalculus needs a B or better to continue into AP

Calculus BC. D. Any accelerated student in Honors Precalculus needs an A- or better to

continue directly to AP Calculus BC. E. For entry to AP Statistics, a student must have

1. Approval of the math department 2. Minimum year grade of B in Advanced Precalculus or A in Advanced Algebra 2 &

Trigonometry. B- in Honors Precalculus or Honors Algebra 2 &

Trigonometry. F. For entry into Linear Algebra, a student must have

1. Approval of the math department 2. Concurrent enrollment in AP Calculus AB or BC or completion of

AP Calculus AB or BC 3. Minimum year grade of A- in Advanced Precalculus

G. For entry into Multivariable Calculus, a student must have: 1. Approval of the math department 2. Concurrent enrollment in AP Calculus BC (seniors only) or

completion of AP Calculus BC 3. Minimum year grade of A in Honors Precalculus

H. A student who takes Advanced Algebra 2 & Trigonometry in the 11th grade and who wishes to take non-AP Calculus in the senior year may do so if the student meets the following criteria:

1. Minimum grade of B in Advanced Algebra 2 & Trigonometry 2. Prior approval as obtained in a meeting with the math department

chair 3. Completion of a pre-approved summer precalculus course

I. For maintenance of placement in an honors or AP course during the school year, the policy is as follows: If any honors or AP student receives a grade below B- at the end of

the first quarter or first semester, the course teacher, in consultation

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with the department head, will review the placement. The decision to transfer a student from an AP or honors course will be made jointly by the Principal, the department head, the section teacher, the advisor, and the student.

J. Entrance into 9th grade Geometry from the Middle School requires a minimum year grade equivalent to C+.

The Mathematics Department does not consider it appropriate for students to bypass any of the courses in the Upper School sequence; however, qualified students who wish to accelerate may take our Geometry and Algebra 2 courses concurrently. This requires approval of the department. ALGEBRA 1 This course includes the following topics: properties of real numbers and their applications, linear equations and inequalities in one and two variables, exponents, radicals, factoring, rational expressions, solving quadratic equations including the quadratic formula, and graphing in the coordinate plane. Emphasis is placed on developing strong skills and independent thinking. (1 unit; Grades 9, 10; prerequisite: simplification, evaluation, solving and graphing linear equations and inequalities in one variable, factoring a common monomial, and verbal applications.) GEOMETRY This course studies the properties of plane figures including parallel and perpendicular lines, congruent and similar triangles, polygons, circles, right triangle trigonometry, areas, and volumes, as well as introductions to solid and coordinate geometry. This course provides a thorough study of the topics in geometry that will be necessary for the successful study of Advanced Algebra2/Trigonometry and future courses, as well as the SAT and ACT exams. The emphasis is to apply geometric postulates and theorems to the numerical solution of problems. Students will also learn to develop proofs by working with modified proofs. The Geometer's Sketchpad software is used throughout the course as a discovery tool and supports the material covered. The course will stress the importance of developing strong algebraic skills. (1 unit; Grades 9, 10) ADVANCED GEOMETRY This course studies the properties of plane figures including parallel and perpendicular lines, congruent and similar triangles, polygons, circles, right triangle trigonometry, areas, and volumes, as well as introductions to solid and coordinate geometry. Throughout the course, the student's ability to develop and present formal proofs is systematically strengthened and expanded through the use of inductive and deductive reasoning. The Geometer's Sketchpad software is used throughout the course as a discovery tool and supports the material covered. A

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review of Algebra 1 is included using equations based on geometric theorems. (1 unit; Grades 9, 10) HONORS GEOMETRY This course presents a more sophisticated and in-depth study of plane geometry. Additional topics include locus and geometric inequalities. Emphasis is placed on original proofs, abstract reasoning, and synthesis. (1 unit; Grades 9, 10; Department approval is required.) ALGEBRA 2 and TRIGONOMETRY This course includes a study of linear, quadratic, and polynomial functions, systems of equations in two and three variables, inequalities, complex numbers, variation, conic sections, exponential and logarithmic functions, and trigonometric functions, including applications. ADVANCED ALGEBRA 2 and TRIGONOMETRY This course includes a study of linear, quadratic, and polynomial functions, systems of equations in two and three variables, inequalities, complex numbers, variation, conic sections, exponential and logarithmic functions, and trigonometric functions. The focus is on the representation of problems algebraically, numerically, and graphically. Applications include an introduction to data analysis and modeling. (1 unit; Grades 10, 11; Department approval is required.) HONORS ALGEBRA 2 and TRIGONOMETRY This course consists of a thorough and fast-paced study of algebra and an extensive study of trigonometry. Its emphasis is on the structure of mathematical systems and their underlying concepts. The focus is on the representation of problems algebraically and graphically. Applications include an introduction to data analysis. Strong algebraic skills are presumed. (1 unit; Grades 10, 11; Department approval is required.) PRECALCULUS The central theme of this course is functions as models of change. Functions can be grouped into families (linear, exponential, power, and periodic, polynomial, and rational) and used as models for real-world behavior. Providing numerical and graphical approaches, in addition to the algebraic, gives students several ways of mastering the material. This is a Precalculus course at a less rigorous level and does not constitute preparation for Advanced Placement Calculus or Advanced Placement Statistics. (1 unit; Grade 11, 12; Department approval is required.) ADVANCED PRECALCULUS

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This course extends the content of algebra through advanced-level consideration of various functions and develops skill in mathematical analysis. Polynomial, rational, exponential, logarithmic, and circular functions are considered along with the study of analytic geometry, polar coordinates, and sequences and series. This course is specifically designed as a preparation for AB Calculus and is a prerequisite for AB Calculus. (1 unit; Grades 11, 12; Department approval is required.) HONORS PRECALCULUS This course is a highly theoretical, rigorous, and integrated approach to the study of the algebraic and transcendental functions. The functions studied include the polynomial, rational, linear and quadratic, trigonometric and inverse trigonometric, logarithmic and exponential, and sequence functions. The course is specifically designed as a preparation for BC Calculus; therefore, the concepts and notation needed in BC Calculus are developed and stressed throughout the year. The course demands independence, creativity, and highly developed algebra skills. (1 unit; Grade 10, 11; Department approval is required.) STATISTICS This course is an introduction to the fundamental concepts of statistics involved in collecting, displaying, summarizing, and drawing inferences from data. Topics include exploratory data analysis, design of surveys and experiments, sampling distributions, estimation, and significance testing. Students frequently work on projects involving the hands-on gathering and analysis of data that are applicable to their daily lives and real-world events. In the spring, students apply what they have learned in the course by designing, conducting, and analyzing their own studies. Calculators and computers are used to assist in understanding the major concepts of the course. (1 unit; Grade 12) STATISTICS - ADVANCED PLACEMENT Today's society places increasing importance on data analysis using computers, calculators, graphs and charts in many areas, ranging from the sciences to business. This is a mathematics course with an interdisciplinary approach. The course is divided into four major themes: exploratory analysis, planning considerations, probability, and statistical inference. Students, individually or in small groups, plan and perform data collection and analyses with opportunities to share questions and conclusions. Projects that include writing a statistical report encourage interdisciplinary connections and real-world applications. The graphing calculator and computer software will facilitate the production of graphs and statistical computations. This course will prepare students for the Advanced Placement Statistics examination. (1 unit; grades 11, 12; Department approval is required. Students in grade 11 must concurrently take Precalculus.)

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CALCULUS This is a study of elementary calculus without the pressure of adhering to the Advanced Placement Calculus curriculum. The course focuses on working with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. Topics include analysis of graphs, limits, the concept and applications of the derivative, the Fundamental Theorem, and interpretations and applications of integrals. (1 unit; Grade 11, 12; Department approval is required.) CALCULUS AB - ADVANCED PLACEMENT This is an Advanced Placement course in preparation for the Calculus AB examination. The course focuses on working with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. Topics include analysis of graphs, limits, the concept and applications of the derivative, the Fundamental Theorem, and interpretations and applications of integrals. (1 unit; Grade 11, 12; Department approval is required.) CALCULUS BC - ADVANCED PLACEMENT This is an Advanced Placement course in preparation for the Calculus BC examination. In addition to those listed under Calculus AB, the following topics are covered: numerical and graphical solutions of differential equations; parametric, polar and vector functions; improper integrals; polynomial approximations; and series. (1 unit; Grade 11, 12; Department approval is required.) LINEAR ALGEBRA Linear Algebra is a rigorous study of vectors, matrices, and linear systems in two and three dimensions from both a practical and an abstract point of view. Elements of linear algebra are found in all areas of 21st century life that involve use of data, such as ranking, GPS, animation, and robotics; many real-world examples and explorations will be included. Open only to seniors. (1 unit; Grade 12; Department approval is required. See prerequisites on first page.) MULTIVARIABLE CALCULUS Multivariable Calculus involves the calculus of functions of more than one variable: vector algebra and vector calculus; lines and hyperplanes in n-dimensional space; partial derivatives and optimization; multiple integrals, and coordinate transformations; line and surface integrals; Green's Theorem, Stokes' Theorem, and Gauss' Divergence Theorem. This course lays the groundwork for a variety of applications in physics, engineering, probability, and statistics, which will be included as time and scheduling permit.

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MODERN LANGUAGES Fluency in a foreign language is an inestimable asset to the educated person in the interconnected global environment of the 21st century, providing not only a means of communication but also an insight into another culture, present and past. In French, Mandarin Chinese and Spanish, five-year sequences begin with an introduction to basic grammar combined with an immediate and almost exclusive use of the language. From the first day, students are immersed in the language studied. This approach fosters instinctive and uninhibited responses and involves students in a unique intellectual process. Mastery of basic grammar, development of writing skills and confident self-expression in the target language are accomplished in part by frequent class participation and written exercises. As proficiency is acquired, students may take Advanced Placement offerings in French, Mandarin Chinese and Spanish. Modern Languages Department policies regarding Honors and AP courses:

FRENCH HONORS INTENSIVE FRENCH: To Enter Entry into all Honors or AP courses requires department permission. Students are expected to continue the sequence in their first foreign language concurrently with Honors Intensive French, at least through level 4. Final placement approvals for Honors Intensive French take into account the following criteria:

! Recommendation of the current language teacher ! Year-end grade from student’s first foreign language: minimum A-

To Maintain Placement

• Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late, may be required to move to level 1, after review of the individual situation by the course teacher, in consultation with the department head.

• It is assumed that students appropriately placed in Honors Intensive French will demonstrate self-motivation and the ability to work independently. Therefore, students requiring regular assistance (once or more per week) from a tutor to maintain a minimum grade should consider a move to level 1.

HONORS FRENCH 2: To Enter Entry into all Honors or AP courses requires department permission.

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Final placement approvals for Honors French 2 take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from 8th grade French: minimum E • from French 1: minimum A

To Maintain Placement

• Students with grades below B- at the first quarter or first semester may be required to move to level 2 regular, after review of the individual situation by the course teacher, in consultation with the department head.

• Movement into or out of Honors French 2 may occur during the school year.

HONORS FRENCH 3: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Honors French 3 take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from Honors Intensive French or Honors French 2: minimum B+

• from French 2 regular: minimum A- ! Students may be required to submit a writing sample in French and/or the

recommendation of their current English teacher.

To Maintain Placement • Students with grades below B- at the first quarter or first semester may

be required to move to level 3 regular, after review of the individual situation by the course teacher, in consultation with the department head.

• Movement into or out of Honors French 3 may occur during the school year.

------------------------------------------------------------------- While success in the beginning levels depends in large part on grammar-based language skills: reading, writing, listening and speaking in the target language, level 3 is a transitional year leading to a shift in focus at the fourth level. Students entering Honors or Advanced Placement sequences will need to demonstrate, in addition to a strong grammar background, the ability to approach literature with solid analytical skills. Concurrent enrollment in an English honors course is often

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an indication of such ability, and the recommendation of an English teacher and/or a writing sample in the target language may be sought in determining placement. HONORS FRENCH 4: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Honors French 4 take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from Honors French 3: minimum B+ • from French 3 regular: minimum A-

! Exam grade: • in French 3 regular: minimum B+

! Students may be required to submit a writing sample in French and/or the recommendation of their current English teacher.

To Maintain Placement

• Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late, may be required to leave the course, after review of the individual situation by the course teacher, in consultation with the department head.

• ADVANCED PLACEMENT FRENCH LANGUAGE and CULTURE: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for AP French Language and Culture take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from Honors French 4: minimum B+ • from Language and the French-speaking World: minimum A-

! Students may be required to submit a writing sample in French and/or the recommendation of their current English teacher.

MANDARIN CHINESE

ADVANCED PLACEMENT CHINESE LANGUAGE and CULTURE: To Enter Entry into all Honors or AP courses requires department permission.

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Final placement approvals for AP Chinese Language and Culture take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade from Mandarin Chinese 4: minimum A-

To Maintain Placement

• Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late, may be required to leave the course, after review of the individual situation by the course teacher, in consultation with the department head.

SPANISH

HONORS INTENSIVE SPANISH: To Enter Entry into all Honors or AP courses requires department permission. Students are expected to continue the sequence in their first foreign language concurrently with Honors Intensive Spanish, at least through level 4. Final placement approvals for Honors Intensive Spanish take into account the following criteria:

! Recommendation of the current language teacher ! Year-end grade from student’s first foreign language: minimum A-

To Maintain Placement

• Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late, may be required to move to level 1, after review of the individual situation by the course teacher, in consultation with the department head.

• It is assumed that students appropriately placed in Honors Intensive Spanish will demonstrate self-motivation and the ability to work independently. Therefore, students requiring regular assistance (once or more per week) from a tutor to maintain a minimum grade should consider a move to level 1.

HONORS SPANISH 2: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Honors Spanish 2 take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

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• from 8th grade Spanish: minimum E • from Spanish 1: minimum A

To Maintain Placement

• Students with grades below B- at the first quarter or first semester may be required to move to level 2 regular, after review of the individual situation by the course teacher, in consultation with the department head.

• Movement into or out of Honors Spanish 2 may occur during the school year.

HONORS SPANISH 3: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Honors Spanish 3 take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from Honors Intensive Spanish or Honors Spanish 2: minimum B+

• from Spanish 2 regular: minimum A- ! Students may be required to submit a writing sample in Spanish and/or

the recommendation of their current English teacher. To Maintain Placement

• Students with grades below B- at the first quarter or first semester may be required to move to level 3 regular, after review of the individual situation by the course teacher, in consultation with the department head.

• Movement into or out of Honors Spanish 3 may occur during the school year.

------------------------------------------------------------------- While success in the beginning levels depends in large part on grammar-based language skills: reading, writing, listening and speaking in the target language, level 3 is a transitional year leading to a shift in focus at the fourth level. Students entering Honors or Advanced Placement sequences will need to demonstrate, in addition to a strong grammar background, the ability to approach literature with solid analytical skills. Concurrent enrollment in an English honors course is often an indication of such ability, and the recommendation of an English teacher and/or a writing sample in the target language may be sought in determining placement.

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HONORS SPANISH 4: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Honors Spanish 4 take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from Honors Spanish 3: minimum B+ • from Spanish 3 regular: minimum A-

! Exam grade: • in Spanish 3 regular: minimum B+

! Students may be required to submit a writing sample in Spanish and/or the recommendation of their current English teacher.

To Maintain Placement

• Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late, may be required to leave the course, after review of the individual situation by the course teacher, in consultation with the department head.

HONORS SPANISH LITERATURE and LANGUAGE [AP SPANISH LANGUAGE and CULTURE]: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Honors Spanish Literature and Language [AP Spanish Language and Culture] take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from Honors Spanish 3: minimum A- • from Spanish 3 regular: minimum A • from Language and the Spanish-speaking World: minimum B+

! Exam grade: • in Spanish 3 regular: minimum A-

! Students may be required to submit a writing sample in Spanish and/or the recommendation of their current English teacher.

To Maintain Placement

• Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late, may be required to leave the course, after review of the individual situation by the course teacher, in consultation with the department head.

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ADVANCED PLACEMENT SPANISH LANGUAGE and CULTURE: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Advanced Placement Spanish Language and Culture take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade:

• from Honors Spanish 4: minimum B+ • from Language and the Spanish-speaking World: minimum A-

! Students may be required to submit a writing sample in Spanish and/or the recommendation of their current English teacher.

To Maintain Placement • Students with grades below B- at the first quarter or first semester, and/or

those whose work is chronically late, may be required to leave the course, after review of the individual situation by the course teacher, in consultation with the department head.

ADVANCED PLACEMENT SPANISH LITERATURE and CULTURE: To Enter Entry into all Honors or AP courses requires department permission. Final placement approvals for Advanced Placement Spanish Literature and Culture take into account the following criteria:

! Recommendation of the current teacher ! Year-end grade from Honors Spanish Literature and Language [AP

Spanish Language and Culture]: minimum B ! Students may be required to submit a writing sample in Spanish and/or

the recommendation of their current English teacher.

To Maintain Placement • Students with grades below B- at the first quarter or first semester, and/or

those whose work is chronically late, may be required to leave the course, after review of the individual situation by the course teacher, in consultation with the department head.

COURSE DESCRIPTIONS: FRENCH HONORS INTENSIVE FRENCH This course is designed for students who have demonstrated mastery of the grammatical principles of one foreign language, and who have an interest in

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beginning a second at an accelerated pace. Upon satisfactory completion of Honors Intensive French (B+ or above) and the instructor’s recommendation, students may qualify for a level 3 French course. Students with a grade of B- or below at the end of the year should consult their instructor as to appropriate placement and may continue in a level 2 course. Students are expected to continue the sequence in their first foreign language concurrently with Honors Intensive French, at least through level 4. (1 unit; Grades 9 -12; prerequisite: superior achievement in Spanish, Mandarin Chinese, or Latin; permission of the Department required) FRENCH 1 This course is designed for students with little or no experience in the language. Through direct use of French, class work emphasizes aural and reading comprehension, oral and written fluency, as well as mastery in grammar. In the classroom on a daily basis, students use French actively. Students acquire basic vocabulary and a solid command of grammar including personal pronouns, and verb tenses (présent, passé composé, and futur proche). Also encountered and used are relative and interrogative pronouns. Introduction to the wide diversity of Francophone cultures is an integral part of the course. Through varied types of media, students regularly encounter authentic examples of language and culture. (1 unit; Grades 9 - 12) FRENCH 2 This course continues to use an oral/aural as well as written approach to French grammar, vocabulary and civilization. Students review thoroughly and develop their understanding of grammatical structures and vocabulary presented in Level 1. Grammatical topics presented during the year include the imperfect tense and conditional mode, and multiple object pronouns. Students will discuss, read, and write about topics related to daily life and culture in France and other French speaking countries. Students are also exposed to written expression through reading their first full-length texts in French, Le Mystère des faux billets and Tintin en Amérique. Multimedia resources such as websites are used throughout the year to develop aural comprehension, familiarity with French and francophone culture, and engage students in the active use of written and spoken skills. (1 unit; Grades 9 - 12; prerequisite: French 1) The HONORS FRENCH 2 class introduces more advanced grammar topics and explores them in depth. Using various sources including francophone websites, students become proficient in the use of many linguistic forms and idiomatic expressions. Students will discuss topics related to daily life and culture in France and other French-speaking countries. Students develop writing skills through compositions, projects, and skits. Students read, discuss, and write about Le Mystère des faux billets and Saint-Exupéry’s Le petit prince in the second

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semester. The class also views feature length films such as Louis Malle’s "Au revoir les enfants". (1 unit; Grades 9 - 12; prerequisite: superior achievement in French 1; permission of the Department required) FRENCH 3 Students at level 3 achieve an intermediate level of proficiency in the four language skills: listening, reading, writing and speaking. Grammar and vocabulary studied during the first two levels are reinforced and expanded, and new material introduced at this level includes the subjunctive mode and its uses, the passé simple, additional uses of the conditional mode, and sequence of tenses. Throughout the year students view and comment orally and in writing on a variety of media. Texts and audio-visual materials selected for this course present a diverse image of the Francophone world and also serve to expand vocabulary, to develop reading skills, to foster facility in both spoken and written expression. (1 unit; Grades 10, 11, 12; prerequisite: French 2) HONORS FRENCH 3 offers a more intense approach to grammar, civilization, conversation and writing. Throughout the year, reading includes topics of current interest as well as literary works, such as the novella Zadig by Voltaire. Texts are presented for vocabulary enrichment, to build reading and writing skills, especially to stimulate discussion as well as an introduction to explication de textes. Film is an integral part of the course: students view, discuss and write about several feature films. Shorter videos introduce students to matters of current interest and are used in a variety of ways to build active language use. (1 unit; Grades 10, 11, 12; prerequisite: Honors French 2 or superior achievement in French 2 or Honors Intensive French; permission of the Department required) ADVANCED COURSES LANGUAGE & THE FRENCH-SPEAKING WORLD Through reading short selections of prose and poetry by a variety of Francophone authors as well as through guided use of Internet resources, students will encounter and explore the rich diversity of French-speaking areas around the world. In the second semester, readings may include an extended work such as Camus' L'Étranger. Film is an integral part of the course: students view, discuss and write about several feature films. Shorter videos introduce students to matters of current interest and are used in a variety of ways to build active language use. Review of essential grammar and development of speaking and listening skills are stressed. Students are guided in writing more extended text. Oral and written presentations on works of art, personal experiences, or current events are required from time to time. Throughout, discussion takes place in French. (1 unit; Grades 11, 12; prerequisite: French 3 or Honors French 3)

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HONORS FRENCH 4 In this course, students will refine their language skills while continuing to explore diverse topics relevant to the French-speaking world. Students also read unabridged works such as Maupassant’s Pierre et Jean, Molière’s L’école des femmes or Éric-Emmanuel Schmitt’s Oscar et la dame rose. Award-winning short films, oral drills, written exercises, and creative presentations are just a few of the ways students will arrive at an advanced level of proficiency. Students will write and speak about a variety of poems, prose works, plays, and films. (1 unit; Grades 11, 12; prerequisite: Honors French 3 or superior achievement in French 3; permission of the Department required.) ADVANCED TOPICS IN FRENCH This course is designed for seniors who wish to continue their study of French and to hone their skills in the language while exploring the rich diversity of Francophone culture. The course stresses the oral aspect of the language, French grammar through composition, viewing French feature films and short videos, as appropriate, as well as reading from a variety of genres, including at least one major literary work. Both reading and film reflect the diverse nature of modern-day France and of the wider Francophone world. Students are expected to write regularly, to participate actively in class discussion and to give oral presentations on varied topics. On a regular basis, students also visit websites representing the Francophone media and report on matters of current interest. (1 unit; Grade 12; prerequisite: Language & the French-speaking World or Honors French 4) ADVANCED PLACEMENT FRENCH LANGUAGE and CULTURE Global Challenges, Personal and Public Identities, Science and Technology, Beauty and Aesthetics, Contemporary Life, Families and Communities: these six themes central to the Advanced Placement Language and Culture exam provide a meaningful context through which students develop their ability to integrate language, content and cultural knowledge of the French-speaking world. Students will explore historical, contemporary, and future perspectives on these themes through a variety of sources such as newspaper articles, recorded interviews, film, and literary texts. Class discussion, oral presentations, timed activities and frequent opportunities to produce both analytical and creative written work are important components of the course designed to prepare students for the AP French Language and Culture exam in May. All students enrolled in the course are expected to take the AP French Language and Culture examination. (1 unit; Grade 12; prerequisite: Honors French 4 or superior achievement in Language & the French-Speaking World; permission of the Department required)

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MANDARIN CHINESE MANDARIN CHINESE 1 This course is designed for beginners with little or no prior study of Chinese. The course introduces students to the sounds (Pin Yin and tone system), character writing system (both handwriting with the correct stroke order and computer writing), basic sentence structure and grammar of Chinese. Students develop proficiency in four basic skills: listening, speaking, reading and writing. By the end of their first year of study, students will be able to hold basic conversations, recognize and write at least 100 characters, read and write simple texts. (1 unit; Grades 9 - 12) MANDARIN CHINESE 2 This course further develops skills introduced in Mandarin 1. Students continue to work on listening, speaking, reading and writing. More complex sentence structures, grammar and expansion of vocabulary are introduced through texts, various media such as Internet, DVD and Chinese television programs, as well as authentic materials including Chinese newspapers, children’s literature and classics. Those materials also form the basis for the exploration of Chinese culture. Students will be required to use the Pin Yin system in pronunciation and to use simplified Chinese characters in reading and writing. Classroom drills, participation, discussion, oral reports, reading and writing are important components of this course. (1 unit; Grades 9 - 12; prerequisite: Mandarin Chinese 1) MANDARIN CHINESE 3 This third year Mandarin Chinese course continues to develop students' communication skills in the language. Knowledge of the Pinyin system is required for pronunciation. Class activities reinforce listening and speaking, and there is increased emphasis on reading, writing (both handwriting and computer writing), grammatical concepts and the acquisition of new vocabulary. Class discussion and writing practice are important components of the course. By the end of the year, students will have studied 800 Chinese characters. (1 unit; Grades 9 - 12; prerequisite: Mandarin Chinese 2) ADVANCED COURSES MANDARIN CHINESE 4 This fourth year Mandarin Chinese course continues to expand and refine students' communication skills in the language. New grammar, vocabulary and characters are introduced and extensively practiced in class. While the development of stronger listening and speaking skills remains a priority, there is

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an increased emphasis on reading (both simplified and traditional characters) and writing (both handwriting and computer typing). This is accomplished through the use of a text and authentic supplemental materials drawn from Chinese newspapers and literature. Weekly writing assignments help students communicate constructively and creatively. Varied aspects of Chinese culture provide topics for class discussion. (1 unit; Grades 9 - 12; prerequisite: Mandarin Chinese 3) MANDARIN CHINESE 5 This fifth year course prepares students for high levels of proficiency in the Chinese language. It is designed to further develop competence in the five language skills of listening, speaking, reading, writing and typing. New grammar, vocabulary, formal and idiomatic expressions as well as popular and colloquial phrases are introduced and extensively practiced in class. There is strong emphasis on reading (both simplified and traditional characters) and writing (both handwriting and computer typing) in this course. This is accomplished through the use of a text and authentic supplemental materials drawn from Chinese newspapers, literature and movies. Writing assignments such as essays on a wide range of topics are given weekly in order to help students communicate constructively and creatively. Varied aspects of Chinese culture provide topics for class discussion and presentation, important components of this course. (1 unit, Grades 10, 11, 12, prerequisite: Mandarin Chinese 4) ADVANCED PLACEMENT CHINESE LANGUAGE and CULTURE This AP Chinese Language and Culture course conforms to the standards and expectations described in the College Board curriculum. The course provides students with opportunities to further develop and demonstrate their language competence in the five language skills of listening, speaking, reading, writing and typing within a Chinese cultural context. The course introduces students to frequently used formal and idiomatic expressions as well as popular and colloquial phrases. Students study Chinese poetry and literature, and they experience culture through the study of Chinese history, art, traditions, newspaper articles, and current events. They also prepare lengthy essays on a wide range of topics. Students are able to use Chinese to understand instructions, conversations, lectures, oral presentations, interviews, radio and television broadcasts, short stories, poetry, plays, newspaper articles, internet articles, and letters. Students have frequent opportunities to practice oral and written expression by describing, inquiring, arguing, debating, and analyzing a variety of themes. Students also develop their ability to express themselves well in a variety of formal written and oral styles, using different strategies for different audiences. This course culminates in the Advanced Placement Chinese Language and Culture Exam given in May, which must be taken by all students enrolled in this class. (1 unit,

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Grades 10, 11, 12, prerequisite: superior achievement in Mandarin Chinese 4; permission of the Department required) SPANISH HONORS INTENSIVE SPANISH This course is designed for students who have demonstrated mastery of the grammatical principles of one foreign language, and who have an interest in beginning a second at an accelerated pace. Upon satisfactory completion of Honors Intensive Spanish (B+ or above) and the instructor’s recommendation, students may qualify for a level 3 Spanish course. Students with a grade of B- or below at the end of the year should consult their instructor as to appropriate placement and may continue in a level 2 course. Students are expected to continue the sequence in their first foreign language concurrently with Honors Intensive Spanish, at least through level 4. (1 unit; Grades 9 - 12; prerequisite: superior achievement in French, Chinese, or Latin; permission of the Department required) SPANISH 1 The primary goal of this course is to help students develop proficiency in the four basic skills: listening, speaking, reading, and writing. Periodic multi-task exercises are designed to evaluate student progress in each of these language skills. The emphasis will be on building a sense of confidence in the language's structure and logic, which will help facilitate communication and build a solid foundation for future development. Students will have the opportunity to practice and apply the four primary skills through daily class interaction, frequent writing assignments, projects, and the reader La Gran Aventura de Alejandro. (1 unit; Grades 9 - 12) SPANISH 2 The second level expands on the students' basic grammatical and conversational skills. Students are introduced to the culture of Spain and Latin America, and are required to complete oral reports and/or creative projects. Students learn how to create verb and/or vocabulary databases, and use the Internet to aid in the exploration of culture. Pronunciation, aural comprehension, vocabulary and grammar are drilled in class and out of class with the help of online tutorials, labs and workbook exercises. Active class participation is essential. The students will also complete short reading selections and write brief summaries and/or essays. (1 unit; Grades 9 - 12; prerequisite: Spanish 1) HONORS SPANISH 2 introduces more advanced grammar topics, and proceeds at an intensive pace. Frequent writing assignments (in addition to drills) provide students the opportunity to practice new vocabulary and grammar concepts in

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several contexts. Students are often asked to read short stories, and to discuss them in class. Several cultural themes are explored with the help of student presentations and the reading selections. (1 unit; Grades 9 - 12; prerequisite: superior achievement in Spanish 1; permission of the Department required) SPANISH 3 The purpose of this course is to bring students to the intermediate level of proficiency where they can create with language, participate in progressively more challenging conversations and communicate successfully in day-to-day situations. Grammar and vocabulary studied during the first two levels are reinforced and expanded. Listening skills will be strengthened through the use of digital media. Students also strengthen reading, writing and analytical skills by reading the works of key figures of modern literature from Spain and Latin America. Film is often a key component of this course. (1 unit; Grades 10, 11, 12; prerequisite: Spanish 2) HONORS SPANISH 3 offers a more intense and advanced approach to grammar, civilization, conversation and writing. The study of Spanish and Latin American culture and history is an essential component of the Honors Spanish 3 curriculum. This lays a solid foundation for those students moving into higher-level Spanish courses and for entry to both Honors Spanish Literature and Language (Advanced Placement Spanish Language and Culture) and Advanced Placement Spanish Literature and Culture. This course also includes an introduction to the study of film and literature; students explore several literary genres including the short story and poetry. Daily class discussions, periodic analytic papers, projects and presentations will help students formulate original ideas and express them in the target language. (1 unit; Grades 10, 11, 12; prerequisite: Honors Spanish 2 or superior achievement in Spanish 2 or Honors Intensive Spanish; permission of the Department required.) ADVANCED COURSES LANGUAGE & THE SPANISH-SPEAKING WORLD This course focuses on a variety of topics, which include cultural and historical themes relevant to the Spanish-speaking world. Although this is not a grammar-based course, students will have daily practice to strengthen and apply their knowledge of grammar while at the same time expanding their vocabulary. There is a strong focus on speaking and writing. Students watch short video clips from the internet as well as films, and discuss their political as well as social and cultural themes. Daily class participation is expected and is an important part of the course grade. Additional assessments include short essays, tests and quizzes, projects and oral presentations. All instruction and discussion is done in Spanish.

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Curriculum varies from year to year in accordance with the interests and ability levels of the students enrolled. (1 unit; grades 11, 12; prerequisite: Spanish 3 or Honors Spanish 3.) HONORS SPANISH 4 In this course, students will refine their language skills while continuing to explore diverse topics relevant to the Spanish-speaking world. Oral drills, written exercises, and creative presentations are just a few of the ways students will arrive at an advanced level of proficiency. Students will learn to write and speak clearly about a variety of short stories, poems, plays, and films. (1 unit; Grades 11, 12; prerequisite: Honors Spanish 3 or superior achievement in Spanish 3; permission of the Department required.) HONORS SPANISH LITERATURE AND LANGUAGE (ADVANCED PLACEMENT SPANISH LANGUAGE and CULTURE) In this course, students will examine in depth works that appear on the revised AP Spanish Literature and Culture reading list, including classics such as Cervantes, Don Juan Manuel and more contemporary authors such as Gabriel García Márquez and Federico García Lorca. We study poems, plays, short stories and novels, with particular attention to themes that appear throughout the works and periods studied. The course relies heavily on student-centered discussion. Students submit literary analyses and give formal oral presentations. Through the study of literature, and grammar exercises as needed, students are constantly asked to refine their language skills. At the end of this year, students are expected to take the Spanish Language and Culture Advanced Placement examination. (1 unit; Grades 11, 12; prerequisite: Honors Spanish 3, or superior achievement in Spanish 3; or Language & The Spanish-speaking World; permission of the Department required.) ADVANCED TOPICS IN SPANISH This course provides students with many opportunities to speak, read, write and listen in Spanish. Readings include short stories, historical and cultural pieces, as well as on-line newspaper and magazine articles. In addition, many film and on-line television clips expose students to contemporary Hispanic culture and the diversity in vocabulary and pronunciation found throughout the Hispanic world and here in the United States. Students will write in a variety of formats and give oral presentations regularly on a broad range of topics. Grammar is worked into this course on an as-needed basis. (1 unit; Grade 12; prerequisite: Language & the Spanish-Speaking World or Honors Spanish Literature and Language [AP Spanish Language and Culture] or Honors Spanish 4.) ADVANCED PLACEMENT SPANISH LANGUAGE and CULTURE

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Global Challenges, Personal and Public Identities, Science and Technology, Beauty and Aesthetics, Contemporary Life, Families and Communities: these six themes central to the Advanced Placement Language and Culture exam provide a meaningful context through which students develop their ability to integrate language, content and cultural knowledge of the Spanish-speaking world. Students will explore historical, contemporary, and future perspectives on these themes through a variety of sources such as newspaper articles, recorded interviews, film, and literary texts. Class discussion, oral presentations, timed activities and frequent opportunities to produce both analytical and creative written work are important components of the course designed to prepare students for the AP Spanish Language and Culture exam in May. All students enrolled in the course are expected to take the AP Spanish Language and Culture examination. (1 unit; Grade 12; prerequisite: Honors Spanish 4 or superior achievement in Language & the Spanish-Speaking World; permission of the Department required) ADVANCED PLACEMENT SPANISH LITERATURE and CULTURE This course continues the in-depth study of literary works on the AP Spanish Literature list begun in Honors Spanish Literature and Language (AP Spanish Language and Culture) and prepares students to take the AP examination in Spanish Literature and Culture. Students study works from the AP Spanish Literature list including classic texts such as poetry by Garcilaso de la Vega and Sor Juana Inés de la Cruz as well as more contemporary works by Rosa Montero and Nancy Morejón, for example. Students study poetry, plays, short stories, essays, and novels. Before the AP examination, we review the works and themes covered in the previous year. At the completion of this course, students are expected to take the AP Spanish Literature and Culture examination. (1 unit; Grade 12; prerequisite: Honors Spanish Literature and Language [AP Spanish Language and Culture]; permission of the Department required)

MUSIC Music is a language that all can appreciate and most can learn to "speak" with precision and beauty. Many students in the Upper School participate actively in one or more of the many performing groups such as Concert Choir, Honors Choir, Wind Ensemble, and Jazz Band, -- each of which is scheduled within the school day. Both the Concert Choir and Wind Ensemble receive full academic credit as a sign of the School's commitment to the art and discipline of music. RCDS offers both performance and non-performance based music electives Students often participate in the New York All-State and Area-All State music festivals, and the choir joins forces with adult singers from the RCDS community to sing a major work each year with a professional orchestra at the Festival Chorus Concert. Over the years, the Concert Choir has toured

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internationally in Europe, Asia and most recently, Cuba. The Wind Ensemble has traveled throughout the East Coast and to Canada. The Concert Choir, Wind Ensemble, and Jazz Band are all award winning groups at regional competitions and festivals. Part-time instrumental and voice teachers give private lessons and coach Chamber Music ensembles in our teaching studios during the week to approximately 120 students. Admission into any of the Honors Ensembles is determined by audition in the fall. A student already in one of the Honors Choirs is guaranteed a spot for the next year in an honors group providing they have maintained an A- or better in the previous year. The teacher reserves the right to re-audition and reconsider the admission of students with a lower grade. Admission to Honors Jazz Band is determined by audition at the beginning of the year and requires participation in another major music ensemble of the school (Wind Ensemble or Concert Choir). Admission to AP Music Theory is determined by a student’s previous work in the department or by interview to ascertain the student’s musical experience. The student’s math grades may also be considered.

YEAR LONG COURSES ADVANCED PLACEMENT MUSIC THEORY The course fosters an understanding of music by developing a fluency in music notation and ear training skills. Students will study tonal harmony though melodic and harmonic analysis, part writing, dictation and sight singing (emphasis on ear training not vocal beauty.) Students will take the Advanced Placement exam in Music Theory in May. Preference will be given to students who are members of Concert Choir or Wind Ensemble. (1 unit; Grades 10-12; permission of the department chair required.) CONCERT CHOIR The Concert Choir creates a community of singers by preparing and performing several varied choral programs throughout the year including at least one major work such as Mozart's Requiem or Bernstein’s Chichester Psalms. The choir gives approximately ten concerts annually both in school and throughout the community. Because of the challenging repertoire studied, it is essential that each member of the choir develops musical literacy. In addition to the three full rehearsals each cycle, each singer is required to attend a half-period small group solfeggio class each cycle. (1 unit, 3 periods per cycle; Grades 9-12) HONORS CONCERT CHOIR A mixed chamber choir, women’s and men’s choir are open by audition to students enrolled in the Concert Choir. Singers working at the honors level rehearse and perform additional repertoire appropriate to each group’s small size

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and advanced level. Participation in Concert Choir is part of the curriculum. (1 unit, two additional meetings per cycle; placed by audition in the fall) WIND ENSEMBLE The Wind Ensemble repertoire is chosen primarily from classic band literature encompassing a variety of music styles. The group performs throughout the year at school events, festivals, and in the larger community. Ensemble rehearsals are devoted to developing a strong sense of pitch, dynamics, phrasing and blend. Membership requires a commitment to personal musical growth through daily practice. In addition to four rehearsals per cycle, assessments are assigned through the SmartMusic program allowing for further individual feedback from the instructor. Each student is strongly urged to take private lessons. (1 unit, 4 periods per cycle; Grades 9–12; previous instrumental experience or permission of the instructor is required) HONORS JAZZ BAND The Jazz Band is open to qualified instrumentalists by audition. Emphasis is placed on a variety of jazz and rock styles as well as improvisational skills. Additional participation in either Wind Ensemble or Concert Choir is required. (One period per cycle; Grades 9-12 placed by audition in the fall)

SEMESTER ELECTIVES EXPLORATIONS IN WORLD MUSIC Experience and understand the exciting and diverse world of music as a reflection of various cultures, traditions, and national identities. Explore popular, folk, and art music as soundscapes from Africa, India, Asia, the Middle East and North America. Through live and recorded performances, discussions, and projects, students will gain an appreciation of how each culture organizes and uses music to make sense of the world and their unique place in it. This course meets 4 times per cycle. (1/2 unit, fall and spring, Grades 9-12, no prerequisite) BEGINNING BAND This course is geared towards students with little or no prior experience with a desire to learn to play a band instrument, perform musical compositions, and although not required, to become a part of the RCDS Wind Ensemble and Jazz Ensemble. Group instruction in winds, brass and percussion is offered. Students will learn the basics in producing a proper tone, note reading, concepts of rhythm, and ensemble performance. In order to improve at a steady pace and enjoy one’s instrumental experience, a regular amount of individual practice time outside of class will be required of all students. (1/4 credit; 2 periods per cycle, Grades 9-12, no prerequisite)

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COMPOSING WITH GARAGEBAND Composing With GarageBand is a one semester hands-on course that is a wonderful way to unleash your musical creativity regardless of prior musical training. Compose musical tracks to underscore a speech or presentation or develop a radio spot jingle to support a “product”. Students will create, perform, and record original compositions utilizing a combination of prepared loops in combination with live recording. This course meets twice per cycle. (1/4 unit, fall and spring, Grades 9-12, no prerequisite) RECORDING/ARRANGING WITH GARAGEBAND Expand your mastery of GarageBand by creating your own portable recording studio. This course builds on existing skills using more advanced techniques. Utilizing the program's instrument sound library along with external microphones to record voice and live instruments, students learn to create and mix multi-track projects. This is an ideal course for the more accomplished pianist, vocalist, or instrumentalist. Learn to transform a piano sonata, etude, or pop tune into a piece for chamber orchestra or rock band. Record brass, woodwind, and vocal quartets, or an original composition with piano, bass, and drum tracks. Garage Band is a powerful tool for the serious musician looking for fun and creative ways to record using the techniques and sounds of a private recording studio. Intermediate level of music literacy and basic piano skills required. This course meets twice per cycle. (1/4 unit, Grades 9-12, Prerequisite: Composing With GarageBand or permission of the instructor. fall and spring, Class size limited) PRIVATE STUDY IN MUSIC A unique aspect of Rye Country Day School's music program is the opportunity provided for students to study privately with one of the many professional instrumental and voice teachers in our program. One lesson each cycle is scheduled by the Department into a student’s free period or after school time. Students who study privately have the opportunity to perform in recitals, school ensembles, as well as to audition for All-County and All-State festivals. Private study does not carry any academic credit or fulfill an Arts requirement and carries an additional fee billed by the school. (Arrangements may be made for private lessons by calling the Music Department Office at 925-4580.) CHAMBER MUSIC Rye Country Day School offers an extra-curricular Chamber Music program for instrumentalists interested in playing in small chamber ensembles. String players and pianists audition to be placed in groups with other musicians appropriately matched to their level. They work with a musical coach on repertoire specifically chosen for their ensemble and meet on a weekly or cyclical basis. The Chamber Music program does not carry any academic credit or fulfill an Arts requirement.

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(Arrangements may be made for Chamber Music program by calling the Music Department Office at 925-4580.)

NATURAL SCIENCES

The Science Department promotes an understanding of the methods and significance of science in contemporary society, a broad and basic knowledge of scientific principles, the ability to experiment meaningfully in an unfamiliar situation, and a curiosity toward the wonders of the natural sciences. In recognition of the fact that the world is our laboratory, fieldwork and field trips are an integral part of many course offerings. Such trips may include Edith Read Wildlife Sanctuary, American Museum of Natural History, Maritime Aquarium in Norwalk, Rye Nature Center, the Marshlands Conservancy, and trips on Long Island Sound under the guidance of experienced marine biologists. The science teachers encourage and help qualified students pursue projects and study outside the classroom. In the past, students have worked and/or done substantive scientific research at such places as the Harvard Astronomical Observatory, the Albert Einstein Hospital in New York City, the biochemistry laboratory at Harvard University and Yale University. Qualified students have participated in the Columbia University Science Honors Program for high school students and entered the various Science Talent programs and competitions. Although only two years of science are required – one physical and one biological – four years of science are strongly recommended for a solid college preparatory background. Entrance into Advanced Placement courses depends on departmental approval based in part on the following criteria and final approval of the instructor: AP Biology:

1. Should have received the following grades: B+ or better in Honors Geometry, Honors Chemistry and Honors

Biology OR A grades in Geometry, Chemistry and Biology 2. Recommendation from previous biology and chemistry teachers

AP Chemistry: 1. Should have received the following grades: B+ or better in Honors Geometry or A in Geometry

B or better in Honors Chemistry or A- or better in regular Chemistry

2. Recommendation from first year chemistry teacher

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AP Environmental Science:

1. Should have received the following grades: a grade of A- or better in Biology and Chemistry 2. Recommendations of biology and previous science teacher

AP Physics-1

1. Must have completed or be concurrently enrolled in Advanced Pre-calculus.

2. Should have a favorable recommendation from the previous science and mathematics teachers, as well as a favorable recommendation from the AP Physics teacher following an oral/written diagnostic examination.

AP Physics C: Mechanics 1. Must be enrolled concurrently in AP Calculus BC (preferred) or AP

Calculus AB 2. Should have a favorable recommendation from the previous science

and mathematics teachers, as well as a favorable recommendation from the AP Physics teacher following an oral/written diagnostic examination.

AP Physics C: Mechanics and Electricity & Magnetism

1. Must be enrolled in or have completed BC Calculus and be favorably recommended by their math teacher.

2. Must have completed Honors Physics at RCDS or receive a favorable recommendation from the AP Physics teacher following a written/oral exam. BIOLOGY Biology is the study of living things. The course consists of the following themes: energy flow, cell biology, inheritance, evolution, and evolutionary relationships of organisms, physiology of humans, and ecology. Laboratory exercises are an important component of this course. The format of the course does not lend itself to preparation for the SAT II in Biology. (1 unit; Grade 9) HONORS BIOLOGY Honors Biology is an in-depth study of all living things. Understanding life and life processes depends upon mastering the unifying principles applicable to life at all levels of organization. This course introduces more advanced topics in Biology, including the following themes: atoms and molecules, energy flow, cell biology and genetics, reproduction, evolution, characteristics and evolutionary relationships of organisms, anatomy and physiology of the human, and ecology. Laboratory exercises reinforce content wherever applicable. (1 unit; Grade 9)

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AP BIOLOGY This college-level course is designed to challenge the superior student with a strong interest in the biological sciences. The course prepares the student who has successfully completed the first year biology and chemistry curriculum for the Advanced Placement Examination in Biology. Material covered includes cell structure and physiology, biochemistry, genetics, evolution, ecology, plant and animal physiology, and similarities and diversities among living organisms. Laboratory work focuses on four major ideas in accordance with the curriculum set forth by the Advanced Placement Committee. In order to complete the syllabus, students will be given an assignment to be completed prior to the first class meeting. (1 unit; Grades 11, 12; prerequisites: Biology and Chemistry. Department approval is required.) CHEMISTRY This is an introductory chemistry course that is designed to study composition and structure of matter and the changes matter undergoes. The course is designed to raise the student's awareness of the role chemistry plays and will play in society and how it relates to events encountered in day-to-day life. The topics covered in this chemistry course will include: types of chemical reactions, nomenclature, stoichiometry, atomic and molecular structure, states of matter, chemical bonding, solutions, acid/bases theory, kinetics and thermodynamics. The course will expose the student to a variety of laboratory techniques and exercises. Each laboratory exercise will be followed by a formal lab report. The format of the course does not lend itself to preparation for the SAT II in chemistry. (1 unit; Grades 10, 11, 12) HONORS CHEMISTRY Students should have received a grade of B or better in Honors Geometry and Honors Biology or an A in Geometry and Biology. This course is designed for students with very good reasoning, mathematical and laboratory skills. Topics studied in depth include reaction chemistry, atomic and molecular structure, solutions, states of matter and equilibrium. In addition to rigorous problem solving, students are expected to be self-disciplined and able to read and use an advanced text. Extensive laboratory work will involve electronic data collection and analysis through a computer. This is not a college-level course, but it is designed for the highly self-motivated student. Students in this course should be prepared for the Chemistry SAT II test if they complement the course with some self-study in descriptive chemistry. (1 unit; Grades 10, 11, 12; Department approval is required) AP CHEMISTRY

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AP Chemistry is a college-level course designed to prepare students for the Advanced Placement Examination in Chemistry. It is a challenging course that requires completion of Biology and Chemistry. It is assumed that the student has a working knowledge of topics from first-year chemistry such as reaction types, stoichiometry and nomenclature. The course will include extensive laboratory work. In order to complete the syllabus, students will be given an assignment to complete prior to the first class meeting. (1 unit; Grades 11, 12; Department approval is required) PHYSICS Students considering Physics must have completed Geometry. This course is an introduction to basic physics concepts. The students will make extensive use of the laboratory to build on previously acquired laboratory skills. The laptop, application of physics principles to real life, simulations and use of data collection devices will be pivotal aspects of this course. Students will be using a text and much of their understanding will come from active participation in class activities, laboratory projects, and problem solving. The wave unit of this course is project based and includes student presentations of physics principles. Students will use their algebra skills and basic trigonometry in problem solving. (1 unit; Grades 10, 11, 12; pre-requisite: Geometry) ADVANCED PHYSICS Students considering Advanced Physics must have completed Advanced Algebra 2/Trigonometry or above. This is an introductory-level laboratory course in physics that gives students a working knowledge of the basic principles of physics in two dimensions. Successful students will develop the ability to use these principles to solve mathematical and conceptual problems. The course will cover a range of advanced topics, including kinematics, energy, geometric optics, wave phenomena, interference phenomena, DC circuits, electromagnetism and modern physics. Quantitative problem solving and laboratory measurement methods will be utilized and students will derive their own laboratory procedures. Algebra 2 and trigonometry skills will be used extensively in quantitative problem solving and derivation of formulas. (1 unit; Grades 10, 11, or 12; pre-requisite: Advanced Algebra 2/Trigonometry or above.) AP PHYSICS -1 Students considering Honors Physics should have:

• received a grade of B+ or better in Honors Algebra 2/Trig., or received a grade of A or better in Advanced Algebra 2/Trig.

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• should have a favorable recommendation from the previous science and mathematics teachers, as well as a favorable recommendation from the physics teacher following an oral/written examination.

• completed or be concurrently enrolled in pre-calculus honors or pre-calculus.

This is a broad, introductory-level course in physics for students who are ready to begin quantitative problem solving in preparation for algebra-based AP Physics-1 exam. The AP exam includes only mechanics and basic circuits, but this course will cover additional sub-topics of physics so that, with some additional preparation, students are prepared for the SAT II Physics Subject Test. Successful students will develop the ability to recall and use the laws and principles of physics to solve physical science problems at the algebraic level. The course covers mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. A rigorous lab program makes use of modern laboratory equipment, allowing students to investigate physical phenomena, error analysis, and the preparation of formal lab reports. (1 unit; Grades 10, 11, or 12; Departmental approval is required) AP PHYSICS C: MECHANICS This is an in-depth, introductory-level course in mechanics for students who are ready to begin quantitative problem solving in preparation for the AP-C Mechanics Examination. Successful students will develop the ability to recall and use the laws and principles of physics to solve both conceptual and quantitative physical science problems in mechanics with explicit use of calculus. Completion of the AP-C Mechanics Examination is a course requirement. This course is NOT designed to be followed by the AP-C Mechanics and E&M course. Students should plan on taking one or the other AP-C class, not both. (1 unit; Grades 11 or 12; Departmental approval is required) AP PHYSICS C: MECHANICS AND ELECTRICITY & MAGNETISM This is an in-depth, second year course in mechanics and electrodynamics. Students will continue to develop quantitative problem solving skills in preparation for the AP-C Mechanics and AP-C Electricity and Magnetism Examinations. The course assumes familiarity with the concepts of Mechanics and E&M, and focuses on advanced calculus-based problem solving and the further development of lab skills, including investigation of physical concepts, error analysis, laboratory design, and the preparation of formal lab reports. Completion of the AP-C Mechanics and AP-C Electricity and Magnetism Examinations is a course requirement. (1 unit; Grades 11 or 12; Departmental approval is required) AP ENVIRONMENTAL SCIENCE

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This course requires a strong foundation in biology and chemistry and an ability to read quickly with understanding. The political, social and economic forces that are involved in most national and international protocols and treaties of environmental issues will be explored, studied, and assimilated into a broad spectrum of problem solving knowledge. This is a laboratory-based course. The students are expected to take the AP exam in the Spring, (1 unit; Departmental approval is required; Grades 11 and 12; prerequisites: Biology.) ENVIRONMENTAL SCIENCE This course requires a strong foundation in biology and chemistry and an ability to read quickly with understanding. The political, social and economic forces that are involved in most national and international protocols and treaties of environmental issues will be explored, studied, and assimilated into a broad spectrum of problem solving knowledge. This is a laboratory-based course. (1 unit; Grades 11 and 12; prerequisites: Biology.) NATURAL SCIENCES ELECTIVES:

SCIENCE RESEARCH The intent of this course is to discover a research project over the course of a semester for eventual entry in the Intel Talent Search and/or other competitions. Students will be asked to consider aspects of numerous areas of science, drawing on their own personal interests to find key questions that could only be answered through experimental research. Students will be responsible for weekly review of the science literature, presenting their findings informally in class. The course will culminate with a single review paper that summarizes their findings in a specific research area. (1/2 unit; Grades 9, 10, 11, 12; Department approval is required.) SPECIAL TOPICS IN PHYSICS This course is for students involved in The Young Physicists Tournament. The projects fully explore both theory and experiment and include detailed analysis of experimental uncertainty and error. Students who are new to physics are welcome in this course; they will focus on the experiment and the various steps of data analysis that may include data collection, image and video analysis, and data manipulation in Excel and/or Matlab. Experienced physics students will take part in the lab work as well as developing the theoretical side of the problems. (1/2 unit, pass/fail. fall or spring, grades 10, 11, 12. Prerequisite: none, though computer science experience and a concurrent physics course are helpful.) ONE OR TWO SCIENCE ELECTIVES WILL BE OFFERED FROM THE FOLLOWING EVERY SEMESTER:

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ANIMAL BEHAVIOR This semester long course will examine the how and why questions of animal behavior. Classical behavioral experiments will be studied. Students will replicate some of these experiments in addition to generating hypotheses and designing their own experiments. Students will learn the basic techniques of behavioral scientists. These techniques will help students understand the underlying basis, evolution, and adaptive responses of behavior patterns. (1/2 unit; Grades 10, 11 and 12; Department approval is required.) ANATOMY AND PHYSIOLOGY This course will provide a foundation in learning about the anatomy (structure) and physiology (function) of the human body using a variety of resources including but certainly not limited to: the text, the internet, videos and peers, all under the guidance of the instructor. This course is designed for the highly motivated student who is willing to learn complex processes in detail. There will be a heavy emphasis on how and why our bodies work doing everyday activities, sports, dance, and nothing at all… is it ever doing nothing at all?? (1/2 unit; Grades 10, 11, and 12; Department approval is required.) ASTRONOMY This semester long course is designed to take an in-depth look at the universe and its processes. Astronomical techniques, the solar system, stars, and the distant universe will be described. The physical concepts underlying these phenomena are also presented. Students will discover through hands-on exploration by recreating astronomical experiments of the past and infusing it with data from our night sky. (1/2 unit; Grades 10, 11 and 12; Department approval is required) CREATIVE PROBLEM SOLVING THROUGH ENGINEERING I This course will introduce students to the multiple engineering disciplines. Engineers apply the principles of mathematics and science to solve real-world problems. Students will plan, design, build, analyze, and stress test a variety of structures and machines. Have an interest in designing buildings, ships, or bridges? How about rockets, cars, or machinery? Robots, alarms, or digital maps? Renewable energy technologies? If so, Civil, Mechanical, Electrical, or Chemical Engineering may be in your future! Students will complete several such projects, including a capstone design. (1/2 unit, fall or spring grades 10, 11, 12; prerequisite: none) CREATIVE PROBLEM SOLVING THROUGH ENGINEERING II This course will enable interested students to further explore engineering disciplines. Students will dig deeper into Electrical, Chemical, and Biological engineering fields. Students will also look at the interdisciplinary aspects within

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the fields of engineering. Students will work on class and independent projects using the Engineering Design Cycle. All students will create a capstone design project. (1/2 unit, fall or spring, grades 10,11, 12; prerequisite: Creative Problem Solving with Engineering I or Engineering Survey) FORENSIC SCIENCE In today's world, Forensic Science has become a familiar household science being showcased in the news, films and television shows, such as C.S.I., Forensic Files and The New Detectives. Forensic Science consists of the application of different scientific techniques in collecting and analyzing physical evidence for use in court and solving crimes. This course offers the students a real opportunity to see and put these skills into practice. The students study the basic principles of Biology, Physics, Chemistry and Geology which are useful for determining the value of crime scene and related evidence. Trace evidence, such as hair, fiber, blood, ink, paint, soil, and glass samples will be examined in the laboratory. Individual identifying techniques, such as DNA analysis, fingerprinting, jigsaw matches, and impressions analysis will be studied. Throughout the semester, famous cases, such as the O.J. Simpson Case, John Wayne Gacy, Jack The Ripper, Son of Sam, and many others, will be covered. Students will put their gained knowledge to use by attempting to solve "mock crime scenes". Towards the end of the semester, the students will prepare presentations on specific crime cases. (1/2 unit: Grades 11,12) FRONTIERS IN SCIENCE In the lifetime of your parents, technology has advanced more than all the previous history of mankind. New discoveries are made on a daily basis allowing new frontiers in science to be explored. In this class, we will discuss cutting edge technology and recent discoveries in science. From new research in genetic engineering to high-performance computing, nanotechnology, stem-cell research and the latest discoveries in astronomy, we will focus on current events as our curriculum. We will not use a textbook, but employ the collaborative efforts of the teacher and students to create a curriculum based on current events. We will use modern advances in communications, such as wikis. This promises to be an exciting, flexible course that should inspire students in science. (1/2 unit; grades 10, 11, 12) GEOLOGY This semester long course is designed to be a thorough study of the Earth and its processes. These include but are not limited to: geologic history, rock and mineral identification and classification, volcanoes, earthquakes, plate tectonics, weathering and erosion. Students will also be briefly exposed to the topics of meteorology, oceanography, and astronomy as they relate to geology. This is a

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conceptual course so homework and unit tests will be based around specific readings, however there are some algebraic relationships we will explore. This is not a laboratory intensive class, but a few laboratory experiments will be conducted. (1/2 unit, Grades 11, 12; Departmental approval is required; Pre-requisite: Algebra 2, Chemistry) MARINE ECOLOGY This course is an introduction to organisms and habitats within marine environments, with a particular emphasis on the Long Island Sound estuary. Through classroom, laboratory and field experiences, we will develop an understanding of major marine ecosystems and examine specific interactions and relationships between marine organisms that exist in those environments. Fieldwork will include excursions to different Long Island Sound environments as well as visits to local aquariums. Scientists conducting research in marine ecology/biology will be invited to share their experiences with the class, and woven into our work will be an examination of the impact of humans on the health of marine ecosystems. Students will also have the opportunity to explore an aspect of marine ecology that is of personal interest. (1/2 unit; grades 10, 11, or 12) THE SCIENCE & TECHNOLOGY OF FOOD This is course is intended to foster an understanding of the physical, chemical and micro-biological make-up of the food industry. Topics will include a study of the scientific basis and technical aspects of food preparation, packaging and storage. Attention will be given to foods in their natural state and packaged food, and details of the ways in which they differ. The course will include some laboratory work and a project. The course will be based on topics already learned in Biology and Chemistry, applied to specific problems in food science. There will be a textbook. Laboratory experiments will examine aspects of packaging, energy values of foods, and with assistance from members of the Biology staff, microbial studies. (1/2 unit; Grades 11 and 12, Departmental approval is required; successful completion of Biology and Chemistry is needed.

PUBLICATIONS

YEARBOOK Students in this class will learn all aspects of creating the Rye Country Day School yearbook, from planning the contents to designing the page layouts and keeping records of the production deadlines, orders, distribution, and advertising. Students will learn important elements of layout and design, implementing them with online publishing software as they work collaboratively to meet all production deadlines. Led by a student Editor-in-Chief, all students will have the

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opportunity to exercise creative leadership and to master their organizational and management skills. Class size will be limited to twelve students with preference given to rising sophomores, juniors, and seniors. (1/2 credit; Grades 9, 10, 11, 12; no prerequisite.)

PHYSICAL EDUCATION & ATHLETICS

Every student is required to take physical education. A student who plays on an interscholastic athletic team will receive PE credit for that season of participation. RCDS Physical Education is designed to balance personal choice at a developmentally appropriate level while maintaining standards of excellence in teaching lifelong lessons regarding health and exercise. PHYSICAL EDUCATION Students in grades 9-12 who are not playing a sport during a season will choose a physical education elective. The objective is to maximize physical activity for three days in a six-day cycle for a minimum of thirty-five minutes of workout time. The value of an elective PE program is enhanced by increased student investment through personal choice. Managers are granted a partial exemption and will be required to fulfill 2 days in the 6-day cycle in addition to their responsibilities as managers. Physical Education Guidelines: Students choose their physical education class and are required to meet at the designated time. Rye Country Day School Physical Education attire is required for all physical education classes. Sign up procedure: With the assistance and approval of the advisor students will be expected to sign up with the Physical Education and Athletic Department for Physical Education class or athletic during the sign-up period prior to the fall, winter, and spring seasons. Fitness Center: Students in grades 9-11 who choose to take fitness are required to self-assign three blocks during the six-day cycle between the hours of 8:05 a.m.-2:50 p.m. Seniors may choose when they want to work out during the fitness center hours daily from 8:05 a.m.-5:30 p.m. Physical Education activities offered meet at assigned times. Students should elect PE activities that fit into their schedule. Students may only choose Fitness for a maximum of 2 seasons during the school year. Physical Education activities offered throughout the school year: Fitness, Yoga, Boot Camp, Tennis, Squash, Beginner Dance, Intermediate Dance (also

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offered as a yearlong course) and Advanced Dance (also offered as a yearlong course). Please see Dance descriptions in the Dance section.

PHYSICAL EDUCATION OFFERINGS

FALL WINTER SPRING PE Fitness Center PE Fitness Center PE Fitness Center PE Dance PE Dance PE Dance PE Squash PE Squash PE Squash PE Yoga PE Yoga PE Yoga PE Tennis PE Tennis PE Boot Camp PE Boot Camp INTERSCHOLASTIC ATHLETICS The athletic program at RCDS is designed to enhance each student’s athleticism and self-esteem by emphasizing skills development, camaraderie, and excellence. The program stresses sportsmanship and strives to instill a sense of team responsibility and school spirit. The program is broad enough to prepare gifted athletes to compete at the college level while at the same time ensuring that all students are exposed to the lifelong benefits of athletics and team participation. The Varsity teams are selected based on ability. Students on Varsity and Junior Varsity teams must attend all practices and games in order to remain in good standing on the team. The Junior Varsity interscholastic athletic program emphasizes skill development, teamwork, team responsibility, and participation. Pre-season for the fall sports’ begins on Monday, 2 weeks prior to Labor Day. Spring sport training trips are available for all students in grades 9-12 who want to play a spring sport and travel is during the second week of spring vacation. Spring training trip signups occur during the month of October.

VARSITY & JV INTERSCHOLASTIC TEAMS

FALL WINTER SPRING Boys’ Varsity Football Girls’ Varsity Ice Hockey Boys’ Varsity Baseball Boys’ JV Football Boys’ Varsity Ice Hockey Boys’ JV Baseball Girls’ Varsity Soccer Boys’ JV Ice Hockey Girls’ Varsity Softball Girls’ JV Soccer Girls’ Varsity Basketball Girls’ JV Softball Boys’ Varsity Soccer Girls’ JV Basketball Girls’ Varsity Lacrosse Boys’ JV Soccer Boys’ Varsity Basketball Girls’ JV Lacrosse

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Girls’ V Field Hockey Boys’ JV Basketball Varsity Sailing Girls’ JV Field Hockey Boys’ Wrestling Boys’ Varsity Lacrosse Boys’ V Cross Country Boys’ Varsity Fencing Boys’ JV Lacrosse Boys’ JV Cross Country Boys’ JV Fencing Boys’ Varsity Tennis Girls’ V Cross Country Girls’ Varsity Fencing Boys’ JV Tennis Girls’ JV Cross Country Girls’ JV Fencing Boys’ Varsity Golf Girls’ Varsity Squash Girls’ Varsity Golf Girls’ JV Squash Boys’ Varsity Track Boys’ Varsity Squash Girls’ Varsity Track Boys’ JV Squash Boys’ JV Track Girls’ JV Track Girls’ Varsity Tennis Girls’ JV Tennis Camp